Module 10 – Introduction to Community-Based Management

Lesson 29–Analyzing Community Needs Assessment

Learning Objectives
At the end of the lesson, students are expected to:
1. share the importance of community needs assessment;
2. enumerate the needed data for community needs assessment;
3. perform some tasks in community needs assessment.

Learning Content
Community Needs Assessment defined

Community needs assessment is the process wherein problems, issues and

concerns of the community are identified through the use of several tools for assessment.
It encourages the participation of the community, as they are the stakeholders, to the
findings in the assessment.

Needs assessment, social analysis or community diagnosis as others refer to, is a

concrete base for the formulation of programs. It reflects the sentiments, needs,
aspirations and recommendations of the community people. When it is done properly, it
will reflect also the trainees’ feeling of oneness with the community. They begin to see
that people’s problems also reflect their own.

Needs assessment becomes significant when it is conducted through integration

with the people. Our analysis and assessment should be done with the people. Hence, it
does not merely contain our perceptions, but also of the people’s for it to be genuinely
pro-people. Analysis of social situation becomes meaningful if it is used as an instrument
for conscientization. Those immersing in the community must not just make the people
realize their issues but also make them to act on it. Their realization of the problems
should help make the community realize the relation between their local condition and
situation of other communities around them. It is important that the people realize that
they can do something to change their situation for the better.

Assessing the needs of the community is a prelude to effective program offered to

clients. This discussion covers the meaning, importance, steps, and exercises in preparing
community needs assessment instruments that will equip students to prepare similar tool
which utilize in measuring the needs of the community assigned to them.

Importance of Needs Assessment

1. Gather information about citizen’s attitudes and options in order of importance.

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BatStateU - National Service Training Program 1 – CWTS
 2. Determine how citizens rank issues, problems and opportunities in order of
importance or urgency.
3. Give citizens a voice in determining policies, goals and priorities.
4. Evaluate current programs and policies.
5. Provide speculations about what people are thinking.
6. Provide speculations about what people really want.

Importance to be included in assessing community needs

1. Historical Development – this refers to data on how the community became what
it is today and provides insights into the kind of resources to collect and weed.

2. Geographical and Transportation Information – this includes information on the

community’s patterns and population contributions.

3. Political and Legal Functions – this includes strategies for community based
selection (or this may include strategies that community uses for selecting players
in the political sphere).

4. Demographic Data – this includes data on age characteristics, size, race, and
transience of population.

5. Economic Data – this refers to the economic base, social, cultural, educational,
recreational organizations. This includes the values and social pattern.

Methods in collecting data for Community Needs Assessment

1. Focused Group Discussion (FGD) with key Informants. The key informants of
the community are people who hold socially responsible positions such as
educators, public officials, clergy and business representatives or those who are
active in community events. These are the people who can provide good
information that will guide and give you better understanding on historical issues
needed by the community.

2. Community Forum/Assembly. This involves holding of group events that may

include the entire community. It gives visibility to the leaders and raises the status
of the community but it requires lots of planning and publicity. This meeting can
be venue where people can express their needs and be immediately validated by
the rest of the attendees; Participator action research effectively uses this method.

3. Public records. Public records like national census will provide data for social
and demographic indicators of the community. Data included are age, gender,
educational level, locality, etc. that tend to contribute to library use.

4. Survey. Survey and questionnaires involve asking individuals in the community

about their everyday needs. This can be implemented through the following:

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 a. Mailing questionnaires to randomly selected members of the community;
b. Performing telephone survey;
c. Handing out surveys while people are in an assembly; and
d. Posting questionnaires on your public access computer catalog.
*An example of this is the Minimum Basic Needs (MBN) Form of the DSWD

Steps in Conducting Needs Assessment

1. Establish a working committee to solicit citizen and community involvement and

develop a plan of action.
2. List important aspects that are needed to be looked upon. This may also mean
identifying the surveyors’ own capability and strength.
3. Identify the population to be surveyed. This also includes making
communications with community leaders and authorities of the identified
population to facilitate other procedures.
4. Determine the information that is needed. It may be existing information which
must be collected or it may be information gathered using a survey. Information
like demographic profile may be readily gathered from the barangay, municipal or
city records office.
5. Select a random sample of person to survey. A good number of representative
population to be surveyed will contribute to the validity of the information.
6. Develop and pretest a questionnaire. Afterwards, if the questionnaire was found to
be a valid tool for measurement of data, proceed to distributing the questionnaire
for community use.
7. Collate the information.
8. Analyze the data. This may be done together with the core group members of the
community. Community participation in analyzing gathered data is also important
so that they can feel the ownership of the issues and concerns in their community.
9. Go back to the community for validation of information. This may be done
through a community assembly or simple community group discussion.
10. Finalize the document. Make sure there are corresponding recommendations for
the issues and concerns found.

Community Assistance in Assessing Needs

1. Help identify community groups and citizens to be involved in the working

committee.
2. Facilitate group discussion to identify important issues and set priorities.
3. Help select the sample to be surveyed and design a system to identify
respondents.
4. Provide tested questions from which the working committees choose questions
that address the issues and concerns.
5. Help design a process to distribute and collect survey questionnaires, code, enter
and analyze the resulting data.
6. Provide summary reports of data.

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 7. Suggest programs to report the results and strategies to solicit community
involvement.
8. Work with the citizens to identify courses of action based on the information.

Community needs assessment is a means to measure problems, issues and

concerns of a specific locality which could be done by interested group with sponsors to
establish credibility. It involves steps to follow I order to consider well specific areas
which will be included in developing the instruments. It particularly involves the
population demographic areas, economic and social level. It is also designed to gather
information and help determine how best one can respond to the needs of the community,
issues or concerns, and potential areas of intervention.

When the needs are identified, the people then must come to an appreciation that
there are needs that exist among them and all of them share these needs. They should
then visualize their goals and the ideal life they want to achieve and reflect their dreams
in life.

Needs assessments are a critical part of community organizing practice/

development work. It is essential to ask the following questions:

• How do you know there is a problem?

• How do you know there is a need for a particular intervention? Answering this
question entails gathering empirical (objective) and perceptual (subjective) data.
• How serious is the problem/ need?
• How pervasive is it?
• How many people do it affect?
• Who believe there is a problem/ need?
• Who is defining the problem/ need?
• Why at this time?

Learning Activity
Directions: Think of a possible community project for your barangay. What important
information or data do you think necessary to come up into a good project proposal?
Discuss why that information are deemed important.

Learning Assessment

Directions:Answer the following question and submit to your instructor.

1. Why is it important to assess the community needs in proposing project?

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2. How are you going to execute the methods in collecting data of community
assessment?

Learning References

1. Guillo, RM Jr. and De Chavez, F. I. (2009). Civic Welfare Training Service

Towards Responsive Community Organization and Development. Manila.
Morlanda Publishing.

2. Labuguen, Florida C. et al. (2018) NSTP Understanding the National Service

Training Program. Malabon City.Mutya Publishing House, Inc.

3. Labuguen, Florida C. et al. (2019). NSTP 2 Understanding the National Service

Training Program. Malabon City. Mutya Publishing House, Inc.

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Module 10 – Introduction to Community-Based Management

Lesson 30 - Social Mobilization

Learning Objectives
At the end of the lesson, students are expected to:
1. Give emphasis on the meaning of social mobilization.
2. Discuss the concepts and importance of social mobilization.
3. Enumerate the functions and elements of social mobilization.
4. Analyze the components of social mobilization and its strategies.
5. Develop deeper sense of awareness in the community.

Learning Content

Social Mobilization and its Importance

Influencing people to build capacity to act on their behalf, has been called the
“central paradox of social development” (David McClelland, 1970). The top-down-bottom
up relationship, designed to empower, is based on unequal power. All communities have
individual resources that need to be enhanced and mobilized if development is to be
sustainable and in the long run autonomous. All communities also have some
organizational resources. The organized people representing different groups/sectors act as
a vehicle to develop social harmony and peace, and increase the general capacity of the
people for empowerment. Full participation at the grass-root level via the Grass-root
Organization is only possible if the rural people are organized. The community people
have to be organized to work together in close proximity to share common interests for
community development. The Community Organization is a mass coalition of all those
residents of the barangay whose continuing economic and social interest are best served by
organizing themselves as a group.

The ultimate goal is social change through empowerment. Social mobilization is

the process of engaging all sectors of society to act and work towards a common goal.
Ideally, everyone – from the President to the Senators, the Congressmen to the
community social worker, from the government executive to the NGO representatives,
from the academicians to the students, the TV newscaster to the parents – should be
involved in promoting, informing, and implementing societal programs.

Social mobilization as defined by UNICEF, is a broad scale movement to engage

people’s participation in achieving a specific development goal through self-reliant
efforts. It involves all relevant segment of society: decision and policy makers, opinion
leaders, bureaucrats, professional groups, religious associations, commerce and industry,
communities and individuals.

It is a planned process enlisting the support and active involvement of all sectors
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within a society that can play a role in achieving an agreed social objective, and
communities towards the objective. Thereby mobilizing human and material resources to
reach it and rooting it in societies and in the community’s conscience to ensure
sustainability.

Various persons or institutions play an important role in shaping an individual’s

values attitudes and behavior. The essential units in the process of socialization are the
small groups characterized by intimate face-to-face association and cooperation. They are
the primary in the sense that they are the fundamental in forming the social nature and
ideals of the individual. Various agencies contribute to personality formation.
Socialization starts inn the primary groups like the family and the friendship or peer
groups which are called the nursery of human nature. The school is the formal agency
impairing knowledge, skills, attitudes and values to the child. Mass media contributes its
bit by giving information, entertainment and education. The workplace socializes the
individual in accordance with its role expectations. In all these agencies, the individual is
oriented into his sex role.

The Concept of Social Mobilization

The concept of social mobilization emerged from recognition that a genuine

participatory approach to development is essential for success and sustainability. Civil
society participation in development efforts is therefore increasingly recognized by
development agencies and governments as essential for promoting good governance –
improving responsiveness of national policies to citizen’s needs.

Social Mobilization as an approach in the implementation of NSTP/CWTS

requires working hand-in-hand with individual (students), school and communities who
can forge a collective identity to achieve common goals. This approach involves planned
actions and processes to reach, influence and involve all relevant segments of society
across all sectors from the national to community levels in order to effect positive
behavior and social change.

Effective social mobilization involves community organizations, harnessing the

potential and efforts of government, non-government sectors and citizens to work towards
sustainable social, economic and political development.

Characteristic Features of Social Mobilization

1. Broad scale movement – it engages mobilizing large numbers of people in

action for achieving development goal.

2. Planned Process – it seeks to facilitate change and development.

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3. Accountability – it takes into account the felt needs of the people; embraces
critical principle of community involvement, seeks to empower individuals to
action.

4. Problem recognition – it begins with conscious recognition of problems and

seeking for the probable solutions to solve the problems.

5. Problem solving advocacy – building consensus to solve problems of those

affected and those who have the solution of the problems for decision making,
including allocation of adequate resources.

6. Decision-making – initiations, discussion and decision-making for political

will, action and resource commitment.

7. Acceptance/commitment – it generates acceptance of new ideas, attitudes and

technologies.

8. Communication resources – it uses all available and potential communication

resources for effective networking and active mobilization of information.

9. Network for institutional sustainability – sustains awareness, cooperation,

commitment and action to achieve the common goal leading to the attainment
of community Vision-Mission-Goal (V-M-G) for the establishment of self-
sufficiency.

Social Mobilization’s 5 Key Avenue and Goals

Key Mobilization Avenue Goals

1. Political To win political and policy commitment for major
goals and source allocation.
2. Government To enlist cooperation of service providers.
3. Corporate To secure support or resources or endorsements
communications.
4. Community To gain commitment to local, political, religious,
social leaders and local organizations.
5. Beneficiary To inform and motivate to take appropriate action.

Elements and Processes of Social Mobilization

Advocacy
It is the element of social mobilization which is focused on various actors who
could create/initiate the advocacy program or service delivery.
Information, Education and Communication (IEC)
These are sets of accurate and consistent information on programs and services as
a timely response by those in direct contact with the communities. The information
materials include brochures, posters, handouts, newsletters and audio-visual materials.

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Community Organization
This is the process of uniting all inter-sectoral allies to plan for building the
organization to raise people’s awareness of and demand for a particular development
program; assist in the delivery of resources and services to individuals and community
groups to get a sense of what they can do themselves to improve their situation-building
and joining coalitions.
Capacity Building
This refers to people’s power or a community’s power by doing something from
them that they can and ought to do for themselves or for the community. Social
mobilization can be attained if the network of advocates and mobilizers are continually
expanded through Capacity Building or Coalition Building.
Capacity building seeks to improve knowledge, skills and attitudes of service
providers as well as beneficiaries for them to do their jobs and to participate actively in
the dynamic process of change. The Capacity building key levels of concerns include the
system, processes, networks, financial capacity, and physical infrastructure and
management resources.

Key Elements of Social Mobilization

1. Organizational development – This is a process of community member, especially the
poor from their own organizations based on the interests and needs that are best
served by organizing themselves as a group.

2. Capital Formation for development through Community Savings – Capital formation

through mobilization of savings enhances a community power to realize its full
potential. The saving generated by individual members are the assets of the
community organization and are the first step towards their self-reliance.
Accumulated savings can be used for internal credit with interest for the members
borrower to engage in income generating activities. The savings can be serve as the
basis for access to external services as micro-finance, which is essential in localities
where government capacity to address all social needs of a community are very
limited.

3. Training for Human Resource Development – Communities members can maximize

their potentials by organizing themselves and upgrading their skills to better manage
new business, communities’ initiatives and establish effective linkage with local
government and other agencies through ‘change agent’ that supports direct training
programs. The training programs include organizational development leadership,
saving and credit programs, agriculture, natural resource management, etc.

4. Socio-economic development – Socio-economic development initiatives are great

incentive for community members to organize themselves. These initiatives provide
supports in the form of grants or access to credit, marketing and other services that
will lead to tangible. Improvements on social economic conditions within the
community. This will empower people and their organizations. The program helps
improve local conditions, increase the institutional capacity, enhanced social status

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and voice of disadvantaged people, women, the poor and the youth. This results in
motivating people to remain organized and enjoy benefits of collective action that
influences change in their communities.

Social Mobilization Continuum

Social mobilization in general aims at continuum of activities in a broad strategic
framework. The process involves dialogue and partnership with a whole spectrum of
societal elements. It calls for a journey among partners and results in the successful
transformation of development of development goals into societal action. The figure
below illustrates the societal mobilization strategy in a social partnership with all the
stakeholders.

Social Mobilization Continuum

Data Information Behavior/Action

Variables
Biological Economic Cultural
Political Social

Communication/Dialogue Education Training

A &P Political Families

u a Governmental Non-Governmental Community
d r Legislators Groups
i t Decision Public Officials Social/Civic/ Cooks
e n Makers Bureaucrats Religious Schools Shoppers
n e Opinion Technocrats Groups Churches Heads of
c r Leaders Other Sectors NGO/PVO Day Care Household
e s Professional Centers
s Associations
Commerce &
Industry
Ling/Apted 1991
Communication Channels

*Interpersonal *Media *Traditional *Special Events

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1. Political Sector-Policy maker

First column of Social Mobilization continuum names some policy makers.
Advocacy with leaders in this group helps foster the commitment that will clear the way
for action, and build consensus with sound data, create a knowledgeable and supportive
environment for decision-making. This includes the allocation resources.

2. Governmental Sector – Bureaucrats and Technocrats

This sector includes desperate groups, each with its own agenda, conflicting interest
and concerns. Harmonizing the desperate units is a greatest challenge in development.
Policy makers have failed to recognize how difficult to foster unity among government
units, the bureaucrats, technical groups, the technocrats, and the service professionals in
decision making and implementing the programs.

3. Non-governmental Sector
This sector covers a multitude of interest. This includes the non-government
organizations (NGO’s) for special purposes, social institutions/associations to represent
organized support; religious groups with their ideological bends; commerce and industry
that operate on a profit basis, and professional groups for the advancement of their
interest. These are important partner and allies to mobilize the civil society for various
sound objectives.

4. Community Groups (schools, churches and grass roots groups)

Involvement of the communities, schools, churches, mosques leaders and grassroots
groups are critical in terms of its participation. It is much needed to help transform
development goal into action. None-the-less agencies or groups are often given a voice in
identifying and designing solutions to their respective problems.

5. Families (households and individuals)

Individual actions are ultimate pay-off to the family problems. There is a need to
have a deliberate action to inform and educate individual in the household as to affirm its
participation in the community.

Learning Activity

Directions: A. Read the following quotations, anecdotes and stories below. Choose one
(1) and make a reflection paper. Discuss how the moral lessons relate to social
mobilization in the community. Read first the directions in the Learning Assessment
below before you start doing the task.

A. Quotations/Anecdotes

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“If a kingdom is divided against itself, that kingdom cannot stand. And if a house is
divided against itself, that house will not be able to stand.” Mark 3:24-25

“Common good is a ‘substantial and extremely fertile state’, no crowding or

diminishment as it is shared with others. – St. Augustine

All who believed were together and had all things in common; they would sell their
property and possessions and divide them among all according to each one’s need.
Acts 2:44-45

B. Story 1
THE FRIENDSHIP RAINBOW
Anonymous

Once upon a time the colors of the world started to quarrel. All claimed that hey were the
best. The most important. The most useful. The favorite.

Green said;
“Clearly I am the most important. I am the sign of life and of hope. I was chosen
for the grass, trees and leaves. Without me, all animals would die. Look over the
countryside and you will see that I am in the majority.”

Blue interrupted:
“You only think about the earth, but consider the sky and the sea. It is the water
that is the basis of life and drawn up by the clouds from the deep sea. The sky gives
space and peace and serenity. Without my peace, you would all be nothing.”

Yellow chuckled:
“You are all serious. I bring laughter, gaiety, and warmth in to the world. The
sun is yellow, the moon is yellow, the starts are yellow. Every time you look at a
sunflower, the whole world starts to smile. Without me there would be no fun.

Orange started nest to blow her trumpet:

“I am the color of health and strength. I may be scarce, but I m precious for I
serve the needs of human life. I carry the most important vitamins. Think of carrots,
pumpkins, oranges, mangoes, and papayas. I don’t hang around all the time, but when I
fill the sky at sunrise or sunset, my beauty is so striking that no one gives another thought
to any of you.”

Red could stand it no longer he shouted out:

“I am the ruler of all of you. I am blood-life’s blood. I am the color of danger and
of bravery. I am willing to fight for a cause. I bring fire into the blood. Without me, the
earth would be as empty as the moon. I am the color of passion and of love, the red rose,
the poinsettia and the poppy.”

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Purple rose up to his full height:

He was very tall and spoke with great pomp: “I am the color of royalty and
power. Kings, chiefs, and bishops have always chosen me for I am the sign of authority
and wisdom. People do not question me! They listen and obey.”

Finally Indigo spoke, much more quietly than all the others, but with just as much
determination:

“Think of me. I am the color of silence. You hardly noticed me, but without me
you all become superficial. I represent thought and reflection, twilight and deep water.
You need me for balance and contrast, for prayer and inner peace.”

And so the color went on boasting, each convinced of his or her superiority. Their
quarreling became louder and louder. Suddenly there was a startling flash of bright
lightening thunder rolled and boomed. Rain started to pour down relentlessly. The colors
crouched down in fear, drawing close to one another for comfort.

In the midst of the clamor, Rain began to speak:

“You foolish colors, fighting amongst yourselves, each trying to dominate the rest.
Don’t you know that you were each made for a special purpose, unique and different?
Join hands with one another and come to me.”

Doing as they are told, the colors united and joined hands.

The Rain continued:

“From now on, when it rains, each of you will stretch across the sky in a great
bow of color as a reminder that you can all live in peace. The Rainbow is a sign of hope
for tomorrow”. And so, whenever a good rain washes the world, and a Rainbow appears
in the sky, let us remember to appreciate one another.

Moral: There’s unity in diversity. Working together can result to success and better
output.

C. Story 2

AN EXCERPT FROM “DON’T WE ALL”

(Unknown author)

I was parked in front of the mall wiping off my car. I had just come from the car
wash and was waiting for my wife to get out of work. Coming my way from across the
parking lot was what society would consider a bum. From the looks of him, he had no
car, no home, no clean clothes, and no money. There are times when you feel generous
but there are other times that you just don’t want to be bothered. This was one of those
“don’t want to be bothered times.” “I hope he doesn’t ask me for any money,” I thought.
He didn’t…

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“That’s a very pretty car,” he said. He was ragged but he had an air of dignity
around him. I said, “Thanks,” and continued wiping off my car. As the silence between
us widened something inside said, “Ask him if he needs any help.” I was sure that he
would say ”yes” but held true to the inner voice. “Do you need any help?” I asked. He
answered in 3 simple but profound words that I shall never forget. We often look for
wisdom in great men and women. We expect it from those of higher learning and
accomplishments. I expected nothing but an outstretched grimy hand. He spoke the 3
words that shock me. “Don’t we all?” he said. I was feeling high and mighty, successful
and important, above a bum in the street, until those 3 words hit me like a 12-gauge
shotgun….

No matter how you have, no matter how much you have accomplished, you need
help, too. No matter how little you have, no matter how loaded you are with problems,
even without money or a place to sleep, you can give help.

Maybe God looked down, called an angel, dressed him like a bum, then said, “go
minister to that man cleaning the car, that man needs help.” Don’t we all.

Moral: We all need one another and are needed by one another. We need to work
together if we are to live life to the fullest.

D. Story 3
TEDDY AND MISS BECKY
(From the book ‘Laws of the Learner’ by Bruce Wilkinson)

Miss Becky was a grade school teacher who every year would say to her
students,” Boy and girls, I love you all the same. I have no favorites.” Of course, she
wasn’t being completely truthful. Teachers do have favorites and, what is worse, most
teachers have students that they simply don’t like.

Teddy was a boy that Miss Becky simply didn’t like, and for good reason. He
didn’t seem interested in school. He wore a deadpan, blank expression on his face, and
his eyes were glassy and unfocused. When Miss Becky spoke to him, he merely shrugged
his shoulders. His clothes were mussed and his hair unkempt. He wasn’t an attractive
boy, and he certainly wasn’t likeable.

Whenever she marked Teddy’s papers, she got a certain perverse pleasure out of
putting X’s next to the wrong answers. When she put the F’s at the top of the papers, she
did it with flair. She would have known better. She had Teddy'’ records and she knew
more about him than she wanted to admit. The records read:

Grade 1: Teddy shows promise with his work and attitude, but poor home
situation.
Grade 2: Teddy could do better. “Mother is seriously ill. He receives little

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help at home.
Grade 3: Teddy is a good boy, but too serious. He is a slow learner. His
mother died this year.
Grade 4: Teddy is very slow, but well behaved. His father shows no
interest.

At Christmas, the boys and girls in Miss Becky’s class brought her presents, piled
them on her desk, and crowded around to watch her open them. Among the gifts was one
from Teddy. She was surprised that he had brought her a gift. Teddy’s gift was wrapped
in brown paper and held together with tape. On the paper were written the simple words,
“For Miss Becky. From Teddy.” When she opened Teddy’s present, out fell a gaudy
rhinestone bracelet, with half the stones missing, and a bottle of cheap perfume.

The other boys and girls began to giggle and smirk over Teddy’s gift, but Miss
Becky at least have enough sense top silence them by immediately putting on the bracelet
and dotting some of the perfume on her wrist. Holding her wrist up for the other children
to smell, she said, “Doesn’t smell lovely?” The other children, taking their cue from the
teacher, readily agreed with ‘oohs” and “aahs.”

When school was over and the other children had left, Teddy lingered behind. He
slowly came over to her desk and said softly, “Miss Becky? Miss Becky, you smell just
like my mother … and her bracelet looks real pretty on you too. I am glad you liked my
presents.”

When Teddy left, Miss Becky got down on her knees and asked God to forgive
her.

The next day when children came to school, a new teacher welcomed them. Miss
Becky had become a different person. She was no longer just a teacher; she had become
an agent of God, committee to loving her children and doing things for them that would
live on after her. She helped all the children, but specially the slow ones, and specially
Teddy. By the end of that school year, Teddy showed dramatic improvement. He caught
up with most of the students and was even ahead of some.

Once the school year ended, Miss Becky didn’t hear from Teddy for a long time.
Then one day she received a note that read:

Dear Miss Becky,

I wanted you to be the first to know. I will be graduating second in my class.
Love,
Teddy

Four years later, another note came:

Dear Miss Becky,

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They just told me I will be graduating first in my class. I wanted you to be the
first to know. The University has not been easy, but I have a good four years.
Love,
Teddy

And, four years later:

Dear Miss Becky,

As of today, I am Teddy San Jose, M.D. How about that? I wanted you to be the
first to know. I am getting married next month, the twenty-seventh to be exact. I want
you to come and sit where my mother would sit if she were alive. You are the only
family I have now. Dad died last year.
Love,
Teddy San Jose

Miss Becky went to that wedding and sat where Teddy’s mother would have sat.
She deserved to be there; she had done something for Teddy that he could never forget.

Moral: No one can tell what one can achieve and accomplish someday thru
encouragement & empowerment from others.

Learning Assessment
Directions: Based from your reading on the presented quotations and stories, present
your output for this the task using this outline. Introduction, reflection or discussion and
the summary or conclusion. The output will be submitted to your Instructor.

Learning References

1. Gonzales, Vivian A. (2003). Trainer’s Handbook Students’ Transformation and

Enrichment for Truth - Values Integration and Promotion (STET-VIP) National
Service Training Program. Laguna. Sikap/Strive Foundation Inc.

2. Guillo, RM Jr. and De Chavez, F. I. (2009). Civic Welfare Training Service

Towards Responsive Community Organization and Development. Manila.
Morlanda Publishing.

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Module 10 – Introduction to Community-Based Management

Lesson 31–Formulating Plan for Community Based Projects

Learning Objectives

At the end of this lesson, students are expected to:

1. acquire working knowledge in making project proposal for community service activities
2. develop implementable project proposal for community welfare and development.

Learning Content

Introduction
An important part to NSTP community immersion is the development of community-
based projects. In managing NSTP projects, the major functions of management such as
planning, organization, staffing, directing and controlling be given due consideration to ensure
the success of the implementation of the projects.
Project management encompasses project planning, implementation and monitoring and
evaluation. Project planning and implementation and monitoring and evaluation will form part
in this presentation.

Project Planning
In the formulation of a project, a planner must take into consideration the needs of the
target clients. The trainer or facilitator together with the student-trainees must assist the
community in identifying, analyzing and prioritizing the needs, and concerns they must consider.
People in the community know more about the project relevant to their needs. Developing them
in the course of planning will motivate them to support the projects or activities. Based on the
identified needs, projects must be made through a proposal to assess its feasibility, contributions,
rationale, and basis for funding and support.
Some guidelines in making a project proposal will facilitate work for the trainers and
student-trainees in their immersion activities. This will also provide the proper opportunity to
prepare right data and direction in the implementation of their plans while doing the actual tasks
of the projects.

Project Implementation
Project implementation involves a series of continuous, often overlapping phases. This
cyclical process launches with survey of felt needs in the locality that will serve as baseline
information in the formulation of project or setof projects that may be undertaken in an
uninterrupted manner. As soon as the project plan has been identified, it is prudent that
inventory of resources should be made. Mobilizing the limited resources such as men, materials,
methods and moments is a fundamental thing to do. Then, implementation comes with regular
monitoring to keep track of the development of the project. Measuring the success of the project

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as an impact evaluation will serve purpose in revisiting the plan of action. Afterward, the cycle
goes back to round.

Preparing Project Proposal

A project proposal has several parts in order to complete the needed information as basis
of conducting the project. A project proposal is a guide for both the trainers and student-trainee
in attaining tasks while they are in community immersion. It serves as a basis of designing
program of activities and key inputs in monitoring and evaluation the projects to be undertaken
in the community.

Purposes of making project proposal

• Its guides trainers and student-trainees in designing a program for their project clientele.
• It facilitates implementation, monitoring and evaluation of the projects.
• It serves as database in making reports as a requirement to the course.
• It makes work easier for it serves as reference for student-trainees’ to give the right
information needed for the project.
• It serves as a ready source of data for research work.

Parts of Project Proposal for NSTP Community Projects

There are several formats or template used in preparing project proposal. Below is one of
the suggested design.

1. Title of the Project – It must be catchy to the readers and capture the need of the clientele
2. Location – The specific place where the project will be implemented.

3. Duration / Time of Implementation – Specify when the project will start and when it
will be finished. Specify the days, weeks and months needed to complete the project.

4. Type of Community Extension Services

(Chose from the following and specify the project or activities)
A. Capability Building Training
1. Livelihood/Technical/Vocational Skills Training
2. Literacy/Professional Development
3. Technology Transfer
B. Food, Health and Sanitation
C. Collaborative Manpower Development
D. Community Needs Assessment
E. Environmental/Ecological Program
1. Environmental Management
2. Solid Waste Management
F. Disaster Risk Reduction Management
For example:
Disaster Risk Reduction Management: Disaster Preparedness through Signages

5. Department /College Involved – This parts identifies the name of the department or
college to be involved in the implementation of the project.
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6. Project Proponents – It includes the list of project leaders, coordinators and names and
their respective designation, collegeandcontact information

7. Cooperating Agencies / Partners – This includes the list of possible partner agencies
inside or outside the educational institutions.

8. Beneficiaries – Theprimary and secondary beneficiaries are determined in this section.

These could be the children, out-of-school youths, person with disability (PWDs) senior
citizens, among others.

9. Total Cost of the Project–The total cost of the proposed expenditures of the project must
be presented here.

10. Rationale of the Project - Discuss thereasons behind why the project will be conducted
in the specified community, how will the beneficiaries will benefit from the project.
Discuss how will the project provide solutions or alleviate the problems in the
community. Include some data or information to support the justification

11. Objectives (General and Specific) – The objectives of the project must be clearly written
in operational terms. These are the intent on how to solve the identified problems related
to the proposed project. General objectives can be framed as basis of formulating
specific objectives of the project. The objectives must be specific, measurable,
attainable, realistic and time bounded (SMART). These are stated properly by using the
right verbs that describe what you want to address in relation to the underlying problem
within a certain period of time.

12. Description of the Project - This includes several paragraph describing the background
of the project, benefits derived from the projects and coverage of the project.

 Background of the project include the problem scenario of the community, the
need to address the existing situation among the clientele.
 Justify the project by stating the expected output of the project and the benefits to
be gained by the community members and other beneficiaries.
 Reflected in the project proposal is the vicinity or area of the project and the types
and possible number of clients or beneficiaries to be served.

13. Strategies and Methods / Plan of Action–This part describe the strategies and
methodologies that should be undertaken in order to attain the objectives of the project.
It should also describe the activities to be undertaken by the proponents and the
cooperating partners such as their responsibilities and obligations relative to time
reflected in the plan of action.
Plan of action are the specific activities to be undertaken by the proponents and
the other participants which include date of implementation, specific activities, person/s
involved. This can be presented in matrix or table form as shown below.
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Date Time Activities Person/s involved

14. Financial Plan and Proposed Expenditures – Included on the discussion are the
budgetary requirement of the project, how to finance the activities and where the
financial resources or support will be derived. Part of the discussion and presentation are
itemized proposed expenditures such as supplies and materials needed, food, among
others.

15. Monitoring and Evaluation Mechanics– The monitoringactivities to be undertakenby

the proponentsmust be considered to ensure guided implementation of the activities listed
in the plan of action. Scheme of periodic assessment or evaluation must be undertaken
while implementing the project. This should be done by the proponents. Documentation
process should be considered in this activities

16. Plans for Ensuring the Sustainability of the Project – This includesthe plans on how to
make the project be sustainable or maintained after the project has been completed on its
prescribed duration.

Examples of community -based projects

Community welfare Seminar/Workshop/Orientation
• OplanLinis (Clean and Green Drive) • Environmental concern
• Tree Planting • First aid
• Medical and Dental Missions • El Nino
• Blood Letting • Leadership training
• Painting of traffic signs • Socio-eco survey
• Building of canals • Solid waste management
• BantayIlog Program • Drug education
• Fund raising • Dengue outbreak
• Hump painting • Disaster management
• Fencing of school children • Voter’s education
• Operation Timbang • Handicrafts
• Vaccination • Livelihood
• Nurseries • Computer literacy
• Coastal clean up
Gift giving and donation Contest
• Trash can • Sports
• Dogs cages • Essay writing
• Seedling and nurseries • Poster making
• Garments/clothes • Belen making
• Educational supplies • Slogan making
• Agricultural supplies • Quiz bee
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• Christmas gift giving • Fun run

Project Implementation
Project implementation deals with the actual execution of the plans. This phase of project
development includes making the final arrangement with the target clients/community partners,
officials involved in the activities, right schedule of each event, day to day activities and needs of
the clients, manpower each day of the program, monitoring and evaluation plan and other
requirements like social and recreation activities and the culminating activities of the project.

It must be remembered always that the needs of the clients will be the dominant
consideration throughout the conduct of the projects.

To ensure the success of the community service projects and programs performed by the
trainees during their immersion time, the following must be considered:

1. program must be responsive to the needs of the clients;

2. contribute to the upliftment of the living conditions of the clients;
3. maximize the resources available in the community;
4. tap the potentials of the clients and give due recognition;
5. objectives must be SMART with tangible results that touch the lives of the clients;
6. project must be done systematically to ensure significant contributions from pre-
planning, planning stages, implementation and evaluation;
7. complete documentation must be observed as basis for reporting and for future studies;
8. projects must be within the capacity and concern of the trainees that will allow them to
gain the knowledge, skills and encourage reflective action; and
9. develop shared commitment among the trainees.

Projects must promote civic consciousness imbued with good citizenship values of
Pagkamaka-Diyos, Pagkamaka-Tao, Pagkamaka-Bayan and Pagkamaka- Kalikasan.

The following flow of activities will guide the student trainees or the implementers in the
implementation of the project;

• Preparation of project proposal based on community needs

• Approval of the proposal
• Once the project is approved, the trainees will prepare all
immersion requirements.
a. Letter of request regarding their immersion to the community is the
partner agency signed by the trainer/coordinator and approved by
a. Pre-immersion the NSTP Director.
b. Community responds to the request by signifying their acceptance
through a letter.
c. Trainees, based on the identified needs, submit a project design to
the community for approval.
d. Once approved, trainees will submit a detailed program schedule
of action.
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• Based on the detailed program approved, the student- trainees will

implement the specifics of the activities as designed. The actual
immersion time will last for 8-10 meetings with the clients or
partner community. It may also depend on the design of the
project.
b. Actual community • In the course of the actual work, coordination, monitoring and
immersion evaluation is done to give immediate actions to problems
encountered and make necessary adjustments if needed.
• During this stage, trainees are required to make and complete
their journal of events which serves as a reference in finalizing
their tasks. Pictorials are also required to support the activities
undertaken.
• Each group of trainees will make a narrative report. The
c. Presentation of
presentation of documents during the post evaluation of the
community service
program is about the community service activities conducted
outputs
during the immersion time.
d. Monitoring • Continuously done to measure effectiveness of activity.
• Each group will be rated as part of the final rating given to them.
e. Evaluation • Implementation of the project ends by the time all requirements
have been satisfactorily done.

Project Monitoring and Evaluation

Project monitoring and evaluation are necessary as management tool in determining the
extent of program/project implementation by the NSTP-CWTS/LTS participants at the
community.

What is Monitoring?
Monitoring is an integral part of every project, from start to finish (Philip Bartle)

Monitoring is derived from the Latin word “monore” to monitor, one that warns or
overseer, instructor assist, and monitoring therefore is a process of periodically gathering
pertaining to the status and formation at the extent of project/program implementation.
Monitoring program is designed primarily to provide the information concerning the
project implementation and to compare the previous accomplishments with the earlier set
goals.Monitoring is periodic and continuing process of data collection and information gathering
throughout the life cycle of a program or a project.
It is an overview of the implementation of programs and projects and establishes the
extent to which inputs, work schedules, activities and outputs are proceeding according to plan.
It presents early indication of progress – or the lack of it – in the achievement of objectives so
that action can be taken to correct deficiencies.
A project is a series of activities that aim at solving particular problems within a given
time frame and in a particular location. The investments include time, money, human and
material resources. Before achieving the objectives, a project goes through several stages.
Monitoring should take place at and be integrated into all stages of the project cycle.

The three basic stages include:

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1) Project planning (situation analysis, problem identification, definition of the goal,

formulating strategies, designing a work plan, and budgeting);
2) Project implementation (mobilization, utilization and control of resources and project
operation); and
3) Project evaluation.
Monitoring should be executed by all individuals and institutions which have an interest
(stakeholders) in the project. To efficiently implement a project, the people planning and
implementing it should plan for all the interrelated stages from the beginning.

Purposes of monitoring the plan are;

a) To provide a systematic method of collecting data on the implementation of plan as

implementation is taking place
b) To generate information that can be used for evaluation of the plan
c) To detect problem of implementation as they occur for proper corrective measures.

Monitoring indicators are of four types, namely;

 Input indicators: describe what goes on in the project (e.g. number of bricks brought on
site and amount of money spent);
 Output indicators: describe the project activity (e.g. number of classrooms built);
 Outcome indicators: describe the product of the activity (e.g. number of pupils attending
the school); and
 Impact indicators: measure change in conditions of the community (e.g. reduced
illiteracy in the community).

Tools needed for monitoring purposes

Professional community workers do not dare rely on their good memory to record their
findings in the community. They use some tools and processes to record, monitor and validate
the soundness of the information and activities they have. Some of the helpful tools in
monitoring NSTP projects include:

1. Journal or process recording. According to Merriam-Webster On-Line Dictionary, a

journal is “a) an account of day-to-day events. b) a record of experiences, ideas, or
reflections kept regularly for private use.” Similarly, a process recording is also an
account of day-to-day events, but it deals heavily in putting together the pieces of data
gathered. A good needs assessment is found on the strength and up-to-datedness of
events being monitored.
2. Gantt chart. Created by Henri Gantt to illustrate summary breakdown of work
elements, the Gantt chart is useful in monitoring if NSTP projects are being
implemented on time.
3. Summary checklist. From the start, the implementers of the project write the
indicators that need to be present to check whether there is a progress. Usually, the
objectives of the project, tasks, materials and persons involved are written on a
checklist. Across these items are columns to be checked whether they have been
complied or not.

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What is Evaluation?
Evaluation is time-bound exercise that attempts to assess as systematically and
objectively as possible what has taken place in order to improve future work.It measures the
relevance, performance, and impact of on-going or completed programs and projects in the light
of its stated objectives and goals.

It is also an action – oriented learning and management tool for improving current and
future planning, programming and decision-making activities.Evaluation is the process through
which the effectively of services are gauged against the goals which the agency sets out to
achieve. It is the heart of program development process and provides a direction for future
courses of action.

Evaluation needs to be constant process built into all levels of a program;

- by the participants in all projects
- by the implementers/facilitator/social workers/NSTP volunteers

Evaluation also needs to be done at

- the end of learning events
- at key points in a group, at least once a month
- at regular time in a project

The value of evaluation includes:

- seeing the successes of the program/project implementation
- assessing the weakness of the implementation
- clarifying what needs to be changed, strengthened/improved

Monitoring and evaluation are interactive, complementary, and mutually supportive

functions that serve the demands for proper implementation of NSTP program and projects,
accountability in the use of resources, and data-based decision-making

Importance of evaluation
1. It provides trainers/trainees and other people an idea of the activities’ progress and
accomplishments and how they fare well in the achievement of goals.
2. Results serve as basis for empowerment in carrying out activities.
3. It provides an avenue of making program revision and adjustments.
4. It provides opportunity for the trainees to experience and develop skills in conducting
evaluation.

Classification of Evaluation
a) Participatory evaluation – is a process of involving participant in program to reflect
critically on their own project, program, aims and leadership. It is a participant-centered
evaluation.

b) Non-participatory evaluation – evaluation is done by non-participating parties usually

the disinterested persons. If evaluation is biased, then it does not reflect or give the real
evaluative results.

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Kinds of Evaluation
a) Ongoing evaluation – evaluation conducted while the workshop/program is still in progress.
• Provides an opportunity to make any changes
• Provides ongoing feedback to the trainer
• Gives the participants an opportunity to integrate what they have learned.
• Gears towards identity whether participants are learning from the workshop or program
and enjoying themselves.

b) Concluding evaluation – it is a final concluding evaluation. It is essential to evaluate a

workshop or program at its end.

c) Methods of Evaluation
• Written evaluation
• Informal oral evaluation
• Structures interview
• Group discussion method
• Observation
• Survey
• Case study
• Slides, photos or drawings

Termination of Projects
Student trainees are expected to complete their projects in the community in the span of
50-90 hours as prescribe to the CHED- endorsed Program of Instruction for it to be credited in
the training course. Right at the very start, the student trainee-implementers must apprise their
target participants of the particulars of the projects undertaken especially in terms of period. This
will enable their clients or partner community to prepare for any eventualities should the
implementers will terminate the project. Trainees are advised to inform them with due respect of
the status of the project and other details as may be deemed necessary. Nevertheless, the trainees
may decide to continue with the project if the endeavor proves worthy of continuation, follow-up
or replication. If the proponents and implementers have decided to pursue and push through with
their venture, they can seek the assistance and support of the school’s extension service/
community outreach unit just to sustain the project.

If in case trainees lack hours of community immersion or did not perform well, they are
bound to receive an unsatisfactory rating; more so, failure of compliance must be noted. If
trainees go beyond the required number of hours in the community in their conduct of the project
for failure to conform or comply with the requirements of the plan of action formulated, then a
similar ’poor’ rating should be accorded.

As student trainees, one must learn how to work within the allotted time frame given, for
their convenience and also for the community’s sake. If one stays in the community beyond the
agreed time, the action can be constructing by the community for something else like, extending
more help (intensified volunteerism) to them or that they could still ask for their help even
beyond their capability. This might also encourage their dependency on the implementers.
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However, it is not really a problem if trainees want to extend their community services in
the community. In fact, student-trainees are encouraged to continue their community work. This
time, their services will already be regarded as their personal commitment to doing voluntary
work, separate and distinct from the required initiated activities. In step with enjoying student
trainees to eventually becoming volunteer workers the school may establish volunteer corps
either under the auspices of the respective school’s units or extension services office to ensure
the continuity of the immersion program for volunteers.

Learning Activity

Directions: Your final task in this course is to prepare a project proposal. Knowing the
situations, needs, and other aspects of your community, you are to make a proposal that will help
a target community or sector of your barangay. It could be the senior citizens, person with
disability (PWD), children, youth, among others. Review the parts of a project proposal as
presented in this lesson. Follow the pattern as your format in proposing the community project.

Learning Assessment
Directions:From your output on the learning activity above, your Instructor or Facilitator will
assess your work. The criteria for assessing your work are as follows:
Practicality: 20
Implementability: 30
Need based: 30
Future sustainability: 20
Total 100

Learning References

1. Guillo, RM Jr. and De Chavez, F. I. (2009). Civic Welfare Training Service Towards
Responsive Community Organization and Development. Manila. Morlanda Publishing.

2. Labuguen, Florida C. et al. (2018). NSTP Understanding the National Service Training
Program.Malabon City.Mutya Publishing House, Inc.

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Lesson 32 - National Service Reserve Corps

At the end of the lesson, students are expected to:

1. acquire clear concept of the legal mandates and operation of national service reserve
corps
2. acknowledge the role of a reservist

Introduction

Section 11 of RA 9163 or the National Service Training Program Act of 2001 specifically
provides for the creation of a National Service Reserve Corps (NSRC), composed of graduates of
the non-military components of NSTP: Civic Welfare Training Service (CWTS) and Literacy
Training Service (LTS). Members of the Corps may be tapped by the State for civic welfare and
literacy activities through the join efforts of DND, CHEd and TESDA.

Mission
To provide a trained and motivated manpower pool that can be tapped by the State for
civic welfare, literacy and other similar endeavors in the service of the nation.

Functions
1. To assist in the disaster preparedness, mitigation, response and rehabilitation
programs.
2. To serve as an auxiliary to the disaster coordinating council response units.
3. To assist in the promotion of civic welfare activities.
4. To assist in the implementation of literacy programs.
5. To assist in socio-economic development programs.
6. To assist in environmental protection activities.
7. To perform other similar endeavors.

Composition
The NSRC shall be composed of the graduates of CWTS and LTS components of NSTP.

Organization
The NSRC is organized under the umbrella of the National Disaster Coordinating
Council (NDCC). It shall have a national, regional, provincial, and city/municipal level of
organization parallel to the Disaster Coordinating Council (DCC) structures at all levels. The
DCC centers shall serve as the headquarters of the NSRC at the respective level organization. Its
national center shall be based at the NDCC Disaster Preparedness center, Camp General

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Aguinaldo, Quezon City. A secretariat at all levels shall be organized and composed of
representatives from CHEd and TESDA.
For purposes of understanding better the organization of NSTP graduates, it is also
significant to consider the provision in the IRR of the RA 9163 which states as follows:

Rule V. section 11. Organization of NSTP Graduates

Paragraph a. “Graduates of the non-ROTC components of the NSTP shall belong to the
National Service Reserve Corps (NSRC) and could be tapped by the State for literacy and civic
welfare activities, through the join efforts of DND, CHEd and TESDA, in coordination with
DILG, DSWD and other concerned agencies/association.”

Inter-Agency relationship of the NSRC Concerned Agencies

NDCC CHEd and TESDA

(DND-OCD)

RDCC CHEDROs and

(DND-OCD RCs TESDA

PDCC/MDCC HEIs and TESDA

CDCC/BDCC PO

TESDA Schools

Legend:
RDCC – Regional Disaster Coordinating Council
PDCC – Provincial Disaster Coordinating Council
CDCC – City Disaster Coordinating Council
MDCC – Municipal Disaster Coordinating Council
BDCC – Barangay Disaster Coordinating Council
CHEDRO – CHED Regional Office
OCD – Office of Civil Defense
TESDA RO – TESDA Regional Office
TESDA PO – TESDA Provincial Office
HEI – Higher Education Institutions

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Duties and Responsibilities

1. NDCC through shall:

a. act as lead agency in the administration, training, organization, development,
maintenance, and utilization of the NSRC members;
b. maintain an official master list of registered NSRC members;
c. coordinate with concerned agencies for the efficient and proper administration,
training, organization, development, maintenance, and utilization of NSRC members;
d. conduct performance assessment of NSRC members mobilized for the purpose, and
furnish the three implementing agencies with the result thereof;
e. formulate specific guidelines for the administration, training, organization,
development, maintenance, and utilization of NSRC members; and
f. do related work.

2. CHED/TESDA
a. Central Office shall
• provide secretariat services for the NSRC;
• prepare consolidated national master lists of officially registered CWTS and
LTS graduates per school year;
• submit official national master list of registered MSRC members, with
corresponding centrally-determined serial numbers to NDCC through DND
per school year;
• assist in the administration, training, organization, development, maintenance,
and utilization of the NSRC members;
• coordinate with NDCC through DND regarding NSRC concerns and
activities; and
• do related work.

b. Regional offices shall

• Prepare consolidated regional list of CWTS and LTS graduates from HEIs,
and in the case of TESDA from the Provincial Office to the schools, for
submission to CHED/TESDA Central offices;
• Coordinate with RDCC (OCD RCs) on matters relative to NSRC concerns;
• Maintain a directory of CWTS and LTS graduates for reference;
• Prepare report as may be required; and do related work.

c. Higher Education Institutions/TESDA Provincial Office and Schools

• prepare and submit a certified master list with complete addresses and contact
numbers of CWTS and LTS graduates to respective regional offices. In case
of TESDA, the same shall be submitted through its Provincial Offices
• provide information on CWTS and LTS graduates as may be officially
requested by the authorized concerned agencies;
• coordinate with PCDD/CDCC/MDCC/BDCC, as the case may be on matters
relative to NSRC; and

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• do related work.

d. NSRC Members shall

• report to the call of NSRC for training and respond immediately for utilization
in cases of disasters/calamities and other relevant socio-economic service
concerns as the needs arise, through its centers
(RDCC/PCDD/CDCC/MDCC/BDCC) nearest the member’s residence and/or
workplace at the time of the call; and
• register at the said center and get instruction/briefing for specific duties and
responsibilities.

Directions: All students who finished NSTP-CWTS/LTS will becomemember of

National Service Reserve Corps (NSRC).If you are called by the government of the country to
serve during pandemic or any disaster related crisis as part of national service corps as reservist,
what particular service or expertise would you like to serve? Why? How would you help?

Directions:To fully maximize the potentials and capabilities of the youth like you who
finished NSTP, what recommendations you can make to have a good collaboration between the
NSRC and the Barangay DRRM?

1. Implementing Rules and regulations of (IRR) of National Service Training Program

(NSTP) Act of 2001 or RA 9163

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