PREPARED IN COMMUNITY ASSESSMENT

WHAT IS COMMUNITY ASSESSMENT

identifies the strength and resources inside of the community to meet the needs of the children and family

Orientation on NSTP 2

It also includes schedule of activities by weeks and the days when the NSTP coordinators will
visit and the days when students must report to their school.

Course Leveling of Expectations

The students are expected to attain the objectives set for in the course. They are expected to
submit a weekly report to the NSTP Coordinators

Grouping/Team Building

Harmonious inter-relationship is very essential in all fields of endeavor.

Stages

- Relationship with the group members;

- Relationship with the NSTP coordinators; and

- Relationship with the Local Government officials in the community.

Briefing on the Community Outreach Programs

This stage will be conducted by the NSTP Coordinators which will cover the do’s and don’ts in
understanding the community outreach programs and the major characteristics of the field practice
areas.

Brainstorming on the Anticipated Problems

This will be done through brainstorming by looking into the sociological factors in the
community.

Guidelines for NSTP Students in Community Outreach Program

1.Appearance

Your personal appearance is considered very important. Ladies should not wear backless clothing,
spaghetti straps, short shorts or clothing in which the midriff is exposed. Depending upon the project,
blue jeans will be allowed. You will be supplied with a NSTP- shirt which should be worn when
participating in a community service activities.

2. Accountability

The students are responsible for arriving at the given location on time. They are expected to be
punctual in the place of their assignment.
3. Student Behavior

Bear in your mind that you represent your school when you are out of the community. Your
actions are a reflection of you and your school, hence, you are expected to behave properly, maintain
proper decorum at all times.

You have to be courteous, and maintain harmonious working relationship with colleagues, with
facilitators, and with everyone in the community.

4. Bringing Companions in the Community

You are not allowed to bring your girlfriend/boyfriend, friends, relatives and others in the community
where you are assigned for the duration of your field practicum.

5. Transportation

You are responsible for your own transportation to and from the community if the school does not
provide one.

6.Use of Cell Phones

Cell phone is not allowed to be used while performing Community Service programs/activities

7. Working with the LGU Officials

You should work closely with the LGU officials and the community people in all aspects of your
activities from situational analysis, planning, and implementation to evaluation. Students’
activities/projects should be within the plans of the local government officials with which they are
working and should contribute positively to the solution of the community problems identified.

8. Problem/s Encountered-

Any problem encountered by the students in the community should be reported immediately to the
facilitator.

Criteria in Identifying Community Problems

1. The problem occurs (the frequency)
2. The duration of the problem (did it last for a while?)
3. The score or range (how many people are affected?)
4. The severity of the problem (the intense of the effect).
5. The equity (how many are deprived of legal or moral rights?).
6. The perception (how the problem is perceived?)

Community Organizing
Steps and Activities in Participatory Project Development and Management
1. Community Organizing
If the project development and management is geared towards promoting capability building,
empowerment and self-reliance, it is but imperative that the process starts with organizing the
community. This should be the case because people’s participation in the planning and management
of development projects can never be strong and decisive if they are not organized, if they are not
united.
2.Social Analysis
In planning and management of development projects, social analysis of a community is
specifically focused on the problems, needs and potentials of the people which will help them in the
systematic identification of potential projects which can help solve their problems and meet their
needs.
3.Project identification
Project identification gains meaning as the people discover potential projects which can help
change oppressive conditions in their community and respond sensitively to their problems and
needs.
4. Feasibility Study Preparation
There are numerous projects which can possibly help solve the people’s problems and meet
their needs. But in doing studies on development projects, we want to be critical in their decision-
making as to what projects would be implemented.
a) Which of these projects can fulfill our needs?
b) Which of these are not quite new to us since they are already part of our experiences?
c) Which among these are we are capable of implementing even without outside assistance so that
we can start from where we are and on what we already have?
d) Which of these projects need outside support, a proposal and a thorough going follow-up?

5.Project Selection and Approval

At this stage in the process of planning and management of development projects, we want the
people to decide: These are the projects that can fulfill our needs. These are the projects that we
want to implement.” Once the people have already selected and approved the projects which they will
implement, we want them to prepare a proposal and plan for implementing the project.
6. Project Implementation
In implementing the project, we want to see the people taking the lead role. At this stage in the
process of planning and managing development projects, the actual participation of the people shall
be fully harnessed in meeting their objectives.
7. Project Management and Sustenance.
Once completed, the must be continually managed and sustained. The project must serve as an
avenue for the people’s continuing capability building, self –reliance and empowerment.
8. Project Monitoring and Evaluation
 In this activity, we want the people to monitor and evaluate their project. we want the people to
monitor and evaluate their project. We want them to ask themselves: “ What’s happening with our
project? Are we achieving our aims?” What have we done to pursue our objectives? Have we
deviated from these objectives? Why? What are the reasons?” Monitoring and evaluation are done so
that people can periodically discuss and act timely enough on whatever problems they may encounter
in the project’s implementation and management.

Lesson Number:–CITIZENSHIP TRAINING (Week 4)

Possible Community Programs/Services

1. COMMUNITY WELFARE PROGRAM
• Social Preparation for People’s Participation Services
• Social Welfare Structures Development
• Community Volunteer Resource Development Service
2. FAMILY WELFARE PROGRAM
• Family Casework
• Enhance Parent Effectiveness Service (EPES)
• Empowerment and Reaffirmation of Parental Abilities (ERPAT)
• Marriage Counseling Service
• Responsible Parenthood Service
• Self-Employment Assistance Program
• Social Preparation for People’s Participation
3. CHILD AND YOUTH WELFARE PROGRAM
• Early Childhood Care and Development Program (ECCD)
• Center-Based Program
• Home-Based Program
• ECCD Mobile
• Community Based Services for Street Children
• Community Based Services for Children in Need of Special Protection (CNSP)
• Self and Social Enhancement
• Productivity Skills Development
• After Care Services Program
• Volunteers Resource Development
• Educational Assistance
• Unlad sa Kabataan Program (UKP) for Out-of-School Youth (PYAP)
• Personality and Leadership Development
• Productivity and Livelihood Skills Development
• Volunteers Resource Development
• Leadership Training and Social Development
• Street-Based
• Alternative Street Education Program
4. WOMEN WELFARE PROGRAM
• Psychosocial Intervention
• Modular Package
• Leadership and Basic Business Mgt. Skills Development
• Numeracy Exercise/Social Communication/Skills Development Exercise
• Women/Maternal and Child Care/Nutrition
• Women/Personal and Child Care/Self Care
• Early Childhood Disorder and Growth Monitoring and Promotion
• Care & Support Services of Persons Living with HIV
• Community Participation Skills Development
5. PERSONS WITH DISABILITY WELFARE PROGRAM
• Information Dissemination on Disability Prevention
•  Assistance for Physical Restoration
• Social and Vocational Preparation for Employment
• Self and Social Enhancement Services
• After Care and Follow-up Services
• Special Social Services for Elderly
6. SENIOR CITIZENS WELFARE PROGRAM
7. EMERGENCY WELFARE PROGRAM
• Disaster Management Capability Building
• Emergency Relief Assistance
• Food-for-Work
•  Balik Probinsya
• Critical Incident Stress Debriefing
• Assistance to Individual in Crisis Situation
Parts of a Proposal

Name of organization applying for funding; contact

information for the institution's authorized official
(address, telephone number, fax and email); name of
the agency (program title) to which proposal is Cover Sheet, Application
Title Page
submitted; project title; dates of the project period; Form
name of the project director (with telephone number);
total amount of funds requested; signature of
authorized official.

Listing of proposal sections with page number

references (include a listing of the attachments). Some
federal agencies provide their own forms for this page,
Table of Contents Contents
but even if one isn't provided, the table of contents is
helpful for reviewers who should not have to hunt for
the relevant parts of the proposal.

Usually no more than one page, this is should be a

concise description of the project, emphasizing the
objectives, the significance or need, plan of execution,
outcomes and dissemination. It may be the most
important part of the proposal since it is the portion that
can either entice a reviewer to read on or put the
Project Description;
Abstract/ proposal aside. Write the abstract last, but give it
Executive Summary;
Overview serious attention. "It should not be an abstract of the
Summary
proposal, but rather a self-contained description of the
activity that would result if the proposal were funded. It
should be informative to other persons working in the
same or related fields and, insofar as possible,
understandable to a scientifically or technically literate
lay reader." [quote from NSF Grant Proposal Guide]

State the problem to be addressed. Identify the target

population or the research question upon which the
project will have an impact. Consider the potential
national, regional and local need to be address by the
Purpose; Questions to be
project. Document the significance of the project for
Needs Statement Addressed; Problem
the intended audience/topic. Use data to demonstrate
Statement
a need for the project, compare it with what has
already been done by others, and explain the
relationship to the mission of the sponsor or the
defined priorities of the funding agency.

Goals/Objectives Start with a concise statement of what the project will General Objectives;
accomplish. Identify expected outcomes, and relate Solutions; Specific
them to short-term and long-term objectives. Each goal Solutions; Expected
 should be a general statement of what will be
achieved. Specific, measurable, objectives can then be Outcomes
tied to each goal.

List the steps the project will execute, when each

activity will be started and completed, where it will be
done, and who will be responsible for each activity. A
Procedures; Research
chart may be helpful to illustrate an organized plan of
Design; Management
action. For research proposals, this section may
Project Plan Plan; Narrative; Strategies;
outline the plan of work, including the broad design of
Action Plan; Operating
activities to be undertaken, with an adequate
Plan; Activities
description of experimental methods and procedures
used, including data analysis, and a schedule or
timeline of the work to be done.

Explain how the success of the project will be

measured (refer to the stated objectives). State how Summative and Formative
Evaluation the data will be collected, analyzed and documented. Evaluation; Assessment of
Discuss who will be responsible for this task and what Outcomes
methods will be employed.

Present a detailed budget for cost categories such as

personnel (salaries and fringe benefits), materials and
supplies, travel, equipment, contractual costs,
participant costs, and indirect costs. If the project
includes contributions from the applicant institution or a
third party, present a three- or four-column budget with
a total of all costs in the final column. Most federal Fiscal Requirement;
Budget agencies provide their own forms on which the budget Project Costs; Financial
request is summarized, but some proposals will also Resources
include a detailed budget in the body of the proposal.
A brief explanation (Budget Justification) should follow
the budget, which justifies each category of funding
requested. It is particularly important to show how the
requested amounts were calculated and to justify any
unusually large request (equipment, for example).

GAN CHART - defined as a graphical representation of activity against time; it helps

project professionals monitor progress.
Lesson 5

INSTRUCTIONAL MATERIAL - raw materials that use for activities or to teaching to make it easier.
1. Graphic materials
This represent these charts, graphic, posters and diagrams, cartoons, comics, maps and globes
which we draw on a cardboard paper or on a piece of cloth and present to our learners to help them

visualize what we have been laboring so hard o explain verbally.           

2. Three- dimensional materials
They are different from charts and graphs which are illustration of two- dimensional materials
because of the incorporation of a third element- department. Thus, whereas graphs and charts
embrace the width and height of a visualized object, a three-dimensional embraces this third element
department, a feature that makes the three- dimensional material a replica of the real thing. Different
types of three-dimensional materials exist, namely: Models and mock-ups, realia, specimen, kits and

dioramas-which is the creation of a scene in an event.

3. Still pictures
This refers to flat opaque pictures which we take during festivals or when we are commemorating an
event. They also refer to pictures we find in journals and magazines. They are called still pictures
because in admiring them, we hold them in our hands or place them on a surface, which is we do not
view them with the aid of projector, as is the case with motion pictures or still projected pictures. Like
graphic materials, still pictures belong to the group of two -dimensional materials. 
4. Still projected pictures
Still projected pictures is a class of instructional materials which our learners may not be familiar with.
Therefore in order to assist then to better understand what is meant by still projected pictures, is the
negative format. Still projected pictures can be projected with a projector. The projector has powerful
electronic bulbs, which throw light on to the image on the negative, and image is finally projected on
to a screen or wall. Therefore, when dealing with still projected pictures, one is automatically dealing
with a whole range of materials (such as slides, overhead transparency, filmstrip etc) whose image
are imprinted in a negative/film and which has to be projected using different types of projector. A
major characteristics is still projected pictures is that the images are projected one frame at a time.
This is a major difference between still projected pictures and motion pictures. This characteristic
enables a still projected picture to stay for as long as a learner wants it on a screen. 
5. Motion pictures 
Motion pictures are distinct from the other types of pictures because of the speed at which they are
projected. It is this speed of projection that intact gives the impression of motion.
6.  Audio materials 
Cassettes, microphone, podcast
A teaching aid is anything used by a teacher to help teach a lesson or make it more interesting
to students. Teaching aids can come in almost any form. Some of the most common are pictures,
videos, charts, flashcards, and objects, like three-dimensional models or educational toys.
Example  Instructional materials provide the core information that students will experience, learn, and
apply during a course. They hold the power to either engage or demotivate students.

QUALITY IN EFFECTIVE COMMUNITY WORKERS

- understanding - maliable - resourceful - negotiable - persistent - commitment - kindness - optimistic - model - youthful -
enovative - productive - energetic - willingness - obedient -tactical

Qualities of an Effective and Productive Extension/ Community Worker

( Labuguen, 2004)
COMMITMENT - One must be responsible in fulfilling one engagement and promises for a certain
cause.
OPTIMISTIC - One looks at the brightest side of things and does for the best.
MALLEABLE - One must be flexible, pliant in the sphere of community organization and
development.
MODEL/MOTIVITY - One must be an example or role model to people.
UNDERSTANDING – Situation or condition of others
NEGOTIABLE - One must have the willingness to compromise and openness to negotiation,
agreement and transaction.
INNOVATIVE - Full of new ideas, methods approaches and willing to change for the better.
TACTICAL - One must exhibit maneuvering strategies, management tactics to gain and meet
objectives, ability to persuade and links with other agencies in order to maintain contact at high level,
convinces others to help and work together.
YOUTHFUL – One must be keen, zestful, vigorous and active in keeping people in the community.
WILLINGNESS – One must have the zeal, enthusiasm and goodwill and geniality to help others.
OBEDIENT – One must be loyal, law abiding and respectful at one’s command governing body and
its policies.
RESCUING HAND – One must be responsible to help others or reach out clients to help make their
lives better.
KINDNESS – A worker must have good intention, considerate and sympathetic to her desires to
serve others. He/she must be kind hearted person.
ENERGETIC – One must be full of energy, vigor and strength to work with people and the
organization he/she represents.
RESOURCEFUL - He/she must be capable of seeking means to meet the objectives of programs for
the community.
What is the importance in knowing RA 9163?
Under RA 9163, it affirmed the prime duty of the government to serve and protect its citizens.
the Vision,and Mission of DFCAMCLP

THE COLLEGE VISION DFCAMCLP shall be recognized as one of the leading locally-funded higher education
institutions in the country providing quality higher education to financially disadvantaged but deserving students.

THE COLLEGE MISSION To achieve our Vision, we will strive to provide quality and relevant education,
responsive to the changing needs of the city, the nation, and the global environment, integrate instruction, innovative
research, community partnership, and creative production to produce industry leaders, productive, and value-laden
citizens