You are on page 1of 17

LESSON 1: COURSE OVERVIEW AND REVIEW ON STIS CEP

Pre-Activity:
Ask the students to identify the most important lessons that they have learned in CIWETS 1 and explain
on why they regard this to be important.
- Inform them that they need to apply these things as they about to take the final phase of
CIWETS
- CIWETS 2 will be partnered with STIS Community Extension Program (CEP)
Objectives:

At the end of the course the students will be able to:
a. Be familiar with community and the elements of immersion
b. Determine the problem of the community for a possible feasible intervention measure
c. Display skills in effective leadership and management
d. Plan, implement, monitor, and evaluate community service projects.
e. Show a deep interest in community development task
f. Develop a harmonious working relationship with the community

- This course intends to equip the students with fundamentals of project identification, planning
and implementation of programs that will uplift the general welfare.
- To improve the quality of life of people in the community through the enhancement of a
particular facility especially to those that is devoted to protect and preserve the environment.
- The students are required to conceptualized plan and implement environmental projects that
would benefit a barangay or community.
- The student may also adopt an existing environmental program of a particular barangay.

Expectation:

- Students are expected to undergo the process of community immersion
- They are also expected\ to regularly visit the community assigned to them in every milestone in
their program plan up to its evaluation.
- The students with their instructors should build a harmonious relationship with the
barangay/community officials in order for the program to be effectively implemented and to be
successful.

The instructor will be the one who should select the barangay
In addition, the instructor must also probe whether the host barangay has an existing
environmental policy that the students can adopt.

Primary Considerations:

- Security
- Physical environment (safe and secure)
- The barangay officials should be approachable and open minded

The instructor must remind the students that it has one (1) objective examination PRELIM and Essay
exam for Midterm, Pre-Finals and Finals.

Basis of grades:

1. Program preparation
2. Planning
3. Implementation
4. Monitoring
5. Evaluation

Review on Community Extension Program (CEP)

Program Objective:

Develop competencies as they involve themselves in the Community activities that will led to
better understanding the community.
Productively channel the emotions as they positively interact with other people
Develop a mature interpersonal relationship to learn and understand the community
Establish identity as they learn to value and have a clear perception of the community
Match personal value with socially responsible behaviour

Program Advocacy:

The following man-made activities have indeed directly and indirectly affected our environment;
a. Illegal logging
b. Unsupervised mining
c. Littering
However, despite of the threat brought about by these things, there is still lack of human
capacity to respond to the environmental issues and as well as lack of understanding between
the connection of environment and the sustainability of human life.
STI recognizes this problem and has therefore chosen to be an advocate for the care and
protection of the environment.

Sharing of experiences:

Divide the class into groups and ask them to share their CIWETS experiences using the following guide
questions:
a. The most memorable topic/discussion in the module
b. Preparation taken during the program planning, implementation, monitoring, and evaluation
c. Effectiveness of CIWETS 1- Community extension program

Saying it right Clarifying expectation:

a. Ask the students of at least five (5) of their expectation of what they want to learn in the course
b. In addition, they should also formulate a ground rules in setting up an appropriate learning
environment and achieving their expectation.

Format:
1
st
column: Expectation
2
nd
column: Agreements/ground rules

Guide questions:

1. What can we do to meet our list of expectation?
2. How can we act towards one another (i.e. be cooperative, accountable, open- minded) to maximize
the time we spend together?
3. What can we do to ensure the success of our Community Extension Program?

After the students done with their activity, ask them if they agree with the items on the list. If
not then conduct an open discussion about it.
Ask the students to sign a covenant that will prove that they have accepted everything that was
agreed upon by the class.

Assignment:

Research the following:
a. Development
b. Development management
c. Empowerment
d. Community Empowerment
Ask the student to cite their references.


LESSON 2: DEVELOPMENT MANAGEMENT, EMPOWERMENT, AND VOLUNTEERISM

Pre- Activity:

1. Group the students
2. Ask them to think of at least five (5) environmental issues or problems in the community that they can
act on it.
3. Write the output in a yellow paper
4. Then instruct them to number it according to its level of priority
5. Group presentation

Guide questions:

a. What were the consideration in listing these environmental issues and problems of the community?
b. Have your personally experience these problems? When and how?
c. What do you think can be done to solve these environmental problems?

Stressed that the CIWETS- CEP focuses on rendering an environmental service in the community
It should also be emphasized that the students has three (3) options to introduce and
implement environmental program and policy:
1. Enhancing/supporting the existing environmental programs of the community
2. Facilitating a community survey/ needs assessment (result will be used in initiating a program)
3. Adopting their successful and sustainable environmental programs that they implemented
during CIWETS 1

The students need to be acquainted with the barangay officials in order for them to know on
how they could work together with the community to implement an environmental program.
The first immersion will take place on Week 4-5

Lesson proper:

Motivational questions:
What do you think is the best ingredient to ensure the success of a community environmental program?

Answer:
The program organizer must work hand in hand with the community officials as well as to its
members, for them to implement their desire program
The involvement of the barangay officials and members are important in planning and
formulating purposes, course of action, and implementation processes to make sure that the
program is appreciated
The main reason for the implementation of the program is to bring about a change and
development.

Ask the students of their idea of the word development and encourage them to elaborate their answers

Nature of development:

a. It is equated with growth that has many dimensions such as social, cultural, political, economic,
institutional, and environmental.
b. According to United Nation Development Program, development is to lead long and healthy lives, to
be knowledgeable, to have access to the resources needed for a descent standard of living, and to be
able to participate in the life of the community.
c. Development is also multi-disciplinary in a sense that such concept is present in different fields such
as sociology, politics, sciences, and environment.

Ask the students what does the picture on slide 3 wants to convey.
The picture illustrate dynamism, from the word dynamic and its opposite is Static

Nature of development

Directed towards the people
It is always the subject of desire to achieve human development
Development is dynamic with respect to changes and transformation of peoples attitude,
behaviour, and organizational structure.

If the environmental Community Extension Program is successful, community members themselves will
be empowered to take over the development process.



Five (5) concepts of development: (UNDP 1997)

a. Man as the end of development
b. De-alienation of man in the sense that he feels at home with the process of development, he as
subject of development and not as an object.
c. Development collective personality of man in which he finds the richest expression
d. Participation as the true form of democracy
e. Self-reliance as the expression of mans faith in his own ability.

These five (5) core concepts of development should be kept in mind in order to inspire
themselves in bringing about an environmental change in the barangay/community.

Development Management:

Since there is something to be developed then the science of art and management should be
applied in planning, implementation, monitoring and evaluation of the students program.


Definition:

It is an integrative and complex field of study which examines the structure, processes, and the
development of behavioural patterns involved in managing development interventions at the
project, program, and policy levels.
Part of the development management is to identify and establish relations with various network
and organizations that are relevant to the purpose, goal/s, and objective od cause oriented
groups like the students of CIWETS
During the planning stage (assuming that there is already a purpose, goals, and objectives) they
can ask for sponsorship or other environmental groups to work together in ensuring the success
of their environmental programs.
Development management focuses on capacity building in strengthening community
organization and in enhancing government institution.

Community empowerment:

Ask the student to interpret the picture on slide 7
Answer: The picture shows empowerment
Ask the students to identify it in their own words

Empowerment:

Em- (Prefix) means to put on to, or to cover with
Power- (Root word) means dominion, control and authority

Refer to transferring control and authority to other people or entity
It occurs when power goes to the project implementers
It is a process in which people take an action to overcome the obstacle to progress
This action involves getting more control over their situation
Empowerment and the energy that comes with feeling of ownership are necessary for
continuous improvement
Commitment is very important to continuous improvement for it to remain competitive
Empowerment is facilitated by various factors such as values, leadership action, job structure,
training and reward system.

The students were already empowered and trained to bring about the change in their school community
and therefore expected to be:
Responsible to empower the people outside their community by bringing about an
environmental change in their barangay /community (Community empowerment)
Prepared in empowering community

Primary consideration:

a. The community must be properly informed about the program/change that the students are about to
undergo by introducing proper and relevant skills and training.
b. The community must also be motivated to exercise power by explaining to the community what they
can expect after the implantation of the program.
c. The community must be rewarded for successful outcomes by ensuring the program success

Three (3) basic empowerment options:

1. Community can be encouraged to contribute ideas.
2. Community members work in teams which share and manage their own work within the policies and
limits
3. There can be more extensive decentralization where the individual is free to change certain
parameters and strategies. Evaluating outcomes is an important control mechanism.

Volunteerism
Ask the students on how many times that they have volunteered to help somebody else? What does it
mean to volunteer?

Identify the pictures on slide 11 (Volunteer)

Someone who does a task/job or renders services freely and usually without anything in return.
This is one of the main thrust of CIWETS-CEP (to imbibe the spirit of volunteerism)
When the student volunteered they can have fun experiences sharing their time, knowledge,
and skills/talent

Tips for volunteers:

a. Research for issues or causes that are in line with your personal advocacy by focusing on the care and
protection of the environment
b. Tailor fit your skills in your chosen volunteer work in order for the success of the environmental
programs
c. Do not over commit your schedule (tie management is the key in order not to sacrifice your family,
friends, and for yourself)
d. Give voice to your heart through your giving and volunteering. Voluntarism includes enthusiastic spirit
which were priceless

Activity: list down at least 10 advantages that they can get from volunteering.

Assessment:

I. Explain the following:
a. Development
b. Development management
c. Community
d. Empowerment
e. Volunteerism

II. How will you be able to use this (empowerment) at the community level?

Assignment:

1. Research the following:
a. Social mobilization
b. Five keys mobilization avenues and goals
c. Elements and processes of social mobilization

Write the answer in one (1) whole yellow paper


LESSON 3: SOCIAL MOBILIZATION

Pre- Activity:
- Ask the student to watch the Video 3 (Social mobilization that saves the children lives through
vaccination to reduce child mortality in Madagascar)

Guide question:

Based on the video presentation, what is the key to the effectiveness of vaccination campaigns in
Madagascar?
Answer: Involving local people (mobilizing them) in the awareness campaign

Like the vaccination campaign in Madagascar, the CIWETS 2 students have realize the importance of
social mobilization in ensuring the success of their environmental program


Social Mobilization

An important element to ensure the success of the intended environmental program by working
together with the partner barangay or community.
It is the primary step of community development for recovery from conflict of disaster
It allows people to think and understand their situation and to organize and initiate action for
their own recovery using their own initiative and creativity.
A process of bringing together all feasible and practical inter-social allies to raise awareness of
and demand for a particular program. To assist in the delivery of the resources and to
strengthen the community participation.
According to United Nation Children Fund, it is a process that engages and motivates a wide
range of partner in the international and local level to raise awareness of and demand for a
particular development objectives through dialogue.
Through Social mobilization, people can organize themselves to take action collectively by
developing their own plan and strategy for recovery rather than being imposed outside.
The allies include decision- and policy makers, opinion leaders, non-governmental organization
such as professional and religious groups, the media, the private sector, communities, and
individual.

Summary:

Its long term is to create community will and commitment
With the context of project, it helps create immediacy and a call for action from the community
level around a policy-related advocacy objective.
It helps create a motivation and a call for action around a developmental objective.

Basic concept involved in Social mobilization:

Involving people in the community through social mobilization is important in ensuring any
success of environmental program.

The Concept of Social mobilization: (Lee and Lee 2008)

1. It is a broad scale movement. It involved and mobilized large number of people in action to achieve
development goals

2. It is a planned process. It seek to facilitate change and development
3. It entails accountability. It takes into account the felt needs of the people, embraces critical principle
in the community involvement and seeks to empower individuals to action.

4. It includes problem recognition. It begins with a conscious recognition of problems and seeks the
probable solutions to these problems.

5. It is a problem-solving advocacy. A consensus between the affected and people that has solution to
the problem including the allocation of adequate resources.

6. It include decision making. It includes initiation, discussion and making decision for political will,
action, and resource commitment.

7. It fosters acceptance and commitment. It generates the acceptance of new ideas, attitude and
technologies.

8. It avails of all communication resources. It uses all available and potential communication resources
for effective networking and active social mobilization.

9. It is a network for institutional sustainability. It sustains awareness, cooperation, commitment and
action leading to the achievement of the communitys vision, mission, and goal.

The students need to establish a good working relationship with the community, individual, and
institution that could help in achieving the common goals.
Aside from that, it is also important to the students to reach, influenced, and involved all the
segment of the society to affect positive behavioural and social change.
E.g. From public (Barangay) to Private (Communitys homeowner association)
The CEP must stick to plan and program that intends to protect and take care of the
environment.

Elements of Social Mobilization:

a. Advocacy
It identifies the prospective actors who will be involved in the initiation, planning, and
implementation of the program.
b. Information dissemination, Education and Communication
It intends to introduce accurate and important facts about the community programs that is
being implemented in the community.
Information materials includes the following:
a. Brochure
b. Posters
c. Newsletter
d. Audio Visual Materials
It is advisable for the students to use ecological method in information dissemination that will
help reduce environmental impact as well as the cost.
These materials should be distributed to the people concerned for them to know what should
be expected during the implementation of the program.

Process of Social Mobilization;

1. Community Organization
Social mobilization includes recognizing and gathering allies that will raise peoples awareness of
and demand for a particular environmental program.
Building coalition composed of different groups in the community but have the same advocacy.

2. Capacity building
Refer to a process of enabling the people to do something significant for themselves that can be
sustained by the rest of the community.
E.g. Waste segregation must be start with themselves before it could be transferred to the rest
of the community.




Benefit of Social Mobilization:

1. Poverty alleviation

2. Promoting Democratic Governance
Poverty and Bad governance are mutually connected with each other.
Social Mobilization must be started by the government to encourage the community to
participate and to ensure transparency.
A decentralized system of governance including its fiscal must be in place and functional
Social Mobilization can facilitate tripartite leadership:
a. National Government
b. Local government
c. Civil society
The local government must increase its capacity to manage and respond to the demands of the
community that will lead into the improvement of governance practices.

3. Conflict Prevention
Social Mobilization helps organized people to address common problem and to collectively
improve the socioeconomic condition in an adequate, democratic, and transparent manner.

4. Sustainable environment
Social mobilization organize people to better manage their natural resources, fight illegal
practices, and establish organization that will promote a sustainable environmental
management programs through appropriate legal regulatory and institutional framework and
policy dialogue.

Generalization:

Answer the following questions briefly:
a. What is social mobilization?
b. Give the feature of social mobilization
c. What are the elements and processes of social mobilization? Describe each.

Activity: Role Play

1. Ask the students to choose a role and to be the representative of the following:
a. Government
b. NGO
c. Community
d. Family
e. Private members of the community

2. Choose any from the following environmental projects:
a. Solid waste disposal system to be conducted within the community
b. Tree planting
c. Estero declogging
d. Disseminating information on environmental protection and climate change
e. Setting up environmental signage

3. With their respective role, each member should show how they would resolve their group chosen
projects.
4. The skit must show how they will be able to mobilize themselves and the inhabitant of the
community.


LESSON 4: GUIDELINES ON PROGRAM PREPARATION

Options to reach out to the community:

a. Enhancing and supporting the existing environmental programs of the barangay/community.
The student have to arrange a meeting with the officials of the community
Ask if they have an existing or old environmental program and they are willing to re-run the said
program

b. Facilitating a community survey/needs assessment (the result will be the basis of community
environmental program)
The student must facilitate a survey or needs assessment to the members of the community
Its main purpose is to gather relevant information regarding the environmental practices of the
community their awareness, consciousness, and needs

c. Adopting their successful and sustainable environmental programs that they implemented during the
CIWETS 1

The main thrust of STI community Extension Program CWETS2 is focused on implementing
environmental service/literacy projects in their partner barangay/community.
The student will have their 1
st
immersion on the last and first hours of week 4-5

Students must conduct first a survey before the program implementation

Survey
Is an effective method to identify and eventually solve simple and complex community
problem.
It provides rapid feedback to the class/group that intends to implement an environmental
program.

Questionnaire
The most important tool in conducting survey
It reflect the specific concern of the people within the community and willingness to participate
It is important to deliberate in formulating a community survey.


Preparation:
Consult the barangay official for them to have an idea on environmental programs that they
have already implemented in the community.
Discussion of the students their plan to the officials of the community
All plans and activities must be first approved by the Instructor before be implemented
The instructor should also approve the number of participants to be involved in the survey
based on the total number population of the community.
The data gathered from the accomplished form will then be converted into a partner profile

Conducting a community survey;
The student must photocopy the approved community survey form (should be presented by
week 7)
The instructor must ensure the proper conduct of community survey and proper coordination
between the school administration and the officials of the barangay regarding the program that
will be implemented.

Under the 2
nd
option (Facilitating a community survey), the students are required to prepare and submit

a Community Profile Report.
A community profile report describes the present and general condition of the people in the
community. (Affected by past and present issues and factors that occurred in their community)
The students may create graphs and charts which present the significant statistical data
gathered from the survey.
Present the result of the survey in narrative form
Include a portfolio of photos (with caption) of the partner barangay resources and facilities
which depicts its strengths, weaknesses, and lifestyle in relation to environmental
practices/awareness.

Submission of the result of Community survey and profile report is on Week 8
Report must be submitted first to the instructor before endorsing it to the barangay officials

In preparing for the development of environmental program for the community it is important to
identify the following;
a. Goals and objectives that the class/group wants to achieve
b. What their vision encompasses
c. What their intentions are in organizing such environmental program

The task can only be achieved if its implementers have a vision

Vision
Refer to the main focus for having or implementing the program
It is relatively based on the result of the community survey and its profile report
It also serve as an aid of interpreting the program goals and its objective
It is vital to the success of any program/event because it outline everything that the student
should do from planning up to the implementation of the program.
But before vision can be identified, the students must first set the program goals and objective.


Setting the Program goals and objective (essential in order to define vision)

Goal
The general purpose of the event/program that provide a road map for the planning process.

Objective
A measurable and attainable target that contribute to the accomplishment of the goal.

A mini environmental program can have one goal and objective.
Medium/Large event may require a number of goals and multiple objectives

Example:
Project title: Solid Waste Management
Goal: Minimize waste by promoting prevention, reduction, reuse, and recycling of waste
Objective:
To be familiar with the knowledge and skills on how to properly manage solid waste in the
community.
To develop strategies that would address methods of solid waste management.

Hypothetical program vision:
To implement a program that would increase student awareness on effective and sustainable
solid waste management in the community.
The vision should be in line with the program goals and objective.
Subject to the approval of the instructor.

The student may prepare an outline of their program proposal
Parts:

a. Program Title- should be creative and catchy, without actually compromising the goals of the activity.
b. Program Nature- should focus on environmental care, preservation, and protection.

Two (2) ways the class can identify their program nature:
The class may initially define the program nature that they want to promote and use it as a
guide in identifying the appropriate activities
The class may start conceptualizing the activities they want to perform and the start clustering
it according to its program nature.

c. Program Duration- the implementation of their program may be held on the last two or three weeks
before Finals.

d. Program description
It answers the question on what is the program about.
It narrates and describe the environmental program intend to do and accomplish.

e. Program rationale
It answers the following questions:
1. Why was it proposed by the students?
2. What were their reasons for coming up with such program?
3. Is there really a need for this kind of endeavour?




Program Objective:

The class may use the objective that they have identified in line with their program
It is important to present the program objectives in bullet form
The objective serve as indicators for the programs success or failure

Time Table:
Two (2) to three (3) weeks for the program implementation
Usually it is scheduled on the last two (2) or three (3) weeks before the finals
Proposed activities must be screened according to its relevance and appropriateness to the
program central theme.
Program proposal should be presented and submitted on Week 7 (Option 1 and 3) and Week 9 for
Option 2.

Guides in assessing the program proposal:

a. Ensure that you utilize the prescribed program proposal format
b. Is the nature of the activity is in line with CIWETS-CEP? (Does it promote the environmental
protection and awareness?)

3
rd
Options:
Ask the students if their implemented environmental program during the CWETS1 can be
adapted to their partner community.
If the answer is yes, ask them to reproduce the program proposal that they presented during
the CWETS 1. (still subject to instructor approval)
The student may schedule a 2
nd
visit to the barangay officials for the presentation of the
approved program proposal to know if it is feasible to their partner community.
Consider the suggestion of the barangay officials
Start the preparation of the program only after getting the approval of the community officials.

Summary of activity in the next meetings:

Last and first hour of week 4 and 5
First Immersion
The purpose of which is to meet the barangay/community officials

Week 6
Option 1: Research on the existing/previous environmental program of the partner Barangay
Option 2: Presentation of the community survey form to the NSTP Coordinator for approval
Option 3: Revision of CIWETS1-CEP Program Proposal (according to the needs of the partner
barangay/community)

Week 7
Option 1 & 3: Presentation of the program proposal to the NSTP Instructor for approval.
Option 2: Community survey proper



Week 8

Option 1 and 3: 2
nd
immersions- presentation of the approved program proposal to the barangay official
for approval.
Option 2: Submissions of the result of the community survey and profile report, presentation, ans
submission of program proposal to the instructor.

Week 9

Option 1 and 3: Revisions of the program proposal based on the recommendation of the barangay
officials and prepare for the presentation of the revised and approved proposal to the CIWETS
coordinator.

Note: if the proposal has been approved, the students may start preparing for their program.

Option 2: Presentation of the approved program proposal to the barangay/community officials

Application:

1. Inform the students that they will be having their first immersion in their partner barangay (Ocular
inspection) and as well as to meet the barangay officials.
2. The student may ask the partner barangay whether they may continue /re-run the program with STI.


LESSON 5: GUIDELINES ON ACTUAL PROGRAM PREPARATION

Show to the students the sample program preparation as shown in slides 1-9 of 05 presentations.

Note that:
It contains a Program monitoring tool which is essential for the class to assess their progress in
preparing the activity.
Some part may be added or omitted depending on the program that they want to organize.
By this time the students should already know the persons in charge of a particular task and
expected date of accomplishment of these task.
Each task must have a deadline

The instructor must make sure that all students understand their roles, assess the implementation of
the students plans and identify the task that is still pending.

Actual program Preparations:

Let the students do the planning session (two (2) weeks before the actual program
implementation)
Processing 1: After the program preparations gather the whole class and encourage them to
share his/her thoughts, experiences, and lessons learned from the activity.
The main aim of this activity what are the right and wrong in the preparation of the task that
would give the students an opportunity to improve their performance or to implement PLAN B.

In facilitating the discussion, the instructor may use the following guide questions:

1. How did you find your class/group program preparations? Was it easy? difficult? Explain your answer.
2. Did the group enumerate the task and responsibilities of each member before the implementation of
the event?
3. Was there a time when you had a conflicting view on a particular task with the other members of the
group? How did you deal with it?
4. What did you learn from the program preparations?


LESSON 6: ACTUAL PROGRAM IMPLEMENTATION AND PROCESSING (PART 2)

Actual program implementation:

1. Let the student perform the environmental program in their partner barangay and community.
2. The students will be given eight (8) hours to conduct the program (Preparation - Conclusion)

Processing 2

It is strongly suggested that the processing must not be scheduled not more than a week after
the program implementation.

Gather the class and ask them to share their thoughts, experiences, and lesson learned from
the actual program implementation. This is done in order to determine the task that went right
or wrong and the underlying reason behind them.

Guide questions:

1. What unexpected things have you encountered during the program implementation?
2. In what areas do you need more preparation?
3. Was the program plan effective? Explain your answer.
4. What changes should be made to improve the program plan for future community programs?

Question to address students potential for life-long learning and their pro-active behaviour.

1. What did you learn from this course? Please give instances where you have applied the lessons that
you have learned from NSTP 1 and 2?
2. How will the lessons that you have learned affect your attitude in bringing about changes in the
society?

Question address to the students role as a team player, on how they handled working collaboratively
with others, managing conflict, if any and delegating and accepting task for the project.

1. Did everyone have the opportunity to participate in the activity?
2. When the class/group encountered problems, how did you reach a good resolution?
3. When receiving feedback whether it will be positive or negative, how was it handled?
4. Have you encountered a member who was not clearly pulling his weight in spite of the fact that the
others are working efficiently to achieve a common goal? What steps did you take to encourage him to
participate?
5. How did your group accomplish your goals?

Questions that address students conscientiousness (diligence)

1. Did the class/group use a daily planner, calendar, or GANTT chart to monitor the progress of each
member in achieving the success of the program?
2. Did you feel responsible and accountable on the task assigned to you before, during, and after the
implementation of the program? Explain your answer.