program module 2 [ay10-11]

8/12/2019 Program Module 2 [Ay10-11]

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MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE MAPA INSTITUTE OF TECHNOLOGY - CIVIC WELFARE TRAINING SERVICE

MAPA INSTITUTE OF TECHNOLOGY

NATIONAL SERVICE TRAINING PROGRAMCIVIC WELFARE TRAINING SERVICE

[MAPA-CWTS]

PROGRAM MODULE 2


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THE MAPA-CWTS OFFICE

ENGR. JOYRENCE MERVIN Q. AGASDirector, Headquarters, NSTP and the MAPA-ROTC [email protected]

JESUS C. BERMIDOMAPA-CWTS Community Relations [email protected]

ROMMEL G. DELA RAMAMAPA-CWTS [email protected]

MARIE KATHERINE CAMILLE C. DE LEON, RSWMAPA-CWTS Social Worker

[email protected]

RANDDIE M. OIGAMAPA-CWTS Records Management [email protected]

MICHELLE C. RICAFRENTE, RSWMAPA-CWTS Social [email protected]

CONTACT DETAILS

Headquaters, NSTP and the MAPA-ROTC UnitGround Flr., Administration BuildingMapa Institute of TechnologyMuralla St. Intramuros, Manila247.5000 loc. 1103

http://nstp.mapua.edu.ph


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CONTENTS PAGE

THE MAPA-CWTS SUPPORT ANDDELIVERY SYSTEMChapter 1: The SDS Components

Engineering and Health Support and DeliverySystem

03

Computer Fundamentals Short Term Course[CFSTC]

03

The Role of the MAPA-CWTS CFSTC Instructor 04The Role of the MAPA-CWTS CFSTC StudentPartner

04

The MAPA-CWTS CFSTC Learner 04Program Activities 04Guidelines for Administering the CFSTC Pre-Evaluation and Post-Evaluation Survey

05

CFSTC Documents 06

Water Potability Assessment Program 06The Water Potability Assessment Process 06The Role of the MAPA-CWTS EHSDS-WPAFacilitator

07

The Role of the MAPA-CWTS EHSDS-WPAStudents

07

Program Activities 08Water Potability Assessment Documents 08Learning Support and Delivery System 09The Role of the MAPA-CWTS LSDS Facilitator 10The Role of the MAPA-CWTS LSDS Students 10

The Role of the ALEAP-LSDS Learners 11ALEAP-LSDS Program Phase 11Program Activities 12Socio-Civic Support and Delivery System 14Community Survey and Profiling 14FAQs on the Conduct of Community SurveyActivity

14

Instructions before the Conduct of CommunitySurvey

16

Important Reminders in the Conduct ofCommunity Survey

17

Sorting and Tallying of Survey Forms 17Community Profile Report 18

CONTENTS PAGECreating the Narrative Community Profile Report 19Project Development 20The Role of the MAPA-CWTS SCSDS Facilitator 20The Role of the MAPA-CWTS SCSDS Students 20What Comprises the MAPA-CWTS ProjectImplementation Process Project

21

The Different Parts of the Project Proposal Form 23How to Accomplish the Project Proposal Form 23Some Helpful Tips in Assessing a Project Proposal 29Project Preparation 30Project Implementation 30

PERFORMING COMMUNITYSERVICEChapter 2: Community Visit Protocols

Prior Leaving for the Community 33

During the Community Activity 34After the Community Activity 35

LOOKING AT THE SOCIETYTHROUGH PUBLIC ISSUESChapter 3: Relevant Societal Concerns

Relevant Societal Concerns 39Components of Relevant Societal Concerns 39Procedures in Investigating a Social Concern 40

Chapter 4: Policy EvaluationDefining Policy 43Philippines Legislative Process 44

Policy Evaluation 45How to Evaluate a Policy 47Policy Evaluation Report 48

Chapter 5: Comprehensive SWOT AnalysisConduct of Ocular Visit: Data Gathering throughObservation and Interview

51

Clustering of Data Gathered: The SWOT Tool 52Steps in Performing the SWOT Analysis 53The Use of Options 54Sample SWOT Analysis 55


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The MAPA-CWTS Support and Delivery System

CHAPTER 1THE SDS COMPONENTS


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ENGINEERING AND HEALTH SUPPORT AND DELIVERYSYSTEM

This SDS involves students in community work in terms ofengineering expertise and health services. Students will plan andimplement simple projects related to their fields that are beneficial to

the partner communities. These simple projects to be implementedwill have duration of two terms. Students pursuing this SDS willserve all the partner communities handled by MAPA-CWTS. EHSDSincludes the following:

ESDS CHE-CHM, BTESDS MEESDS CE-ARESDS ITESDS EE-ECE-COEHSDS NURSING

Other EHSDS will be implemented according to community needs.

Each EHSDS will render services on alternate schedules toaccommodate all partner communities.

Separate Manuals of Instructions is provided for specific EHSDS.

COMPUTER FUNDAMENTALS SHORT TERM COURSE [CFSTC]

The Computer Fundamentals Short Term Course is an EHSDSprogram which provides basic computer training to its adoptedcommunities especially the out-of-school youths and unemployedadults. The course answers to the communitys needs withtechnological advancements such as computer literacy. It is offered

to the residents of the adopted barangays who are willing to learnbasic computer applications. It provides lectures and hands-onactivities for the Learners to better grasp the lessons.

The program is a 6-day training on basic computer application suchas MS Word, MS Excel, MS Powerpoint and Internet usage. A modulewhich contains the course lectures and exercises are given to betteraid the learners in their education. Using the Institutes facilities, thelearners get to experience classroom-type learning with thesupervision of CWTS facilitators and assistance of CWTS students.

THE ROLE OF THE MAPA-CWTS CFSTC INSTRUCTOR

The CFSTC Instructor or the CWTS Facilitator is responsible foroverseeing the full implementation of the course. Instructors maintask is to monitor the lectures and activities conducted by thestudents. An orientation of the program will be discussed and tasksassignments will be undertaken by the instructors to properlyexecute the programs activities.

THE ROLE OF THE MAPA-CWTS CFSTC STUDENT-PARTNER

The CWTS Students under this program serve as student-partnersfor the learners. Their duty is to assist the learners during theirhands-on training. In addition, theyll be the lecturers aid in makingthe lectures easier for the learners. Each learner will be assigned onestudent-partner.

THE MAPA-CWTS CFSTC LEARNER

The CFSTC Learners are the residents of the adopted barangaysand/or members of the different organizations working together withthe Institute. They are the willing individuals who enrolled in theprogram to develop their skills in computer applications.

PROGRAM ACTIVITIES

The following are the activities conducted for the CFSTC Program:

SCHEDULE ACTIVITIES

Week 1

OrientationTask Assignment

Review of Module ContentLesson Planning

Week 2

First SessionLearners OrientationPre-Evaluation SurveyParts of the ComputerMS Word

Week 3 Second SessionMS Word

Week 4 Third SessionMS Excel

Week 5 Fourth SessionMS Excel


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SCHEDULE ACTIVITIES

Week 6 Fifth SessionMS Powerpoint

Week 7Sixth Session

InternetPost-Evaluation Survey

Week 8GraduationProgram De-briefingStudents AssessmentFacilitators Assessment

GUIDELINES FOR ADMINISTERING THE CFSTC PRE-EVALUATION AND POST-EVALUATION SURVEY

The CFSTC Pre-Evaluation and Post-Evaluation survey will beadministered by the student-partners. The following should beobserved in conducting the survey:

1. All CFSTC learners should be given the Pre-Evaluation andPost-Evaluation Form.

2. All the CFSTC learners should be assisted by a CFSTCstudent-partner in answering the questionnaire. This is forthe technical terms used in the survey.

3. All answers are confidential.4. Encourage the CFSTC learners to answer the survey as

honestly as possible.5. Encourage the CFSTC learners to give feedbacks, comments

and suggestions in the Post-Evaluation survey.6. No pencil should be used in answering the survey forms.7.

No multiple answers.8. No item should be left blank.

9. Avoid erasures.10.CFSTC student-partners should check the answered survey

forms for completeness and for any discrepancies.11.For feedbacks, comments and suggestions, check the

legibility. If unreadable, clarify the word/s or answers fromthe learners.

CFSTC DOCUMENTS

By the end of each term, the classes under the CFSTC programshould be able to submit the following documents:

CFSTC Learners Need Assessment and Analysis Reportanassessment of the Learners baseline knowledge about

computers and its operations. This is based on the Pre-Evaluation Survey.

CFSTC Learners Progress Report a report that reflects thelearners accomplishment based on the Post-EvaluationSurvey. It summarizes the improvement of the learners afterundergoing the course.

WATER POTABILITY ASSESSMENT PROGRAM

In the area of health, the CWTS classes under the second programof EHSDS assess the safety of the water that the communityconsume daily. They examine and analyse the water and its sourcefor any harmful substance. The Water Potability AssessmentProgram provides an insight on the cleanliness of the communityswater in terms of the presence or absence of coliform and E.coli.

THE WATER POTABILITY ASSESSMENT PROCESS

The Water Potability Assessment comprises of the following majoractivities:

Community Survey the communitys primary informationregarding their water, its source and other water-relatedinformation is gathered.

Community Profiling the data collected from the survey isprocessed and summarized to assess the communitysstatus. The interviewed households serve as the pool for thesample selection. A community map is also created to betterlocate the residents during the water sampling.

Water Samplingwater samples from the interviewed householdare collected. Households were randomly selected for thesampling. In collecting the samples, the household faucets

are disinfected to ensure no contaminants are mixed withthe samples.


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Water Testingsamples are brought to the laboratory for testingpreparation. The microbial examination can be done eitherthrough MPN (Most Probable Number) method or throughthe use of the ColitagTM enzyme. Samples are labelled foreasy identification and to avoid any bias.

Analysis results of the test are examined for the presence ofcoliform and E.coli. After the incubation period, the samplesare analysed for any reactions and significant indication ofany harmful micro-organisms.

THE ROLE OF THE MAPA-CWTS EHSDS-WPA FACILITATOR

The Facilitator handling the Water Potability Assessment Programsupervises the conduct of the community profiling and survey withrespect to the communitys water. For the water sampling and

testing, the Facilitator monitors how the samples are collected andprepared for microbial examination. Moreover, the analysis of the

water testing results is to be carried out also by the Facilitator.

THE ROLE OF THE MAPA-CWTS EHSDS-WPA STUDENTS

The CWTS students under this program have a hands-on experienceon the process of water potability assessment. The following are theresponsibilities of the students:

preparation of materials for the community surveydata collection for community profiling through surveycreation of a community map containing the interviewedhouseholdlaboratory preparation (materials for testing and analysis)

conduct of water sampling and testing

PROGRAM ACTIVITIES

The table below presents the activities performed for the WaterPotability Assessment Program:

SCHEDULE ACTIVITIES

Week 1 OrientationSurvey PreparationLaboratory Inventory

Week 2Ocular VisitCommunity Survey

Week 3 Community Survey TallyMap Plotting

Week 4 Finalization of Community ProfileLaboratory PreparationWeek 5

Water Sampling and TestingWeek 6Week 7 Reading and Analysis of ResultsWeek 8 Program De-briefing and Evaluation

WATER POTABILITY ASSESSMENT DOCUMENTS

The full report of the Water Assessment Program consists of themain report together with its attachments. Here is a brief descriptionof each document.

EHSDS Water Potability Assessment Report a narrativereport that summarizes the information gathered from theDrinking Water Potability Assessment Form accomplished bythe households from the sampling site and the water testingresult and analysis.

EHSDS Water Potability Assessment Result Worksheet matrix consists of the summary of the survey, outcome ofthe test per test tube and the overall testing results.

Community Sampling Map the community spot map reflectingthe interviewed households.


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LEARNING SUPPORT AND DELIVERY SYSTEM

In response to the education thrust of the SERVICE Componentsprogram, the MAPA-CWTS develops the Alternative LearningEquivalency and Accreditation Program-Learning Support andDelivery System. The ALEAP-LSDS is offered to the out-of-schoolyouths and adults of the adopted communities of the MapaInstitute of Technology.

The program aims to help the out-of-school youths and adultscontinue and finish their education. Unable to participate in formaleducation, recipients of the program can gain knowledge and skillsimportant to their everyday lives. The lessons are put into practicalapplication for better appreciation of the subjects. A classroom-based approach is used to create an atmosphere similar to a regularclassroom session. Class sessions are held during the weekends,specifically Sundays, in consideration to the participants who areworking.

In terms of the Institutes contribution, it involves enhancement ofinstitutional support materials containing basic literacy skills for pre-schoolers, alternative learning system for out-of-school youths andadults, mathematics and science tutorials and extended services ofskilled students.

This SDS involves students in community work in terms of literacyprograms. Students pursuing this SDS will help InstructionalManagers (IMs) facilitate learning process of the OSY and adults.Students will be learning aides of the participants as well asmonitoring recipients of the program using modular method.

Specifically, this module aims to address the following:develop a compilation of review pamphlets for elementaryand secondary level;provide a one hundred-item reviewer per level; andassist the Instructional Managers in their class session withthe learners.

THE ROLE OF THE MAPA-CWTS LSDS FACILITATOR

Facilitators are deemed to play a vital role in aiding their respectiveclasses in developing acceptable Review Pamphlets. Primarily, theFacilitators are tasked to check and to verify whether the documentsproduced by their class is in compliance with what the MAPA-CWTSOffice has recommended. The review pamphlet will be used by theLearners during classes. The Facilitator will be assisting the studentsin the formulation of review materials. The Facilitator must be anInstructional Manager (IMs) trained by the Department of Educationto cater the needs of the out-of-school youth in the informaleducation. They will be the persons handling the Learners during thereview sessions.

THE ROLES OF THE MAPA-CWTS STUDENTS

Classes, enrolled under the Learning Support and Delivery System[LSDS] are as to formulate a set of review questions on the differentsubjects such as English communication skills, problem solving andcritical thinking, sustainable use of resources or productivity,development of self and sense of community and expanding onesworld vision for the Secondary Level. On the other hand, in theelementary level, communications in Filipino, Mathematics andScience, sustainable use of resources or productivity and expandingones world vision. Once it is finalized, the reviewer will be used bythe Learners of the program for their review sessions.

More so, the roles that the MAPA-CWTS student portrays varyaccording to the different processes involved during their classes.During such period, these roles may include but are not limited to

the following:to form groups who will formulate reviewers for bothelementary and secondary levelto conduct a research on the different materials relevant tothe activityto reconcile all the questions per subjectto finalize the questionnaire with the aid of the facilitatorto conduct a meeting with Learners and InstructionalManager (IM)to conduct mentoring during the review using the reviewer


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THE ROLES OF THE ALEAP-LSDS LEARNERS

They are the out-of-school youth from different adoptedcommunities of the Institute who wants to continue and finish theireducation either in elementary and secondary level. After they arerecommended and assessed by their Barangay Chairman and theInstructional Managers (IMs). They can now be formally enrolled inthe program. The classes will be held inside the classroom of theInstitute once a week during Sundays on a half day basis. This is tohelp also the Learners especially those who are working fromMonday to Saturday.

ALEAP-LSDS PROGRAM PHASE

The duration of the ALEAP-LSDS program is nine (9) months. It runsfrom January to September in preparation for the NationalExamination given by the Department of Education (DepEd) which isusually scheduled during the month of October.

1. Promotion students together with their Facilitator willproceed to the community to disseminate information regardingthe program. This include posting of announcement, giving offlyers and house to house visits to promote the LSDS program.

2. Registration of Applicants students will be distributingsurvey forms. This form will be filled-up by the interestedapplicant who will later on be given a schedule for assessment.

3. Assessmentstudents will assist the Instructional Manager inconducting the assessment. It involves an interview session with

the applicants. This will determine those who are qualified forthe program.

4. Enrollment Qualified applicants will be notified of theiracceptance to the program through their Barangay Chairman.They will be given a checklist of what to bring at the start ofclasses. They will also be given a Learners Accord that will besigned by them and their Barangay Chairman.

5. Review Session Instructional Manager will conduct theformal review session with the Learners using the different typesof modules coming from DepEd and the modules prepared bythe students.

6. Coordination and Preparation for National Examinationthe Learners will be assisted in the preparation for the Nationalexamination. This involves coordination with DepEd ALS for theschedules of the examination, process of registration, materialsneeded and the acquisition of review materials.

7. Graduation of LearnersWhen a Learner passes the NationalExamination, the Institute shall then offer trainings and seminarsto further enhance their skills to prepare them working in theindustry.

PROGRAM ACTIVITIES

In the duration of one term, the following activities shall beconducted for the ALEAP-LSDS Program. It will be based on thecurrent phase of the program wherein the CWTS class schedule fallson.

PREPARATION STAGEWeek Activities

Week 1

Student OrientationIntroduction of the programSchedule of activitiesProgram protocols, procedures andguidelines

Week 2 Promotion of the ProgramOcular visitInformation disseminationDistribution of program promotional

materials

Week 3

Week 4

Week 5

Registration of Program ApplicantsAccomplishment of Application Formsand OSY Survey FormsInitial interview of the applicantsScheduling of assessment

Week 6

Assessment of Program ApplicantsAccomplishment of DemographicInformation Sheet (DIS)Administering the Functional LiteracyTest (FLT)Final interview of applicants


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Week Activities

Week 7Enrolment of Program Learners

Orientation of the Learners

Week 8Program Assessment and Evaluation

Student AssessmentFinalization of Program Report

PROGRAM IMPLEMENTATION STAGEWeek Activities

Week 1

Student OrientationIntroduction of the programSchedule of activitiesProgram protocols, procedures andguidelines

Week 2Preparation of Program Materials

Class GroupingModule inspection and study

Material researchFormulation of review plan and materialsWeek 3

Week 4

Finalization of Program MaterialsReconciliation of all the materials persubjectFormulation of final review plan

Week 5 Learner Mentoring SessionsMeeting with the LearnersReview session with the Learners

Week 6Week 7

Week 8Program Assessment and Evaluation

Student AssessmentFinalization of Program Report

THE SOCIO-CIVIC SUPPORT AND DELIVERY SYSTEM[SCSDS]

The Socio-Civic Support and Delivery System (SCSDS) involvesstudents in community work in terms of socio-civic programs. Someof the programs include:

community surveying;awareness programs or info dissemination on health,environment, safety and security and other relevant issues;recreational activities for the youth andsupport group for the EHSDS and LSDS

Students pursuing this SDS will serve one partner community. Theyact as ambassadors of the MAPA-CWTS. Building rapport andstrengthening relationships between MIT and the communities.

This SDS is responsible for performing two activities namely

Community Survey and Profiling and Project Development.

COMMUNITY SURVEY AND PROFILING

This part of the module aims to provide guidelines in conductingcommunity survey and in accomplishing the community profile.Collection of community data is the main activity of the SCSDS class.While the Community Profile Report is the primary output of theactivity which presents information on the adopted barangay.

FAQS ON THE CONDUCT OF COMMUNITY SURVEYACTIVITY

1. What is the purpose of conducting the survey activity?To provide the Institute with an update regarding relevantinformation in terms of the communitys population, economic,educational, peace and order, sanitation and health conditions.

Updated community profile = better extension serviceactivities for the community


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2. Who will perform the activity?The students, with the guidance of their Facilitator will be theone to administer the survey.

Specific procedures (tasking/techniques, scheme, etc.) on how

the activity can be smoothly implemented will be left to the classand the Facilitators discretion.

3. Where will the survey be conducted?The survey will be conducted at each of the class adopted

community.

One class = one community.

4. Who will be the respondents?Respondents may be any adult (18 above) representing onehousehold and residing within the class assigned community.

5. How many will be interviewed?Each class will be required to interview five hundred (500)households.

Household =Family

6. What will be the contents of the interview kit?Community Profile FormA survey form that aims to gather basic statistical data from theresidents. This includes though not limited to the names of theresidents, sex, religion, civil status, educational background andthe like.

Community Assessment FormSecond part of the survey activity that covers each householdssurvival, security and enabling needs.

7. What will the class do with the accomplished forms?The students must secure the accomplished forms. With the helpof the Facilitator, the said forms shall be counted and shall besurrendered to the MAPUA-CWTS Office right after the activity.The forms will be tallied a week after the conduct of the

community survey, using a prescribed tally sheet format.

8. What will the Facilitator do after the class has tallied theforms?

The data gathered from the accomplished forms will then beconverted into a Community Profile.

INSTRUCTIONS BEFORE THE CONDUCT OF COMMUNITYSURVEY

1. Check the community profile forms. Each set should comprise oftwo (2) back-to-back sheets: Community Profile Form and thePambansang Pamamaraan sa Pagsubaybay ng PangunahingPangangailangan.

2. Each kit must contain the same number of profile forms andsurvey stickers.

3. Divide the class accordingly and distribute the forms, togetherwith the survey stickers. Each form should have a correspondingsurvey sticker.

4. The Code Number comprises the combination of the last twodigits of the year and a three digit sequence number. The firstform will be accomplished for the class to follow. Make sure thatthe profile form code is consistent with the sticker surveynumber:

PROFILE FORM CODE SURVEY STICKER CODE10-001 10-001

5. When all the forms and stickers have been coded, the class maynow proceed to the community.


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IMPORTANT REMINDERS IN THE CONDUCT OFCOMMUNITY SURVEY

The Facilitator must always ensure the proper conduct of thecommunity profiling in terms of the following:

1. Coordinate with the barangay the activity that you will beperforming.

2. Ensure that the students will go around the community in abuddy system.

3. The students must be aware of the relevant informationregarding their assigned community (barangay, zone,boundaries).

4. The forms are properly accomplished, with all the fields filled-up.5. The class will return to the Institute for debriefing. No class shallbe dismissed while the students are still in the community.6. Return the kit to the Office on the same date. Separate the

accomplished forms from the clean sheets.

SORTING AND TALLYING OF SURVEY FORMS

1. Arrange the answered survey forms according to their profileform code.

2. Inspect the survey forms for completeness of information andfor any discrepancies.

3. Encode the respondents detail in the Interviewed HouseholdTable.

4. Plot the location of the house of the respondents in theCommunity Spot Map. The profile form code shall be used aslegends for the interviewed households.

If a map is to be created, dont forget to include significant

landmarks and barangay facilities such as church, barangay hall,courts, day care centers, etc. Indicate the streets and alleys anduse legends, if necessary. Place the name of the community in

the map. Save the file as Visio format (.vsd) or picture format(.bmp, .jpeg, .png).

5. Using the Manual Tally Sheet (Community Profile Tally Sheet andCommunity Assessment Tally Sheet), record the responses ofthe interviewed households. Dont forget to reflect in the tally

sheets the other responses which were not included in thechoices. Present the answers as it is written in the survey formto avoid any misinterpretation or misrepresentation of data.

6. Consolidate the final data in the Summary Tally Sheets(Appendix 1 - Gabay sa Pagbubuod ng PangunahingImpormasyon ng Komunidad and Appendix 2- Gabay saPagbubuod ng Pagsusuri sa Batayang Pangangailangan saKomunidad). Be consistent in transferring the information fromthe two tally sheets.

7. Return the answered survey forms to the MAPA-CWTS Officetogether with the hard copy of the Manual Tally Sheet. Submitonline the soft copy of the Interviewed Household Table,Community Spot Map and Summary Tally Sheets to therespective document checker.

COMMUNITY PROFILE REPORT

DefinitionA summary of the history and present conditions of a community. Itprovides detailed demographic, economic and cultural informationofthe community. It gives an overview or series of snapshots of thearea and is used as a basis for identifying its potentials.

ObjectiveTo provide comprehensive baseline information regarding theadopted communities

Contents:1. Narrative Community Profile this is the main report that

summarizes the result of the survey, observations and collectedinformation through informal interviews of the class. Anobjective depiction of the communitys characteristics. It consists

of statistical data and pictures of the community.


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2. Summary Tally Sheets (Appendix 1 and Appendix 2) this isconsolidated data from the survey, mostly in numbers/figures.

3. Interviewed Household Table (Appendix 3) a matrix of all therespondents of the survey. Also, it serves as reference for thecommunity spot map.

4. Community Spot Map (Appendix 4) a representation of thecommunitys physical boundaries, facilities as well as neighboring

establishments and public amenities. It reflects the location ofthe interviewed households.

CREATING THE NARRATIVE COMMUNITY PROFILE REPORT

1. Use the prescribed template for the community profile. Followthe instructions in the template such as font style, font size, andgraph and picture sizes.

2. Provide an introduction or a general description of thecommunity. Include observations and other information gatheredthrough informal interviews or given by the community itself.Cite significant landmarks and resources that differentiate thecommunity from the rest of the neighboring barangays. Ifpossible, a brief history of the place may be included that couldserve as historical background. Indicate the total population ofthe barangay and number of household interviewed for thesurvey.

3. Create a pie chart/graph of the statistical data from the survey.Each graph should have a title and the legends should belegible. All data from Appendix 1 and Appendix 2 shall bepresented as charts and reflected in the report.

4. Arrange the data/graphs according to the different aspects ofthe community such as household description, religion,education, source of income, etc.

5. Present the graph in narrative form. Describe the data in thegraph. The numbers should be both indicated in words and infigures. Further explanation or additional information can beincluded to support the data.

6. Place photos of the communitys resources, establishments,facilities and daily experiences. Depict the communitys lifestyle,

strengths and weaknesses through pictures. Provide a captionfor each of the photos. The caption should describe the photoand its relation to the community.

7. Submit online the soft copy of the Community Profile Report withattachments (Appendix 1-4) to the respective document checker.PROJECT DEVELOPMENT

This module is specifically designed for the MAPA-CWTS Socio-CivicSupport and Delivery System [MAPA-CWTS SCSDS] Facilitators whoare assigned to implement a project in their adopted communities.

Specifically, this module aims to address the following:

develop better understanding on the different processes

involved in the development of a project;assist the Facilitator in assessing the class project proposals;to orient the Facilitator and the students on the differentguidelines involved in the development of a project

THE ROLE OF THE MAPA-CWTS SCSDS FACILITATOR

Facilitators are deemed to play a vital role in aiding their respectiveclasses in developing a sound and acceptable project proposal.Primarily, the Facilitators are tasked to check and to verify whetherthe documents produced by their class is in compliance with whatthe MAPA-CWTS Office has recommended.

THE ROLES OF THE MAPA-CWTS STUDENTS

As part of the hands-on application of the acquired skills of theNSTP-CWTS students from NSTP01 and NSTP02, classes, enrolledunder the Socio-Civic Support and Delivery System [SCSDS] areasked to propose, plan, implement and assess a project. Duringthese periods, other than the conduct of classroom-based activities,the students are also appropriated with meetings wherein they areable to get themselves familiarized and at the same time, be able todeliver and provide service for their adopted communities.


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More so, the roles that the MAPA-CWTS student portrays varyaccording to the different processes involved during their projects

development. During such period, these roles may include but arenot limited to the following:

to conduct an assessment on the adopted community;

to conceptualize a project proposal based on thecommunitys assessment;to pattern the project proposal concept to the projectproposal form;to conduct research on the different materials relevant tothe activity being proposed;to implement the project, and;to organize a project evaluation

WHAT COMPRISES THE MAPA-CWTS PROJECTIMPLEMENTATION PROCESS PROJECT

The project process is composed of multiple stages - from the initialjuncture of the students brainstorming and coming-up with a projectproposal, having it approved and implemented and later onperforming an assessment on it.

- - - -

MAPA-CWTS Facilitator orients class onthe project implementation processes

Start

MAPA-CWTS class conducts acommunity observation on the assigned

barangay

MAPA-CWTS class performs anassessment on the assigned community

MAPA-CWTS class conceptualizespossible projects

MAPA-CWTS class patterns the projectproposal to the MAPA-CWTS project

proposal template

MAPA-CWTS Facilitator submits thecomplete project proposal to the

Headquarters, NSTP and the MAPA-ROTC Unit

MAPA-CWTS Office receives thesubmitted project proposal

MAPA-CWTS Social Worker-SCSDSrecords the received project proposal on

the electronic project tracking log

MAPA-CWTS Social Workers andCommunity Relations Officer performs anassessment on the project proposal using

the project proposal assessment form

Classify the assessedproject proposal

MAPA-CWTS Social Worker-SCSDSprovides the MAPA-CWTS class with the

project proposal presentation schedule

A

MAPA-CWTS class incorporateaccordingly the suggested project

proposal revisions

MAPA-CWTS Facilitator submits revisedproject proposal to the Headquarters,

NSTP and the MAPA-ROTC Unit

MAPA-CWTS Social Worker-SCSDSverifies the revised project proposal

MAPA-CWTS Social Worker-SCSDSattaches the revised project proposal with

a project proposal brief form

For revision

MAPA-CWTS Social Worker-SCSDSand MAPA-CWTS Social Worker-

EHSDS/LSDS or the MAPA-CWTSCommunity Relations Officer signs the

project proposal brief form

MAPA-CWTS Social Worker-SCSDSshall endorse the project proposal to the

SOCIP Head for approval

SOCIP Head approves the projectproposal and budget

SOCIP Head shall advise the SOCIPsecretary to prepare the request for

cheque (RFC)

MAPA-CWTS Office shall encash theapproved cheque

MAPA-CWTS Facilitator shall inform andcoordinate with the officials from the

assigned community the project that willbe implemented

MAPA-CWTS class shall proceed to thecommunity to promote the project to be

implemented

MAPA-CWTS class presents the projectproposal to the MAPA-CWTS

Presentation Panelists

MAPA-CWTS Office shall purchase thematerials being requested

MAPA-CWTS class shall go to theassigned community on the day of the

project implementation

MAPA-CWTS class shall implement theproject according to the details provided

on the approved project proposal

MAPA-CWTS class shall conduct aproject assessment with the project

beneficiaries

MAPA-CWTS class shall document theimplementation

MAPA-CWTS Office shall arrange theproject materials according to the sections

requesting them

B

A B

MAPA-CWTS class shall accomplish thePost-Project Assessment Report

MAPA-CWTS Facilitator shall assess theimplemented project utilizing the

Facilitators Post-Project AssessmentReport

End

Disapproved

For Presentation

Classify the presentedproject proposal

Disapproved

For revision

MAPA-CWTS Social Worker-SCSDSshall notify and advise the Facilitator to

claim the project materials

MAPA-CWTS Facilitator shall claim theproject materials

MAPA-CWTS class shall conduct aclassroom preparation

MAPA-CWTS Social Worker-SCSDSshall liquidate the cheque issued

MAPA-CWTS Facilitator shall signreceive the project materials on theMAPA-CWTS Document Log Book

MAPA-CWTS Facilitator submits theassessment documents to the

Headquarters, NSTP and the MAPA-ROTC Unit

MAPA-CWTS Social Worker-SCSDSshall file the documents relevant to project

implementation in both hard and softcopies

The Processes Involved in the Pre-Implementation, Implementation and Post-Implementation ofMAPA-CWTS SCSDS Projects


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THE DIFFERENT PARTS OF THE PROJECT PROPOSAL FORM

As to ensure uniformity among the proposals being submitted, aproject proposal outline is provided by the MAPA-CWTS Office. Thesaid outline is composed of different chapters that aim to thoroughlydiscuss the class proposed endeavor.

HOW TO ACCOMPLISH THE PROJECT PROPOSAL FORM

Each of the chapters included in the project proposal form arefundamental in thoroughly describing a class project proposal.Hence, it is essential for the class, through the aid of theirFacilitators to accomplish the said document accordingly.

On this portion of the module, the class is taught on therecommended contents of each of the project proposal forms

chapter.

Chapter I: The Project Proposal OutlineThis chapter serves as the documents cover page. Included on theoutline are the basic information regarding the proposed activity.

1.0Project TitleThe project title should be creative and catchy, withoutactually compromising the goals of the activity. Also, the titlemust at least give the class target participants an idea onwhat the activity is all about.

2.0Project NatureAs discussed previously, the MAPA-CWTS is guided by the

SERVICE components. These are the same components thathelps classify the project to be implemented. Each naturedelineates the project according to the specific goals andactivities being proposed.

COMPONENT/NATURE OBJECTIVE/S

SAFETY AND SECURITY

To provide information regarding disasterpreparedness during calamities and emergencysituationsTo train the participants about basic life savingprocedures

EDUCATIONTo impart supplementary knowledge concerningBasic Studies [Mathematics, English and Science]To enhance the basic literacy skills of theparticipants

RECREATION

To enrich the skills and talents of the participantsTo develop creativity, imagination andinnovativeness of the participantsTo foster cooperation, solidarity and camaraderieamong the participants

VALUES FORMATIONAND MORAL RECOVERY

To promote good moral and citizenship valuesTo develop the participants to be good leaders,responsible individuals and model citizens

INDUSTRY ANDENTREPRENEURSHIP

To present idea regarding possible alternative

income generating venturesTo provide information about establishing andmanaging small scale business

CARE FOR HEALTH

To give knowledge regarding illnesses anddiseasesTo inform the participants regarding preventiveand remedial measures for illnesses and diseases

ENVIRONMENTTo create awareness about the environmentTo give information regarding the conservationand rehabilitation of the environment

There are two ways the class can identify their projectnature.

A. The class may initially define the project nature theywanted to promote and then utilize it as a guide inidentifying the appropriate activities complimenting thesaid nature or

IDENTIFY PROJECTACTIVITIES

DEFINE THEPROJECT NATURE


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B. The class may start conceptualizing the activities theywanted to perform and then start clustering it accordingto the suitable project nature.

Either way, it is imperative to take note that each of theproject proposal will only be required to have a single(one)

project nature. Multiple project natured-projects, which moreoften than not produce a chopseuy of activities, arediscouraged.

3.0Project DurationThe Facilitator must advise the class on the specific date/sallocated for the CWTS classes to implement their projects.Only the date/s recommended for the implementation shouldbe reflected on this part of the form.

4.0Project LocationThe adopted community given to the class should be statedhere. Always check with the MAPA-CWTS Office on thecomplete list of community assignments for the currentterm.

5.0BeneficiariesThis sould display a summary of the number of targetparticipants and their age range.

6.0 Initiating SectionPlace here the class complete section name.

7.0Contact PersonThe contact person for each of the MAPA-CWTS SCSDSsection is the Facilitator.

8.0MAPA-CWTS Project Cost CounterpartThis should bear the monetary counterpart of the MAPA-CWTS during the projects implementation. The amountreflected here must be consistent with item no. 10.0 of theproject proposal outline. It should answer the question:How much will be allocated by the MAPA-CWTS Office foryour class to push through with the implementation?

9.0Community Project CounterpartThe class may identify here the materials that thecommunity can provide during the projects implementation.As a tip for the Facilitator and the class, you may want torecall the different resources available in the community thatyou think will be useful. Just make sure to ask permission

from the community during the next visit if they are willingto lend the class the materials that you are eyeing for yourproject.

Some common community project counterparts:ParticipantsVenueChairsTablesSound System / MicrophoneTelevision Set

10.0 Total Project CostAfter listing all the materials that you need for your project,you may now already compute for its total cost. The amountyou need to place here can be derived from the projectproposals chapter VIII on Project Proposal Requirements.

Chapter II: Project DescriptionWhat is the project all about?Narrate and describe what the projectintends to do and accomplish. Make sure that the readers of yourproposal will be able to comprehend and will be able to have a clearpicture of what your project is. Be specific on the ideas that you will

be presenting.

Likewise, the class may also opt to narrate here the following:The history behind the project titleThe methodology the class will utilize to deliver the project[Say, will it be a seminar? Will it be a role play? etc.]The gist of the activities the class will be performing


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Chapter III: Project RationaleEvery project proposed has a history behind it. Why was it proposedby the students? What were their different bases for coming-up withsuch? Is there really a need for this kind of endeavor? - are justsome of the guide questions that the class may use to fill this part ofthe proposal. It is through this chapter that the class is asked to

express fully, in detail the reason why the project is relevant.

Chapter IV: Project BeneficiariesPart of conceptualizing a project is identifying the group ofindividuals that will be benefiting the most on the project beingproposed. It will be helpful for the initiating class to present thecurrent conditions of their target participants, so as to justify whythe said group will be the most fitting amongst the residents fromtheir adopted community.

The class may mention here the age group your target participantsbelongs to, what common traits do they have and the like.

Chapter V: Project ObjectivesUnlike the other parts of the proposal that requires being in narrativeform, this chapter shall only ask the initiators to jot down, in bulletform the aims of the project being proposed.

This chapter is also most likely where you will be basing your post-project evaluations. The project objectives that you formulated willhelp you gauge how successful your project is. Given such, theclasses are advised to compose a better set of objectives, followingthe S.M.A.R.T [specific, measurable, attainable, realistic and time

bounded] criteria.Chapter VI: Project Activities and Time TableThe MAPA-CWTS SCSDS students are allocated with a single classmeeting (equivalent to 4.0-4.5 hrs.) for their project implementation.Given the said set-up, the students are then faced with the challengeon properly optimizing their schedule. Proposed activities must besifted according to its relevance and appropriateness to the projectsobjectives and beneficiaries. Specific titles of the activities and itsduration are also indicated in this portion of the document.

Some guide questions in identifying your project activities:Do the activities compliment each other? Are they related?Will it be feasible to implement the activities?

Chapter VII: Project ManagementIt is assumed that each student plays a vital role in the success of aproject. For the MAPA-CWTS SCSDS classes, a normal class size isusually composed of 30-40 students. Given such number, theclasses, together with their Facilitator are now given the challenge tooptimize the capability of each of the student belonging to the class.

It is suggested to form groups within the class to perform a specific

task. The students may either be involved in the preparation of theproject, during the project implementation or the projects post-assessment. Students while accomplishing this chapter must beencouraged to choose among the groups created in which they couldcontribute the most.

Chapter VIII: Project Financial Requirements

On the table provided on the project proposal form, indicate thedifferent materials that the class needs for the project. Each class isallocated with a specific budget that they need to maximize for thesaid materials. Since it will be the MAPA-CWTS Office who will bepurchasing the items, the class is therefore requested to be specificon the supplies that they will be asking.

ACTIVITIESTIME FRAME

START ENDXX:XX XX:XXXX:XX XX:XXXX:XX XX:XX

PERSON/S-IN-CHARGE ROLES/TASKSHow many per group?

QTY UNIT ITEM PURPOSE UNITPRICE

TOTAL

What part of the project will 00.00 00.00you be using the requested 00.00 00.00material for? 00.00 00.00

00.00 00.00

Total PhP 00.00


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Project AttachmentsThis is also a must for each of the project proposal being submitted.The contents of this may include but is not limited to the followingdocuments:

Topic outline for projects with discussions/seminarsDiscussion materials

Researches (include/cite sources)Scripts for skits or role playsProcedures/ steps on a skill/activity the class will teachSketches / picturesProcessing Questions

SOME HELPFUL TIPS IN ASSESSING A PROJECT PROPOSAL

Hereunder are some helpful tips for the class and the Facilitator inassessing their project proposal:

Ensure that you utilize the prescribed project proposal form.

Make sure that it is the updated template.Check each of the proposals chapters. Does it comply withthe prescribed contents, as discussed above? Is it completeand can stand on its own?

Is the nature of the activity in compliance with the goals ofthe MAPA-CWTS? Take note that the following types ofproject proposals are automatically disapproved:- Community Clean-ups /clean and green- Pageants, talent searches, raffles- Medical and Dental missions- Tutorials (as it will require multiple meetings with the

target beneficiaries)

Having an affirmative response on the tips cited above, the class isnow said to be ready to submit their proposals and have it assessedand approved by the MAPA-CWTS Office.

PROJECT PREPARATION

Once a project has been approved by the MAPA-CWTS Office, theclass, together with their respective Facilitators is now advised tocoordinate with their adopted barangay the specific activities theyintend to implement. During such, the class is recommended todiscuss the project details, such as the target date ofimplementation, participants and venue with your adoptedcommunitys representative. The class may also opt to provide a

copy of the approved project proposal, so as to provide a clearpicture of the said endeavor.

As part of equipping the class in preparing, they are also providedwith the materials they requested and will be informed of thespecific period they may claim the said items from the MAPA-CWTSOffice.

PROJECT IMPLEMENTATION

Any activity requires ardent preparation so as to minimize anyinconvenience. Here are some helpful tips for the class during theirimplementation day:

Come to class on time. Remember that you have to meet asa class at school prior proceeding to your community.Check all the materials you will need. Make sure thateverything is complete.Implement the project according to the details provided onthe proposal. However, be flexible enough also to adjust toany circumstance the class may encounter during

implementation.Document your implementation accordingly. Take actionpictures and take note of any relevant observation.Conduct a project assessment. Every participant is expectedto perform the assessment.Make sure that the project venue is in order before the classleaves the barangay.


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Performing Community Service

CHAPTER 2

COMMUNITY VISIT PROTOCOLS


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PRIOR LEAVING FOR THE COMMUNITY

1. Students shall meet their Facilitators within the premises of theInstitute preferably in their respective classrooms. No classshall meet outside the campus.

2. Only the class Facilitator can accompany the students in theircommunity visits. Classes without Facilitators shall be dismissedand students attendance shall be taken by the CWTS Office.Community visits cant be substituted.

3. Facilitator shall orient the class with their community activities,expected outputs and itinerary of their visit.

4. The first attendance of the students shall be taken inside theclassroom.

5. The class shall go to the community together. No students willbe allowed to follow their class in the event that they came toclass late. Students are advised not to use personal vehiclesduring community visits.

6. The Facilitator shall coordinate with the community regardingtheir visit and any needed assistance. The Community RelationsOfficer shall give the contact details of the community prior thefirst community visit.

7. Be simple in dressing for community work. Avoid wearingattention-catching clothes and expensive jewelleries as well asbringing expensive gadgets like MP3 players, laptops and thelike. The Facilitator and the CWTS Office will not liable for anyloss.

8. Transportation arrangements shall be a prerogative of the class.The transportation fare, as practice, shall be shoulderedindividually.

DURING THE COMMUNITY ACTIVITY

1. The class shall have a courtesy call to the Barangay Chairman orany barangay representatives upon arrival to the community.

2. The Facilitator shall discuss the purpose of the visit and theactivities to be conducted.

3. Students are to observe proper decorum and behaviour. Beaware that in community work, you carry not only yourself butthe name of the Institute.

a. Be courteous and polite in conversing with people especiallythose who are older than you. Dont use curse or offensivewords.

b. Be a role model. Avoid showing disgust or annoyance if anyinconvenience were encountered.

c. Smoking and engaging in drinking session and gambling areprohibited.

4. Always observe the buddy system. Avoid wandering aroundthe community individually.

5. Integrate with the community and observe communityprocesses. Talk and interact with people in the community.

6. The students attendance shall be taken twice, upon arrival inthe community and before leaving the barangay.

7. Know the purpose and limitation of the visit. Dont make anypromises that the class cant fulfil. This will only give thecommunity false hope.

8. Document the community visit. Take pictures of the activitiesbeing conducted. Note observations and get full names of peoplewhom the class interacted with. If necessary, include theirposition or any relevant information.


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AFTER THE COMMUNITY ACTIVITY

1. The class shall proceed back to the Institute. There will be nodismissal of class in the community. All CWTS classes mustreturn to the school.

2. The Facilitator shall de-brief the class about the visit. Documentany incidents that occurred during the visit as well as studentsfeedbacks, observations, comments and suggestions.

3. Develop a plan of action for the next community visit.4. The last attendance of the students shall be taken after the class

discussion and de-briefing.

5. The Facilitator shall accomplish any of the required documentspertaining to the concluded community activity.


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Looking at the Society through Public Issues

CHAPTER 3RELEVANT SOCIETAL CONCERNS


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RELEVANT SOCIETAL CONCERNS

Relevant Societal Concerns deals with current issues or problem of acommunity or the country. It uses factual data to investigate theissue and to analyze the root, cause and effect of the problem.Through news clippings, articles, documentary films and othermaterials, a clearer picture of the societys problemsis created.

The objective of this endeavor is the following:to provide a comprehensive view of a social issue;to present the factors that influence the social issue as wellas areas that it affects;to show the complexities and relationship of the key playersof the social issue;to cite the positive and negative aspects of the socialconcern; andto create probable solutions or propose a plan to remedy theproblem.

COMPONENTS OF RELEVANT SOCIETAL CONCERNS

In looking at the issues of the society, there are several componentsthat need to be inspected to fully understand its dynamics. Theseare important information to have a good grasp of the issue and tocome up with better solutions or plan of actions.

1. Background of the IssueAll things have a beginning. Issues can be based on theoccurrence of certain situations or events. Looking at howthe issue started can provide insight on the root cause of the

problem and how it develops into the existing phenomenon.It is the baseline information in investigating the problem.

2. Key PlayersThese are the personalities connected to the problem. Theycan be the victim, initiator, advocate, contributor andspectator. These are people who influence, support,combat/resist or are affected by the issue. They playdifferent roles in the issue and influence its development. Itis also important to know their relationships and how itinterplays in relation to the issue.

3. Characteristics of the IssueThe issue can be categorized into a public concern or asectoral issue. With public concerns, regardless of personalbackground, status or other classification, people areaffected by the problem. All citizens can relate and fullyunderstand the problem. For sectoral issues, only a segment

or portion of the society experiences the problem. It can berelated to culture, beliefs or circumstances.

4. Effects of the IssueThese are the consequences brought about by the issue.These can be classified into areas such as economic, social,political and others.

PROCEDURES IN INVESTIGATING A SOCIAL CONCERN

Step 1 Select a social concern or problem currently happeningeither to your community, organization or the country.

Note: Refrain from choosing a private concern orpersonal issues. These are problems onlyselected people or individual are experiencing.

Step 2 Research on the social concern. Gather materials suchas news clippings, articles and other factual sourcesrelated on the problem. Be sure to verify the data andother information.

Step 3 Gather and process your data. Know the differentcomponents of the problem. Draw a timeline for events.

Show the relationships of the key players. Provide adiagram for the causes and effects of the issue.

Step 4 Analyze and interpret the data. From the root of theproblem to its most evident effects, inspect the meaningand importance of these components to the issue. Whatis its significance? What does it mean?

Step 5 Provide solutions and concrete plan of action to stop orprevent the problem or to improve the situation. It canbe in different levels such as in government,

organizations and citizen. It has to be realistic, feasibleand executable.


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CHAPTER 4POLICY EVALUATION


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DEFINING POLICY

Following rules and instructions are common occurrence in our dailylives. Written or unwritten rules that give directions to our actionsare observed and properly maintained. People conform to theseregulations to avoid conflicts and preserve order. This is true in amicro setting such as our own homes and in a macro level such asour country or in society.

For the government, policies are important to keep the country inharmony and peace. One may say that policies are laws or rules andregulations implemented by a certain authority. In the case of thecountry, it can be the laws, proclamations, memorandums andadministrative order issued by the government.

To provide an extensive definition of policy, Birkland (2005) cited thedescription of Anne Schneider and Helen Ingram. It states that:

Policies are revealed through text, practices, symbols anddiscourses that define and deliver values including goodsand services as well as regulations, income, status and otherpositively or negatively valued attributes.

He further explains this definition as:

Policies are not just contained in laws and regulations; oncea law or rule is made, policies continue to be made as thepeople who implement policy that is, those who putpolicies into effort make decisions about who will benefitfrom policies and who will shoulder burdens as a result.

Source: Birkland, Thomas A. (2005). An Introduction to the Policy Process: Theories,Concepts, and Models of Public Policy Making 2 ndedition. M.E. Sharpe, Inc.

PHILIPPINE LEGISLATIVE PROCESS

In the Philippines, a law undergoes a certain process before it ispassed. It can begin from an idea, an observation or a problem thatarises in our daily situations. It is then conceptualized andformulated into a proposal. The legislative branch of the governmentis responsible for this task namely the House of Representatives or

the Congress and the Senate. Here is a summary how laws aremade:

1. Filing/Calendaring for First ReadingA bill is filed in the Office of the Secretary where it is given acorresponding number and calendared for First Reading.

2. First ReadingIts title, bill number, and authors name are read on thefloor, after which it is referred to the proper committee.

3.

Committee Hearings/ReportCommittee conducts hearings and consultation meetings. Itthen approves the proposed bill without an amendment,approves it with changes, or recommends substitution orconsolidation with similar bills filed.

4. Calendaring for Second ReadingThe Committee Report with its approved bill version issubmitted to the Committee on Rules for calendaring forSecond Reading.

5. Second ReadingBill author delivers sponsorship speech on the floor. Senatorsengage in debate, interpellation, turno en contra, andrebuttal to highlight the pros and cons of the bill. A period ofamendments incorporates necessary changes in the billproposed by the committee or introduced by the Senatorsthemselves on the floor.

6. Voting on Second ReadingSenators vote on the second reading version of the bill. Ifapproved, the bill is calendared for third reading.


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7. Voting on Third ReadingPrinted copies of the bills final version are distributed to theSenators. This time, only the title of the bill is read on thefloor. Nominal voting is held. If passed, the approved Senatebill is referred to the House of Representatives forconcurrence.

8. At the House of RepresentativesThe Lower Chamber follows the same procedures (FirstReading, Second Reading and Third Reading).

9. Back to the SenateIf the House-approved version is compatible with that of theSenates, the final versions enrolled form is printed. If thereare certain differences, a Bicameral Conference Committee iscalled to reconcile conflicting provisions of both versions ofthe Senate and of the House of Representatives. Conferencecommittee submits report on the reconciled version of the

bill, duly approved by both chambers. The Senate prints thereconciled version in its enrolled form.

10.Submission to MalacaangFinal enrolled form is submitted to Malacaang. ThePresident either signs it into law, or vetoes and sends it backto the Senate with veto message.

Source: http://www.senate.gov.ph/about/legpro.asp

POLICY EVALUATION

According to an article by Shane Hall, policy evaluation is describedand discussed as an essential step in developing our society and itswelfare. This is the content of the article:

Public policy making does not end with the passage of legislationand the implementation of programs authorized by the new law. Thenext questions are whether the initiative achieved its objectives,what the effects were and whether any policy changes are needed.Policy evaluation answers these and related questions.

IdentificationPolicy evaluation is a systematic process for assessing the design,implementation and outcomes of public policies. Evaluation usessocial science research methods, including qualitative andquantitative techniques, to examine the effects of policies.Some policy scholars, such as political scientist James Anderson,

describe policy making as a sequential process marked by distinctsteps, such as agenda-setting, policy formulation, adoption andimplementation. For Anderson and others, evaluation is the final stepin this process. However, they caution that the public policy processis ongoing, with evaluation often resulting in policy changes, whichare then implemented and evaluated again.

FunctionPolicy evaluation enables all participants in the policy process,including legislators, executives, agency officials and others, tomeasure the degree to which a program has achieved its goals,assess the effects and identify any needed changes to a policy.

TypesThe two main types of policy evaluation are formative andsummative evaluation. Formative evaluation examines the operationsof the program, usually for the purpose of improving the programand assessing its implementation. For example, a formativeevaluation of a tutoring program would consider such measures asthe number of tutors, the number of students who participated,enrollment procedures and the amount of tutoring students received.

Summative evaluation asks whether the program achieved its

intended goals. If the tutoring program's goal was to raise studenttest scores in math, a summative evaluation would include ananalysis of math scores for students who participated. Often, thebest policy evaluations employ a comprehensive approach that usesboth formative and summative techniques.

ConsiderationsPolicy evaluation is rarely as simple or straightforward as somepoliticians suggest. Factors that complicate evaluations includeidentifying goals, measuring performance and isolating the effects ofpolicy from those of other factors. In addition, although it attemptsto assess policy in an objective manner, evaluation activities occur

within a political environment. Policy-makers often want immediate


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information on policy effects, but many programs have long-termeffects that will not be known in the short term.

Source: http://www.ehow.com/about_5368766_policy-evaluation.html

HOW TO EVALUATE POLICY

Step 1 Learn the legislative history of the policy you'reevaluating. All public policy exists in a political context,so it is important to know how a policy came to exist inits current form. The political process has a long historyof making deals to ensure passage of a particular law.Compromises made in the legislative process often affectthe implementation and the outcomes of a particularpolicy.

Step 2 Identify the key stakeholders in a policy. This meansidentifying not only the agency charged withimplementing the policy being evaluated but also theintended recipients of services.

Step 3 Describe the policy being evaluated. This evaluation willinclude an overview of the policy, its goals andobjectives, the agency or agencies charged with itsimplementation or enforcement and the activitiesundertaken.

Step 4 Collect the data needed for evaluation. The type ofevaluation you are doing will ultimately determine thetypes of data you'll need to collect.

Step 5 Analyze the data. Depending on the types of data youcollect and the nature of your evaluation, analysis mayinvolve qualitative, quantitative or a combination of bothmethods. When describing program activities orexperiences, qualitative analysis is appropriate.Quantitative analysis is used when trying to assesspolicy outcomes and impacts.

Step 6 Report your conclusions based on the analysis. Thisshould include specific recommendations for policychanges or program improvements.

Source: http://www.ehow.com/how_5048482_evaluate-public-policy.html

POLICY EVALUATION REPORT

Here are the procedures in creating a policy evaluation report:

1. Select an issue or policy area of interest.Topics might includeeducation, the environment, national security and defense,urban development or health care. Write about the background

of the issue you choose, describing the scope of the problem tojustify the need for government policy action. Be sure to addressany previous policy actions taken on the matter. Your reportshould also discuss the possible consequences for failure to act.

2. Specify appropriate criteria against which to compare publicpolicy proposals. The criteria should involve policy goals orpositive outcomes that improve the problem in question.Examples of outcomes include economic benefits, reduced costsfor taxpayers, improved student achievement, a cleanerenvironment or improved measures of public health.

3. Specify two or more possible policy solutions to the issue athand. These solutions should consist of specific actions thatcould be taken by a legislative or executive body, rather thanvague social changes that are beyond the scope of governmentpolicy makers. Compare the competing proposals, describinghow and to what extent each proposal addresses the problem,based on the criteria specified in step 2. Comparison andanalysis of policy alternatives will form the main body of yourpolicy report. An effective paper should consider the immediateand long-term effects of policy proposals. Consider not only thepolicy merits, such as the costs and benefits of each alternative,

but political factors as well. Policy-making occurs in an inherentlypolitical environment, so be sure to discuss the interest groupsand stakeholders that could be affected---positively ornegatively---by policy.

4. Recommend an action for policy makers to take, using empiricalevidence from your analysis and comparison for support.

Source: http://www.ehow.com/how_6513087_write-policy-report.html


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CHAPTER 5COMPREHENSIVE SWOT

ANALYSIS


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CONDUCT OF OCULAR VISIT: DATA GATHERING THROUGHOBSERVATION AND INTERVIEW

Prior the conduct of any community activity, the students are askedto get themselves oriented on the aim of the particular visit. Thepurpose, likewise, the limitations of the visit must be made familiarto the class.

The ocular visit, which will serve as their initial activity in thecommunity aims to provide the students a backgrounder on theconditions of the barangay they were assigned to. Through theconduct of observation and informal interviews with the local officialsand residents, the students are provided with an actual feel of howlife is at that community.

During this visit, the students are tasked to take note of the differentelements present in the community. As to make the observation forthe students much more convenient, they may already initially

cluster these elements according to the following:Social ElementsEncompasses the different elements found in the communitysuch as the demographic profile, housing, health andnutrition, customs and traditions, religious beliefs and therelationship and interactions of different social groups.

Political ElementsFactors concerning the existing political structure in thecommunity.

Economic ElementsThis may include points that affect the economic condition ofcommunity such as the peoples employment level, tradeand industries and the like.

Ecological Factors ElementsCollaboratively, this element refers to the air, water and landresources of the community.

Take note that the observation on ones assigned community is notcontained within its geographic boundaries. It will be quite helpful

for the class to also observe the situation around the vicinity of your

barangay. Remember that these factors may one way or another,also affect your community.

Maximize the limited time of your visit and ensure that you havesufficient data on your community prior your return to the Institute.Remember that in order to provide acceptable and realistic plans for

the barangay, the class must be familiarized with the communitythrough the data they have collected.

CLUSTERING OF DATA GATHERED: THE SWOT TOOL

With numerous data on hand, the next plausible process toundertake is to further classify them accordingly. Which data camefrom within and which ones came from outside the community?What can be considered as the communitys strengths andweaknesses? What data can be categorized as opportunities andpossible threats?

For the class convenience, a ready tool for analysis will be utilized inthis stage of the data processing. The SWOT Analysis, a tool usuallyused in performing industry analyses will be applied.

SWOT MATRIXOPPORTUNITIES

THREATS

STRENGTHS

WEAKNESSES

The SWOT Matrix

INTERNAL

EXTERNAL

[STEPS 2-3]

[STEPS 2-3]

[STEPS 2-3] [STEPS 2-3]

S-O [STEP 4a]

(OPTIONS)

W-O [STEP 4c](OPTIONS)

S-T [STEP 4b]

(OPTIONS)

W-T [STEP 4d](OPTIONS)


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STEPS IN PERFORMING THE SWOT ANALYSIS

Step 1: Collate and list the data gathered during the class ocularvisit. Together with the class, sift through these datawhich among is relevant or will be useful in performingyour SWOT analysis.

Step 2: Collaboratively discuss each item from the data gathered.Was the said data observed within (internal) thecommunity or outside (external)?

Take note that there are no exactly the same set ofobservations that the class may provide. Hence, theimportance of having a joint discussion with the wholeclass about the data they were able to gather fromobserving their barangay is necessary.

Step 3: Now that the class has already classified their data in

terms of its sources, the class may now further categorizeeach item as either:

Strength or Weakness for data classified under theinternal or

Opportunities or Threats for those data collected fromoutside the community

Strength if.. Weakness if.. Opportunity if.. Threat if..It should bemaintained

It should beremedied,

changedorstopped

It should beprioritized,

captured, builtonandoptimized

It should becountered,

minimizedand managed

Step 4: After listing, the class may now proceed with theassessment proper. During this point, options are nowidentified, based on the classified observations within andoutside their assigned community.

To make it easier for the class, a set of guide questionsare included below for additional references in identifying

and formulating possible options:

Step 4a Strengths - Opportunities [SO]:How can strengths be employed to take advantage ofthe opportunities?

Step 4b Strengths - Threats [ST]:How can strengths be used to counteract threats?

Step 4c Weakness - Opportunities [WO]:How can weaknesses be overcome to take advantageof development opportunities?

Step 4d Weakness-Threats [WT]:How can weaknesses be overcome to counteractthreats?

Options may be limitless, just make sure that what you willbe providing are feasible and are guided by the SMART[specific, measurable, attainable, realistic and time-

bounded] criteria.

THE USE OF OPTIONS

Make sure to give a thorough thought and planning on the optionsyou intend to formulate. These options will play a vital role in theidentification of appropriate or fitting programs and projects that canbe implemented on the community being assessed.

References: Raul Manaligod. [IM 218] Strategic Planning and Management in

Education Hand-outs Miriam College Foundation Inc.http://managementhelp.org/plan_dec/str_plan/str_plan.htm#anchor323314


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SAMPLE SWOT ANALYSIS

To further illustrate how the SWOT Analysis is performed, a samplebased on a pseudo-community in Pandacan, Manila is given below:

Step 1:CLASSIFIED OBESERVATION ON THE ADOPTED COMMUNITY

Social Aspect Political Aspect Economic Aspect Ecological AspectAccess to

governmentprograms beingoffered.

Conduct ofseminars on thefight againstprohibited drugs.

Use of prohibiteddrugs among OSYsof the barangay.

Residents activeinvolvement insports.

Active churchorganizations runby some youthsand adults of thecommunity.

Lack of productiverecreationalactivities for thechildren.

Multiple familiesresiding in onehouse.

Presence of out-of-school youths.

Easy access ongovernmentinfrastructuressuch as healthcenters and publicschools.

Improper wastedisposal by theresidents.

Rampant cases ofmalnutritionamong the school-aged residents.

Residences aremade-up fromeasily combustiblematerials.

Activeorganizationswithin thebarangay such as

YFC, Samahan ngmga Kababaihan.

Some residentsare not in favor ofthe currentbarangaychairman.

Presence of the oildepots near thegeographicboundaries of thecommunity.

A number ofindividuals areunemployed.

Vending as analternative source ofincome for thefamilies.

Most of the workingindividuals arecategorized as

contractualemployees.

Presence of activerailroad tracks nearthe community.

Majority of thefamilies haveacquired theservices of MWSS.

The community issituated near theEstero dePandacan.

Untidysurroundings.

Steps 2-3:SWOT MATRIX

OPPORTUNITIES

Access to governmentprograms being offered

Easy access on governmentinfrastructures such ashealth centers and public

schools Presence of the oil depots

near the geographicboundaries of thecommunity.

THREATS

Presence of the oil depotsnear the geographicboundaries of thecommunity.

Presence of active railroadtracks near thecommunity.

The community is situatednear the Estero dePandacan.

Untidy surroundingsSTRENGTHS

Conduct of seminars on thefight against prohibited drugs

Residents active involvementin sports

Active church organizationsrun by some youths andadults of the community.

Active organizations withinthe barangay such as YFC,

Samahan ng mga Kababaihan Majority of the families have

acquired the services ofMWSS.

Vending as an alternativesource of income for thefamilies.

Coordinate with theappropriate governmentagency for the conduct ofseminars that promote thefight against the use ofprohibited drugs

Strengthen the campaignto introduce availablegovernment education-related programs to thecommunity members.

Utilization of presence ofwater supply in theconduct of proper hygienepromotion.

Initiate water potabilitytests to check waterconditions of thecommunity.

Initiate campaigns thatpromote the restorationof the Estero dePandacan

Posting of variouswarning signs near therailroad tracks to helpprevent any accidents

WEAKNESSES

Use of prohibited drugsamong OSYs of the barangay.

Lack of productiverecreational activities for day-care-aged children.

Multiple families residing inone house

Presence of out-of-schoolyouths

Improper waste disposal bythe residents

Rampant cases ofmalnutrition among theschool-aged residents

Some residents are not infavor of the current barangaychairman

A number of individuals areunemployed.

Residences are made-upfrom easily combustiblematerials

Most of the workingindividuals are categorized ascontractual employees.

Offer alternative learningprograms for the OSYs

Seek possible programs assubstitute for daycareactivities

Organize residents forcapability and skillstraining, livelihood

programs and otherrelated seminars

Equip the unemployedindividuals with practicalknowledge on resumpreparation and jobinterview etiquette.

Delivery of seminarsfocusing on theIntroduction of a healthylifestyle through exerciseand presentation ofalternative and healthymeals families from thecommunity can prepare

Conduct seminars onresponsible voting

Provide skills-basedtraining workshops

Introduction of thedifferent means of properwaste disposal

Delivery of seminars thatfocuses on fire preventionand safety with first-aid

tutorial

INTERNAL

EXTERNAL