History of San Beda College, Civic Welfare Service Program: ST ND

HISTORY OF SAN BEDA COLLEGE, CIVIC WELFARE SERVICE PROGRAM
Civic Welfare Service was first offered at San Beda College, College of Arts and
Sciences at the start of school year 1995-1996.
By virtue of DECS Order No. 52, s 1993 (Expanded ROTC for All Students
Enrolled in Baccalaureate Degree Programs) and DECS order No. 23, s 1994
(Rules and Guidelines on the Implementation of DECS Order no 52, s 1993
Concerning the Expanded ROTC Program), the course was offered as an
alternative program of instructions for students enrolled in the Military Science 21
(MS 21) and Military Science 22 (MS 22).
The said DECS Orders stipulate that students enrolled in Baccalaureate Degree
Programs are required to be enrolled in Military Science 11 (MS 11) and Military
Science 12 (MS 12) during the 1st and 2nd semester of their Freshmen year in
college; after which they were allowed to choose between three programs of
instruction namely: Military Science, (MS 21& 22) Civic Welfare Service (CWS 1
& 2) or Law Enforcement Training (LTS 1 & 2) to be taken during their 2 nd year in
college.
Such option was however not exercised absolutely by the students; since the
offering of the other options namely: Civic Welfare Service and Law Enforcement
Service were dependent on the discretion of the Commandants of the ROTC
Units of the colleges and universities. In the case of San Beda College, within the
span of seven school years from school year 1995-1996 to school year 2001-
2002, the college was able to offer the program for 4 school years with the
following number of students finishing the program:
School Year 1995-1996 – 141 students

School Year 1996-1997 - 88 students
At the start of school year 2002- 2003, the implementation of the program took
new heights. With the signing of Republic Act 9163 or the “National Service
Training Program Act of 2001, by President Gloria Macapagal Arroyo on January
23, 2002: the administration of San Beda College has decided to offer Civic
Welfare Service as the sole program of instruction for all students of the college,
enrolled in the National Service Training Program as requirement for graduation.
Said decision was based on the perceived relevance of the course in relation to
the mission statement of the college. Under R.A 9163, the course bears the
name Civic Welfare Training Service (CWTS). However, the San Beda College
administration has thought of retaining the original course title “Civic Welfare
Service” (CWS) to provide a sense of affinity with the original program.
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MODULE I: The National Service Training Program
Topics to be covered:
 The Foundation/s of the Course

 R. A. 9163 - The National Service Training Program Act of 2001
 The Course Syllabus of SBC CWS
Learning Objectives:
At the end of the module the students should:
1. Be aware of the salient points and provisions of R.A. 9163.

2. Be able to distinguish between CWTS, ROTC, LTS in terms of contents
and objectives.
3. Be aware of the objectives, methodologies, contents and guidelines of the
course.
4. Be aware of the foundations in the conceptualization and implementation
of the National Service Training Program and Civic Welfare Service as
program of instruction offered by San Beda College, College of Arts and
Sciences.
Presentation Outline:
 Introductions
 Leveling of Expectations
 Discussion on the salient provisions of R. A. 9163
 Distribution and discussion of the contents of the course outline
 Sharing of experiences by a Bedan who has undergone CWS in the past
 Division of the class into work groups
Expected Output:
The students shall be clarified regarding the nature, contents and methodologies
of the course.
The students shall have formed work groups for the purpose of class exercises
and meeting group requirements.
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I. THE FOUNDATIONS OF SBC CWS
Socio-Political /Legal Basis Institutional /”Bedan” Basis
1. Constitution 1. Mission Statement
2. Republic Act 9163 2. Thrust of the College
A. The Socio- Political (Legal) Basis
Article II – Section 4
“ The prime duty of the government is to serve and protect the people. The
government may call upon the people to defend the state, and in the fulfillment
thereof, all citizens may be required, under conditions provided by law to render
personal military or civil service.”
Article II- Section 13- Declaration of State Principles and Policies
“ The state recognizes the vital role of the youth in nation building and shall
promote their physical, moral, spiritual and intellectual well-being. It shall
inculcate in the youth patriotism and nationalism, and encourage their
involvement in public and civic affairs.”
Republic Act 9163- National Service Training Act of 2001
I. History R. A. 9163:
Passage of the Law: Started on July 23, 2001

Passed by the Senate and the House of Congress: December 19, 2001
Approved by the President: January 23, 2002
Effectivity- Start of School Year 2002-2003
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II. Important Provisions of R. A. 9163:
1. What is the National Service Training Program (NSTP)?
The National Service Training Program (NSTP) is a training program for

students enrolled in tertiary as well vocational/ technical educational
institutions; mandated by the state through R. A. 9163 or the “National
Service Training Program Act of 2001”. The program aims to enhance civic
consciousness and defense preparedness in the youth by developing the
ethic of service and patriotism while undergoing training in any of its three (3)
program components.
2. What are the three (3) program components of NSTP?
The three components of NSTP are Reserve Officers Training Course

(ROTC), Literacy Training Service (LTS) and Civic Welfare Training Service
(CWTS).
A student shall take up only program of instruction as requisite for graduation.
3. What are the designed programs provided for in each of the three
components?
ROTC is a program designed to provide military training among students in

order to motivate, train, organize, and mobilize them for defense
preparedness.
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 services.
CWS refers to programs 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 devoted to improving health, education,
environment, entrepreneurship, safety, recreation and morals of the society.
4. Who will undergo the Training ?
All incoming Freshmen students, male and female, starting school year 2002-
2003, enrolled in any baccalaureate program and in at least two-year
vocational and technical courses are required to complete 1 NSTP of their
choice as requisite for graduation.
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5. How long will the student be undergoing the program?
A student shall be undergoing the program for two semesters, normally during
the freshman year, by enrolling in NSTP 1 during the 1 st semester and NSTP2
during the 2nd semester. The said programs of instruction shall carry a non-
academic credit of 3 units per semester.
6. How will the implementation of NSTP affect the completion of ROTC

requirements by upperclassmen?
Upperclassmen/transferees who have completed at least 2 Military Science

(MS) subjects shall be deemed to have completed the ROTC requirements
for graduation, thus they no longer need to enroll in NSTP.
Upperclassmen/transferees who have completed only one MS subject shall

be required to enroll in NSTP1 in order to fulfill the requirements.
Upperclassmen/transferees who have not yet completed any MS subject shall

be required to enroll in NSTP1 during the 1 st semester, and NSTP2 during the
2nd semester.
Students who have completed their academic requirements for graduation as

of March 23, 2002 but have not yet complied with the ROTC requirements
may apply for suspension of ROTC requirement, thus they may apply for
graduation with their respective schools.
7. How will the graduates of NSTP be organized?
Graduates of LTS or CWTS shall be organized into the National Service

Reserves Corps (NSRC).
Graduates of the ROTC program shall form part of the Citizens Armed Force.
8. Who are exempted from taking the NSTP:

The following are exempted from taking the NSTP
 Foreign students
 Students who are enrolled in military and police training institutions e.g.
PMA, PNPA
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B. The Institutional/”Bedan” Basis
San Beda College Mission Statement
To form the Bedans to become: Fully Human, Wholly Christian and Truly Filipino.
CIVIC WELFARE SERVICE CORE VALUES AND THE SAN BEDA COLLEGE
MISSION STATEMENT
Fully Human Wholly Christian Truly Filipino

HUMAN DIGNITY
Physical – Health, Maka Diyos Makatao

Intellectual – Knowledge, Informed Faith Makabayan
Truth, Trust & Obedience Pakikipagkapwa
Religious – Faith, Humility Pagkakawanggawa
Meaning, Servant Leader Makakalikasan
Aesthetic – Beauty, Man for Others Kaunlaran
Moral – Integrity , Madasalin Kapayapaan
Discipline, Self-worth Ora et Labora Pagkiki-isa
Economic – Self Reliance, Mapagdpatawad Pakikisama
Security – Productivity, Charity Pagtutulungan
Political – Common Social Justice Bayanihan
Identity, Option for the Poor Pagkukusang-loob
Solidarity, Nationalism, Sipag at Tiyaga
Civic Consciousness,
Social – Common Good,
Peace, Love & Respect,
Equality, Respect for
Human Rights, Social
Responsibility, Concern for
others, Social Justice,
Popular Participation
Thrust of the San Beda College, College of Arts and Sciences
“ The Bedan of the 90’s and beyond in the service of Country and God,
through the pursuit of academic excellence and the formation of Filipino Christian
Values, “
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II. SBC -CWS COURSE DESCRIPTION AND FRAMEWORK
A. Course Description
1. Community Service Course - The course provides the students

opportunities to perform actual community service in support of community
initiatives towards community development and the delivery of social
services.
2. Multi Disciplinary - The course provides the students with concepts and
theories from different disciplines like Economics and Psychology, which
they could use in understanding communities and human social behavior.
3. Community Development/ Development Management Course - The

course provides the students basic tools or skills in planning,
implementing, managing community development programs or projects.
The said competencies can be useful to students not only during the
course but more especially when they become professionals or leaders in
their own communities in the future.
4. Social Awareness Course - Through community exposure and service, the

students will become more aware of community problems and needs
related to such concerns as health, public safety, education, environment,
entrepreneurship, recreation, morals and other social welfare services.
5. Values Education Course - The course aims to deepen the students’

sense of nationalism through actual community service. Moreover, it aims
to enhance the students’ values related to community service, as well as
that understanding and working with others.
B. Course Design/ Framework
To give better and clearer understanding of the NSTP program, a course

design/framework is illustrated on the next page.
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CWS COURSE FRAMEWORK
Input/ Community Program Program Program

Lectures Exposure Planning implementation Evaluation
Observe, Plan, Do, Act, Reflect

Listen Listen, Think Share, and
Participa Reflect, work, Innovate
te Integrate Integrate
CWS1 CSW2
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MODULE II: CWS and the College Community Involvement Programs
 The Nature of Community Involvement

 The Community Involvement Center and the Community Involvement
Programs of SBC-CAS
 The SBC Mission Statement and the CAS Thrust
 A Review of Values Which CWS Hopes to Form Among the Students
At the end of the module, the students should:
1. Be aware of the nature of Community Involvement, the SBC-CAS Community

Involvement Center and the CAS Community Involvement Programs.
2. Be able to appreciate the relevance of Community Involvement as an
important aspect of their formation as Bedans.
3. Be able to situate the relationship between CWS and the SBC-CAS
Community Involvement Programs.
4. Be able to appreciate the values that the course intends to emphasize, in the
context of the SBC Mission Statement.
 Discussion on the nature of Community Involvement

 Presentation on the Community Involvement Center and the Community
Involvement Program of SBC-CAS.
 Discussion on values that CWS hopes to inculcate among the students in the
context of the SBC Mission Statement and the CAS thrust.
Expected Output:
The students shall be aware of the Community Involvement Programs of the

college, the Community Involvement Center; and are able to situate the
relevance of CWS in relation to the SBC Mission Statement.
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I. THE NATURE OF COMMUNITY INVOLVEMENT
Three Interrelated Functions of Tertiary Educational Institutions
1. Instruction
2. Research
3. Extension
Terms Used by Educational Institutions to Denote the Extension Function
1. Social Action
2. Community Outreach
3. Extension Services
4. Community Involvement Services
5. Social Concern
Definition of Community Involvement
=> the complexity or totality of organized activities / programs developed and

implemented by the school community.
Purposes of Community Involvement
1. Developing social awareness and concern for the bigger community, most
especially those who are considered deprived or marginalized.
2. Addressing social and concerns for the common good.
3. Social transformation and the improvement of the quality of life of peoples
and communities.
Approaches and Methods
1. Community or Institution-Based Approach
The school adopts a community or an institution for marginalized sectors

of the society, which serves as the primary beneficiaries of the school’s
community outreach programs and services. The community outreach
programs of the school are designed according to the needs of its adopted
community or institution.
2. Issue-Based/Thrust-Based Approach
The school community advocates on particular social issues in relation to

the advancement of the common good of the community or the society.
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Such issues and concerns can be in the area of environmental
preservation, social justice or promotion of the rights of women and
children.
3. Technology transfer approach
The school community designs programs and services for the welfare of
the general community making use of available technological resources or
expertise of the institution. Such technologies can be that of medicine,
engineering, agriculture, natural sciences, and business management.
Dimensions of Community Involvement
The figure on the next page shows the dimensions of community involvement.
1. Social Awareness (Knowledge Level) - The individual’s knowledge level

about the conditions of the society and the needs of concerned
marginalized sectors of the society.
2. Social Consciousness/Concern- The individual’s personal beliefs, values

and convictions about the community and the conditions of particular
marginalized sectors. It is developed or enhanced depending upon the
individual’s level of social awareness. This can be seen in the individual’s
willingness and desire to be involved in community initiatives to address
community concerns.
3. Social Involvement and Participation - The actual involvement of an

individual in community initiatives to address community concerns. This is
dependent upon the individual’s sense of social concern, as well as
personal considerations like availability of time and resources as well as
one’s personal interests and talents.
Levels of Community Involvement
The figure on the next page shows the dimensions of community involvement.
1. Awareness Level - Awareness of community initiatives to address a social

concern.
2. Indirect Participation- Extending of support for community initiatives
normally in the form of material and financial support.
3. Deeper Involvement – Experiential involvement which entails giving of
one’s time, talents and efforts in serving the community.
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II. THE SAN BEDA COLLEGE -COMMUNITY INVOLVEMENT CENTER
VISION-MISSION
As a school-based community development implementing office, the Community

Involvement Center has a dual mission:
A. For the school community
To contribute to the development of a Bedan college community that is

living in faith, united in ideals; fully aware and responsive to the needs of
the outside community, and are actively and meaningfully participating in
the planning and implementation of the community involvement programs
of the college.
B. For the bigger community
To be a catalyst or instrument of social transformation and

development, and be a herald of the Christian mission of love and
service to others most especially the poor and marginalized.
Objectives
1. To provide programs and services through which the members of the

Bedan college community can manifest their sense of social responsibility
and solidarity with the poor and marginalized.
2. To provide venues for the dissemination of relevant social concerns to the

community.
3. To provide venues for training members of the Bedan college community

to perform community development work.
4. To tap available organizational, technical, human and material resources

of the college for community development work.
5. To assist partner communities and sectors by providing programs and

services which would respond to their needs and assist them to grow and
live in self-reliance.
The newly-created Institutional Community Involvement Center, in its Guidelines

for Operations lists the following objectives:
The Institutional Community Involvement Center was established so that the

administration, faculty, non-teaching staff and students may deepen their
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awareness of the problems and needs of the depressed sectors of society, and
to provide avenues for them to express their social responsibility and
commitment through meaningful and relevant community involvement activities.
Moreover, the institutionalization of the Center was developed in response to the

need of synchronizing and integrating the various community involvement
activities within San Beda College, so that these may bring significant among its
beneficiaries. Through coordination and complementation of resources, the
College will be able to more effectively serve its intended beneficiaries.
Furthermore, the CIC hopes to enhance the spirit of community life among the
members of San Beda College.
Nature of Community Involvement
The College’s community involvement has two types of activities:
A. Community Service
It involves activities that are short-ranged whose objectives are to respond to

the specific needs of a community or beneficiaries. Examples are medical
mission, gift-giving, relief good distribution / drives.
B. Community Development
It is community organizing in nature. This involves a dynamic interplay of the

community people and the community development workers. This requires
partnership between the community and other entities.
Programs and Services
1. Community Organizing and Leadership Training

2. Value Formation
3. Livelihood Training and Non-Formal Education
4. Educational Assistance
5. Social Services
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Priority Sectors
1. Urban Poor
2. Prisoners
3. Children in Especially Difficult Circumstances (CEDC)
4. Elderly and Disabled
5. Cultural Communities
Venues for Student Participation
1. Academic Curricular Venues

2. Organizational or Extra Curricular Venues
3. Voluntary Venues
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MODULE III: Theories of Society and Organizational Behavior
 Definition of Society and Community

 Concept of Stereotypes, Prejudice, Discrimination and Oppression
 Maslow’s Hierarchy of Needs
 Factors Affecting People’s Participation in a Group
1. Be aware as to how certain Stereotypes and Prejudices can work for or

against them in their effort to serve the community/society.
2. Be able to appreciate the fact of differences among people in society.
3. Be aware of Maslow’s Concept of the Hierarchy of Needs and be able to
apply these theories in understanding the conditions of their future
beneficiaries in the communities.
4. Be able to identify factors that could affect the group’s performance in their
effort to serve their future community assignments.
 Discussion on the concept of society and community

 Exercise- Group brainstorming on prejudice and biases
 Synthesis of the exercise
 Discussion on Maslow’s Hierarchy of Needs
 Discussion on factors affecting participation in a group
Expected Output:
The students will be equipped with theories to better understand the behavior
and needs of the people whom they will be serving in the community, as well as
their group members with whom they will be working.
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I. CONCEPT OF SOCIETY AND COMMUNITY
Society - System or network of relationships between persons or groups.
Quality or system of interaction occurring among individuals or groups

within a nation or a community.
Types of Social Relationships
1. Formal - Social relationships characterized by formal norms or rules

governing the social relationship. These are normally achieved through formal
procedure or processes (i.e. student- teacher, employer- employee).
2. Informal - Social relationships not guided by formal norms or rules. They are
normally circumstantial (i.e. driver- passenger, customer-waiter).
3. Personal - Social relationships based on face-to-face encounters. It entails

personal knowledge or affiliation with an individual (i.e. Father – son,
Friendship).
4. Impersonal - Social relationships based on remote mechanisms or procedures.

It is marked by the absence of personal knowledge or affiliation with
somebody. (i.e. president-citizens, movie star-fans/movie viewers).
Community- A group of individuals/people with common territorial base or marked

similarities in terms of beliefs, status, interests or experiences which makes them
distinct or different from others.
Types of Communities
1. Spatial/Geographical Community - brought about by similarity of

territorial/geographical location.
Ex. People from Barangay 7156, Sitio Kamanggahan
2. Functional Community - marked by similarities of status, interest, beliefs, and

race.
Ex. prison community, Iglesia Ni Cristo community, Ilocano community
II. TOLERANCE AMIDST DIVERSITY
The fundamental fact of social/community life is that of “diversity” or

differences in terms of:
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 Interests
 Beliefs
 Race
 Religion
 Culture
 Physical Attributes
 Socio-Economic Status
 Intellectual Attributes
 Geographical Location
Stereotypes
An oversimplified generalization/knowledge about a particular group, race, sect,

etc. which usually carries negative implication.
An unfavorable opinion about a person or group based on incomplete

knowledge.
Prejudice
A feeling, attitude, or belief favorable or unfavorable toward a person, thing, or

group without sufficient knowledge.
A negative or hostile feeling/attitude toward a person who belongs to a specific

group, and is therefore presumed to have the objectionable qualities ascribed to
that group.
Tends to be negative, particularly when directed towards groups and people.
Is held onto even though it lacks a basis in fact and, often, even when new and
conflicting information is made available.
Discrimination
An action based on prejudice.
An action that denies individuals or groups of people equality of treatment which

they may wish.
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Oppression
An on-going system of domination relying on an unequal and dynamic

relationship between privileged and non-privileged groups.
As NSTP students, if we have to be successful community development workers/

change agents, we should be open to the fact of “diversity” in society. We should
be able to suspend our stereotyped knowledge and break away from prejudices
towards others. Only then can we become effective community workers for
peace and development.
The figures on pages 20-22 illustrate examples of stereotypes, prejudice and

discrimination.
III. MASLOW’S HIERARARCHY OF NEEDS: A THEORY FOR

UNDERSTANDING HUMAN NEEDS IN SOCIETY
Abraham Maslow provides us a theory for understanding human needs in society

known as “Maslow’s theory of the Hierarchy of Needs”. It presupposes that man’s
needs can be classified starting with the most basic needs necessary for human
survival, to that of the higher needs required in order for man to develop human
potentials to the fullest. The theory also presupposes that man should
satisfactorily satisfy first the more basic needs before he could move up to
achieving to higher needs.
The said human needs are as follows:
1. Basic physiological needs - these are the basic needs essential in order for
man to survive such as food, air, and water.
2. Security or Safety needs - Need to be avoiding pain, to obtain physical and

emotional comfort, to be free from fear and insecurity.
3. Belongingness and love - The need to be identified with a group to give and
receive affection and love.
4. Self-esteem - Feeling of success and self-worth, competence and mastery of

the environment, need to accomplish and to achieve to the fullest one’s
human potentials and capacities.
5. Self-actualization needs- Need to know about ourselves, the community,

society and the world around us. The need to achieve higher values such as
beauty, freedom, communion with the divine, nature and ones fellowmen.
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As community development workers in the future, the NSTP student should be
aware of the needs of the people or the communities where he/she will be
assigned. Relevant community service programs can be prepared depending on
the needs of the people in the community. In working with people in the
community, we must realize that, “Man does not leave on bread alone.” Human
needs are not limited only to basic needs of food, shelter, medicine or clothing,
man has also higher and lasting needs and values which need to be fulfilled.
Maslow’s Hierarchy of Needs
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III. TEAMING AND WORKING WITH INDIVIDUALS OF DIFFERENT
ORIENTATIONS
Malcolm and Knowles illustrate how different forces outside as well as inside an
individual affects the way he works with a group and how he relates with the
community.
The said factors are the following:

1. Individual’s Past Experiences - Each and every one of us have past
experiences which could be happy, sad, embarrassing or fearful, which
could either enhance or deter our capacity to relate with people of different
backgrounds.
2. Coping Mechanisms - These refer to an individual’s emotional tendencies
or responses to unpleasant experiences such as fear or embarrassment in
a community or a group. Responses can vary such as that pairing or being
too dependent on somebody, flight or avoidance, or flight or aggression.
3. Physical Needs - People in groups and the community have physical or
biological needs which a community worker has to be aware of. These can
be that of food, shelter, and clothing or to be comfortable as well as to
rest.
4. Psychological Needs - People in groups and in the community have
psychological or emotional needs such as the need emotional security,
sense of meaning in life, acceptance, care and concern for others as well
as the need for new and exciting experiences.
5. Hidden Communities - The way we relate with others in the community is
conditioned to a great extent by the different social groups to which we
belong (religion, geographical or ethnic groupings, family, gang/ “barkada”)
as well as by significant others (girlfriend, parents, neighbors).
6. Personal Beliefs, Goals and Values - People are motivated to join because
they know that they can achieve certain ends (goals), which are favorable
for them. They can also join because the objectives of the group are in
consonance with things that are important to them (values) or their own
convictions or ideas about things (beliefs).
7. Self-Concept - Working with others in the community with people of
different backgrounds requires that one have the proper assessment of
one’s qualities, potentials, and limitations as an individual.
8. Personal Standards - These refer to our personal norms or rules that
serve as our basis as to what can be considered right or wrong, good or
bad, beautiful or ugly, acceptable or unacceptable.
9. Interests/Capabilities - These can consist of one’s personal talents,
capacities or preferences.
10. Fears/Insecurities - These can either be physical such as fear of a dog,
emotional such as fear of being rejected by others, or social such as the
fear of losing one’s job, or status.
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PAST EXPERIENCES
Embarrassing
Fearful
COPING MECHANISM
Pairing Personal Beliefs
Happy
Values
Sad
Flight Goals
Fight
Depending
Self-Concept
Personal Capabilities
Standards Interest
Insecurities
Fears
HIDDEN COMMITTEES
PHYSICAL NEEDS
Religion
Food
Friends/Neighbors
Shelter
Family
Clothing
Barkada
To be comfortable
Girlfriend
Rest
Geographical/Ethnic Groupings
School
PSYCHOLOGICAL NEEDS Organizations
Affirmation
Belongingness
Love
New Experiences
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MODULE IV: Development and Peace
 Theories of Development
 The Moral Principles of Development
 Development and Peace
1. Know what development means.

2. Learn and appreciate the moral dimension of development, as well as the
moral values that should be integrated in community development work.
3. Know the relationship between peace and development.
 Brainstorming on the concept of development.

 Creative presentation on development.
 Synthesis and discussion on theories of development.
 Discussion on the moral principles of development and the relationship
between development and the concept of peace.
Expected Output:
The students will develop clearer understanding of the notion of development,

and appreciate the moral dimension of development.
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I. CONCEPT OF DEVELOPMENT
Development - “Kaunlaran”
Condition, level or quality of life of an individual, family, community or a nation

as a whole; in relation to his/its physical, socio-cultural, political, economic,
moral-spiritual, technological emotional/psychological, and intellectual well-
being.
Condition or level of life wherein man is able to actualize his physical, socio-
cultural, political, economic, moral-spiritual, emotional/ psychological, and
intellectual faculties and attain his needs.
Dimensions of development
 Physical - Concerns maintenance of health and physical order within a

community/nation.
 Socio-cultural - Concerns the quality of social relationship or interaction

among individuals/groups within a society. It can also be the appreciation of
traditional cultural beliefs and practices.
 Moral-spiritual - Concerns practice of proper moral values within a

community/society.
 Political - Concerns practice of governance and maintenance of peace and

order within a community.
 Economic - Concerns the capacity of man or groups to provide adequate

resources to meet basic needs and provide a decent way of life .
 Intellectual - Concerns the capacity of individuals to develop their knowledge

and skills for the improvement of life.
 Emotional/psychological - Concerns man’s emotional attitudes towards life,

his capacity to meet the “stress and strains” of life.
 Technological - Concerns man’s capacity to employ/use the discoveries of the

sciences to improve his way of life.
Facts about development:

1. Development can either be seen in a “micro” or “macro” perspective.
2. Development is holistic.
3. The various dimensions of development are interrelated or intertwined.
4. The study of development is multidisciplinary.
Page 23
5. Economics is not the “end and all” of development, however it plays an
important function in meeting the other needs of man.
6. The irony of development is that when one maximizes his capacity to fulfill
one dimension, there is a tendency to compromise the others.
7. The challenge of development management is to arrive at a “rationalization”
of development.
8. Rationalization - maximizing people’s capacity to actualize all dimension
without compromising the others. In other words maintaining “homeostasis” of
development.
Levels of Development
1. Sub-subsistence Level – Stage of life wherein man is barely able to meet the
basic necessities of life (food, shelter, clothing).
2. Subsistence Level - Stage of life wherein man has just enough to meet basic
needs.
3. Development - Stage of life wherein man is able to meet basic needs and
start thinking of higher values in life such as health, recreation, arts, and
education.
4. Self-Realization - Stage of life when one is no longer concerned only with
meeting basic needs of life but moves towards self-realization/actualization in
terms of maximizing his capacities and contemplate his role in the community
and country.
II. MORAL PRINCIPLES OF DEVELOPMENT
a) Human Dignity – Core Value which serves as the foundation for

development.
“It is a principle which recognizes the humanness of man; that man is

endowed with rights and has certain human faculties to perfect or maximize.”
b) Popular Participation - A principle which means that people or the recipients

of development initiatives should not be treated simply as receivers or
beneficiaries of development rather they should be involved in the process of
planning and implementing programs. They should always be involved and
consulted on matters affecting their welfare.
.
c) Empowerment - Development should provide opportunities for people to
know and analyze their own community problems and meet their own needs
with less assistance from others. It should provide skills to encourage people
to become more self-reliant.
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d) Common Good – Development should be for the welfare of the majority and
not simply of the few or the powerful.
e) Social Justice - Development should provide for the equitable distribution of

wealth, power and opportunities among families, groups, communities, and
nations. Those who have more should provide opportunities for those who
have less in life.
f) Sustainability (Intergenerational Equity) – Development should not only

look at the needs of the present generation but also that of the next
generation. It should meet people’s needs not only on a short-term basis, but
should meet lasting or long-term needs.
g) Social Responsibility - A principle which means that everyone is a steward

of society. Everyone should be involved in addressing social issues and
problems. It emphasizes the social dimension of development and addressing
social problems. Everyone is co-responsible for the welfare of society.
MORAL PRINCIPLES OF DEVELOPMENT
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DEFINITION OF PEACE
PEACE
POSITIVE PEACE
NEGATIVE PEACE (Existence of Conditions of Order
 absence of physical and Just Relations in the aspect of
force or violence. society, politics, economics and the
environment).
VIOLENCE IN ECONOMIC RELATIONS

(example: poverty, widespread hunger,
abuse of human rights)
POSITIVE VIOLENCE
 actual use of physical force.
(example: war, child abuse, murder,
nuclear war, robbery)
SOCIAL AND CULTURAL VIOLENCE

(example: prejudice due to differences of
religion, race and culture; sexism – unfair and
unequal treatment of women)
ENVIRONMENTAL VIOLENCE
(example: pollution, improper waste
management, degradation of natural
resources
VIOLENCE
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LEVELS OF PEACE
LEVELS GOALS
Personal Peace Self-respect
Contentment
Love
Trust
Domestic Peace Love, respect, care
Mutual assistance among
Members of the
Family and household
Inter-Personal Peace Love and respect for others
Understanding
Justice and unity
Mutual assistance
Local Peace Peace, love and respect
Among neighbors or residents
of the local community
Social/National Peace Respect, Trust, Love and
Understanding of People of
Different Social Groups
(Religion, Ethnic Background and
Social Status)
International Peace Respect for the culture
and way of life of other
races / nations
Environmental Peace Respect for the environment
and sustainable development
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FORMS OF VIOLENCE
Levels Personal Local National International

Forms
Interpersonal
Domestic
Direct Suicide Domestic Abuse of War
Physical Vices Violence Human Rights Use of nuclear
Crimes, Child Crimes arms
Abuse, “Civil War”
Abuse of
Interpersonal
Relationships
Social Feeling of Local Social International
Relations Powerlessness inequality and inequalities inequality
poverty
Emotional Low Self- Local National International
Psychological Esteem prejudice and Prejudice and Prejudice and
Cultural Insecurity discrimination Discrimination Discrimination
Sexism
Environmental Extravagant Pollution and Pollution and Pollution and
Lifestyles Extravagant Extravagant Extravagant
Lifestyles Lifestyles Lifestyles
Use of Use of
Nuclear Nuclear
Arms Arms
Environmental Environmental
degradation degradation
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MODULE V: Community Organizing and Development
 Concepts and Theories of Community Organizing and Development

 Characteristics of A Community Worker
1. Know the meaning of community organizing and development as a

process/tool.
2. Know some principles or theories regarding community organizing and
development, and understand how these principles could be applied in their
future work in the community.
3. Know the skills and personal characteristics of a community worker and look
at themselves as to whether they posses these characteristics or not.
 Discussion on the concepts and principles of community organizing and

development.
 Discussion on the skills and characteristics of a good community worker.
Expected Output:
The students will have better understanding as to how community organizing and
development as a tool or process is performed.
The students will have clearer understanding of the skills and personal
characteristics expected from them once they work in the community.
Page 29
I. COMMUNITY DEVELOPMENT AND ORGANIZING
I. Definitions - “PAGPAPAUNLAD”
 Totality of dynamic processes, techniques or procedures used and

developed by a community in the attainment of the social, emotional,
moral/spiritual, economic, technological, physical, and political well
being of its residents/citizenry.
 Techniques and processes by which a community empowers itself to
identify its needs and resolve its problems in a collective manner.
 A problem solving approach whereby the community is empowered
with the knowledge and skills, to identify and prioritize its needs and
problems, to harness its resources and deal with those problems and
take action collectively.
II. Methods & Approaches
1. Charity/Welfare Approach (Social Service)

 Giving of material/financial assistance especially to individuals who
have limited capacity to provide for their needs (i.e. victims of
calamities, street-children and the elderly).
 Temporary solutions to problems.
2. Social Reform – (Community Development)

 Implemented through top to bottom decision making
procedures/mechanisms. The program recipients are considered
simply as beneficiaries of the program.
 Make functional improvements in the capabilities of people to cope
with problems and provide for their needs.
 The beneficiaries may use the process of implementation maybe
short-term but the benefits to be derived from the program will be
for life/long time.
Example - Skills Training, Educational Assistance, Livelihood
Loans, Mother’s classes
3. Community Organizing – (Transformation Approach)

 The process of decision making in terms of program
implementation is that of the bottoms-up, non-directive, people-
centered approach.
 The program recipients are considered as the “development
partners” of the implementing agency.
 It is based on the principle of dialogue between the implementing
agency and the development partners. People in the community
take active part in the planning and implementation of the project.
 Teach the development partners to be self-reliant in addressing
their own problems and meeting their needs.
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 The process of program implementation is long-term and
sustainable since the program beneficiaries are expected to
perform leadership functions once the implementing agency has
been phased out.
Example: Formation of People’s Organizations, Cooperatives,

Women’s/Neighborhood Associations, Community Based
Livelihood Programs, Upland/Coastal Resource Management
Programs, Farmers’ Cooperatives, Day Care Parent’s Associations.
III. Steps and Procedures

1. Pre- Entry Phase
 Site Selection
 Administrative Preparations
 Staff Orientation
2. Entry to the Community/ Integration Phase
 Courtesy call to local leaders (formal and informal)
 Data Gathering
 Core Group Formation
 Leadership Training for the Core Group
3. Community Planning and Implementation
4. Strengthening the Organization
 Training of leaders to do organizing work themselves
 Consolidating organization’s operating structures and procedures
 Networking and building alliances
 Strengthening socio-economic services and resource accessing
 Training of potential leaders and second-line leaders
 Maintenance and monitoring socio-economic projects
5. Monitoring and Evaluation
6. Phase Out/Termination Phase
IV. Theories and Principles
Principles of Education
 Community organizing and development work is an educational process.
It entails teaching the community skills, attitudes, and values for them to
collectively meet their needs.
 Just like in a teaching and learning process, the ultimate goal of
community work is to effect change in the skills, attitudes and values of
the people
Principles of Communication
 A community worker should be aware of the different venues either formal
or informal in disseminating information to the community.
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 The informal venues of communication in a community can sometimes be
more efficient as a way of disseminating information than the formal
venues
 A community worker should make use of the language or dialect which
most of the members of the community could understand.
 Factors that can affect communication with the people (physical
considerations, social backgrounds) should be taken into consideration by
a community worker.
Principle of Cultural Differences/ Acculturation/ Integration

 At the initial stage of community work, a community worker should realize
that he/she is an outsider to the community. A community worker should
try his/her best to develop rapport with the community and gain the trust of
the community members.
 A community worker should be aware of and learn to adapt to lifestyles,
and cultural patterns of the community he/she is serving.
 It is best to avoid languages, gestures or actions which would alienate the
members of the community.
Principle of Coordination
 In the community entry, begin with a visit to the local community officials,
to inform them of the nature and objectives of your program.
 It is best that a community worker should be able to identify groups or
individuals from the local community who share his/her mission and
interests, who could be of help in the planning and implementation.
 A community worker should also identify external groups and agencies
(government and non-government) who could be of help in the planning
and implementation of programs.
Principle of Cooperation and Popular Participation

 Community programs should be people centered and not institution or
project centered People from the community should be encouraged to
take part in the planning and implementation of community programs.
They should be able to feel that they own the program.
 People should be taught and encouraged to share whatever resources
(material and non-material) they have for the implementation of the
program.
 People should be made to recognize that things are not just handed to
them on a silver platter. They should be taught to comply with certain
obligations or rules for the success of the program.
 In terms of program logistical support or funding, an organizer can
experiment on counterpart measures.
 Practice division of labor. Learn to delegate organizational functions. It
pays to take turns doing the hard tasks and sharing leadership, especially
as people are interdependent.
Page 32
Principle of working with people, where they are, with what they have and with
their interests and needs.
 Maximize the use of local facilities and resources before depending on the
outside.
 In terms of teaching, it would be best to start with what they know, instead
of rushing to teach people concepts or ideas which they can hardly
comprehend.
 Community development work is not doing things “for” people in the
community. It is doing things “with” or together with the people
Principles of Leadership
 A community worker should be a “leader” and not a “boss”. He is in
a community to “assist” people in doing things and not simply “order”
people to do things.
 When things sometimes go wrong, he is not there to “point “ the
blame on others rather, he is there to “fix” the blame with the people
Principle of Needs Responsiveness and Persuasion

 Community programs should be relevant and responsive to needs of the
people from the community. It would be good to do prior research/ data
gathering or needs analysis before coming up with a program or activity.
 People in the community can be encouraged/persuade to join programs
and activities if they see that there are practical benefits or incentives that
they can derive from the program.
 Benefits and incentives are not just limited to things which are material.
Economic, social and other incentives are often crucial in maintaining the
viability of community groups/projects.
Principle of Evaluation
 A community worker should be very creative in designing mechanisms or
processes to assess the impact and process of implementation of
programs and activities. People from the community should be
encouraged to evaluate programs and activities together with the
implementers.
 Programs should have sense of direction and guided by measurable
indicators of success.
Principle of the Natural Phase

 Every community has its own sense of time and season which community
workers should be aware of. There are certain times of the day or certain
month of the week when activities should not be implemented.
 A community worker should be very flexible in terms of imposing
timetables or schedules. Development work is not something, which
should be imposed upon people and the community.
Page 33
Principle of Empowerment and Sustainability
 People and organizations should be made aware that the program
implementers would not be forever around to help them with the
implementation of their programs. They should be trained to assume
leadership functions in the future.
 Ideal community programs should provide for mechanisms for it to
continue its operations once the program implementers have already
phased out from the community.
 Ideal community programs should train people to become more self-reliant
in meeting community needs. People should be trained to meet their own
community with less assistance o intervention from outside agencies and
groups.
 Community programs should be designed to meet not just the short term
rather more of the long term needs of the community.
II. THE FUNCTIONS AND QUALITIES OF A COMMUNITY WORKER
FUNCTIONS OF A COMMUNITY WORKER

1. Initiator
2. Regulator
3. Information Giver
4. Information Seeker
5. Supporter
6. Evaluator
7. Leader but not a boss
QUALITIES OF A COMMUNITY WORKER

1. Energetic
2. Xenial
3. Tactical
4. Enthusiastic
5. Non-Conformist
6. Systematic and Critical Thinker
7. Innovative
8. Optimistic
9. Negotiable
10.Integrity
11.Symphatetic
12.Truthfullness
13.Visionary
14.Active
15.Well- Rounded
16.Hearth Qualities
17.Humility and Open to Sharing
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18.Leader
19.Entrepreneurial
20.People-Oriented
21.Easy to deal with
22.Responsive to change
23.Servant
24.Open to Criticism
25.Non-traditional/Irreverent
26.Flexible
27. Creative and Resourceful
28.Sense of Humor
29.Tenacious
30.Acculturated
Big eyes for seeing
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Big heart for loving
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Big feet for walking

Faculties of a community worker
Page 35
6 C’s of a Community Worker
Creativity
Critical Thinking
Mind
Competence
Commitment
Character
Page 36
MODULE VI : Communication and Interpersonal Skills
 The Communication Process

 Tips on Listening and Dialoguing
 Collaborative Problem Solving
 Guidelines for Facilitating Groups in the Community
 Reminders on Giving and Receiving Feedbacks
1. Be aware of how communication as a process occurs, its basic elements and

factors affecting the efficiency of the communication process.
2. Learn how to apply some tips/ guidelines in listening, dialoguing, and
collaborative problem solving, facilitating groups, as well as receiving and
giving feedbacks once they go and serve their community assignments.
3. Be aware of some important reminders in terms of relating with people in the
community.
 Discussion on the communication process

 Exercises/role play on listening, dialoguing and collaborative problem solving
 Synthesis and discussion
 Discussion on guidelines for facilitating groups
 Discussion on the do’s and dont’s of working in the community
Expected Output:
The students shall be equipped with necessary communication skills, which

could be of help to them in relating with people and groups in the community.
Page 37
I. COMMUNICATION SKILLS
Dialoguing Tips
1. When faced with a conflict, one should use appropriate assertiveness rather
than aggression.
2. Use the “I message”. Beginning with a non-blaming and non-accusatory tone
helps build the right climate for a dialogue.
3. Do not use “put-downs” or angry humiliating language.
4. Admit your responsibility to the conflict, if any, and be willing to recognize the
positive points of the other. This will help create an atmosphere of trust and
openness.
The Four Quadrants of Conflict Resolution
WIN LOSE
“I win – You win” “I win – You lose”
I (Zone of (Zone of Force /

collaboration / Imposition)
cooperation)
“I lose – You win” “I lose – You lose”

YOU
(Zone of toleration) (Zone of conflict)
Listening Tips
1. Inform the other person that you are willing to listen to his/her side of the
story.
2. Listen attentively for both content and feeling.
3. Accept criticism of your ideas or behavior. This does not mean rejection of
you as a person.
4. Paraphrase and clarify the other’s statement(s) when needed.
5. Be aware of your bodily signs/gestures that may send the signal to the other
that you do not want to listen.
Page 38
Steps in Collaborative Problem-Solving Approach
Note: As much as possible, exert efforts to build rapport with the other even if
only through casual conversations, prior to actual problem solving session.
1. Identify the positions and interests/ needs.

(Inform each other of what each wants. Then each inquires into the need or
concerns underlying the position or want.)
2. Refocus the discussions on the needs

(Ask the question: How can the underlying needs of the parties be satisfied?)
3. Generate alternatives or options that can reconcile the needs.
4. Evaluate the alternatives and agree on the best option.
II. GUIDELINES FOR FACILITATING GROUPS
1. Before starting with the activity, prepare the physical setting of the activity. Be
sure that the necessary materials needed are available.
2. Always begin by introducing facilitators or participants.
3. Start the session with an appropriate prayer or ritual.
4. Use the local language or ask the participants if they can understand or are
comfortable with the language you are using. If not, find an interpreter and
allow time for translations.
5. Start the sessions by explaining the nature and objective of the activity or
tools to be used. Describe the output activity expected at the end of the
activity.
6. Explain the process that the group will undergo, and the amount of time
involved. If certain roles will be assigned, explain clearly
7. Document discussions and output. Assign a documenter; the facilitator should
not be tasked to document. Leave a copy of the documents for the
community/participants.
8. Be resourceful and creative. Use various audio-visual aids to help make the
discussion more interesting and effective. Use local materials whenever
possible.
9. Always be sensitive to participants’ needs. If the participants are becoming
restless, take a break or do an appropriate icebreaker. Be flexible. If
something comes up that was not anticipated, trust the process. Do not feel
obliged to follow previously prepared guidelines rigidly.
10. Choose an appropriate time and place for the community to participate. Avoid
times when important activities are being done. The setting should be
informal and enhances building rapport and exchanging ideas.
Page 39
11. Do not rush. The process can be more effective if done at the speed of the
community and not to fit the facilitator’s schedules.
12. Encourage participation. Draw ideas/responses from each participant, as
much as possible. Control or neutralize participants who try to dominate
discussions.
13. Always listen to answers and do not interrupt. Respect the opinions given.
Repeat responses if needed to further clarify points.
14. Always include the names of participants and date of activity on the output.
15. Settle disagreements through dialogue and consensus building/collaborative
problem solving. Clarify contentious issues, and get the opinions of
everybody, if possible. As much as possible do not let an issue be left hanging
or unresolved. Exhaust all arguments until contending parties are convinced
or until they change their views or one party withdraws its position, and a
compromise or consensus is reached. Both participants and facilitators must
have the patience to go through the long but rewarding process.
16. Be gender sensitive. Be conscious of your language or gestures. Group men
and women separately if the issue to be discussed is sensitive to either or
simply as a way of identifying various perspectives. Avoid jokes that are
offensive to either or both sexes.
Self and Mutual Criticism
I. Relevance of Feedback
The exercise of giving and receiving feedbacks:
 Ensures that everyone in the group/team is able to make his or her best
contribution.
 Helps to alleviate points of friction/misunderstanding among team members.
 Helps each team member to know himself/herself, his/her performance better
and make necessary amends in order to improve certain situations
 If given properly, it helps in building solidarity and trust in the group.
II. Types of Feedbacks

1. Personal Feedback
2. Direct Feedback
3. Indirect Feedback
4. Formal Feedback
5. Informal Feedback
Page 40
III. Points to Remember in Giving Feedback
1. In giving feedbacks, it is essential to consider the context, time, place and
manner of giving the feedback.
2. We can only give feedback helpfully to a person if they know that we accept
and appreciate them as a person.
3. It is important that an atmosphere of trust and mutual appreciation be
established when feedback is given. This can only exist if we give genuine,
positive as well as negative feedback.
4. Feedback should only be given if the person wants to know how others see
him or her, and has asked for feedback. It should be offered, not forced upon
a person.
5. Feedback should deal with what a person did, their behavior, not their
motivation.
6. It is often best if we present negative feedback as our own problem, a
sharing of our personal feelings, when something happened.
7. Each person should express only their own feelings, and not assume that the
whole group felt the same way. Others can say so for themselves if they did.
8. Feedback should deal with things that can be changed.
IV. Points to Remember In Receiving Feedbacks

1. We can learn most from feedback if we listen carefully and:
 do not try to defend our behavior or
 give reasons about why we acted in a particular way.
2. A person receiving feedback always has the right to decide when he/she has
had enough for the time being.
3. A person who receives a negative feedback should remember that different
people react differently to a similar situation/behavior. He/she may like to
check how others have reacted to the same thing.
III. REMINDERS ON WORKING IN THE COMMUNITY
1. Know the area and the people around.

2. Be as simple as possible.
3. Be accommodating and friendly to the people you meet.
4. Watch your language and behavior.
5. Remember that you are there to serve and not to be served.
6. Be a good listener. Be aware and respectful of people’s feelings and
sentiments.
7. Learn to balance generosity and self-reliance or independence.
8. In everything, always emphasize the idea of community rather than
individuality.
9. Be a model. Do not do things which can destroy your sense of credibility.
10. When an embarrassing situation happens, give a person, a way out of the
situation so he can save his face. Embarrassing him/her will cause “hiya” or
loss of face.
Page 41
11. Do not call anyone “stupid” or by means of derogatory titles.
12. It is best to remember and call everyone by their names. If not, then it is best
to call anyone by informal yet respectful titles in the local dialect (i.e. “Ate”,
“Kuya”, “Mang____”, and “Nanay”.
13. Invite people to an activity at least three times. Insistence or the Filipino
mechanism of “pangungulit” is a sign for people that the invitation is
genuine/sincere.
14. Do not leave the community without informing your host.
15. Do not correct somebody in public; you may do it in private or with the help of
a third party close to the person concerned.
16. Show respect to old people in the community. This is an important precept in
the community.
17. If you must refuse one, be consistent. You must refuse all.
18. Do not expect promptness or precision. Learn to be flexible with your
schedules. However, always be prompt yourself.
19. When you are served food, always taste a little even if you do not care for it.
Snacks are a sign of welcome.
20. When eating, never leave unconsumed food on your plate. Get only what you
can eat. If the food offered to you is something bought from the “sari-sari”
store (i.e. A bottle of soft drinks / a pack of biscuits), then by all means do not
leave a portion unconsumed.
21. Wait for the members of the family to finish eating before you stand up.
22. Always observe social graces when eating.
23. Befriending the children is the best way to the parents’ hearts.
24. Talking with members of the household is considered nice.
25. Avoid raising false hopes among the people. Do not make commitments,
which you cannot fulfill/ comply. It is best to be honest/open about what you
can do/achieve.
26. Try your best to comply with appointments. If for one reason, or another you
cannot, then inform the community ahead of time.
27. Do not use your forefinger upward to call someone. It is considered
degrading. Beckon with the hand in downward motion.
28. A smile is a sign of friendship and a form of greeting.
29. Do not expect to please everyone. There will always be people who will not
be satisfied or will be pessimistic about the things you are doing.
Page 42
MODULE VII: Research, Needs/Situation Analysis and Prioritization Skills
 Research Methods
 Program Prioritization Matrix
 Tools for Problem /Situation Analysis
- Problem Tree
- SWOT Analysis
- Fishbone Analysis
1. Be aware of basic research tools/skills that could be of help to them in

gathering data or information about the communities where they will be
assigned.
2. Be aware of and be able to use basic tools and skills in problem/needs
analysis, which they could later on use in planning programs or projects for
the communities where they will be assigned.
 Discussion on basic research methods and their application to community

development.
 Discussion on the program prioritization matrix.
 Presentation and discussion on the basic tools for problem or situation
analysis.
Expected Output:
The students shall be equipped with necessary research and needs/situation

analysis skills that they could later on use in their effort to serve their
communities.
Page 43
I. RESEARCH METHODS
Social Research – scientific process/methods/procedures of gathering data

about human behavior guided by theories and hypothesis.
Relevance of Social Research to Community Development Work

1. Research provides us information about aspects of community that we are
not aware of.
2. Research provides us data that can be used for decision-making and
program planning.
3. Research dispels or reinforces our beliefs and presuppositions about the
community and its residents.
4. Research provides us information that can be used to address social
problems such as urban poverty, delinquency, drug addiction and others.
5. Research is used to assess programs, practices, policies and procedures
and make improvements in the manner in which they are done.
Steps in Conducting Social Research

1. Defining a Problem/Topic
2. Research Design
3. Data Gathering
4. Data Presentation, Analysis and Verification
Commonly Used Methods of Research in Community Work

1. Consultations or Community Assemblies
2. Focus Group Discussions or Sectoral Consultations
3. Key Informant Interviews
 Formal
 Informal
4. Surveys and Census
5. Local Histories (Oral or Written), Community Profiles, Mappings,
Documents and Records
6. Observations (Participant and Non-Participant)
7. Content Analysis
8. Sociograms and Gantt Charts
9. Ocular Inspections
Classification of Data
1. Qualitative Data
2. Quantitative Data
Measurements / Categorization of Data

1. Nominal Measurements
2. Ordinal Measurements
3. Interval Measurements
4. Ratio Measurements
Page 44
Basic Concepts in Sampling
1. Population/Universe- Number of people who belong to a definite genus or
type who can serve as respondents to a survey
2. Sample- A carefully selected group of individuals who can serve as
representatives of the whole in responding to survey questionnaires
3. Sampling Units-
Sampling Procedures
A. Probability Samples
1. Simple Random Sampling
2. Systematic Samples
3. Cluster Sampling
4. Multi-Stage Sampling
B. Non Probability Samples
1. Purposive Sampling
2. Convenience Sampling
3. Quota Sampling
4. Snowball Sampling
Survey Instruments
1. Questionnaire- Contains structured questions to be answered directly by a
respondent
2. Interview Schedule-Contains structured questions to be administered by
an interviewer
3. Interview Guide- Contains outlines or open-ended/probing questions to
aide interviewer in eliciting date from an interviewee
Issues In Research
1. Reliability and Validity
2. Consent of Respondents
3. Confidentiality of Sources
4. Objectivity of Purpose of Research
Threats to Reliability and Validity

1. History
2. Selection
3. Testing and
4. Instrumentation
5. Mortality
II. PROBLEMS / NEEDS ANALYSIS
Program Prioritization
Factors to consider in program prioritization

1. The availability of resources to implement a program.
Page 45
2. The timetable for meeting set objectives or implementing the program.
3. The possibility of success.
4. The relevance of the program to the community.
II. Tools for Problem Analysis and Program Prioritization
A. Program Prioritization B. Problem Analysis

1. Time Management Matrix 1. Problem Tree
2. SWOT Analysis 2. Fishbone Analysis
Time Management Matrix
- A tool used to establish the necessity of a program based on two factors

namely:
 Urgency- “Something that has to be done soon or immediately”.
 Importance- Relevance of the program, how essential/necessary the
program is to the enhancement of people’s lives.
I. Programs/ activities which are urgent II. Programs/activities which are

and important important but not urgent
III. Programs/activities which are urgent IV. Programs/activities which are not
but not important important and not urgent
A PERSONAL TIME MANAGEMENT MATRIX
IMPORTANT NOT IMPORTANT

I III
U
R 1. Assignment with pressing deadline 1. Scheduled social
G 2. Going to a wake / visiting a relative gathering / “gimmicks”
E in the hospital 2. Watching the NCAA games
N 3. Visiting a dentist because of a
T toothache
4. Attending mass on Sundays
5. Reviewing for a scheduled quiz
N II IV
O 1. A date 1. Time-wasters
T 2. Reviewing for final exams 2. Useless talks
U 3. Going to the grocery 3. Vices
4. Visiting a dentist for oral exams
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R 5. Exercise / Playing a sport
G 6. Private Prayers
E 7. Replying to a pen-pal letter
N 8. Reading the newspaper
T
SWOT Analysis
A tool used to establish the viability or possibility of an organization or an
ongoing/proposed program to succeed based on:
Strength - Positive characteristics or conditions within an organization/project, which

enhances or strengthens its capacity to meet set goals or objectives.
Weaknesses - Negative characteristics or conditions within an organization/project,

which lessens or hinders its capacity to meet set goals or objectives.
Opportunities - Positive characteristics or conditions outside the organization/project,

which can enhance or contribute to the attainment of set goals or objectives.
Threats - Negative characteristics or conditions existing outside the

organization/project that can lessen or hinder the capacity to meet set goals or
objectives.
SWOT ANALYSIS MATRIX

(samples of strengths, weaknesses, opportunities and threats)
STRENGTHS WEAKNESSES
1. Presence / availability / accessibility 1. Absence / lack of resources
of resources needed to implement 2. Passivity or lack of interest /
the program. unity among implementers
2. Cooperation of members / 3. Objectives are unclear
implementers 4. Lack of capability among
3. Well-defined objectives implementers
4. Talents / resources / capabilities 5. Lack of time management
of implementers 6. Lack of participants
5. Efficient time management
6. Track record of program
implementers
7. Many participants
OPPORTUNITIES THREATHS
1. Project is timely and responsive to 1. Project is untimely / unresponsive to
the needs of the beneficiaries beneficiaries’ needs
2. Interest / cooperation of people in 2. Lack of interest / cooperation of
in the community people in the community
3. Accessibility of venue or the 3. The community is far or
community inaccessible
4. Presence of external groups 4. Absence of external groups
supporting the program supporting the program
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5. Availability of facilities / resources 5. Lack of local resources
in the community for program 6. Unsafe community
implementation 7. Passivity / lack of support of
6. Safe community / venue local leaders
7. Support of local leaders
STRATEGIC OPTIONS
STRENGTHS WEAKNESSES
O S-O Strategies W-O Strategies

P 1. Expansion 1. Networking
P 2. Intensification 2. Subcontracting
O 3. Extension 3. Anchoring
R 4. Go! Implement the program
T
U
N
I
T
I
E
S
T S-T Strategies W-T Strategies

H 1. Diversification 1. Retrenchment
R 2. Consolidation 2. Merger
E 3. Provision of 3. Withdrawal
A Contingencies 4. Pack- Up
T 5. Stop & think of other
H programs
S
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ANALYSIS OF THREATS AND UNDERLYING CAUSES OF LOSS OF COASTAL BIODIVERSITY
(Sample Fish Bone Analysis)
Uncontrolled
Population
Growth
No definite
Poaching Residential
Water Boundaries Pollution Congestion in
Coastal Areas
Lack of Waste
Unorganized Management Plan
I Bantay Dagat
Organizations
Lack
BMT of Logistical
LGUs Poor Enforcement
Support Coordination LOSS OF
DIVERSITY
Lack of Uncontrolled/Uncoor No alternative means of

Regulatory dinated Devt. livelihood Lack of Capital Skills
Mechanisms Initiatives
(Ordinances)
Individual LGU Plans Lack of Aware

Lack of Awareness
Institutional Low level of

Jurisdictional Conflicts community
Indifference Involvement
Page 49
PROBLEM TREE ANALYSIS
Problem Tree
- A tool used to assess the relationships of causality between interrelated problematic
situations within the community/organization.
Objective Tree
- Illustrates relationships of possible solutions to a core problem as derived from the
problem tree.
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MODULE VIII: Project/Program Planning
 Basic Steps in Program Planning

 Guidelines and Preliminary Considerations in Program Planning
 How to Write a Program Proposal
1. Be knowledgeable about the basic steps/ procedures in program planning.

2. Be able to prepare a program plan.
 Discussion on the guidelines, procedures on program planning.

 Discussion on how to write a program plan.
Expected Output:
The students shall be equipped with basic skills in program planning skills which they
could later on use in planning relevant programs for the community.
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I. PROJECT OR PROGRAM PLANNING
PROGRAM PLANNING - process of systematizing and arranging ideas, resources, and

activities towards the attainment of an end or goal.
1. A project is created to address a specific concern, the need or concern usually

requires immediate attention.
2. It is undertaken to solve an existing problem/need, and/or take advantage of a rare
opportunity that presents itself.
3. The design of a project is always aimed to produce well-defined outputs that are
particularly linked to a particular problem, need, or concern.
TYPES OF PROGRAM PLANS
Based on Duration of Implementation
1. Short Term
2. Medium Term
3. Long Term
STEPS IN PROGRAM PLANNING AND IMPLEMENTATION
Steps/Procedures Needed Skills

1. Community Analysis/Diagnosis 1. Research Skills
Problem/Needs Analysis Skills
2.Needs Prioritization 2. Needs Prioritization Skills
3. Program Planning 3. Program Proposal Writing, Resource
Mobilization
4. Program Implementation 4. Leadership, Management Skills,
Social Mobilization, Networking
5. Evaluation 5. Feedback Management
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II. PROGRAM PROPOSAL WRITING
Program Proposal - A written document detailing the important components of a

program to be implemented.
Parts of a Program Plan
1. Project Title
2. Proposing Agency and Agencies Involved
3. Project Background and Rationale
 Baseline Data
4. Project Objectives
 General
 Specific
5. Assumptions of the Program (SWOT)
6. Target Area and Beneficiaries
 Socio-Economic Conditions of the Area
 Site and Location Map
 Target No. of Beneficiaries
 Qualifications, Manner of Selection or Recruitment
7. Implementation Plan
 Component Activities/Tasks
 Organizational/ Work Structure
 Time Table/Duration (Frequency)
 Budget and Logistics
 Work Policies and Rules
8. System of Monitoring and Evaluation
 Expected Output
 Means of Verification
 Success Indicators
 Immediate-Objectively Verifiable Indicators
 Developmental Success Indicators
Program Planning Matrix/Project Design/ Work plan
 Usually a one- or two-page summary of the proposed program

 Gives the over-all picture of the whole project strategy because it answers the basic
questions about the proposed project.
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SAMPLE PROGRAM PLAN MATRIX
Program Title:
________________________________________________________________
Program Duration:
________________________________________________________________
Program Proponent/s:
________________________________________________________________
Program Area and Beneficiaries:

________________________________________________________________
Program Objectives:
________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
Critical Specific Methods/ Time Frame/ Persons/ Materials/ Expect

Activities Objectives Strategies Frequency Groups Logistics ed
Concerned Output
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Gantt Chart
A Gantt Chart is a horizontal bar that displays the relationships between the different
tasks in a project.
Tasks Time
Month 1 Month 2 Month 3 Month 4
Task A
T Task B
A
S
K Task C
S
Task D
TIME
Task E
Page 55
MODULE IX: Social Mobilization and Resource Mobilization
 Social Mobilization Definition and Characteristics

 Elements and Processes of Social Mobilization
 Definition of Resource Mobilization
 Different Strategies and Approaches/Tools in Resource Mobilization
 Basic Elements of Resource Mobilization
 Ethical Issues and Concerns in Fund Raising
 Commonly Performed Resource Mobilization Techniques
1. Be aware of the meaning of social mobilization, its characteristics and processes.

2. Know how they could apply the concept of social mobilization in encouraging
support and participation for their future programs in the communities.
3. Know the meaning and scope of resource mobilization
4. Know some tools/techniques or approaches in doing resource mobilization
5. Aware of ethical issues and concerns in doing fund raising
 Role Play on Social Mobilization and Resource Mobilization

 Synthesis and Input on Social Mobilization and Resource Mobilization
 Commonly Used Methods of Social Mobilization in Small Communities
 Discussion on resource mobilization and ethical concerns in resource mobilization
Expected Output:
The students shall be made aware of the concept of social mobilization and be creative
in designing courses of action to encourage support and participation for their programs.
The students shall be made aware of various possibilities in generating resources in

support of their programs in the community, and be creative or resourceful in planning
resource generation activities.
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I. SOCIAL MOBILIZATION
A planned process of enlisting the support and active involvement of all sectors within
the community/society who can play a role in achieving agreed social objectives or in
implementing a program/project.
Purposes:
1. Mobilizes human and material resources in support of the program/initiative.
2. Increases people’s awareness on the importance of the program/initiative thus
ensuring people’s participation, cooperation, commitment and action to achieve a
goal.
3. Develops within the community’s consciousness the need to sustain community
initiatives.
Characteristics:
1. Begins with a conscious recognition of problems and the seeming lack of collective
action on these.
2. Brings together those affected by the problem and those who have the solutions.
3. It takes into consideration the backgrounds and interests of the concerned groups.
4. Uses all available and potential communication resources.
5. It initiates discussion and decision making for political will, action, and resource
commitment.
Types of Social Mobilization Initiatives

 In Relation to Source or Basis
1. Issue-Related Social Mobilization- Revolves around specific social issue
Program-Related Social Mobilization- Encourages people to support a specific
program by committing time and resources
 In Relation to Size of Public or Participants

1. Mass-Based Mobilization- Entails participation of various sectors of the society at
large
2. Community-Based Mobilization- Social mobilizations usually spearheaded by
leaders of groups of people within a specific community to meet specific needs or
address specific issues within that community
3. Sector-Based Mobilization- Social mobilizations which works along the lines of
specific sectors of the society (i.e. Farmers, teachers, urban poor etc)
Elements and Processes of Social Mobilization

1. Advocacy- Social mobilizations start with a recognized “need” or cause which needs
to be address
2. Information, Education and Communication- Information dissemination through
various forms of media and for a in order to encourage groups or the community
towards action and resource commitment
3. Organizing- Recruitment of supporters and participants, defining of positions and
functions within the group for systematic mobilization
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4. Capacity Building- Training of leaders and members, providing necessary technical
resources in order to perform the work
5. Networking and Alliance Building
 Identification of relevant individuals and groups who can contribute to the
achievement of program goals.
 Partners are those with whom we work directly.
 Allies are those who have similar interests, and programs as us, but with whom
we may not work directly.
Commonly Used Techniques for Social Mobilization

1. House to house visits
2. Community assemblies, meetings, fora
3. Rallies, Prayer Rallies
4. Signature Drives
5. Testimonials/ Expressed support of people in authority or
“celebrities
6. Media- Radio, TV, Print
7. Alternative Media- Street Plays, Music, Painting, Puppet
Plays, Comics, Arts
8. Posters, Flyers,
9. Networking and Alliance Building
II. RESOURCE MOBILIZATION
Resource Mobilization - techniques, processes, tools, and procedures employed by

organizations related to the following functions:
 Identifying available and needed resources
 Generating /sourcing out resources whether material or financial
 Management/allocation of resources
 Maximizing the use of resources towards the attainment of organizational or group
goals
Types of Organizational Resources

1. Financial
2. Material (Natural/Man-made)
3. Human and Technical
4. Services, Concessions, Opportunities
Types of Program Resources

1. Internal Resources- Resources which are geographically or socially located within
the partner community or within the implementing organization
2. External Resources Resources which are geographically or socially located outside
the partner community or the implementing organization; however; they can be
possibly tapped in support of the program
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Resource Mobilization is:
1. A science because it requires a systematic way of doing it.
2. A process since it involves steps, techniques and procedures of doing it.
3. An art because it takes one’s creativity to come up with new ideas or “tricks” on how
to convince prospective donors to give resources.
4. It is developing into a profession.
Basic Elements of Fund Raising/Resource Generation

1. Objective/Purpose
 Should be clear and realistic
 Viability and reasonableness
2. The requesting party or prospective user of funds
 Track record or credibility
 Integrity and reputation
 Size of membership or number of clients
 Magnitude of operations
 Location
3. The prospective donor-provider of funds
 Interest/“Donor biases”
 Request matches the priority thrust of donors
 Capacity of the organization to offer a counterpart required by the possible
donors.
4. The process of exchange or transaction between the grantee/recipient and the
grantor/provider of funds/resources.
 Uniqueness
 Medium-Emotional Appeal/Testimonies
 Packaging
 Timing and Magnitude
5. The funds/resources and the actual usage of such funds.
Approaches and Strategies to Resource Mobilization
1. Internally Driven Approaches

Techniques or procedures, which entail generating resources within the
organization/group without relying on outside donors.
Ex. Savings- “Ambagan”

Fines
Sale of services or products
Holding of special events
Credit
2. Externally Driven Approaches
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Techniques, procedures, which entails generating resources from outside the system
or from external donors.
Ex. Solicitations, Ticket Sales

Donations
Availing of government subsidy or grants from funding agencies
Ethical Concerns in Resource Mobilization

1. Transparency and Auditing
2. Acknowledgment of donors
3. Giving in to conditions of donors
4. Intelligent Use of Resources
 Resources should be used for more essential needs or concerns.
 Resources should be used for programs, which shall have lasting or long-term
impact to the community.
6. Integrity of leaders and staying in line with ones image
General Lessons in Fund Raising

1. Recognize the value of freedom of choice - the right of concerned citizens to choose
improvements for their society.
2. Examine your own attitudes towards money.
3. Define goals clearly. Set realistic targets. Don’t try risky investments which the
organization might not be able to recover
4. Develop a workable plan of action for spearheading fund raising action. Set realistic
schedules or time frame for the resource mobilization initiative
5. Select your leaders. Giving of grants or donations is influenced not simply by the
viability and reasonableness of the proposed project but also by the credibility,
integrity, and reputation of the individual proponent or leader.
6. Have fun. Donors specially teen-agers would readily shelve out money if they are
enjoying
7. Know your “public”. Know the occasions when they are most willing to give
8. Launch fund raising at the rightful stage of the campaign.
9. Express your need for help. Ask for the money frequently, personally and publicly.
Rely on person-to-person contact.
10. Learn from past successful events. Evaluate and make improvements on failures
11. Do not forget to say “Thank you”.
12. Focus more on generating own or internal resources. This is a sign of self-reliance
13. Devote organizational time and resources to fund raising.
14. Be more creative and offer “out of box” products and services.
15. Fund raising is not just about money; it is also about friend-raising, training leaders,
and making lasting relationships.
Common Resource Generation Activities

1. Raffles
2. Food and Wine Tasting for a Cause
3. Songs, Music, Drama for a Cause
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4. Rummage Sales
5. Dinner for a Cause/Sacrificial Meal
6. Benefit Concerts and Performances
7. Commemorative
Journals/Advertisements
8. Bingo Socials
9. Dance for a Cause
10. Signature Cards
11. Popularity Contest
12. Product or Artwork Sales
13. Donation Drives
14. Novelty or “Gimmick” Booths
15. Telethons
16. Donation Boxes or Cans
17. Sale of Products or Services
18. Commemorative Plates, Shirts, Art
Works
19. Donations or loans from government,
companies, non-government organizations and other funding agencies
Page 61
MODULE X: Total Quality Management, Monitoring and Evaluation
 Total Quality Management

 Distinguishing Between Monitoring and Evaluation
 Goals and Importance of Monitoring and Evaluation
 Methods and Tools for Program Monitoring and Evaluation
 Reminders on CWS II Program Monitoring and Evaluation
 Documenting CWS Activities
Learning Objective:
At the end of the module the student should:
1. Be aware of the relevant theories of total quality management and apply them to
doing community development work.
2. Be able to distinguish between monitoring and evaluation as processes in program
implementation.
3. Be aware of various techniques/methods of program monitoring and evaluation.
4. Be aware as to how their performance during their community work will be monitored
by their Faculty Facilitators.
5. Be aware of methods/techniques in program documentation.
 Discussion on Total Quality Management and its application to community

development work.
 Exercises on Total Quality Management
 Discussion on the differences between monitoring and evaluation
 Discussion on various techniques/method for program monitoring
 Exercises on Monitoring and Evaluation
 Presentation of Reminders on Monitoring Group Performance During Community
Work
 Discussion on program documentation
Expected Outputs:
The students shall be aware of the relevant theories of management and are able to
apply these to managing their community projects once they go out to the communities.
Page 62
The students shall be equipped with skills/ techniques in monitoring, evaluating and
documenting their programs in the community.
I. TOTAL QUALITY LEADERSHIP
Total Quality Leadership - involves listening to the customers, improving the process
which one delivers one’s activities and services, and creating ownership among
members and other customers.
Goals of Total Quality Leadership

1. To maximize customer satisfaction
2. To promote quality consciousness
3. To lessen wastes, damages and risks
4. To promote efficient delivery of products or services
5. To promote high sense of morale and sense of ownership among
workers/stakeholders
Total Quality is continuous improvement in meeting our customers’ requirements.
Quality is anticipating, meeting, and exceeding customer requirements and desires. It is

“doing the service right the first time.”
5 Points to Quality Leadership
1. Clarify Purpose
Why do we exist as an organization? (Mission)
What will we become or look like as an organization in the future? (Vision)
What are our objectives?
What do we believe in? What do we want to abide by? (Core Values)
For whom do we exist as an organization? (Customers/Stakeholders)
What are our short term, medium, and long term goals? (Goals, Objectives)
What guidance will we provide to the members of our organization as to how they
should provide services or activities to our customers?
(Rules/Guidelines/Procedures)
How are we going to move towards our vision and accomplish our goals and
objectives? (Methods/Strategies)
2. Understand the Customers Needs
Who is a customer?
A customer is anyone who uses our output.
What is an output?
Page 63
A specific service, material resource or activity that you produce as part of your work
process, and that you pass to others, who in turn use them in their work process.
What are the types of customers?

1. Internal Customers- Anyone who uses your output in helping you meet the
requirements of external customers.
2. External customers- the ultimate recipient or user of our output. They are the end
users of goods and services that we produce.
What are the mechanisms for understanding customers’ expectations?

The mechanisms for understanding customers are made of two purposes:
1) Clarify customers’ requirements
Requirement- a description of a product/output or service expected by
customers before an output/product or service is delivered
2) Measure customer satisfaction
Satisfaction- Feedback on what the customer liked or disliked about the
product or service delivered to them
MECHANISMS FOR COSTUMER REQUIREMENT SATISFACTION
Full Costumer
Satisfaction
Level 3 –
Personal Interviews
Focus Groups
(leveling of expectations)
Designed Surveys
Benchmarking
Level 2 –
Service Desks,
Networks, Hotline
Costumer Reps
Level 1-
Unsolicited Complaints
Reactive Proactive
There are three levels of understanding customers

Level 1
Page 64
-Passive or reactive- We respond only when the customers complain or are
dissatisfied. Problems or risks are addressed only when a major problem or loss
arises.
- Examples: Complaint desks, unsolicited complaints, letters of complaint,
suggestion box, incident reports of damage or loss
Level 2
- Listening to customers is only secondary objective. The primary objective is of the
approach is to listen to customer’s question regarding products, services or
activities that is currently being produced/undertaken
- Example: Service/Information Desk, Hotline, Networks, Unstructured Survey
Level 3
Mechanisms designed not only to deliver product or service information or to
receive complaints, but more importantly to gain understanding of customers
expectations and feedback about a product or service. They are intended to make
improvements in the way things are done.
- Examples: Personal Interviews, Benchmarking, mystery shopper/mystery
participant, Designed surveys/evaluation surveys, Inventory of suggestions, Focus
group discussions/leveling of expectations
What are the levels of customers’ expectations?

1. Level I – Implicit Expectations- Based expectations of the product or service to be
delivered
2. Level II- Explicit Expectations- Level of specifications or requirements of the
customer in terms of the product or delivery of a service
3. Level III- Latent – Unexpected, add on features of a product or service which
cause delight to a customer
LEVELS OF CONSTUMER EXPECTATIONS
Delight!
Level 3: LATENT
_________________________________________________
Level 2: EXPLICIT
_____________________________________________________
Level 3: IMPLICIT
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3. Encourage Involvement
Encourage Involvement means:
a) Aligning People- Members of the group/organization and other
stakeholders share a common understanding of the mission-vision,
objectives and strategies to be employed by the organization towards
attaining it goals.
b) Motivating and Inspiring- Members of the group/organization are
energized, feel a high sense of morale in working towards the attainment
of goals and objectives. This is achieved through constant articulation of
visions, goals and values of the organization, involving members in
planning and decision making, organizational support through
compliments, rewards, feedbacks and role modeling.
c) Building Capacity- Creating the necessary capacity for the organization or
the group to achieve ends/goals through constant training, transfer of
technical know how and providing the necessary technical resources to do
the work
d) Creating Mutual Trust- Creating mutual responsibility through consistent
enforcement of rules, thinking win-win, sharing and accepting mutual
responsibility.
e) Effective Team Management- The ability to lead the group/organization
through predictable stages of development. Practiced through
communication, feedback, conflict resolution, group processes, team
decision making and problem solving.
f) Building Networks – Creating strong communication lines between the
various stakeholders of the program (customers, suppliers, owners and
process members) It involves identifying key persons and groups who will
contribute to the organizational goals.
4. Manage the Process

Process- a set of related work activities that are based on a set of inputs and
result outputs that have added value.
Elements of a work process

1. Men
2. Materials
3. Machines
4. Methods
Groups of People Involved in operation and improvement of a Work

Process
a) Customers- The people for whom the output or service is being produced.
b) Work Group- the people who work in the process to produce and deliver
the desired output. Sometimes they are considered as our internal
customers.
Page 66
c) Supplier- The people who provide input to the work process. The people in
the work process is in fact the customers of the suppliers.
d) Owner- The person who is responsible for the operation of the process
and its improvement.
e)
5. Seek Continuous Improvement

Improvement of a process means effecting changes in a process to make it
more, effective, efficient and adaptable.
Methods:
a) Streamlining
b) Preventing
c) Correcting
d) Excelling
12 Customer Tools To improve Processes

1. Bureaucracy Elimination- Eliminating unnecessary administrative tasks,
approvals, paper works which delays or hampers delivery of services
2. Duplication Elimination- Removing identical tasks that are performed at the
different parts of the work process
3. Value Added Assessment- Evaluating every activity or input in the work
process to determine its contribution to meeting customers requirements
4. Simplification- Reducing complexity of work processes
5. Process Cycle Time Reduction- Determining ways to compress cycle time to
meet or exceed customers’ needs and minimize errors/damages
6. Error Proofing- Finding ways to avoid mistakes, risks, damage, loss in the
work place which hampers delivery of services
7. Upgrading- Making effective use of equipment in the workplace to improve
over-all performance
8. Simple Language- Reducing complexity in the way we write, talk; making our
documents/forms easy to comprehend by all who use them
9. Standardization- Process of ensuring that standards, specifications, of
outputs or services are uniform/similar at all times. Selecting a single way of
doing an activity and having all the members do the activity that way all the
time.
10. Supplier Partnership- Maintaining dialogue/communication with suppliers in
order to get quality inputs or materials
11. Big picture improvement- Making necessary evaluations of the work
processes in order to enhance delivery of services; Evaluating the physical
lay-out of work space and design/location of equipment in order to enhance
delivery of services
12. Automation and or mechanization-Applying tools, equipment to boring, routine
activities, to free up members to do more creative work/activities
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II. PROJECT MONITORING AND EVALUATION
Distinguishing between monitoring and evaluation
Monitoring Evaluation
Done throughout (continuing) the Normally done at the end or during
implementation/ life cycle of the specified periods (i.e. quarterly/once in
program. 6 months/annually) of the program.
Done for the purpose of having an Done to assess the over-all
overview of the implementation or implementation of the program, and
delivery of the program and help identify its relevance, strengths,
Establish the extent to which inputs, weaknesses, impact, results,
work schedules, activities and outputs efficiency/performance, and problems
are proceeding as conceptualized/ in program implementation.
planned.
Presents early indications of progress It is an action-oriented learning and
or success - or the lack of it - in the management tool for improving current
achievement of objectives so that and future planning, implementation
action can be taken to correct and decision making
deficiencies.
Data gathered from monitoring can be

used as input for the purpose of
evaluation.
METHODS/TOOLS FOR PROGRAM MONITORING AND EVALUATION
1. Records Maintenance/ Management

2. Program Monitoring Charts/Tables
3. Actual Site or Workplace Visitation (MBWA)
4. Observation
5. Random Interviews
6. Periodic Meetings/ Consultations
7. Periodic Reporting
8. Evaluation Forms
9. Focus Group Discussions/ Evaluation Sessions
10. Incident Reports
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ACTIVITY DOCUMENTATION
Documentation - process of recording activities which have occurred in the

implementation of a program. They can be very helpful in monitoring and evaluating the
impact of a program.
1. Maintain relevant records on the implementation of the program.

2. When going to the community, always have a small notebook, for scribbling relevant
notes, insights about the community/your project/ or your group mates.
3. Do process recording of field experiences.
4. Take pictures or video footage of activities.
5. You may also do tape recording of interviews with the permission of the interviewee.
6. Maintain copies of records, documents, attendance records, sample exercises or art
works. They may be useful for program documentation.
SBC-NSTP MONITORING AND EVALUATION SYSTEM
1ST SEMESTER (September to October)

1. Attendance Sheet
2. NSTP Program Proposal Monitoring Form
2nd SEMESTER ( November to March)
Persons Involved in Monitoring

1. Class President
2. Group Leaders
3. NSTP Faculty Facilitator
4. NSTP Field Facilitator
Monitoring Procedures/System
1. Attendance Sheet (Individual)
2. Incident Report Form
3. Monthly Accomplishment Report (By groups)
4. Monthly Reflection Paper (Individually)
5. Regular Consultation with Faculty Facilitator (Once or twice a month by groups)
6. Networking and Coordination Between Faculty Facilitator and Field Facilitator
7. Year End Accomplishment Report and Documentation (By groups)
Value Insights on Total Quality Leadership
As NSTP students we have to realize that however humble the role or task assigned to
ask, we have to do with the best of our ability. Whatever little success or failure we
Page 69
commit, will contribute to the greater success or failure of our team. We can not be
happy with mediocrity, we have to excel in our tasks and seek continuous improvements
in the manner by which we deliver our programs. The people we are serving in the
community are our “non- paying customers” yet we still have to deliver the best and
work as “if we have been paid to do it.” Go therefore and be of committed and quality
service to others.
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a) Evaluation of the Program
 Student’s Summative Evaluation
 Field Facilitator’s Evaluation
 NSTP Faculty Facilitator’s Comments
 Evaluation Sessions with either the Field Facilitator or Faculty Facilitator
b) Evaluation of Students
 Attendance Sheet
 Program Documentation and Evaluation (To be submitted by the students by
groups)
 Student’s Completion and Evaluation Form (To be accomplished by the Field
Facilitator)
 Group Accomplishment Evaluation Form (To be accomplished by the Faculty
Facilitators
c) Evaluation of Program Implementers
 Faculty Facilitator’s Evaluation (To be accomplished by the students)
 Field Institution and Field Facilitator’s Evaluation (To be accomplished by the
students)
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Appendix
A. Documents
1. R. A. 9163- The National Service Training Program Act of 2001
2. CHED Memorandum: “ Implementing Rules and Regulations (IRR) of the National
Service Training Program (NSTP) Act of 2001
3. CHED Memorandum: Guidelines and Curricula for the NSTP Literacy Training
Service (LTS) and Civic Welfare Training Service (CWTS) Components and the
Basic Guidelines for the Accreditation of Non- Government Organizations
4. Course Outline: San Beda College, Civic Welfare Service Program
B. Forms
1. CWS Community Fieldwork Attendance Monitoring Form
2. CWS Waiver Form
3. CWS Program Proposal Recommendation Form
4. CWS Group Fielding Form
5. CWS Program Proposal Evaluation Form
6. CWS Incident Report Form
7. CWS Field Facilitator’s Evaluation of the Program
8. CWS Community Service Assignment Evaluation Form
9. CWS Student’s Completion and Performance Evaluation Form
10. CWS Accomplishment Report Evaluation Form
11. CWS Faculty Facilitator’s Evaluation Form
12. CWS Summative Evaluation Questionnaire
C. Exercises
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COMMUNITY INVOLVEMENT CENTER
College of Arts and Sciences
SAN BEDA COLEGE
Mendiola, Manila
CIVIC WELFARE SERVICE (CWS I & II)
A. Course Title: Civic Welfare Service I & II
B. Pre Requisite: None
C. Course Description
This course has been designed in accordance with R.A 9163 – (An Act Establishing
the National Service Training Service Program for Tertiary Students), granting
tertiary educational institutions the option to offer either a) Reserve Officers Training
Corps, (ROTC) b) Civic Welfare Service (CWS) and / or c) Literacy Training Service
(LTS) to tertiary students as requisite for graduation.
The course is a two succeeding semesters course with a non- academic credit of 6
units (3 units/semester). The course is a social awareness and community service
course with four components namely a) Lecture/discussions on the concept of
society, organizational behavior, community organizing and development and
contemporary social issues and problems; b) actual exposure to a marginalized
group or community; c) needs assessment and program/project planning and d)
actual community service or program implementation in cooperation with
government and non-government institutions
The course aims to train the students to become “social entrepreneurs” or

community development change agents through theoretical inputs on community
development as well as through actual involvement in the planning and
implementation of community development projects. During the 2 nd semester of the
course (CWS II), students enrolled in the course are expected to plan and implement
programs and activities intended to contribute to the general welfare and betterment
of life of the community such as that of health, education, environment, livelihood
and entrepreneurship, public safety, recreation, and the morality of the society.
D. Course Objectives
1. To understand the concept of society, social development, and how

individuals behave in the context of society and groups.
2. To understand more deeply the social, political, economic and cultural
situation of the Philippine society, the majority of which are marginalized.
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3. To understand how these conditions affect the delivery of basic social
services to the society to the different sectors of the society.
4. To have an understanding of community organizing and development as a
tool for helping communities; and understand how different government and
non-government welfare agencies make use of these tools in addressing the
needs of the marginalized.
5. To inculcate the values of volunteerism, responsible citizenship and
nationalism to the students.
6. To translate the students sense of social responsibility and nationalism or love
of country into action, through relevant community service.
E. General Course Outline
(Civic Welfare Service I – 1st semester)

TOPIC TIME FRAME
I. General Orientation to the Course………………………………… 6hrs
1. National Training Service

1.1 Philosophy & Legal Basis (R. A. 9163)
1.2 Rationale, Objectives and Components
2. Mechanics of the Course
2.1 Course Objectives and Components
2.2 Grading and Monitoring
2.3 Division into Work Groups
3. CWS and the SBC College Community Involvement Program
3.1 Concept of Community Involvement
3.2 CWS and the SBC Mission Statement, CAS Thrust and the CAS
Community Involvement Program
3.3 The Community Involvement Center: Objectives Programs, and Services
II. Theories of Society and Organizational Behavior…………………… 9hrs

1. Society and Social Groups- Affirming Diversity and Challenging Prejudice
2. Human Behavior in Society
3. Human Behavior in Groups and Organizations
3.1 Maslow’s Hierarchy of Needs and Values
3.2 People in Groups
3.3 Knowing Myself and my Group-mates as Community Workers
III. Community Organizing and Development: ……………………………15 hrs

1. Concepts, Principles and Theories on Social Development
2. Concepts and Theories on Community Organizing and Development
3. Characteristics and Skills of A Community Worker
4. Steps in Community Organizing and Development
5. Basic Skills in Community Organizing & Development
5.1 . Communication Skills
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5.2 . Interpersonal Skills
5.3 . Research Skills
5.4 . Needs Analysis and Prioritization
5.5 . Project/ Program Planning
5.6 . Community Mobilization & Networking
5.7 . Project Monitoring, Management and Evaluation
IV. Survey of Contemporary Social Problems and Specialized Areas of Community

Development and Service …………………………..……... 9 hrs
1. Street Children, Juvenile Delinquency

2. Drug Addiction, Smoking and Alcoholism
3. Urban Poverty and Squatting
4. Crimes, Peace and Order, Prison Ministry
5. Environment and Natural Calamities
6. Public Health
7. Education and Literacy
8. Abuse of Women and the Elderly
(Said topics shall be presented through film showing and discussions/sharing by

resource persons working with government and non-government agencies. Other
topics can be added depending on relevance and availability of speakers)
V. Preliminary Community Orientation & Institution Orientation ……… 6 hrs

1. Sending-Off Ceremonies and Introduction of Field Supervisors
2. Orientation on the Institution/Community Assignment
VI. Deeper Community Orientation and Needs Assessment …………. 9 hrs

1. Actual Site/ Community Visit/ Immersion
2. Consultations/Networking with Concerned Individuals or Groups
3. Social Analysis/ Community Researches
4. House Visits and Interviews
VII. Needs Prioritization and Program Planning …………………………… 6hrs

1. Preparation of Program/Work Plans for CWS II (2 nd semester)
2. Division of Labor
3. Specialized Training/Orientation in preparation for Actual Community Work
4. Writing of Final Program Proposal and Formal Oral Presentation) of Program
Plans
(Civic Welfare Service II – 2nd semester)
VIII. Program Implementation and Periodic Monitoring and Assessment and

Monitoring …………………………………………………….. at least 60 hrs
1. Reporting to Field Supervisors for Program Implementation
2. Submission of Monthly Diary-Type Reflection Papers to the Faculty Facilitator
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3. Regular Consultation with Faculty Facilitators
IX. Final Evaluation of Specific Projects and of the Course as a Whole

1. Preparation of Final Group Accomplishment Reports/ Documentation
2. Accomplishment of Submission Program and Field Supervisor’s Evaluation
3. Accomplishment and Submission of Time Sheets
4. Final Oral Presentation
5. Graduation Rites and Granting of Awards
F. Detailed Description of Outlined Topics
I. General Orientation to the Course
Specific Objectives:
a) To understand the Philosophy, Legal Basis, Scope of Objectives and Rationale of
Civic Welfare Service (CWS), Reserve Officers Training (ROTC), Literacy
Training Service (LTS) as alternative courses under the National Training Service
Program (NTSP).
b) To know the objectives, contents, requirements, and methodology of the course.
c) To be acquainted more deeply with one’s classmates with whom one shall be
working with throughout the school year.
d) To form work groups within the class to meet the course requirements
e) To understand and appreciate the role the Community Involvement Programs of
the college play as an important aspect in the formation of the Bedan students.
f) To understand the core values as embodied in the SBC Mission Statement and
CAS Thrust, and how CWS can help in imparting these values to the students.
Contents
a) Distribution and discussion of the syllabus.

b) Lecture/discussions regarding important provisions of R.A 9163.
c) Discussions/lectures/group dynamics/reflections on volunteerism and the role of
the youth in nation building.
d) Discussions regarding the relationship between CWS and CAS Community
Involvement Programs.
e) Discussions regarding Bedan core values as embodied in the SBC Mission
Statement and how CWS can help in imparting these values to the students.
Requirement
Reflection Paper on Volunteerism and the Role of the Youth in Nation Building.
II. Theories of Society and Organizational Behavior
Specific Objectives
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a) To make the students understand the dynamism of society and social behavior
as a preparation for doing social analysis when they go out for community
service.
b) To understand what is social development and its different index, or
manifestations in the communities.
c) To understand how people behave in organizations or groups in order for one to
better understand the communities where one will be assigned.
d) To know and understand oneself and one’s group mates better, in terms of
strengths, weaknesses, fears, talents and motivations as one deals/works with
the community.
Contents
a) Lectures/ discussions/ reflections on society, theories of social behavior and
social development.
b) Lectures/discussions and group dynamics on group behavior and knowing one’s
self and one’s group mates better.
Requirement
Reflection paper on one’s self as a community worker.
III. Community Organizing and Development
Specific Objectives
a) To understand the theories, principles, concepts, and methods of community
organizing as an approach or tool towards social development.
b) To equip the students with practical skills and knowledge related to community
organizing and development which they can use during their actual community
work.
Contents
a) Lecture/discussions on the theories, principles, concepts, and methods of
community organizing and development.
b) Discussions, group dynamics and exercises on practical skills needed by the
community development worker.
Requirements
a) Reflection paper on social development
b) Exercise on designing a Community Research Plan
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IV. Survey of Contemporary Social Problems and Specialized Areas of
Community Service
Specific Objectives
a) To analyze the extent and causes of some of the social problems being faced by
the Philippine society today.
b) To know and understand the approaches and programs of selected government
and non-government organizations towards addressing these social problems.
c) To feature success stories in community organizing, volunteerism and
development.
d) To orient the students regarding how they can get involved in these programs
either as part of the course; or later on in their capacities, as student leaders,
individuals or as professionals in the future
Contents
a) Discussions, lectures, film showings, and /or exhibits with representatives of
selected government and non-government organization regarding specified
social problems and the programs they are implementing to address the said
social problems
- Exploitation of Children, Juvenile Delinquency
- Drug Addiction, Alcoholism, Smoking
- Urban Poverty and Squatting
- Crimes and Peace and Order
- Environment and Natural Calamities
- Abuse of Women and the Elderly
- Education and Literacy
- Public Health
Requirements
Reflection paper after each topic
V. Preliminary Community /Institution Orientation
Specific Objectives
a) To prepare the students for actual community service by:
- designating their definite areas of community service, the immediate
institutions/communities where they will be working, as well as assigned field
supervisors who will be monitoring their activities.
- orienting them regarding their areas of community service and the particular
demands of community service in their chosen area, in terms of time,
efforts, capacities, and behavioral expectations ( The Do’s and Dont’s of
Community Work).
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Contents
a) Assigning of particular communities or institutions where each group of students

will be rendering community service.
b) The Formal Send Off Ceremonies, during which the students shall be formally
turned over to the institutions where they will be assigned, and introduced to
their respective field supervisors.
c) Preliminary orientation of the students by the field supervisor regarding the
mission-vision, objectives and programs of the institution/community where the
students are assigned, as well as the demands of working with the institution or
community.
VI. Deeper Community Orientation and Needs Assessment
Specific Objectives
a) To become more aware of the prevailing economic, political, social, cultural

conditions/structure of the people in the community.
b) To understand more deeply the causes of economic and social problems in the
area.
c) To identify and assess community needs and problems for the purpose of
program planning.
d) To gather data about the community relevant to planning appropriate programs
and activities.
Contents
a) Actual community visits/immersions

b) Consultations/networking with formal and informal leaders, and concerned
groups or agencies working in the area
c) House visitation and community assemblies
d) Surveys and community researches
Requirement
Written report on the:

a) Social, political, economic, and cultural condition/structures of the community/
sectors where the students are assigned.
b) Social problems and needs of the community.
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VII. Needs Prioritization and Program Planning
Specific Objectives
a) To prepare a program plan/work plan in response to the identified needs and

problems of the community/sector, and in preparation for actual community
service during the 2nd semester (CWS II).
b) To equip the students with more specialized knowledge and skills necessary for
community work in the community/sector where the students are assigned.
Contents
a) Brainstorming on probable activities.

b) Preparation of work plan/program plan defining such concerns as division of
labor, time frame, logistics, procedure of monitoring and evaluation, etc.
c) Specialized training/orientation for actual community service to be facilitated by
the CWS Field Supervisor.
d) Oral presentation of the program plans before the Faculty Facilitators.
VIII. Program Implementation and Periodic Assessment
Specific Objectives
a) To implement the program plan presented in the previous part of the course as a
form of community service towards community development.
b) To regularly monitor the implementation of the programs, and make decisions
whether some aspects of the program as planned, need to be realigned or
modified.
Contents
a) Regular reporting to the field facilitator for the actual implementation of program
plans as planned.
b) Periodic assessment of program implementation.
c) Regular consultation with Faculty Facilitators.
Requirements
a) Monthly Progress Reports

b) Monthly Narrative/Diary Type Reflection report
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IX. Final Evaluation of Specific Projects Implemented and of the Whole
Program
Specific Objectives
a) To identify the strengths and weaknesses of the various phases of the CWS
program.
b) To formulate recommendations for the improvement of the CWS Program in
terms of contents, methodologies and other aspects of the course.
c) To review the status of the programs implemented by the different groups of
students in terms of impact, relevance, problems encountered in program
implementation, and students/group members’ participation.
d) To formulate recommendations regarding the programs implemented, whether
they should be revised, modified or continued by other groups of students during
the succeeding school year.
Contents
a) Group Evaluation Session to be presided by the Field Supervisor.

b) Preparation of final program evaluation and documentation (by groups).
c) Accomplishment of necessary evaluation and documentation forms (i.e. Time
Record, Field Supervisor’s Evaluation Form, CWS Evaluation Form, etc).
d) Oral Presentation of evaluation and documentation report before Faculty
Facilitators.
Requirements
a) Oral and written documentation and evaluation reports

b) Written attendance and evaluation report from field supervisors
A. CWS I
a) Regular class attendance
b) Punctual submission of reflection papers and phase requirements
c) 1 Major Exam (Midterm Exams to be administered after the completion of the
lecture/orientation phase of the course).
d) Final Program Plan with oral presentation (To be considered as the Final Exams
for CWS).
B. CWS II
a) Regular attendance in group meetings, orientations and activities as certified by
the field supervisor.
b) Oral and Written Accomplishment Report and Evaluation.
c) Monthly Narrative Reports and Reflection Papers.
d) Accomplishment of necessary evaluation forms.
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J. Grading System
A. CWS I
Exercices, Reflection Papers, Attendance ……………….. 50 %

Midterm Examinations ………………………………..…….. 20%
Final Work plan with Oral Presentation ..………………… 30%
B. CWS II
a) Community Service
Output …………….……………………………. 30%
Performance ……………………………………30%
b) Monthly Written Reports ……………….……………… 20%
c) Final Oral and Written Evaluation Report ……………. 20%
K. Course Mechanics
1. The theoretical/lecture part of the CWS I will be done through either of the following:
a) Simultaneous seminar type lectures held on Saturday mornings for three
hours to be held at the St. Anselm’s Conference Hall and the Abbot
Lopez Hall.
b) Regular 3 hours a week lecture sessions to be scheduled either
simultaneously on Saturday mornings or on separate schedules on
weekdays to be handled by faculty facilitators at a ratio of 1 Faculty
Facilitator per 80 to 100 students.
2. Nature and Areas of Community Service
a) The Community Service Planning and Implementation component of the course

(starting from Part V Preliminary Community/Institution Orientation up to the end
of CWS) shall be implemented by means of networking with government or non-
government agencies who are interested in accepting students for fieldwork with
their organization. The Community Involvement Coordinator, in his capacity as
CWS Program Coordinator shall be responsible for networking with the said
agencies.
b) Agencies which will be accepting students for fieldwork should have
administrators or staff (community organizers, social workers, teachers, etc.) who
are competent and willing to assist and guide the students in their
exposure/orientation, preparation of their work plans; and monitor and evaluate
the implementation of the program plans of the students as well as to monitor
and evaluate the performance of each student assigned to their agency.
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c) A memorandum of agreement shall be signed between San Beda College,
College of Arts and Sciences and the government and non-government agencies
where the students shall be assigned in order to formally define the rights and
duties of both parties in the implementation of the program.
d) An orientation seminar prior to the start of the school year, as well as a post
evaluation seminar with the assigned field supervisors, shall be organized by the
CIC in order to orient them regarding their duties and responsibilities, as well as
to assess the procedures and impact of the program.
e) The students can work for the existing programs of the agencies where they will
be assigned, however they are encouraged to come up with their own work-plans
to complement or even enhance what the agency could offer. Activities in the
said work-plan should be commensurate to not less than 60 hours, and should
be scheduled during the duration of the 2 nd semester of the school-year (CWS
II).
3. Monitoring
a) The Community Involvement Coordinator of the San Beda College, College of

Arts and Sciences shall serve as the Coordinator of the CWS Program.
b) He shall be assisted by faculty members from the San Beda College, College of
Arts and Sciences, appointed by the Dean or the Rector to serve as Faculty
Facilitators, as well as by the Field Supervisors to be appointed by the
organizations where the students will be assigned.
c) For the fieldwork component of the course, the students will be arranged into
groups with 8 to 10 members, according to their class sections in the CAS.
d) A government or non-government agency can request for as many groups as
possible, depending on the needs of their agency and the availability of staff to
serve as field supervisors to assist and monitor the students. The actual number
of groups of students to be fielded with the agency shall however be determined
by the CIC depending upon the number of students who will be enrolled in the
course, and the request of other agencies for volunteers.
e) Each Faculty Facilitator shall be handling around 80 to 100 students (2 sections).
f) A Faculty Facilitator shall have the following responsibilities:
- Assist the CIC in the checking of regular attendance of the students

assigned to him/her.
- Assist the CIC in facilitating or discussing the lecture part of the course.
- Administer and check the mid term exams of the students assigned to
him/her.
- Collect, rate/evaluate, and record the paper requirements to be submitted by
students assigned to him/her, during the various phases of the course
(Reflection Papers, Exercises, Project Proposal/Work Plan, Filed Diaries/
Final Evaluation Reports).
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- Make himself/herself available for consultation with the group of students
under his supervision in the process of preparing their project proposals or
work plan.
- Monitor the implementation of the work plans/ project proposals made by the
groups of students under his/her supervision by:
1. Knowing their area assignments, schedules, or timetable and field

supervisors.
2. Actually visiting the students at their workplace at least once a month.
3. Having regular consultations with each group of students under his/her
supervision at least once a month.
4. Having consultation with the field supervisors of the groups of students at
least once a month.
5. Receiving and checking the monthly progress reports and year end
reports of the students under his/her supervision.
6. Receiving the time sheets and final evaluation of the field supervisors on
the performance and accomplishments of the students.
- Compute the final grades of the students.
g) The field supervisors to be appointed by the government and non-government

agencies where the students shall be assigned shall have the following
responsibilities:
- Facilitate the initial community immersion and deeper needs analysis of the
students in their chosen area of community work.
- Conduct specialized orientation/training for students in preparation for actual
fieldwork.
- Assist and guide students in the preparation of their work plans and program
proposals.
- Monitor the implementation of the students’ work plans by actually
accompanying the students to their fieldwork, and checking their individual
attendance and performance.
- Ensure the safety of the students in their areas during the course of the
activities.
- Prepare the final evaluation report of the performance of the students and
their activities during fieldwork.
4. Timetable
a) CWS I & II shall each consist of 60 classroom and field hours or 20 sessions for
3 hours per semester.
b) For the theoretical/lecture part of the course, the attendance of the students shall
be measured according to their number of days of attendance during the
lectures.
Page 84
c) Starting however from part V of the course (Community/Institution Orientation) up
to the end of CWS I, the students shall enjoy flexible schedules. This means that
the groups of students can arrange with their field supervisors for them to do their
work either during weekends or weekdays; depending upon the availability of
their field supervisors and the nature/demands of their programs/activities. They
can render service for more or less than three hours a week so long as they can
accomplish the 60 hours requirement at the end of the course. For tasks done
outside actual field work (i.e. planning, networking, resources generation,
procurement and preparation of materials), it shall be the discretion of the field
supervisor to determine the number of hours the students shall be meriting for
the performance of such tasks. In determining whether a student has fulfilled
necessary number of hours requirement for the course, the Field Supervisor
should take into consideration the quality of output of the activities of the students
by the end of the term and not just the amount of time the students have spent
on the field.
5. Finances
a) Community programs or projects should as much as possible, not be financially

burdensome to the students.
b) The students shall however be allowed to do solicitations, or ask donations from
individuals or groups either inside or outside SBC for their projects.
c) The students are encouraged to come up with programs which could provide
them the opportunity to share their time and talents in the service of people and
community; and not simply give dole-outs in the form of material or financial
donations to the community.
Page 85
6. Attendance Policy and Make-up/Enrichment Activities
a) Students shall be allowed only a maximum of 9 hours (3 sessions) of absences

per semester. Students who incur more than the allowable absences but still wish
to remain with the program should report to his Faculty Facilitator or the
Community Involvement Coordinator and inquire regarding the schedule of make
up activities.
b) During the first semester (CWS I), the CIC may schedule additional alternative or
enrichment activities which students especially those with deficiencies in
attendance or paper requirements could attend as make up activities. (i.e.
Lecture on Social Issues, Tree Planting and Environmentally Oriented Activities,
Blood Donation Activities, Relief Drive Film Showings or Plays on Social Issues).
c) The CIC may also endorse attendance in other activities related to the course,
organized by other sectors in the college (Class Advisory, Student Organizations,
Campus Ministry) either as required or make up activities for students during any
phase of the course. Time spent for such activities may be counted for the
purpose of accomplishing the 60 hours/semester requirement for the course.
7. Program Continuity
a) The program is designed as a one-year program.

b) Completion of the requirements for CWS I shall be a requirement for enrollment
to CWS II/LTS II during the 2 nd semester. Students who have not completed the
requirements for CWS I/LTS I shall be advised to enroll again for the said course
during the 1st semester of succeeding school year, then proceed with CWS II .
c) Students who have completed the requirements for CWS I/ LTS I but was not
able to enroll in CWS II during the 2 nd semester may enroll for CWS II during the
2nd semester of the succeeding school-year.
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SAN BEDA COLLEGE
Mendiola, Manila
CWS STUDENT’S ATTENDANCE RECORD
Student’s Name___________________________________ Section ________

Field Facilitator __________________________________________________
Institution Assignment ___________________________________________
Address:________________________________________________________
Date Time No. of Activity Facilitator’s

Hours Signature
N.B. No erasures should be made on the time and date of the activity. If by mistake, you
have to make erasures, kindly block off the whole line and proceed to the next.
Verified by: ____________________________
Date: ________________________________
Page 87
NATIONAL SERVICE TRAINING PROGRAM
SAN BEDA COLLEGE
Mendiola, Manila
CIVIC WELFARE SERVICE WAIVER FORM
This is to certify that I am allowing my son/daughter/ward,

_______________________________________ to be assigned under the
supervision of_________________________ with office address at
_____________________________________ , for the completion of his
community service requirement in Civic Welfare Service I and II, under the
National Service Training Program of San Beda College, College of Arts
and Sciences from _______to ______________.
I understand that the authorities of the College of Arts and Sciences of

San Beda College and the said institution exercised the necessary safety
precautions in this activity.
In consideration of the benefits to be derived from the program, I expressly

waive any and all claims against the Administration or any member of the
Faculty and Staff of the College of Arts and Sciences of San Beda
College, and of the said institution, on account of any unforeseen
accident or injury that my son/daughter/ward might incur in connection
with the aforementioned activity.
_____________________________________ _____________
(Signature over printed name Date
of PARENT /GUARDIAN)
_____________________________________ _____________
(Signature over printed name Date
Page 88
SAN BEDA COLLEGE
Mendiola, Manila
PROGRAM PROPOSAL APPROVAL
This is to recommend the presentation and approval of the NSTP program proposal
entitled _________________________________________________, prepared by
group_______________________, of section _______________ as completion of their
requirements in Civic Welfare Service I.
I am certifying that the said proposal has been designed with the assistance and
consent of our office, based on the needs of our clientele and in accordance with the
programs and objectives of our office.
I sincerely believe that the contents of the said proposal are relevant to the needs of our
clientele; and that the said group of students is willing and capable of implementing the
program during their Civic Welfare Service II course during the 2 nd semester of this
school year.
_________________________________
Name and Signature of Field Facilitator
________________________________
Designation
________________________________
Name of Institution
_______________________________
Address
_______________________________
Date
Page 89
SAN BEDA COLLEGE
Mendiola, Manila
NATIONAL SERVICE TRAINING PROGRAM
Group & Section: _________________________________________________
Institution/ Community Assignment: _________________________________
Address: ________________________________________________________
Field Supervisor__________________________________________________
Designation _____________________________________________________
Contact Numbers ________________________________________________
Group Leader: ___________________________________________________
Members:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
.
Page 90
SAN BEDA COLLLEGE
Mendiola, Manila
CIVIC WELFARE SERVICE

PROGRAM PLAN ORAL PRESENTATION EVALUATION
Group and Section ________________________________________________
Title of Program Proposal __________________________________________
Rating
1= Poor 4 = Very Good
2= Fair 5 = Excellent
3= Satisfactory
CRITERIA
I. Style of Presentation (15%) ___________________
1 2 3 4 5
1. Ability to elicit attention and interest
2. Use of audio-visual materials
3. Language and behavior during presentation
4. Group Attire
II. Content and Relevance of the

Program Proposal Presented ( 50%) __________________
1 2 3 4 5
1.Programs presented are based on precise data about
the community or sector where the program will be
implemented.
2. Completeness, logical presentation and clarity of
program plan components.
3. Significance of planned program to the community or
institution where the students are assigned.
4. Significance of planned program to the formation and
personal growth of the students.
Page 91
III. Ability to Respond Critically ____________________
1 2 3 4 5
1. Manifest readiness to defend any part of the planned
program
2. Answers questions with confidence and substance
IV. Evidence of Group Effort and Unity _____________________
1 2 3 4 5
1. Attendance of members.
2. Participation of members in the oral presentation and
in responding to questions of the panelists.
3. Members are united and coherent in their answers to
questions regarding their proposal.
4. Atmosphere of cooperation in all aspects of the
presentation.
5. Over-all knowledge of all group members regarding
the contents of the program proposal.
Over-all Rating _____________________
Faculty Evaluator__________________________________________
Date of Presentation________________________________________
Page 92
SAN BEDA COLLLEGE
Mendiola, Manila
INCIDENT REPORT FORM
Date of Incident ___________________
Place____________________________
Group or Students Concerned ______________________________________

________________________________________________________________
DETAILS OF INCIDENT
RECOMMENDATION:
For commendation __________________________

For reprimand ______________________________
For disciplinary sanction______________________
To be taken into consideration in the evaluation/
giving of grades to the student (s) _______________
Accomplished by __________________________________________________
Partner Agency ___________________________________________________
Date _________________________________
Page 93
SAN BEDA COLLLEGE
Mendiola, Manila
COMMUNITY SERVICE ASSIGNMENT EVALUATION FORM
Legend: 1=Poor 4 = Very Good/Very Satisfactory

2=Fair 5 =Excellent
3=Satisfactory
I. INSTITUTION/ORGANIZATION
1 2 3 4 5
1. The institution / organization where you were assigned has the
necessary programs and services, which can provide
opportunities for relevant community work and learning.
2. The objectives and programs of the institution/organization are
clear, well defined and relevant to the objectives of Civic
Welfare Service.
3. The administration and staff of the institution are efficient and
always at hand to assist you in your work.
4. The administrators and staff of the institution are
approachable, friendly, and they relate well with student
volunteers.
5. The programs/activities organized/prescribed by the institution
are relevant and very much in line with the objectives of Civic
Welfare Service
6. Over- all Evaluation of the Institution/organization
7. Would you recommend the same institution/organization to the
next batch of CWS students? (5 = Highly Recommended to
1= Not Recommended).
Comments:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________
Page 94
II. AREA/COMMUNITY
1 2 3 4 5
8. The area /community assignment is accessible from San Beda
College and the office of the institution.
9. The area/community assignment has necessary
organizations (formal/informal) which can assist the students
in their work.
10 .The people in the area/community are supportive, interested,
cooperative and receptive of the initiatives of the students.
1 11. The area/community provides opportunities for the students
to develop their organizational skills and experience/observe
contemporary social problems.
12. The area/community is very much in need of assistance due
to the poverty experienced by most of its residents.
13. Over – all Evaluation of the Area
14. Would you recommend the same area to the next batch of
CWS students?
Comments_____________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________________________________________
III. FIELD FACILITATOR
1 2 3 4 5
15. The field facilitator is friendly and relates well with the
students.
16. The field facilitator has sufficient skills, know-how and
experiences, which he/she can share with the students.
17. The field facilitator is efficient in his/her work and is able to
communicate very well to the students his/her expectations,
plans, observations for better group work.
18. The field supervisor is able to motivate the students to work
well and is able to inspire the students to discover the
significance of their activities in their life as individuals, as
well as the people they are serving.
19. The field facilitator commands responsibility from the
students.
20. Over all Evaluation of the Filed Facilitator
Page 95
21. Would you recommend the same field supervisor to the next
batch of CWS students?
Comments:____________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_________________________________________
************************************************************************
Institution/ Organization Assignment ________________________________
Area/Community Assignment ______________________________________
Field Facilitator __________________________________________________
Name of Student _________________________________________________
Section ____________________________
Group _____________________________
Faculty Facilitator _______________________________________________
Thank you very much!
Page 96
SAN BEDA COLLLEGE
Mendiola, Manila
STUDENT’S COMPLETION AND EVALUATION FORM
This is to certify that ________________________________ of Section

_____________, assigned in our office/organization to perform community service: in
fulfillment of the requirements in Civic Welfare Service II, has satisfactorily rendered
________________ hours of service with our office/organization.
I am further certifying that he has complied with the prescriptions of our

office/organization, and has no pending accountabilities or unaccomplished tasks with
the office/organization.
____________________ ____________________________
Field Facilitator Agency/Organization
____________________
Date
STUDENT’S EVALUATION
A. SUMMARY
I. Work Ethic/Values … …………………………………….. 20 %

II. Organizational Skills …………………………………… 20 %
III. Intellectual Capacity ………………………………….…. 20 %
IV. Social Awareness ………………………………………. 20 %
V. Contribution to the Group/Output ….………………….. 20 %
Total …..………………………………………………………… 100 %
B. LEGEND
1 - Poor 4 - Very Satisfactory

2 - Fair 5 - Excellent
3 - Satisfactory
C. EVALUATION
Page 97
I. WORK ETHICS/VALUES
(Min. 12% Max. 20%) Rating ______________
1 2 3 4 5
1. The student arrives on time.
2. The student has never been absent during group activities or
meetings.
3.The student is proactive/exhibits initiative and performs tasks
beyond what is expected or instructed of him.
4. The student exhibits diligence and dedication in performing the
tasks assigned to him.
5. The student never leaves his group unless all the tasks that has
to be accomplished have all been settled.
6.The student always seeks ways to improve what he or the group is
assigned to do.
II. ORGANIZATIONAL /WORK SKILLS

(Min. 12 % Max. 20 %) Rating ____________
1 2 3 4 5
1. The student manifests positive organizational skills such as
organizing, planning, leadership, and management.
2. The student can make sound and independent decisions which
contribute to the successful attainment of group objectives
3. The student can express himself very well in written/oral Filipino
and English, as the tasks may require.
4. The student can work with minimal instruction/supervision.
III. INTELLECTUAL CAPACITY (Critical Thinking and Judgment)

(Min. 12 % Max. 20%) Rating _____________
1 2 3 4 5
1. The student manifests the capacity to make analytical
observations on the problems/conditions he observes in the
community.
2. The student is able to make intelligent judgments about the
situation and social problems which he experiences/observes in
the community.
3. The student has the capacity to exercise critical thinking in
analyzing the causes of problems in the community and
suggests probable solutions/ course of action to address them.
4. The student is able to relate the problems he sees in the
community with other social problems of the society.
Name of Student _________________________________________________
Page 98
Field Facilitator’s Signature ________________________________________
IV. SOCIAL AWARENESS

(Min. 12% Max. 20%) Rating _____________
1 2 3 4 5
1. The student manifests deep awareness, concern and interest for
the marginalized sector with whom the group is working, as well
as the social problems he observes in the community.
2. The student relates well with all people of different backgrounds:
be they young or old, educated or uneducated, rich or poor, etc.
3. The student is able to listen to the concerns of people, and
empathize with people he relates with in the community.
4. The student is able to see the significance of his community
service practicum and his enrollment in the course to his life as a
person, as a Bedan, and as a Christian.
V. CONTRIBUTION TO THE GROUP

(Min. 12% Max. 20%) Rating______________
1 2 3 4 5
1.The student exhibits the virtue of cooperation and is able to work
well with his group mates.
2,The student was able to contribute substantially to the attainment
of the group’s goals and activities.
3. The student and his group mates were able to substantially
accomplish what they have planned for their five months fieldwork.
Name of Student _________________________________________________
Field Facilitator’s Signature ________________________________________
Page 99
SAN BEDA COLLEGE
Mendiola, Manila

GROUP ACCOMPLISHMENT EVALUATION FORM
A. SUMMARY
I. Quality of Output ……………………………………………. 30 %
II. Organizational Management ……………………………… 30 %
III. Quantity of Output ………………………………………….. 20 %
IV. Oral Presentation …………………………………………… 10%
V. Written Accomplishment Report …………………………….10%
Total……………………………………………………………………100 %
B. LEGEND
1- Poor 4- Very Satisfactory
2- Fair 5 - Excellent
3- Satisfactory
C. EVALUATION
I. Quality of Output Rating ____________________

(Min. 18% Max. 30%)
1 2 3 4 5
1. The activities undertaken during the fieldwork were in line with the
Mission –Vision of San Beda College, and the objectives of the
Civic Welfare Service Program.
2. The activities undertaken during the fieldwork were in line with the
objectives of the government or non-government institution where
the groups were assigned.
3. The activities undertaken during the fieldwork were relevant or in
line with the needs of the groups/ community, which the students
had served.
4. The objectives set during the fieldwork were relevant to the
national goals/objectives.
5. The programs and activities implemented during the fieldwork
promoted sustainability among the people in the community in
meeting their needs. The programs met and satisfied long-term
instead of short-term needs.
6. The programs and activities implemented during the fieldwork
helped in empowering people in the community in meeting their
needs. They made people more self-reliant in meeting their
needs.
Page 100
Comments:____________________________________________________________
___________________________________________________________
II. Organizational Management Rating _____________________

(Min. 18% Max. 30%)
1 2 3 4 5
1. The group was able to comply with the regulations prescribed by
their field facilitators and faculty facilitators.
2. The group manifested efficiency and teamwork in achieving their
goals.
3. The group was able to minimize problems and maximize the use
of available resources in implementing their programs.
4. The group was able to employ popular participation by
encouraging people from the community to participate in the
planning, implementation and evaluation of programs and
activities, as well as contribute time and resources for program
implementation.
Comments:____________________________________________________________
______________________________________________________________________
_____________________________________________________
III. Quantity of Output Rating ___________________

(Min. 12% Max. 20%)
1 2 3 4 5
1. The activities implemented during the fieldwork were extensive, in
such a way that they were able to address more problems or
concerns of the community.
2. The students were able to sustain their programs during the five
months period for fieldwork.
Comments:____________________________________________________________
___________________________________________________________
IV. Oral Presentation Rating _____________

(Min. 6% Max. 10%)
1 2 3 4 5
1. The group was able to elicit attention and interest from their
listeners.
2. The group was able to effectively and extensively use
instructional materials.
3. The reporters answered questions in grammatically correct
English with confidence and substance.
Page 101
Comments:____________________________________________________________
__________________________________________________________
V. Written Accomplishment Report Rating_____________

(Min. 6% Max. 10%)
1. The written report is free of grammatical errors

2. The report is coherent and logically presented.
3. The report is neat in physical presentation.
4. The written report provides sufficient documentation of activities
done in the field. (Tables, Charts, Pictures, etc.)
Comments:____________________________________________________________
______________________________________________________________________
_____________________________________________________
TOTAL____________
Group & Section___________________________

Evaluator_________________________________
Date:____________________________________
Page 102
SAN BEDA COLLEGE
Mendiola, Manila

Summative Evaluation Questionnaire
Congratulations! After 10 months of hard work, you are almost through with the
requirements for your Civic Welfare Service Course.
At this point, the facilitators of the program would like to solicit your cooperation in
evaluating the whole program. This is in order for the facilitators to know the strengths
of the program which need to be maintained, as well as its weaknesses where
improvements should be done. The program shall be evaluated in five areas of concern
namely: 1) Objectives, 2) Relevance, 3) Contents 4) Speakers and Methodologies 5)
Program Plan, Implementation, Monitoring and Evaluation.
Kindly answer the following questions honestly and objectively. Your response to this
evaluation shall be treated with confidentiality and shall not in any way prejudice your
final rating for the course. Thank you very much.
(N.B. If you are using the scantron form to record your responses, kindly take note of
the numbering of the questions as stated. Structured questions with multiple choices
shall be answered through the scantron form according to their sequence as stated on
this questionnaire. Open-ended questions on the other hand, shall be answered by
writing your responses on the provided answer sheet.)
Legend
1- Poor 4. Very Good/Very Satisfactory
2- Fair 5 Excellent
3- Satisfactory
I. OBJECTIVES
1. When you were instructed to enroll for the program, were the objectives of the
program clear to you? (1) (2) (3) (4) (5)
A. What were your expectations of the program in terms of

a) Methodology: ________________________________________________
______________________________________________________________
______________________________________________________________
b)Contents:____________________________________________________________
___________________________________________________________________
Page 103
___________________________________________________________________
____________________________________________
2. To what extent was the program able to meet your expectations? (1) (2) (3) (4) (5)
II. RELEVANCE
3. The program is in line with the mission-vision of San Beda College.

(1) (2) (3) (4) (5)
4. The program is relevant to your personal life and growth as a Christian.

(1) (2) (3) (4) (5)
5. The program is relevant to your training to become a future professional and a

leader in the nation/community.
(1) (2) (3) (4) (5)
6. The program has social relevance to you as a Filipino, and is in line with the vision
and goals of the Filipino nation.
(1) (2) (3) (4) (5)
III. CONTENTS OF THE PROGRAM
Kindly rate the following topics discussed in the lecture part of the course in terms of
relevance:
7. NSTP, The Legal and Bedan Basis of the Course 1 2 3 4 5
8. CWS and the CAS College Community Involvement Programs
9. Theories of Society and Organizational Behavior
10. Concept of Development and Peace
11. Community Organizing and Development
12. Communication and Interpersonal Skills (The Roles and
Characteristics of a Community Worker
13. Research, Needs/Problem Analysis and Program Prioritization
Skills
14. Program Planning and Management
15. Social Mobilization and Resources Mobilization
16. Project/Program Monitoring and Evaluation
17. The topics discussed in the lecture part of the course were relevant.
(1) (2) (3) (4) (5)
18. The topics discussed in the lecture course were substantial and extensive.
Page 104
(1) (2) (3) (4) (5)
19. The topics discussed in the lecture part of the course were informative and very
useful/relevant for the purpose of the field work portion of the course.
(1) (2) (3) (4) (5)
20. The topics discussed in the lecture part of the course are relevant to my formation as
a future professional and leader of the community/nation.
(1) (2) (3) (4) (5)
21. The time for the immersion and deeper community orientation and planning was
(1) Too Short (3) Just Enough (5) Too long
22. The time for program implementation was

(1) Too short (3) Just Enough (5) Too long
B. If you were to suggest other topics to be included in the lecture, what would they be?
List them below.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________
IV. METHODOLOGIES AND SPEAKERS
The speakers:
23. Communicated ideas effectively. 1 2 3 4 5
24. Showed evidence of mastery of the subject matter.
25. Came to class well prepared.
26. Handled class sessions in an organized manner.
27. Explained lessons clearly and precisely.
28. Provided an interesting and stimulating atmosphere.
29. Encouraged individual and group participation.
30. Seemed to know when the participants did not understand the
lesson.
31. Answered questions convincingly.
32. Voice could be heard clearly.
33. Showed respect for participants as evidenced in the way he dealt
with them.
34. The use of visual materials and exercises during the lectures
was:
35. The intellectual level of the discussions was:
36. The venue of the lecture was:
37. The size of the class was:
Page 105
38. The schedule/ time of the class was:
39. The length of the classes was:
C. Comments and recommendations regarding the lecture part of the course

___________________________________________________________________
___________________________________________________________________
____________________________________________________
V. PROGRAM PLAN, MONITORING AND EVALUATION
1 2 3 4 5
40. The areas and institutions for fieldwork were:
41. The type of activities performed during fieldwork were:
42.The process of program monitoring and evaluation was:
D. What recommendations would you suggest in terms of the following
a) Choice of area or institutions for fieldwork ____________________________

______________________________________________________________________
__________________________________________________________
b) Programs/Activities____________________________________________________
___________________________________________________________________
___________________________________________________
c) System of Monitoring and Evaluation _______________________________

________________________________________________________________
VI. OVER-ALL EVALUATION
Kindly give your over-all evaluation of the following:

1 2 3 4 5
43. Program Objectives and Relevance
44. Program Contents
45. Program Speakers and Lecture Methodologies
46. Program Plan/Design
47. Program Implementation, Monitoring and Evaluation
49. Faculty Facilitators
50. Institution/Organization Assignments and Field Facilitators
51. The Civic Welfare Service Program as a whole
Page 106
52. Would you recommend the program to the next batch of NSTP students?
(5) or (4) ------ Highly or strongly recommended

(3) ------- Recommended
(2) -------- Recommended with reservation
(1) -------- Not recommended
Student’s Name: (Optional) ______________________ Section:__________
Page 107
College of Art and Sciences
SAN BEDA COLLEGE
Mendiola, Manila
CIVIC WEFARE SERVICE

Faculty Facilitator’s Evaluation Form
Name of Faculty Facilitator __________________________________________
Name of Student (Optional) _________________________________________
Section and Group ________________________________________________
(Kindly answer the stated questions objectively and honestly. Your responses in this
evaluation shall be treated with utmost confidentiality, and shall not in any way prejudice
your final grade for the course.)
Kindly rate your faculty facilitator in terms of the extent as to how he/she was able to
perform the following roles:
Legend
1- Poor 4- Very Satisfactory/ Very Good
2- Fair 5 - Excellent
3- Satisfactory
1 2 3 4 5
1. Attendance in meetings and activities
2. Availability for consultations and meetings.
3. Relates well with the members of the class
4. Can be considered as a Christian Role Model in terms of
commitment for work and concern for others, especially the people
in the community.
5. Deals with the students in a very professional manner
7. Serves as consultant/resource person; he/she can make
constructive suggestions as to how you can improve your work.
8. Serves as a regulator/disciplinarian of the class when the need
arises.
9.Exercises sense of responsibility in looking after the welfare of the
students, and in assuring that the programs/activities of the
students are done efficiently.
11.Opennes to the ideas of the members of the class or group.
12. Efficiency in maintaining records of your performance in the class
and in relaying your class standings.
Page 108
13. Ability to boost the morale and motivate the students to perform
well in the class.
14. Ability to communicate his ideas and expectations for the group.
15. Ability to listen and be sensitive to the needs of the members of
the class.
16.Relates well with people from the community and the
institution/organization where you are assigned.
7. Enumerate or describe the nature/extent of his/her involvement in the planning and

implementation of your programs and activities in the community? In what way has
his/her involvement with the class helped the members of the class in their
community work?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________________
8. In what roles do you find him/her more effective?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________
9. In what roles, do you find him/her less effective?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________
10. What specific areas does he/she need to improve on in order to be of better service
to the next batch of NSTP/CWS students?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________
8. Kindly give your over- all evaluation of your Faculty Facilitator.

(1) (2) (3) (4) (5)
Page 109
9. Would you recommend him/her to again serve as Faculty Facilitator for the next
batch of NSTP students?
(5) or (4) - Highly/strongly recommended

(3) - Recommended
(2) - Recommended with reservation
(1) - Not Recommended
THANK YOU VERY MUCH!
Page 110

History of San Beda College, Civic Welfare Service Program: ST ND

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HISTORY OF SAN BEDA COLLEGE, CIVIC WELFARE SERVICE PROGRAM

School Year 1995-1996 – 141 students

 The Foundation/s of the Course

At the end of the module the students should:

1. Be aware of the salient points and provisions of R.A. 9163.

Socio-Political /Legal Basis Institutional /”Bedan” Basis

1. Constitution 1. Mission Statement

2. Republic Act 9163 2. Thrust of the College

A. The Socio- Political (Legal) Basis

Article II- Section 13- Declaration of State Principles and Policies

Republic Act 9163- National Service Training Act of 2001

Passage of the Law: Started on July 23, 2001

1. What is the National Service Training Program (NSTP)?

The National Service Training Program (NSTP) is a training program for

2. What are the three (3) program components of NSTP?

The three components of NSTP are Reserve Officers Training Course

A student shall take up only program of instruction as requisite for graduation.

ROTC is a program designed to provide military training among students in

LTS is a program designed to train students to become teachers of literacy

CWS refers to programs or activities contributory to the general welfare and

4. Who will undergo the Training ?

6. How will the implementation of NSTP affect the completion of ROTC

Upperclassmen/transferees who have completed at least 2 Military Science

Upperclassmen/transferees who have completed only one MS subject shall

Upperclassmen/transferees who have not yet completed any MS subject shall

Students who have completed their academic requirements for graduation as

7. How will the graduates of NSTP be organized?

Graduates of LTS or CWTS shall be organized into the National Service

8. Who are exempted from taking the NSTP:

San Beda College Mission Statement

Fully Human Wholly Christian Truly Filipino

Physical – Health, Maka Diyos Makatao

Thrust of the San Beda College, College of Arts and Sciences

1. Community Service Course - The course provides the students

3. Community Development/ Development Management Course - The

4. Social Awareness Course - Through community exposure and service, the

5. Values Education Course - The course aims to deepen the students’

B. Course Design/ Framework

To give better and clearer understanding of the NSTP program, a course

Input/ Community Program Program Program

Observe, Plan, Do, Act, Reflect

 The Nature of Community Involvement

At the end of the module, the students should:

1. Be aware of the nature of Community Involvement, the SBC-CAS Community

 Discussion on the nature of Community Involvement

The students shall be aware of the Community Involvement Programs of the

Three Interrelated Functions of Tertiary Educational Institutions

Terms Used by Educational Institutions to Denote the Extension Function

Definition of Community Involvement

=> the complexity or totality of organized activities / programs developed and

Purposes of Community Involvement

Approaches and Methods

1. Community or Institution-Based Approach

The school adopts a community or an institution for marginalized sectors

The school community advocates on particular social issues in relation to

3. Technology transfer approach

Dimensions of Community Involvement

1. Social Awareness (Knowledge Level) - The individual’s knowledge level

2. Social Consciousness/Concern- The individual’s personal beliefs, values

3. Social Involvement and Participation - The actual involvement of an

Levels of Community Involvement

1. Awareness Level - Awareness of community initiatives to address a social

As a school-based community development implementing office, the Community