M Civic Welfare Training Service

(CWTS) Component Modules

O Topic Learning Outcomes:

Having completed this module, you will be

D
able to:
a. Explain the essence of understanding
one’s community;
b. Analyze the importance of needs
assessment;

U
c. Apply the analysis method

L
E
4
Introduction:
In module 4, you will be able to recognize the role of students in a community. The
was taken from the text of Ferrer, R. M., Peralta, E. P. D., Peralta, Guiwa, H. I. C., and
Crudo, E. R. P. (2023).

Understanding Philippine Communities

A. Definition of Community
A community is composed of people who engage and support one another
and who share common experiences, characteristics, belongingness, and close
proximity (Cobigo, Martin, & Mcheimech, 2016, p. 195).

It is a kind of “multilevel organization” made up of individuals residing near each

other in a specific geographical area. These individuals interact with each other based
on common attribute like activities, aspirations, ideas, and ideals, which set their group
apart from the rest (Ugnayang Pahinungod, n.d.)
With these definito0ns of what community is, different features can be derived,
such as:
a. a physical area with defined boundaries (geographical area);
b. a group or people with common interests and/ sets of values and aspirations:
c. a systematic organization with centers of governance and a system of
economic, cultural, and political life;
d. a system of interactions and interrelations; and
e. a unit concerned with the welfare and rights of its members.

Hence, communities are integral elements of our lives because our awareness and
understanding of our individuality and the concept of our “self” are shaped and honed
by our constant interactions with people and places we encounter.

B. Key Aspects

 Community – a group of individuals residing in a certain geographical or

functional area linked by shared or unique experience and cultures

 The Philippines is composed of diverse communities and is in a continuous

process of achieving unification despite evident culture and language
differences and challenges of conflicts, stereotyping, and discrimination.

Participatory Development
A. Participatory Development
• Development refers to increasing the quality of life of all people
• The participatory development is a bottom-up approach in developing a
community, wherein the people are involved in the process of sustaining
development

• The following are the characteristics of participatory development:

1. People-centered
2. Improves the quality of life
3. Develops critical and proactive thinking
4. Cultural relevant
5. Sustainable
6. Uses a bottom-up approach

• To make community works participatory, engaging, and developmental,

remember these useful and practical tips enumerated by Ugnayang
Pahinungod (n.d.):
1. Approach the community as if it is “different” to avoid complacency.
2. Because you are an outsider, you have to adjust to the situation of the
community. Respect the community’s cultures, traditions, and behaviors
at all times.
3. Consider putting yourself in someone else’s shoes. Remove all biases and
preconceived notions about the community and try to understand the
people based on how they see themselves.
4. The activities to be implemented should be relatable to people and
sensitive to their culture.
5. Be mindful of the concerns of the community given the resources that
they possess.

• The figure below shows the image of “The Philippine Development Plan
Framework” as the evidence of the bottom up approach in ensuing community
development. The said approach is what we call participatory development.
 Figure 3. The Philippine Development Plan Framework

Retrieved from https://pdp.neda.gov.ph/wp-content/uploads/2021/02/Pre-publication-copy-

Updated-PDP-2017-2022.pdf

Participatory Training and Community Education

A. Participatory Education and Learning
This is a philosophy and practice of education that is also called by other
educators as
non-formal education, adult learning, and popular education. This philosophy is
linked to
the concept of critical pedagogy and Freirean education (Castillo 1999; Linco, 2022)

The following are important characteristics and principles of participatory

education and learning:
Critique of - practice of “banking education”
conventional
education - the banking method produces obedient and unquestioning learners,
worker, and people who will continue to accept the inequities in society

- Freire offer a critique of this banking method and propose the

“problem-posing” strategy which is the critical pedagogy that can help
learners to become more critical individuals who are capable of
contributing knowledge and changing the society.
 - In Freirean method, the teacher is also a co-learner and a facilitator
which allows the students to become active participants in knowledge
creation.

Critical - Participatory learning is a kind of education that is directly linked to

awareness of local communities’ experiences and context (Grioux 2010; Ledwith,
community 2017). It is a process where the community develops its capacity for
issues more critical awareness of its everyday experiences. This process
provides opportunities that encourage poor people to deeply examine
their condition so that they can break free from “the culture of silence”.
It also allows people to gain self-confidence and to recognize the value
of their own knowledge.

- Critical awareness is important for planning relevant, responsive and

sustainable programs. The teacher encourages learners to question
reality by asking the question why and how. Doing so will lead students
to actively describe and analyze conditions, so that they can suggest
and decide on their next actions (Hope et al., 1995).

Learning as - Dialogue is an intentional and respectful interaction and conversation

dialogue between people in mutual inquiry (Ledwith, 2016). This means
outsider-volunteers and community member become open to new
ideas.
- Dialogue is also a means of surface everyday life issues and the root
causes of such concerns as deprivation and poverty.

Orientation - Dialogical education is not only about gaining more knowledge but
to collective also deepening the participant’s understanding of the community
action issues and concerns at hand.
- The deepened understanding must be used to actualize changes in
the society.
- Learning must be seen as contributing to developing the community
toward the attainment of more just and equitable processes.

Participatory education is a very appropriate educational practice in community

setting. It is also called as a transformative or a liberating kind of education because it
aims for social transformation. As community member construct new knowledge and
awareness of the world around them, they are able to transform themselves, their groups,
and finally their community.

B. Needs Assessment
Preparation in participatory learning involves two parts: (a) conducting the Training
Needs Assessment (TNA) or Learning Needs and Resources Assessment (LNRA); and (b)
designing the appropriated learning activities based on the assessment results (Vella,
2016).
The TNA or LNRA is a process undertaken to understand the experience and context of
learnings. It can be accomplished through the conduct of surveys, direct observation or
informal conversation.
 TNA or LNRA is an important preparatory process that seeks to understand what
learners or students need to learn, and what their prior knowledge, skill, and
expectations. It requires attentive listening and perceiving from the facilitator or
educator to understand what is relevant and meaningful for the learners (Vella, 2002,
2016).

Without needs assessment, we rung the risk of implementing a learning activity

that does not fit the needs and expectations of participants.

The important points of information that are usually gather during the conduct of
TNA or LNRA are the following:
o background of the participants (women/ men/ children/ adult;
education occupation and language or culture, among others)
o present situation of the participants:
o desired outcome (what conditions that participants hope to achieve);
o participant’s articulation of their learning needs in relation to the topic;
o participant’s expectation;
o prior knowledge and skills relative to the topic; and
o participants’ perceptions on why the learning activity is needed.

Designing the Learning Activity. After conduction the TNA or LNRA, the educator
needs to structure the learning activity to meet the needs of the learners found in
the TNA/ LNRA.

Below is the table of steps in Dialogue Education by Vella (2016)

Design step Needs to be identified

Who? the participants, number of participants, descriptions of the
participants (finding from the TNA/LNRA), the teachers
Why? the context of the problem; why this activity is needed
So that? the indicators of behavior improvements that are hoped to address
the situation
When? time frame
Where? venue of the activity
What? the content, what (ideas, feelings, skills) need to be learned
What for? Objectives (e.g., at the end of the activity, the participants are
expected to acquire the ability to….)
How? Learning tasks and materials

C. Methods in Participatory Education and Learning

The following are methods that can be utilized to maintain a participatory, open
dialogues, and engaging learning activity.
o Buzz Groups – this method creates an opportunity for all participants to
talk
o Role Plays – demonstrate real-life situations; powerful method to
increase self-confidence of the participants; understanding of one’s
roles
o Case Studies – understanding and analysis of a scenario; help
participants to learn decision-making and analyses of situations.
 o Simulation and Experiential Learning – assigned roles and/ or scenarios
where they need to make an appropriate decisions and actions
o Use of visual aids – pictures and visuals are powerful learning aids
(flipcharts, slides, pictures, black boards, videos, films, and models)
o Newspaper and other media – print or online news articles, essays,
feature, writing, reputable blogs, and other media relevant to the lesson
of topic can jumpstart discussion
o World cafě – collecting ideas for a limited amount of time
- Sets of questions are laid on different tables and learners
rotate
on these tables to give responses to specified issues.
Participants build on the knowledge and notes left by
previous groups. On the last respond, each group will stay
on the final table. They will summarize the result of all the
notes and them to the plenary.
o Digital storytelling – share stories and personal narratives through digital
technologies
o Other creative methods - dance, movement, poetry, stories, song, and
music

D. Preparing, Implementing, and Evaluating Learning Activities

Preparations. After conducting the TNA/LNRA, educators need to prepare an activity

plan to guide the conduct of the learning activity. Below is a sample of a learning
activity plan.

Time Objective/Topic method format Facilitator-in- Materials

charge needed
9:00 AM Opening Discussion Plenary
9:00 AM Getting-to- games Small groups Facilitator Bond paper
know Exercise

Sources: Adapted form Pretty et al. (1995) and Masterman and Craft (2013)

Implementation of the Actual Activity. Educators need to exercise flexibility during the
actual implementation of the learning activities because of uncertainties that may
occur during the conduct of the actual session. Depending on the reception of the
participants, changes in the number of participants, unforeseen changes in time and
venue, and other uncontrollable factors, the educator need to apply adjustments to
the activity plan.
Other tips during the implementation of a learning activity may include the
following (Pretty et al., 1995):
o Make eye contact
o Smile. This can make the participant relax
o Do not be afraid of pauses. This can help participant so reflect
more on the lessons discussed
o Speak clearly
o Talk to the participants casually as they start arriving at the activity
venue.
 o Get to know the participants more
o Document the learning activity from start to finish.

Evaluation and Post-activity

o The participants give feedbacks on their thoughts and feeling regarding
the learning activities. Feedbacks like:
- Expectations were met or not
- Suggestions for improvement
o Post-activity tasks also involve learning om the evaluation, systematizing
the activity document, re-planning for future activities, and community
action planning.
o Community planning is important to translate knowledge and skill learned
from the activity to create collective actions.

Preparation

Actual
Post-activity Learning
Activity

Figure 4. The Learning Activity Cycle

F. Key Aspects

 Participatory educators need to understand the principles of liberating and

transformative education: open dialogues, critique, critical awareness of
community experience, and orientation to collective action.

 A learning activity plan serves as a guide for facilitators. It outlined the aims and
objectives of the whole and specific sections of the learning process; the rime
frame’; methods and format of learning; the needed materials; and the persons
involved in the roster of activities.
 Initiating Participatory Community Development Projects
A. Community Participation
This is the people’s engagement in projects concerning their area, with the goal
of solving their own problems and dilemmas. Community participation can take place
during any of the following activities: (1) Needs Assessment; (2) Planning; (3) Mobilizing;
(4) Training; (5) Implementing; and (6) Monitoring and Evaluation.
It is advantageous for the community to participate in all stages due to the
following reasons.
 It motivates people in the community to work collaboratively.
 People feel being part of their community and they acknowledge that their
involvement in development work is beneficial.
 People recognize the prospect of improving their own lives and the whole
community.
 People feel a “sense of ownership” of the development work or project as
their ideas and actions are considered.

B. Stakeholder Analysis: An Important Tool for Participatory Projects

Stakeholder analysis. This is employed to gather information about the important

actors in a community. This issued to develop strategies, implement activities, and
understand the context and feasibility of a proposed community project.
The steps in conducting a stakeholder analysis are the following:

1. Identify the key stakeholders and their Who has more to lose?
interests Who are threatened?
What resources are at stake?
Who are most depended on these resources?
Who has the claims over the project of the
resources, either legally of by unwritten rules?
Who has the most Knowledge about the project of
the resources?
Who will be affected?

2. Assess the influence and importance Who makes the decision on important issues?
of each stakeholder Who holds positions?
Who is influential?
Who will promote or support the project?
Who may obstruct or hinder the project?
Who has been involved in the past?
Who should be more involved this time?
3. Identify who best to engage all Depending the stakeholders involvement, a group
stakeholders may be consulted, involved in a dialogue, provide
information, or involved in the actual work.
 MORE
INFLUENCE

Information giving Dialogue

e.g., media, opinion formers e.g., government departments, other NGOs

LESS MORE
IMPACTED IMPACTED
UPON UPON

Information gathering Consultation

e.g., general public e.g., local communities

LESS
INFLUENCE

Figure 5. Stakeholders Analysis Grid (Thompson, 2012)

C. Participatory Appraisal Techniques

These techniques can be utilized for assessment activities, program design,
implementation, monitoring, and evaluation. The community members themselves
analyze the situation, design project, and implement activities. Although there are many
techniques, the four essential tools in participatory appraisal are:
 mapping - beneficial in plotting location and pathways of
resources
 ranking - usually employed in prioritizing problems to be
addressed and projects to be implemented;
 diagramming- shoes the relationships between two or more
concerned people or groups
 discussion - useful in gathering data from different sectors
like
women, farmers, and barangay leader, among
others

A. Problem Tree Analysis

A tool that requires the community to analyze the root causes of their
problems. It scrutinizes a core problem and examines its root causes and effects
(IIRR, 1998).

The image shown is an example of problem tree analysis.

 Effects
These are the results that will take place if the core problem is
note resolved.

Core Problem
This is important issue that the community wants to
address.

Root causes
These are the sources of the core problem.
Addressing these problems may remove the
core problem.

Figure 6. Problem Tree Analysis

Retrieved from https://mspguide.org/2022/03/18/problem-tree/

B. Objective Tree Analysis/ Solution Tree

This is another useful participatory tool that urges the community members
to come up with means to solve their collective issues. While the problem tree asks
why a problem exists, the objective tree asks how it can be solved. It identifies
alternative methods to fix community dilemmas.

The objective tree is typically constructed parallel to the problem tree.

Steps are the following:
Step 1. Project purpose. This mentions the general aim of the program or
the activity, it is guided by the focal or core problem statement in the
problem tree.
Step 2. Results. These are the statement of the specific targets of your
activity. The root causes from the problem tree guide the formulation of this
section.
Step 3. Overall objectives. These are the outcomes of the project. They ask
the question: “What would happen to the problematics situation if the root
causes were addressed?” these are based on the effect portion of the
problem tree (Chevalier & Buckles, 2019).
 Problem Tree Objective Tree
Effects Overall objectives

Focal problem Project purpose

Causes results

Figure 7. Transforming a Problem tree into an objective tree

Table 4. Sample Objective Tree Based on a Problem Tree

Problem Tree Objective Tree

Effect: Outbreak of diseases Overall objective: Prevention of waterborne

diseases

Core problem: Flooding Project purpose: Flood prevention

Root cause: Excess garbage Result: Decreased garbage production

G. Key Aspects

 Community Participation – refers to people’s involvement in projects

concerning there are or community

 Stakeholder analysis – gathers information about the important actor in a

community for a proposed project

 Some participatory appraisal techniques are mapping, ranking,

diagramming, and discussions.

 Problem Tree Analysis is a tool that requires the community to analyze the
root causes of their problems.

 Objective Tree Analysis is another appraisal tool usually succeeding

problem tree analysis.
 Facilitation Skills and Demonstration
A. Facilitation
This means encouraging and empowering group members to voice out their
thoughts and opinions, especially in important matters. A facilitator creates an
environment of collaboration and a safe space for all participants to share their ideas.

A facilitator needs to remember the following principles:

 Stay neutral – impartial toward the content of the discussion
 Actively listen – listens to all sides of the discussion; pays attention to
the ideas and opinions of all group members
 Ask questions – ask more questions instead of providing answers;
these inquiries are used to probe information, test assumptions, and
build consensus
 Paraphrase members’ insights – restates what the members have
said
 Summarize discussions – summarizes the discussion points to make
sure everyone is on the same page to check for accuracy (Bens,
2017)

B. Principles of Experiential Learning

Experiential learning is best achieved by way of a dialogue. The term dialogue
came from the Greek words “dia,” which means between, and “logos,” which means
word. Thus, the combination of the words “dia” and”logos” is equal to “the words
between us.”

The following are 12 principles to initiate, sustain, and cultivate dialogues in

experiential learning (Vella, 2002).
 Needs assessment – involvement of learners in identifying what needs to be
learned
 Safety – ensuring safety in the process and the learning environment as initiated
by the teacher of facilitator
 Sound relationship – productive and good relationships between teacher and
students, and among learners
 Sequence/ reinforcement – chronological sequence of learning content and
reinforcements
 Praxis – learning by doing of the merging of action and reflection
 Respect for learners – respecting learners as active decision-makers
 Ideas, Feelings, and Actions – the cognitive, affective, and psychomotor
dimensions of learning
 Immediacy – immediate use and relevance of the learning acquired
 Clear Roles and Role Development – clear roles of all learning participants and
development or more active roles in learning
 Teamwork – groupwork and the value of using small groups
  Engagement – commitment and involvement of the learners in the learning
process
 Accountability – responsibilities of both educators and learners in the learning
process

These principles are interconnected with one another, and one cannot be
excluded without affecting the dialogue. It is also worthy to note that there are six (6)
concepts that we must remember in dialogue education, to wit:

 Relatedness. These 12 principles are related to one another. Every activity we do

in designing and teaching is related.
 Holistic perspective. The whole exceeds the sum of its parts. Learners learn
beyond what is being taught.
 Duality. Learning can be characterized by two opposing forces that when
combined creatively becomes an agent of change.
 Uncertainty. All knowledge is constantly constructed and reconstructed as
applied to new contexts.
 Participation. Each learner perceives the world different depending on his or her
context. We recreate the words as we perceive it.
 Energy. Learning needs energy. The principles and practices of dialogue
education are selected to evoke and support the energy of learners (Gall, 2011;
Vella, 2002)

C. Development of a Course Design

The table shows seven design steps in the development of a course design.
Design Questions Example
steps

Who? Who are the learners? Participants:

Who needs to be present? A 15-year-old nongovernment
How many will attend? organization (NGO) with a total of
18 employees that provides free
food for vulnerable elderly.

Why? Why does the present context Present situation:

necessitate this course? Currently, the employees
Why are the desired outcomes conduct a lot of time-consuming
crucial? meetings. They wat to make their
meeting more reasonable.
What do the participants need to
demonstrate as an outcome of the Outcome: They will be able to
learning session? plan, organize, and create more
effective meetings.

When and When is the course? Time frame:

Where? What time is fit for the course? Wednesday, from 7 to 9 in the
How long will the course be? evening
Where the event of the delivery of
Site:
the course be?
Church premises; it needs a
spacious room with chair for 20
 people, tables, and a writing
board.

What? What is the content of the course? Content: Skills, knowledge,

What is the best mode for delivery? attitudes:
Common problems and
dilemmas that are typically raised
in NGO meetings; the principles
and practice of an effective
meeting; skills in negotiation and
conflict management in
meetings

What for? What are the purposes and Achievement-based objectives:

objectives of the course? By the end of this two hour session
What are the goals of the course? we will have identified some
What are the expected outcome of concerns that we deliberate
during meetings; examined the
the course?
principles and practice for an
effective meeting; and
demonstrated techniques in
negotiation in meetings

How? How can the course be delivered Learning needs and resources
properly? assessment, learning tasks and
How can the participants aptly learn materials
from the course? Materials: a case story and a list of
principles for effective meetings
How can the course create an
impact to the lives of the Learning needs and resources
participants? assessment: a short online survey
will be conducted, and the draft
content of the learning session
well be sent to selected
participants for feedback

C. Learning Transfer and Impact

Learning is what takes place in a session as a result of intentional teaching.

Although it cannot be exactly determined what people will learn in a session, t is only
apt to identify the expected indicators of learning and to design the sessions to achieve
the indicators. The WHAT, WHAT FOR, AND THE HOW questions can make these things
happen.

A learning task has four important elements which are the following:
 inductive work – anchoring or contextualizing theories to the life
and culture of the community members
 input – encouraging the learners to harness new knowledge they
learned in their actual contexts
 implementation – encouraging the learners to harness the new
knowledge they learned in their actual contexts
  integration – asking for commitment from the community members
to immediately relate the topic to their lives and to continuously
deepen their learning o the said topic

Transfer of learning is measured by the behavior that takes place after the
course, seminar, or training session is complete. Community member get back to
their respective homes, workplaces, or communities, and begin to apply what
they have learned from the training session. They put concepts into action and
practice new skills. These actions are indicators of transfer and can further be
documented or measured (Vella, 2016).

E. Key Aspects

 There are 12 principles of experiential learning as enumerated by Dr. Jane

Vella.

 The six concepts in dialogue education are relatedness, holistic perspective,

duality, uncertainty, participation, and energy.

 The seven design steps include the seven questions of WHO, WHY, WHEN,
WHERE, WHAT, WHAT FOR, and HOW

 The four types of learning tasks are inductive, work, input, implementation and
integration.