Pre-activity

ALALAHANIN,
GUNITAIN
Objective: To facilitate a process of
remembering past experiences about
collective action.
Collective Action
- involves any joint or group
activity meant to achieve a
particular purpose
Instructions:
1. Remember an experience in the past when you were involved in any
collective action or response to a particular situation like a donation drive
for storm victims; a feeding program for the urban poor children in your
community; tree planting; relief operations or street clean up.
2. Focus your attention on that experience and ask yourself:
• What was the situation then?
• Why were you gathered together?
• What actions did you undertake?
• Why did you do those actions?
• How did you implement your actions?
• What happened?
• What did you learn?
• What will you recommend for future action?
The Definition and Forms of
COMMUNITY ACTION
What is Community Action?
 The Forms of
COMMUNITY ACTION:
Community Engagement, Solidarity, and
Citizenship
Community Engagement
• students, guided by the faculty
members, who are either required or
encouraged to conduct services that
will help partner communities solve
health, environmental, and
educational concerns, to name a few
 Through community
engagement, students
learn that they have abilities
to help bring positive
change in their surrounding
communities.
 Community engagement in educational
settings can take many forms, but the
most common are

• service learning,
• community outreach, and
• community engaged research
• is a teaching methodology that employs community service and reflection
on service to teach community engagement, develop greater community
and social responsibility, and strengthen communities.

• service learning projects are expected to be a

collaborative effort between the community
and the students so that a certain community
issue or social problem can be addressed.

• this initiative allows

SERVICE students to develop

leadership, communication,
cultural understanding, and

LEARNING critical thinking.

• refers to the voluntary services done by students, faculty,
school, employees, or alumni in response to the social,
economic, and political needs of communities.

• this is done in order to

improve the community
member’s quality of life.

COMMUNITY
OUTREACH
• is a collaborative process between the faculty and/or
student researchers and the partner community in
conducting research.
• CEnR enables
faculty/and or
student researchers
to conduct research
COMMUNITY that can address
ENGAGED community
and concerns.
issues

RESEARCH (CEnR)
Solidarity
ADVOCACIES OF
SOLIDARITY
• it all pertains to the understanding that health – which is
a state of complete physical, mental, and social well-
being, and not merely the absence of disease or infirmity
– is a fundamental human right.
• Thus, every human
being is entitled to
the enjoyment of
the highest possible
HEALTH FOR standard of health
that is conducive to
ALL living a life in
dignity.
• This refers to bringing the benefits of education to every
citizen in society. Research indicates that education
enables people to perform better economically,
enhances health and extends life span, promotes civic
engagement, and improves one’s sense of well-being.
• Thus, access to
basic education is
viewed not as
EDUCATION privilege,
fundamental
but a

FOR ALL human right.

• This pertains to capacitating local communities and
institutions to manage and regulate their own welfare in
terms of economic security, sociopolitical well-being,
and cultural preservation and progress.

GOOD
GOVERNANCE
FOR ALL
• This pertains to enabling all people – especially the poor,
the disadvantaged, and discriminated men, women, and
youth, who are excluded from growth processes – to
contribute to and benefit from the overall growth in the
economy and be lifted above the poverty line.

ECONOMIC
JUSTICE FOR
ALL
• This refers to the fair treatment and meaningful
involvement of all people in the development,
implementation, and enforcement of environmental laws,
regulations, and policies.

CLIMATE AND
ENVIRONMENTAL
JUSTICE FOR ALL
Citizenship
LEGAL DIMENSION
POLITICAL DIMENSION
IDENTITY DIMENSION
CITIZENSHIP
EDUCATION IN
THE PHILIPPINES
PREAMBLE OF THE
1987 CONSTITUTION
We the sovereign Filipino people, imploring
the aid of Almighty God, in order to build a just and
humane society and establish a Government that shall
embody our ideals and aspirations, promote the
common good, conserve and develop our patrimony,
and secure to ourselves and our posterity the blessing
of independence and democracy under the rule of law
and a regime of truth, justice, freedom, love, equality,
and peace, do ordain and promulgate this constitution.
Based on the Preamble, the
core Filipino values are:
Pagkamaka-Diyos (being godly) – this encompasses faith in the
Almighty God.
Pagkamaka-Tao (being humane) – this includes the promotion of
the common good and valuing of truth, justice, freedom, love,
equality, and peace.
Pagkamaka-Bayan (being nationalistic and patriotic) – this
includes securing the blessings of democracy and respect for the
rule of law, the Philippine government, and its instrumentalities.
Pagkamaka–Kalikasan (being caring for the environment) – this
involves the conservation and development of the country’s
patrimony.
BILL OF RIGHTS
It enumerates the Filipino people’s basic rights
and liberties, which no one, not even the
government, is allowed to violate or infringe
upon. Some of the rights granted by the
Constitution are the following:
NATIONAL
MANDATED SERVICE
LEARNING COURSES
The Citizenship
Advancement Training
(CAT)
Aims to enhance the students’ social responsibility
and commitment to the development of their
communities and develop their ability to uphold law
and orders as they assume active participation in
community activities and assisting the members of
the community in times or emergency.
3 COMPONENTS
OF CAT
Military
Orientation
Provides learning opportunities for the students to
gain knowledge, skills, and understanding of the
rights and duties of citizenship and military
orientation with focus on leadership[, followership,
and personal discipline.
The National Service
Training Program
(NSTP)
Is a program aimed at enhancing civic
consciousness and defense preparedness in the
youth by developing the ethics of services and
patriotism while undergoing training in any of its
three program components.
According to RA No. 9163, its various
components are especially designed to
enhance the youth’s active contribution to the
general welfare. Its three components are the
following:

1. Reserved Officers Training Corps (ROTC)

Is a program institutionalized under sections
38 and 39 of RA No. 7077 designed to provide
military training to tertiary level students in order to
motivate, train, organize and mobilize them for the
national defense preparedness.
According to RA No. 9163, its various
components are especially designed to
enhance the youth’s active contribution to the
general welfare. Its three components are the
following:

2. Literacy Training Service (LTS)

Is a program designed to train students to
become teachers of literacy and numeracy skills to
school children, out of school youth, and other
segments of society in need of their service.
According to RA No. 9163, its various
components are especially designed to
enhance the youth’s active contribution to the
general welfare. Its three components are the
following:
3. Civic Welfare Training Service (CWTS)
Refers to program or activities contributory
to the general welfare and the betterment of life for
the members of the community or the
enhancement of its facilities, especially those
developed to improving health, education,
environment, entrepreneurship, safety, recreation,
and morals of the citizenry.
Purpose of and Assessing
COMMUNITY ACTION
The purpose of community action is for people to
work in solidarity in order to address a certain social
problem. The following are the five major problems
in the Philippines.
1. Education
2. Health
3. Livelihood
4. Environment
5. Disaster
EDUCATION
• As of 2008, the basic literacy in the country is at 95.6% (Philippines
National Commission for UNESCO 2014). While this figure shows
that the Philippines is a literate country, there is a geographic gap
wherein urban centers have higher literacy rates (NCR being the
highest), as compared to the rural areas.
• To address this problem, the Department of Education (DEpEd)
initiated the Alternative Learning System (ALS), the government
has enacted the Kindergarten Act of 2012, and the Enhanced Basic
Education Act of 2013. However, the United Nations Educational,
Scientific and Cultural Organization (UNESCO) points out that the
Philippines still remains among the countries where educational
inequality prevails.
EDUCATION
• According to UNESCO, only 69% of grade school graduates among the
poorest families proceed to high school, in contrast to 94% among the
richest families. For poor families, only 7 out of 10 are able to complete
grade school; of these 7, only 3 finish high school; and of the 3, only 1 is
able to graduate from college. These show that education still remains
elusive to the poor due to the complexities brought by poverty.
• Using gender as a lens, there are fewer males from the lower income strata
who are able to complete secondary and tertiary education than females;
this makes females more educated than their male counterparts. There is a
need to pay closer attention to males during their adolescent years so they
may finish high school and college and close the gender inequality gap in
education.
EDUCATION
• Another important issue that the current educational system faces
is the overloaded curriculum, which makes it difficult for learners to
absorb knowledge and skills. The case is much more complicated
in rural areas where schools receive less support from the
government.
HEALTH
• The health status of the Philippines has improved in the last decades as
evidenced by longer life expectancy at birth (65 for males and 72 for
females), lower maternal mortality ratio, lower child and infant mortality
rates, and better health outcomes in the management of many important
diseases.
• However, when it comes to the health workforce, many parts of the
country especially in far-flung remain underserved. In fact, 4 out of 10
Filipinos have never seen a health professional in their entire life, 6 out of 10
Filipinos die without being attended to by health professionals.
• Most human resources in the health care sectors are concentrated in urban
areas and medicine remains to be expensive for most poor people
especially for those situated away from urban centers.
LIVELIHOOD
• The Philippines has the 3rd highest poverty incidence. In the country, high
rates of poverty are especially observed among rural households who are
dependent on agricultural and fishing industries.
• According to the International Fund for Agricultural Development (IFAD),
the causes of rural poverty are 1 decline in the productivity and profitability
of farming due to unsustainable farming practices.
• 2 poor people in rural areas have little access to productive assets and
business opportunities, have few non-farm income-generating activities,
and lack access to microfinance services and affordable credit.
• Fisher folk continue to face scarcity in catches and have few opportunities
or skills outside fishing. Meanwhile, rural women confront limited roles
outside marketing and family responsibilities, which lead to loss additional
family income.
ENVIRONMENT
• The Philippines has some of the best environmental laws and policies, but it
still suffers from weak implementation primarily due to inadequate
monitoring capacity and financial constraints, both at the local and the
national levels.
• According to the environmental analysis reports, the country is now facing
the following environmental problems:
* Serious degradation of forest lands and watersheds
* Loss of critical habitat and unique biodiversity
* Deteriorating quality of farmland due to unsustainable agricultural
practices, leading to the increasing loss of soil fertility.
* Overexploitation of fisheries and permanent loss of coastal ecosystem
* Deteriorating quality of air and massive water pollution
* Increasing solid and toxic waste generation and improper waste management
DISASTER
• The 2015 World Risk Report revealed that
the Philippines ranked as the 3rd most
disaster-prone country due to frequent
threats of typhoons, floods, earthquakes,
and landslides caused by soil erosion.
ROLE OF YOUTH
IN COMMUNITY
ACTION
In the Philippines, the vital role of the
youth in community development has
been enshrined and incorporated in
the following documents:
• Philippine Constitution (Article II, Section 13)
States that: “The State recognizes the vital role of the youth in nation-
building and shall promote and protect their physical, moral, spiritual,
intellectual, and social well-being. It shall inculcate in the youth patriotism and
nationalism, and encourage their involvement in public civic affairs.”

• 1991 Local Government Code

Provides for the youth’s participation in local development and the
establishment of the Sangguniang Kabatan (SK), which is the youth council
organized in each barangay in the country that leads programs for the young
people.
In the Philippines, the vital role of the
youth in community development has
been enshrined and incorporated in
the following documents:
• Republic Act No. 8044 or the 1995 Youth in Nation-Building Act
Provides a national, comprehensive, and coordinated program on youth
development. This law also established the National Youth Commission, the
sole policymaking and coordinating body of youth-related activities of the
Philippine government.

• Republic Act No. 10742 or the Sangguniang Kabataan (SK) Reform Act of
2015
Established reforms in the SK in order to allow meaningful youth
participation in nation-building. Section 10 of the Act includes an anti-dynasty
provision, making it the first law to do so.
In the Philippines, the vital role of the
youth in community development has
been enshrined and incorporated in
the following documents:
• Philippine Youth Development Plan (2012-2016)
Its main goals are to make the youth: (1) become accountable
stakeholders of transparent and participatory governance; (2) become
productive members of their respective families and households; (3)
become gainfully and decently employed; (4) Become key partners in
peace building and rule of law; and (5) become proactive advocates
and agents of environmental sustainability and climate change
adaptation and mitigation.
THANK YOU
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