COMMUNITY NEEDS ASSESSMENT

LEARNING OBJECTIVES

At the end of this chapter, the students should be able to:

1. explain the concept of community.

2. identify the purpose of a community needs assessment; and 3. outline the process in conducting a
community needs assessment.

OVERVIEW

This chapter presents the concept of community and community needs assessment. It primarily focuses on
conducting a community needs assessment necessary for determining areas for improvement, solving
problems, and developing goals.

LECTURE

Knowing the Community

Community is simply defined as people with common interests living together in the same place. This term
is derived from the old French word comunité and the Latin term communitas which are broad terminologies
for fellowship, commonness, unstructured society, or organized society.

The most common and simplest definition of community is that it is an aggregation of families and
individuals who have settled in a compact and contiguous geographical area and share significant elements
of common life as shown in their manners, customs, traditions, and modes of speech. For Manalili (2009), a
community refers to an organization of people who are able to undertake projects based on its members'
experience, resiliency, motivation, and willingness to learn. In archeology, community is understood in two
ways. First, it is a place where people actually reside in, an idea quite similar to the concept of ancient
settlement. Second, it is a group of individuals who live near and interact with each other. An active
community is an organization of people who strategize conceptualize, implement, and evaluate a program
(Bunagan et al. 2009 The definition of a community may vary, but certain commonalities are noticeable
when explaining and describing the concepts (Norman, 1998).

In Genesis 1:27 of the Old Testament, the word community encompasses all God's creation in the universe,
including man and woman, whom He created in His own image. He allowed them to have dominion over all
living things and other natural creations. In addition, God placed the first man and woman in the Garden of
Eden so it could be guarded and cultivated. Man and woman are not created to live in isolation from one
another. The first framework established in understanding the essence of a community concentrates on the
relationship of the Lord with His creation.

Sociological Concept of a Community

Sociologically speaking, the family is the smallest unit of society. It is composed of the immediate and non-
immediate members, while a community is composed of different families who live in the same place and
share the same interests. The activities of a family that are also conducted by a community include sharing
common resources, working for the common good, and building harmonious relationships.

These central qualities of a family are also the basic building blocks of any community. It is believed that
stronger families help develop stronger communities. An individual person can form a family, a family can
form a community, and a community can form a nation.

Aesthetic and Moral Values of a Community

The aesthetic and moral values of a community consist of the guiding and sometimes paradoxical ideas that
its members hold, e.g., how they know what is good from bad, beautiful from ugly, and right from wrong.
The justifications for the set values of communities are necessary in explaining their actions.
As a community develops, its values change. A change in values may result from innovations in technology
or the social hierarchy. Examples of values include solidarity, commitment, mutuality, and trust.

It was Greek philosopher Aristotle who first postulated the concept of community as a group established by
people with shared values. That initial definition has been refined and expanded throughout the years. It has
been recognized, for example, that people can belong to different types of communities (1) communities of
place, in which people are linked in the geographical sense: (2) communities of memory, in which people
who may technically be strangers share a morally significant history; and (3) communities of face-to-face
personal interaction in which people are governed by sentiments of trust, cooperation, and altruism (Boyles,
1997).

How, then, can a community be understood at the beginning of the 21st century? What will its future be in
the time to come?

Community Needs Assessment

A community needs assessment is a process in which the problems, issues, and concerns of the community
are identified by using several tools. Needs assessment, social analysis, or community diagnosis is a
concrete basis for the formulation of programs. It reflects the sentiments, needs, aspirations, and
recommendations of the community. It becomes significant when conducted as the students get integrated
with the people. Assessing the needs of the community is a prelude to effective program implementation. It
hopes to solve the problems, issues, and concerns of the people in the locality.

In determining the areas for improvement in a community, the following steps should be taken:

1. Gather information about the community's attitudes and opinions in order of importance.
2. Determine how citizens rank local issues, problems, and opportunities.
3. Give the citizens voice in determining policies, goals, and priorities.
4. Evaluate current programs and policies.
5. Speculate on what the people are thinking and what they may really want.

Steps in Conducting a Community Needs Assessment

The steps in conducting a needs assessment as follows:

1. Establish a working committee to solicit community involvement and develop plan of action.
2. List important aspects or areas that need to be analyzed.
3. Identify the population to be surveyed.
4. Determine the information needed.
5. Select a random sample of people to survey.
6. Develop and pre-test a questionnaire.
7. Collate the information gathered.
8. Analyze the data.
9. Go back to the community to validate the results or findings.
10. Finalize the report.

Data Gathering Methods for Community Needs Assessment

1. Focus group discussion (FGD) by key informants

The key informants of the community are the people who hold socially relevant positions such as educators,
public officials, clergymen, business representatives, or volunteers.
2. Community forum/assembly
This involves holding group events which include the entire community. Such events give visibility to the
leaders and raise the status of the community; however, they require extensive planning and publicity
Participatory action research uses this method effectively.
3. Public records
Public records like the national census provide social and demographic data of the community. The data
include the profile of the population such as age, gender, educational level, among others.
4. Survey
Surveys and questionnaires involve asking individuals in the community about their everyday needs.
These can be implemented through the following:
a. Mailing questionnaires to randomly selected members of the community
b. Doing telephone surveys.
c. Handing out surveys during assemblies d. Posting questionnaires on the internet.

Needs Assessment Survey

A needs assessment survey is conducted to identify community needs which are necessary for subsequent
actions. This survey contains a set questions to be answered by people in the community through personal or
telephone interviews. online or face-to-face surveys, or email or written correspondences. The following
data are gathered in a needs assessment survey:

1. Historical data
2. Geographical data
3. Political and legal data
4. Demographic data (e.g., age, size, race, growth patterns, and population distribution)
5. Economic data (e.g., the nature of the economic base in relation to the social, cultural, educational, moral,
and cultural superstructure)

Roles of the Community in a Needs Assessment The roles of the community in a needs assessment are
as follows:

1. Help identify interest groups and citizens who can be a part of working committees.
2. Facilitate a group discussion to determine important issues and priorities.
3. Select the sample to be surveyed and design a system to identify respondents.
4. Provide a pool of questions from which the working committees draw upon in addressing issues and
concerns.
5. Design a way of distributing and collecting survey questionnaires and encoding and analyzing the
resulting data.
6. Provide summary reports of data.
7. Suggest programs whereby results can be reported and strategies on community involvement solicited.
8. Work with citizens to come up with well-informed course of action.

CONCLUSION

A community needs assessment identifies the strengths and resources available in the community to meet
the needs of children, youth, and families. Community assessment is a systematic examination of the
community status indicators for a given population that is used to identify key problems and assets in a
community.
 COMMUNITY IMMERSION

LEARNING OBJECTIVES

At the end of this chapter, the students should be able to:

1. enumerate the different steps involved in community immersion;

2. explain the nature of and approaches in community development works; and
3. design a community immersion program with activities compliant with the protocols of intervention.
OVERVIEW

This chapter deals with the importance of community immersion in the holistic development of students. It
also presents the aspects of community development that are integrated in students' immersion in
communities.

LECTURE

"Experience is the best teacher." It is the simplest way to describe the necessity of community immersion
among college students today, particularly for NSTP- CWTS 2 students who study how community, in
different aspects, functions and/ develops. Community immersion inculcates civic consciousness and
defense- preparedness in the youth. They should be ready to engage in different community activities in
order to be aware of community concerns, dynamics, and lifestyles. It is only through immersion in an actual
community that one gets to know the social, political, and economic situation of people belonging to the
community. When students go to a community, they associate with the people whom they intend to work
with as their partners or allies in the community. Forms of community immersion include home visits, living
with selected families, informal discussions with individuals or groups, sharing in household and community
activities, attendance in social gatherings, and assistance in production work.

Community immersion is a strategy that goes beyond acquainting students with community concerns but
makes possible their participation in their resolution. It is also devised as a strategy in molding students to
become socially aware and responsible citizens. This type of activity transforms the lives not only of the
students but also of the members of the community. As students aid in providing solutions to problems
encountered by the community, the community also shows and shares its way of living that allows students
to see the world from a different perspective.

Students gain benefits from their participation in community immersion They are given an opportunity to
comprehend people's lives as they see real-life situations; gain social acceptance derived from community
relations; develop skills in conducting asset mapping and other life skills; and imbibe social awareness and
consciousness of the pressing conditions faced by certain communities Community immersion offers
students an avenue to identify and understand issues that will help solve problems in the communities
affecting the entire nation as a whole.

Community Immersion

One of the strategies of community organizing is community immersion. It involves extensive exposure of
the students to various community activities so that they may become responsible members of the society
where they belong. Students are also trained to becoming socially, morally, and civic conscious individuals
on the areas of sports, literacy, health, livelihood, environmental services, values, and other social welfare
services.

Community immersion, as a voluntary and participatory approach in developing a wholesome and ideal
society, is reflected on the following student learning activities:

1. Determining the economic, psychosocial, and political of people as students immerse in actual community
life.
2. Identifying the community needs, interests, and other concerns
3. Gaining personal development through acquiring additional knowledge on real-life situation and giving
importance to good values and life skills
4. Recognizing people's dignity by letting students participate in community programs and help in
determining appropriate course of action for community problems
5. Realizing that student participation yields contribution to the welfare of the community, and that
community participation, in turn, gives meaning to the holistic development of students.

Service-learning from Community Immersion

Labuguen et al. (2009) describes how the community immersion aspect o NSTP-CWTS 2 benefits not only
the communities served but also the students who are accorded the following advantages:

1. Have the opportunity for the students to appreciate other people's lives through living, identifying, and
associating with the people
2. Gain social acceptance derived from community relations coupled with the appropriate community
services and activities
3. Enhance experiences in conducting resource and community inventory mapping such as identifying
geographic coverage, pointing out resources and their uses, and determining relationships of people with the
existing resources
4. Establish rapport and relationship with different people who may be of help to them at some future time 5.
Develop conscience that makes them realize how their ability to help solves problems in the community and
how indifference of people affects communities
6. Acquire first-hand experiences in dealing with community intervention and services
7. Have the chance to learn life skills that will enrich and better them as persons

Community Development Work

One might think that the community is something external to life, something extra like that of having a car,
owning a home, having a stable job, working with supportive coworkers, or having thoughtful neighbors.
Community is every connection one has with the world around that sustains the way of life. A community
does not include only those people who live next door or who work in the same office, but also those people
who constructed the roads, who work at markets, factories and malls, and even those who plant wheat, grow
crops, and raise livestock. The people upon whom we rely on for our living are often invisible or sometimes
living thousands of miles away. These people constitute the work of the community.

Community development work is the process by which efforts of the people at the grassroots level are
united with those of the government to improve the socioeconomic and cultural conditions of the
community. Community development works can be referred to as efforts to improve the economic or
structural conditions of a community. Such efforts may focus on business or job creation and physical or
infrastructure development. It must be emphasized that community development work in general is a social
learning process that serves to empower individuals and involve them in collective activities aimed at
socioeconomic development.

Moreover, community development works are actions that seek to build social capital, promote interaction,
and empower community residents to alleviate their living conditions. The building of social capital is
important in solving community problems, as the people who live, work, and interact in a particular
community enable their own community to function effectively.

Community development works operate on two models. The first model refer to efforts that develop from
within the community and are led by community members. The second model refers to efforts that are
instigated and run by professionals from outside the community.

Approaches in Community Development Work

Community works are often confused with community-based work. The similarity is that they fall under the
discipline of community development approaches. To differentiate, community work requires the efforts of
the people in greater or larger degree whereas community-based work involves the community but in a
smaller scale from what is essential in community work.
For instance, a group of young students selling homemade cookies to families in the neighborhood and using
the profit to fund for extra books to donate to their school library is likely to be typed as community-based
work. A whole community of parents aimed to provide donations to local orphanages and thus held a local
garage sale to earn extra funds is considered community work.

Community development approaches are defined by the following:

1. Sustainability (long or short-term)

2. Area of concentration (local, national, global, and overseas)
3. Field or specialization (eg, education advancement or religion affairs)
4. Objectives, vision, and mission (e.g., social security or rural domination with the use of kindness)

The categories listed are not guaranteed absolute, for community development works itself is still broad. So
are the lists that will be specified below as the different approaches to community development work,
nonetheless, these are the random, more specific lists of approaches.

1. Technical assistance approach is involved in the efficient delivery of improving programs or services
that allow communities to access outside experts in areas that may be highly technical or that may demand
credentials for further funding or implementation.
2. Self-help approach encourages people within the community to work together, empowering communal
independence. Individuals who are vulnerable, voiceless, and powerless can develop enormous strength in
self-help groups. This approach may be demonstrated through activities that involve a visioning and goal
setting process.
3. Con approach deals with confronting the forces that are blocking efforts to solve problems by building
human capacity to address local issues and concerns and altering the structure of the community in terms of
engagement. The practices under this approach value confrontations in a sense that conflicts provide impetus
for improvement and encourages critical thinking and the individual thought.
4. Structural or brick-and-mortar approach is more concerned with the foundation of the community
members in terms of constitution. It may involve the process of constructing infrastructures that meet human
needs or expectations. It can also be an understanding of the multiple and intersecting forms of oppression
that occur at personal, cultural, and structural levels, with each level influencing oppression on the others.
5. Social justice and human rights approach focuses on the behavioral, cultural, ethnical, and social
affairs as a leading target for communal development in or outside the community. The concept of social
justice involves finding the optimum balance between people's joint responsibilities as a society and people's
responsibilities as individuals to contribute to a just society. Human rights provide an internationally agreed
set of principles and standards by which to assess inequality. The two concepts are correlated in a sense that
human rights clearly define and authorize what is globally and legally accepted from the various contexts on
social justice.
6. Ecological or environmental approach targets crises as major focal point for developmental, radical
alternatives to address the natural make-up of the earth. The approach focuses on the ecological or
environmental protection and advancement.
7. Multi-method approach combines methods that will most likely ensure the progress and success of
communal work goals that are inherently unheard of. A multi-method approach crams more than one kind of
approaches into one-of-a-kind, hybrid-like approach, which has been unconsciously practiced today by
many organizations.
Approaches in community work are vast and still growing. How the communities interpret the meaning of
these approaches is up to them. What is more important is how they express those interpretations into values
that will lead to outcomes to better the community and society.

Community Development Project

Community development project is the term applied to any community- based project that covers a wide
variety of different areas within a community or a group of networking entities. Projects can covers almost
anything, including the most obvious section of concern to any community, the welfare element. Welfare
community projects cover locally run and locally funded orphanages or even a Christmas dinner kitchen for
the homeless. Charitable projects in the community may include, but are not limited to, ecological charities
concerned with either the maintenance of green spaces, for example, or in some cases, the prevention of the
reduction or removal of green spaces. Old clothes collection service can also be a community-based charity
project. One important subdivision of community projects, which at times overlooked, is that of an
economic nature. Economic community projects are designed to create some sort of economic autonomy.

All community projects are different in some way; the size and scope of these projects is determined firstly
by the community they cater to. The historical documentation of community problems and the project
designed to address those problems should be supplemented by community assessment that determines
current conditions and concerns. The assessments of current conditions may include focus groups, nominal
group process, and survey research.

Community Building

Community building is directed towards the creation of community composed of individuals within an area
or with a common interest. The building of social networks within a community fosters collaborative work
and hones problem-solving skills.

A wide variety of practices can be utilized for community building, ranging from simple events like
potlucks and food bazaar, to larger-scale efforts such as barangay or city festivals and construction projects
that involve local participants rather than outside contractors.

Community Building Practices

1. Community gardening helps improve neighborhood, build a sense of community, and connect to the
environment by planting and harvesting fresh produce and plants.
2. Community technology centers may help bridge the digital divide among generations. They may also help
foster connections to the environment through the re-use of technology and proper electronic waste
stewardship.
3. Sharing of skills or knowledge in music, dance, craftsmanship, mechanic and the likes provides excellent
opportunities for community-building Service-oriented activities invite people to strengthen relationships
and build camaraderie as they help one another. This lays a foundation for future successes in the
community's endeavors due to the overall well-being and unity produced.
4. Social activism involves the banding of communities taking action to produce social change.
5. Community organizing refers to the gathering of people to solve a problem. Unlike activism, it does not
involve a strategy for building power or for making specific social changes. Community immersion is one of
the strategies under community organizing.

CONCLUSION

Students are advised to inform the faculty-in-charge of the status of their community project, as well as of
other pertinent details when necessary. If the proponents and implementers have decided to continue the
activity even after the semester has ended, they can seek the assistance and support of the school's extension
services unit to sustain the project. Nonetheless, students must learn how to work within the given time fame
for their convenience and for the sake of the community.
 COMMUNITY SERVICE

Community

Community is a body of people living in the same place under the same laws & a body of people having a
common interests. is a dynamic entity composed of people living in a given territory who have common
culture needs, aspirations, resources, lifestyles & the like bounded by a feeling of belongingness &
interacting with one another to achieve common goals.

TYPES OF COMMUNITIES
1. Geographical communities - has boundaries, territories
2. Sectoral communities-women, youth, farmers or fishers
3. Functional communities-groups of people who share some common interest
4. Rural or Urban communities - the traditional way
5. Tribal of indigenous communities - example are the groups of Aetas,
6. Special types of communities - monks & nuns

Community organization is a process that involves a series of interrelated activities - aimed to unify the
people into an organization. It also involves peoples' participation in all stages of the organizing process.
Community organizing is a continuous process of

1. Educating the people to understand their critical consciousness of their existing conditions.
2. Organizing people to work collectively & efficiently on their people.
3. Mobilizing people to develop their capability & readiness to respond & take action on their immediate
needs towards solving their long terms problems.

Goals of Community Organization

Community organization is important because through this, people work together in an organized manner
& become more effective when social change takes place.

1. People empowerment
2. Improved the quality of life
3. Leadership development and mobilization

Guiding Principles of Community Organization

1. Go to the People, Live among the People - one cannot help the community towards its development if
the organizers stay and work within the comfort of an office/school & do not integrate with the people.
2. Learn, Plan, Work with the People - the people know better than any other outsider regarding their
needs and problems. The community members will be the one to determine the program appropriate to
answer their needs or problems.
3. Start with & build on what the People know- community organizers must begin with the indigenous
resources, technologies & structures that the community has Improved their strengths.
4. Teach by Solving, Learn by Doing - for the community to learn effectively the worker must
demonstrate different procedures or techniques and not merely give instructions.
5. Not a Piece meal but an Integrated Approach - community organizing is an inter-relationship of
various elements factors.
6. Not relief, but release - community organizing is a process that liberates a community from its certain
problems.
Steps in Organizing the Community
1. Pre-entry after your specific community has been identified organizers are then expected to
a. conduct a social investigation on the said area
b. conduct initial interview with the community persons
c. go around performing a site or ocular inspection
2. Entry Stage-
a. courtesy call to the barangay officers and respected leaders
b. orientation on the assisting organizers and purpose must be clearly relayed
c. do not regard yourself as superior on different from the people
d. dress simply as possible and act as naturally as you can community
e. remember that development must be for the people and from the people
3. Integration with the people-
a. Integrate yourself with the people
b. Be observant and slowly learning their way of life
c. Slowly start working in the community
d. Realize the hardship and problems that the people are facing
e. Learn the way how the people feel about their problems
f. Identification of problems in the community
4. Analysis
a. facilitate peoples' participation in analyzing their situation and problems
b. adjust the level of the study or analysis to the level of the community people
c. do not limit their participation to merely answering the survey questionnaire
d. raise the awareness and consciousness of the people in handling national problems
5. Course Action -
a. organizer during this stage plays the role of a facilitator b. encourage them to give their own suggestions
on how they could possibly resolve their problems.
c. organizer must also ensure of the community's participation and commitment on the produced plan.
d. consider the available resources in the community.in the
6. Implementation-
a. plan must now be put into action
b. collective work from the community members must be encouraged by the worker.
7. Monitoring and Evaluation
a. the community organizer as a facilitator may assist the community in examining what happened.
b. What went well?
c. What has been learned?
d. What should happened next!
8. Phase out-
After the goals of the community have been met, and its members are empowered, the community organizer
can now pull out from the community. The worker must prepare the community before phasing out. This is
basic courtesy to the people.
Roles of a Community Organizer

1. Facilitator - facilitates the community process through listening and questioning and by giving
continuous encouragement and support.
2. Animator - stimulates the people to think critically when identifying problems and finding new solutions.
3. Enabler - consistently directed at freezing the community to realize their strengths and potentials in
cooperative work.
4. Catalyst-be an agent that provokes initiates significant change or transformation.

Tips: The Do's and Don'ts while in the Community

1. Avoid acting like a savior the community organizer must uplift and empower the people, helping them
realize their potentials.
2. Avoid making promises that you cannot fulfill. This will only give false hope to them.
3. Be courteous use "Opo and Po" while conversing with those who are older than you.
4. Be simple. Avoid wearing eye-catching jewelries; avoid bringing expensive gadgets like cell phones and
the like. 5. Avoid confining yourselves within your group. Integrate
6. Avoid showing your disgust if inconvenience were encountered.
7. Be aware that in the community work, you carry not only yourself but the name of the school.
8. Be a role model not only in your words but also in your deeds.
PARTICIPATORY PLANNING AND IMPLEMENTATION
LEARNING OBJECTIVES
At the end of this chapter, the students should be able to:
1. identify the importance of participatory planning and implementation;
2. discuss the different concepts of participatory planning; and
3. apply the steps in participatory planning.

OVERVIEW
This chapter deals with participatory planning and implementation. Specifically, it discusses the meaning,
principles, and levels of planning, as well as a brief historical development of participatory planning.

LECTURE

Planning means to direct and guide the people who are involved in a certain project.
1. Social planning includes the areas of health, education, housing, and social welfare. It aims to improve
the quality of life and the standard of living of a particular minority group in a community, e.g., the poor,
women, children, disabled, and indigenous people.
2. Assessment means to gauge the impact of a community project on the social development of a
community.

Participatory Planning - is the process of laying out the course of actions needed to attain a set of socio-
economic goals. It resolves community issues or problems by giving concerned community members the
chance to identify problems and propose solutions.

Historical Development of Participatory Planning

In the 1970s, professional development workers became aware of the mismatch between the reality
they constructed and the reality others experienced; dissatisfied with the short rural visits of development
technocrats only to drop by the offices of, or talk to, local male leaders; and disillusioned with questionnaire
surveys and their results. They also acknowledged that people from the provinces themselves knew more
about their situations and communities as compared to those from the cities (Chamber, 1997). Thus, these
workers developed new methods and approaches in social planning as an alternative to centralized, top-
down planning.

Principles of Participatory Planning

1. Development should be seen more as a change from the bottom-up than from the top-down.
2. The development process should be managed naturally rather than mechanically, i.e., unduly focused on
plans, goals, objectives, targets, and schedules. This implies that the aforementioned variables may change
and that, therefore, they should be made flexible.
3. The development process should also strengthen local organizations and
local government bureaucracies. A community program should be chosen
according to its ability to enhance local development. It should start with a few schemes to solve immediate
local problems, build confidence, and earn experience.
4. The development process should be supported by local institutions with the villages, primary
cooperatives, religious and youth groups, and community-based and self-help associations playing a major
role.

5. The development process must be based primarily on confidence-building and learning rather than on
expertise and training. It is more important for the people who will make decisions at the local level to have
the full trust of the people they represent rather than to be trained experts. This implies that the technical
staff of central government departments should work in tandem with local interest groups rather than just sit
idly and dismiss the plans prepared by the latter.

Levels of Participation
 Typology Results
1. Passive People are told of what will happen or is taking place
2. Information-based People answer a survey team's questionnaire (no follow-up).
3. Consultation-based People answer a questionnaire defined or designed by "outsiders," i.e., non-
community members.
4. Incentives-based People work for cash, food, or other incentives.
5. Functional Decisions by "outsiders" and interest groups are synthesized to meet objectives.
participation
6. Interactive Joint analyses, decisions, and action plans are made. implemented, and
monitored by interest groups.
7.Self-mobilization Initiatives are taken independently from official institutions.

A project is described in the Webster's Dictionary as a planned undertaking. The initial step is to
identify the specific acts that must be taken to meet a set of objectives. The next is to lay down the project as
reflected in the acts to be taken. A project's common elements include the following:
1. Objectives - This element describes what the project aims to do and what the project is for.
2. Boundaries - This element specifies the scope and limitations of the project.
3. Location - This element identifies where the project will be implemented
4. Target beneficiaries - This element states who will benefit from the implementation of the project.
5.Duration - This element determines the schedule of the project, i.e., when the project will be implemented
and when it will end.
6. Budget -This element itemizes the expected expenses that the project will incur upon its implementation.
7. Methodology - This element indicates the approach or manner by which the project will be implemented.

Project Development Cycle

Projects may vary according to their objectives, boundaries, locations, target beneficiaries, duration, and
methodology. However, all projects undergo a process called the project development cycle consisting of
these stages:

Identification Preparation Implementation Evaluation

Although the phases may appear sequentially separated, they are, in fact, circular, i.e., the phases
continually interface with each other both back and forth.

1. Identification - In this stage, a potential project design is organized after adequate consultations with the
different stakeholders of the community.
2. Preparation In this stage, the planners determine how and when a chosen project will be implemented.
3. Implementation - In this stage, the project is carried out by the planners and the local community
members based on an agreed-upon timetable.
4. Evaluation - In this stage, the planners and the community members determine whether or not the project
objectives have been met.

CONCLUSION
Successful participatory planning will help identify and transform community weaknesses into
strengths. With the support of the local government, community members may contribute in the planning of
projects that can solve the problems that beset them. Since participatory planning creates a sense of urgency
among the members of the community, it should be followed by the implementation of the project which has
incorporated their ideas.

PROJECT PLANNING MATRIX (PPM) or PROJECT DESIGN

 Usually, a one-page summary of the proposed project; and

 Document that gives the overall picture of the whole project strategy because it answers the basic
questions about the proposed project.

PPM is divided vertically into four columns.

 PROJECT STRATEGY: where the set of project objectives is found.

 OBJECTIVELY VERIFIABLE INDICATORS
 MEANS OF VERIFICATION(MOV) which tells where the proofs of indicators can be found.
 IMPORTANT ASSUMPTIONS: where the externalities (risks and uncertainties) are found.

BASIC QUESTION PPM CAN ANSWER

The PPM is designed to provide answers and/or minimum information to basic questions about the
project.

QUESTIONS Cell in the PPM

WHY the project is done Goal, Purpose (benefits)

WHO are the beneficiaries of the project Purpose (utilization of goods and
services
by target groups)

WHAT the project is expected to achieve/produce Outputs/Results (come-ons for target

groups)

HOW the project is going to produce the results Activities (measures executed by the
or outputs (goods or services) project; objects of expenditures)

WHICH factors are crucial to the success of the Assumptions (risks & framework
conditions)
project but are external to it.

HOW can the success of the project be measured Objectively Verifiable Indicators
or assessed (performance/success barometer)

WHERE to find the success indicators Means of Verification

(proof that success is present)

WHAT resources are needed to do the activities Inputs (cost of the intervention)
(cost of the Project)
WHAT IS A PROJECT PROPOSAL?

A project proposal is a guide for both the trainees and trainers in attaining tasks while they are in
community immersion. It serves as a basis of designing program of activities and key instruments and inputs
in monitoring and evaluating the projects to be undertaken in the community.

PURPOSES OF MAKING PROJECT PROPOSAL IN THE LIGHT OF NSTP

 It guides trainees and trainors in designing a program for their clientele.

 It facilitates implementation, monitoring and evaluation of the projects.
 It serves as database in making reports as a requirement to the course.
 It makes work easier for it serves as reference for trainees to give the right information needed for
the project.
 It serves as a ready source of data for research work.

THE PARTS OF A PROJECT PROPOSAL FOR NSTP IMMERSION PROJECTS

There are various formats used in the preparation of a project proposal. Below is one of the designs
followed. It elicits the following information:
1. The Title. The title of the project must capture the need and present the name of clientele to be
served. It must be catchy to the readers. It must be written in all capital letter, bold and centered.
Example:

OPERATION PLAN (OPLAN): CLEAN AND GREEN

(A Project on Waste Management and Green Philippines)

2. Project Proponents. This part enumerates the names of persons to be involved in the project,
their year level (if trainees), rank (if trainers), contact numbers and address or college. If there
are several activities that require several leaders in every undertaking, names must be specified
per activity.
Example:

Group 4 and 5 CWTS-CAFA-MAPAGKAWANGGAWA I Class

3. Implementing Units/Implementers. It must be noted that in writing this part of the proposal,
capital letters must be used to differentiate from the project proponents.
Example:
LINE 4 (manpower - for placing trash bins in particular areas and distributing other materials)
4.Pr ojec
t Group leader:
Padora. Paolo
Members:
Tubig Mark Anthony, Palles, Janice Morales, Ricardo, Macuja Katherine. Lampito Sarah: Lehayan,
Carlo, Rayos, Orly Roa, Michelle: Robles, Vina, San Jose. Maricel Samson, Emmanuel
LINE 5 (responsible for the lecture proper)
Group leader:
Abaygar, Daryl Van
Members:
Agana, Joseph, Aspa, Reynan, Blanca, Jelly, Flores, Faiza: Ignacio, John Robert Marinas Carlo:
Mendoza, Melody, Loja, Jerica: Morales, Michael: Acidre, Hazel; Oabel, Daniel
Duration. Specify days, weeks and months needed to complete the project. Specify when the project will
commence and when will it be finished. Attach a Gantt chart of activity based on the length of the project.

Example:
 Date of Implementation:
January 21 and 28, 2007

Length of Implementation: 2 day implementation only. For the first day, around 6-7 hours of
community work (3 hours in the morning for the preparation of the place and lecture. Another 4 hours in the
afternoon for the distribution/placement of the waste segregation trash bins). For the second day, monitoring
and evaluation of the activity project will be done.

5. Objectives of the Project. The objectives of the project must be written in operational terms on
what you intend to do to solve identified problem related to the project. The characteristics of the
objectives must be specific, measurable, attainable, realistic and time bound (SMART). State
properly by using the right verbs that describe what you want to address in relation to the underlying
problems within a certain period of time.

General objectives can be framed as basis of formulating specific objectives of the project. It must
also consider the domains of learning such as the cognitive (knowledge mind), psychomotor (skills body)
and affective - (values/behavior - heart).
Example:

"The general purpose of the two-day project is the maintenance of the

cleanliness in Barangay San Jose. Toward this end, the following objectives are set
1. To imbibe the importance of cleanliness among the participants
2. To increase the awareness of the community people on the advantages of waste
and
3. To solicit the support of the people in maintaining cleanliness and orderliness
through waste segregation.”

6 . Project Description. The following standards must be observed in writing the project description in
facilitating the drafting of the proposal:

a. Background of the project

This part requires at least 3 paragraphs that provide a realistic background of the project describing
the modifying issues/problems that have influenced the identification of the project. You can identify
particular differences or advantages over existing projects or cite issues in some publications as proofs of
underlying problems or realistic serious or of general occurrence.

Example:

"We have noticed that, in some areas of the barangay, improper waste
disposal is prevalent. In like manner, the incidence of open-hole drainage
b. Justification
system in the locality may pose a threat on the health condition of the
of the project
residents thereat.
Discuss the
importance of the
prepared project in solving or providing action to help solve existing problems inherent to the project. Give
the expected output of the project, benefits derived from it, and most probable recipients of the benefits of
the project. It must be written in 3-5 paragraphs.
Example:

"A survey conducted last December 10, 2006 reveals that the
barangay is faced with the problem of improper waste disposal especially
in the squatters area. It is for this reason that the project is viewed as a
significant intervention in setting in place a system of waste management.
 c. Benefits derived from the project
This section should reflect the advantages or benefits that the activity will bring about when it is
implemented. If possible, it should mirror outcomes -or the long term results that people will receive.
Example:

"The target audience will benefit from the project in terms of acquisition
of know-how on waste management, prevention of diseases/illnesses
associated with improper waste disposal and unhygienic surroundings”

d. Coverage
The area or vicinity covered by the project and the type of clients to be served should be reflected in
the proposal. This gives focus to whom the project is for and the extent of its implementation.
Example:

"The project will cover the 100 families of the Barangay specifically the household help and
unemployed housewives

7. Methodology. This part cites the activities or strategies that should be undertaken in order to achieve
the objectives of the project. It should describe the general approach of the project, agency
counterpart in case of partnership. responsibilities and obligations, manpower requirement and the
manner on how the specific activity will be undertaken if the project calls for it.

Example:

"The lecture-seminar method will be employed in the project. Setting up of waste

segregation bins will also be done

8. Detailed Budgetary Requirements. In preparation of the budget, the budgetary requirement of all
activities must be considered. The amount varies depending on the extent of the project coverage.
For most instances, the bigger the project, the larger the budget required. In many cases, budget
depends on the size of expenditures needed. Sources of fund must also be specified. Budget is
prepared using the following data.
Example:

Transportation………………………………………………………………………………………………………………..200.00
Communication……………………………………………………………………………………………………………… 35.00
Supplies (wood for the bins, nails, etc.)………………………………………………………………………….200.00
Demonstration/ Instructional materials…………………………………………………………………………..25.00
Sundry and other miscellaneous expenses
(food, other printing needs, etc.)…………………………………………………………………………………….300.00
Contingency………………………………………………………………………………………………………500.00
P1,260.00

9. Detailed schedule of activities

 DATE TIME ACTIVITY PEOPLE

01/09/07- (no particular) Start end of preparation for project implementation Merged line 4
1/20/2007 and 5 (all)
1/14/2007 (no particular) Deadline of learning materials/visual aids (all)
1/21/2007 9-10 a.m Preparation for the lecture Line 5
9-10 a.m Start of the lecture(1st part)
I. Opening Prayer
II.National Anthem
III.Opening Remarks
IV 1st Lecture Topic (waste management)
V. 2nd Lecture Topic (RA 9003)
10-10:15 a.m Break (for the attendees/participants of Food the lecture) Food
committee
10-15-11-15 a.m Continuation of the lecture(2nd part)
VI. 3rd Lecture topic (waste committee: segregation)
VII. 4th Lecture topic (Project Discussion)
VIII. Closing Remarks
IX. Closing Prayer
11:15-12nn Clean up of the venue Line 4 and 5
12-1pm 1pm Lunch Break (for the group) Food
committee
1pm-onwards Food Making and setting up of waste bins Committee and trash Line 4
cans

PROCESS FLOW CHART IN MAKING NSTP PROJECT PROPOSAL FOR COMMUNITY IMMERSION
1. Making the title

This flowchart illustrates, in a 2. Project proponent/s

Leader: __________
capsule, the process of formulating
Members: ________
project proposal based on the results ________
of the community needs assessment ________
by the trainees. 3. Implementing Unit/group

4. Project duration

5. Objectives

6. Project description

a. Background

b. Justification

C. Benefits derived from the project

d. Coverage

7 Methodology

8. Budgetary requirements

9. Detailed schedule of activities

Suggested Format of Documentation

 NSTP 2 Community/School Based Projects

1. Introduction

a. Background of the Project

b. Rationale of the Project

II. Conceptualization of the Project

a.Needs Assessment (if available) to support your project proposal

b. Project Proposal

c. Action Plan (if any)

d. Memorandum of Agreement

e. Letter of Permit to Conduct the Project

f. Letter of Approval by the lead of the Barangay/Institution or any duly authorized representative (optional)

III. Implementation of the Project

Observe process recording of events.

Process recording is defined as systematically accounting/recording/documenting information activities

conducted for the purpose of analysis, retrieval and dissemination when needed.

It is where procedures by which the proceedings of each course are systematically recorded, usually on a
day-to-day, chronological manner.

The content of process recording is the description of the activity for which the day, which includes:

1. How did the activity for each day/week start?

2. The purpose of each activity.

3. Length of time consumed for each activity. Note if the activity started on time or not and why.

4. Group outputs, resources utilized, proof of attendance of participants.

5. How did each activity end?

6. What is your observation, general impression as to the physical and emotional climate during the training
activity?

Aside from process recording, you can have photo story.

Photo story is a documentation of the day's activities/experiences using photograph with small amount
of text (caption) to provide explanation.

Take note:
Captioning is aimed at providing explanation. DO AWAY WITH PUTTING UNNECESSARY
REMARKS like "Uy! Pa-cute," "Tsibugan na!." etc. Observe formality in writing your photo captions.
Lastly, you may include your journal of activities. Journal is a record of the learning gained in each
activity. Here, you will summarize what lessons/values learned through your project.

IV. Impact of the Project

a. On the part of the implementers/students

How each member of the group performed towards the attainment of your project objective/s? What are
their individual contributions?

- You can present evaluation report

- You may also have an outline of all the lessons/values learned through the project

h On the part of the clientele/beneficiaries

How do the beneficiaries rate the success of the project?
-Proot's of Post-Activity/Project Evaluation (Summarize evaluation made by the beneficiaries)

V. Statement of Fund Operation

Describe what fund sourcing scheme the group resorted to in order to sustain the project.

Present financial statement by indication Income of whatever source (supported by documents) minus the
Expenditures (list of expenses, detailed as much as possible)

Example:

Income

Proceeds from Coin Bank Project Php 100.00

Proceeds from Income on Sales 200.00
Proceeds from Solicitations 500.00 800.00

Less: Expenditures

Training Materials 400.00

Snacks of Participants 200.00
Operating Miscellaneous Expenses 200.00 800.00

Net Income (Net Loss) 0

VI. Appendices (optional)

a.Copy of Certificated Given to Participants

b. Certificate of Appearance
c. Profile of Members
d. Message Sections
e.others

CRITERIA IN THE EVALUATION OF NSTP COMMUNITY-BASED PROJECTS

Significance/Relevance of the Project

• The project responds to the needs of the target clientele/beneficiaries

• The project concept is new and timely that it suits the nature of the problem being addressed

System/Mechanics of Implementation/Project Management

• Sequential ordering of the activities undertaken in line with the implementation of the project

• Systematic implementation of the project

• Proper division of labor among implementers/members of au the class

Observance of planning, fund generation, implementation, and monitoring activities

• Supervision by the instructor assigned to ensure smooth flow of implementation of the project

Social Impact

The project implementers have internalized values in the course of the implementation of the project

The project benefited the clientele/beneficiaries.

Sustainability Strategies

• There is a provision for continuity/sustainability of the project

Documentary Report (Portfolio)

• Comprehensiveness of the report

• Neatness and orderliness of the report

PARTICIPATORY MONITORING AND EVALUATION

LEARNING OBJECTIVES
At the end of this chapter, the students should be able to:
1. define monitoring and evaluation and explain their components;
2. analyze the relationship between monitoring and evaluation; and
3. illustrate the importance of monitoring and evaluation in determining the sustainability of a project.

OVERVIEW

This chapter discusses the meaning, outcome, impact, and methodology of program monitoring and
participatory evaluation, as well as the concept of accountability to the top management.

LECTURE

To monitor is to keep track of the implementation of a project. Monitoring involves the study of the
progress of an undertaking in relation to the agreed- upon schedule, resources, and performance indicators.
Moreover, it identifies "lagging areas" that require intervention. Monitoring has also been defined as the
management function guiding the project towards its intended direction and checking the performance of
workers using pre-determined plans and targets to ensure timely completion.

Furthermore, monitoring is the implementation of effective internal controls which are generally
built into the daily operational activities. Along with other procedures, monitoring can be in any of the
following forms:
1. Assessment of one's daily operational activities
2. Utilization of internal audit personnel or other similar personnel who are performing a wide range of
functions
3. Correspondence with third parties
4. Implementation of additional safeguards

Monitoring is a type of process performed while a project is being implemented. It aims to develop
the project design in real time. The information gathered during monitoring is used to make important
changes in the project. As an internal activity, it provides constant feedback on the progress of a project, ie,
the problems it is facing, and the efficiency with which it is being implemented.

Evaluation is the study of the project outcome and the factors that led to such an outcome (e.g.,
changes in income, housing quality, benefits distribution, cost-effectiveness, etc.) with the aim of improving
the design of future projects.

Evaluation is, therefore, used in selection. Evaluation studies assess the extent to which a certain
project can produce certain results (e.g., increases in income, better housing quality, etc.) and distribute
benefits among different groups. It also includes a review of overall cost-effectiveness.

Monitoring and evaluation are neither expensive nor complicated. They do not require specialists
or technicians. The complexity of these studies can be adapted to fit the needs of the program.

The purposes of monitoring and evaluation are to:

1. assess project results to find out if the objectives and desired changes are being met;
2. improve project management and process planning to better adapt to contextual and risk factors such as
new social and political relations that may affect the research process;
3. promote learning by identifying lessons of general applicability such as how different approaches to
participation affect outcomes, impact, and reach; what works and what does not; and what contextual factors
enable or constrain participatory research;
4. understand-through direct participation in monitoring and evaluation- the different stakeholders'
perspectives to allow the various people involved in a research to better appreciate each other's views and
values and come up with ways to resolve competing or conflicting opinions and interests; and
5. ensure accountability to assess whether the project is effectively, appropriately, and efficiently executed
and accounted for to the key agencies supporting the project (including, but not exclusively, the donors).

Monitoring Outcomes

Monitoring outputs is not new; it has been the standard practice for a long time. However, it is
imperative to ask: In what way is it beneficial to the target group? What has been the outcome, result, and
impact of a project? These questions have often been neglected since they are difficult to answer. But
confronting them is highly important since the question of whether or not a project has been beneficial will
answer the question of whether or not the purpose of the project has been fulfilled.

Monitoring Accountability

It has been proven that the continuous monitoring and recording of information regarding the
outcome and impact of a project are crucial in project steering since they fine-tune activities, thereby
maximizing results.

Providers are expected to have their projects constantly monitored and evaluated by outside experts
and the project implementers. Constant monitoring and evaluation provide more immediate feedback and
facilitate learning. Having an external evaluator is considered to be desirable and very helpful in bringing
out insights coming from an independent and objective perspective.

Evaluation, according to Hall (2012), is the process of systematically assessing the design,
implementation, and effect of certain programs, policies, or projects. In the past, the evaluation process
employed research methods used in the social sciences to determine the impact of public programs and
policies. Modern evaluation has its roots in the 1960s when government policymakers wanted to know the
impact of new public programs.

The evaluation of completed activities is also called ex-post evaluation, post-hoc evaluation, or
summative evaluation. The evaluation of current or ongoing activities is called in-term evaluation.

Participatory Evaluation - involves the active participation of the stakeholders in assessing the
implementation and impact of a project. The people concerned take the time to present their own analyses.
The following are some techniques that can be used in participatory evaluation:

1. Forming a focus group

Focus groups are groups of people who ask open-ended questions. The members are allowed to say anything
and be heard. The facilitator will summarize the ideas presented in an overall evaluation.
2. Spearheading participatory action research
Participatory action research involves asking inputs from both the researchers and the participants in
determining issues and concerns.
3. Drawing metaphors
This method is useful for participants who are shy, timid, or reluctant to voice out their comments or
suggestions. In this strategy, the participants answer evaluative questions by drawing metaphors or word
descriptions.
4. Constructing tables
In this method, the participants construct a table or framework that includes the following areas:
objectives/goals, activities, timeframes, strategies, and outputs of the project. They are then asked to
interpret their project table as an evaluation matrix.

CONCLUSION

Program monitoring and participatory evaluation are used to determine the status of a project. Due to time or
financial constraints, however, these efforts are invariably restricted to only a few aspects of the program.
Thus, it is important to identify the most vital issues to be monitored first and how monitoring could be done
using a participatory evaluation technique.