Unit 1: Concepts and Perspectives of Community

Lesson 1: Definition of Community

Objectives
At the end of the lesson, you are expected to:
 Define community based on the perspectives of social science, institutional, civil society,
and local and grassroots level
 Cite examples of communities based on each perspective
 Determine the goals of communities in each perspective
Introduction
In this lesson, you will learn about the definitions of community in different perspectives
and ideas of every fields in our society. Wherein each perspective explains and defines how
Community place a role in the society that has a huge impact to you and to many.

Lesson Proper
DIFFERENT PERSPECTIVES OF COMMUNITY
SOCIAL SCIENCE PERSPECTIVE
 Community as composed of people interacting with one another, sensitive to each other’s
emotions, as well as interests and subjective points of view.

Basic concepts from each field of Social Sciences related to the idea of Community
Anthropology - This field examines the various aspects of humans, such as their biology,
behavior, culture and social interactions. It may also study how people adapt their ways of living
to different environments.
Ex. Determining ways to help a community solve health-related concerns.
Economics - This field studies the production, allocation and consumption of goods and services.
In any community, one finds various forms of wealth distribution. The ultimate goal of improve
the lives of people, such that their needs are satisfied.
Political Science - This field encompasses the various ways and means of allocating power,
influence, and decision -making. This includes types of governments and management systems,
and how people in small bands or informal groups make decisions when they do not have a
recognized leader. All communities have some form of political system. The members of a
community should understand how its political system works, how power and influence are
distributed (though not always the same way) and what changes occur.
Psychology - This discipline studies the human mind, brain, and social behavior. This extends to
interactions between people and interpersonal relationships. It comprises a variety of different
subfields including abnormal psychology, developmental psychology, cognitive psychology, and
social psychology. Psychology in general is most often associated with the study, diagnosis, and
treatment of mental illnesses.
Sociology - This field is the study of society, social order, social interactions, and culture. It
introduces the concepts of social capital and communitarianism. Social capital is defined as the
networks of relationships among people who live and work in a particular society for the
effective functioning of the community. The concept of communitarianism explains the
connection between the individual and the community. Every person has a special role in one’s
society, and it is part of human nature to relate with other people in various conditions or
situations.
INSITUTIONAL PERSPECTIVE
Concept of Community in Three Different dimensions
1. It is an existing establishment or physical space where members of the community go
for a certain purpose.
Ex. companies, hospitals, or educational institutions.
2. Institutional community as a social model. This is defined by networks and
institutions where community groups are formed in certain areas such as schools,
churches and companies, and members gather to meet their needs.
3. Community is composed of the ways people act, interact with other, react, and expect
each other to act and interact.
Ex. Marriage, friendship, roles such as mother or police officer, status or class, and other
patterns of human behavior.
This dimension presents how people act in relation to each other. It includes their
expectations, assumptions, judgments, predictions, responses and reactions. Ex. “Father” is both
a role and an institution. So, this explains that in a community, its social organization is the total
of all those interrelationship and patterns.

CIVIL SOCIETY PERSPECTIVE

Stresses the idea of forming a group, foundation or an organization in the service to
society. This perspective views society as a community of citizens linked by common interests
and collective activity.
Ex. People’s organizations, civic organizations, and social movements.
This is considered the affective model of community since a sense of belonging is achieved due
to the collaboration of shared interests and identities in serving the humanity. Groups of people
together regardless of location, and organize plans to render support and assistance to society.
Examples of civic organizations in the Philippines
 ABS CBN Foundation
 Ayala Red Cross Foundation
 Boy and Girl Scouts of the Philippines
 Caritas Manila.
The human rights movement is an example of a social movement.

The following are groups that seek to help alleviate poverty and empower the urban poor
to improve their standard of living.

Gawad Kalinga Community Foundation

 Began a 10- year journey to end poverty for five million families in 2014. The founder of
this project empowers community members to become self-reliant by building up its
people towards unity and self-governance. Each resident helps each other to build their
homes. This is how the members of the community can work together to build hope and
foster a sense of fulfillment.

World Vision (Philippines)

 It has been in the Philippines for 60 years to care for children and build sustainable
communities. People are empowered to carry out their community development
processes and sustain improved livelihoods. This group has helped improved the lives of
more than 120,000 children and 16 million Filipinos.

National Economic and Development Authority (NEDA)

 A program of the government that improve the lives of the poor. With the approval of the
President: the Ambisyon Natin 2040 (A Long-Term Vision of the Philippines). Prominent
thrust of the vision is the emphasis that the economic growth must be relevant, inclusive,
and sustainable leading to a prosperous, predominantly middle-class Filipino society
where no one is poor. Introduces an aggressive intervention to increase opportunities for
the poor to participate in the growth process. aforementioned

Those community organizations and government program are examples of the support given to
communities to improve lives of the people, and will gradually serve as a way of life for these
underprivileged families.

Doctors and dentists in different communities come together to organize medical and
dental missions, especially for families affected by calamities. During the typhoon Haiyan hit the
country in 2013, children and the elderly became weak and sick, and a medical mission was
implemented to improve their health condition.
 Activity
Direction: Imagine that the government invited you to volunteer and join in
different programs or projects. Cite four (4) different programs or projects that
you want to be involved in and why is it essential to you?

YOU as a
Volunteer

Evaluation
Direction: Identify what is ask in each sentence. Write your answer in the blank
space provided.
_________ 1. The community uses self-organization.
_________ 2. The community is formed by similar purpose.
_________ 3. This community emphasizes volunteerism.
_________ 4. The community is a group of people relating with each other in a society.
_________ 5. This community consists of members that are linked together by common interests.
 Lesson 2: Essential Aspects of a Community
Objectives
At the end of the lesson, you are expected to:
 Identify the aspects and structure of the community.
 Understand community dynamics and processes.
 Determine the important role and functions of a leader in a community.
 Explain the importance of community relationship
 Discuss social changes and their significance in a community.
Introduction
This lesson focuses on the significant structures and aspects of the community. Which
includes demographics, geography and environmental influences, beliefs and attitudes, local
politics, local economy and businesses, income distribution, housing, educational facilities and
program, health and welfare systems, sources of information, and public opinion.

Lesson Proper
ASPECTS OF A COMMUNITY
Awareness of the essential aspects of the community is necessary in aiding the residents
to reflect on ways to be positively involved in its improvement. The poet John Donne famously
said, “No man is an island,” referring to humanity’s interconnectedness and the belief that
humans are and always will be social beings.

Aspects Factors to Explore

 Population size (total number of persons living in the
community)
 Density (ratio of people to the space they inhabit)
 Heterogeneity (the extent to which community members have
diverse characteristics)
 Ethnic groups in the community
Demographics  Names given to various parts of the community
 Areas known for having their own characteristics
(ex: industrial area, blue collar families)
 Isolation from or closeness to other communities
 History of the area
 Changes and development in the area

Geography and  The community’s physical environment

Environmental  The community’s location and proximity to highways, bodies of
 influences water, or mountains
 Existence of recreational areas
 Concerns regarding environment hazards such as pollution,
power
shortages, among others.
 Cultural values, traditions, and beliefs of various segments of the
population
Beliefs and
 Spiritual and political values of the residents
Attitudes
 Available social agencies and the help they can extend
 Perceptions of residents as part of the community
 Structure of government
Local Politics  Decision-making power and control
 Major issues currently in debate
 Businesses, factories and other sources of employment that
characterize the community
Local Economy
 Nature of businesses (owned by local residents or government)
and Business
 Employment profile of residents
 Adequacy of public transportation
 Public assistance benefits available to residents
Income
 Median income level of residents
Distribution
 Income levels and corresponding percentage of population
 Housing conditions
Population density
Housing
Types of housing
Ownership status of houses (rental, real estate, etc.)
 Education system
 Extent of community support
 Existence of public or private schools
 Adherence to intended curriculum of the Department of
Educational Education
Facilities and  Attention to special population (e.g., children with special needs)
Programs and to cultural differences
 Extent to which education brings out the best in the children
(participation in competitions, profile of graduates, training
students holistically).
 Adequate preparation for adults to enter the labor force
 Adequate numbers of health professionals and specialists
 Accessibility to area residents
 Social service programs
Health and Welfare  Respect of service providers to the needs and values of minority
Systems populations
 Availability of fire and police protection
 Safety of the environment
 The residents’ view on public safety and justice system
  Presence of TV and radio stations and newspapers which provide
the people information and perspectives on current events
 Community organizations’ capacity to update residents on
Sources of important
Information and information
Public opinion  The capacity of the sources of information to enhance the
residents’ skills to promote positive social change
 The presence of community leaders who speak for various
marginalized subgroups
 Overall assessment of community’s functioning
Summary
 Dealing with social problems (youth gangs, poverty, abuse)
Assessment of
Community Issues  Gaps in social, health care, and other community and educational
services

DYNAMICS ANP PROCESSES

Community power
is the capacity of the community to exercise control over activities and seek
ways to employ available resources to establish a stronger and successful community.
It is imperative to understand the nature of community power. The determinants in
understanding this include the members’ knowledge of who has the authority to make decisions,
who controls/influences the flow of resources, who is not part of the decision-making process,
how to build community power from both within and outside of the community, and the ability
to develop inclusive and effective community programs.

The diagram shows the importance of

knowledge, relationship, programs, members and
leaders in achieving an effective community
power.

Leadership
A leader is generally defined as the person who has the responsibility of controlling or
taking charge of a particular group. This important figure will guide the members to carry out the
plans in pursuit of the groups objectives. The guidance of a good leader in a group ensures the
coherence of plans and better implementation of programs.

There are components in improving leadership in a community, and these points would
be very essential to this nation’s community leaders:

Effective Communication An open line of communication is highly recommended for

leaders and their constituents. There should be free access
to important information concerning social issues and
public matters.
Development of Social Capital
Developing a resilient capital is among the most important
Building
contributors to successful community leadership.
Community Engagement It is important to encourage young leaders to participate.
Train younger generation of leaders so that they are ready
to take over when the time comes.
Collaboration It is necessary to collaborate across and within
communities. Leaders should learn to build “bridges” and
cooperate across communities. Develop networks among
community leaders within diverse fields.

These major components of being a better leader will help improve communities and also
improve the relationships of their residents.

Relationship
The success of a community will be more meaningful if its members have harmonious
relationships with each other. This is vital for members of both geographical and non-
geographical communities. In forming relationships, persons can give and receive support,
encouragement, praise and information. This can provide feelings of belongingness and
connectedness that most people seek in one way or another regardless of one’s belief system,
cultural background or areas of interest.

Social Change
Changes that occur in the social order of a society. These changes may be
related to nature, social institutions, social behavior, or social relations. Social change can be
driven by cultural, religious, economics, scientific, or technological forces.
In Sociology, it is similarly defined as the collaboration of mechanisms within the social
structure characterized by changes in cultural symbols, rules of behavior, social organizations, or
value systems.
In society today, leaders recognize the potential of people in terms of their skills. Thus,
education is expanded, and now includes skills training. This opens up opportunities for social
change, allowing less privileged individuals to receive certificates or diploma by attending
government-owned institutions and vocational schools that can give them an edge in pursuing
employment, whether locally or internationally.
The roles of women today also brought changes in society in terms of leadership. Women
empowerment has also significantly contributed to society. This factor of social change allows
women to express their ideas freely, and take part in the different programs of society.

Activity
Direction: Interview at least 5 people from your community and ask them to
describe the community’s structure based on the following factors. Summarize
and reflect on their responses.

Aspects/Structures Description
Demographics

Geography and
Environmental
influences

Beliefs and Attitudes

Local Politics
Local Economy and
Business
Income Distribution
Housing
Educational Facilities
and Programs

Health and Welfare

Systems

Sources of
Information and
Public opinion

Summary Assessment
of Community Issues

Evaluation
Direction: What is your personal thought on the dynamics of Community introduced in this
lesson? Write your personal ideas below.

Community Power
_____________________________________________________________________________

______________________________________________________

Leadership
_____________________________________________________________________________

______________________________________________________

Relationship
_____________________________________________________________________________

______________________________________________________

Social Change
_____________________________________________________________________________

______________________________________________________

Lesson 3: Typologies
Objectives
At the end of the lesson, you are expected to:
  Distinguish between formal and informal types of communities
 Compare rural and urban communities
 Define local and global communities
Introduction
In deepening ones understanding of the concept of community, it is necessary to be aware
of some of its typologies. The community is categorized into types that will help the student
realize one’s contribution to the betterment of society. These types are formal and informal
communities; rural and urban communities; and local and global communities.

Lesson Proper
FORMAL AND INFORMAL COMMUNITIES
Formal Organization
Ex. business firm, where people are assigned positions based on their job descriptions and
functions.
Informal Organization
Ex. group of jogging enthusiasts who meet once a week at the city park

The Differences between the Formal and Informal Groups.

Formal Informal
The group is created as per official authority, The group is formed according to the likes,
to fulfill certain goals or objectives interests, and attitudes of the members.
The group possesses a systematic hierarchical The group has a loose structure, and the
structure members join to satisfy their social needs.
The position of a member defines his/her Every member is as important as any other
importance in the group member.
There is a professional relationship among There is a personal relationship among
members members.
The flow of communication is restricted due The flow of communication stretches in all
to the chain of command. directions.

RURAL ANP URBAN COMMUNITIES

Communities may be located in either rural or urban areas. These areas have
distinct characteristics
The following are the three general characteristics of rural areas:
 1. Population density is found to be low, meaning few people populate the entire
community, and they tend to live far apart from each other.
2. The area is situated geographical distant from larger urban areas
3. Each area typically specializes in a particular form of livelihood, such as farming.

The characteristics of urban areas are as follows:

1. There is a higher population density, with more diverse subgroups (ethnic, racial,
cultural, age, sexual orientation)
2. Various industries and businesses are found in the area.
3. A large portion of the people live in rented apartments or homes.
4. Transportation is readily available, although this may be costly.
5. Urban areas are highly developed with many buildings and structures.
6. Traffic and noise levels are high in these areas.
7. The large population gives rise to close interactions among many people, as well as
more intense political involvement among citizens.

LOCAL AND GLOBAL COMMUNITIES

Local Community
 characterized by close social integration and physical proximity.
 defined as a group of people sharing the same environment and conditions such as intent,
belief, resources, preferences, and needs and risks.
 consist of business operators, public agency staff, and residents with interactions that may
include sharing of resources, information, and assistance.
Global Community
 a system characterized by integration and interaction between individuals and groups
away from each other in time or space or both.
 the word “Global” refers to the nations of the world considered closely connected by
modern telecommunication, though they are economically, socially and politically
independent (Sebastian, 2009, and dictionary.com).
The domains and certain aspects of local and global communities intertwine.
Establishments, programs, and other events that started in a local setup may eventually grow
to have a global presence, such as the Jollibee fast food chain. Proposed plans and programs
in a local community, when implemented successfully, may reach the global community, and
gain traction there as well. Local outreach activities have also reached global awareness, and
concerned individuals and organizations extend support to calamity victims regardless of
nation. This emphasizes the significance of upgraded technological systems that improve
communication within both local and global communities.

SECTOR

Community Sectors
 are various groups or subdivisions of the larger community divided based on
characteristics such as social, political, economic, cultural, and religious beliefs.

The various sectors that exist in all communities may be categorized according to the
following:

Sector Inclusions
medical and mental health professionals; pharmacists and
pharmacies; hospitals and other in-patient facilities, clinics, non-
Health
traditional health practitioners; public health agencies and systems

public and private preschools, K-12 schools, colleges and

universities school committees, school administrators, teachers,
Education other educational institution employees; parents, students, state
boards of education; adult basic education (ABE) and English as
Second or Other Language (ESOL) programs
the local and state police, the court system - judges, probation
Law
officers, prosecutors, court-appointed defense lawyers, court-mandated
Enforcement
programs for offenders
regional, provincial, state, local, and tribal government
Government
bureaucracies, agencies, and officials, both elected and appointed
from the self-employed carpenter to the multinational corporation with
Business
a local facility
youth themselves (generally viewed as ages 18 and younger) and
those who work directly with them (youth violence prevention and
Youth outreach programs, Big Brother/Big Sister, Boys’ and Girls’ Clubs,
scouting, etc.) parents, human service, culture, and
sports/recreation sectors
newspapers and magazines, radio, and TV, vast array of blogs,
The Media
videos, online news, and other materials available on the Internet
non-profit professional and volunteer organizations that provide free
or affordable services such as job training, food, shelter, elder services,
Human Services
services for individuals with physical or mental disabilities, support and
advocacy for immigrants, among others
places of worship and their members, religious organizations (e.g.,
Knights of Columbus, CBCP) of all faiths, may include the
Religion
hierarchy of a national church as well (a Roman Catholic
archbishop, for instance)
Service/Fraternal The Lions, Masons, Rotary, Kiwanis, and other local and national or
Organization international service organizations, college fraternities/sororities or
other local and national social clubs, as well as veterans’ organizations
and the
like individuals for or against political issues, supportive of
existing institutions.
(“Friends of” the local park, a school playground volunteer corps),
Community oriented toward economics (groups that volunteer to help non-profit
 Activist and small business owners with financial and business plans), or more
Volunteer generally concerned with the quality of community life (e.g., block
Groups associations, organizers of community festivals)
artists such as musicians, dancers and choreographers, writers, actors
and directors, designers and visual artists, as well as arts organizations,
Culture theaters, orchestras, museums, galleries, and those who work as
support staff in the arts - stagehands, cameramen, electricians, set
builders, etc.; regular consumers and supporters of the arts
both public and private non-profit housing agencies and organizations
that provide rent subsidies and/or affordable housing, as well as
Housing developers who build market-rate and upscale residential and
Development commercial properties may include everyone from fair housing
advocates to those who own and/or manage urban real estate worth
millions of pesos
sports clubs, town or county recreation departments, amateur and
professional athletic associations, public and private sports and
Sports and
recreation facilities, gyms, coaches, personal trainers, recreation
Recreation
leaders, and camp directors, as well as those who participate in these
groups as athletes, spectators, or supporters
individual environmentalists, international, national, and local
environmental organizations, conservation land trusts, recreational
The hunters and fishermen, rock climbers and mountaineers, wildlife
Environment biologists and botanists, ecologists, hikers, canoers/kayakers, and
other outdoor people, hydrologists (water specialists), those who
make a living from a pristine or carefully-managed environment
confined to rural areas, may also include dairy farmers,
Agriculture cheesemakers, winemakers and vineyards, and food processors and
packers, includes all consumers of the food produced

Every sector plays an important role in society and focuses on the appropriate projects
related to their sectors objectives. The members of each sector will determine ways to address
related concerns and strengthen their good programs.

SOCIAL SPACES

Social space
 a physical or virtual space which members of the community visit or
where they stay. Some examples of social space include the social center, online social
media; or other gathering spaces where people gather and interact.
Some social spaces are owned by the government, such as town squares, parks, and beaches.
These are spaces generally open and accessible to people. Private social spaces, on the other
hand, are owned and regulated regularly, such as shopping malls. These social spaces maybe
used by community residents for their gatherings or simple recreation activities.
 Activity
Direction: Upon reading the lesson what do think are the advantages and
disadvantages of having a Formal and Informal group, and living in Rural and
Urban areas.: List down at least 3 advantages and disadvantages.

Advantages Disadvantages

Formal Group

Informal Group

Rural Area

Urban Area

Evaluation
Direction: Identify what is described in each sentence.

________ 1. This is referred to as group where the flow of communication is restricted.

________ 2. This is defined as a function of system integration and interaction between
individuals away from each other in time and space.
________ 3. These are social spaces owned and regulated regularly.
________ 4. This group is composed of members who decided to join the group to satisfy their
social needs.
________ 5. This is defined as a physical or virtual space.
Lesson 4: Understanding Community Dynamics and Community Action
Objectives
At the end of the lesson, you are expected to:
 Obtain a general understanding of community dynamics and community action
  Identify the types of activities that communities plan and execute.
 Define community action and understand its objectives
Introduction
In this lesson, you will learn about community involvement as citizens engage in
planning, design, and delivery of local services to the people. The activities that communities
execute include asset transfer, use of physical resources, the involvement of members in
decision making, community networking, and supporting
the needs of the communities.

Lesson Proper
The word “COMMUNITY” was derived from the Latin word
COMMUNIS, which means “common” or "shared” Thus, the general understanding of the word
community is that it is a social unit composed of people who have something in common.
Communities may be formed in two ways:
1. Geographical - The members of a community share the same geographic vicinity, such
as a village, province, or neighborhood.
2. Non-geographical - There are communities formed based on needs, ideas, interests,
identity, practices, and roles in social institutions such as at home, at work, in government,
society, or the community at large.

Communities may also be divided into two levels:

 Microlevel- a group is formed based on personal social ties. This may include groups
formed for pursuing common interests or goals, like forming a small organization to hold
a fund-raising activity such as a concert.
 Macrolevel- large group affiliations are formed such as national communities,
international communities, and virtual communities. Companies and corporations may
develop various programs that would include different members across the country. They
will work on meeting certain objectives and expand on the aspect of community
involvement.

Community Roles
1. Community consultation
2. Joint planning
3. Joint design
4. Joint delivery
 5. Implementation of community-led activities
Members in a community consult one another to be able to implement their plans, and
collaborate with one another to achieve them. They design their planned activities, and deliver
them to the whole community. They motivate the other members of the community to support
and participate in various community activities. Community leaders may plan a clean-and-green
drive, and call for a meeting to discuss the different steps to implement the plan. After
brainstorming, the participants in the meeting will disseminate the information to the whole
community and invite community members to participate in this activity. From this point, other
communities may adapt the said drive and also come up with their preferred objectives.
The following are the types of activities that can be planned and executed by the communities:
1. Asset transfer or the process of transferring ownership or leasehold of a property or
something of value from one person or party to another.
An example would be the transfer of a specific property to community interest companies
or the transfer of management to local company and voluntary groups.

2. Use of physical resources such as rooms, buildings, open areas, or courts to support
and conduct community-led activities.

3. Decision-making as the community engages in public events. The community may

decide on their priorities, designs, and services to be conducted based on their goals.

4. Community networking is another important activity which was first used to refer to
making contacts through face-to-face interaction at events such as meetings and conferences but
has since expanded in definition.
Two fundamental components.
 Physical infrastructure that includes the wires, computers, and technologies
required to establish internet connectivity.
 Info-structure that consists of the ongoing process of engaging people in
purposeful applications of the physical connectivity.
6. The provision of community grants is another community activity. A grant is a non-
payable fund or product disbursed or gifted by groups such as corporations and
foundations to target recipients like educational institutions or marginalized communities.

Types of Community Activities

WHAT IS COMMUNITY ACTION?
A community action is any activity that aims to increase the understanding,
engagement, and empowerment of communities for the intention of giving services to people. It
is also described as social action or community engagement. Activities are aligned with the
objectives based on the roles that the community plays.
In a community action, local citizens engage in the planning, design, and delivery of local
services.
The following are considered the primary objectives that can be achieved because of community
action projects.

Building Community and Social Capacity Community Resiliency

Community actions will serve as an Through community action

avenue for local citizens to share their initiatives, the community is motivated to be
knowledge, skills, and ideas with one able to support itself, and face possible
another. challenges.
Community
Action
Prevention Maintaining and Creating wealth

The members of the community Community action focuses on

will be able to prepare ahead of time helping people in the long term, and one
because of the community action plans. significant way to do that is allowing
people to pursue employment, or by
Collaborations and partnerships are
achieved to prevent upcoming concerns. developing community exercises.

Activity
Direction: Complete the table below by giving examples of communities that
you have learned and visited. Write your answers in the space below each type of
community.

Geographical Non-Geographical Micro-Level

Macro-level
Community Community Community

Evaluation
Direction: Explain briefly.

How can these new concepts that you have learned guide you deciding on your
career in the future?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________.
 Unit 2: Community Action
Lesson 1: Community Engagement
Objectives
At the end of the lesson, you are expected to:
 Define community engagement
 Determine the areas and benefits of community engagement
 Enumerate ways to start a community engagement effort.
Introduction
In this lesson, you will learn about the key features of community engagement that has
several areas to consider and each has its corresponding benefits to everyone.
In line with this, there are important points to consider when doing community
engagement efforts. There are steps to be planned out before starting a community engagement
effort and points to keep in mind for the engagement to occur and succeed.

Lesson Proper
Community engagement - is the process of working together with the
members of a group based on geographic proximity, special interest, or similar situations to
address issues affecting the whole group.
It is considered a power vehicle because it can lead to environmental and behavioral changes
that will improve the health of the community and its members.
Partnerships and coalitions - are involved to mobilize resources and influence systems, change
relationships among partners, and serve as catalysts for changing policies and programs.
Community engagement may take many forms, and partners can include organized groups,
agencies, institutions, or individuals.
Collaborations - may be engaged in promotion, research or policy making. The highlights of
these features include the collaboration among members, the desire for improvement, and the
importance of being involved in partnerships.

Shared
Outreach Consult Involve Collaborate
Leadership

Shared
Some community More community Better community Community
bidirectional
involvement involvement involvement involvement
relationship
Communication Communication Communication Communication Final decision-
flows from one flows to the flows both ways; flow is making is at
to the other; to community participatory form bidirectional community level
inform and then back; of communication
answer-seeking
Provides Gets information Involves more Forms Strong
community with or feedback from participation from partnerships partnerships
information the community community on with community
issues on each aspect
of project from
development to
solution
Entities coexist Entities share Entities cooperate Entities form Entities form
information with each other bidirectional strong partnership
channels structures
Outcomes: Outcomes: Outcomes: Outcomes: Broader outcomes
Optimally Develop Visibility of Partnership affecting broader
establishes connections partnership building, trust community.
communication established building Strong
challenges and with increased bidirectional trust
channels for cooperation built
outreach.

There are things to be considered in relation to community engagement. It is necessary to understand

the nine areas and benefits of community engagement.

Area Benefits
Agenda It helps to determine one’s choice and focus of projects to achieve
collaboration and funding

Design and Delivery This area assists to understand the improvement of research designs,
tools, interventions, representations, participation, data collection, and
analysis. Communication and proper dissemination of information can be
implemented, making partners and participants more engaged.
Implementation and Research findings are used to bring about change and expand long-term
Change partnerships.
Ethics This improves the consent process and trust of the community
Public Involved in This enhances the knowledge and skills of the public, and it is also
the Project important to recognize their contributions
Academic Partners This allows the people involved to deepen their understanding of the issue
and increase opportunities to disseminate the project findings and their
wider use.
Individual Research This adheres to the improvement in the way studies are carried out.
Participants
 Community This enhances knowledge gained, expands linkage with other communities, and
Organization helps to lay groundwork for subsequent collaboration.
General Public This group reaps the greater benefits from the community engagement
initiatives.

The diagram below shows that an individual is a social being by nature, and always will be.
Starting from one’s personal attributes, an individual relates to different people and builds
relationships and can work together in an environment that brings them together based on certain
objectives. They may work in multiple environments such as the work place, neighborhood, and
larger geographic communities, and may influence one another or the people around them. They
may influence people outside their communities, gain their support and trust, and receive

available resources that can contribute to the programs and projects of the community.
Things to keep in mind when doing Community Engagement efforts.
Before starting a Community Engagement Effort
 Be clear about the purposes or goals of the engagement effort and the populations and/or
communities you want to engage.
 Become knowledgeable of the community’s culture, economic conditions, social networks,
political and power structures, norms and values, demographic trends, history, and experience
with efforts by outside groups to engage it in various programs. Learn about the community’s
perceptions of those initiating the engagement activities.

For Engagement to Occur

 Go to the community, establish relationships, build trust, work with the formal and
informal leadership, and seek commitment from community organizations and leaders to
create processes for mobilizing the community.
 Remember and accept that collective self-determination is the responsibility and right of
all people in a community. No external entity should assume it can bestow on a
community the power to act in its own self-interest.
For Engagement to Succeed
 Partnering with the community is necessary to create change and improve conditions.
 All aspects of community engagement must recognize and respect the diversity of the
community. Awareness of the various cultures of a community and other factors affecting
diversity must be paramount in planning, designing, and implementing approaches to
engaging a community.
 Community engagement can only be sustained by identifying and mobilizing community
assets and strengths and by developing the community’s capacity and resources to make
decisions and take action.
 Organizations that wish to engage a community as well as individuals seeking to effect
change must be prepared to surrender control of actions or interventions to the
community and be flexible enough to meet its changing needs.
Community collaboration requires long-term commitment by the engaging organization
and its
partners.

Activity
Direction: In the box below, write the concerns that you have observed in
your community. Then, in the circle below, write the things that you plan
to do to help solve these concerns.

Concerns
______________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
_______________________________.

Plans
___________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Lesson 2: Solidarity
________________________________________ .
Objectives
At the end of the lesson, you are expected to:
 Provide an overview of the concept of solidarity
 Present different views of Solidarity as a social phenomenon
 Relate the concepts discussed to current issues.
Introduction

Lesson Proper
DURKHEIMIAN SOLIDARITY
In the 18th and 19th centuries, some scholars were concerned about how social order could be
maintained, given the social upheavals and disorder resulting from events and movements such
as the French Revolution and the industrial revolution, and the rise of capitalism and
individualism.
David Emile Durkheim
- French sociologist.
- social scientist who sought to address such questions and he explored the ideas in his
book, The Divisions of Labor in Society (1893)
The expansion of modern industry and capitalism lead to the increasing separation and
specialization of occupations, and Durkheim noted that this applied not only to business, politics,
and economics, but also to the humanities and social sciences. Even the field of philosophy had
divided itself into various sub-disciplines. Given these increasing divisions in society, Durkheim
wondered— what was holding society together?
- proposed that societies are held together by social solidarity, of which there are two
kinds: mechanical and organic solidarity

Mechanical Solidarity
Early societies tended to be small-scale, localized, and highly homogenous, with very
little specialization of labor. Durkheim asserted that in such societies, the totality of people
beliefs and values takes on a life of its own; he called this totality the collective conscience, and
proposed that it is from their collective conscience that early societies formed a mechanical
solidarity among their members solidarity which is based on kinship and a shared sense of
identity. This collective conscience is often held sacred, and takes precedence over the individual
members and their respective experiences. Any transgression against the collective conscience is
viewed as an offense against all, therefore, laws in this kind of society tend to be severe or penal
(focused on punishment) in nature. Changes to the collective conscience are possible, but are
generally slow, and may be met with resistance.

Organic Solidarity Society

 Occurs in large, diverse, complex societies, and are the result of urbanization,
industrialization, capitalism, and the division of labor. The individual members of these societies
perform highly specialized and differentiated tasks, and their solidarity toward each other arises
from their interdependence on each other. Their differences are not only accepted, but expected
and necessary; their different functions are each integral to their society as a whole.

Durkheim compared such societies to living organisms-for example, the various parts of
the human anatomy have very different functions, each part is integral to the whole. As opposed
to societies with a mechanical form of solidarity, these societies tend to have restitutive laws, or
laws which require offending parties to make reparations for their crimes, rather than merely
punishing said offenders. These societies may, however, still have penal elements in their laws.

SOLIDARITY IN CONTEMPORARY SOCIETY

Human society is constantly evolving. Much has occurred since Durkheim’s day, not
only in terms of how society moves and operates, but also in how we examine how society
moves and operates. In particular, globalization and rapidly advancing technology have allowed
easier and more efficient trave, as well as rapid communication and interaction. These, in turn,
have allowed us to view both ourselves and others from multiple perspectives.

The thriving global society has given rise to new forms or iterations of solidarity. In the
past, solidarity as a social phenomenon was generally limited by geography-communities were
largely defined by physical location and proximity. However, globalization and the Internet have
made it possible for people to connect and form communities across different countries, and even
different continents.
It should be noted that the new forms or new ways of classifying solidarity listed here are
not meant to supplant Durkheim’s categories, but rather add dimensions to how we look at
solidarity as a social phenomenon. Neither are these new classifications mutually exclusive of
each other; they have intersections with each other, as they occasionally do with Durkheim’s
categories.

Transnational Solidarity (Carol Gould in 2007)

Form of solidarity refers to the ability not only of individuals, but also of groups of
people, to identify and empathize with others who are experiencing some form of injustice, or
are generally suffering through no fault of their own. This occurs regardless of geographical
location, and perhaps even on a cross-border or transnational scale. Such identification does not
require any notion of a shared identity-only an appreciation and understanding of the said
suffering. Furthermore, those who express such solidarity may or may not take action to address
or counteract the suffering, whether out of moral obligation or an altruistic motivation

Examples: Several billions' worth of humanitarian aid that several countries donated to
the Philippines in the wake of Typhoon Yolanda, or the Je suis Charlie ("I am Charlie")
campaign that gained widespread support on social media as a result of the Charlie Hebdo
shooting. Distribution of thousands of relief kits Building on Gould's work, scholar Ashley
Taylor (2014) proposed two new classifications of solidarity-robust and expressional solidarity-
based on whether or not those expressing solidarity are in a situation or context which compels
or obligates them to take certain actions.

Robust Solidarity
According to Taylor, robust solidarity requires four conditions-joint interest,
identification with the group, disposition to empathy, and mutual trust-and these conditions must
be reciprocal between the people in the solidary relationship.

Joint interest
 refers to the shared goals or factors which define or bind a solidary group and which the
group's individual members cannot accomplish on their own.
For example, the employees of a company all have an interest in the company's success, however,
they will all need to work together to accomplish this task.

Identification with the group

 refers to the condition of an individual being committed to a solidary group such that (or
because) the group's flourishing is linked to the individual's general well- being. Again,
with the previous example, the company's employees are invested in the company's
success because it will (generally) mean that they will continue to be gainfully employed.

Disposition to empathy
 involves being affected by others situations-or at least being disposed to being affected
by them. This entails being willing and able to understand the social conditions of the
members of one's solidary group, and also understanding one's co-members emotional
response to those conditions. This empathy is particularly relevant to the factors of the
individual members' lives which directly affect the group's goals and interests, but need
not encompass all other aspects of their lives which aren't necessarily relevant to the
group.
If the owners of the company in our example were to decide to lower their costs by
implementing a contractualization scheme, the employees have a very valid reason to stand in
solidarity with each other and protest the new policy. However, if one of the employees were to
experience conflict with a social circle outside of work, his co-workers would have little
incentive to empathize with his situation.

Mutual trust
 is the final condition of robust solidarity, and, like the disposition to empathy, it is
specific to the goals of the solidary group. The first three conditions are intensifiers of the
fourth- the stronger the other conditions the stronger the mutual trust between members
of the group. Trust implies the possibility of and vulnerability to betrayal. In the context
of a solidary group, this means that the members assume a mutual ability and willingness
to work toward their mutual goals, with each individual member doing their respective
part.
If the employees in our example decide that it is in their best interest to hold a workers' strike,
there is a mutual trust among them that everyone will go on strike Holding a strike leaves them
vulnerable, because they risk their employment. For the strike to achieve the maximum impact
possible, all of them must participate. If some employees decide not to participate and instead go
to work, the efficacy of the strike is compromised. Only in unity can they pressure their
employer into changing the company's unfair policies. Given the mutual nature of all four
conditions, robust solidarity is highly normative-the individual members are obligated by their
circumstances to always act in solidarity with the rest of the group. Doing otherwise would
compromise not only the group's solidarity, but its ability to achieve its shared goal.

Expressional Solidarity
Occurs when one or more of the previously listed conditions is unidirectional or not
mutual among the members of the solidary group: the joint interest is longer joint, but a parallel
interest; one may identify with a group even though its well-being doesn't directly affect yours;
the individual's capacity for empathy towards the group need not be reciprocated and as the three
conditions are unidirectional, trust is not a requirement for either the group in question or those
expressing solidarity. Expressional solidarity, on the other hand, occurs when one or more of the
previously listed conditions for robust solidarity is unidirectional, or not mutual.

Examples include expressing solidarity with a group whose interests are parallel, though
not joint, with yours, or whose success is not linked to your general well-beings or feeling
empathy towards others despite not being reciprocated. Another indicator of expressional
solidarity is that the individual or group expressing solidarity is not in a context which compels
said expression. One such scenario provided earlier is the wave of support for Charlie Hebdo on
social media. For the most part, the netizens who expressed their sympathy for the victims of the
shooting, despite being well-intentioned, had no direct stake in the goals and the future of
Charlie Hebdo as a satirical magazine. Neither were they compelled or obligated by their
circumstances to express their support.

Activity
Direction: Name three (3) social groups that you are part of, identify the
type(s) of solidarity each is most likely to have, and the explain your answer.

Group Type(s) of Solidarity Explanation

 Lesson 3: Citizenship
Objectives
At the end of the lesson, you are expected to:
 Define the key points to understand about citizenship
 Discuss procedures in acquiring one’s citizenship
 Explain citizen participation and its significant aspects.
Introduction
In this lesson, you will learn about citizenship that pertains to a person’s status as a legal
member of a nation, being recognized by the constitution. This includes also about the legal
bases to be recognized by birth or naturalized.

Lesson Proper
BASES OF FILIPINO CITIZENSHIP
Citizenship - is the status of a person recognized under the law as a legal member of a
nation. Article IV, Section 1, of the Philippine Constitution states the following key points to
determine that an individual is a citizen of the Philippines:
• Those who are citizens of the Philippines at the time of the adoption of this Constitution
• Those whose fathers or mothers are citizens of the Philippines
• Those born before January 17, 1973, of Filipino mothers, who elect Philippine citizenship upon
reaching the age of majority
• Those who are naturalized in accordance of law
Two forms of acquiring Philippine citizenship
1) Citizenship by Birth
Two Principles: jus soli and Jus sanguinis
Jus soli or the rights of soil, is the legal principle that states that a person’s nationality at
birth is determined by his/her place of birth.
Jus sanguinis or the right of blood, is the legal principle that, at birth, an individual
acquires the nationality of his/her natural parents.
The Philippines adopts the principle of Jus sanguinis in determining citizenship.

As of 2010, the Philippine nationality law provides that a person becomes a Philippine
citizen by birth considering the following factors:
 That the person was born on or after October 15, 1986 and at least one parent was a
Philippine citizen on the birthdate.
 That the person was born on or after January 17, 1973 and both parents were Philippine
citizens on the birthdate or the person elected Philippine citizenship pursuant to the
provisions of the 1935 Constitution.
 That the person was born on or after May 14, 1935 and the father was a Philippine citizen
or, if the father was not, the mother was a Philippine citizen and the person elected
Philippine citizenship pursuant to the provisions of the 1935 Constitution.
 That the person was born on or after August 29, 1916 and prior to May 14, 1935 and at
least one parent was an inhabitant and resident of the Philippine Islands and a Spanish
subject on April 11, 1899, or that person was an inhabitant and resident of the Philippine
Islands and a Spanish subject on April 11, 1899, except in certain specific cases

2) Citizenship by Naturalization
This is the judicial act of adopting a foreigner and granting him the privileges of a
native-born citizen. It requires the Foreigner’s renunciation of his/her former nationality.
Section 2 of the Revised Naturalization Law defines the following qualifications for a
person to become a naturalized Filipino citizen:
 He/she must not be less than twenty-one (21) years of age on the day of the hearing of the
petition.
 He/she must have resided in the Philippines for a continuous period of not less than ten
(10) years.
 He/she must be of good moral character and believes in the principles underlying the
Philippine Constitution, and must have conducted himself in a proper and irreproachable
manner during the entire period of his residence in the Philippines in his relation with the
constituted government as well as with the community in which he is living
 He/she must own real estate in the Philippines worth not less than five thousand (5000) pesos,
Philippine currency, or must have some known lucrative trade, profession, or lawful
occupation.
 He/she must be able to speak or write English or Spanish or any one of the principal
Philippine languages.
 He/she must have enrolled his minor children of school age in any of the public or private
schools recognized by the Bureau of Public Schools of the Philippines where Philippine
history, government and civics are taught or prescribed as part of the school curriculum,
during the entire period of the residence in the Philippines required of him prior to the
hearing of the petition for naturalization as Philippine citizen.
Loss of Philippine Citizenship
Commonwealth Act No. 63, dated 20 October 1936, provides that Philippine citizens may
lose citizenship in any of the following ways or events:
1. by naturalization in a foreign country
2. by renunciation of citizenship or the public declaration that one voluntarily relinquishes
his/her citizenship
3 . by subscribing to an oath of allegiance to support the constitution or laws of a foreign country
upon attaining twenty-one years of age or more. Provided, however, that a Filipino may not
divest himself of Philippine citizenship in any manner while the Republic of the Philippines is
at war with any country
4. by rendering services to, or accepting commission in, the armed forces of a foreign country,
and the taking of an oath of allegiance incident thereto, except in certain specified cases
5. by cancellation of the certificates of naturalization
6. by having been declared, by competent authority, a deserter of the Philippine armed forces in
time of war, unless subsequently, a plenary pardon or amnesty has been granted
7. in the case of a woman, upon her marriage to a foreigner if, by virtue of the laws in force in her
husband’s country, she acquires his nationality

Reacquisition of Philippine Citizenship

A provision was provided as stated in Republic Act No. 8171 approved last October 23,
1995 that allows Filipino women married to foreigners and natural-born Filipinos, including
their minor children, who lost their Philippine citizenship to reacquire it.
Republic Act 9225 provides that natural-born citizens of the Philippines who had lost
their Philippine citizenship due to their naturalization as citizens of a foreign country may
reacquire their Philippine citizenship upon taking the oath of allegiance to the Republic.
These will include their children whether legitimate, illegitimate or adopted, below eighteen
(18) years of old. They are deemed to have reacquired Filipino citizenship upon taking the
oath of allegiance to the Philippine Republic.
WHAT IS CITIZEN PARTICIPATION?
Citizen participation is the dynamic and voluntary involvement of community members to
address
issues and concerns affecting their community and improve social policies, laws, and
programs.

The following are the important concepts emphasized about citizen participation:
1. Participants are voluntary. They are committed to exert their efforts.
2. Members focus on the community and do not rely on outside help.
3. Community members work and make their own changes and improvements to the
community.
4. Members are aware of the issues and problems confronting the community.
5. Participants target laws, rules and regulations affecting the community so these can serve
the
community and its members better.
The following are important factors to consider for an effective Citizen Participation Program:
• The program should focus on specific needs and the process should be outlined and
clarified.
• The program should be designed to function using available resources of the community.
• The program should be responsive to the participants.
• The program should clearly explain the roles and responsibilities of the participants.
• The program should be approved by the community or leaders and meet legal requirement.
Two models of Citizen Participation
 Cognitive engagement
 views participation as a result of individual dispositions such as one’s personal interest or
awareness on politics based on social media. A young person who is interested in sports may
allocate one’s time training out of-school youth to promote fitness and a healthy lifestyle
among the underprivileged youth.
Social capital
 considers participation as based on social interaction among
individuals within groups and communities. Social capital— which consists of networks
of associations, trust, and norms of reciprocity— enables members of the group to work
together and achieve their goals.

Activity
Answer the following questions:

1. What is citizenship? How does one acquire citizenship?

______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________.

2. What rights and responsibilities come with citizenship?

______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________.
Evaluation
Direction: Write True on the blank if the statement is correct and False if the statement
is incorrect.
___________1. Citizenship is the status of a person recognized under the law as an illegal
member of a nation.
___________2. Citizenship by birth and naturalization are the two recognized forms of
acquiring Philippine citizenship.
___________3. Jus soli means the “ rights of soil.”
___________4. One loses Philippine Citizenship by becoming a naturalized citizen of a
foreign country.
____________5. Natural-born Filipinos who are citizens of foreign countries regains Filipino
citizenship upon taking an oath of allegiance to the Philippine Republic.

Lesson 4: Major Issues Affecting the Poor and the Marginalized

Objectives
At the end of the lesson, you are expected to:
 Discuss poverty as a significant cause of the major issues in the Philippines
 Explained the different issues faced by the poor or marginalized families
 Cite examples of issues affecting the poor and the marginalized
Introduction
In this lesson, you will learn about the important goal when planning a community action
program is to address the issues confronted by different communities. In the Philippines, the poor
and the marginalized groups face the different issues, and would need the attention and support
from other groups to be able to eventually address these issues.

Lesson Proper
POVERTY
Poverty refers to the state of being extremely poor and lacking the means to see to one's
has sic needs. This issue remains a major challenge in the Philippines, as a large portion of
the population sin experience poverty
The following are the major causes of poverty:
 low to moderate economic growth for the past years
 low growth elasticity or not being able to return to its better condition of poverty
reduction
 weakness in employment generation and the quality of jobs generated
 failure to fully develop the agriculture sector
 high inflation or the general increase of prices of goods and services during crisis periods
 high levels of population growth
 high and persistent levels of inequality in
income and assets which dampen the
positive impacts of economic expansion
 recurrent shocks and exposure to risks
such as economic crisis, Conflicts, natural
disasters and "environmental poverty
In the Philippines, reports indicate that the
poor remain poor because of two factors:
the persistence of social inequalities and
political uncertainty.
https://sites.google.com/site/abmvoicepoverty/advoicecacy-poverty

One example of social inequality is the concentration of political power and economic resources
in the hands of the elite. For instance, in rural areas a large majority of farmers and peasants do
not own the land they till. Since they do not own the lands, they are not motivated to improve
their agricultural methods or diversify the crops in the farmlands. Production in these farms,
therefore, remains low thereby aggravating poverty in rural farming communities. Rural poverty
contributes directly to poverty in urban areas. The migration of the poor from rural areas into
cities contributes to an increasing population of the urban poor. Other consequences of migration
to urban areas include unemployment, underemployment, and the lack of housing and basic
services. Poverty, inequality, marginalization, and poor governance contribute to conflict and
violence. Many regions in Mindanao are among the poorest, despite their abundant natural
resources and diverse population. The poverty in this region has resulted in the emergence of
violent armed groups such as lslamist revolutionaries and extremists, communist rebels.
paramilitary groups, and clan-based private armies.
OTHER ISSUES OF THE POOR AND MARGINALIZED
Violation of Indigenous People's Rights
The indigenous communities constitute between 15 to 20 percent of the Filipino
population. One of the challenges they face is aggressive development and commercial activities
such as mining and logging that affect their lands and ancestral homes. Being one of the
marginalized groups in the Philippines, indigenous people are often victims of various forms of
abuse, Violence and exploitation. They are recruited into armed groups and get involved in
armed conflicts with the authorities. Indigenous women and girls are also more vulnerable to
physical and sexual abuse.
Housing Concerns
More than one third of urban
poor families live in informal
settlements. The Philippines has been
engaged in a policy of urban
"beautification" and "development
which involve the eviction of
thousands of informal settlers living in
urban areas. The forced eviction of
these informal settlers often results in
violence, with many civilians and
police injured or killed in the https://www.straitstimes.com/asia/se-asia/philippines-is-still-poor-philippine-daily-inquirer
clashes. Another major concern
regarding housing and the urban poor is the low quality of dwellings, since many houses and
shelters in poor communities are made of flimsy materials and are considered generally unsafe.
This danger becomes evident during times of natural disasters, such as typhoons, which cause
great damage to these houses. In 2013, Typhoon Yolanda cause Widespread damage in the city
of Tacloban in Leyte. Majority of those affected were poor families whose houses were poorly
constructed City of Tacloban affected by Typhoon Haiyan and made of light materials.
Violence Against Women
Poverty is also considered a cause of domestic violence, which mostly occurs in poor or
low-Income families. The violence is further worsened by the fact that women in poor families
are economic dependent on their husbands, and often have no choice but to remain with their
abusers.
Violence Against Children
Poverty can force poor, disadvantaged,
and marginalized children to come into
conflict with the law. They become involved
in vagrancy, petty crimes, and substance
abuse. They are also vulnerable le to abuse
and ill-treatment. The high rate of child labor
in the Philippines is also alarming. Some are
found engaged in hazardous work and are
exposed to exploitation such as child
trafficking. https://www.change.org/p/everyone-poverty-in-the-philippines

Extrajudicial Killings
Pertain to executions of suspected criminals and human rights activists carried out by
government authorities without legal authorization or any judicial proceeding or process. There
There were cases of human rights defenders, human rights lawyers, and indigenous peasant
activists who engaged in defending economic, sexual, and cultural rights becoming victims of
extrajudicial killings People suspected of prohibited drug use were also victims of extrajudicial
execution.

Activity
Direction: Imagine yourself as the president of this country. How will you
address the following issues? Write a brief description of your intended plans
below.

ISSUES PLANS

1. Poverty

2. Housing

3. Violence against women

4. Child Labor

5. Extrajudicial Executions

Lesson 5: The Role of the Youth in Community action

Objectives
At the end of the lesson, you are expected to:
 Describe the characteristics of the youth
 Determine the role of the youth in Community action activities in the Philippines
 Plan community action activities
Introduction
This stresses the roles of the youth in Philippine society. It first defines the youth and the
percentage of the population that they compromise. It also describes the characteristics of the
youth and their plans to develop a better community. The actions implemented by the youth are
also represented.

Lesson Proper
THE YOUTH AND COMMUNITY ACTION
According to the Youth in Nation-Building Act, the youth is composed of individuals
who are 15 to 30 years old. They make up
around one-third of the Philippine
population.
Considering that the youth makes up a
significant part of the population, it can be
said that thev play a large role in Philippine
society. In fact, they are often seen as the
hope of the future because of their energy,
creativity, resourcefulness, and openness to
new developments. Provided that the youth
function effectively in society, they have the
capability to fully participate in efforts
toward improving their communities.
THE FACTORS AFFECTING YOUTH
PARTICIPATION IN THE COMMUNITY https://www.ucanews.com/news/filipin
o-catholics-name-2019-as-year-of-the-
The factors that influence the youth toward
youth/83890#
becoming involve in community activities are
follows:
Education
The participation of the youth in community activities may be influenced by their
academic performance in high school, the likelihood of attending classes in college, and the
efforts of schools in setting an example and reinforcing positive social values.
Values
The willingness of the youth to engage in their community may be influenced by their
feeling of efficacy, or the ability to do what they need to do. They may also be influenced by the
need to be valued and taken seriously by other members of the community. Furthermore, the
youth may also feel that they have a responsibility to perform a public duty, and that fulfilling
this obligation will increase their self-esteem, recognition, and value in the community.
Parental Involvement
The involvement of parents in civic engagements influences the engagement of the youth
in the community. Through taking part in civic activities, parents expose their children to the
importance of community engagement. In turn, this helps the youth become more aware of their
roles in their community.
The factors may discourage the youth from participating in community activities:
Insufficient recognition of their abilities and contributions. The youths who are hindered
from voting will most likely be uninvolved in community activities. Prohibiting the youth from
voting disregards the fact that voting privileges reflect the recognition of the youth’s decision-
making abilities and the importance of their ideas in developing the community.
Limited opportunities to become involved in government affairs. According to a 2012 survey
by the United Nations, the youth believe that they are given few opportunities to take pat
decision-making processes and other important aspects of governance. There is a need to n youth
to be given more trust and be given more opportunities to harness their talents and skills in
contributing to their communities. skills
HOW THE YOUTH CAN BE INVOLVED
IN THEIR COMMUNITIES
Cultivating Attitudes, Values,
Mindsets, and Priorities In order for the
youth to contribute to development, the
youth need to develop the right attitudes,
values, mindsets, and priorities.
Attitudes
is made up of the affective,
behavioral, cognitive components.
The affective component involves
https://www.wvi.org/philippines/article feelings or emotions; the behavioral
/young-hero-environment-0 component pertains to one's actions; and
the cognitive component which involves
belief or knowledge. All of these components are reflected in what the youth does for the
community.
The affective component is reflected in the youth's desire and drive to help the community. This
desire can be influenced by emotions such as pity or concern for the needy. Meanwhile, the
behavioral and cognitive component are evident when the youth learn more about the situation
that underprivileged people in society face, and they plan and implement ways to extend help.
Values
 refer to the beliefs or ideals shared by the members of a group. These values will serve as
the basis of what is desirable or not to that group or to other groups. Values can also
influence one's attitude. The values that the youth observe or are exposed to can affect
how they view their community. If the youth are exposed to the value of responding to
the needs of society, they may become driven to help their communities.
Mindset
 defined as a set state of mind. The mindset of the youth regarding their role in their
communities can be conditioned by the environment. This is why it is important to
introduce the act of helping the community in a positive way. Doing this will help the
youth develop a positive mindset towards their importance in their community.
Priorities
 things that are often regarded as more important than others. Like other people, the youth
have several priorities in life, such as education, family, friends, and a lot more. However,
it is also important for the youth to prioritize service to others. Through making service a
priority, the youth will contribute to the improvement of their communities and be of big
help to the nation. Thus, it is important to expose the youth in community service.
Through this, the youth can be inspired to make service to other people a part of their
priority list.
OTHER WAYS TO ENGAGE THE YOUTH IN THEIR COMMUNITIES
It is important to note that developing the right attitudes, values, mindsets, and priorities
may be difficult for the youth to achieve on their own, even if they are already expected to
exhibit independence and maturity. They still need the guidance and support of adults and
other people in society. When the youth are given the trust and confidence in their ability to
uplift and improve the nation, they will become more motivated to come up with ways to
serve their community.
 Orient the youth on community development and its importance. A positive outlook
should be instilled in their minds in doing this.
 Enlighten the youth about the most pressing problems of the country and how one step in
addressing these is responding to concerns in local communities. Encourage the youth to
become more involved in their communities to gradually provide a better hope for the
nation's future.
 Use the media to introduce youth personalities who serve as role models, and refrain
from just emphasizing the youth's involvement in illegal activities.
  Discuss how the youth can benefit from becoming a productive member of the
community; for instance, discuss the association of participation in community activities
with behavioral well- being. Plan ways on how to guide the youth who have taken a
negative direction in life.
 Empower the youth by helping them develop their leadership skills. Give them
opportunities to participate in capacity-building and in their communities. Some
organizations that promote youth participation are the Sangguniang Kabataan and Habitat
for Humanity, where youth volunteers build houses for the poor
 Determine the fields that the youth are interested in, such as arts, information technology
sports, drama, etc. The youth can use their interests in contributing to the development of
a community. For instance, they can teach street children a certain skill; by doing this, not
only do the youth apply their knowledge to real-life experiences, but they also motivate
other people to become better individuals.
 Constant efforts should be actively made to recognize and promote the contributions of
the youth to society. This is important to help the youth feel that they are a valuable part
of their community.

YOUTH IN COMMUNITY
CHANGE #NowPH
One project that shows the youth's active
participation in community development is
#NowPH (Not on Our Watch Philippines), a
project formed in partnership of the National
Youth Commission (NYC), the Climate
POLD THE Change Commission (CCC), and
the YesPinoy Foundation. Launched in 2015,
#NowPH BIG POLLUTERS encourages the
country's youth to participate in the
worldwide movement against climate
ACCOUNTABLE change. It also promotes
participation in disaster risk reduction efforts
Youth protest for climate justice in Manila, Philippines /
among the youth. Photo by Carlo Emmanuel Cabatingan

https://www.fes-connect.org/trending/philippines-reboot/

Activity
A. Based on the discussion, how would you describe the youth. List down
your answers.

 _____________________________________________
 _____________________________________________
 _____________________________________________
  _____________________________________________
 _____________________________________________

B. Enumerate five (5) factors that would motivate you to be an active member of the
community.
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
4. ________________________________________________________________
5. ________________________________________________________________

Write also three things that would discourage you to participate in community activities.
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
5. _________________________________________________________________

Lesson 6: Selected Cases of Community Action Initiatives

Objectives
At the end of the lesson, you are expected to:
 Identify sample cases of community action initiatives
 Determine the objectives of the sample community action initiatives
 Analyze the selected community action initiatives
Introduction
This lesson shows sample cases of community action initiatives. These include the
government project of shared commitments for better outcomes; community driven disaster
intervention in response to the needs of the homeless; the development and delivery of the States,
Colleges and University Extension program, and the Innovative Training Program for the out-of-
school youth from the poor farm families.

Lesson Proper
COMMUNITY ACTION INITIATIVES
Community action initiatives
- ways for the government, along with other organizations, to cater and to the needs of
communities. In a community action initiative, the members of the community and organizations
become channels for change. People involved in community action initiatives plan and
implement ways to transform community and attain a better quality of life.
- anchored by objectives that are based on specific concerns that groups in the area want
to address. They may also be guided by a certain model or framework, and may involve the
modification of certain policies or practices for the community's welfare.
Meanwhile, it should be noted that the success of community action initiatives does not
depend solely on their objectives, planning, and implementation. There are also factors to
consider, such as the values being prioritized while the project is being carried out. The
following are examples of community action initiatives planned by the government.
Philippine Open Government Partnership National Action Plan
The Homeless Peoples Federation Philippines, Incorporated (HPFPI) is a network of
organizations all over the Philippines. It has helped communities in the country, including those
victimized by devastating calamities and incidents throughout the years, including the 2000
Payatas trash-slide and the 2008 Iloilo flashflood. In its projects, the HPFPI has performed the
following activities:
1. Providing the communities with savings that they can use to improve their finances and
rebuild their communities
2. Helping the disaster victims obtain land tenure, rebuild or improve their homes, and
access opportunities to improve their financial status
3. Coordinating with poor communities in disaster-prone areas and helping them find ways
to reduce the risks they may experience
The Community Disaster Intervention Projects of the HPFP
In 2011, the Philippines became one of the founding members of the Open Government
Partnership (OGP), a worldwide initiative that aims to empower people and improve
governments around the world. As a member of the OGP, the Philippine government has sought
to fulfill and formalize initiatives in reforming the government. One product of these efforts is
the Philippine Open Partnership National Action Plan.
The action plan for 2015 to 2017 is entitled Shared Commitment for Better Outcomes,
and contains the following objectives:
1. Increasing the integrity of the government by being more transparent about how
the state budget is spent and how much is earned from industries that are
dependent on natural resources
2. Approving the Freedom of Information Act, and providing the public with greater
access to data from the government
3. Strengthening the involvement of citizens in government affairs by letting them
participate in auditing the state finances and in budgeting, as well as by providing
businesses an avenue to address economic problems in the country
Community Action Extension Programs in State Colleges and Universities
 Higher education institutions in the Philippines such as state colleges and universities
(SCUs) offer promising platforms towards extension programs where activities related to
community action are conducted. These activities include trainings, livelihood programs, and
demonstration projects
In these extension programs, the SCUs focus on the welfare of the targeted communities,
and help them develop productivity and sustainability. Aside from conducting trainings,
livelihood programs, and demonstration projects, the extension program also undertakes the
following:
1. Utilizing technology to strengthen agro-first ecosystems and improve farm
productivity, thus resulting in food security and reduced poverty
2. Attaining Livelihood Enterprise Development to obtain higher income while
observing sustainable development
3. Conducting research and sub-development programs for farmers and fisherfolk
COMPREHENSIVE COMMUNITY INITATIVES
Comprehensive community initiatives involve partnerships that take part in several
interrelated activities occurring simultaneously. These initiatives involve collaborative planning,
documentation of the activities implemented, the assessment of the targeted community's
capacity and ability to adapt, and the promotion or dissemination of the objectives of the project.
A comprehensive community initiative may have both narrow and broad goals. As these
goals are achieved and the project becomes successful, it can be adapted by other communities.
Ultimately, the success of this project results to change in the targeted community.
Some of the issues that can be addressed by comprehensive community initiatives are the
following:
Education-related concerns such as the increase percentage of drop outs
The unjust treatment of the minority or the marginalized
Abuse and neglect of the vulnerable people in the community
Self-destructive behaviors such as suicide, substance abuse, and excessive drinking
Problems in one's mental and physical health
Crimes and violence committed by young people
Poverty caused by unemployment
An example of a community action initiative in the Philippines is the training provided by the
United Nations Children's Fund (UNICEF) to health workers. The UNICEF teaches these health
workers how to administer immunization to children in remote barangays. Through this initiative,
the UNICEF S able to extend its support to the poorest families in the country.
The Philippine Shell Foundation, Incorporated (PSFI) has also launched projects that have nep
millions of Filipinos for decades.
Sanayan sa Kakayahang Industriyal (SKIL)
where out-of-school youth are trained to gain technical skills such as welding, automotive
mechanics, and refrigeration.
Sanayan sa Kakayahang Agrikultura (SAKA)
launched to provide the poor and the out-of-school youth with opportunities for
employment and livelihood.
The SAKA program has the following objectives:
 Enhancing the employability and earning potential of out-of-school youths from poor
families particularly those with small landholdings
 Providing training on how to manage small farms and improve their productivity, based
on an innovative curriculum
 Providing agro-based training for high school graduates who seek employment or want to
conduct trade on their own
 Promoting personality development, desirable sociocultural values, a positive work
attitude, and self-discipline

Activity
Direction: Research on two Community Action Programs in the
Philippines. Discuss them briefly, and reflect on the importance of both
progr
ams.
Program:
________________________________________________________________________________
________________________________________________________________

Objective(s):

________________________________________________________________________________
________________________________________________________________

Reflection on the program:

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________

Program:
________________________________________________________________________________
________________________________________________________________

Objective(s):

________________________________________________________________________________
________________________________________________________________

Reflection on the program:

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________
 Unit 3: Core Values and Principles of Community Action Initiatives
Lesson 1: Human Rights
Objectives
At the end of the lesson, you are expected to:
 Define the concept of human rights
 Explain how human rights are practiced in the Philippines
 Discuss specific examples of human rights violations

Introduction
This lesson discusses the meaning of human rights in the Philippines and how it was
adopted rom the Universal Declaration of Human Rights of the United Nations. The 12 Sections
on the Rights of Human Person are presented. Some individuals and groups who abide with the
human rights, as well as those who violate are discussed.

Lesson Proper
WHAT ARE HUMAN RIGHTS?
Human rights in the Philippines
- defined as the civil and political rights of a person. This was introduced in the 1987
Philippines constitution.
- embrace the moral standards of any member of a community.
The principles of human rights enshrined in the Philippine Constitution are adopted from
the 1948 Universal Declaration of Human Rights prepared by the United Nations. The
declaration was a response to the extreme violations experienced by the people during the
Second World War. In this regard, a treaty was formed which was termed as the United Nations
Charter in order to protect international relations.
Article I of the UN Charter states that the UN aims:
“To achieve international co-operation in solving international problems of an economic,
social cultural, or humanitarian character, and in promoting and encouraging respect for
human rights and for fundamental freedoms for all without distinction as to race, sex,
language, or religion”
In the Philippines, the rights of Filipinos are expressed in Article of the 1987 Philippine he
Constitution. This is also called the Bill of Rights which includes 22 sections that present the
Filipino citizen's rights and privileges. The constitution is expected to protect the Filipinos in
relation to these rights.
The following are the sections in the Bill of Rights:
Section 1
No person shall be deprived of life, liberty, or property without due process of law, nor shall any
person be denied the equal protection of the laws.
Section 2
The right of the people to be secure in their persons, houses, papers, and effects against
unreasonable searches and seizures of whatever nature and for any purpose shall be inviolable,
and no search warrant or warrant of arrest shall issue except upon probable cause to be
determined personally by the judge after examination under oath or affirmation of the
complainant and the witnesses he may produce, and particularly describing the place to be
searched and the persons or things to be seized.
Section 3
(1) The privacy of communication and correspondence shall be inviolable except upon lawful
order of the court, or when public safety or order requires otherwise, as prescribed by law.
(2) Any evidence obtained in violation of this or the preceding section shall be inadmissible for
any purpose in any proceeding.
Section 4
No law shall be passed abridging the freedom of speech, of expression, or of the press or the
right of the people peaceably to assemble and petition the government for redress of grievances.
Section 5
No law shall be made respecting an establishment of religion, or prohibiting the free exercise
thereof. The free exercise and enjoyment of religious profession and worship without
discrimination or preference, shall forever be allowed. No religious test shall be required for the
exercise of civil or political rights.
Section 6
The liberty of abode and of changing the same within the limits prescribed by law shall not be
impaired except upon lawful order of the court. Neither shall the right to public travel be
impaired except in the interest of national security, public safety, o health, as may be provided by
law.
Section 7
The right of the people to information on matters of public concern shall be recognized. Access
to official records, and to documents and papers pertaining to official acts, transactions, or
decisions, as well as to government research data used as basis for policy development, shall be
afforded the citizen, subject to such limitations as may be provided by law.
Section 8
The right of the people, including those employed in the public and private sectors, to form
unions, associations, or societies for purposes not contrary to law shall not be abridged.
Section 9
Private property shall not be taken for public use without just compensation.
Section 10
No law impairing the obligation of contracts shall be passed.
Section 11
Free access to the courts and quasi-judicial bodies and adequate legal assistance shall not be
denied to any person by reason of poverty.
Section 12
(1) Any person under investigation for the commission of an offense shall have the right to be
informed of his right to remain silent and to have competent and independent counsel preferably
of his own choice. If the person cannot afford the services of counsel, he must be provided with
one. These rights cannot be waived except in writing and in the presence of counsel.
(2) No torture, force, violence, threat, intimidation, or any other means which vitiate the free will
shall be used against him. Secret detention places, solitary, incommunicado, or other similar
forms of detention are prohibited.
(3) Any confession or admission obtained in violation of this or Section 17 hereof shall be
inadmissible in evidence against him.
(4) The law shall provide for penal and civil sanctions for violations of this section as well as
compensation to the rehabilitation of victims of torture or similar practices, and their families.
Section 13
All persons, except those charged with offenses punishable by reclusion perpetua when evidence
of guilt is strong, shall, before conviction, be bailable by sufficient sureties, or be released on
recognizance as may be provided by law. The right to bail shall not be impaired even when the
privilege of the writ of habeas corpus is suspended. Excessive bail shall not be required.
Section 14
(1) No person shall be held to answer for a criminal offense without due process of law
(2) In all criminal prosecutions, the accused shall be presumed innocent until the contrary is
proved, and shall enjoy the right to be heard by himself and counsel, to be informed of the nature
and cause of the accusation against him, to have a speedy, impartial, and public trial, to meet the
witnesses face to face, and to have compulsory process to secure the attendance of witnesses and
the production of evidence in his behalf. However, alter arraignment, trial may proceed
notwithstanding the absence of the accused: Provided, that he has been duly notified and his
failure to appear is unjustifiable.
Section 15
The privilege of the writ of habeas corpus shall not be suspended except in cases of invasion or
rebellion, when the public safety requires it.
Section 16
All persons shall have the right to a speedy disposition of their cases before all judicial, quasi-
judicial, or administrative bodies.
Section 17
No person shall be compelled to be a witness against himself.
Section 18
No person shall be detained solely by reason of his political beliefs and aspirations,
(2) No involuntary servitude in any form shall exist except as a punishment for a crime whereof
the party shall have been duly convicted.
Section 19
Excessive fines shall not be imposed, nor cruel, degrading or inhuman punishment inflicted.
Neither shall death penalty be imposed, unless, for compelling reasons involving heinous crimes,
the Congress hereafter provides for it. Any death penalty already imposed shall be reduced to
reclusion perpetua.
(2) The employment of physical, psychological, or degrading punishment against any prisoner
or detainee or the use of substandard or inadequate penal facilities under subhuman conditions
shall be dealt with by law.
Section 20
No person shall be imprisoned for debt or non-payment of a poll tax.
Section 21
No person shall be twice put in jeopardy of punishment for the same offense. If an act is
punished by a law and an ordinance, conviction or acquittal under either shall constitute a bar to
another prosecution for the same act.
Section 22
No ex post facto law or bill of attainder shall be enacted.
PRACTICING HUMAN RIGHTS IN THE PHILIPPINES
Following are some specific examples of practices of human rights in the Philippines.
 The fight against torture by police and other security forces.
 The awareness and practice of the standards stipulated in the Labor Code such as wages,
monetary benefits, hours of work, leaves, rest days and other benefits.
 Protection of the rights of Indigenous peoples.
 Non- Discrimination on the employment of women.
Thousands of people file complaints as victims of human rights violations. It was during the
Martial law years when a huge record of abduction and torture was reported. It was discovered in
one area of the country that a wheel of torture was used by a police to torture the inmates.
ISSUES ON THE VIOLATIONS AGAINST HUMAN RIGHTS
Following are some instances of reported violations of human rights of the Filipino people:
1. The declaration of Martial Law gave the armed forces the power to suppress rebellion. There
were reported cases of disappearances, extrajudicial killings, and massacres.
2. The release of information to the public was strictly censored which prevented journalists
from releasing articles about the administration.
3. The increase in military power and presence, especially in Mindanao, led to some testimonies
of abuse committed by the military
4. Presence of "vigilantism and death squads from 2006-2007.
5. The Lumad people in Mindanao experienced challenges in their education, property, and
security because of the increasing military activities in their areas which led to their displacement
in their communities.
6. Disappearances and murders of journalists
7. Rampant vigilante killings of suspected drug suspects 93 Human Rights

The rampant killings of suspected

drug users and the proposition to bring back
the death penalty have led to the organization
of several rallies and mass actions such as
the masked protesters who gather near the
Presidential Palace and the Catholic nuns
who protested against drug-related

https://www.hrw.org/news/2017/08/18/philippines-duterte-
threatens-human-rights-community
extrajudicial killings.

There are government agencies that deal with human rights issues. Some of these
agencies are the Department of Justice, the Commission on Human Rights, and the Department
of Labor and Employment.
Department of Justice
The Department of Justice is the principal law agency of the Philippines. It performs the
following functions:
1. To investigate crimes and prosecutes offenders through the National Bureau of
Investigation (NBI) and the National Prosecution Service (NPS)
2. To serve as the legal representative of the Government of the Philippines
3. To provide free legal assistance/representation to indigents and poor litigants
4. To promote, develop, and expand the resolution of the disagreements between people
or groups
5. To perform other functions that include witness protection, anti-human trafficking,
assisting rape victims, and maintaining the organizational structure
Commission on Human Rights
The Commission on Human Rights (CHR) is an independent office provided for and
Philippine Constitution to investigate all forms of human rights violations involving the civi
political rights of the Philippines:
The following are the different programs handled by the Commission of Human Rights
1. Human Rights Protection Programs
2. The provision of the human rights education curriculum
3. Creation of an environment for poverty reduction.
The Department of Labor and Employment
The Department of Labor and Employment aims to protect and promote the welfare of Filipino
workers both in the country and abroad.
The following services are offered by the Department of Labor and Employment
1. Job Search Assistance
2. Capacity Building Services for Livelihood and Employability of Workers in the Informal and
other Specific Sectors, Social Partnership Promotion, and Dispute Resolution Services.
3. Skills Competency, Productivity Training, Tech-Voc Education Services to Safeguard Fair
and Just Terms and Conditions of Employment.
4. Social Protection and Welfare Services for Workers in the Informal and Other Specific Sectors
Work Accident/Illnesses Prevention, Work Compensation and Rehabilitation Services.

Activity
Direction: Write down the statements or words in the Bill of Rights that
are new to you. Research on the Bill of Rights and interview an adult to know
their meanings. After clearly understanding each section or the Rights, identify
one section that you would like to expound on. Cite specific examples of relate issues in the
section that you chose.

_______________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________
Lesson 2: Social Justice
Objectives
At the end of the lesson, you are expected to:
 Define Social Justice
 Discuss social justice according the constitution
 Present examples of social justice in the Philippines
Introduction
You will learn about the definition of Social justice and its connection to freedom of
initiative and self-reliance. Important concepts that connect social justice to political and
economic concerns, civic society, and culture are introduced. Sample programs that promote
social justice and activities in relation to this value are likewise presented.

Lesson Proper
SOCIAL JUSTICE
PROMOTING SOCIAL JUSTICE
Social justice describes the relationship between the individual and society as fair and
just. Being fair is relevant to making actions in accordance to the rules or standards of the
constitution. This value is also directly connected to human rights. This can also mean equality
in terms of wealth distribution, opportunities for activities, personal and social privileges. In
other countries, social justice is described as a process of making sure that members of the
society fulfill their societal roles and receive their fair due from society.
In Section 2 of Article XIII of the 1987 Philippine Constitution, it is stated that the
promotion of social justice shall include the commitment to create economic opportunities based
on freedom of initiative and self-reliance.
Two values are emphasized in this section to help members of the society attain social justice.
Freedom of Initiative
Initiative is defined as the ability of a person to assess and do things independently
authorities. A responsible youth, who witnesses a specific concern in his/her community, may
begin inking of ways to do appropriate actions to solve the concern, instead of waiting for other
people's response to the concern, At the same time, the youth may also take the initiative to
coordinate with the authorities.
Self - reliance
 Self- reliance is referred to as an individual's ability to do things and make decisions
independently, having the confidence in exercising one's judgment. Being self-reliant may seem
challenging since one’s decision is crucial when innovations in a certain community are
introduced. Yet, through this value, a person is trained to become a leader taking into
consideration that one's judgment should be carefully analyzed and reflected to assure that plans
will be implemented appropriately.
Other important points emphasized in relation to social justice are the following
 The goals of social justice center on the welfare of the people and economic stability.
 Social justice was expanded to cover people's political, economic, civil, social and
cultural rights.
 Social justice is the virtue by which individuals and groups fulfill their obligations to
society.
 Social Justice contribute positively to the complete well-being of fellowmen.
Issues on social justice arise in different places worldwide. For the voices of people against
social injustice to be heard, different activities are planned such as campaigns, conferences, and
rallies. Media personnel are alert in reporting and publicizing these kinds of activities.
Social injustice refers to situations and issues relating to unequal and abusive relationships
among particularly human rights violations, exploitation, abuse, and discrimination directed
toward certain individuals or groups.
In the Philippines, the prevalent poverty affecting a
significant portion of the population in urban areas are
considered an issue related to social injustice. The
urban poor often lack basic necessities for safe and
comfortable living such as adequate shelter, safe
drinking water, and sanitation services, Poor areas are
also https://archondigital.com/topic/child-labor/
centers
of crime such as theft and drug trafficking.
Unfair labor practices, where corporations or
industries subject workers to unfair terms, unsafe
working conditions, and abusive and exploitative
practices, 1s another example of social injustice,
M here lost alarming of these labor issues is child
labor. The International Labor Organization
estimates that there are about2.1 million child
laborers aged 7 to 15 years old in the Philippines.
Majority of these child. ren work in farms and
plantations. Children also work in mines, on the
streets, in factories, and in private homes as domestic workers.
Another significant social justice issue is the plight
of farmers and farmworkers. Many of them work on
farmlands they do not own, and are often subject to
abuse by the landowners. One famous incident
related to the plight of landless farmers and
farmworkers occurred in 2004 at Hacienda Luisita in
Tarlac province, during a violent dispersal of
farmers who established a blockade in the plantation.
The farmers were protesting unfair wages and were
calling for better benefits and the inclusion of more
farmlands in the agrarian reform program.
"The so-called "Hacienda Luisita massacre resulted in the deaths of twelve farmers and
two children, with hundreds injured in the violence. In 2016, farmers in Kidapawan City in
Cotabato province who were conducting a protest action clashed with police forces sent to
disperse them. The farmers were calling on the local government of Kidapawan to give them aid
since their farms were affected by drought. At least one farmer was killed and 13 were wounded
due to the violent dispersal. Two policemen were also
critically injured while 40 were hurt in clashes with the https://kaisahannewsletter.wordpress.com/2015/11/21/
farmers. hacienda-luisita-11-years-later-by-jordan-ilagan/

THE ACTION PROGRAM FOR JUDICIAL REFORM

One important aspect of social justice is an effective and efficient justice system. The
Philippine Judiciary is the institution that upholds justice in the performance of its duties. In
pursuit of its aim to better serve the people, the Supreme Court of the Philippines has taken steps
to implement reforms to improve the delivery of justice and improve the services of the judiciary
throughout the country. The Action Program for Judicial Reform (APJR) was founded in 2001
based on the vision and mission espoused by then Chief Justice Hilario G. Davide, Jr.
The following are the objectives of the Action Program for Judicial Reform:
1. Improvement of judicial systems and procedures including streamlining rules and
establishing alternative dispute resolution mechanisms.
2. Institutional development by establishing a judiciary that is independent from politics.
3. Human resource management, particularly the improvement of legal education.
4. Institutional integrity development to counter corruption within the judiciary.
5. Better access to justice by the poor through affordable and effective means Establish
reform support systems by educating the public.
Since its inception, the program has undertaken the following projects:
1. development of a framework for a national justice information system to assist in the
implementation of case flow management in Region 7
2. integration of the Barangay Justice System in the judicial process
 3. improvement of communication and connectivity among the courts through technology
such as internet connection and wifi
4. better access to research materials for members of the judiciary, particularly fiscals and
public defenders, to help them in their preparation for cases
5. development of a case management system to track the status of corruption cases
SOCIAL JUSICE AND COMMUNITY ACTION
Community plans should take into consideration the diverse characteristics and
backgrounds of community members to ensure that their needs are identified and taken into
consideration. Planning and decision-making should be democratic, and members of the
community and concerned groups should be consulted to come up with the best program that
would benefit the entire community. Al members of the community should be accommodated;
no one should be excluded from benefitting from the community plan based on their
socioeconomic status, gender, age, educational attainment, etc.
For example, a community plan which wishes to implement a teaching program that will
benefit the youth in the community should ensure that all youth are accommodated.
Organizations that volunteer to teach far-flung communities, especially indigenous communities,
embody the application of social justice in community action.
Another important aspect of social justice in community action is the full involvement of
community members in implementing the community plan. Given that the plan will benefit the
entire community the full participation of community members show a commitment to action as
well as concern for the betterment of their fellow community members. In this manner, the
community members themselves uphold not only their personal welfare but also the welfare of
others.

Activity
Direction: In what particular situation in your life did you feel that there
was justice? How about when you felt that life was unjust? Write your answers in
the comic balloons. Life is Just! Life is Unjust!!

Evaluation
Direction: Write T on the blank if the statement is true and F if the statement is not.
__________ 1. Social justice denotes respect for human rights and social and economic equality.
__________ 2. Self-reliance means that an individual relies on others in making decision.
__________ 3. One important goal of social justice is to concentrate power and influence among
the elite in society.
__________ 4. Social justice refers to issues and situations related to social inequality, abuse,
and exploitation.
__________ 5. Social justice entails persecuting one social group to uphold the rights of another.

Lesson 3: Empowerment and Advocacy

Objectives
At the end of the lesson, you are expected to:
 Explain the concept of empowerment and advocacy
 Discuss the principles of the strengths perspective that provide a basis for empowerment
 Connect the value of empowerment to advocacy
Introduction
Every individual needs a support in order to build confidence and be motivated to
accomplish certain tasks. Similarly, members of a community also perform effectively once they
are empowered positively by the people around them.

Lesson Proper
WHAT 1S EMPOWERMENT?
Empowerment
- refers to the development of self-confidence, self-control, relationship with others s,
and the firmness to gain political power to achieve improved inputs and equality.
Thus, it is briefly can defined as the "process of increasing personal, interpersonal, or
political power so that individuals can take action to improve their life situations."
In a community, social workers help people become empowered in two ways:

Personal Empowerment
Example:
This type of empowerment is attained by
The person's choice whether to accept a certain
persons who can directly control what is
job or not, or to participate in a certain school
happening in their own lives
activity.
Social Empowerment
Examples:
Lacking of Social Empowerment in terms of
Opportunities
Persons below 18 years old in the Philippines
do not have the social empowerment to vote for
their preferred This is the condition wherein
people have government officials. Women in
This is the condition wherein people have the few companies are not empowered to become
access to opportunities and resources in order to leaders because of the idea that they may serve
make personal choices and maintain some as ineffective supervisors or administrators.
control over the environment. Certain policies
in a society influence the empowerment of a
Lacking of Social Empowerment over
person. Social empowerment maybe in a form
Resources
of opportunities.
People who earn minimum wages may not be to
purchase expensive things that they like or eat
in a fine dining restaurant. Scarce resources in
poverty-stricken areas result in fewer education
supplies, limited access to the latest technology,
and difficulty in paying other fees in school.

The Strengths Perspective provides six principles that focus on the assets of a community, for it
to be fully empowered.
1. It is important to identify and use the community's assets and strengths.

2. Community problems such as poverty, and peace and order, among others, may be
viewed as avenues for improvement and growth.
Examples would be educated citizens who can provide free tutorial classes to the children who
could not afford to go to school, so as to improve their literacy skills.
3. Realize the direction of the community and determine ways on how to improve it.

4. Allot time to work and be one with the members of the community to be aware of issues
as bases for plan development and to achieve effective results.
 5. Provide care, support and help to the community's overall well-being.
UNDERSTANDING ADVOCACY
Advocacy is defined as the active intervention of community members to seek ways to
obtain unity he needed resources that are not available in the community. It is also one way to
change the community regulations that affect the members negatively.
Advocacy involves exerting efforts more than what is necessary to accomplish a certain
task. This may include taking risks, especially when advocating on a member’s side, against a
more powerful authority
An advocate is one who speaks on behalf of the community in order to achieve fair or
equal treatment or gain the needed resources. The following are the roles of an advocate:
 Speaking for the people and representing them to those in authority.
 Protecting those who are vulnerable.
 Creating support to enhance social functioning.
 Protecting and advancing claims or appeals.
Advocacy programs are conducted by various groups and institutions such as schools,
communities es, and business organizations. Advocacy programs generally focus on one
particular concern or issue related to an institution, group, or community. Following are
examples of advocacy programs undertaken to address certain issues:
Advocacy Programs to Address Drug Abuse
"Barkada Kontra Droga" or Peer Groups Against Drugs.
This is a peer-based preventive education and information program which seeks to
address the ill effects of drug abuse.
National Youth Congress on Drug Abuse Prevention and Control.
This provides open discussion among youth participants in addressing problems on drug
abuse. Anti-drug advocates and facilitators provide participants the chance to engage in positive
discussions and dialogues.
Advocacy Programs for the Environment and Animal Welfare
Greenpeace Philippines undertakes a mission to save the environment. The organization
undertakes campaigns to stop climate change, oppose genetic engineering, and protect the oceans.
The World Wide Fund for Nature Philippines (WWF-Philippines) focuses on addressing issues
on the Philippine environment. The organization's advocacy addresses climate change
biodiversity, conservation, and sustainable development.
The Haribon Foundation commits to help conserve sites and habitats, protect endangered species,
encourage sustainability, and empower people.
 The Philippine Animal Welfare Society (PAWS) ensures the protection and humane treatment of
all animals. Its activities address the abusive treatment of animals and the organization also
opposes activities such as dogfighting and the use of animals for entertainment
Advocacy Programs for Health
The Volunteer Youth Leaders for Health Philippines aims to promote awareness on the
prevention of birth defects, newborn screening, and support for orphan disorders.
The United Nations World Food Programme seeks to address the issue of hunger. The program
also focuses on climate action, disaster risk reduction, gender equality and nutrition.

MEDIA AND ADVOCACY

Media is an effective communication tool which greatly aids in advocacy and fighting tor
positive change in society. Media can help in the exchange of ideas and perspectives regarding
an issue, organize mass action, and aid in collaboration among different groups which can help
them in the planning and conduct of their advocacies.
The internet and communications technology have been used to organize collective
action demanding change in society and government. The Arab Spring of 2010, a series of
protests throughout the Middle East, was spurred by social media. These protests brought about
revolutions which resulted in dramatic changes in the government of countries such as Tunisia,
Libya, and Egypt. The Umbrella Revolution was a protest movement in Hong Kong in 2014
which was largely organized through social media. Participants in this mass action were mostly
young citizens of Hong Kong who called on their government to uphold democracy and opposed
what they perceived to be Chinas undue influence on the local politics of Hong Kong.
In the Philippines, media has been used to support certain advocacies and programs. For
example, the internet has been used to spread awareness of the cybercrime law and issues such as
online child pornography. The recent pork barrel scam involving high-ranking government
officials has been covered extensively by the media and on social media. Another significant use
of social media is addressing natural disasters. Citizens often post updates on social media
regarding areas affected by natural disasters or post updates and reminders regarding disaster
preparedness as well as the status of calamities such as typhoons. The internet is also used to
raise awareness as well as collect donations for certain advocacies, particularly those that
volunteer to help the poor and marginalized sectors.
 Activity
Direction: Explain briefly.

After finishing college, what do you plan to advocate in the future?

_____________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________.

Evaluation
Direction: Identify the following.
__________1. The process of increasing personal, interpersonal, or political power so that
individuals can take action to improve their life situations.
__________ 2. A type of empowerment attained by persons who can directly control what is
happening in their own lives.
__________ 3. This is the one who takes the role of speaking on behalf of the community in
order to achieve fair or equal treatment or gain the needed resources.
__________ 4. This is the active intervention of community members to seek ways on how to
obtain the needed resources that are not available in a community.
__________ 5. An effective tool to spread a group’s advocacy.
Lesson 4: Participatory Development
Objectives
At the end of the lesson, you are expected to:
 Explain the meaning of participatory development in two ways.
 Discuss the stages and forms of participatory development
 Determine the benefits of participatory development.
Introduction
In this lesson, you will learn the idea of participatory development. Important values such
as self-reliance, sustainable development and social justice that are linked with participatory
development are defined. A model about the application of participatory development and four
stages of development are introduced.

Lesson Proper
PARTICIPATORY DEVELOPMENT
Participatory development pertains to the engagement of the members of a population in
development projects. Most of the objectives of participatory development focus on giving to the
poor c benefits they deserve. This is also called the top-down approach to development whereby
activities, plans, and projects are implemented based on certain goals.

Participatory development is explained in two perspectives:

Social Movement Perspective
This is the type of participation wherein the people are mobilized to eliminate unjust
hierarchies of knowledge, power, and economic distribution.
Institutional Perspective
This is the type of participation that uses the inputs and opinions of relevant Institutional
groups in a community to serve as the factor to attain one's goal.
Participatory development is regarded as a form of development that heightens
sustainability and self-reliance and aims for the realization of social justice by improving the
quality of people's participation. This allows the people involved in the development to become
active agents, planners and beneficiaries in many aspects of development.
The following related values are emphasized under participatory development:
Self-reliance - enabling communities and countries to achieve growth without aid
 Sustainable Development - continuing the stable growth pattern and ensuring that economic
development is in harmony with the environment
Social Justice - ensuring equal opportunities for people to participate in order to correct the
differences between regions, income, levels and gender.
The model below presents the schematic illustration of participatory development. It
shows the collaboration of different groups and institutions and the processes of participation
involved adhering to the improvement of target communities and their members.

FOUR STAGES OF PARTICIPATORY DEVELOPMENT

Planning is an essential part of participatory development. It will be more effective if this is

executed through exchanging ideas with other members of the community before the
implementation of project development.
The following civil society groups in the Philippines nay be approached by the citizens to aid
them as they plan out their projects for community development.
The Center for People Empowerment and Governance
This group seeks to empower the marginally poor to play a bigger role in governance,
and conducts trainings and education on elections, citizens participation and more.
The Local Government Foundation
This group works to strengthen local authorities and promote local governance
Galing Pook Foundation
This group promotes excellence in good governance, acts as a capacity building
institution and awards local government programs.
Activity
Direction: List four activities that you have participated in and write how your
participation significantly contributed to other people.

Activities Contributions

1. 1.

2. 2.

3. 3.

4. 4.
Lesson 4: Gender Equality
Objectives
At the end of the lesson, you are expected to:
 Define the concept of gender equality
 Present Philippine data in relation to gender equality
 Introduce the areas of gender equality
Introduction
Every individual, regardless of gender, has something important to contribute to society.
Our specific strengths, skills and abilities are important assets in the community. It is normal
condition as well for every person to have his/her flaws, we ourselves can improve these with the
help of and other factors in environment. Every individual can serve as an agent to help others
become better people.

Lesson Proper
WHAT 1S GENDER EQUALITY?
Gender equality is also similar with sexual equality. This entails the idea that all human beings,
both men and women, have the freedom to develop themselves in terms of their personal abilities
and choices. This encompasses the different behaviors,
aspirations and needs of men and women which are
considered, valued, and favored equally. Equal
treatment should be considered in terms of rights,
benefits, obligations, resources, protection, and
opportunities. Globally, this also means the
elimination of harmful exercises against women and
girls such as sex trafficking, sexual abuse or violence.
The Global Gender Gap Report in the World
Economic Forum published in 2016 presented the
levels of gender equality in various countries. The
Philippines improved in its rank with General Symbol http://socialgoodstuff.com/2019/06/embracing-gender-
equality-through-social-entrepreneurship/
for Gender Equality regards to gender equality, being
the highest in Asia and 7th out of 144 countries.
In the data gathered, the country's gender equality mostly improved on the aspects of
educational attainment and health. However, more improvement is viewed in the aspects of
economic and political participation.
 Following are the areas explored in terms of gender equality:
1. Economic participation- participation in programs, policies and other economic activities that
include being part in the decision-making processes
2. Educational Attainment - the level or degree of education that that individual attained
3. Health and survival - pertains to health care and protection of one’s life
4. Political Empowerment - the delegation of power or authority in the government
Among the aforementioned areas, the Philippines performed well in the areas of
educational attainment and survival. There were no significant barriers for women to attain
higher education and healthcare in the country.
The Philippines performed poorly, on the other hand, on economic participation and opportunity
Such as wage equality and labor force participation. The housewife culture is still evident in
some parts of the country. Another area for improvement is political empowerment as evidenced
by the less percentage of women who have positions in the government.

https://pcw.gov.ph/philippines-drops-8-places-in-gender-equality-remains-top-in-asia/
 FORMS OF GENDER INEQUALITY
Women Work Longer Than Men
In most cases, women are usually engaged in emotional and personal caring work such as
cleaning cooking for the children, taking care of sick family members, among others. Since men
are described as breadwinners, they usually enjoy both power and status. However, women in
poor areas exercise dual responsibilities by doing their chores at home and working to earn
additional income to provide additional support for the family.
Inequality in Employment and Earnings
Since most women shoulder household responsibilities, they are considered to work in a
u offer range of occupations which are referred to as female industries such as in textiles,
clothing, that offer lower wages compared to other industries.
Ownership Inequality
There are certain cases wherein the ownership of properties is entrusted to the male
members. In this case, men tend to overpower women which makes women feel deprived. Due to
this social inequality. women are subject to various kinds of exploitation and less freedom.
Survival Inequality
In some instances, women receive less care and support than men. Sons are preferred
over women even in terms of food allocation in some countries. Since women are not well taken
care of or protected, the mortality rate of women tends to increase.
Gender Bias in the Distribution of Education and Health
In some countries, women receive less education. It is believed that investment in
women's education is not valuable since when women are married, their husbands will be the
ones to work to sustain the needs of the family. A poor state of health is also evident among
women in some countries, because the poor women are denied the basic care and facilities.
Gender Inequality and Freedom of Expression
In some poor societies, the right of women to give their opinion is completely denied and
the men enjoy power and authority.
Gender Inequality with Respect to Violence and Victimization
There are cases of unequal sharing of income, property, and household benefits such as
health and nutritional deprivation. Women are subject to both physical and sexual violence, and
extreme forms of coercion or the act of persuading someone forcefully. This is usually common
in poor societies.
 INITATIVES TO FIGHT GENDER INEQUALITY
Efforts can be exerted to improve the status of gender equality in one's country.
Following are suggested initiatives:
1. Include gender inequality in the curriculum to address gender equality issues.
2. Provide strategic interventions at all levels of programming and policy making in the
country that include reproductive health, economic empowerment, educational and
political environment.
3. Accept the concept, as suggested by most researches, that working with men and
women, boys and girls in promoting gender equality will contribute to the
achievement of health and development outcomes.

Activity
Direction: Based on your experience and observation, write down how men and
women are treated according to the areas below

Area Men Women

Home

School

Community

Malls