A Field Guide: Barangay Governance and Planning for ARMM TECHNICAL TEAM

Communities
Writer
Copyright © 2009 Local Governance Support Program in ARMM Rachel Aquino-Elogada
(LGSPA)
Local Development Planning Advisor
All rights reserved. Divina Luz Lopez

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 A Field Guide
BARANGAY GOVERNANCE AND PLANNING
FOR ARMM COMMUNITIES
 FOREWORD i
ACKNOWLEDGMENTS iii
PREFACE v
INTRODUCTION 1
PART 1 Peace-Promoting Barangay Governance 7
Module 1: Barangay and Local Governance 9
Module 2: Bridging Islamic Leadership for Social Change
Module 3: Localizing Peace-Building in ARMM
23
31 CONTENTS
PART 2 Towards a Peace –Focused Barangay Development Plan 39
Module 4: Participatory Barangay Development Planning 41
Module 5: A Simple Approach to Managing Barangay Projects 107
MENU OF PRA TOOLS 123
REFERENCES 153
ANNEXES (CD)
-f-

Assalamo Alaikum Warahmatullahi Wabarakatuho!
T
he Department of the Interior and Local Govern-
ment (DILG)-ARMM hails the publication of A
Field Guide: Barangay Governance and Planning
for ARMM Communities of the Local Governance Support
Program in ARMM (LGSPA). While there are other pub-
lications on governance processes at the barangay level,
this Field Guide is distinctive in a number of respects.
First, by targeting local actors in the Autonomous Region
in Muslim Mindanao (ARMM) such as the Municipal
Planning and Development Coordinators, Municipal
Local Government Operations Officers, and other mem-
bers of the Municipal Technical Working Group as Field
Guide users; and by identifying interface points between
barangay development processes and that of the mu-
nicipality, it is strengthening the relationship between
municipal and barangay LGUs. These two levels of
-i-
Foreword
government, as strategic frontliners in the critical work of
public administration, have to work in synergy to be more
effective in meeting the challenges of their localities.
Second, it is one of the first publications that locate
decentralized processes within the realities of Muslim
Mindanao autonomy. This is significant because autono-
my serves as a context of, and driver for improved leader-
ship, responsive planning, inclusive peace and develop-
ment initiatives, and appropriate conflict response at the
barangay level.
Third, it promotes responsiveness and relevance by
incorporating Islamic Bridging Leadership and the the-
matic areas of peace and human security. The leadership
paradigm resonates with the belief system of the majority
of the population in region. The two themes address the
aspirations of citizens to be “free from fear, want and humilia-
tion” by concretely mainstreaming poverty reduction, gender
equality, cultural integrity, and environmental sustainability,
among others.
DILG-ARMM is proud to feature and make available A Field
Guide: Barangay Governance and Planning for ARMM Com-
- ii -
munities among the knowledge resources in its Local Gover-
nance Resource Center (LGRC) and intends to disseminate
it to stakeholders in ARMM. This Field Guide will be among
our tools in sustaining the gains of good local governance in
the region.
More power and Wassalam!
Hon. Ansaruddin A. Adiong
Regional Vice Governor, Autonomous Region in Muslim
Mindanao (ARMM)
Regional Secretary, Department of the Interior and Local
Government in ARMM

T
his publication was made possible through the
dedication and collective efforts of individuals
and teams who have willingly shared their ideas
and valuable time in conceptualizing and developing this
Field Guide.
The Local Governance Support Program in ARMM (LG-
SPA) would like to thank …
… the Barangay Officials, Municipal Technical Working
Groups (MTWG), Local Planning and Development Co-
ordinators, Local Legislative Councils, Local Government
Operations Officers, Civil Society Organizations and com-
munity representatives and the rest of the technical staff
of barangay governments in ARMM who formulated and
implemented their barangay development plans
- iii -
Acknowledgments
… Local Resource Partners and On-Site Coaches who
helped barangay governments in formulating and imple-
menting their barangay development plans. Without their
expertise, LGSPA would not have been able to successful-
ly implement its initiative in strengthening local develop-
ment planning process in ARMM
… the technical team of this publication who were so com-
mitted to developing and seeing through the completion
of the Field Guide
… LGSPA managers and staff who contributed in many
ways to the completion of this Field Guide and in promot-
ing an integrated local development planning process
at the barangay level that is able to make a difference in
promoting good governance in ARMM
- iv -

A
Field Guide: Barangay Governance and Planning
for ARMM Communities is a resource on an ap-
proach to developing governance capacities at
the barangay level. It covers both concepts and meth-
odologies that can be used to strengthen barangay local
governance.
There is a wealth of guides and manuals developed
by other governance programs for training and coach-
ing within the broad areas of barangay governance and
barangay development planning. The Local Governance
Support Program in ARMM (LGSPA) in publishing this
Field Guide adds to these previous efforts by its integra-
tion of thematic areas of peace and human security, the
inclusion of a module on Islamic Bridging Leadership, the
integration of crosscutting themes of poverty reduction,
gender equality, cultural integrity, and environmental
sustainability, as well as a very conscious effort to iden-
tify interface points between barangay and municipal
development planning processes. Finally, the Field Guide
-v-
Preface
is uniquely placed within the context of autonomy in Mus-
lim Mindanao.
The field guide has two parts: Part I has three modules
on basic barangay governance concepts, with peace as
an overarching principle. Part II provides a step-by-step
guide in barangay development planning and includes a
module on project management.
The first part looks at the barangay as the basic local gov-
ernance unit, the local justice systems that exist in ARMM
apart from the formal court system, and basic principles of
change leadership. The second part emphasizes the peace
and human security aspects of planning, and discusses
basic concepts in managing barangay projects.
With the dissemination of A Field Guide: Barangay Gover-
nance and Planning for ARMM Communities to key users
such as the Municipal Planning and Development Coordi-
nators, Municipal Local Government Operations Officers,
and members of the Municipal Technical Working Group
tasked to assist barangays within their localities, LGSPA looks
forward to more accounts of effective, efficient, engaged, equi-
table and ethical governance among the barangays of ARMM.

Local Governance Support Program in ARMM (LGSPA)

- vi -

PEACE IN ARMM
T
he Autonomous Region in Muslim Mindanao was cre-
ated in 1989 with the enactment of Republic Act 6734.
Originally composed of four provinces during its cre-
ation, it presently covers the five provinces of Maguindanao,
Lanao Sur, Basilan, Sulu, and Tawi-Tawi, and the City of Marawi,
covering a total of 101 municipalities and 2,148 barangays.
According to the National Statistics Coordination Board, four
of these five provinces (Lanao del Sur, Maguindanao, Sulu and
Tawi-Tawi) were among the 44 poorest out of 77 provinces in the
country.1
The World Bank described ARMM as having the “worst human
development indicators in the country” in its publication, Human
Development for Peace and Prosperity in ARMM (2003). The
report, which measures development in ARMM using the Millen-
-1-
Introduction
nium Development Goals (MDG) indicators, made the conclu-
sion that “while the Philippines as a whole performs relatively
well, ARMM is far from meeting the basic goals for education,
health, and gender equality”. The following are the highlights of
the World Bank report on ARMM:
❋ The incidence of poverty in ARMM (2000) is almost twice
compared to the nation - 62.9 percent are considered poor
compared to the national at 34.0 percent.
❋ The average annual household income (2000) is only 57% of
the national (P81,519 for ARMM compared to P144,039 for the
whole country)
❋ Infant mortality (1995 ) is 63 per 1,000 live births compared to
the national average of 49 per 1,000 live births
❋ Maternal mortality (1995 ) is 320 per 100,000 live births com-
pared to the national average of 180 per 100,000 live births
❋ Net enrolment rate in primary education (2001) is 82% com-
pared to the national average of 96.4%
❋ Net enrolment rate in secondary education (2001) is 39.2%
compared to the national average of 72.2%
The report also cites three critical factors that contributed to this
human development condition in ARMM. These are:
❋ Extreme poverty makes it more difficult for households and
communities to meet their basic needs
❋ Continuous, though sporadic, armed conflict has prevented
the regular delivery of basic services for health and education
❋ The political and economic history of ARMM has been
marked by exclusion and instability, limiting both institution-
al and human capital on which to build on the foundations for
accelerated human development.
In Walking a Tightrope Between Peace and Development (Tum-
baga, ed. 2000)2 the same critical factors were mentioned.
Although other regions in the country experience a slow pace of
development, the fragile peace and order condition in many parts
of ARMM has constrained regional development and economic
growth. This has generated other problems such as the lack of
employment opportunities which in turn has brought about a
brain and brawn drain, as shown by the negative net migration in
three ARMM provinces from 1990-1995.
-2-
Armed conflicts are a festering problem. After the peace accord
with the Moro National Liberation Front (MNLF), the govern-
ment started an offensive against the Moro Islamic Liberation
Front (MILF) in 2000. Armed conflicts with these two groups
have resulted to the displacement of thousands of civilians in
different parts of ARMM. In addition, the offensive against the
kidnap for ransom group Abu Sayyaf, and the conflicts between
many feuding families, called “rido”, both contributed heavily to
the region’s instability. All the above factors constrained the de-
livery of social and economic services, keeping the region largely
underdeveloped. However, the region has a resilient people, is
rich in natural resources, and endowed with vast tracts of fertile
land. Barangay development planning that is effectively inter-
faced with the development planning of the municipality and the
province is seen as one important step towards a flourishing and
independent ARMM.
LOCAL GOVERNANCE IN ARMM
The ARMM is the only regional government in the country with
a unique system of governance.3 RA 6734, otherwise known as
the Organic Act, which created the Autonomous Region in Mus-
lim Mindanao, was signed into law in August 1989 under then
President Corazon Aquino. In November of that same year, a
plebiscite was conducted in the proposed ARMM areas; however,
only four provinces opted to be part of the area of autonomy.
These are the provinces of Maguindao, Lanao del Sur, Tawi Tawi,
and Sulu. Under the same Act, special courts, known as Sharia
Courts, were created, with jurisdiction over personal, family, and
property law. Similar to the other formal courts elsewhere in the
country, the Sharia Courts were placed under the jurisdiction of
the Supreme Court.
The ARMM legislated its own decentralization process with
the passage of the Muslim Mindanao Autonomy Act (MMAA)
No. 25 (also known as the Local Government Code of Muslim
Mindanao) in April 1993. It has an executive branch (office of
the Governor and the devolved national agencies), the Regional
Legislative Assembly with 21 elected members, and a Judiciary
through its Shariah Courts. ARMM has 22 devolved line agen-
cies, eight line agencies that are not devolved but with field of-
fices in the ARMM, and nine regionally created offices.
RA 9054, which amended RA 6734 and expanded the coverage
of the ARMM, was enacted into law on September 2001 under
President Gloria Macapagal-Arroyo. Two more local government
units were added to the four original provinces: Basilan Province
and Marawi City. The first regional election was conducted in
November of that same year.
RA 9054 provides that “the Regional Government shall adopt
a policy on local autonomy whereby regional powers shall be
devolved to local government units particularly in the areas of
education, health, human resources, science and technology, and
-3-
people empowerment”. The guidelines of MMAA No. 25 provided
for the functions of local governments at the regional, provincial,
and municipal levels. Although based on the Local Government
Code of 1991 or RA 7160, the ARMM Local Government Code
provides for added powers and authority to its executive and
legislative branches such as the powers of taxation, and formula-
tion of laws protecting the customary laws, beliefs, education and
other special needs of its inhabitants. Article 46 of the MMAA
No. 25 also provides that “Consistent with the basic policy on
local autonomy, the Regional Governor shall exercise general su-
pervision over local government units in accordance with Section
18, Article VIII of RA6734”. The Act devolves to LGUs the direct
provision of services such as agricultural support, health and so-
cial welfare, infrastructure, and others. Consequently, a Revenue
Code for the ARMM was also crafted with the promulgation of
the Muslim Mindanao Autonomy Act No. 49.
The provisions of MMAA No. 25 recognize the importance of
LGUs and citizen participation in the attainment of development
goals. One striking feature, however, is the power vested in the
Regional Governor of ARMM. For instance, it is the Regional
Governor, instead of the Provincial Governor, who appoints
the Provincial heads of offices. Among these agencies are: the
Departments of Agriculture, Social Welfare and Development,
and Health whose functions, services and facilities, pursuant to
Sec 17 of RA 7160, are supposed to be devolved from the national
government to the local government units, and not just the
regional government of ARMM. There is decentralization but not
devolution of functions to provinces and municipalities. Instead,
devolution is lodged in the regional government, as in the case of
the DA, DSWD, and DOH. Any assistance required by the LGUs
in the implementation of these functions is also coursed through
the regional government, which in turn brings up the matter to
the national government. This, in effect, removes the responsibil-
ity of national line agencies to respond to requests for help from
provinces and municipalities.
Section 102 of MMAA No. 25 states that “the regional autono-
mous government shall have a comprehensive multi-sectoral
development plan to be initiated by the Regional Planning and
Development Board (RPDB) and approved by the Regional
Legislative Assembly”. The RPDB is composed of the Regional
Governor as ex-officio chairman; all provincial governors and city
mayors in the region; seven members of the RLA to be designat-
ed by the Speaker of the Assembly; and representatives made up
of professionals, youth, and religious clerics.
PRESENT DEVELOPMENT THRUST OF ARMM ON
BARANGAY GOVERNANCE
The ARMM Regional Government (ARG) has the following
thrust for development administration and governance in its
ARMM Regional Executive Agenda.
-4-
“The ARG shall adopt effective, transparent, proactive, and re-
sponsible administrative and fiscal policies that will improve the
regional bureaucracy, system and processes, as well as enhance
the region’s financial stability”.
This thrust will be carried out at all levels of government, includ-
ing the barangay as a local government unit of ARMM. Specifi-
cally, the aim is to:
❋ Strengthen regional governance; Improve regional fiscal
management;
❋ Enhance capabilities in legislation, planning, policy formula-
tion, and implementation monitoring and evaluation;
❋ Strengthen the public information system promoting citizen-
ry participation in regional governance; and
❋ Improve cooperation of LGUs in regional governance.
Barangay development planning that is effectively interfaced
with the development planning of the municipality and the prov-
ince is seen as one important step towards a flourishing autono-
mous region that is the ARMM.
The Canadian International Development Agency (CIDA) has
for the past ten years assisted the barangays of ARMM in village
governance, primarily focused on the formulation of barangay
development plans (BDPs) through the Local Government Sup-
port Program Phase II (LGSP II) in 2001- 2005 and the Local
Governance Support Program in ARMM (LGSPA) in 2005- 2009.
Support through LGSPA was able to mobilize municipal officials
in the formulation of the BDPs, and has strengthened the capaci-
ties of barangay development councils and peoples organiza-
tions in participatory methods of barangay planning. In a base-
line capacity survey conducted by LGSPA in 2005, the municipal
LGUs expressed the need for enhancement of their knowledge
and competencies in the different areas of planning, and the need
to be aware of and promote participatory governance at all levels.
The program responded to the need for capacity building not
only in short and long term planning for LGUs at the municipal
and barangay levels, but also in participatory data collection,
resource mobilization, proposal preparation, project implementa-
tion, and monitoring of projects.
ENDNOTES
1
National Statistics Coordination Board, 2000 Poverty Estimates
2
Local Governance in ARMM: Walking the Tightrope Between Peace and Development Challenges
3
and Break Throughs, Letty C. Tumbaga, ed. 2000
The 1987 Constitution of the Republic of the Philippines, particularly Sec 15 Article 10, provides for
the creation of autonomous regions in Muslim Mindanao and the Cordilleras, consisting of “prov-
inces, cities, municipalities and geographical areas sharing common and distinctive historical and
cultural heritage, economic and social structures, and other sovereignty and territorial integrity. The
Cordillera autonomous region failed to be created because only two provinces voted in favor of au-
tonomy in the plebiscite conducted for that purpose. The autonomous Muslim region was created
after a separate plebiscite was conducted.

The promotion of barangay development planning in ARMM

by LGSPA was expanded further through a partnership with the
ARMM Social Fund Project (ASFP) and its Community Devel-
opment Assistance (CDA) Project . The CDA, implemented by
the Department of Social Welfare and Development in ARMM,
encouraged its partner barangays to formulate a plan to enable
them to access funds from ASFP. This became the basis for a
partnership between LGSPA, ASFP, and DSWD. As a result, more
than 300 barangays of ARMM benefited from the CDA.

-5-
 Peace-Promoting Barangay Governance
PART 1
Part I is the first of two major substantive chapters in this field guide. This chapter helps orient barangay
planners on the basic concepts of leadership and barangay governance in ARMM, with peace as an over-
arching theme. It consists of three modules that collectively are meant to contextualize barangay planning
within the larger rubric of good Islamic governance, as well as provide the link between peace and develop-
ment planning in ARMM.

❋ Module 1 The Barangay and Local Governance

❋ Module 2 Islamic Bridging Leadership
❋ Module 3 Localizing Peacebuilding in ARMM

7

OVERVIEW
T ❋ Elected and appointed barangay officials
his stand-alone module is designed
as a one-day orientation session.
It provides basic information on
the role and functions of the barangay, its
organizational structure and staffing, and
the duties and functions of barangay of-
ficials. It also includes sessions on how to
conduct effective assemblies and meetings
on participatory governance through the
local special bodies, discussing the role of
civil society organizations, private-sector
organizations, and informal groups in local
governance.
PARTICIPANTS
❋ Sectoral government agency representa-
tives
❋ Representatives from Civil Society Orga-
nizations (CSOs, i.e., peoples organizations,
non-government organizations, sectoral rep-
resentatives, religious groups, private sector
organizations, and informal groups)
The ideal maximum number of participants
is 30.
-9-
MODULE ONE
The Barangay and Local Governance
Note to Facilitators
Facilitators should ensure that 1/3
of the participants are composed of
sectoral CSO representatives; there
should also be gender balance.
OBJECTIVES
The module is meant to provide a short
orientation on barangay governance. The
participants will be able to understand the
mandates and functions of the barangay as
the basic political unit of government, as
well as their respective duties and func-
tions.
Specifically, at the end of one day, the par-
ticipants will be able to:
1. Know and understand the basic con-
cepts in barangay administration;
2. Demonstrate how to conduct barangay
assemblies and regular Sanggunian
meetings in accordance with parlia-
mentary procedures;
3. Appreciate the role and functions of
CSOs, PSOs and informal groups in
barangay governance within the overall
context of participation in democratic
governance; and
4. Know and understand the difference be-
tween the Sangguniang Barangay and
the Barangay Development Council.
CONTENT TOTAL TIME REQUIRED
Session 1: Roles, Powers, and Authority of Seven (7) hours
the Barangay (1 hour)
Session 2: Organizational Structure of
the Barangay; and Staffing,
Duties and Responsibilities of
Barangay Officials (2 hours)
Session 3: Procedures for Effective
Barangay Assemblies and
Meetings (2 hours)
Session 4: Participatory Governance (2
hours)
- 10 -
 SESSION 1
Roles, Powers, and Authority of the Barangay
OBJECTIVES MATERIALS NEEDED SUGGESTED READINGS AND
At the end of a one-hour session, the par- ❋ 4 -6 pcs. manila papers REFERENCES
ticipants will be able to discuss the legal ❋ Notebooks 1. 1987 Constitution of the Republic of
basis for the creation of the barangay, ❋ 2 pcs. coloredof cartolina cut into idea the Philippines, Article X
and the power and authority granted to it cards 2. RA 7160 (Local Government Code of
by the Local Government Code. ❋ Writing pens 1991), Sections 14-33
❋ Masking tape 3. MMAA No. 25 (Muslim Mindanao
METHODOLOGY ❋ Bond paper Autonomy Act No. 25) Sections 382-
❋ Pentel pens 393;
❋ Interactive lecture and discussion ❋ Name tags 4. MMAA No. 25 Implementing Rules
❋ Small group workshop and Regulations Articles 152-159; Art.
178; Art 212 ; Art. 297
TIME REQUIRED 5. RA 6734 as amended by RA9054
One (1) hour (Organic Act for the Autonomous
Region in Muslim Mindanao)
6. Barangay Governance and Develop-
ment Program – Local Government
Academy

- 11 -
ANNEXES
1. Annex A. The Barangay and Local
Governance
2. Annex B. Streamlining Barangay
Governance: A Step by Step Guide in
the Implementation of the Expanded
Barangay Development Council and
Barangay Peace and Order Commit-
tee – DILG Calabarzon Region. 2008.
HOW TO DO IT
1. Ask a participant how her/his 3. Prepare 2-3 pcs. manila papers for
barangay was created, and the legal each group where the participants
basis for its creation. Process the in- can paste their answers. Post the an-
formation with the other participants swers of the first group together, and
for correctness. Refer to RA 7160 and those of the second group together.
MMA No. 25. 4. Conduct an open forum. Fill in the
2. Divide the participants into two other information that the groups
groups. Using idea cards of one missed using the suggested readings
color, ask the participants in the first and by referring to the Local Govern-
group to write down the basic servic- ment Code and Muslim Mindanao
es and facilities they think should be Autonomy Act No. 25.
provided by the barangay. Ask the
second group to write down on idea
cards of another color the powers
and authority that barangays are al-
lowed to do under the Local Govern-
ment Code, the Muslim Mindanao
Autonomy Act No. 25, and RA 9054.
Instruct the participants to write a
maximum of five (5) words per card,
and to legibly write in bold letters.
- 12 -

Organizational Structure of the Barangay; and, Staffing, Duties, and Responsibilities of Barangay Officials
OBJECTIVES
At the end of a one-hour session, the
participants will be able to identify and
discuss the structure and staffing of the
barangay (including the committees and
councils at the barangay level), and the
duties and responsibilities of barangay
officials.
METHODOLOGY
Interactive lecture and discussion
TIME REQUIRED
Two (2) hours
MATERIALS NEEDED
❋ Barangay organizational structure on
manila paper
❋ Idea cards
SUGGESTED READINGS AND
REFERENCES
1. Constitution of the Republic of the
Philippines, Article X
2. RA 7160 (Local Government Code of
1991), Sections 14-33; Sec 48
3. RA 6734 as amended by RA 9054
4. MMAA No. 25 (Muslim Mindanao
Autonomy Act 25) Sections 382-393;
5. MMAA No. 25 Implementing Rules
and Regulations Articles 152-159; Art.
178; Art 212 ; Art. 297; Sec 55
- 13 -
SESSION 2
Note to Facilitators
It is not expected for participants
to have read the suggested read-
ings and references of each session.
Facilitators are, however, assumed to
have reasonably familiarized them-
selves with the reading materials. It
is recommended that these materials
be on hand during the sessions for
ready reference.
6. “A Guide to the Local Government
Code” by Manuel S. Tabunda and
Mario M. Galang, Mary Go Educa-
tional Supply Manila. 1992.
HOW TO DO IT
1. Prepare barangay organizational
structure on manila paper
2. Ask each of the barangay officials
present to put their name in the
boxes shown.
3. Call those whose name appear on
the boxes and ask each of them to
enumerate their roles and responsi-
bilities. For time management, ask
only two (2) of the councilors (i.e.
kagawads) to represent the rest of
the council.
4. Supplement their answers with other
functions not mentioned.
5. Ask the participants to write on idea
cards the different committees and
councils in the barangay that they
are aware of.
6. Process the cards by going through
each item one by one and checking
these against the suggested read-
ings. Supplement the given structure
by enumerating the other commit-
tees and councils that are important
for barangay affairs such as:
• Barangay Development Council
• Lupong Tagapamayapa
• Barangay Peace and Order
Council
• Barangay Anti-Drug Abuse
Council
• Barangay Disaster Coordinating
Council
• Barangay Tanod/Bantay Bayan
• Barangay Council for the Protec-
tion of Women and Children
• Barangay Nutrition Council
- 14 -
• Barangay Physical Fitness and
Sports Dev. Council
• Barangay Ecological Solid Waste
Management Committee
• Barangay Agrarian Reform Com-
mittee
• Sanggunian Kabataan
• Others (specify)
7. Mention current efforts by the DILG
to rationalize barangay-based insti-
tutions, as outlined in the manual
entitled “Streamlining Barangay
Governance: A Step by Step Guide in
the Implementation of the Expanded
Barangay Development Council and
Barangay Peace and Order Com-
mittee”. Show the organizational
structure that embodies this rational-
ization effort. Refer to Annex A.

Procedures for Effective Barangay Assemblies and Meetings
OBJECTIVE MATERIALS NEEDED
At the end of the session, the par- ❋ Documentation or minutes of the lat-
ticipants would appreciate and use the est meeting of barangay officials
Parliamentary Rules and Procedures in ❋ Checklist of the parts of a barangay
the conduct of barangay assemblies and meeting (to be distributed to partici-
meetings. pants who will act as observers in the
role playing)
❋ Parts of the barangay meeting written
METHODOLOGY
on idea cards
❋ Interactive lecture and discussion ❋ Masking tape
❋ Role playing
❋ Playing
HOW TO DO IT
TIME REQUIRED 1. Draw from the participants what they
think is the importance of effective
Two (2) hours barangay assemblies and meetings.
2. Ask the participants: When was your
latest Barangay Assembly?”. Or
- 15 -
SESSION 3
“When was your last barangay meet-
ing?” Ask them to briefly describe
how it was conducted, i.e., did it go
well or not? Why or why not?
3. Ask the participants why it is im-
portant to have effective barangay
assemblies/meetings.
4. Ask the participants to describe
the different parts of their latest
barangay meeting. Using previously
prepared idea cards, supplement
their answers with inputs on the
parts of a model meeting. Post the
idea cards (see list below) in a promi-
nent place (not visible to those who
will do the actual role playing but
visible to observers to the role play).
 5. Role playing (1 hour, including pro- servers the checklist of the parts
cessing). of a barangay meeting.
• Allow the barangay chairperson
CONTENT OF IDEA CARDS
(One idea per card) • Ask a barangay chairperson to five (5) minutes to internal-
volunteer for role playing the ize the instructions. While the
• CALL TO ORDER conduct of a barangay meeting chairperson is preparing for the
• ROLL CALL
• READING AND CONSIDERATION OF PREVI-
from the start to the end. If only role play, provide instructions
OUS MINUTES one barangay chairperson is to the kagawads and observers.
• READING AND APPROPRIATE ACTION ON present, call on her/him. As- Ask the assigned kagawads to
COMMUNICATIONS RECEIVED
• COMMITTEE REPORTS sume that the sole purpose of realistically portray their role as
• CALENDAR OF BUSINESS the meeting is to form a plan- kagawads in a regular barangay
a. Unfinished business, (if any)
List down the unfinished business, if any ning team for the upcoming meeting. Using the checklist
b. Business for the day barangay development plan- given to them, observers will
List down all resolutions/ordinances
ning exercise. The output of the note whether the parts of the
ready for sponsorship or floor delibera-
tion meeting should be a resolution meeting are conducted in the
- Sponsorship of, and action on, pro- designating the members of the proper sequence, and/or if any
posed resolutions
- Sponsorship of, and action on, pro- planning team. (Use minutes of parts are missed.
posed ordinances the latest barangay meeting for • Give 15 minutes for the role play
c. Unassigned business
- At this stage the Presiding Officer
the Reading and Consideration 6. Processing the role play
may assign measures that have not of Previous Minutes.) • Ask the participants what ap-
yet been referred, or assigned, to a • Assign half of the participants to propriate steps were successfully
particular committee.
• ANNOUNCEMENT (Optional) act as barangay kagawads who demonstrated by the barangay
• ADJOURNMENT are participating in the meeting. chairperson.
• Assign the other half to act as
observers. Distribute to the ob-

- 16 -
• Then ask the participants what
were missed steps or areas need-
ing improvement.
• Supplant the missing steps or
statements overlooked by the
barangay chairperson or Punong
Barangay and the participants.
• Remind the participants of the
following important issues con-
nected to barangay meetings:
• Need for a quorum
• Ordinance and resolutions
• Decorum during sessions
• Voting and motions
• Ask one representative from the
kagawads, from the observers,
and lastly, the barangay chair-
person to share their insights on
the activity. One insight from
each.
7. End the activity by saying
that parliamentary proce-
dures are meant to concret-
ize democracy in motion by
encouraging participants in
a meeting to observe certain
decorum so that the objec-
tives of a meeting will be met
in an efficient manner, and
that participants are able to
put forward their ideas ef-
fectively.
8. Thank the participants, espe-
cially the barangay chairper-
son, for their cooperation and
insights.
- 17 -
Note to Facilitators
Facilitators should reassure role players
that the activity is a LEARNING exercise for
everyone’s benefit and not meant to assess
their personal skills in conducting meetings
nor criticize their way of doing things. Strive
to create an environment “safe” from criti-
cism and judgment for the role players. If
the participant is obviously not comfortable
nor adequately prepared for role playing,
allow for some flexibility and call on others.
When processing the role play, use words
carefully to avoid giving the impression of
criticizing practices. Avoid using the word
“dapat” (must) or its local equivalent for
observed behaviors. Use words like “mung-
kahi” (suggestion) or phrases like “baka
mapaunlad pa ito sa pamamagitan ng…”
(this could be further enhanced by... or
its local equivalent when recommending
changes to observed behavior.
- 18 -
 SESSION 4
Participatory Governance
OBJECTIVES TIME REQUIRED rio M. Galang pp. xiv-xvi; Chapter I
At the end of the session, the partici- Two (2) hours p. 55-65 Mary Go Educational Supply
pants should be able to: Manila. 1992
MATERIALS NEEDED

1. Identify the role of csos in barangay ❋ Idea cards

governance;
2. Know and appreciate the different
avenues for participation in local
governance; and
3. Know the role of the barangay de-
velopment Council in planning and
programming for the barangay.
METHODOLOGY
Interactive lecture and discussion
❋ White board/blackboard/manila pa-
pers with easel or masking tape
❋ Whiteboard markers/ chalk/pentel
pens
SUGGESTED READINGS AND
REFERENCES
1. RA 7160 (Local Government Code of
1991)
2. “A Guide to the Local Government
Code” by Manuel S. Tabunda and Ma-
HOW TO DO IT
1. Begin the session by saying that the
process of “governing” is not merely
the task of elected officials or those in
government. There is no government
if there are no people to be governed.
The responsibility of governance is
on the shoulders of both the govern-
ing and the governed. In a democracy,
a government is “of the people, by
the people, and for the people”. Real
political power rests on the people.

- 19 -
 They only assign this power to those
they elect. If the source of power is
the people, it follows that government
should be for the purpose of develop-
ment that benefits the people. If the
real power rests on the people, it is
just fitting that they participate in the
process of governance.
2. Divide the participants into two
groups: CSOs and barangay officials.
For the CSO group:
Ask the participants from CSOs to
share their experiences in working
with government, if any, using the
following thought guides:
a. What was the program/project/
activity all about;
b. What was the specific role of the
CSO.
Based on the sharing of experiences,
ask the CSO participants to write on
idea cards their role/s in barangay
governance. These could be ex-
pressed in terms of opportunities or
venues for participation.
For the barangay officials group:
Ask the barangay officials to write on
idea cards the role/s they expect the
CSOs to play in barangay gover-
nance. These could be expressed in
terms of opportunities or venues for
participation.
3. Paste the idea cards of both groups on
manila paper. Based on their answers,
write key words that capture the forms
of CSO participation.
Examples of these may be member-
ship in local special bodies, delivery
of basic services, joint undertakings,
funding from LGUs for NGO/PO/
Cooperative projects, fishery rights;
franchises, mandatory consultation,
consultations, public hearings, initia-
tives and referendum, public hearings,
among others.
- 20 -
4. Process their answers by connecting
them to:
a. The legal framework for partici-
pation of CSOs in local gover-
nance (Constitutional and LGC
provisions)
b. The modes of participation of
CSOs in local governance. (See
RA 7160 Sections 34-38 on Rela-
tions with People’ and NGOs;
Sections 69-75 on Recall; Sections
120-127 on Local Initiative and
Referendum)
c. The levels of participation that
citizens and CSOs could engage
in
d. The different Local Special Bod-
ies (See Sections 98-101 on Local
School Boards; Sections 102-105
on Local Health Boards; Sections
106-115 on Local Development
Councils; Sec 116 on Local Peace
and Order Council)
5. Ask if the Barangay Development
Council is functional. When was the
last meeting, if any? Ask participants
who the members of the BDC are, and
what its primary role is. Supplement
their answers with tasks stated in the
Local Government Code.
6. As a way to synthesize the discussion,
conclude by saying that by participat-
ing through the different avenues
provided for by law, citizens ensure
that governance genuinely responds
to people’s best interests.
7. End the session by saying that au- 8. Thank the participants for their inputs
tonomy and participation cannot and participation.
be separated from each other; they
complement each other. The trans-
fer of powers from higher levels of
government to local governments has
been proven all over the world to has-
ten the process of development. This
is premised on the belief that citizens
at the local level know best what their
needs are and how best to address
those needs.
- 21 -
- 22 -

OVERVIEW
T
his stand-alone module is designed
as a half-day session to provide
a conceptual framework which
situates barangay development planning
as a mechanism or vehicle for democratic
barangay governance as espoused by
Islamic leadership principles.
The module hopes to inspire barangay
leaders and stakeholders in addressing
societal divides by leading collaborative
action to bring about social change.
Bridging Islamic Leadership for Social Change
This module also promotes Bridging
Leadership as an approach in addressing
barangay concerns. The use of multi-stake-
holder processes and collaborative action
in addressing issues for social transforma-
tion has been found to be effective in many
cases. Convening of stakeholders and
conducting of dialogues are encouraged
for constituents to participate and get in-
volved in barangay governance. At the end
of the module is a paper on Bridging Lead-
ership, meant to facilitate the introduction
of Islamic precepts into the discussion of
leadership.
- 23 -
MODULE TWO
This module may be used as a guide to
promote Islamic Bridging Leadership for
Social Change and may be included in
other trainings as appropriate.
PARTICIPANTS
❋ Elected barangay officials
❋ Civil society organization represen-
tatives, including women and youth
leaders
❋ Religious leaders
❋ Council of Elders, if applicable
OBJECTIVES CONTENT TOTAL TIME REQUIRED
This module aims to orient barangay Session 1: Definition and Approaches to Four (4) hours
leaders on the concept and functions of Leadership (1 hour)
leadership. Session 2: Qualities of an Effective Leader
(1 hour)
At the end of the half day session, partici- Session 3: Islamic Bridging Leadership
pants will: (2 hours)
1. Be oriented on basic Islamic leader-
ship;
2. Know and understand leadership
qualities for effective barangay gover-
nance;
3. Know and understand the Bridging
Leadership framework; and
4. Integrate Islamic values to leadership.

- 24 -
 SESSION 1
Definition and Approaches to Leadership
OBJECTIVES MATERIALS NEEDED ANNEXES
At the end of the session, the partici- ❋ Prepared quotation on leadership 1. Annex C. Bridging Leadership for
pants will be able to: (boxed below) written in manila paper Barangay Governance by Hannbal
1. Define their life’s mission ❋ Idea cards Bara, Ph.D. Paper presented dur-
2. Relate their role as leaders to God’s ❋ Pentel pens ing an LGSPA workshop conducted
plans ❋ Manila paper June 23-25, 2007, Davao City.
❋ Ballpens 2. Annex D. Bridging Differences and
METHODOLOGY ❋ Notebooks/journal Building Collaboration: The Critical
Role of Leadership. A Concept Paper
❋ Oral reading by Steven Pierce. June 2002
❋ Individual testimonies SUGGESTED READINGS
❋ Selected Khutba: A Guide to Social
Development for Muslim Communi- HOW TO DO IT
TIME REQUIRED
ties in the Philipppines, Local Gov- 1. Ask the barangay chair this question:
One (1) hour ernance Support Program in ARMM, “What is your personal mission in
Davao City, Philippines. 2008. (down- order to accomplish God’s vision for
loadable from www.lgspa.org.ph) your barangay?” After the chair-

- 25 -
 man has given his testimony, ask a
kagawad to do the same. Allow 10
minutes per testimonial.
2. Process the testimonials by provid-
ing different definitions of leadership
as provided by Dr. Bara and Steven
Pierce (Annexes B & C).
3. Synthesize the session by reading
the quotation pre-written on manila
paper:
4. End the session by thanking the par-
ticipants for their sharing, especially
those who gave their testimonies.
The purpose of Islamic leadership
Show appreciation through an in-
is to secure peace, justice and
novative clap or a phrase collectively
human security for the entire
said.
mankind. These three goals sum
up the meaning of peace in Islam.
That is why Islam demands that
the leader should be morally
sound and intellectually capable to
discharge his and power and duties.
To construct the edifice of peace
requires strong leadership and
political will.
(Dr. Hannbal Bara)
- 26 -
 SESSION 2
Qualities of an Effective Leader
OBJECTIVES MATERIALS NEEDED ANNEXES
At the end of the session, the partici- ❋ Prepared quote in manila paper (see 1. Annex C. Bridging Leadership for
pants would be able to: box below) Barangay Governance by Hannbal
1. Identify the qualities of a good ❋ Idea cards Bara, Ph.D. Paper presented dur-
leader ❋ Masking tape ing an LGSPA workshop conducted
2. Relate their performance to accept- June 23-25, 2007, Davao City.
able standards of leadership SUGGESTED READINGS 2. Annex D. Bridging Differences and
Building Collaboration: The Critical
Selected Khutba: A Guide to Social Role of Leadership. A Concept Paper
METHODOLOGY Development for Muslim Communities by Steven Pierce. June 2002
❋ Self reflection in the Philipppines, Local Governance
❋ Testimonials Support Program in ARMM, Davao City,
❋ Sharing and interactive discussion Philippines. 2008. (downloadable from HOW TO DO IT
www.lgspa.org.ph) 1. Ask the participants to write on idea
TIME REQUIRED cards the qualities that they expect
from a good leader (one quality per
One (1) hour card). These are to be pasted on a
manila paper.

- 27 -
2. Process the qualities using the cat-
egories given by Dr. Bara
3. Synthesize the session by reading the
paragraph pre-written on a manila
paper.
The Prophet said: As-Sayyidul qawmi
hadimuhum. “The leader is the servant
of the people”. He is to serve the
people like a servant who serves
his master honestly. He should be
dependable, sensitive and responsive
to the call of his people. Imam Khu-
mayni defined a leader “as one who
champions the needs of the society”.
To champion the needs of the people,
the leader should be at the forefront
in the affairs of the community. He
always sees his power and authority
as amanat or trust of Allah. Hazrat
Umar said: “the best leader is that the
people find prosperity and the worst
leader is that the life of the people
becomes miserable”.
- 28 -

Islamic Bridging Leadership
OBJECTIVES MATERIALS NEEDED
At the end of the session, the partici- Prepared prayer on Bridging Leadership
pants would be able to:
1. Appreciate the importance of bridg-
SUGGESTED READINGS
ing leadership
2. Understand the process in bridging Selected Khutba: A Guide to Social
leadership Development for Muslim Communities
in the Philipppines, Local Governance
Support Program in ARMM, Davao City,
METHODOLOGY Philippines. 2008. (downloadable from
❋ Interactive discussion www.lgspa.org.ph)
❋ Self reflection
❋ Testimonials
ANNEXES
1. Annex C. Bridging Leadership for
TIME REQUIRED Barangay Governance by Hannbal
2 hours Bara, Ph.D. Paper presented dur-
ing an LGSPA workshop conducted
June 23-25, 2007, Davao City.
- 29 -
SESSION 3
2. Annex D. Bridging Differences and
Building Collaboration: The Critical
Role of Leadership. A Concept Paper
by Steven Pierce. June 2002
HOW TO DO IT
1. Begin the session by saying that
Bridging leadership is a leadership ap-
proach in addressing complex issues.
It is applicable in situations that:
• cannot be solved by one sector
alone (or by barangay govern-
ment alone)
• need the collaborative action of
three sectors (government, pri-
vate sector and civil society)
• require shared resolutions to
issues
 • need a bridge to bring together
the different stakeholders to own
the issues and their resolutions
2. Ask the participants to reflect on
a situation they found difficult to
resolve using the following thought
guides:
• the period when this happened
• the general circumstances
• the stakeholders involved
• the challenges presented by the
situation
3. Request three participants to share
their testimonies. Allow 10 minutes
per testimony.
4. Introduce the concept of bridging
leadership by giving a short defini-
tion pre-written on a manila paper:
Bridging leadership is a style of
leadership that focuses on creating
and sustaining effective working
relationships among diverse actors
and stakeholders. By "bridging"
different perspectives and opinions
often found across the breadth of
different stakeholders, a common
agenda can begin to be developed
and shared in order to find solutions
to social and economic problems.
5. Ask a participant to talk about the
Prophet Mohammad as the first
bridging leader. Allow 10 minutes for
this talk.
6. After the talk, describe the 3 pro-
cesses involved in bridging leader-
ship: ownership, co-ownership, and
co-creation. (See boxed text)
7. Ask 2-3 participants to share their
insights on bridging leadership. (1-2
sentences each). After each sharing,
acknowledge and show appreciation
by asking the rest of the participants
for an innovative clap.
8. Thank those who gave testimonies,,
and all the participants for their
inputs and sharing. Ask the partici-
pants to do an innovative clap for
everyone.
9. End the module by reading a pre-
prepared prayer that asks Allah to
help each one to become a Bridging
Leader, no matter under what capac-
ity, issue or circumstance.
- 30 -
Bridging Leadership
has 3 processes:
Ownership - The Bridging Leader
owns the issue, understands its sys-
temic analysis and recognizes the in-
terest of its stakeholders, and makes
a personal response to the issue.
Co-Ownership - The Bridging Leader
convenes the stakeholders through
a process of dialogue and engage-
ment and, collectively, they arrive at
a shared vision and shared response.
The vision is an outcome aspired for
by everyone.
Co-Creation - A social innovation
is adopted and carried out through
new institutional arrangements.
Such arrangements become formal
structures and processes over time
with a policy environment supportive
to stakeholders’ participation and
responsive institutions. The Bridging
Leader sustains his work by cultivat-
ing sources of renewal.

OVERVIEW
T
his module is meant to provide the
link between peace and develop-
ment planning. Local development
happens best where conditions of relative
stability and peace are present. Peace is
possible when grievances and injustices
are addressed in the most culturally-ap-
propriate and accessible manner.
One of the mechanisms for accessing
justice at the lowest levels is the Barangay
Justice System (BJS) or the Katarungang
Pambarangay. The Katarungang Pam-
barangay was institutionalized through
MODULE THREE
Presidential Decree 1508, promulgated in
1978, and integrated in the Local Govern-
ment Code of 1991 as a strategy for mak-
ing the justice system more responsive to
the needs of communities. This module
discusses the Katarungang Pambarangay
Law’s salient features and the basic steps
in mediation.
In addition to the Katarungang Pamba-
rangay, this module also discusses local
conflict resolution mechanisms (LCRMs),
which are unique to the Autonomous Re-
gion in Muslim Mindanao.
- 31 -
Localizing Peacebuilding in ARMM
These two major mechanisms (Katar-
ungang Pambarangay and LCRMs) are
discussed as concrete avenues for peace-
building and promoting good governance
at the grassroots level.
PARTICIPANTS
❋ Punong barangays
❋ Barangay secretaries
❋ Barangay development planners
❋ Actual or potential members of the
lupon tagapamayapa
❋ Traditional and religious leaders
❋ Leaders of informal groups in the ba-
rangays.
OBJECTIVES
The general objective of the module is to
orient Lupong Tagapamayapa members,
barangay officials and CSO representatives
on the Katarungang Pambarangay and to
surface other dispute resolution practices
in their localities.
At the end of a one day session, the partici-
pants would be able to:
1. Review the salient features of the Ka-
tarungang Pambarangay law;
2. Be oriented on the general process,
steps and skills on mediation; and
3. Describe local dispute resolution
practices and mechanisms operating
in their community.
CONTENT
Session 1. Salient Features of the Katar-
ungang Pambarangay Law and
Mediation (4-6 hours)
Session 2: Local Conflict Resolution
Practices and Mechanisms (1-2
hours)
TOTAL TIME REQUIRED
Five (5) to eight (8) hours
- 32 -
Note to Facilitators
If the Lupon Tagapamayapa is not
yet constituted, the facilitator could
encourage the Punong Barangay to
identify 10-20 potential members
of the Lupong Tagapamayapa, who
are women and men of integrity and
good judgment. As much as possible,
gender and sectoral balance should be
achieved.
If participants are not members of the
Lupong Tagapamayapa (eg. kagawads,
purok leaders, heads of CSOs), focus
on salient features of the law and the
core message of helping strengthen
the barangay justice system. Encour-
age the Punong Barangay to activate
the Lupong Tagapamayapa by ap-
pointing members to it, having them
trained, and by delegating disputes
resolution to the Lupon or to the local
conflict resolution mechanisms as
much as possible.

Salient Features of the Katarungang Pambarangay Law and Mediation
OBJECTIVES
At the end of the session, participants
would be able to review the salient fea-
tures of the Katarungang Pambarangay
(KP) Law.
METHODOLOGY
❋ Structured learning exercise
❋ Interactive lecture and discussion
TIME REQUIRED
Four (4) hours (without video-showing)
Six (6) hours (with video -showing)
MATERIALS NEEDED
❋ Sets of cartolina cards with A, B, C
and D written on them. The number
of sets will depend on the number of
the participants.
❋ White/ black board
❋ Whiteboard marker/ chalk
❋ Masking tape
❋ Prepared manila paper/ metacards
where salient points of the topics are
written (for faster and efficient presen-
tation) or LCD projector and Power-
Point presentation of the topics
❋ Optional
• Video on Mediation
• VCD player/computer with CDR
• Television with remote control
• Guide questions (Annex G)
- 33 -
SESSION 1
• Handouts on mediation
• Visual aid on mediation road-
map
• Bond paper, cut into 1/2 strips
lengthwise (2 per pax)
• Pentel pens (1per pax)
• Colored metacards (5 different
colors)
SUGGESTED READINGS AND
REFERENCES
1. Local Government Code Book III
Title 1 Chapter 7 Katarungang Pam-
barangay
2. “Localizing the Justice System in Six
Peace Zone Areas in the ARMM: A
Guidebook for Mainstreaming Indig-
 enous Conflict Resolution in ARMM
LGUs” LGSPA and SALIGAN,”. 2004
3. “Workshops on the Katarungang
Pambarangay Law, Laws on Women
and Children, and on Mediation:
Trainers Guide”. 2008 DILG-Local
Government Academy.
ANNEXES
1. Annex E. SLE: Review Quiz on the
Katarungang Pambarangay Law
2. Annex F. Lecture Notes on Katarun-
gang Pambarangay Law
3. Annex G. Guide Questions on Video
on Mediation
HOW TO DO IT
1. Structured Learning Exercise (SLE)
for review/ refresher on the partici-
pants’ knowledge about Katarun-
gang Pambarangay. This is based on
the assumption that adult learners
have basic knowledge of the topic,
or have heard of a few things about
the topic. The participants’ answers
shall also be used in the lecture-
discussion that shall be conducted
shortly after the SLE.
• For the SLE, ask the participants
to organize themselves into
groups of 3 or 4. (This can be
done by counting off ). Ideally,
each group should have 4 mem-
bers. This number is big enough
to allow participants to bounce
their ideas off one another before
putting up an answer, and small
enough to allow everyone in
the group to participate in the
discussion.
• Once organized, each group
shall be given a set of cartolina
cards (with A, B, C and D written
on them)
• The facilitator shall read ques-
tions and their corresponding
multiple choice answers pertain-
ing to KP (see Annex E). Each
group shall respond by raising
the cartolina stating the group’s
answer on the count of three.
• The facilitator then gives out
the correct answer and writes
- 34 -
the scores of each group on the
board. The facilitator gives a
short explanation of the correct
answer, and shall take note of
the answers of the groups. S/
he should use the correct and
incorrect answers as examples or
illustrations during the lecture-
discussion.
2. Lecture-discussion: Give a short
lecture lecture on the salient features
of the Katarungang Pambarangay,
using Annex F.
3. Video Showing (optional). Show the
video on mediation to illustrate the
basic steps in mediation. (30 min-
utes). After the video, select a few
questions from the video’s discus-
sion guide (See Annex G)
4. Divide the participants into five
groups.
5. Assign a major step for each group
• Group 1 – Mediators Opening
Remarks (Pambungad
na Pananalita ng Taga-
pamagitan)
 6. Give each member of the group one
Important Reminders strip of bond paper (1/2 length wise),
1. Before the presentation of the video, it is important that the Katarungang and one pentel pen
Pambarangay Law has already been discussed. 7. Instructions for participants:
2. Present the mediation roadmap first before showing the video and have the • Observe the major step assigned
major steps visible at a glance (a PowerPoint slide, acetate slide, or other to you. Note down your observa-
visual aids such as manila paper or cartolina, with print big enough for all tions on the following:
participants to see). – The objectives of each
3. The video is best presented using Windows Media Player as it has user-
major step
friendly pause-play-rewind-forward features that could be minimized. If using
other formats such as DVD player or VCD player, a remote control is desirable – The sub-steps used for
(make sure the batteries are new). Practice playing and pausing and delivering each major step
your interactive lecture beforehand. – Attitude and demeanor of
4. The facilitator has the option to present the video in its entirety in one go, or the mediator
to pause on each major step and discuss, until all five major steps have been – Attitude and demeanor of
covered. If time allows, a combination of both options is recommended. disputants
• Write down your observations
in bold letters in each metacard/
• Group 2 – Sharing of Perspec- • Group 4 – Generation of Op- strip of bond paper; (maximum
tives (Pagbibigay ng tions (Paglutas ng of five words per card/paper)
Pananaw ng Bawa’t Isa Problema sa Bawa’t 8. Write the following headings on the
Tungkol sa Problema) Isyu) board (or prepare metacards with
• Group 3 – Mediator’s Summary • Group 5 – Selection of Op- the following headings: Qualities
of Issues (Pagsusuma tions and Closure/ and Attitudes of a Mediator
ng Tagapamagitan sa Writing the Agree- (Mga Katangian ng Mediator),
Mahahalagang Punto ments (Kasunduan Characteristics of the Process of
ng Pag-uusap) at Kasulatan ng Mediation (Mga Katangian ng
Kasunduan)

- 35 -
 Proseso ng Mediation), Objectives
of Mediation (Mga Layunin ng
Mediation), Steps in Mediation (Mga
Hakbang sa Mediation). Distinguish
the four major steps from the sub-
steps for each by using colored
metacards (e.g. blue for major step,
green for substep)
9. Call on each group to verbally share
their observations before placing
their metacards under the appropri-
ate heading.
10. Allow as many observations as
possible within the prescribed time
limit. Cluster the observations ac-
cording to the appropriate headings:
• Qualities and Attitudes of a
Mediator (pasensyoso, mahina-
hon, may diplomasya, patas ang
pagtrato sa mga partido, etc)
• Characteristics of the Process
of Mediation (mahaba, madali/
mahirap, madetalye, nakakatuwa
dahil nagbibigay solusyon sa
paraang madali at hindi magas-
tos, akma sa kulturang Pinoy, etc)
• Objectives of Mediation
• Steps in Mediation (filing the
complaint, summoning com-
plainant and respondent, etc)
- 36 -
11. Invite the participants to answer
some of the additional guide ques-
tions on the video on their own.
12. End the session by saying that medi-
ation is a concrete way for promoting
peace at the barangay. Katarungang
Pambarangay helps to address griev-
ances and conflicts at the lowest
levels, thus helping maintain peace
and order in the barangay.

OBJECTIVES
At the end of the one-hour session, par-
ticipants are able to:
1. Describe local conflict resolution
practices in their communities; and
2. Identify ways to enhance complemen-
tation between local conflict resolu-
tion mechanisms and the Katarun-
gang Pambarangay
METHODOLOGY
❋ Workshops in small groups
❋ Story telling
❋ Interactive lecture and discussion
TIME REQUIRED
Two (2) hours
Local Conflict Resolution Practices and Mechanisms
MATERIALS NEEDED
Prepared matrix on local conflict resolution
practices
SUGGESTED READINGS AND
REFERENCES
1. MMAA No. 25 (Muslim Mindanao Au-
tonomy Act, the ARMM Local Govern-
ment Code)
2. RA 7160 (Local Government Code of
1991) Chapter 7 Sections 399-422
3. Republic Act 8371: Indigenous Peoples’
Rights Act (IPRA)
4. Republic Act 9054: ARMM Organic
(Article III Sec 2; Article VIII Sec 19; Ar-
ticle X, Sec 4; Act Article XIV Sec 2 b)
5. Localizing the Justice System in Six
Peace Zone Areas in the ARMM: A
SESSION TWO
Guidebook for Mainstreaming Indig-
enous Conflict Resolution in ARMM
LGUs. LGSPA and SALIGAN-Mind-
anaw. March 2004. Davao City
ANNEX
Annex H. LGSPA Survey on Local Con-
flict Resolution Mechanisms.
HOW TO DO IT
1. Divide the participants into the fol-
lowing groups: 1) cultural/traditional
leaders; 2) formally elected barangay
officials and Lupong Tagapamayapa
members; 3) civil society represen-
tatives. Assign reporters and docu-
menters.

- 37 -
 2. Ask them to discuss particular dis-
putes that they know were resolved
by a community member(s) who was/
were NOT elected barangay officials,
barangay officials nor Lupong Taga-
pamayapa members. Describe the
issue and disputants, and who helped
resolve the disputes. Each group
should be able to cover 1-3 cases each.
3. Ask them to describe the processes
and steps used.
4. Ask them to report on and share their
stories to the plenary
5. Process the sharing of groups by:
• Filling in the matrix (see ex-
ample).
• Citing the stories and the matrix,
say that there are community
leaders, practices, and modes,
aside from that of the Katarun-
gang Pambarangay, who and
which have been helping fa-
cilitate the resolution of conflicts
even before the promulgation of
the Katarungang Pambarangay
Law, using traditional values, reli-
gious teachings and practices.
Module One
SESSION 1
Issues/Disputes Parties
Marital dispute Husband and wife (both
Muslims)
Boundary dispute Tedurays and Moros
Katutubo (Indigenous Person)
and another Katutubo
(other)
6. Cite the results of the LGSPA survey
on indigenous conflict resolution
modes (Annex H). and SALIGAN’s
work on LCRM and the different
modes and mechanisms of dispute
resolution that indigenous peoples
and Muslim communities in ARMM
use. Examples of these are: The May-
or’s Council of North Upi, Jumpoc in
Barira, Maguindanao, Bleye Kitab in
South Upi, Municipal Peace Commit-
tee in Kapatagan, Lanao del Sur, and
the Barangay Justice Advocates and
Big Book Initiative of Tawi-Tawi.
7. Ask the participants how these tra-
ditional modes of conflict resolution
could best complement the Katarun-
gang Pambarangay. Some examples
of possible answers: by religious and
customary leaders volunteering to
- 38 -
Third Party Intervenor Process used
Imam Counseling through
religious teachings
Traditional Leader / Elder Arbitration
be members of the Lupong Tagapa-
mayapa, coordinating with the Lupon
on conflicts they are handling, and
helping train Lupon Tagapamayapa
members.
8. End the session and the module by
saying that the Katarungang Pamba-
rangay and the local conflict resolu-
tion mechanisms and practices both
contribute valuably in promoting
peace and conflict transformation in
communities in ARMM. By maintain-
ing relative stability, these local con-
flict resolution mechanisms and the
Katarungang Pambarangay facilitate
development in the barangays. These
mechanisms should be strengthened
and enhanced by local governments,
particularly by the punong barangay,
the customary and religious leaders,
and civil society organizations.
 Towards a Peace-Focused Barangay Development Plan
PART 2
While Part 1 of the Field Guide provided the general backdrop under which successful barangay develop-
ment in ARMM can occur, Part 2 takes the facilitator and barangay planners through the various steps of the
barangay development planning process itself.

❋ Module 4 Barangay Development Planning

❋ Module 5 A Simple Approach to Managing Barangay Projects

Collectively, these two modules enable barangay planners to move forward with barangay development in
small, concrete steps.

39

OVERVIEW
T
oday’s ARMM barangays are faced
with the challenges of securing
peace and development for their
communities. This module not only pro-
vides Municipal Planning Teams and
facilitators with a guide for a participatory
barangay development planning, but also
integrates peace and human security as
a foundation for good governance in the
planning process. It assumes a barangay
development planning process that will take
place over a staggered period of time, taking
anywhere between five days to two weeks.
This module is designed to guide the
barangay planners through a 12-step pro-
cess, as well as in the pre- and post-planning
Participatory Barangay Development Planning
phases. It sets the bases for determin-
ing barangay priorities by establishing a
barangay profile that includes, among oth-
ers, the history, population, resources, and
special features of the community. Based
on an analysis of the resources, a listing of
problems, needs, and gaps are defined by
the local stakeholders.
The whole module is built on participa-
tory and interactive approaches, thus, brief
lectures are interspersed with focused
group discussions and workshops using
participatory rural appraisal (PRA) tools.
PRA tools are used extensively in getting
primary information. The PRA tools used
are backed up by relevant secondary data
- 41 -
MODULE FOUR
to establish a more comprehensive picture
and analysis of the community.
It is highly recommended that facilitators
commit to stay with the community until
the whole planning cycle is completed.
The output of this process will be useful
in validating issues and policy responses
identified in the municipal Comprehensive
Development Plan- Executive and Leg-
islative Agenda (CDP-ELA), or in higher
level plans of the province and the region.
This is possible if complementation and
interface in strategic steps in planning
between the component barangays and
the municipality, and between the compo-
nent municipalities and the province, are
operationalized.
PARTICIPANTS
❋ Barangay Development Council (BDC)
members
❋ Barangay officials and community
working groups tasked with develop-
ing a barangay development plan.
OBJECTIVES
The general objective of the module is to
equip BDC members and sectoral working
groups with the knowledge, skills and at-
titudes needed in facilitating participatory
barangay development planning through
PRA. At the end of the planning process,
participants would have:
1. Understood the Planning Road Map
2. Gained an appreciation of the basic
principles and concepts of gender and
development participatory develop-
ment, and peace and development
3. Developed basic skills in barangay
development planning using partici-
patory methods
4. Identified interface points between
barangay development planning and
municipal development planning
5. Produced a barangay development
plan using participatory methods
CONTENT
Session 1: Principles and Concepts in Par- Step 8 Setting the Three-year Barangay
ticipatory Development Planning (1 day)
1. Participatory Planning
2. Gender and Development
3. Five Key Development Areas
Session 2: Preparing to Plan: Overview
of The Planning Road Map and an In-
troduction to the 12 Steps of Barangay
Development Planning (1 day)
Session 3: Starting to Plan
Step 1 General Orientation (1/2 day)
Step 2 Forming Sectoral Working
Groups (1/2 day)
Session 4: Actual Planning
Step 3 Conducting PRA by Sectoral
Working Groups (2-3days)
- 42 -
Step 4 Problem/Situational Analysis by
Sector (1/2 day)
Step 5 Prioritizing Issues (2 hours)
Step 6 Vision, Mission and Goal-Setting
(1/2 day)
Step7 Identifying Programs, Strategies,
and Implementing Mechanisms
(4 hours)
Development Plan (1/2 day)
Step 9 Setting Next Year’s Annual In-
vestment Plan (1/2 day)
Step 10 Linking the Budget with the Plan
(2 hours)
Session 5: Adopting the BDP
Step 11 Presenting the BDP to the
Barangay General Assembly (1/2
day)
Step 12 Drafting the Barangay Resolu-
tion and Adopting the Barangay
Development Plan (1/2 day)
Session 6: Packaging and Communi-
cating the Results of the BDP (1 day)
TOTAL TIME REQUIRED
10-11 days

Principles and Concepts in Participatory Barangay Development Planning
OBJECTIVES MATERIALS NEEDED
At the end of the one-day session, partici- ❋ Participatory Planning
pants would have: • Handouts on Participatory Plan-
1. Appreciated the concept of participa- ning
tion in development planning • Handouts on PRA Tools
2. Appreciated the concepts of gender ❋ Gender and Development
and development • Poster containing the words
3. Known the five key development ar- “Sa pinagsama-samang galing
eas in planning and the data require- ng babae at lalaki, kaunlara’y
ments for each mararating” (Provide transla-
tion in the appropriate ARMM
METHODOLOGY language)
• List of statements to be used for
❋ Interactive lectures the exercise
❋ Structured learning exercises ❋ Five Key Development Areas
• Visual Aid on Five Key Develop-
TIME REQUIRED ment Areas
One (1) day
- 43 -
SESSION 1
SUGGESTED READINGS AND
REFERENCES
1. Gender-Based Effectiveness Skills
Training for Agrarian Reform Ben-
eficiaries: A GuideBook for Trainers
Asian Women in Co-operative Devel-
opment Forum (AWCF) and Depart-
ment of Agrarian Reform. 2002
2. GeRL (Gender-Responsive LGU)
KA BA? Self Assessment Manual of
Administration. Department of the
Interior and Local Government and
National Commission on the Role of
Filipino Women”. 2005.
3. Manual on Barangay Development
Planning Through Participatory
Learning and Action, Institute of
Politics and Governance, 2007.
4. Participation in Development: The
Question, Challenges and Issues.
A Symposium Background Paper.
Participation in Development: The
Question, Challenges and Issues
a Symposium Background Paper.
Kenny, Michael (1997) Available
from http://eprints.nuim .ie/233/; ac-
cessed October 13, 2008.
5. The World Bank Participation Source
Book. Participatory Rural Appraisal.
Collaborative Decision-Making.
Community-Based Method. Avail-
able from http://www.worldbank.org/
wbi/sourcebook/sba104.htm; ac-
cessed October 13,2008.
6. Towards a Peace and Human-Secu-
rity Focused Barangay Development
Planning by Isabelo Julio Cesar
Benitez (see Annex I)
ANNEXES
1. Annex I. Participation and Develop-
ment
2. Annex J. Participatory Rural Ap-
praisal
3. Annex K. Gender and Development
HOW TO DO IT
Participatory Planning
1. Start this topic by saying we of-
ten hear the word “participation”
especially in the process of planning
and implementation of projects. It is
important to not merely look at the
process of participation but also at
the results of participation of citi-
zens. It is also important to examine
whether the participation of citizens
aids the process of empowerment or
whether this is only being used as a
form of tokenism. There are many
instances where people partici-
pate but they are made as “rubber
stamps” to get their support for a
particular program or process that is
being handed down to them.
2. Give a short lecture on participation
and development.
3. Give a short overview on Participa-
tory Rural Appraisal.
4. Give an overview on the Tools for
Participatory Rural Appraisal.
• Semi-strucuredstructured inter-
view/workshop and Focus Group
- 44 -
Discussions
• Group Mapping
• Charts and Graphs
• Time Lines
• Transect Walks
• Seasonal Calendars and Dia-
grams
• Matrix Scoring or Ranking
5. Mention that the tools for PRA will
be explained by the facilitators to
each of the sectoral group who will
undertake the activities. The objec-
tives, methodology, and expected
outputs are provided in each of the
PRA tools.
Gender and Development
Structured Learning Exercise.
Sabay Tayo
Instructions:
1. Request for two volunteers; one
woman and one man
2. Require that they each have a hand-
kerchief or piece of cloth. Ask the
volunteers to stand in an area where
there is enough space to move eight
 (8) steps forward, and where every-
body can see them. The volunteers
must stand side by side or alongside
each other, both facing forward.
3. Explain the process of the exercise:
Statements will be read aloud. If the
statement is true with regards to the
experience of most women in their
barangay, the female volunteer will
take one step forward. If on the other
hand, the experience is true with most
of the males in the barangay, the male
will take a step forward. If the state-
ment is true for both, then both will
take a step forward.
4. List of statements to be read:
a. I take care of the children
b. I am an officer of a community
organization
c. I cultivate the farm
d. I am an official of the barangay
e. I wash clothes
f. I make decisions on any con-
cerns on the family
g. I can ask from a loan without
the consent of my spouse.
h. My work is oftentimes paid
5. Check how many steps the male and
female volunteers took. “Who is in
front?” Usually, it is the man who is
ahead of the woman. If this is the
case, then let the man extend his
handkerchief or piece of cloth to the
woman behind him. Let the woman
stretch her hand to take hold of the
handhandkerchief or piece of cloth
of the man. (Note to the facilitator:
If both volunteers end up alongside
each other, say that it is possible for
men and women to be at the same
level (pwedeng magsabay).
6. Let the participants silently reflect
on the activity
7. Synthesis and Closing Statement:
“What should men and women do to
equalize their situation and thereby
grow equitably together? They have
to recognize each other’s worth,
rights, and distinctive capacities.
And they both have to be concerned
with each other’s wholistic develop-
ment as persons”.
8. Show a poster that contains the
words:
- 45 -
“Sa pinagsama-samang galing ng
babae at lalaki, kaunlara’y mararat-
ing” (Provide translation in the ap-
propriate ARMM language
Maranao: “So kiyapag-isa isa o
katao o bae ago datu na so kapak-
ausor na phekaangin;
Maguindanaoan – “Su nasumpong
a kategel nu babay enggo mama
na kadsabapan na kagpia nu
dalpa” )
9. Give a short lecture on Gender and
Development.
10. Let the participants give two claps
(bagsak) to celebrate the unity and
equality of men and women.
Other suggested exercises that can be
done at the community level:
 The 24 Hour Clock
Objectives
1. Generate information about daily activi-
ties participated in by men and women
(gendered division of labor)
2. Raise awareness about the different
workloads of men and women
3. Link gender based division of labor to
time
4. Identify gender roles within the com-
munity
Activity
1. Explain to the whole group the concept of
the 24 hour clock and gender based divi-
sions of labor. Men do some work and
activities while women do other kinds of
work and activities.
2. Divide the group in two: men and women
3. Both groups will draw up what they see
is a daily, 24 hour activity plan for 1) men
and 2) women
4. Use the metacards to show the ac-
tivities. If an activity does not have a
metacard, then participants should draw
the activity
5. The metacards relate to:
• Activities / work that is done in
the house
Mime/Role-Play
“A Day in the Life of Men and Women”
• Activities / work that is done
Drama techniques can be a comfortable
outside the house
method of communication, transmitting clear
• Activities / work that is done for
messages in a non-patronizing, humorous
the community
way and also allowing awareness and under-
• Rest and recreation
standing through discussing the roles played.
Speaking “behind” a role, allows people to
Debrief together with the groups the results
say and do things that they would normally
of their 24 hour clock. Look at how much
find difficult to express. This allows the actor
work is done by men and women, in and out
to project feelings, beliefs and behaviours in
of the house and in the community.
a safe way.
Notes for the facilitator
Objectives
• The individual group should discuss and
1. To introduce the notion of the different
reach a consensus on the daily activities
roles of men and women
• The groups are free to list all relevant
2. For the participants to show how they per-
activities
ceive the daily roles of men and women
• If you notice a time gap, ask the group to to
3. To introduce PRA gender profiling in a fun
clarify what is happening here
way
• Using color-coded metacards (for house
activities, outside the house, community,
Activity
etc) will help everyone see where activities
1. Divide the participants into groups
are being undertaken
2. Give each group 10 minutes to come
up with a role play or mime of the daily
Materials
activities of men and women in any way
Large paper for each group, pencils, ball-
that they choose
pens, pentel pens, masking tape, meta-
3. Ask each group to present their mime or
cards
role play
4. Facilitate a large group discussion on the
activity
- 46 -
The Five Key Development Areas
1. Explain the five key development
areas briefly:
A. Social Development Sector
This sector is concerned with improv-
ing the state of well-being of the local
population and upgrading the quality
of social services such as health, edu-
cation, welfare, housing and the like.
Questions of equity, social justice and
gender sensitivity are also addressed
by this sector’s programs/projects.
The preservation and enrichment of
culture as mandated by the Local Gov-
ernment Code (Sec. 16) are also major
concerns of the social sector.
B. Economic Development Sector
Although it is not the business of
government to go into business in
general, it is the responsibility of the
government to ensure that the state of
health of the economy is sound. This
is because the level of family income
and employment, hence the level of
well-being of residents, depend on
sound economic development. The
programs/projects in this sector help
the local government to create a favor-
able climate for private investments.
Through a combination of policies
and public investments, the barangay
government enables community-
based entrepreneurial activities
to flourish and ultimately assures
residents of a steady supply of goods,
services, employment and household
income. A very significant component
in this sector’s programs/projects is
the LGU’s support to agriculture and
other food production activities to
ensure a certain degree of local food
self-sufficiency.
C. Environment and Natural Re-
sources Sector
This sector consolidates the environ-
mental implications of all develop-
ment proposals within the barangay
and provides mitigating and preven-
tive measures for their anticipated im-
- 47 -
pacts. The programs/projects are for
maintaining cleanliness of air, water
and land resources and rehabilitating
or preserving the quality of natural
resources to enable them to support
the requirements of economic devel-
opment and ecological balance across
generations.
D. Institutional Development Sector
This sector focuses on strengthening
the capability of the local government
bureaucracy as well as elected of-
ficials to plan and manage the baran-
gay’s territory and serve its constitu-
ency. Relevant capability building
programs/projects include those of
fiscal management, responsive legis-
lation, program and project manage-
ment, and monitoring and evaluation.
The development of appropriate
structures and recruitment of suitably
qualified staff for the barangay gov-
ernment is also an important concern
of this sector. Membership in different
functional and sectoral committees
(and even professional leagues, when
appropriate) and participation in
their planned activities is also encour-
aged and supported by this sectoral
area. The involvement of voluntary
groups or civil society organizations
is likewise promoted in the prepara-
tion, implementation, monitoring and
evaluation of the different sectoral
programs, projects and activities as a
vital component of this sector’s devel-
opment plan.
E. Culture and Peace Sector – This
sector focuses on enhancing the
peace and order situation, with ap-
propriate consideration of the cultural
sensitivities of different ethnic and
religious groups. Given the tenuous
conditions of peace in the region, it
is important to integrate and main-
stream peace in the various stages of
local development planning, espe-
cially at the barangay level. This is to
ensure that development initiatives at
the very least do not contribute to or
result in aggravating conflict in any
given situation in the barangays. The
establishment of local conflict resolu-
tion mechanisms such as the Katar-
ungang Pambarangay and indigenous
modes of dispute resolution are also
supported by this development sector.
Programs and projects within this
sector aim to promote sustainable
peace and foster respect of traditional
practices of indigenous groups.
2. Explain that participants will be di-
vided into these five key development
areas as sectoral planning groups. The
importance of dividing into sectoral
planning groups is to ensure that key
concerns of these sectors are ad-
dressed and are taken into consider-
ation in the planning process. Doing
- 48 -
so will enable the barangay develop-
ment planners to develop a more or
less comprehensive picture of the
problems of the barangays and come
up with accompanying solutions to
these sectoral concerns.
3. End the session by saying that the
principles of participatory develop-
ment, gender and development, and
the five key development areas, which
include peace and culture, are all basic
concepts that must be integrated in
the planning process. A basic under-
standing of these concepts through
experiential learning methods has
been facilitated by this session, and
hopefully will be internalized and con-
sciously applied by the participants
throughout the planning process.

Preparing to Plan : Overview of the Planning Road Map and the 12 Steps to Barangay Development Planning
OBJECTIVES
At the end of this session, participants
would have:
1. Appreciated the importance of
planning
2. Understood the 12 steps in barangay
development planning
3. Understood the composition and
functions of the planning team
4. Prepared all the necessary requisites
to undertake Steps 1 & 2 of the 12-
Step BDP process
METHODOLOGY
❋ Interactive lecture
❋ Structured learning exercises
❋ Focus group discussions
❋ Use of participatory rapid appraisal
tools
SESSION 2
TIME REQUIREMENT ❋ Manila papers
One (1) day ❋ Pentel pens
❋ Masking tapes
❋ Kraft papers
MATERIALS NEEDED ❋ One candle and box of matches
❋ For the SLE: three paper balls or any
light balls of the same size SUGGESTED READINGS AND
❋ Manila paper illustration (or Power- REFERENCES
Point presentation) of the Planning
Road Map 1. Department of Budget and Manage-
ment. “PRIMER on Barangay Bud-
❋ Manila paper illustration (or Power-
Point presentation) of the 12 Steps to geting”. (Manila: 2001)
2. Institute of Politics and Governance.
BDP
❋ Visual aid on roles and functions of “Manual on Barangay Development
team members Planning Through Participatory
❋ Base map of barangay Learning and Action”. 2007.
❋ Computer, printer and LCD projector, 3. Local Governance Support Program
if possible in ARMM. “Manual on the Local
❋ List of data sets Planning Process. Focus on the
- 49 -
 Comprehensive Development Plan –
Executive Legislative Agenda (CDP-
ELA). Revised Ed, 2008.
4. Philippines-Australia Local Sustain-
ability Program (PALS). “Barangay
Development Planning Methodol-
ogy Manual” .2006.
5. Transparent Accountable Gov-
ernance (TAG) Project. The Asia
Foundation. “Facilitator’s Manual on
Barangay and Municipal Planning
and Budgeting”. 2005.
6. United Nations Development Pro-
gramme. “Barangay Development
Planning Manual: Using the Rights
Based Approach in Localizing the
Millennium Development Goals”.
2007
ANNEXES
1. Annex L. Checklist of Data to be
Gathered, by Sector
2. Annex M. Structured Learning Exer-
cise (Basketball Game)
3. Annex N. Municipal and Barangay
Development Planning Interface
Points
4. Annex O. How to Formulate a
Barangay Budget
HOW TO DO IT
1. Start the session with the following
statements:
“Before the start of actual plan-
ning, the planning group has to fully
understand the task ahead.. This
means understanding the basic
planning “roadmap”, which could
be compared to a road towards a
desired destination”.
2. Ask a participant why they need to
plan for the barangay. Enhance par-
ticipants’ answers by emphasizing
the advantages of planned develop-
ment. Use metaphors as much as
possible. For example, (e.g. a house
or a mosque cannot be successfully
built without a plan, or a blueprint).
3. Define “planning” as: “an organized,
deliberate and sustained effort to
choose the best way to obtain a de-
sired end. It is a systematic process of
analysis and choosing among many
possible alternatives, activities, or
- 50 -
actions that would address identified
needs and problems to attain devel-
opment goals”.
Note to Facilitators:
Translate key concepts to the near-
est applicable terms in the local
language, and use the most com-
mon examples of planning done by
participants in their everyday lives.
Be creative in concocting acronyms
and metaphors.
4. Elicit from the participants the pos-
sible consequences of lack of plan-
ning. Process their responses by go-
ing back to the previous metaphors
used, (for example, emphasize, that
while there are many ways to get to
a destination, it is entirely possible
to get lost and arrive somewhere else
or worse, never take off from where
one started; or end up with a house
or building completely different from
what was envisioned or not finish
any building at all).
5. Sharing in dyads/triads. Ask the
participants to recall what particular
planning activity they have under-
gone that was particularly successful.
• Request them to share to each
other these successful plan-
ning endeavors in their dyads
or triads. Thought guides are: 1)
describe the planning endeavor
and what the end product was,
2) how they went about getting
to the end; 3) one or two factors
which made the activity success-
ful (10 minutes)
• In plenary, ask one member of
dyad/triad to:
• Summarize the endeavors
shared (2 sentences each)
• Share key factors that made
the endeavors successful
6. Processing of sharing in plenary.
Process the answers by using the
following categories of a successful
planning process:
• Realistic assessment of the situ-
ation
• SMART (specific, measurable, • Educational value
attainable, resource-based and • Flexible and adapting to chang-
time bound) es in the environment
• GREAT (gender-responsive, 7. Show the Planning Road Map. Ex-
equality-oriented, aware of social plain each stage briefly
economic and gender differ- 8. Show the 12 steps in barangay devel-
ences, targeted stakeholders) opment planning that will be under-
objectives taken by the group. Explain each
• Prioritizes needs step briefly.
• Clear assignment of roles and
responsibilities
Starting Point:
PREPARING TO PLAN
• Social Preparation
• Team Preparation
PARTICIPATORY
MONITORING AND ACTUAL PLANNING
EVALUATION
POST-PLANNING
ACTIVITIES
PLAN • Packaging the BDP
IMPLEMENTATION • Communicating the
Results of the BDP
• Resource Mobilization
- 51 -
9. Twelve Steps in Barangay Develop-
ment Planning (BDP)
Step 1. General Orientation
Step 2 Forming Sectoral Planning
Groups
Step 3 Conducting PRA by Sectoral
Planning Groups
Step 4 Problem/Situational Analysis
by Sector
Step 5 Prioritizing Issues
Step 6 Vision, Mission, and Goal
Setting
Step 7 Formulating Strategies, Iden-
tifying Programs, and Imple-
menting Mechanism
Step 8 Setting the Three Year
Barangay Development Plan
Step 9 Setting Next Year’s Annual
Investment Plan
Step 10 Linking the Budget with the
Plan
Step 11 Presenting the BDP to the
Barangay General Assembly
Step 12 Drafting the Barangay Resolu-
tion Adopting the Barangay
Development Plan
Explain that you are at the Preparatory
Activities portion, which is not included
in the 12 steps. This means that they (the
facilitators) are preparing to undertake
Steps 1 and 2. above.
10. Ask the participants what activities
they think are included in planning
preparations. Process their answers
by
• Separating those that are already
in the 12 steps, or
• By the general categories of
Social Preparation, or Team
Preparation.
11. Explain to the participants that
the next sessions are designed to
complete such preparatory work, and
that the preparation is as important
as the result.
12. Structured Learning Exercise: Bas-
ketball Game. (See Annex M)
13. Processing the SLE. Ask the partici-
pants the following questions:
• What factors helped the winning
team, win?
- 52 -
• What can you say about the
way each member of that team
played? What can you say about
their teamwork?
• What do you think is the mes-
sage of this exercise?
14. Bridging Statement:
“The game shows the importance
of one’s familiarity with the game,
the clarity of goals, as well as rules,
and tasks of members, the presence
of team work, and the confidence of
the members with their team mates
and their own selves. These are the
essential requirements for a team
to win the game. In the same way,
Barangay Development Planning
has critical requirements and com-
ponents so that it will be successful”.
15. Discuss the team composition and
the roles and functions of each team
member such as the role of a facilita-
tor, documenter, process observer.
Composition of the Municipal Planning
Group
The planning team is composed of
facilitators, documenters, and process
observers, all of whom are members of
the Municipal Planning Group.
Each member of the team should possess
the following characteristics:
❋ Be advocates and practioners of the
participatory nature of the BDP;4
❋ Be committed to the development of
the community
❋ Have the ability to motivate sustained
peoples’ participation in the process
❋ Has minimum knowledge and under-
standing of the sectoral issues of the
community
❋ Is open-minded and willing to learn
❋ Displays basic skills in the use of
participatory planning tools
Roles and Functions of the Planning Team
The Municipal Planning Group5
The Municipal Planning Group is a new feature in Barangay Governance formed to ensure
sustainability of the barangay planning activities in the municipality. It has the follow-
ing responsibilities: it convenes the barangay planning team, assists the barangays in the
formulation of a barangay development plan, and makes sure that the barangay profile and
plan document is updated. It ensures that the BDP is a product of a participatory exercise,
that the needs of all sectors are addressed (with special emphasis on culture and peace),
and that the BDP becomes a legal document which will be reflected in the municipal level
plans.
The Municipal Planning Group is headed by either the Municipal Planning and Develop-
ment Coordinator (MPDC) or the Municipal Local Government Operations Officer (ML-
GOO). Since the mandate to assist barangays in formulating their Barangay Development
Plan is given by law to the DILG, the MLGOO would be the logical head. However, some
of the MLGOOs in ARMM handle more than one LGU, and has to delegate the task to the
MPDC in areas it cannot focus on. The Municipal Planning Group is usually composed
of 5 to 7 members: the Municipal Social Welfare and Development Officer, the Municipal
Health Officer, the Municipal Agriculture Officer, the Municipal Engineer, the CSO Repre-
sentative, Sangguniang Bayan Representative, and the MPDC and the MLGOO.
From among the members of Municipal Planning Group, facilitators, documenters and pro-
cess observers are selected and assigned. Because there are five sectoral planning groups
for the barangay development planning, a total of 15 people will be needed to complete the
line-up of facilitators, documenters, and process observers. If there are not enough qualified
people at the municipal level, the Municipal Planning Group may select key people from the
barangay to fill-in some of the vacant slots, keeping in mind the indicated characteristics.
- 53 -
15. Show visual aid on the expected roles
and functions of team members.
Facilitators:
a. Acts as moderator during barangay
sectoral groupings and plenary dis-
cussions
b. Explains the process and the objec-
tive of the activity
c. Ensures that the discussions are in
the right context, towards the attain-
ment of the objectives
d. Moderates the discussion so that all
participants are provided equal op-
portunity to speak
e. Summarizes agreements arrived at
and the problems and opportunities
that arise from every tool or activity
Documenters:
a. Ensures that the names of the tool, fa-
cilitators and participants are written
b. Documents the discussion and its
results:
• Time started and finished
• Highlights of the discussion per
issue
• Questions raised
• Disagreements
• Decisions made
c. Transfers the tools from the manila
papers to a notebook or pad paper
d. Safekeeps the tools and other docu-
ments
e. Documents the outputs (tools, prob-
lem situations identified, needs priori-
tization) of the sector for presentation
during the Barangay Development
Council meeting
Process Observer:
a. Helps the facilitator and the docu-
menter in ensuring the quality of the
discussions and the process
b. Observes the process including what
is said by the facilitator and the reac-
tion of the participants
c. Informs the facilitator of his/her
observation
d. Checks the checklist of data; remind
the facilitator if there are data that has
been omitted
e. Evaluates the performance of the
team for team assessment.
- 54 -
16. From among the Municipal Planning
Group members that is now facili-
tating the Barangay Development
Planning, identify and point out who
are the facilitators, documenters, and
process observers.
Preparation of the Checklist of Data
The checklist is a list of data sets that
will be useful in the planning process. It
serves as a guide to the team in facilitat-
ing the discussions. It contains the list
of data to be gathered, why the data is
needed, what tools will be used, focus
questions, and who among the communi-
ty stakeholders can provide the particu-
lar information. The preparation of the
checklist must be done by the BDP team
before the actual BDP. Gender, peace and
human security, environmental sustain-
ability (including natural disaster risks
and effects), poverty reduction and other
special concerns are considered in the
preparation of the checklist of data.
❋ Present the list of data sets needed for
the planning process. (See Annex L)
Collection of Secondary Data
Once the team has identified the data
needed for the focus group discus-
sions, relevant secondary data are also
gathered and cross-checked with the
checklist of data. Initial analysis and
familiarization with the existing second-
ary data will enable the team to identify
data gaps. Among the secondary data
that can be used are: latest census of
the barangay, barangay office records;
Barangay Health Workers Monitoring
Sheet; and the barangay socio-economic
profile. The Municipal/City Planning
and Development Office and other LGU
offices and departments as well as line
agencies, NGOs and community-based
organizations could also provide relevant
and, more often, updated information.
Results of Millenium Development Goals
(MDG) surveys, Community Based
Monitoring System (CBMS), Local Gov-
ernance Performance Management Sys-
tem (LGPMS), Gender Responsive LGU
(GeRL) Ka Ba? and other data generated
by national agencies and other organiza-
tions are also rich sources of useful data
for planning. In most instances, LGUs in
ARMM receive foreign assistance in the
conduct of situational analyses. Informa-
tion may not be filed with the LGU, but
may be found with NGOs and donors
and are good sources of secondary data.
❋ Present the Interface Points in Col-
lecting Secondary Data. (See Annex
N). These are the meeting points
between municipal and barangay
developing planning, and data col-
lection. The value of understanding
interface points is in the harmoniza-
tion of barangay and municipal plans,
including the baseline data on which
plans are based.
Identification of Participants for the
BDP
The quality and reliability of information
depends on the participants in the focus
group discussions (FGDs). In identifying
the participants, facilitators must ensure
that all sectors and interests are well-rep-
- 55 -
resented throughout the entire duration
of the planning activity. The participants
should include, among others: barangay
development council members, purok
leaders, representatives of community
organizations, and leaders of informal
groups7. The selection of participants
must be done with the assistance or con-
currence of the Sanguniang Barangay.
In identifying participants, it is very
important that adequate representation
of women is ensured.
Logistical Preparations
It must be ensured that all the materials,
supplies, equipment, food, and venue for
the planning workshop are ready when
they are needed, including the accommo-
dation of the facilitators and other stake-
holders. It is useful to make a checklist
of items to be prepared. The venue could
be a school, barangay hall, or any place in
the barangay where the participants will
be comfortable in conducting the activity.
Invitation letters to the target partici-
pants should be sent at least one week
before the target date of the activity. The
invitation letter should include informa-
tion on the venue, dates, and time of the
activity. The team should also confirm
the attendance of the participants. This
will help the team decide whether or not
to continue the activity or postpone it to
another date, depending on the availabil-
ity of participants.
ENDNOTES
4
Taken from the “Manual on Barangay Development Planning
Through Participatory Learning and Action”, Institute of Poli-
5
tics and Governance. 2007.
During the LGSPA Phase 2, this group was referred to as Mu-
nicipal Technical Working Group or MTWG. For the purpose
of this Field Guide, this group is being referred to as the Mu-
nicipal Planning Group, to distinguish it to the Barangay Plan-
ning Team and the Barangay Sectoral Working Groups.
6
See DILG-ARMM Memorandum Circular No. 13
- 56 -
 SESSION 3
Starting to Plan
Step 1 - General Orientation
This session focuses on the first two steps of the Barangay Development Process: Step 1- General Orientation, and Step 2- Form-
ing Sectoral Working Groups

OBJECTIVES METHODOLOGY ❋ Visual Aid on the Five Key Develop-

At the end of the half day session, partici-
pants would have:
1. Oriented the BDC, LGU officials
and other concerned sectors on the
12 steps of barangay development
planning.
2. Formed sectoral planning groups in
preparation for the actual barangay
development planning.
3. Assigned a facilitator, documenter
and process observer for each of the
sectoral planning groups.
Barangay assembly or meeting ment Areas
❋ Handouts on the Five Key Develop-
ment Areas
TIME REQUIRED ❋ Visual Aid on Team Compositions
½ day and Functions
MATERIALS NEEDED HOW TO DO IT
❋ Visual Aid on Objectives of the Plan- Step 1: General Orientation
ning Activity
1. To prepare for the General Orienta-
❋ Visual Aid on Key Concepts of Par- tion, first draw up a list of invitees/
ticipatory Development
participants. This may consist of the
❋ Visual Aid on the 12 Steps of BDP following:

- 57 -
 • Barangay officials
• Members of the Barangay Devel-
opment Council
• Representatives of the Munici-
pal government and agencies
concerned
• Representatives of puroks
• Representatives of civil society
organizations or sectoral repre-
sentatives
(Note: Gender and sectoral balance
should be achieved)
2. Draft a general program for the Gen-
eral Orientation. The program may
look like this:
Step 2 - Forming Sectoral Planning Groups
Organize the participants into Five
Sectoral Planning Groups. As much as
possible, ensure gender balance in each
working group’s composition.
A. Social Development Sector
B. Economic Development Sector
C. Environment and Natural Resources
Sector
D. Institutional Development Sector
E. Culture and Peace Sector
• Opening Program
• National Anthem
• Gathering Ritual/Prayer
• Welcome Remarks
• Introduction of Participants and
Facilitators
• Objectives (of the Orientation)
• Concept of Participatory Devel-
opment, context of the BDP
• Presentation of the 12 Steps of
the BDP
• Sectoral Planning Groups For-
mation (Step 2 below)
• Presentation/ Brainstorming on
Schedule of Activities
1. Show the matrix below. Explain
that the sectoral planning groups
will be tasked to analyze the topics
in the second column, and will be
composed of 4-5 people from among
those in the third column of the
matrix
2. Among the members of the Munici-
pal Planning Group, reiterate who
- 58 -
3. Assign roles and responsibilities
among team members on who will
write letters of invitation, what will
be the process for dissemination of
invitations and information on the
orientation, administrative and logis-
tical concerns, etc.
4. Have a detailed plan that specifies
the date of orientation, venue and
logistics (sound system, board and
markers, hand outs, food, lodging for
the team members, etc)
5. Conduct the General Orientation
as planned. Revise the plan accord-
ing to feedback generated from the
General Orientation.
will be the facilitator, documenter
and process observer for each group.
(Ideally, this would have already
been agreed on before the General
Orientation. However, as much as
possible, get agreement from mem-
bers of the secotral planning groups
themselves on their assigned fa-
cilitator, documenter, and process
observer).
 Note to Facilitators:
It is ideal that there be organized groups of citizens that will take the lead in the BDP process. In instances where there are no orga-
nized groups, it might be necessary to organize sectoral groupings first and prepare them before the actual planning process. Based
on experience, analysis of issues and problems are sharper and are more in-depth, and therefore quality of plans are better if orga-
nized groups have been substantially drawn into the process. It is also easier to implement plans with the help of organized groups.
Plans are also more sustainable under these circumstances.

In organizing sectoral planning groups, NGOs working in the area might be able to help because of their organizing and advocacy
experience in the area. Because of the general low level of participation in some barangays in initial interventions, a minimum of 4-5
members of sectoral planning groups may have to suffice.

Sectoral Planning Groups
Social Development Sector
Economic Development Sector
Will Analyze the Following Possible Members (minimum 4-5 members)
• Population (size, growth, distribution) • Barangay health worker
• Social services and status of well-being (health, education, • Teacher in elementary school at the barangay
recreation) • Mother’s group representative
• Schools • “Hilut” or traditional healer
• Social welfare • Day care worker
• Protective services • Parent’s Teachers Association representative
• History of the barangay • Women’s group representative
• Gender equity concerns • Barangay Kagawad assigned to social development concerns
• Special concerns (senior citizens, indigenous peoples, others)
• Agriculture • Transportation • Farmers/fisherfolk representatives
• Irrigation systems • Tourism • Women’s representative
• Livestock • Cooperatives • Cooperative organization chairperson
• Fisheries • Cottage industries and • Vendors’ group representative
• Manufacturing Enterprises • Barangay kagawad assigned to economic development con-
• Electricity • Other sources of income cerns
• Water supply

- 59 -
 Sectoral Planning Groups
Environment and Natural Re-
sources Sector
Institutional Development Sector
Culture and Peace Sector
Will Analyze the Following Possible Members (minimum 4-5 members)
• Current use of land • Forestry/fishery official
• Water source • Farmers/fisherfolk representative
• Waste management • People’s Organization representative
• Disaster risk and preparedness • Women’s group representative
• Barangay Kagawad assigned to environment and natural
resources concerns
• Disaster preparedness group/NGO representative
• Environmental group/NGO representative
• Organization and management • People’s Organization representative
• Fiscal management • Women’s group representative
• Legislative output • Barangay chairperson
• Inter-organizational linkages • Barangay kagawad
• Purok leaders
• Council of Elders representative
• Peace and order • Religious leaders (Ulama/Ustadz/Aleem/Aleema)
• Mechanisms for conflict resolution and persons involved • Traditional leaders/Indigenous Peoples representative/tribal
• Define processes undertaken in conflict resolution leader
• Human security • Lupong Tagapamayapa representative
• Peace process: peace advocacy, community peace building, • Barangay kagawad assigned to Peace and Order Council or
social justice, programs for reconciliation, reintegration ,reha- Committee
bilitation and development • CVO/CAFGU/Barangay Tanod
• Culture and traditions • Youth leader
• Ancestral domain and land tenure • Women’s group representative

3. Explain to the sectoral planning
groups the tasks of facilitators, docu-
menter and process observers, as well
as the tasks of the rest of the team.
4. Discuss the following:
a. Schedule for implementing the
rest of the steps
b. Logistics required for the PRA
c. Budget for the logistics and
where to source out the funds
5. Facilitate a ritual of commitment to
signify the participant’s commitment
to begin the planning process. En-
sure that all facilitators and observ-
ers participate in the ritual to convey
to the community that they will all
be together in the whole process.
Ensure that the ritual is ethnic, reli-
gious, and gender-sensitive.

- 60 -
Example of a Ritual of Commitment:
Instruct the participants to do the follow-
ing:
• Draw a big map of your
barangay on a manila paper.
Spread this paper on the floor
with a lighted candle at the cen-
ter of the map. There shall then
be one map for the whole group.
• Indicate the locations of the
puroks in the barangay, particu-
larly those puroks represented
by the participants
• Arrange the chairs around the
big map and ask the participants
including all the facilitators and
documenters to take their seats
• Ask each one to put in the
map something which repre-
sents their commitment to the
barangay development planning.
Tell them they could put some-
thing which they wear or some-
thing from their bags. Request
them to give reasons why they
chose that object.
• For example: “ To symbolize
my full support to the Barangay
Development Planning, I will
contribute my watch. This means
that I will always be available
whenever my help is needed”.
(Some participants may become
emotional during this activity. Be
prepared for this possibility).
- 61 -
6. Close the session by saying
“We all have said our commitments
to the Barangay Development Plan-
ning by putting on the map symbols
of our contributions. This is the begin-
ning of a journey towards develop-
ment and peace in our barangays.
The journey starts with ourselves.
How we will start the process of devel-
opment and promoting peace in our
community will be seen in how we
deal with people in our households,
members of our organizations, and
officers or partners of the barangay
LGU. Since the journey has started,
we will all wish each other the best.
Let us join hands and sing: (a lo-
cal song with the theme of working
together in unity)”.
- 62 -
 SESSION 4
Actual Planning
Step 3- Conducting Participatory Rural Appraisal (PRA) by Sectoral Planning Groups
OBJECTIVES METHODOLOGY HOW TO DO IT
At the end of 2-3 days, it is expected that ❋ Use of Participatory Rural Appraisal 1. Begin with the end in mind: Present
barangay planners would have: tools the outline of the packaged BDP to
❋ Secondary data collection enable the participants to know the
1. Identified community problems writ- end result of all their efforts.
ten on metacards TIME REQUIRED
2. Identified opportunities that would
come up from discussions 2-3 days
3. Assigned a reporter from the sec-
toral planning groups that would
present the group’s output in a ple- MATERIALS NEEDED
nary session ❋ Visual Aid on the Outline for the
4. Assigned a documenter for the Packaged BDP
cross-sectoral validation session ❋ Materials for each PRA Tool

- 63 -
 Topical Outline Source of Data (either secondary or through PRA)
BARANGAY PROFILE
Introduction
Geographical location Municipal base map, LGU
Historical highlights PRA- Barangay Time Line
Significant characteristics (tourist spots, etc.) PRA-Resource Map
CCT situation PRA- Historical Transect
Geographical and Physical Characteristics
Barangay Boundaries and Sitios Municipal base map, LGU
Topography and climatic conditions Topography and Climate Maps
PRA- Seasonal Calendar
Natural resources and its condition PRA- Transect Map
Land uses Barangay Land use/ resource map; municipal records
Comprehensive Land Use Plan (CLUP)
Barangay Socio-Demographic Characteristics
Number and size of households Census data, LGU
Gender characteristics Census data, LGU
Educational attainments and literacy rate Census data, LGU
Tribes and language spoken Census data, LGU
Religion Census data, LGU
SITUATIONAL ANALYSIS BY SECTOR
Social Development Sector
Health Status chart of barangay health services
• Sources of water and % of population with access to potable water CBMS, Census data, LGU
• Common illness RHU data

- 64 -
 Topical Outline Source of Data (either secondary or through PRA)
• Health services available (Bgy health station, day care center) RHU data
Education Status chart of barangay educational services
• Types and condition of educational facilities DEP-ED
• Participation and drop-out rates in the elementary and high school DEP-ED; CBMS
• Ratio of teachers to pupils DEP-ED; CBMS
• Distance of secondary and tertiary schools to barangay DEP-ED
Role of women in the community General Status and Role of Women
• Participation of women in community activities PRA
• Percentage of women leaders in the barangay (please give names) PRA
Religious/Cultural highlights Indigenous and other Socio-cultural Features of the Community
• Important events celebrated PRA – Historical timeline
• Distinct cultural characteristic of barangay PRA – Historical timeline
• Religious services (Masjid, Madrasah)
Economic Development Sector
Inventory of Local Production Resources Resource and Land Use Map
Income and Expenditure Patterns PRA-Flow Charts
Sources of income and expenditure PRA – Income –Expenditure tree; HH survey
• Primary source of income PRA- Income Expenditure Tree, HH Survey
• Secondary sources of income

• Household income patterns (gender disaggregated) PRA

Expenditure patterns
• Biggest expenses/ proportion PRA, Census Data

- 65 -
 Topical Outline Source of Data (either secondary or through PRA)
Employment CBMS; Venn Diagram of Existing Livelihood
Farming
Rice and Corn; Coconut; other crops PRA- Production Flow Charts of Major Crops
Fishing PRA- Seasonality Matrix;
Environment and Natural Resources Sector
Forest conditions PRA- Transect Map
Rivers and lakes PRA- Transect Map
Basic Infrastructures Land Use Map, Road Map
Other infrastructure services Water System Map, Electrification map, other maps if any
Institutional Development Sector
Relationship of barangay to municipal government
• List of barangay officials FGD with officials
• Joint projects undertaken FGD with officials
Government services provided Status chart of government. services
• Infrastructure FGD with officials
• Condition of infrastructure FGD with officials
Peace and security
• Size of police force FGD with officials
• Organizations for self-defense FGD with officials
Performance of barangay administration PRA – Performance Rating of Officials
External linkages
Organizations Status chart of BDC

- 66 -
 Topical Outline Source of Data (either secondary or through PRA)
• Types and number of organizations in the barangay PRA – Venn diagram
• Assistance given by organizations PRA – Venn diagram
E. Culture and Peace
Internal and external sources of conflicts; leading source of conflict Venn Diagram of sources of conflict
Mechanisms for conflict resolution and promotion of peace and order Status of Local Conflict Resolution Mechanisms such as the Lupon Tagapamayapa and,
Council of Elders and other forms
CVO/Tanod
Conflict resolution process used Local conflict resolution process flow chart
3. Additional problems addressed in the Executive and Legislative Agenda CDP-ELA of municipal mayor
BARANGAY DEVELOPMENT PLAN

A. Vision, Mission, and Goals

B. 3 Year Development Plan
C. Annual Investment Program (or Plan)
D. Resource Mobilization Plan

2. When the sectoral planning groups
have been formed, collection of data
can now begin.
As much as possible, collect second-
ary data first. Refer to Annex L on
the checklist of data to be collected,
as well as the interface points (i.e.,
the points of intersection and syn-
chronization between the municipal
and barangay planning) in collecting
secondary data
If data needed are not available us-
ing secondary sources, these may be
generated through PRA tools which,
if done right, will make it easier to
surface problems and opportunities
in the community. PRA methodolo-
gies allow community members to
discuss and analyze their present sit-
uation. PRA is also seen as a method
that facilitates the community’s own
in-depth look at themselves and

- 67 -
 enables them to articulate needs and
concerns in their own colorful, mean-
ingful, useable and realistic way.
3. To speed up the process, sectoral
planning groups may simultane-
ously conduct PRA. The Municipal
Planning Group guides the com-
munity sectoral planners throughout
the process.
4. Collection of data becomes fun and
enjoyable if community members
participate using PRA tools. Facilita-
tors should keep in mind the objec-
tives of data collection which is to
surface community problems and
opportunities.
5. It is also important that the Munici-
pal Planning Group keep in mind
their respective roles as facilitators,
documenters, and process observers.
6. Devote time for discussing the
checklist of data to be collected.
In the actual collection of data, the
items in the list of data to be collect-
ed might increase or decrease. PRA
team facilitators should be attentive
to this, as the process is as important
as the output of the activities.
Notes to Facilitators
• Ensure that the process is participatory
• Maintain a pleasant and even fun atmosphere in the use of the PRA tools
• Encourage community members to discuss on their situations
• Try to achieve consensus whenever possible
• Let the participants accomplish the tools
• Collect only those data that are important for planning
• Do not insist on your own ideas
• Facilitate a deeper analysis through a more comprehensive discussion of issues so as to ef-
fectively surface problems and opportunities
• Prepare all materials needed before data collection starts
Notes to Documenters
• Note down all issues that surface out of the discussion of each PRA tool
• Write down verbatim; do not interpret nor edit
• Make sure to copy each PRA tool as accomplished
• Note down the names of participants
• Transfer to metacards problems and opportunities that surfaced out of the discussions after
each session
• Safe keep each PRA tool. File them in one place.
Notes to Process Observers
• Ensure that the facilitator maintains a participatory process
• Observe if all of the participants are able to participate actively in the discussions; be sensi-
tive to their behavior and body language
• Cue the facilitator if you observe participants’ energies to be waning. In those instances, call
for breaks or ice breakers
• Always check if there are any items in the checklist of data that were missed
Notes to all members of the Municipal Planning Group
• Transfer each identified problem and opportunity to metacards immediately
• Always countercheck items collected with checklist of data
• Let the community members accomplish the PRA tools and analyze the data collected. The
key to effectively doing this is through clear instructions and objectives of the tools.
- 68 -
Step 4- Problem/Situational Analysis by Sector
During the Participatory Rural Appraisal, each group has collected data and made some situational analysis on their areas of con-
cern. It is now important to bring together all the participants in a plenary sharing session.

OBJECTIVES MATERIALS NEEDED munity. If the analysis of the situa-

At the end of this session, each sector
would have:
1. Collectively identified root problems
and their causes and symptoms
2. Constructed a problem tree of com-
munity problems
3. Constructed a needs tree of commu-
nity problems
4. Prioritized the community’s needs.
METHODOLOGY
❋ Interactive group discussion
❋ Use of Problem Tree analytical tool
❋ Use of Needs Tree analytical tool
TIME REQUIRED
1/2 day
❋ Idea cards
❋ Manila paper
❋ Masking tape and pentel pens
HOW TO DO IT
1. Explain the objectives of this Step/
Session. Draw a parallel between
a sick patient and the diagnosis
of her/his doctor. Sometimes, the
wrong diagnosis of a patient’s illness
results in the exacerbation of the
illness, or worse, death of the patient.
This is a result of wrong analysis (di-
agnosis). Participants may view anal-
ysis of the community’s situation in
the same way. Sometimes, projects
and programs being launched do not
match the needs of the community
nor address the problems of the com-
tion is wrong, the resulting plan will
also be ill-fitting.
2. Recall that collection of data, either
through PRA or secondary data
collection, is expected to result in
identification of problems and op-
portunities in the community. The
identified problems will be used in
the construction of a Problem Tree
analysis, to determine sectoral goals
and objectives. Identified opportuni-
ties and strengths, on the other hand,
will be used in identifying strategies.
3. For each sector, review all the tools
that were used and accomplished.
4. Line-up all the identified problem
cards generated from the data gath-
ering.
5. Guide the community in construct-
ing a Problem Tree.

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Procedure in constructing the Problem
Tree
6. Clarify that a problem is a negative
condition which the community
wants to change.
7. Line up all problem cards. Ensure
that all problems belong to the ap-
propriate sector. If not, this could
be passed on to the appropriate/rel-
evant sector.
8. Cluster all similar problem cards and
re-state them into a new card, if neces-
sary.
9. To start off the process, choose one
starter card that the community
views as most prevalent in the com-
munity (eg., low harvest)
10. Clarify if this is a problem of the ma-
jority of residents in the community
(it is possible that the problem writ-
ten on the card is a concern of only a
few members of the community or is
a personal problem of a participant)
11. Analyze if this is a cause or effect.
12. Look for other related problem cards.
Analyze if this is a cause or an effect
of the starter card. If this is a cause,
place it below the starter card. If this
is an effect, place it on top of the
starter card.
13. Connect the cards with arrows. The
ends of the arrow should point to the
effects.
14. Ask if there are problems in the sec-
tor that were not written in the idea
cards. If there are other problems not
previously seen, and is now being
put forward, get the agreement of
the other participants if these will be
added to list of problems.
15. After accomplishing the Problem
Tree, guide the community in con-
structing a Needs Tree
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Procedure in constructing the Needs
Tree
16. Get a different color of idea cards.
Translate the negative problem
statement into a positive needs
statement.
17. Put up a fresh piece of manila paper
and connect arrows, similar to that
done with the problem tree.
18. The accomplished Needs Tree
should be encoded/filed properly
because this will be used as a refer-
ence in formulating sectoral goals
and objectives.
 Some Examples of a Problem Tree:
Example 1: Culture and Peace Sector

Poor peace and order situation

Council of Elders and

Lupon Tagapamayapa
is not constituted/
reconstituted
religious leaders do not
High incidence of violence due to rido
have opportunity to meet
and discuss conflicts

Widespread availability of firearms

Little conception of Culture of Peace

Example 2: Economic Development Sector

Mababang kita ng mga taga-barangay

Kakulangan sa
Mababang ani Kaunting huli ng isda
gamit pansaka

Kakulangan sa gamit pangingisda Di mapuksang peste sa pananim Pagkasira ng yamang-dagat

Kakulangan sa kaalaman sa pagsasaka Pagkasira ng mga Pagmomonopolisa ng Laganap na iligal na

bakawan commercial fishers pangingisda

Mahinang pagpapatupad ng batas pangisdaan

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 Examples of a Needs Tree
Example 1. Culture and Peace Sector

Improve the peace and order situation in the barangay

Constitute the Lupon Tagapamayapa Decrease incidence of violence due to rido Harness/Organize a Local Conflict
Resolution Mechanism

Declare a Peace Zone (requiring armed individuals and

groups to surrender arms before entering the barangay)

Develop a Culture of Peace among barangay residents

Example 2: Economic Development Sector

Mapataas ang kita ng mga

taga-barangay
Magkaroon ng sapat
Mapataas ang ani Maparami ang huling isda na kagamitan sa
pangingisda

Magkaroon ng sapat na Mapuksa ang mga peste Maibalik ang likas-yamang dagat
kagamitan sa pagsasaka

Mangrove reforestation/ Mapigilan ang pagpasok Mabawasan ang iligal na

Magkaroon ng sapat na kaalaman sa rehabilitation ng commercial fishers pangingisda
agricultural technology

Mahigpit na pagpapatupad ng mga

batas pampangisdaan

- 72 -
19. Draw the matrix below in a piece of
manila paper
PROBLEM-SOLUTION FINDING MATRIX
Key Development Areas Problems and Issues
1. Social Development 1. High prevalence
of of malnutrition among
children
2. (Other)
2. Economic Development 1. Lack of irrigation system
2. (Other)
3. Environment and Natural 1. Frequent occurrence of
Resources floods
2. (Other)
20. Prepare the long list of problems and
issues for prioritization using the
Problem-Solution Finding Matrix
shown below
Factors Affecting (Causes of)
Problems/Issues Addressed
Lack of knowledge on proper
nutrition among parents
Lack of facilities/funding
- Unstable river banks
- Denuded watershed
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21. Show the filled-up Problem-Solution
Finding Matrix to the constituents
during a General Barangay Assem-
bly for validation
Proposed Solution to Problems
Implications of Problems
and Issues
Stunted growth and limited op- Improve knowledge of parents on
portunities for development of proper nutrition through intensive
children IEC
Increased health risks
Low income of farmers Local government should provide
funding for facilities and equip-
Out migration (to seek greener ment
pastures)
Low contribution of agriculture to
economic growth
- Flashfloods which causes Allocation of funds for flood
devastation of plants, properties control
and even loss of lives
- Limited economic development
 Factors Affecting (Causes of) Proposed Solution to Problems
Key Development Areas Problems and Issues Implications of Problems
Problems/Issues Addressed and Issues
4. Institutional 1. Low level of locally gener- Limited information campaign on Update and/or amend local tax
Development ated revenues and depen- tax collection ordinance
dence on IRA
Intensify tax mapping collection
efforts
2. (Other)
Intensive IEC
5. Culture and Peace 1. Practice of private burial Indigenous traditional practices Environmental and health prob- Establish areas for burial of the
grounds lems /contamination of ground dead with sensitivity to the cul-
water ture and traditions of indigenous
peoples through an ordinance
2. (Other)

Step 5 - Prioritizing Issues

OBJECTIVES METHODOLOGY TIME REQUIRED
At the end of a half day (up to one day), ❋ Interactive group discussion in sec- 1/2 - 1 day
sectoral planning groups would be able to toral planning groups
1. Rank problems and needs for their ❋ Interactive group discussion in ple- MATERIALS NEEDED
sector according to an agreed-on nary session
criteria ❋ Pairwise ranking and/or matrix ❋ Idea cards of needs statements
2. Convert problems into proposed ranking ❋ Matrix template
solutions; and ❋ Intersectoral validation ❋ Manila paper
3. Cross-validate concerns and solu- ❋ Pentel pens
tions in an intersectoral plenary ❋ Masking tapes
session.

- 74 -
HOW TO DO IT
1. Start the session with the following
statements:
A community has various needs that
would range from simple to complex.
Community needs emerge because of
problems in the community.
Barangay governments must be able
to address these needs in order to be
effective. Programs and projects must
be able to address particular needs
in order to be relevant. Otherwise, the
barangay and the community mem-
bers would find it difficult to imple-
ment projects.
LGUs exist to create order in the com-
munity and address arising needs.
However, due to its limitations, the
barangay can not address all the
needs at the same time. Funds and re-
sources are limited. Addressing some
needs may require big investments.
Projects or programs that could ad-
dress the needs may be important
but not that urgent, or it may require
input from the outside because the
resources of the barangay could not
provide its requirements.
Due to the limitations of the
barangay and the wide range of
community needs, prioritization is
very important so that the barangay
would be able to focus on what is
most urgently needed.
Pair-Wise Ranking Method
2. Explain that the Pair-Wise Rank-
ing method is a ranking exercise
to evaluate the most important or
urgently needed task. By comparing
pairs of ideas, community members
are able to identify the highest prior-
ity to the least priority of needs. This
is often used if the community mem-
bers find it difficult to formulate a set
of criteria to appropriately evaluate
competing needs.
3. Explain the process that would be
undertaken.
4. Write each need on separate idea
cards.
- 75 -
5. Construct the matrix template.
6. Place all the need statements in the
first column of the chart with as-
signed letters A, B,C, D….etc. Each
need statement should have its
equivalent on the first row of the
chart. The order of arrangement on
the first column should be the same
order IN THE FIRST ROW OF THE
CHART.
7. Decide on the criteria for selection
with the participants
8. Match each need with the other
needs.
• Compare by pairs (Need #1 vs.
Need #2, Need #1 vs Need #3
etc). The most important ques-
tion is why one was prioritized
over the other.
• Allow for a free flowing dis-
cussion until a consensus is
reached. Always cross-check
opinions with others. If the
facilitator thinks that others are
still not fully convinced, encour-
age the group to continue the
discussion.
 • Write the reasons why one need
is prioritized over the other.
• When all needs have been paired
and compared, count the number
of times one item has been pri-
oritized. The item that emerges
with the most number of times
prioritized might be considered
the highest priority, and so on.
Matrix Ranking
9. Explain that Matrix Ranking is
another method for ranking projects,
problems and needs.
10. Explain the process of ranking that
would be undertaken.
11. Review the Needs Tree analysis.
Line-up all needs statement that
would be compared.
12. Agree on the criteria to be used.
Criteria that may be used are:
• Number of people that would be
affected , e.G. The more people
affected, the higher the degree of
importance of the issue at hand
• Urgency
• Capacity of the barangay (re-
sources)
• Other criteria may be used.
13. Agree on a rating system. For in-
stance, 1 signifies the lowest point, 5
the highest point.
14. Rate each need statement according
to the agreed criteria.
15. Sum up the total points obtained
for each item compared to the other
items. The item garnering the high-
est points should be made the high-
est priority, and so on.
16. Community members may use peb-
bles or seeds for indicating points
for each item.
17. Present the prioritized problems and
needs in the recommended Problem-
Solution Matix Form
Intersectoral Validation
18. Assign one facilitator and document-
er for this session.
19. Convene the representatives of the
sectoral planning groups and the
PRA Team in a plenary session.
- 76 -
20. Explain the objective of this particu-
lar activity. One of the basic tenets of
PRA is cross-checking and triangula-
tion. Intersectoral validation may be
one of the ways that this principle
could be adhered to. This is being
done to identify data gaps, and vali-
date data and information gathered
by the different sectors. Through
intersectoral validation, inconsisten-
cies in data and analysis are identi-
fied and resolved.
21. Present to the plenary the results of
the data gathering through PRA of
each sector. Show all the problems
and opportunities identified by each
sector.
22. Present the accomplished Problem
Trees, Needs Trees, and Matrix
Ranking and Pair-Wise Ranking
done by each sector.
23. Open the discussion to comments,
feedback, and recommendations
after each sector has reported their
outputs.
24. Get the consensus of the group 25. Write the changes on idea cards. identified through the process of
regarding each comment and recom- 26. Ask each sector to go back and fill-in intersectoral validation.
mendation. the data gaps and inconsistencies

Step 6- Vision, Mission and Goal-Setting

OBJECTIVES in the future. It is the culmination
At the end of the ½ day session, partici- TIME REQUIRED of all the development efforts of the
pants would have: barangay. Even if it is only a dream,
½ day it is realistic and attainable. To make
1. Drawn a vision map or a picture of it more attainable, the vision must be
an alternative future; MATERIALS NEEDED simple and must provide character
2. Formulated a Vision Statement ❋ Resource and Land Use Map (from to the barangay. Having too many
3. Formulated a Mission Statement; PRA) components in a vision makes it more
and ❋ Crayons (black, blue, yellow and difficult, complicated, and hard to
4. Formulated Goals and Objectives for green) or pentel pens attain. However, in predominantly
the next 5 years. ❋ Manila papers/kraft papers Muslim barangays, it will be helpful
❋ Idea cards to think of Islam as a Way of Life, and
should therefore be considered in the
METHODOLOGY formulation of a vision.
❋ Vision statement formulation: work- HOW TO DO IT
shop in plenary 1. Open the session with the following One way of charting the vision is
❋ Mission statement formulation: statements: through an exercise called “Vision
individual reflection and workshop in A Vision is the hoped for (dream) situ- Mapping”. In this exercise, the
small groups ation or aspiration, which the people participants undertake the following
of the barangay will work to attain steps:

- 77 -
2. Prepare a Resource and Land Use
Map of the barangay. Color the exist-
ing land use green.
3. Ask the participants to add other
features in the map which they hope
to find in the future. The additional
features should be based on the
needs identified in the situational
analysis. Color these new structures
– health centers, roads, etc.- yellow.
Be sure that the needs of all sectors
are addressed.
states in words the description of
this picture.
5. Ask a representative from each
sector to describe the features they
added to the picture that they drew.
While the participants are describing
this, the facilitator or the documenter
lists down key words (“handles”) that
are being described.
Guide questions for the descriptions:
• What do you see the residents in
your barangay becoming?
• What do you see in their situa-
tion and environment?
• What do you see in the barangay
government?
• What do you see in the nearby/
contiguous areas or higher levels
of LGU?
6. Review the key words that were
compiled from the participants. Ask
the participants to define/describe
further each key word/key phrase.
See examples below.

Guide Questions for the participants:
• How do you see your barangay
in the future?
• (or) What do you want your
barangay to become in the
future?
Formulating the Vision Statement
4. Tape the “Vision Map”, on the board/
wall. Explain that while the Vision
Map provides the picture of the
development of the barangay, the
Vision Statement, on the other hand
Key Words:
Peaceful environment
Healthy children and adults
Sustainable use of environment
No poverty
Adequate infrastructure
Effective barangay leaders
Just community
Definition/description by the community
All conflicts are resolved; working LCRM such as a Council of
Elders or a Lupong Tagamapayapa
Low infant mortality; easy and affordable access to health care
Protected coastal and land resources
Livelihood opportunities are available
Good roads, schools, telecommunications
Barangay leaders are competent and respond to residents’ needs
Rights of women, children and indigenous peoples are protected
and respected

- 78 -
7. Flash these key words and descrip-
tions. From these key words and
descriptions, ask the participants to
formulate their vision statement for
their barangay. Example of a vision
statement:
“We envision a well-developed,
peaceful and economically stable
community with a pleasing en-
vironment guided by the frame-
work of Islam”
- Adapted from the Vision of
Barangay Condaraan, Bayang,
Lanao del Sur
8. End this activity by saying that once
written, a Vision Statement helps to
define the direction towards which to
proceed. A vision statement can be
used to “work backwards” to develop
a plan of action. For instance: “If this
was the future, and this vision has
happened, what was done? How did
we get this outcome?” This helps
avoid focusing on negative reactions
such as how difficult or impossible it
is to achieve dev elopement for the
barangay.
Formulating the Mission Statement
9. Begin this activity with the following
statements:
The community mission is the state-
ment of the agreed commitment and
roles of the different community
stakeholders/sectors in order to
achieve the Vision. It should reflect
the following:
• What is the role of the barangay
as a government, and as an orga-
nization to achieve the Vision?
• What is the role of citizens of the
barangay and the community to
achieve our Vision?
• What are we here to do together?
• What is our “reason for being”
(why are we here?) in relation to
the Vision?
- 79 -
The Mission Statement answers the
question “Why does an organization
exist, and what is its purpose?” The Mis-
sion provides the motivation and reason
for being of the barangay in its continu-
ing existence towards its desired Vision.
An example of a mission statement
that could be the input of the barangay
officials’ group is the mandate for the
barangay as provided for in the Local
Government Code:
“As the basic political unit, the
barangay serves as the primary
planning and implementing unit
of government policies, plans,
programs, projects and activities
in the community, and as a forum
wherein the collective views of
the people may be expressed,
crystallized, and considered, and
where disputes may be amicably
settled” (Sec. 384)
10. If the participants wish to formulate
a mission different from that pro-
vided for in the Local Government
Code, form the participants into the
following groups: Barangay Officials,
Barangay Residents, CSO members.
Using the Vision Statement as guide,
and keeping in mind the workshop
questions, ask the participants to do
the following:
• Individual Reflection. Ask each
group to answer the questions
posed above, first, through
individual reflection. Provide
enough time for each participant
to reflect on the questions. Ask
them to write in their reflections
on paper.
• Group Brainstorming. Ask
each group to discuss each
individual’s reflection results.
Provide enough time so that
each are able to share and
discuss their reflections. Based
on the individual sharing, ask
each group to write in metacards
the roles and commitment that
they would play or commit to in
order to achieve the Vision. Ask
the group to formulate a Mis-
sion Statement that combines as
individual’s ideas.
• Ask each group to write in meta-
cards their agreed on formula-
tion of the Mission. Paste each
metacard on the board/wall.
• Group Consensus. From these
metacards, formulate a sentence
that would combine all commit-
ments of all groups.
Example of a Mission Statement for
a barangay that is different from the
mandate provided for by the Local
Government Code:
“We shall pursue our mission
through the joint effort of the
barangay officials and the commu-
nity towards a developed, peace-
ful and God fearing community of
Barangay Oring”
– Mission Statement of Brgy. Oring,
Buldon, Maguindanao
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11. End the activity with a group clap or
cheer.
Formulating Sectoral Goals and
Objectives
12. Begin the activity by explaining the
difference between a Vision and a
Goal:
“ While the Vision is the ideal aspira-
tion or situation of the barangay, and
the Mission is on how the barangay
government and the citizens will do
to attain the Vision, the Goals are the
sectoral targets of the Vision”.
Goals are simply a clearer statement
of the Vision, specifying the out-
comes if the Vision is to become real.
Goals are the desired output that the
sector wants to achieve in a given
period of time. It may be stated in
medium terms (3 years) or strategic
terms (5-10 years or more). Goals are
more comprehensive and broader
 in scope compared to Objectives.
Like the Vision Statement, the goals
should be formulated in such a way
that the community is motivated to
achieve them.
13. Explain the characteristics of a Goal
Statement:
Goal Statements are:
of General Concern
Long term (or Medium Term)
Operational
Broad in Scope
Exciting
During the barangay planning
exercise, the barangay can decide
how it would want to be identified
in the next five years – its “niche” in
development, and as a result of the
assessment of problems as well as
resources previously undertaken.
Some examples:
a. Barangay Borongotan in Upi,
Maguindanao deplored the lack of
available medicine in the Poblacion.
Thus, in its BDP formulation, they
wanted a Botica sa Barangay so that
residents will no longer go to the city
to buy their medicine. With fund-
ing from LGSP, they started a small
botica at the health station. The
other barangays in Upi found this to
respond to their needs, and until now,
the small botica has been supplying
the medicine of the barangay resi-
dents and those of adjoining areas.
b. The Barangay of Dalumangcob in
Sultan Kudarat, Maguindanao is
proud of their municipal hall and
municipal high school. Due to
the increasing population and the
number of pre-school children, the
barangay wanted to provide better
social services. This was reflected in
their BDP through the improvement
of their Day Care Center. LGSP as-
sisted the barangay in the purchase
of tables, chairs, and other needs of
the center.
c. Barangay Bubong in Tugaya, Lanao
Sur is one of the sources of Maranao
- 81 -
wood carvings and brasswares that
Tugaya is well-known for. Presently,
this is just a cottage industry. The
barangay decided that this “niche”
has to be supported both financially
and with government infrastructure.
An example of an Overall Goal is:
To be the most peaceful community
in the whole Municipality where a
diverse group of people live ”
Examples of Sectoral Goals are:
Social Development Sector
❋ Improved housing for 50% of the resi-
dents of the barangay.
❋ Increased access to secondary educa-
tion for 40% of the student population
Economic Development Sector
❋ Increased productivity of the agricul-
tural sector by 2%
❋ Decrease in rate of unemployment by
5%
14. Explain the difference between Goals
and Objectives
An objective enables the commu-
nity to accomplish their Sectoral
Goals. Sectoral Objectives are clearer
statements of the specific activi-
ties required to achieve the Goals.
Objectives reflect the current status
and specify what the members of the
community will be able to do, or per-
form, to achieve the Goal. Another
way to view objectives is that they
are goals stated in terms of perfor-
mances that are clearly tangible
to the members of the community.
When formulating objectives, be
sure to describe the intended result.
Some characteristics of Objectives
are SMART and GREAT
S – Specific in targeting an objective
M- Progress is measurable through
indicators
A – Can be assigned to particular
responsibility and people
R – Can be realistically done
T – Has a timeframe as to when it
can be achieved
GR – Gender responsive
E – Equality-oriented
A – Aware of cultural, social, eco-
nomic and gender differences
T – Targeted stakeholder
Examples of Goals and Objectives:
Sector: Economic Development
Sector
Goal: Increase the income of
barangay residents (by __ %) (if data
is available on the current levels of
harvests and income of barangay
residents, it is better to set a target on
the increase in terms of percentages).
Objectives:
• Increase by (how many percent?)
the rice harvest of (how many
farmers?) in (how many years?)
• Increase by (how many percent?)
the fish catch of (how many fish-
erfolk?) in (how many years?)
15. Explain that as partners of the nation-
al government, local governments are
- 82 -
expected to play a major role in help-
ing meet the country’s international
commitments such as the Millenium
Development Goals (MDGs), which
to a great extent, pertain to basic
services that are devolved functions
of LGUs.
The barangay could choose to include
some or all of these Goals. The MDGs
are as follows:
a. Eradicate extreme poverty and
hunger
b. Achieve universal primary education
c. Promote gender equality
d. Reduce child mortality
e. Improve maternal health
f. Reduce maternal mortality rate
g. Combat against HIV/AIDS, malaria
and other diseases
h. Ensure environmental sustainability
16. Instructions for participants in
formulating the Sectoral Goals and
Objectives:
• Group back into their sectors,
and retrieve their respective
Needs Trees.
• Analyze the needs in the upper
portion of the Needs Tree and
select those that cover the gen-
eral concern of the sector which
can be converted into a Sectoral
Goal.
• Formulate the need into a
Sectoral Goal, using the charac-
teristics of Goal Statements as a
guide.
• After formulating the Goal
Statement, identify which of the
needs on the lower portion of the
Needs Tree could be translated
as objectives. These are usually
the root problems. Formulate
the objectives using the SMART
and GREAT characteristics as
guidelines.
• The remaining cards can be
used later in the planning as
Projects or Activities to achieve
particular sectoral objectives.
17. Encourage the participants to de-
velop Success or Outcome Indicators
instead of input or activity type of
indicators. Success or outcome indi-
cators measure the extent of achieve-
OUTCOME INDICATORS FOR SOCIAL SERVICES
(Local Governance Performance Management System)
Service Area
Health and Nutrition
Education
Housing and Basic Utilities
Peace and Security
- 83 -
ment of desired results. They are
needed for both Goals and Objectives
and can be expressed either qualita-
tively or quantitatively. Examples of
Success Indicators are:
LGPMS Outcome (Development) Indicators
Percentage of children aged 0-71 months with below
normal weights
Infant mortality rates
Mortality rate of children aged 1-5
Morbidity rate
Maternal mortality rate
Mortality rate
Secondary school completion rate
Tertiary school completion rate
Vocational school completion rate
Literacy rate
Percentage of households living in informal settlements
or makeshift houses
Percentage of households with sustainable potable water
supply
Percentage of households with sanitary toilets
Percentage of households with electricity
Incidence of index crimes
Incidence of non-index crimes
18. Explain that for poverty reduction
goals, the Core Local Poverty Indi-
cators (CLPI), derived through the
Community-Based Monitoring Sys-
tem or CBMS and the MDGs provide
Step 7- Identifying Programs, Strategies and Implementing Mechanisms
OBJECTIVES
At the end of the ½ day session, sectoral
planning groups would have:
1. Identified priority programs, and
2. Identified implementing mecha-
nisms for priority programs
METHODOLOGY
❋ Lecturette
❋ Short lecture
❋ Workshop in small groups
TIME REQUIRED
½ day
a sound basis for establishing critical
gaps. The CBMS indicates the state
of well-being of households in the
community while the MDGs serve as
benchmarks on similar well-being in-
MATERIALS NEEDED
❋ Visual Aids on the Vision and Mis-
sion Statements
❋ Visual Aids on the Needs Trees for
each sector
❋ Visual Aid of Problems and Opportu-
nities identified from the PRA
❋ Visual Aid on Characteristics of Effec-
tive Strategies
❋ Idea cards (yellow, green, orange,
blue)
❋ Manila papers
❋ Pentel pens
- 84 -
dicators. These two sets of indicators
combined can assist LGUs in setting
poverty reduction goals and targets.
19. End the session with a success cheer
or a clap (bagsak).
HOW TO DO IT
Formulating Strategies Per Sector
1. Explain that Strategies are the
means by which objectives will be
achieved. Strategies answer the
question “What needs to be done to
reach the objectives?”
“What are the ends we seek and how
should we achieve them?”
Strategies must capitalize on the
barangay’s strengths, reduce weak-
nesses, take advantage of external
opportunities, and avert external
threats. Failure to make satisfactory
 progress towards accomplishing
objectives signals a need for correc-
tive actions, thus periodic review of
strategies are essential.
2. Give a short lecture on characteris-
tics of effective Strategies, as follows:
• Based on existing social, politi-
cal, and economic conditions
• Allows for future scenario-build-
ing
• Considers internal capacities
• Operating within certain organi-
zational tasks, systems, struc-
tures and defined objectives
• An acceptable course of action
based on people’s dreams, values
and preferences
• Focused efforts and interven-
tions
• Within a chosen time frame
• Feasible and doable
• Ability to be flexible and respon-
sive
• Has capacity to yield desired
results
A very useful tool in strategy formula-
tion is the SWOT analysis. The SWOT
analysis is a tool for analyzing Strengths
and Weaknesses of the barangay, the
Opportunities that could enhance the po-
tential for development of the barangay,
and Threats that could present risks.
Strengths and Weaknesses are factors
within the internal environment of the
barangay. Strengths are positive char-
acteristics that show the barangay’s
resources and capacities, while Weak-
nesses are negative characteristics that
show the barangay’s gaps or insufficien-
cies in terms of resources and capacities.
Opportunities and Threats are found in
the barangay’s external environment.
Opportunities are external factors that
may positively affect the barangay’s
development, while Threats are risks
that may negatively affect the barangay’s
development.
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3. Steps in conducting SWOT Analysis
• Participants will need idea cards
of four different colors, manila
paper and pentel pens, the Vi-
sion and Mission Statements
written on manila paper, and
problems and opportunities
culled during the PRA
• Group the participants per sec-
tor
• Ask the participants to
• Review the Vision and Mis-
sion statements and the
problems and opportunities
identified per sector
• List down in yellow meta-
cards the strengths of the
barangay
• List down the weaknesses
of the barangay in green
metacards
• Paste the metacards on the
board/wall based on their
categories (Strengths, Weak-
nesses). Read the metacards
and ask the participants to
explain each idea.
• Cluster similar ideas to-
gether.
• Then ask the participants to
list down Opportunities and
Threats according to their
assessment of the political,
social, cultural, economic
and environmental condi-
tions.
• Ask them to write in orange
metacards the Opportunities
and in blue metacards the
Threats. Ask them to paste
them on the board.
• Read the metacards and ask
the participants to explain
each idea. Cluster similar
ideas together.
• Remember that some
conditions could contain
both positive and negative
aspects. In such situations,
let the participants agree on
whether its a strength, weak-
ness, opportunity or threat.
• Number each idea card S1,
S2, S3, S4, W1, W2, W3, W4,
O1, O2, O3, O4, and T1, T2,
T3, T4).
Social Services Sector
Service: Health
Strengths
S1 A health center was established by the
ASF and LGSP
S2 The community has indigenous knowledge
of herbal medicines
Opportunities
O1 There is an NGO that teaches alternative
and herbal medicine
O2 ASF intends to allocate funds for a Botica
sa Barangay program that the barangay can
access
4. In formulating Strategies, it is impor-
tant to examine the Strengths, Weak-
nesses, Opportunities and Threats
that will affect the barangay’s perfor-
mance in each sector. By combining
and matching positive and negative
conditions within and outside the
barangay, good strategies could be
formulated through four strategic
options:
- 86 -
Weaknesses
W1 There is a lack of medicines for common
illnesses
W2 The nearest hospital is at the Poblacion, and
sick residents often do not get treated in time
due to bad roads
Threats
T1 There is a dengue epidemic in the next
barangay
T2 There is no doctor for the barangay
• Option 1: Using Strengths to
take advantage of Opportunities
• Option 2: Using Strengths to
minimize or block Threats
• Option 3: Minimizing or elimi-
nating Weaknesses by taking
advantage of Opportunities
• Option 4: Eliminating Weakness-
es to minimize or block Threats
 Strengths
Opportunities Option 1: Strength-Opportunity Strategy
Threats Option 2: Strength-Threat Strategy
5. Instructions for formulating Strate-
gies based on SWOT Analysis
• Per sector, review the identified
Strengths, Weaknesses, Oppor-
tunities and Threats.
• Answer the following questions:
• Among the Strengths, which
one/s can be harnessed so
that existing Opportuni-
ties could contribute to the
barangay’s development?
• Among the Strengths, which
one/s can be harnessed so
that imminent Threats that
might hinder the baran-
gay’s development could be
avoided?
• Among the Weaknesses,
which one/s should be ad-
dressed so that Opportuni-
ties are taken advantage of?
Weaknesses
Option 3: Weakness-Opportunity Strategy
Option 4: Weakness-Threat Strategy
• Among the Weaknesses,
which one/s should be ad-
dressed so that imminent
Threats could be minimized?
• Formulate Strategies based
on the above questions. Try to
achieve consensus among the
sectors. Use the characteris-
tics of effective Strategies as a
screen.
An example of a Strategy based on
the SWOT Analysis above for the
Social Development Sector would be:
“Strengthen the Barangay Health
Center and establish multistake-
holder partnerships involving the
barangay LGU, faith-based NGOs,
and the ASF through the Municipal
- 87 -
LGU”.
(In planning format, this could simply
be reduced to “Strengthen Barangay
Health Center”)
6. When Strategies per sectoral plan-
ning group have been formulated,
convene the planning groups in Ple-
nary and present all strategies per
sector. Allow for a discussion and
obtain consensus until the Strategies
had been agreed upon by everyone.
7. Display the Strategies in prominent
sites of the workshop area.
Note to Facilitators
The formulation of Strategies may
prove to be too cumbersome or
complicated for some barangays.
Exercise sensitivity on whether to
undertake or dispense of this step.
If this step proves to be too difficult,
barangay planners may proceed im-
mediately to Identifying Programs,
Projects and Implementing Mecha-
nisms.
Identifying Programs, Projects, and
Implementing Mechanisms
1. Explain that this step takes off from
the formulated Sectoral Goals and
Objectives
2. Explain that Programs or Projects
address the Objectives. Programs are
continuing services that barangays
are mandated to carry out through-
out the years. Legislation may also
be included in this category. Projects
are development initiatives that have
definite timeframes, require definite
resource inputs such as additional
staff, equipment, office space, etc,
and target specific outputs.
3. Regroup the participants into the
sectoral planning groups, and ask
them to answer the following:
Objectives – What are the objectives
of the sector? Review the Needs Tree.
Objectives are those that are rooted
on the needs of the sector
PROJECTS OR PROGRAMS
Specific life cycle, with definite start and completion
points with calendar dates
Can be abruptly terminated even if goals were not yet
met; always terminated when activities are completed
Often unique; not done before; not repeated when
completed
Total effort must be completed within fixed budget and
schedule
Prediction of ultimate time and cost required is difficult
Involves multi-disciplinary skills from different depart-
ments or organizations which may change from one
life cycle to another.
Rate and type of expenditures constantly changing
Basically dynamic in nature
Programs or Projects: – What are
programs or projects and legislation
that could contribute to each objec-
tive? List these down. The Needs
Tree, and the Strategies identified
through SWOT Analysis may again
assist the participants in identify-
ing programs and projects. Existing
programs or projects can also be
integrated into the list.
- 88 -
NON PROJECTS /NON PROGRAMS/ (CORE
SERVICES, LEGISLATION)
Continuous; no specific event tied to calendar dates
other than fiscal year budget
Assurance of continued function even in a major
reorganization
Usually involves performance of well-established
functions and tasks are only slightly different from past
efforts.
Maximum work is performed within the annual budget
ceiling
Prediction of annual expenditures is relatively simple
Involves one or a few inter-related skills and disciplines
within one well-defined stable organization.
Relatively constant rate and type of expenditure
Basically steady state in nature
Sifting Projects and Programs8 –
Convene the participants in plenary.
Sift programs and projects according
to the following creens:
• Repetitive or redundant propos-
als could be consolidated
• Reject obviously impractical or
undesirable project proposals
and
 • Sift “projects and programs” previous page are some the “non-programs, core services or
from “non-programs, core distinguishing characteristics legislation”
services or legislation”. On the of “projects and programs ” and

Distinguishing Projects from Non-Projects is illustrated by the following example:

No. Strategies Programs Projects Services Legislation
1.0 Increased farm yield 1.1 Intensify production sup- 1.1.1 Develop gravity irrigation *
port services
1.1.2 Install communal pump irrigation *
1.1.3 Increase water yield of aquifer *
1.1.4 Promote use of certified seeds *
1.2 Improve post-harvest 1.2.1 Construct mechanical dryers *
facility
1.2.2 Regulate use of streets as solar dryers *
1.2.3 Put up storage facilities *
1.2.4 Encourage investments in processing plants *
2.0 Better prices of farm 2.1 Competitive pricing by 2.1.1 Encourage competition *
produce traders
2.1.2 Regulate prices *
2.1.3 Improve market infrastructure *
2.2 Up-to-date market infor- 2.2.1 Install internet-based access to commodities *
mation market

4. Sift projects by ownership (refer to Section 17 of the Local Government Code)

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Sifting projects by ownership is illustrated by the following example: programs; desirable self-liquidating
projects; external funding is available
Project
Project Title National Local Private
No.
Acceptable - Can be postponed
1.1.1 Gravity Irrigation Development *
without detriment to present opera-
1.1.2 Communal Pump Irrigation * *
tions if budget cuts are necessary
1.2.1 Construction of Mechanical Dryers *

1.2.3 Construction of Storage Facilities * Deferrable - Recommended for

2.1.3 Market Improvement Project * * postponement or elimination from
2.2.1 Internet-Based Commodities Market Information * immediate considerations in the cur-
System rent LDIP; questionable in terms of
3.1.1 Land Suitability Analysis * * over-all needs, adequate planning or
3.1.2 Silvi-Pasture Pilot Project * * *
proper timing.
6. When appropriate, do a Peace
3.2.2 Agro-Industrial Fair *
and Conflict Impact Asssessment
4.1.1 Short Course in Entrepreneurship *
(PCIA) screen. These are valuable
4.1.2 Skills Training on Non-Farm Trades and Crafts * in assessing whether projects have
4.1.3 Transport and Communication System Modernization * * the potential to be peace-promoting
or conflict-creating. PCIA is applied
5. Rank proposed projects by level of needed to maintain critically needed during various stages of the project
urgency. Planning groups could be programs; needed to meet emergen- cycle: project selection and concep-
further guided by the following cat- cy situations tualization, project development,
egories of and criteria for urgency: project implementation, and project
Essential - required to complete or monitoring and evaluation (see
Urgent – Cannot be postponed; make usable a major public improve- Module 5). For this planning stage,
would remedy conditions dangerous ment; required to maintain mini- some PCIA screen questions that
to public health, safety & welfare; mum standards as part of on-going could be useful are:

- 90 -
PCIA Screen:
a. Is the peace and order situation favor-
able for project implementation?-
Are there perceived threats of mili-
tary operations? Or eruption of clan
feuds? Or threats from lawless ele-
ments?
b. Will the project contribute to social
cohesion, support the development of
Step 8: Setting the Three-Year Barangay Development Plan
OBJECTIVE
At the end of the ½ day session, sectoral
planning groups would have drafted
their three-year barangay development
plan.
METHODOLOGY
❋ Short lecture
❋ Workshop in sectoral planning
groups
TIME REQUIRED
½ day
POs/CSOs/private sector or contrib- e. Will the project contribute to greater
ute favorably to develop trust and awareness of human responsibility to
confidence of revolutionary groups in protect their eco-systems?
government processes?
c. Will the project contribute to poverty Implementing Mechanisms – identify
reduction? “who does what”, i.e., what Committees/
d. Is the project relevant to conditions in Councils, persons or bodies would be
the community and feasible to ensure tasked to implement specific projects
its sustainability? and programs.
MATERIALS NEEDED community view the programs and
❋ Manila papers projects contained in their plan as
❋ Pentel pens steps that would change their current
❋ Pad paper or bond paper situation and lead them to desired vi-
❋ Ballpens sion. It is in this context that develop-
❋ Masking tape ment plans should directly address
particular needs and respond to
particular problems so that programs
HOW TO DO IT
and projects are relevant.
1. Give a short lecture on what
planning is: Planning is an organized and con-
tinuous attempt to select the most
A plan is an expression of the effective way to achieve desired ob-
community’s desire to address the jectives. It is a systematic process of
needs of the people. Members of the
- 91 -
 analyzing and selecting from various
alternative solutions, tasks or actions
that will respond to current needs
and problems in order to achieve
development objectives.
THREE-YEAR BARANGAY DEVELOPMENT PLAN
Barangay__________________________
Municipality_______________Province _________
Year ______ to _______

A development plan is the concrete Sector:_______________________________________________________

activities that the community will Goal:
undertake to achieve development. Key Result Areas and Needed Budget
It should be consistent with the com- Objectives
Program/ Resources
Year 1 Year 2 Year 3 Remarks
Project Needed
munity’s vision and guided by their
KRA Cost KRA Cost KRA Cost
development strategy.

Thus, a barangay development plan

is a list of activities or tasks that will
be carried out by the barangay of-
ficials and citizens in a given period
of time according to the barangay’s
resources to achieve desired results
and respond to prevailing needs.
2. Distribute copies of the Three Year
Barangay Development Plan format
to each sectoral planning group, and
discuss the Guide in Formulating
the Three-year Barangay Develop-
ment Plan.
Guide in Formulating the Three-Year
Barangay Development Plan
Objective – What are the objectives of
the sector? Refer back to the Needs Tree.
Objectives should be based on the root
needs of the sector
Programs (including Legislation) or
Projects – What are programs, projects
and legislation that can address the ob-
jectives? The Needs Tree formulated dur-
ing the previous session would provide
the input on this. Existing programs or
projects that have been implemented can
also be integrated into the plan.

- 92 -
Resources – What are the resources
needed in order to implement each pro-
gram or project?
Key Result Area (KRA) – What are the
specific result of each program or project
each year? Identify what the program
or project aims to see each year. This
Step 9: Setting Next Year’s Annual Operational Plan and Annual Investment Plan
OBJECTIVE
At the end of the ½ day session, sectoral
planning groups would have defined the
Barangay’s Annual Operational and
Investment Plans for the next year.
METHODOLOGY
❋ Short lecture
❋ Workshop in sectoral planning
groups
TIME REQUIRED
½ day
should indicate the quantity (ex. 30
participants for a training program, or 10
additional beds for the health station). Be
as specific as possible.
Cost or Amount – How much will be
needed in order to produce the KRA in
a particular year? How much budget is
MATERIALS NEEDED
❋ Manila papers
❋ Pentel pens
❋ Pad paper or bond paper
❋ Ballpens
❋ Masking tape
HOW TO DO IT
1. Explain the difference between the
Annual Operational Plan (AOP) and
the Annual Investment Plan (AIP)
and why each is needed.
- 93 -
needed per line item (i.e., for transporta-
tion, labor, equipment, communication,
etc.)?
Remarks – This could include potential
donors and other information that could
help facilitate the completion of the pro-
gram or project within the year.
The Barangay Development Plan is
comprehensive and stated in general
terms. An Annual Operational Plan
is needed in order to outline the
needed steps in implementing the
projects each year, and to break up
three year objectives into annul an-
nual implementation plans.
After completing the Operational
Plan, an Annual Investment Plan is
needed in order to see the sources of
funds and when these will be needed
for the projects. The AIP should be
 consistently aligned with the AOP, Guide in Formulating the Annual Guide in Formulating the Annual
and like the AOP, should be com- Operational Plan: Investment Plan:
pleted for each sector. Sectoral Objective – What are the Program or Project – refer to the pro-
sectoral objectives for the year? Copy gram or project indicated in the AOP
2. Distribute copies of the Annual the objective from the BDP of the project
Operational Plan and Annual Invest- that have activities for the target year Brief Description – short description
ment Plan formats to each sectoral of the project, including the number of
planning group, and discuss the Tasks – What are specific steps/activities beneficiaries and other information on
guides in formulating both. that need to be done/conducted to attain the program or project.
the particular objective?
Location – details on where the program
or project will be implemented, such as
Annual Operational Plan street, sitio, purok, barangay.
Barangay _______________
Sector: _______________________________ Status – is the project ongoing, rehabili-
tation of an old project, or a new project?
Program or Objective Tasks Needed Timeframe Responsible
Project Resources Person
Sources of Funds – Where will project
funds come from?

- 94 -
Period of Implementation and Budget –
Indicate how much will be needed for the
project every quarter (three months). The
Barangay Development Council must ap-
prove the disbursement of funds.
Remarks – Other requirements for the
implementation of the program or proj-
ect, and/or other details that need to be
taken into consideration or kept in mind
by the project implementers.

Total Cost – Sum of the quarterly project

costs.

ANNUAL INVESTMENT PLAN

Barangay______________________
Year: ___________

Program/ Brief Loca- Status Sources Period of Implementa- Total Re-

Project Descrip- tion of tion and Funds Needed Amount marks
tion Funds
Q1 Q2 Q3 Q4

- 95 -
Step 10: Linking the Budget with the Plan
OBJECTIVE MATERIALS NEEDED
At the end of a half day session, partici- ❋ Figures on IRA and revenues from
pants would have: taxes and other barangay income
1. Been oriented on the barangay bud- (should be obtained from the
geting system; Barangay Treasurer prior to the work-
2. Understood the link between the shop)
just-formulated investment plan and ❋ Manila papers
the barangay budget ❋ Pentel pens
❋ Pad paper or bond paper
❋ Ballpens
METHODOLOGY
❋ Masking tape
❋ Short lecture
❋ Workshop in sectoral planning
groups HOW TO DO IT
1. Provide an orientation on the
TIME REQUIRED Barangay Budgeting System in
broad strokes. The Municipal Budget
½ day Officer can serve as a resource per-
son; otherwise the facilitator should
be ready to discuss this.
A barangay budget is a blueprint for
the financial policy decisions that
- 96 -
the barangay will implement dur-
ing each fiscal year. It is the most
important document for establishing
control over the forces of change
and determining the groundwork
for future accomplishments of the
barangay. It is a systematic process
of relating the expenditure of funds
against planned objectives.
2. Discuss the sources of barangay
income
a. Tax Revenue
• Share of Real Property Tax
• Share of Community Tax
• Share of Internal Revenue Allot-
ment
• Share from quarrying of sand
and gravel
• Share from the National Wealth
b. Operating and Miscellaneous
Income
• Business Permit
• Barangay Clearance Fees
 • Operations of Barangay Facili-
ties
• Fines/Penalties
c. Grants/Subsidies/Loans
• Subsidy of the Municipality/
Province
• Borrowings from Banks
• Other Donations
3. If there is interest from the partici-
pants, discuss Scope of Taxing Pow-
ers of Barangays and Community
Tax Sharing Schemes. Otherwise,
skip this portion.
4. Discuss the link between the
Barangay Development Plan and the
local budget. Highlight its impor-
tance by mentioning that this is the
basic principle behind the “harmo-
nized planning (and budgeting)
system” being pursued thru the Joint
Memorandum Circular # 1 involving
the DBM, DILG, NEDA and DOF.
DIRECT LINKAGE OF THE LOCAL BUDGET TO THE BARANGAY DEVELOPMENT PLAN
Local Budget Cycle Barangay Development Plan
Budget Preparation Plan is used as basis for allocation
Budget Authorization and Review Plan is used as basis for validation of the budget al-
location
Budget Execution Plan is used as basis for scheduling programs, proj-
ects, and activities implementation
Budget Accountability Plan is used to measure performance /accomplish-
ment for Budget Year
5. Ask the participants to compute for the fund allocation for priority projects
Computation of Budget Allocation from 20% IRA for Barangay Development
Fund
ALLOCATION OF 20% IRA FOR BARANGAY DEVELOPMENT FUND
PROJECT/ACTIVITY DESCRIPTION TOTAL AMOUNT RUNNING BALANCE
Available Resources from 20% IRA for Development Projects
Less: (Priority Projects/Activities)
1.
2.
3.
4……..
TOTAL PROJECT/ACTIVITY COST
UNAPPROPRIATED BALANCE FOR 20% IRA
- 97 -
6. Ask the participants to compute for the Annual Barangay Plan and Budget

Consolidation of Annual Barangay Plan and Budget

PLAN-BUDGET CONSOLIDATION
Maintenance and Operating
Object of Expenditure Personnel Services(PS) CAPITAL OUTLAY TOTAL
Expenses (MOOE)
A. Maintenance of basic services
• Barangay Nursery
• Salary of Nursery Worker
• Seedlings, pots, etc.
• Barangay Day Care Center
• Salary/wage of Day Care Worker
• Maintenance of Classroom
• Books, supplies and materials
• Library/Information Center
• Infrastructure Maintenance
• Facility Maintenance (dryers, talipapa etc)
B. Executive and Legislative Services
• Honorarium/Cash Gift to Barangay Officials
• Office Supplies
• Electric and Water Bills
• Transportation/Travel Expenses
• Communication Expenses
• Other MOOE
• Outlays

- 98 -
 PLAN-BUDGET CONSOLIDATION
Maintenance and Operating
Object of Expenditure Personnel Services(PS) CAPITAL OUTLAY TOTAL
Expenses (MOOE)
C. Expenditure for Development Projects
D. Mandatory Allocations
• SK Fund
• GAD Fund
• Calamity Fund
• Discretionary Fund
• LIGA Fee
E. Grand Total
G. Grand Total
H. Total Available Income
I. Unappropriated Balance

ENDNOTES
8
Adapted from the Rationalized Planning System Guidebook of
the Department of of the Interior and Local Government

- 99 -
- 100 -

Step 11- Presenting the BDP to the Barangay Assembly
After drafting the sectoral plans and
consolidating them into the Three-year
Barangay Development Plan, the next
step will be to present the BDP to the
Barangay Assembly for feedback and
validation.
The barangay may opt to conduct a sitio/
purok consultation where the plans are
presented for feedback and additional
inputs. In sitio and purok consultations,
it is important that sitio officials and
members of organizations are present
as they may be able to provide addi-
tional information and rally their sitio/
purok constituencies for support for the
SESSION 5
Adopting the BDP
Barangay Development Plan. the Barangay Development Plan by the
If this step is conducted, the Barangay Barangay Assembly
Development Council should reconvene
to review revisions and inputs on the MATERIALS NEEDED
Three Year Barangay Development Plan.
The presentation should start with the ❋ Clean copies of the tools and the
discussion of the Vision and Mission three year barangay development
of the Barangay. It is crucial that, the plan
Barangay Assembly approves the Vision ❋ Clean copy on manila paper or on
and Mission so that community resi- PowerPoint slides of the Vision and
dents are united and leveled-off on this. Mission statements
The presentation could then proceed to ❋ Masking tape
the Sectoral Plans and the Consolidated ❋ Sounds system
Three Year Barangay Development
Plan. The presentation should end with
a ritual of acceptance and approval of
- 101 -
HOW TO DO IT
1. Draft a program or flow of presenta-
tion
2. Tape all tools and outputs at the
walls of the barangay hall or around
the immediate environment where
the Assembly will be conducted
3. Conduct the Preliminaries (National
Anthem, Opening Prayer, Opening
Remarks, Recognition of Participants
to the Barangay Development Plan-
ning Process)
Step 12 - Drafting the Barangay Resolution Adopting the Barangay Development Plan
Immediately after the approval by the
Barangay Assembly of the Barangay
Development Plan, the Barangay De-
velopment Council should convene to
draft and pass a resolution adopting
the Barangay Development Plan. Such
a resolution provides the legal basis for
appropriating the Three Year and annual
budgets of the barangay.
4. Turn over to the barangay captain
the responsibility of presiding over
the Barangay Assembly
5. Let a community reading of the Vi-
sion and Mission Statements take
place. Allow for feedback and com-
ments. Conduct a ritual that would
symbolize approval (bagsak or clap)
of the Vision and Mission by the
Barangay Assembly
6. Let Sectoral Representatives report
on their Sectoral Plans. Ensure that
reporters are community residents.
Key members of the BDP-PRA facilitators
should ideally be present in the meeting
to help facilitate the review of the plan
and to safeguard the integrity of the plan
formulated collectively with leaders of
sectoral and community groups.
One of the tasks of the BDP-PRA team is
to furnish members of the BDC copies of
- 102 -
After sectors have finished report-
ing on their plans, open the floor
for feedback. Make sure that these
feedback are documented
7. The barangay captain, formally ap-
proves the plan and formally pass
it on to the Barangay Development
Council for passing a resolution to
adopt it.
8. Conduct closing ritual (closing
prayer and community singing).
the results and outputs of the planning
activity prior to the meeting. The BDC
could also invite representatives (who
may or may not be members of the BDC)
of organizations that have programs and
projects in the barangay but who were
not able to participate in the BDP pro-
cess to present their plans. This would
help the BDC in reviewing the plans and
consider whether these organizations
could respond to needs identified in the
BDP through the implementation of
their existing programs. It would be to
the benefit of the barangay government
if they would be able to tap the expertise
and resources of these organizations.
These organizations might also be able
to fund some barangay projects based on
their plans and programs.
The BDC could also discuss the pro-
posed allocation of the barangay bud-
get and the projected income of the
barangay for the implementation, moni-
toring, and evaluation of the plan.
After approving the plan through a
resolution, the BDC can now proceed to
the drafting of budget plans based on the
three-year barangay development plan.
Proposed Barangay Resolution Template:
REPUBLIC OF THE PHILIPPINES
Barangay ______________________
Municipality of _________________
Resolution No. ______________
Series of __________________
RESOLUTION ADOPTING THE OUTPUTS OF THE BARANGAY DEVELOPMENT PLANNING WORK-
SHOP AND BUDGETING CONDUCTED AT ________________ ON _____________________________.
WHEREAS, the Barangay of ___________ was one of the barangays assisted through the Local Gover-
nance Support Program in ARMM through its Barangay Governance and Planning Field Guide;
WHEREAS, the barangay Development Planning and Budgeting Workshop was conducted on
_________________________;
WHEREAS, the barangay development Vision and Mission Statements, Strategies, Goals and Objec-
tives, the Annual Operations Plan and the Annual Investment Plan for the year ______ were among the
major outputs of the workshop;
PREMISES CONSIDERED, and after deliberation of the subject in motion by Barangay Kagawad
_______________________ duly seconded by Barangay Kagawad __________________, be it
RESOLVED, as it is hereby resolved, that the outputs of the Barangay Development Planning Workshop
be adopted as the ___________ Barangay Plan and Budget and Investment Plan.
RESOLVED, finally, that copies of this resolution be furnished to the Municipal Budget Office (MBO),
the Municipal Planning and Development Office (MPDO), the Office of the Municipal Mayor, the Of-
fice of the Vice Mayor, and the office of the Local Governance Support Program in ARMM (LGSPA) for
their information, reference and appropriate action.
UNANIMOUSLY APPROVED.
Certified True and Correct:
________________________________
Barangay Secretary
Attested by:
_________________
Punong Barangay Captain
- 103 -
- 104 -

Packaging and Communicating the Results of the Barangay Development Plan
The BDP-PRA Team will translate the
outputs of the planning activity into an
official document of the barangay. The
packaged document shall contain the
tools, results of analysis, prioritization,
vision and mission statements, strategies
(if any) and sectoral plans. It is important
that documentation during the planning
activity are effectively done in order to
have a comprehensive final document.
Lay-outing for presentation purposes is
also done to make it easier for readers
and for resource mobilization purposes.
It is also encouraged that facilitators to-
gether with some community stakehold-
ers be involved in making the documen-
tation and packaging of the three-year
barangay development plan.
The document will also serve as the
Socio-Economic Profile of the barangay
that can be used for resource mobiliza-
tion purposes and as reference for future
planning and direction setting. Copies of
the document are provided to the Mayor,
Vice Mayor, and the Municipal Plan-
ning and Development Office. Potential
donors for specific projects can also be
provided copies to facilitate funding
negotiations.
Finally, the Barangay Development Plan
should be integrated into the municipal-
- 105 -
SESSION 6
ity’s Comprehensive Development Plan
and Executive Legislative Agenda (ELA)
with corresponding budgetary allocation.
It is for this reason that a copy of the
BDP should immediately be furnished to
the Municipality,
The Municipal Planning and Develop-
ment Officer, being a member of the
Municipal Planning team that facilitates
the BDP, and the Punong Barangay are
in the most strategic position to ensure
that the interface between the munici-
pal and barangay development plans is
facilitated and substantially carried out.
- 106 -

OVERVIEW
T
his module covers the basic prin-
ciples of project management in-
cluding a simplified project cycle,
and provides templates for project propos-
als and project monitoring and evaluation.
To be conducted as a one-day workshop,
it is designed to provide the basic outline
for managing barangay projects. Screens
for Peace and Conflict Impact Assessment
are also provided whenever applicable.
A Simple Approach to Managing Barangay Projects
PARTICIPANTS
This module is intended for barangay lead-
ers and citizens who are potential project
managers of select barangay development
projects. The ideal number is not more
than 15 participants.
- 107 -
MODULE FIVE
OBJECTIVES
At the end of the workshop, participants
would be able to:
a. Differentiate between a project and a
program
b. Plan projects according to the three
basic elements: quality, cost and time.
c. Know the basic elements of project
monitoring and evaluation, integrating
peace and conflict impact assessment;
and
d. Know the basic template for a project
proposal.
CONTENT TIME REQUIREMENT
Session 1: Project Management and the Eight (8) hours
Project Life Cycle (2.5 hours)
Session 2: Preparing a Project Proposal
(2.5 hours )
Session 3: Project Monitoring and Evalu-
ation (3 hours)

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OBJECTIVES
At the end of the session, participants
would be able to
1. Define what a project is
2. Know and understand the basic proj-
ect life cycle
METHODOLOGY
❋ Individual reflection
❋ Workshops in small groups
❋ Interactive lectures
❋ Practical exercises .
TIME REQUIRED
2.5 hours
Project Management and the Project Life Cycle
MATERIALS NEEDED
❋ Hand out/ questionnaire on self re-
flection on projects (next page)
❋ Prepared idea cards with headings
on the four major steps of the Project
Cycle
SUGGESTED READINGS AND
REFERENCES
1. Haynes, Marion E. Project Manage-
ment Revised Edition.Crisp Publica-
tions Inc., California. 1986.
2. Taylor, James. The Project Manage-
ment Workshop: A Trainer’s Guide
- 109 -
SESSION 1
HOW TO DO IT
1. Individual Reflection (20 minutes).
Ask the participants to complete
the following questionnaire. Read
the first question, then give them
five minutes to answer the question.
After five minutes, ask them to stop
and proceed to the next question,
and so on, until you’ve covered the
whole questionnaire.
Think of a project you have com-
pleted within the last two or three
months. It may have been a project
at home or something related to your
barangay/organizational duties.
Now, respond to the following ques-
tions:
a. When did you first get the idea
for the project? How much time
elapsed and what steps were in-
volved between the first idea and
a clear understanding of what you
will do? (5 minutes)
______________________________
______________________________
______________________________
______________________________
b. How did you go about planning
the project? Did you determine
what tools, equipment, and sup-
plies you would need, and where
to obtain them? Did you plan for
extra help if you could not handle
the project alone? (5 minutes)
______________________________
______________________________
______________________________
______________________________
c. Once you got underway, did every-
thing go according to plan? Did
you stay within your budget? Did
you finish on time? Did you meet
your quality standards? Did any
unanticipated problems occur? If
so, how did you deal with them?
(5 minutes)
______________________________
______________________________
______________________________
______________________________
d. When the project was completed,
were there people to be released
or reassigned, tools and equip-
ment to be returned, and surplus
materials to be disposed of? (5
minutes)
______________________________
______________________________
______________________________
______________________________
e. After the project was completed,
did you spend any time reflecting
on the experience to see where im-
provements could be made in the
management of the project? If not,
- 110 -
take a few minutes now and write
down some ideas for improve-
ment. (5 minutes)
______________________________
______________________________
______________________________
______________________________
2. Sharing in small groups (optional,
3 minutes per person, maximum 10
minutes total). Group the partici-
pants into groups of 3. Ask them to
share their answers to the group. As-
sign reporters and documenters.
3. Plenary reporting (3 minutes per re-
port, maximum 15 minutes). Ask the
reporter of each group to summarize
the results of their sharing.
4. Processing of reports (15 minutes).
(If there will be no small groups
sharing, ask two participants per
question to share their answers.
From the projects that the participants
identified, define what a project is.
Projects are temporary undertakings 5. Using pre-prepared idea cards, group 6. Present the basic project cycle using
that have a definite beginning and end. the participants’ answers within the either of the following illustrations:
This quality distinguishes it from the headings of the basic project life
ongoing work of an organization (be cycle. Write first the steps they used The Project Cycle
it household, office or the barangay). (using bullet points), group them Selection and
Conceptualization
Projects are carried out to meet estab- and then label them according to
lished goals within cost, schedule and the following headings: responses
quality objectives. A successful project to question #1 Project Selection and
produces an expected output within a Conceptualization; responses to Close out and
Development
Evaluation
deadline and cost limits. These are the question #2 Project Development;
three parameters with by which a project responses to question #3 Project
is planned, controlled and established. Implementation; responses to ques-
Quality is defined by specifications, tion #4 Monitoring; and responses Implementation and
Monitoring
time is defined by schedule, and costs is to question #5 Evaluation
defined by a budget.
The Project Management Model: Life Cycle Phases of a Project
Project Management brings together
Selection Concept Development Implementation Close out
and optimizes the resources necessary to
successfully complete the project. These Activities: Activities: Activities: Activities: Activities:
Analyze strategic Gather data Refine WBS Implement control Project scope veri-
resources include: goals and objectives Analyze require- Develop schedules process fication
❋ Skills, talents and cooperative effort Financial analysis ments Develop plans Monitoring Technical audit
Rank projects Determine project Write project Financial audit
of a team of people; Choose projects to scope proposal Close-out
❋ Facilities, tools and equipment; pursue Develop work Evaluation
❋ Information, systems and techniques; breakdown sched-
ule (WBS)
❋ Money Organize project
team
Kick off meeting

- 111 -
 Project Development and Implementation Process

Project Selection Concept Phase Development Phase

Close Out Implementation Phase

6. Explain that the four phases – Con-
cept, Development, Implementation
and Close-out – make up a life cycle
representative of most projects.
7. Explain that the selection phase is
usually not included in the life cycle
because many organizations/LGUs
don’t regard it as a project until after
the selection or decision to pursue
the project has been made
8. This life-cycle model is used in this
workshop because of the importance
of the selection process and because
project managers need to have an
understanding of how the decisions
were made in pursuing their project
9. Elaborate on the activities under
each of the phases (3 minutes each)
10. Explain that project activities don’t
fall into neat categories such as
those in this model, but if they can
start thinking of the project phases
and the typical activities they will
encounter, then it will be easier to
determine which project manage-
ment tools they can use in these
activities.
11. End the session by saying that we
will now proceed with simple project
development tools to aid them

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OBJECTIVE ❋ Template for a project proposal writ-
At the end of the 2-hour session, partici- ten on manila paper
pants would have been able to prepare a ❋ List of projects from the BDP
simple project proposal. ❋ Ballpens
❋ Manila paper
❋ Masking tape
METHODOLOGY
❋ Workshop in small groups HOW TO DO IT
❋ Interactive lecture
❋ Practical exercises 1. Open the session with the following
statements: “The Barangay Devel-
opment Plan includes the priority
TIME REQUIRED projects to be implemented by the
2.5 hours barangay. These projects or interven-
tions can be developed into project
MATERIALS NEEDED proposals”.
2. Define a project proposal. You may
❋ Handout on Template for a project use this definition: “A project pro-
proposal
posal is a blueprint of the ideas of
the barangay in implementing the
- 113 -
SESSION 2
Preparing a Project Proposal
project. It contains the activities
which will realize the objectives of
the project”.
3. Discuss the major parts of a pro-
posal. Present the project proposal
template (see next page). Give plenty
of illustrations per part that are ap-
propriate to the participants’ circum-
stances.
4. Proposal preparation in small
groups: Begin the workshop with the
following statement:
“Funding agencies (both local and
international) have different re-
quirements and formats for project
proposals. Before writing one, be sure
that you are aware of the sectoral
priorities and formats of the agency
 to which you will address the pro-
posal. In the case of proposals which
are to be presented to the Municipal
Development Council for inclusion
in the Municipal Annual Investment
Program (AIP), the template provid-
ed may be used. The work plan below
is designed to help the barangay in
preparing a project proposal”.
5. Group the participants into three
groups. Give them them the follow-
ing instructions:
• Fill in the relevant spaces for
LGUs
• Select a project out of the array
of projects lined up from the
barangay development plan (or
if the session is being conducted
independent of the BDP, brain-
storm and agree on a project
they would like to implement in
their barangay). No two project
should be alike
• Discuss among yourselves and
fill in the project proposal tem-
plate.
PROJECT PROPOSAL TEMPLATE
Republic of the Philippines
AUTONOMOUS REGION IN MUSLIM MINDANAO
Province of _____________
Municipality of _____________
BARANGAY _________________
PROJECT PROPOSAL
1. Project Title: ___________________________________________________________________________
(Name of project to be implemented)
2. Project Proponent: _____________________________________________________________________
(Name of the Barangay)
3. Background:
Explain what problem you are trying to solve with the project
________________________________________________________________________________________
Geographical area and the population affected _______________________________________________
________________________________________________________________________________________
Why there is still a need to implement the project.____________________________________________
________________________________________________________________________________________
4. Objectives: (One or two sentences may do. Start with the preposition to.)
1. ______________________________________________________________________________________
2. ______________________________________________________________________________________
3. ______________________________________________________________________________________
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 PCIA Screen:
5. Project Description:
Please explain in detail the project you want to implement. If it is for a potable water system, indicate if • Is the peace and order situation favorable for
level 1 or level 2. Specify what, where, and for whom. project implementation?
________________________________________________________________________________________ Are there perceived threats of military opera-
________________________________________________________________________________________ tions? Or eruption of clan feuds? Or threats
from lawless elements?
6. Implementation Arrangements:
• Will the project contribute to social cohesion,
This will show the involvement of the different players in the implementation of the project.
support the development of POs/CSOs/pri-
Position Title Name of Person Agency/NGO Function vate sector or contribute favorably to develop
trust and confidence of revolutionary groups in
government processes?
• Will the project contribute to poverty reduc-
tion?
7. Schedule of Implementation • Is the project relevant to conditions in the
What are the activities in implementing the project? Try to put the activities in chronological order. community and feasible to ensure its sustain-
ability?
Activity Date • Will the project contribute to greater aware-
ness of human responsibility to protect their
eco-systems?
PCIA Screen:
8. Budget Requirements: • Is the project staff adequate and capable
of delivering expected outputs within the
Description Quantity Unit Cost Amount prescribed timeframe and budget? Is there
adequate compensation or incentive given to
staff?
• Is accountability and transparency practiced
among project implementers and stakehold-
Submitted by: ers? Did the process build trust and confi-
________________________ dence in government’s sincerity to respond to
Punong Barangay community needs?
• Does the project support gender and capacity
enhancement of both formal or informal com-
munity structures?

- 115 -
- 116 -
 SESSION 3
Project Monitoring and Evaluation
OBJECTIVE MATERIALS NEEDED HOW TO DO IT
At the end of the 2-hour session, partici- ❋ Handout on Project Monitoring and 1. Open the session with the following:
pants would have been able to; Evaluation
❋ Ballpens Define Monitoring and Evaluation
1. Differentiate between Monitoring and ❋ Manila paper “Monitoring is a systematic gather-
Evaluation; ❋ Masking tape ing of information on the progress of
2. Know the basic principles of Project project implementation. It is purposely
Monitoring and Evaluation. SUGGESTED READINGS AND conducted to put formative or correc-
REFERENCES tive measures while the project is being
METHODOLOGY 1. Marion E. Project Management Re- implemented.
❋ Workshop in small groups vised Edition.Crisp Publications Inc.,
❋ Interactive lecture California. 1986. Evaluation is the systematic gather-
❋ Practical exercises 2. Taylor, James. The Project Manage- ing of information on the changes or
ment Workshop: A Trainer’s Guide impacts on the people and the environ-
ment caused by the implementation of
TIME REQUIRED a certain project. It is conducted at the
3 hours end of a project, or after the implementa-
tion is completed. This ensures that any

- 117 -
negative impact will immediately be cor-
rected, and positive impacts enhanced.
It also provides lessons for more effec-
tive implementation of projects in the
future.
team should be a multi-sectoral
body in the barangay.
b. Hold a focused group discussion
so that the team will have a com-
mon understanding of the project
being monitored.
c. Develop a monitoring plan and a
monitoring form based on the proj-
ect work plan being monitored.

Monitoring is present-oriented while

evaluation is future-oriented”. MONITORING PLAN (M and E Form 1)

Name of Barangay: _______________________

2. State the Objectives of Monitoring, Project to be monitored: ___________________
which are:
a. To determine the actual schedule Activity Name of Monitor Date for monitoring Date for submission
of implementation against the
project work plan;
b. To assess the quality of work
and performance of contractors
and implementers at the time of
implementation; Activity refers to the specific work being moni- Date for monitoring – the time that the team
tore, which is based on the project work plan. Ex. member is supposed to collect his monitoring
c. To determine if there are issues Drilling of hole for a well. data
and problems which can be Name of monitor - the team member who is as- Date for submission – the time that the team
signed to do the monitoring of the specific activity member is supposed to submit the data he/she
addressed to improve the imple- has collected
mentation of the project.

3. Discuss the Steps in Monitoring

a. Identify the people who can be
members of the Barangay Monitor-
ing and Evaluation Team. This

- 118 -
 2. Recap on the Definition of Evalua-
MONITORING INSTRUMENT (M and E Form 2) tion and its difference with Monitor-
Project to be Monitored: _________________________
ing.
Project Location: ______________________ 3. Discuss the Objectives of Evalua-
Name of Monitor: ______________________ tion:
a. To determine the effect (both
Activity Schedule of % completed Quality of work Remarks positive and negative) of proj-
Implementation ects and their activities
b. On day to day activities of
people (both males and females)
c. On the quality of the environ-
ment (water, natural resources,
Activity refers to the specific work being Quality of work – refers to the assessment of the
etc.)
implemented. This is taken from the work plan monitor as to the work or performance of the d. To determine if the project has
submitted by the project. Ex. Drilling of hole contractor. This can be rated poor, fair, good, or any impact on poverty, spe-
for a well. excellent.
Schedule of implementation - refers to the time Remarks – refers to the reasons for the delay in cifically on social and economic
that the activity will be implemented as sated in implementation, or problems met in the process of indicators such as improved
the work plan. implementation by the contractors or implement-
Percent completed – estimated amount of work ing group.
access to basic services, and
completed. This can be 10%, 50%, or 100% increased personal income
completed based on the ocular observation of e. To determine if the project has
the monitoring team.
any impact on peace and order

4. Discuss the Steps in Conducting

Project Evaluation:

a. As in monitoring, it is important
for the team to have a common

- 119 -
 understanding of the project be-
ing evaluated. Those assigned
to interview should have ade-
quate background on the project.
b. Formulate a questionnaire or
instrument which the evaluator
can use while interviewing. The
person interviewed is called the
respondent or key informant,
while the person interviewing is
the interviewer. The key infor-
mant or KI is a person who is
knowledgeable about the project
being evaluated. Choose the
KI carefully. There are politi-
cal implications to this. The KI
should be an impartial member
of the community. Try to inter-
view as many respondents as
possible. For a more valid result,
a minimum of 30 KIs should be
interviewed.
c. In evaluation, it is important to
know the conditions before the
project was implemented. This
is called the baseline data. To
get the impact, compare the
conditions before the project
was implemented with the
conditions after the project was
implemented. (Ex. Noong wala
pa itong artesian well, may mga
nagkakasakit ba ng diarrhea o
LBM dito? Ngayong tapos na
ang project, may nagkakasakit
pa ba?) Include recall questions
in the questionnaire. If possible,
the interview should be carried
out like any ordinary conversa-
tion. The interviewer can add
more questions which he/she
thinks is important to the evalu-
ation.
d. Analyze the results by compar-
ing the before and after data.
The difference between the two
is the impact. It may be positive
or negative. Make sure that the
impact being measured is due to
the project, and not because of
another project.
e. Recommend measures to lessen
the negative impact and enhance
the positive impact.
- 120 -
PCIA Screen:
• Was there peace dividend for all the
intended beneficiaries? Who benefited
from the project?
• Is the management system in place to
ensure project sustainability?
- Does the system promote project
ownership among beneficiaries?
• Did tensions or threat of violence
erupt during project implementation?
Were tensions lessened because of the
project?
• What is the peace and conflict impact of
the intervention (either activity, training
or project) to the community? Who
benefited from the intervention? Does
the project promote social cohesion or
created conflict in the community? Is
the project owned by the stakehold-
ers? Is a mechanism installed to ensure
project sustainability?
f. Look for someone in the
barangay who can write up the
result of the evaluation.
 SAMPLE QUESTIONNAIRE (M and E Form 3)
(This sample is for an artesian well constructed in the Barangay)

Project to be Evaluated: ______________________________

Name of Key Informant: ______________________________
Sex: Male________ Female _________
Name of Interviewer: ______________________________
Date of Interview: ______________________________

(Introduce yourself to your key informant and tell him/her the reason for this interview. The questions below should be translated into your native dialect.)

1. Were you informed about the implementation of this project (explain project to be evaluated)? Yes ________ No ________
How did you get to know about the project? _______________________________________________________________________________________________
2. In general, how would you rate your satisfaction level regarding the implementation of this project. Are you? Very satisfied ____ Satisfied ____ Not satisfied____
3. What conditions prevail in this barangay before and after the project in terms of:

Unit of measurement Before After

Children sick of diarrhea # of children sick
Expense involved in procuring water Pesos spent
Distance of well from home # of meters away
Frequency of baths # of times
Frequency of washing clothes # of times
Time spent in procuring water # of hours

4. Compare the water you get from this well with your previous source. Is it: Better ______ Worse ______

5. Do you think the other residents benefit from this project? Yes ________ No _________

6. If another project (artesian well) will be constructed in this barangay, what recommendation would you give for improving this project: _______________________
_______________________________________________________________________________________________________________________________________________

- 121 -
5. Synthesize the session with the fol-
lowing statements:
“ The goal of a project is to deliver an
outcome for the barangay. Project Man-
agement focuses on a project.
It is important to the success of a proj-
ect that it be clearly defined before it is
undertaken.
A successful project produces an out-
come that performs as expected, by a set
deadline, and within cost limits.
To carry out the work of a project, a
temporary team (Project Team) is usually
assembled. This necessitates developing
a group, assigning responsibilities, and
training people in their duties. Frequent-
ly, policies and procedures are required
to clarify how the team is to function
during the project.
The Project Manager has many respon-
sibilities. When work on the project
begins, the work of different individuals
and groups mujst be coordinated so that
things run smoothly, and the progress
of the project must be monitored and
measured against plans. When devia-
tions occur, corrective action must be
undertaken. Also, project managers are
expected to provide feedback to team
- 122 -
members, negotiate for materials, sup-
plies or services, and help resolve differ-
ences that occur.
Not every project requires the same
attention to each of these activities. It
will depend upon the type of project you
are undertaking, its size and scope, and
your organization. Use your judgment in
selecting steps important to the success
of your project.
❋ Wish the participants good luck with
their chosen projects.
❋ Thank them for their participation.
❋ Ask a participant to lead a prayer or a
ritual to end the session.
MENU OF PRA TOOLS

123
TIMELINE
Data to be Gathered : Barangay History
Sectoral Planning Group : Social Development Sector

The history of the barangay can be written and analyzed using the PRA tools called Timeline and Historical Transect.
A timeline illustrates the important events that took place in the barangay, which when put together in chronological order, be-
comes the history of the barangay.

OBJECTIVES
1. To establish the history of the
barangay through a chronological
description of events;
2. To identify people and their char-
acteristics who were pillars in the
building up of the community;
3. To obtain the viewpoint of what
men and women see as important in
the history of their community using
past experiences
4. To analyze if there are issues and
problems that can be related to or
caused by the history of the com-
munity.
HOW TO DO IT
1. Identify the people who can be key
informants (usually the most senior
members of the community).
2. Hold a focused group discussion so
that they can help each other “recall”
important events.
3. The guide questions can be as fol-
lows:
a. When did the residents start
living in the area? Give details
such as names, tribal affiliations,
places of origin, other details on
people.
b. How did the names of the
barangay come about? Are there
other names for the place?
c. What other events took place?
Arrange these in chronological
order. These can be:
• Major political changes:
leaders during specific years,
election held, sultan/datu
installed, etc.
• Environmental changes:
floods, typhoons, fire, earth-
quakes or other man-made
calamities like massacre,
rebellion, etc.(see Violence
and Peace below)

- 124 -
 • Basic social services: awards
won, organizations estab-
lished, epidemics. These
can also be schools built,
hospitals built, playground,
church/mosque built, gym-
nasium or basketball court
constructed.
• Economic events: factory
or plantation established,
land reform implemented,
mass lay-off in factory, log-
ging concession started
operations, use of fertilizer/
pesticides, road opened, fish
landing constructed, boat or
jeepney operations started.
• Violence and peace: military
operations, displacements,
massacre, rebellion, etc.
d. Check if there are gaps or data
blanks.
e. Arrange the data gathered and
have them review the historical
data.
ANALYSIS
Ask the discussion group about the
implications of the collected data. Cross-
check present issues and problems. Fa-
cilitate the analysis to see if any of these
show if and how past events may have
caused these problems. For example,
discuss how they have impacted on the
present situation. Some questions could
be: “Was there a change in family in-
come due to the opening of the logging
concession? What was its impact on the
community? What was its impact on the
environment?"
Example of a Timeline chronology of
events:
Barangay: Talitay, Kapatagan
1946- Opening of the first elementary
school
1960- Bantam Consolidated opened up
logging concession
- 125 -
1968- Road opening (RP road) for easier
logging operations
1972- Introduction of HYV rice; logging
operations stopped
1974- Creation of 4 Barangays; resump-
tion of logging operations
1980- Construction of rural health clinic
1982- Outbreak of typhoid fever; earth-
quake
1984- Introduction of citrus production
1986- Change in administration
1992- Farmers association formed
By starting the discussion on the link
between past events and the present
situation, the facilitator explains the
move from historical timeline to histori-
cal transect. The whole process is called
historical profiling.
Historical Transect
Data to be Gathered : Barangay History
Sectoral Planning Groups : Economic Development Sector; Environment and Natural Resources Sector

A Historical Transect shows the trends in particular topics like population, forest, livestock, farm production, others. The transect
also shows the reasons for the changes in time. This is a follow up of the historical timeline to assure the integration of the cross-
cutting themes of gender, environment, poverty, and peace/unity, and will be used for analyzing other items not included in the
historical background. This can also be used for future projections

OBJECTIVES
1. To show if there are changes over
time in the important physical,
social, economic, and environmental
aspects of the barangay (with em-
phasis on cross-cutting themes)
2. To identify the reasons and causes of
the changes
3. To come up with a list of issues and
concerns for planning
HOW TO DO IT
1. This is done through a small group
discussion among the most senior
participants (or who has the longest
residency in the barangay)
2. Give the objectives in using the
tool. Decide on the time span for the
study. The before (noon), what year
or how many years back, and the
present (ngayon)
3. Ask the participants to illustrate the
changes over time through drawings

- 126 -
SAMPLE HISTORICAL TRANSECT

Sector/ CCT Noon "Ngayon"

Topic Reason/causes for the change
Themes (Before-1950) (Now-2002)
Forest/ Plenty of trees in the forest. People get Very few trees left in the forest. Forest - Logging
1. Environment watershed materials for houses from the forest slowly disappearing - Slash & burn
- No planting of new trees
Source of water Abundant supply of water from the river Rivers are dirty. Only trickles of water. - Deforestation
and wells Wells are drying up and becoming salty - Increase in temperature
- Salt water intrusion
Crop Production High production even without use of Yields are lower. Farmers have to use - Black bags/locusts
fertilizer and pesticides fertilizer to increase yield - Disappearance of indigenous species
- Conversion of lands to subdivisions
Indigenous Fauna Deer can be hunted in the forest. Rivers No more deers in the forest. Species of - Introduction of exotic species
yield plenty of fish fish disappearing - Commercialized/exported
2. Gender Women leaders No women leaders in the area There are some women in the barangay - Education have helped women
council
Traditional Before, women only stay at home as Women work in offices. Some men stay - Economic problem
occupations homemakers at home
Marriage Arranged marriage was the norm Women now has a say in choosing a - Education and empowerment of
partner women
3. Culture and Family feuds Peace in the community There is “rido” between clans - Land problems
Peace
Number of arms, Many families have arms to protect No need due to peace talks. No more - Peace talks between rebel fronts and
weapons themselves arms military
Rebel groups Some men recruited from here No more rebel groups - Peace talks
Crime incidence No problems Some but not reported - Mayor is strict
4. Poverty No. of poor Not so evident. People can eat 3 times Many people are obviously poor - Lack of livelihood opportunities
families a day

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Transect Map
Data to be Gathered : Barangay Topography
Sectoral Planning Group : Environment and Natural Resources Sector

The barangay geographical location, its topography, and land uses can be identified and analyzed using the transect map (“side
view” of the barangay)and the resource and land use map (the “aerial view” of the barangay). This is the map that shows the ge-
ography of the place, type of soil, agricultural crops, livestock, and other problems/ opportunities in the barangay.

OBJECTIVES ties in the barangay resulting from the barangay as reference

1. To gather data on the topography of
the place particularly the land forms,
and type of soil
2. To gather data on the type of flora
and fauna (crops, livestock, etc.) in
the barangay
3. To identify problems and opportuni-
its geographical setting
HOW TO DO IT
1. Form a team who will undertake a
“transect walk” and who will analyze
the different places in the barangay
2. The team should bring a base map of
3. While walking, the group documents
what they see. The group should
be able to pass the different land
use zones- commercial, residential,
upland agricultural, lowland agricul-
tural, forest, coastal, idle land etc.
4. Use the following matrix to record
the observations.

Commercial/
Farm low-land Farm upland Watershed/ forest Idle Lands Coastal
residential
Type of soil Sandy Sandy-loam Sandy-loam Sandy clay Sand
Type of plant and trees Banana, coconut Palay, bamboo Corn, mango Narra, camote,gabi, Mangrove
Animals, fauna Goat, chicken Rats, birds Carabao, goat Wild pig
Resources Spring water Well, irrigation Falls Trees Gravel Fish, shells
Problems Decline in soil Lack of water-drought Kaingin, illegal Erosion of the soil due to
fertility during hot season logging the absence of trees

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Community Mapping
Data to be Gathered : Socio-Economic Resources
Sectoral Planning Group : Social Development Sector
Community Mapping is a simple PRA tool that can be used to show or highlight differences in socio-economic level or resources.

OBJECTIVES 2. Ask participants why maps are im-

To show the community as members see
it and identify places of specific interest
or importance to men, women, boys and
girls and the places that they would like
to change. Through discussion, explore
what and why they would like changes to
occur.
HOW TO DO IT
1. Explain to the whole group the
concept of community mapping as a
way of identifying important places
in a community, and places that they
would like to see changes. These
places will be important for differ-
ent groups of people for different
reasons.
portant and what they are used for.
3. Divide the group into men and
women
4. Participants draw a map of their
community, showing main roads,
land and utilities and other impor-
tant landmarks / features that they
think are important. Participants can
use their own symbols and colors.
5. Participants also identify which land-
marks / features they want to change
using their own symbols and colors.
6. Gallery viewing and reporting.
Note to Facilitators:
Ensure that participants understand
why maps are important and how
they are able to interpret infor-
mation based on what they have
shown.
Some prompt questions:
• What are the important areas?
Why?
• What are the problematic
areas? Why?
• What are the areas that are af-
fected by conflict? By environ-
mental calamities?

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Point Land Use and Resource Map
Data to Be Gathered : Natural Resources and its conditions
Sectoral Planning Group : Environment and Natural Resources Sector

The Point Land Use and Resource Map shows the resources and social infrastructures in the barangay from an aerial (or top) view.
The purpose is to see the location of every resource, infrastructure and projects.

OBJECTIVES
1. To determine the size of the built up
area of the barangay and the location
of the various establishments
2. To classify areas as residential, com-
mercial, institutional, agricultural
3. To analyze the land use trends and
developments and resources found
therein
4. To identify issues and problems for
planning
HOW TO DO IT
1. Get a copy of the municipal base map.
In the base map, plot the boundaries
of the barangay. This will be the basis
of the mapping operation. ( use the
technical description in the ordinance
creating the barangay as the basis for
plotting the boundaries)
2. Starting from the boundaries, plot the
permanent landmarks - roads, rivers,
hills, lakes. Then plot the barangay
hall, health center, schools, parks,
other social services. Next, plot what
resources can be found such as trees,
crops, mineral deposits.
3. Use legends in plotting the resources:
4. * -barangay hall + - church // - road
x- cemetery ≈ - river ♣-forest ≡
- bridge Δ- school ↓-rice land
5. (see HLURB legends)
6. Review the resource and land use
map. Check if the placements/dis-
tance/direction are correct. (orienta-
tion should be to the North)
7. Plot the sitios and indicate how many
houses are present in the cluster.
8. The map should be finalize and
turned over to an engineer for “data
cleaning”
9. Interpret the resource and land use
map. Ask if basic service infrastruc-
ture are found in the barangay. Are
these social resources enough to sus-
tain the population of the barangay?
What problems are identified with the
existing land use?
10. Compare the data from the attached
Barangay Data Sheet on basic service
facilities with the resource and land
use map.

- 130 -
Point Land Use and Resource Map of Barangay

- 131 -
Social Census Map or Household Survey
Data to Be Gathered : Population and Social Services
Sectoral Planning Group : Social Development Sector

The barangay population is the most important data for the barangay because it shows the type and characteristics of the people
residing in the community. This is determined with the use of a Social Census Map (or Household Survey) and a Minimum Basic
Needs Survey. The Social Census Map generates data at the household level, including sickness, disability, size of household,
educational attainment, tools and equipment, livestock, water sources, toilets, etc.

OBJECTIVES
1. To collect demographic data of the
barangay population
2. To determine the socio-economic
situation in the barangay (as reflected
in the Minimum Basic Needs Survey)
HOW TO DO IT
1. Plot the houses in a map bigger than
the land use map. Place numbers
for each house. Use a card (or survey
form) for each house with the corre-
sponding number.
2. Prepare a household survey form that
would enable the collection of the fol-
lowing data for each house:
• Names of household head,
spouse, children, and extended
family (grandmother, grandfa-
ther, etc.)
• For each name, get the sex, ages,
civil status, educational attain-
ment, and occupation
• Household income and expen-
diture
• Primary and secondary source of
income
• Household with or without
toilets
• Household with or without elec-
tricity
• Source of water
• Sickness during the past 5 years
• Source of health service
• HH members with disability
3. Summarize the data at the barangay
level to show a quantitative descrip-
tion of the population.
Minimum Basic Needs
Instead of the 33 indicators for the
Minimum Basic Needs, the National
Poverty Commission has scaled down
the indicators to 13 +1 for the Community

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Based Monitoring System (CBMS). This
is divided into three groups:
1. Survival – includes indicators on
health, nutrition, and water and sani-
tation
2. Security – includes indicators on shel-
ter and peace and order
3. Enabling – includes indicators for
income and livelihood, and basic
education.
A worksheet for the CBMS is enclosed
which will be used by the community
(preferably puroks and sitios residents)
to reflect the MBN situation through
estimates on the percentages involved.
For example, the indicator for health is
the proportion of children 0-5 years old
who have died to the sum of children 0-5
years old. This can be estimated at the
purok or sitio level.
The purok data will be compiled with
other puroks in the barangay to show the
indicator for the barangay. The barangay
data will then be compiled with other
barangays to show the indicator for the
municipality. This indicators are used to
point out which barangays have situa-
tions reaching alarming levels.

Community Based Monitoring System (CBMS Indicators)

Barangay Survey Sheet for ___________________
# of Puroks: _____________ Total # of Households: _____________ Total Population _______________

% of Population (children, households, etc.)

Indicators Definition
Purok 1 Purok 2 Purok 3 Purok 4 Total
Proportion of children aged 0-5 Death occurred after birth up to the age of 5 years. This excludes fetal
years old who died deaths
Proportion of women who Pregnancy-related death is defined as the death of a woman while pregnant
died dur to pregnancy-related or within 42 days of termination of pregnancy, irrespective of the cause of
causes death
Proportion of children aged 0-5 Total number of children aged 0-5 years old who are malnourished over
years old who are malnourished toal number of children aged 0-5 years old
Proportion of households living Considered as makeshift housing are those housing structures with make-
in makeshift housing shift.salvaged materials in walls and/or roof

- 133 -

Indicators
Proportion of households that
are squatters
Proportion of households with-
out access to safe water supply
Proportion of households
without access to sanitary toilet
facilities
Proportion of children aged 6-12
years old who are not attending
elementary school
Proportion of children aged
13-16 years old who are not at-
tending secondary school
Proportion of households with
income below the poverty
threshold
Proportion of households with
income below the food (subsis-
tence) threshold
Proportion of households that
experienced food shortage
Proportion of persons who are
unemployed
Proportion of persons who are
victims of crimes
Source: Philippine Institute for Development Studies
% of Population (children, households, etc.)
Definition
Purok 1 Purok 2 Purok 3 Purok 4 Total
Considered as squatters are those households that live in house and/or lot
that they do not own and without permission/consent of owner
Considered as safe water facility - safe water supply refers to potable and
non-contaminated water. Thus, open wells, and untreated water from
streams, rivers, and lakes are not considered “safe”. Underground water
accessed through jetmatic pumps or artesian wells are considered “safe”.
Considered as sanitary toilet facility are water-sealed flush to sewerage
system or septic tank and closed pit, whether own use or shared with other
households
Total number of children aged 6-12 years old who are not attending el-
ementary school over total number of children aged 6-12 years old
Total number of children aged 13-16 years old who are not attending sec-
ondary school over total number of children aged 13-16 years old
Poverty threshold is estimated by inflating the officially-released poverty
threshold of NSCB for Region or Province using prevailing monthly con-
sumer price indices (CPI) from NSO for the reference period of the survey
Food (subsistence) threshold is estimated by inflating the officially released
food (subsistence) threshold of NSCB using prevailing monthly consumer
price indices (CPI) from NSO for the reference period of the survey
Total number of households that experienced food shortage over total
number of households
Considered as members of the labor force are 15 yeard old and above who
are employed and those who are unemployed but actively seeking for work.
Household member became a victim of murder, theft, rape, abuse, or physi-
cal injury regardless of place of occurrence of the crime
- 134 -
Income Expenditure Tree
Data to be Gathered : Sources of Livelihood and Type of Expenditures (Barangay Economy)
Sectoral Planning Group : Economic Development Sector

The barangay economy is a simple presentation of the sources of livelihood and types of expenditures in the barangay. An
analysis of the economy can be facilitated by the use of Seasonality Diagrams for agriculture and fishing, and the discussion on
the Income Expenditure Tree. The Income Expenditure Tree shows the sources of income of the barangay (ugat or roots) and the
expenditures (branches). This can be used to plan for the following:

a. Support to increase further the identified sources of income of people.

b. Support to decrease the identified expenditures of people.

OBJECTIVES
1. To identify the most important
sources of income of the barangay
and issues connected with these
2. To identify the most important ex-
penditures of the barangay and issues
connected with these
3. To come up with recommendations
on how the barangay can enhance
income and lessen expenditures.
HOW TO DO IT
1. Identify major source of income of
people in the barangay. Rank the
sources according to importance.
2. Identify alternative sources of income
of people in the barangay (those not
mentioned in letter a)
3. Identify expenditures of people in the
barangay. Rank them according to
importance.
4. Ask the participants to think of prob-
lems in connection with the identified
income, resources (priorities) and
expenditures (prioritized 1-5) Include
the problems in the issues and con-
cerns for barangay planning so that
solutions can be identified.

- 135 -
Production Flow Chart
Sectoral Planning Group : Economic Development Sector

The flow chart is a tool to show the different steps that each product goes through from production up to marketing. It can also
show the different ways of producing and selling the product. During the discussion, problems in each step may surface and the
barangay can provide solutions to the problems mentioned while doing the flow chart.

HOW TO DO IT 6. Show the problems and opportunities the steps are costly? Why? Are there
1. Make a flow chart for each major while doing the flow chart. Which of problems in selling the products?
product in the community
2. Start with production. What is the Sample Production Flow Chart
initial process in making the product?
For example, palay starts with land
preparation
3. Plot the next steps. Show the succes-
sion of steps by placing an arrow in
each step.
4. Follow the process until the market-
ing system – or until the product
reaches the end consumer. Show the
different ways of selling the product
to consumers and describe the prob-
lems, threats, opportunities in each
system.
5. In each step, place the expenses (if
any) and revenues (if any). This will
give an estimate of the profit or in-
come in each step of the process. - 136 -
Venn Diagram of Roles of Organizations
Sectoral Planning Group : Culture and Peace Sector

The Venn diagram helps study relationships in the community. For this purpose, it shows the role played by institutions present
in the community in its development process.

OBJECTIVES
1. To identify the institutions in the
community that exert influence in its
day-to-day affairs Barangay Council
COMMUNITY POs
2. To show which institutions should be
given importance based on the help
they extend to the community. PTA

HOW TO DO IT
1. Prepare circles of different sizes made
of cartolina or colored paper. On ma-
nila paper, draw a large circle to show
the community.
2. Ask the participants to write the
names of the institutions on other
circles. The bigger the organization,
the bigger the circle. Smaller organi-
zations should be depicted as smaller
circles.
3. Ask the participants to position the
circles in the community. The more
influential the institution, the nearer it
is to the center of the community.
4. After all the institutions have been
placed inside the community circle,
explain that the institutions near the
center are the ones that are easy to
approach and have provided much
help to the community. Make a list-
ing of important organizations and
institutions which can be involved in
the development process.

- 137 -
Venn Diagram
Data to be Gathered : Internal and External Sources of Conflict
Sectoral Planning Group : Culture and Peace Sector

OBJECTIVE
This tool helps planners identify sources
of conflict and classify them according
to their origin: internal or external to the EXTERNAL

community.

HOW TO DO IT INTERNAL

1. Draw a big circle on manila paper (or

other flat surface).
2. Label the inside portion of the big
circle as Internal Sources of Conflict
and label the outside portion of the
circle as External Sources of Conflict.
6. When the participants are ready, let 8. The facilitator can also write down
3. Explain the Venn Diagram symbols
them post their metacards on the ideas on the metacards for partici-
and the concept of internal and exter-
Venn Diagram. pants who are not able to write.
nal conflict to the planners
7. When everyone has posted their
4. Hand out metacards to the planners
metacards on the Diagram, facilitate a
5. Instruct planners to identify source
discussion for each metacard.
of conflict. Allow them some time to
think and to write.

- 138 -
Conflict Evaluation Ranking
Data to be Gathered : Internal and External Sources of Conflict
Sectoral Planning Group : Culture and Peace Sector

This tool helps planners prioritize sources of conflict that they have earlier identified.

HOW TO DO IT
Conflict Evaluation Matrix
1. In one huge flat surface (manila pa-
INTERNAL AND COMMUNITY
per, black board, etc) draw the matrix EXTERNAL SOURCES
DISPLACEMENT LOSS OF LIFE PROPERTIES
RELATIONSHIP SCORE
(Niakaawa) (Niawa or badan) (Tamok)
as illustrated below and list down the OF CONFLICT (Kapagisa-isa)

sources of conflicts that were earlier Politics 1 3 5 3 12

identified by the planners. Family Conflict 2 3 1 5 11
2. Orient the planners on the purpose Drug Abuse 2 2 2 2 8
and methodology of the session.
Sabong 1 1 3 2 7
3. Facilitate consensus building around
Sugal 1 1 3 2 7
the criteria for ascertaining/priori-
Legend: 1 – 2 = Low Intensity 3 = Medium Intensity 5 = High Intensity
tizing the sources of conflict. Allow
ideas to surface from the planners
themselves. From their ideas, sum- • Propensity to Cause Damage to lowest and five as the highest score.
marize the discussion by highlighting Properties 5. After all the sources of conflict have
the agreed criteria. Suggested criteria • Propensity to Destroy Good been rated, summarize the scores.
are as follows: Community Relationship 6. Identify top sources of conflict.
• Propensity to Cause Displace- 4. Tackling one source of conflict at a 7. Facilitate a discussion on the plan-
ment time, let the participants agree on ners’ recommendations on how to ad-
• Propensity to Cause the Loss of what rating they will give to the issue dress the top five sources of conflicts.
Life using a scale of 1 to 5, with one as the

- 139 -
Peaceability Ranking
Data to be Gathered : Internal and External Sources of Conflict
Sectoral Planning Group : Culture and Peace Sector

This tool helps planners identify local human resources that are essential in implementing a peace program in the community.

HOW TO DO IT Peaceability Matrix

1. Post the prepared matrix (see
illustration) on a wall where ev-
eryone could can see.
2. Explain the focus of the discus-
sion and the three elements of
community peaceabilities.
3. Facilitate a discussion, going
through each peace issue one at
a time. Chart the responses of the
planners on the matrix
4. After the matrix has been filled
up, gather the planners’ observa-
tions on the data and prompt the
planners to connect these to the
peace challenges that the com-
PEACE ISSUES
Settling neighborhood
disputes
Settling hand disputes
Bridging differences between
tribes
Settling marriage problems
Solving problems related to
farming
Overcoming natural disasters
Overcoming problems related
to evacuations
TRAITS AND TRADITIONS HOMEGROWN STRATEGIES
Ijma and taritibs, Islamic laws, or govern- But preferably amicable settle-
ment laws ments
Shariah Law or Government Law Amicable settlement
Elder’s usually initiate do stop the feuds and But preferably amicable settlement
made some arrangement to ease the warring
tribes
Ijma and taritib relatives, or both parties of Usually the parents will do the
the male and female agreement
Bayanihan in harvesting crops Helping each other
Bayanihan, helping each other in solving the Bayanihan
problem, if its too services
Giving arms to the barangay folks giving Help them manually
them security and provide them with food
and shelter

munity is facing. Community defense We have the local militia to give us defense Barangay Patrol
from any lawless elements
Treatment of strangers We are hospitable to friendly visitors; we ac- Show them friendly gestures
commodate them with security and shelter

- 140 -
Organizational Rating Matrix
Data to Be Gathered : Barangay Government
Sectoral Planning Group : Institutional Development Sector

The Organizational Rating Matrix (ORM) shows the performance of the barangay council as rated by the group. The members
of CSO organizations can also use the tool to rate their own organizations. Remember that the ratings are only the perception of
those making the ratings.

The organizational rating matrix shows the strength and weakness of:
❋ Sangguniang Barangay
❋ Barangay Development Council
❋ Other barangay organizations (NGOs, POs, PTA, etc.)

OBJECTIVES
1. To identify the important roles and
functions of the barangay organiza-
tion
2. To determine the perceptions of par-
ticipants on the performance of these
roles and functions
3. To determine the areas where the
organization would need capacity
development
HOW TO DO IT
1. Narrate the objectives of the rat- 2. List down what areas should be
ing activity. Explain that this is for rated and develop a rating scale (see
strengthening or enhancing perfor- sample on the following page).
mance of barangay officials rather
than putting down anybody or show-
ing anyone in a negative light.

- 141 -
 Performance
Activities 1 -– Poor to Unsatisfactory 2 – Satisfactory 3- – Very Satisfactory to
(Mahina) (Katamtaman) Outstanding (Mahusay)
Functions of the organization:
1. Formulating ordinances on taxation, welfare, and other services 3
2. Approval of supplemental budget 3
3. Maintenance of equipments 3
4. Forwarding resolutions to the Sangguniang Bayan 3
5. Help in organizing cooperatives 3
6. Providing needs of Lupong Tagapamayapa 3
7. Organize lectures, programs on community problems 3
8. Provide for delivery of basic services
9. Conduct barangay general assembly twice a year
Rating key: 1-Poor to Unsatisfactory 2-Satisfactory 3- Very Satisfactory to Outstanding

- 142 -
Performance Gap Analysis
Data to be Gathered : Barangay Government
Sectoral Planning Group : Institutional Development Sector

Review the ratings given in the table above. Those rated 1 are indicative of a performance gap which should be addressed. Dis-
cuss the causes of poor performance, and recommend a capacity development intervention (training, logistical support, facilities,
etc.).

Performance Gap Analysis

Performance Gap Causes/Reasons for the Gap Recommended Capacity Intervention

1. Formulating ordinances Lack of knowledge to formulate ordinances Training in legislative function
2. Help in organizing cooperatives No listing of organizations Prepare directory of CSOs
3. (Other)

- 143 -
Focus Group Discussion
Data to be Gathered : Barangay Government
Sectoral Planning Group : Institutional Development Sector
Focus Group Discussion is a methodol-
ogy for collecting data which involves
putting together the ideas of 7 to 10 par-
ticipants. The participants are relevant/
knowledgeable persons in the commu-
nity who can express their aspirations,
and can make an immediate assessment
of community conditions. The following
are the requirements in an FGD:
1. A facilitator who will lead the discus-
sion. He or she should encourage all
participants to contribute to the dis-
cussion (nobody should monopolize)
and should ensure that the discussion
is really focused on the topics desired;
2. A documenter who will write down
the minutes of the discussion. The
documenter is ideally the rapporteur
if the group wants to be updated on
what has transpired and should have
the responsibility of keeping the
records of the discussion. It would
be helpful if a board is used to write
down comments, suggestions, etc of
the participants so that reactions can
at once be noted. If a board is used,
an assistant recorder is assigned for
the board work.
3. Since the FGD is used extensively in
Development Administration, the fol-
lowing guide may be used:
FGD GUIDE FOR INSTITUTIONAL
DEVELOPMENT SECTOR
1. How do you assess the capacity of the
following entities in discharging their
functions?
• Punong barangay
• Members of the Sangguniang
Barangay
- 144 -
• Barangay treasurer
• Barangay secretary
• Members of the Barangay Devel-
opment Council
• Members of the Lupong Taga-
payapa
• Barangay Tanod
• Sangguniang Kabataan
2. If the above entities have poor perfor-
mance, what are the causes or reasons
for their performance?
3. What capacity development interven-
tions would you recommend for each
of the above mentioned officials and
members?
4. What improvements would you intro-
duce to barangay governance to make
it more responsive to its constituents?
MASTERING SITUATIONAL
ANALYSIS
The planners analyze the local barangay
situation in order to identify issues that
have to be addressed and to establish
the bases for the objectives and strate-
gies of the Barangay Development Plan.
Among the objectives for undertaking a
community situational analysis are the
following:
DATA TO BE GATHERED
Barangay Population Know the total population of the barangay
Number of males and its distribution based on the said
Number of females categories
Number of male children
Number of girl children
Senior citizens
Persons with Disabilities
1. To identify the primary challenges 3. To identify the underlying factors of
facing the community in the field of the weaknesses and the facilitating
peace and human security as well as factors in the strengths of the com-
the major factors for growth; munity.
2. To objectively define and examine the
strengths as well as the weaknesses of It is best to present the Situational Analy-
the community; sis in a thematic fashion, supporting
analytical statements with concrete data.
Matrix for Peace -Focused BDP through PRA
Sample Sector: Social Development Sector
SOCIAL DEVELOPMENT SECTOR
OBJECTIVE FOCUS QUESTIONS TOOLS
What is the population of the barangay Social Census Map or
How many percent are females? Pie Chart
How many percent are males? (Information to be col-
Percent of male/girl children? lected from secondary
Percent of senior citizens? data)
Percent of Persons with Disabilities (PWDs)?
- 145 -
 DATA TO BE GATHERED OBJECTIVE FOCUS QUESTIONS TOOLS

List down basic services in the Know the basic services available in and out What are the basic services available in the barangay? Service Map
barangay of the barangay
What are the basic services available outside the barangay
Know the quality of basic services identified (that could be accessed by barangay members)?

Are these basic services being offered by government agen-

cies?

Are there any other organizations offering these basic services

(eg church, NGOs, Pos)

What can you say about these basic services?

Note to facilitators: In getting the information on each of the

basic services, list down all services like health center, day
care center, school, water source/water system, etc and find
out their state and quality.

QUESTIONS FOR HEALTH SERVICES

Know the health services in the barangay What are the health services that are given by the Health Service Map
health center Center?
A Health Services Pie
Know what other medical help the To whom are these services open to? Chart may be made out
barangay residents need, from children, of the services given by
men, women, senior citizens, and handi- What are the particular programs for children? Babies? (e.g. the Health center and
capped nutrition programs, vaccinations, check-ups) how many are benefiting
from these.

- 146 -
 DATA TO BE GATHERED
GENDER RELATED
Health services for women
Common illnesses, diseases,
and other health problems
OBJECTIVE
Know if there are RH programs and of what
kind are they
Know the particular services for women,
men, children, and other special sectors
Know the medical status of the barangay
population
Know the reasons why diseases occur and
what the barangay does for this
FOCUS QUESTIONS TOOLS
Are there Reproductive Health Programs given by the Health Services Pie
barangay? Chart
What are the health services for women?
How many are pregnant? Lactating?
On and after pregnancy, are there any health services open to
them?
Where do pregnant mothers go during labor? (Hospital,
komadrona, Lying-in clinic)
Are there family planning programs in the barangay?
Discuss one by one the health services for the following
Are there health programs for men? (e.g. prostate check-ups)
For children (and what are these)
LGBT
Elderly
Are there medicines given by the health center?
Are these enough?
Where do the residents get the medicine?
Know the common diseases of the barangay population. You Seasonality Chart on the
may start from the illnesses of children and up to the elderly. Illnesses of Children
What are the most common illnesses of children? Seasonality Chart on the
Illnesses of the Elderly
Ready the Seasonality Chart. Discuss one by one the diseases
mentioned.
In a year, when does this disease most commonly occur?
What are the common reasons?
Does the barangay have medicine available for this disease?
How do health service providers counter this? How do resi-
dents counter this?
Then, know the common sicknesses of the elderly, with the
same procedure.
- 147 -
 DATA TO BE GATHERED
Status of the barangay’s rest
areas
Potable water resources
OBJECTIVE
Know the status of the yards of the
barangay residents to know how clean the
barangay is
Know if the barangay has access to clean
and safe water
- 148 -
FOCUS QUESTIONS TOOLS
What kind of rest areas do houses in the barangay have? Service Map
How many use a water sealed CR, open pit and antipolo type You may want to have a
CR? Social Census Map and
Pie Chart on Kinds of
Are there any without their own rest areas? Rest Areas
Note: Parallel the questions to what kind of water system the Service Map
barangay has.
Social Census Map and
Where do the barangay residents get their drinking water? Pie Chart on Kinds of
Rest Areas
If there is no water system
What kind of source do residents get their drinking water?
Do all residents have access to drinking water?
How many use the same source of water?
How far is this source to the homes of the residents?
Who usually goes to get the water?
Are there any specific times when the water should be taken?
Is this source still available during the rainy season?
If there is a water system
What kind of water system does the barangay have?
Where does the water come from?
Do all the houses have faucets?
Since when had the water system been open/
Who manages the water system? Who collects the bill?
How much is the bill? When is it paid?
 DATA TO BE GATHERED
Proper waste management
Different kinds of schools (Day-
care, elementary, highschool,
college, vocational)
OBJECTIVE
Know the ways by which the barangay
disposes of its waste
QUESTIONS FOR EDUCATIONAL SERVICES
Know the educational need of residents
Know how many children have been
educated
Know if the number of teachers are suf-
ficient
See if facilities are enough
FOCUS QUESTIONS TOOLS
How do the barangay residents dispose of their wastes? Matrix Ranking / Pie
Chart on Garbage
Is there waste segregation? Recycling? Do residents have Disposal
compost pits?
As for recycling, where do recyclable materials go to? Is there
any income out of this?
Of the said ways in disposing garbage, what percent of people
use which way? (discuss each one by one, then basing from
the results of the pie chart, know the reason why residents
prefer the highest percentage)
What educational institutions are in the barangay? What are
the conditions of these?
Are they in good condition?
What facilities are there in the barangay schools? (class-
rooms, chairs, tables, library, toilet, playground, etc)
How many of the residents are studying? Males? Females?
What grades / levels are there in the schools? For each grade
and section, how many students are there?
How many teachers?
Are the teachers enough to cover all of the students?
Are the classrooms enough for all the students?
Are there drop-outs? Males? Females? What grade levels are
most prone to drop-outs?
- 149 -
 DATA TO BE GATHERED
Education level of the barangay
residents
Number of residents without
education / unfinished educa-
tion
Kinds of housing in the
barangay
GENDER RELATED
Information on who has access,
benefit on basic services on
times of calamity
Gender
Workload of men and women
OBJECTIVE
Know the literacy level of the residents
Know if facilities are enough or not
Know the reasons why residents have
unfinished education
QUESTIONS FOR HOUSING SERVICES
Know the current condition of housing in
the barangay
Know if this is temporary or permanent
Know who gets primary access to benefits
in times of calamity
GENDER RELATED QUESTIONS
Know the opinions of residents on the
roles of men and women in the family and
community.
Know the potential of men and women in
different roles, activities, and jobs
- 150 -
FOCUS QUESTIONS TOOLS
What is the common education level of the residents? At
what level have they finished?
How many women have finished education? Men?
What are the common jobs of residents with finished educa-
tion in the barangay?
Of the residents with unfinished education, what is the most
common reason for this?
For those with no education, what is the most common
reason for this?
What kinds of housing are there in the barangay? Discussion from Social /
Resource Map
Are there any housing programs in the barangay?
Who has access to the services mentioned? Service Map
Note to facilitators: For each item mentioned, know if this
is open to men, women, children, etc. If it is, have symbols
to show if it is open to men / young males, women / young
females
What are the characteristics of men and women?
What are their specific roles in their families, their communi-
ties?
What are the common roles of men and women in the Work Division Matrix
barangay?
 DATA TO BE GATHERED OBJECTIVE FOCUS QUESTIONS TOOLS

Decision making Who usually does the decision-making in the family?

What are the reasons why (men / women) always do the

decisions? Why are they followed?
Cases of Abuse Know and see cases of abuse in the Have there been any cases of abuse in this barangay that the Focus Group Discussion
barangay residents know of?

Find a solution to counter this What are these?

To whom does this happen?

When, and where does this happen?

How is this being answered?

After the data from the PRA and other 1. What did you see from the data gath- 3. What are the trends and patterns from
sources have been gathered, do analysis ered? What does it mean? each tool used? What do they mean?
using the following guide questions: 2. What problems and opportunities are
identified?

- 151 -

INTRODUCTION
1. Local Governance in ARMM: Walk-
ing the Tightrope Between Peace
and Development Challenges and
Break Throughs, Letty C. Tumbaga,
ed. 2000
2. National Statistics Coordination
Board, 2006 Census Report
MODULE 1: THE BARANGAY AND
LOCAL GOVERNANCE
1. “A Guide to the Local Government
Code” Manuel S. Tabunda and Ma-
rio M. Galang pp. xiv-xvi; Chapter I
p. 55-65 Mary Go Educational Supply
Manila. 1992..
2. Barangay Governance and Develop-
ment Program – Local Government
Academy
3. 1987 Constitution of the Republic of
the Philippines, Article X
4. MMA 25 (Muslim Mindanao Au-
tonomy Act 25) Sections 382-393;
5. MMA 25 Implementing Rules and
Regulations Articles 152-159; Art.
178; Art 212 ; Art. 297
6. RA 7160 (Local Government Code
of 1991), Sections 14-33
7. RA 6734 as amended by RA9054
(Organic Act for the Autonomous
Region in Muslim Mindanao)
8. Streamlining Barangay Gover-
nance: A Step by Step Guide in the
Implementation of the Expanded
Barangay Development Council
and Barangay Peace and Order
Committee – DILG Calabarzon
Region 2008.
- 153 -
REFERENCES
MODULE 2: ISLAMIC BRIDGING
LEADERSHIP FOR SOCIAL CHANGE
1. Bridging Differences and Building
Collaboration: The Critical Role of
Leadership. A Concept Paper by
Steven Pierce.
2. Bridging Leadership for Barangay
Governance by Hannbal Bara, Ph.D.
Paper presented during an LGSPA
workshop conducted June 23-25,
2007, Davao City.
3. Selected Khutba: A Guide to Social
Development for Muslim Communi-
ties in the Philipppines, Local Gov-
ernance Support Program in ARMM,
Davao City, Philippines. 2008. (www.
lgspa.org.ph)
MODULE 3: LOCALIZING PEACE-
BUILDING IN ARMM
1. Local Government Code Book III
Title 1 Chapter 7 Katarungang Pam-
barangay
2. “Localizing the Justice System in Six
Peace Zone Areas in the ARMM: A
Guidebook for Mainstreaming Indig-
enous Conflict Resolution in ARMM
LGUs” LGSPA and SALIGAN,”. 2004
3. “Workshops on the Katarungang
Pambarangay Law, Laws on Women
and Children, and on Mediation:
Trainers Guide”.2008 DILG-Local
Government Academy.
4. MMAA 25 (Muslim Mindanao
Autonomy Act, the ARMM Local
Government Code)
5. RA 7160 (Local Government Code of
1991) Chapter 7 Sections 399-422
6. RA 8371: Indigenous Peoples’ Rights
Act (IPRA)
7. RA 9054: ARMM Organic Act
(Article III Sec 2; Article VIII Sec 19;
Article X, Sec 4; Act Article XIV Sec
2 b)
MODULE 4: PARTICIPATORY
BARANGAY DEVELOPMENT
PLANNING
1. Department of Budget and Manage-
ment. “PRIMER on Barangay Bud-
geting”. (Manila: 2001)
2. Gender-Based Effectiveness Skills
Training for Agrarian Reform Ben-
eficiaries: A GuideBook for Trainers
Asian Women in Co-operative Devel-
opment Forum (AWCF) and Depart-
ment of Agrarian Reform.”.. 2002
3. GeRL (Gender-Responsive LGU)
KA BA? Self Assessment Manual of
Administration Department of the
Interior and Local Government and
National Commission on the Role of
Filipino Women. ”, 2005.
4. Local Governance Support Program
in ARMM. “Manual on the Local
Planning Process. Focus on the
Comprehensive Development Plan –
Executive Legislative Agenda (CDP-
ELA). Revised Ed, 2008.
5. Manual on Barangay Development
Planning Through Participatory
- 154 -
Learning and Action” Institute of
Politics and Governance , 2007.
6. Participation in Development: The
Question, Challenges and Issues.
A Symposium Background Paper.
Participation in Development: The
Question, Challenges and Issues
a Symposium Background Paper.
Kenny, Michael (1997) Available
from http://eprints.nuim .ie/233/; ac-
cessed October 13, 2008.
7. Philippines-Australia Local Sustain-
ability Program (PALS). “Barangay
Development Planning Methodol-
ogy Manual” .2006.
8. The World Bank Participation Source
Book. Participatory Rural Appraisal.
Collaborative Decision-Making.
Community-Based Method. Avail-
able from http://www.worldbank.org/
wbi/sourcebook/sba104.htm; ac-
cessed October 13,2008.
9. Transparent Accountable Gov-
ernance (TAG) Project. The Asia
Foundation. “Facilitator’s Manual on
Barangay and Municipal Planning
and Budgeting”. 2005.
10. United Nations Development Pro-
gramme. “Barangay Development
Planning Manual: Using the Rights
Based Approach in Localizing the
Millennium Development Goals”.
2007
MODULE 5: A SIMPLE APPROACH
TO MANAGING BARANGAY
DEVELOPMENT PROJECTS
1. Haynes, Marion E. Project Manage-
ment Revised Edition.Crisp Publica-
tions Inc., California. 1986.
2. Taylor, James. The Project Manage-
ment Workshop: A Trainer’s Guide
ANNEXES (ON CD)
Annex A Lecture Notes on Barangay
and Local Governance
Annex B Streamlining Barangay Gover-
nance
Annex C Bridging Leadership for
Barangay Governance by
Hannbal Bara, PhD.
Annex D Bridging Differences and
Building Collaboration. The
Critical Role of Leadership.
A Concept Paper by Steven
Pierce, Synergos Institute
Annex E Structured Learning Exercise:
Review Quiz on the Katarun-
gang Pambarangay Law
Annex F Lecture Notes on Katarun-
gang Pambarangay Law
- 155 -
Annex G Guide Questions on the Video
on Mediation
Annex H LGSPA Survey on Local Con-
flict Resolution Mechanisms
Annex I Participation and Develop-
ment
Annex J Participatory Rural Appraisal
Annex K Gender and Development
Annex L Checklist of Data to be Gath-
ered (By Sector)
Annex M Structured Learning Exercise:
Basketball Game
Annex N Municipal and Barangay De-
velopment Planning Interface
Points
Annex O How to Formulate a Barangay
Budget
 ANNEXES
A Field Guide: Barangay Governance and
Planning for ARMM Communities
-2-

A. CREATION OF BARANGAYS
1. How is a Barangay Created? (Sec.
384-386 of the LGC)
A barangay may be created, divided,
merged, abolished, or its boundary sub-
stantially altered, by law enacted by
Regional Legislative Assembly upon con-
sultation with the communities concerned,
subject to approval by a majority of cast in
a plebiscite to be conducted by the Com-
mission on Elections in the local govern-
ment unit or units affected thereby within
such a period of time as may be deter-
mined by the law creating said barangay.
Lecture Notes on Barangay and Local Governance
2. What are the Requisites for the
Creation of a Barangay?
a. A barangay may be created out of a
contiguous territory which has a popu-
lation of at least one thousand (1,000)
inhabitants as certified by the Na-
tional Statistics Office except in highly
urbanized cities where such territory
shall have a certified population of at
least five thousand (5,000) inhabitants:
provided, That the creation thereof shall
not reduce the population of the origi-
nal barangay or barangays to less than
the minimum requirement prescribed
herein. To enhance the delivery of basic
services in the indigenous cultural com-
-3-
ANNEX A
munities, barangays may be created
in such communities by an act of the
Regional Legislative Assembly, notwith-
standing the above requirement.
b. The territorial jurisdiction of the new
barangay shall be properly identified
by metes and bounds or by more or less
permanent natural boundaries. The
territory need not be contiguous if it
comprises two (2) or more islands.
c. The governor or city mayor may pre-
pare a consolidation plan for barangays,
based on the criteria prescribed in this
Section, with his territorial jurisdiction.
The plan shall be submitted to the sang-
guniang panlalawigan or sangguniang
 panlungsod concerned for appropri-
ate action.
Note: Barangays created after the
effectivity of RA 7160 or after January
1, 1992 will no longer receive IRA from
the National Government
B. ROLE AND FUNCTIONS OF THE
BARANGAY
The provision of local autonomy and
decentralization in the Local Govern-
ment Code hopefully will lead to the
development of self-reliant communities.
The national government relies heav-
ily on the performance of the smallest
unit in the country – the barangay. The
barangay provides the broad base upon
which the majority of Filipinos can
participate in governance. Most of the
provisions given below are taken from
the Barangay Administration Handbook
(Jardiniano, 1993)
1. What is the Role of the Barangay?
As the basic political unit, the barangay
serves:
❋ As the primary planning and imple-
menting unit of government policies,
plans, programs, projects, and activi-
ties in the community,
❋ As a forum wherein the collective
view of the people may be expressed,
crystallized and considered,
❋ As a venue where disputes may be
amicably settled.
2. What is the Power and Authority of
the Barangay?
To generate and apply resources, a
barangay shall have the following power
and authority:
❋ Establish an organization that shall be
responsible for the efficient and effec-
tive implementation of their develop-
ment plans, programs, objectives, and
priorities;
❋ Create their own sources of revenue
and to levy taxes, fees, and charges
which shall accrue exclusively for
-4-
their use and disposition and which
shall be retained by them;
❋ Have a just share in national taxes
which shall be automatically and di-
rectly released to them without need
of any further action;
❋ Have an equitable share in the
proceeds from the utilization and
development of the national wealth
and resources within their respective
territorial jurisdictions including shar-
ing the same with the inhabitants by
way of direct benefits;
❋ Acquire, develop, lease, encumber,
alienate, or otherwise dispose of real
or personal property held by them in
their proprietary capacity;
❋ Apply their resources and assets
for productive, developmental, or
welfare purposes, in the exercise or
furtherance of their governmental or
proprietary powers and functions and
thereby ensure their development
into self-reliant communities and ac-
tive participants in the attainments of
national goals.
3. What are the Basic Services and
Facilities to be Provided by the
Barangay?
The basic services and facilities for a
barangay shall be funded from the share
of LGUs in the proceeds of national tax-
es and other local revenue and funding
support form the national government,
its instrumentalities, and corporations.
Any fund or resource available for the
use of barangays shall be first allocated
for the provision of these basic services
or facilities:
❋ Agricultural support services which
include planting materials distribu-
tion system and operation of farm
produce collection and buying sta-
tions;
❋ Health and social welfare services
which include maintenance of
barangay health center and day-care
center;
❋ Services and facilities related to gen-
eral hygiene and sanitation, beautifi-
cation, and solid waste collection;
❋ Maintenance of Katarungang Pamba-
rangay;
❋ Maintenance of barangay roads and
bridges and water supply systems;
❋ Infrastructure facilities such as multi-
purpose hall, multi-purpose pave-
ment, plaza, sports center, and other
similar facilities;
❋ Information and reading center; and
❋ Satellite or public market, where vi-
able.
The national government or the city/
municipal government may provide or
augment the basic services and facilities
assigned to a barangay when such ser-
vices or facilities are not made available
or, if made available, are inadequate to
meet the requirements of its inhabitants.
The SP or SB shall pass a resolution
of commitment and support to the
Barangay Development Plan and appro-
priate funds for the implementation of
the approved development projects and
activities if needed.
-5-
C. WHAT IS THE ORGANIZATIONAL
STRUCTURE AND STAFFING OF
BARANGAYS?
There shall be in each barangay a
punong barangay, seven (7) sangguniang
barangay members, the sangguniang
kabataan chairman, a barangay secretary,
and a barangay treasurer.
There shall also be in every barangay a
lupong tagapamayapa. The sangguni-
ang barangay may form a community
brigade and create such other positions
and offices as may be deemed necessary
to carry out the purposes of the barangay
government in accordance with the need
of the public service, subject to the bud-
getary limitations on personal services
prescribed under Title Five, Book II of
this Code.
For purposes of the Revised Penal Code,
the punong barangay, sangguniang
barangay members, and members of the
lupong tagapamayapa in each barangay
shall be deemed as persons in author-
ity in their jurisdiction, while other
barangay officials and members who may
be designated by law or ordinance and
charged with the maintenance of public
order, protection and security of life and
property, or the maintenance of a desir-
able and balanced environment, and any
barangay member who comes to the aid
of persons in authority, shall be deemed
agents of person in authority.
What are the Provisions on Vacancies
and Succession?
If a permanent vacancy occurs in the of-
fice of the punong barangay, the highest
ranking sangguniang barangay member
or, in case of his permanent inability,
the second highest ranking sanggunian
member, shall become the punong
barangay; a tie between or among the
highest ranking sanggunian members
shall be resolved by the drawing of lots.
The successors as defined herein shall
serve only the unexpired terms of their
predecessors.
D. WHAT ARE THE POWERS, DUTIES
AND FUNCTIONS OF BARANGAY
OFFICIALS?
The Punong Barangay
The punong barangay as the chief
executive of the barangay government,
shall exercise such powers and perform
such duties and functions, as provided
by the Local Government Code of 1991
and other laws. For efficient, effective
and economical governance, the purpose
of which is the general welfare of the
barangay and its inhabitants, the punong
barangay shall:
1. Enforce all laws and ordinances
which are applicable within the
barangay;
2. Negotiate, enter into, and sign
contracts for and on behalf of the
barangay, upon authorization of the
Sangguniang Barangay;
3. Maintain public order in the
barangay and, in pursuance thereof,
assist the municipal mayor and the
Sanggunian members in the perfor-
-6-
mance of their duties and functions.
4. Call and preside over the sessions of
the Sangguniang Barangay and the
Barangay Assembly, and vote only to
break a tie;
5. Upon approval by a majority of all
the members of the sangguniang
barangay, appoint or replace the
barangay treasurer, the barangay
secretary, Barangay Planning and
Development Coordinator and other
appointive barangay officials;
6. Organize and lead an emergency
group whenever the same may be
necessary for the maintenance of
peace and order or on occasions of
emergency or calamity within the
barangay;
7. In coordination with the barangay
development council, prepare the
annual executive and supplemental
budgets of the barangay;
8. Approve vouchers relating to the
disbursement of barangay funds;
9. Enforce laws and regulations relating
to pollution control and protection of
the environment;
10. Administer the operation of the
katarungang pambarangay in accor-
dance with the Code;
11. Exercise general supervision over
the activities of the Sangguniang
Kabataan;
12. Ensure the delivery of basic services
as mandated under Sec. 14 of the
Code;
13. Conduct an annual palarong
barangay which shall feature tradi-
tional sports and discipline included
in national and international games,
in coordination with the Department
of Education;
14. Promote the general welfare of the
barangay; and
15. Exercise such other powers and
perform such other duties and func-
tions as may be prescribed by law or
ordinance.
In the performance of their peace and
other functions, punong barangays shall
be entitled to possess and carry the
necessary firearm within their territorial
jurisdiction, subject to appropriate rules
and regulations.
The Sangguniang Barangay
Composition. – The sangguniang
barangay, the legislative body of the
barangay, shall be composed of the
punong barangay as presiding officer,
and the seven (7) regular sangguniang
barangay members elected at large and
sangguniang kabataan chairman, as
members.
The sangguniang barangay, as the legis-
lative body of the barangay, shall;
1. Enact ordinances for the general wel-
fare of the inhabitants as well as tax
and revenue ordinances and annual
and supplemental budgets;
2. Provide for the construction and
maintenance of the barangay facili-
ties and other public works projects;
3. Assist in the establishment, organi-
zation, and promotion of cooperative
enterprises that will improve the
economic condition and well-being
of the residents;
-7-
4. Regulate the use of barangay owned
facilities and charge reasonable fees
for their use.
5. Solicit or accept monies, materials
and voluntary labor for specific pub-
lic works and cooperative enterprises
of the barangay
6. Provide compensation, reasonable
allowances or per diems as well
as travel expenses for sangguni-
ang barangay members and other
barangay officials,
7. Authorize the punong barangay to
enter into contracts in behalf of the
barangay, subject to the provisions of
the Code;
8. Provide for the administrative needs
of the Lupong Tagapamayapa and
the Pangkat Tagapagkasundo;
Barangay Secretary
Appointment and Qualifications, Powers
and Duties:
The barangay secretary shall be ap-
pointed by the punong barangay with
the concurrence of the majority of all the
sangguniang barangay members. The
appointment of the barangay secretary
shall not be subject to attestation by the
Civil Service Commission.
The barangay secretary shall:
1. Keep custody of all records of the
sangguniang barangay and the
barangay assembly meetings
2. Prepare and keep the minutes of
all meetings of the sangguniang
barangay and the barangay assembly
3. Prepare a list of members of the
barangay assembly, and have the
same posted in conspicuous places
within the barangay;
4. Assist in the preparation of all
necessary forms for the conduct of
barangay elections, initiatives, refer-
enda or plebiscites, in coordination
with the COMELEC;
5. Assist the municipal civil registrar in
the registration of births, deaths and
marriages;
6. Keep an updated record of all inhab-
itants of the barangay containing
the following items of information:
name, address, place and date of
birth, sex, civil status, citizenship,
occupation, and such other items of
information as may be prescribed by
law or ordinances;
7. Submit a report on the actual num-
ber of barangay residents as often as
may be required by the sangguniang
barangay; and
8. Exercise such other powers and
perform such other duties and func-
tions as may be prescribed by law or
ordinance.
Barangay Treasurer
Appointment, Qualifications, Powers and
Duties.
The barangay treasurer shall be ap-
pointed by the punong barangay with
the concurrence of the majority of all the
sangguniang barangay members. The
appointment of the barangay treasurer
shall not be subject to attestation by
the Civil Service Commission. The
barangay treasurer shall be bonded in
accordance with existing laws in amount
to be determined by the sangguniang
-8-
barangay but not exceeding Ten Thou-
sand (P10,000.00) Pesos, premiums for
which shall be paid by the barangay.
The barangay treasurer shall:
1. Keep custody of barangay funds and
properties;
2. Collect and issue official receipts for
taxes, fees, contributions, monies,
materials, and all other resources
accruing to the barangay treasury
and deposit the same in account of
the barangay as provided under Title
Five, Book II of the Code;
3. Disburse funds in accordance with
the financial procedures provided in
this Code;
4. Submit to the punong barangay a
statement covering the actual and
estimates of income and expendi-
tures for the preceding and ensuing
calendar year, respectively, subject to
the provisions of Title Five, Book II
of the Code;
5. Render a written accounting report
of all barangay funds and property
 under his custody at the end of each
calendar year, and ensure that such
report shall be made available to the
members of the barangay assembly
and other government agencies
concerned;
6. Certify as to the availability of funds
whenever necessary;
7. Plan and attend to the rural postal
circuit within his jurisdiction; and
8. Exercise such other powers and
perform such other duties and func-
tions as may be prescribed by law or
ordinance.
Barangay Assembly
The barangay assembly shall:
1. Initiate legislative processes by
recommending to the Sangguniang
Barangay the adoption of measures
for the welfare of the barangay and
the city or municipality concerned;
2. Decide on the adoption of initiative
as a legal process whereby the reg-
istered voters of the barangay may
directly propose, enact, or amend
any ordinance; and (c) Hear and pass
upon the semestral reports of the
Sangguniang Barangay concerning
its activities and finances.
E. WHAT ARE THE BASIC FEATURES
OF BARANGAY LEGISLATION?
Regional and local legislative power shall
be exercised by the Regional Legislative
Assembly for the Autonomous Region;
the sangguniang panlalawigan for the
province; the sangguniang panlungsod
for the city; the sangguniang bayan for
the municipality; and the sangguniang
barangay for the barangay. As provided
for in Sec. 44, the Presiding Officers are
as follows:
(a) The Barangay Chair shall be the pre-
siding officer of the Barangay Legislative
Assembly. The Presiding Officer shall
vote only to break a tie.
(b) In the event of the inability of the
regular presiding officer to preside at a
Sanggunian session, the members pres-
ent and constituting a quorom shall elect
from among themselves a temporary
-9-
presiding officer. He shall certify within
ten (10) days from the passage of ordi-
nance enacted and resolutions adopted
by the Sanggunian in session over which
he temporarily presided.
1. What constitutes a quorum?
A majority (50% + 1) of all the members of
the Sanggunian who have been elected
and qualified shall constitute a quorum
to transact official business. Should a
question of quorom be raised during a
session, the presiding officer shall imme-
diately proceed to call the roll of mem-
bers and thereafter announce the results.
Where there is no quorom, the presid-
ing officer may declare a recess until
such time as a quorom is constituted,
or a majority of the members present
may adjourn from day to day and may
compel the immediate attendance of
any member absent without justifiable
cause by designating a member of the
Sanggunian, to be assisted by a member
or members of the police force assigned
in the territorial jurisdiction of the local
government unit concerned, to arrest the
absent member and present him at the
session.
If there is still no quorom despite the en-
forcement of the immediately preceding
subsection, no business shall be trans-
acted. The presiding officer, upon proper
motion duly approved by the members
present, shall then declare the session
adjourned for lack of quorom.
2. Review of Barangay Ordinances
by the Sangguniang Panlungsod or
Sangguniang Bayan
1. Within ten (10) days after its enact-
ment, the sangguniang barangay
shall furnish copies of all barangay
ordinances to the sangguniang
panlungsod or sangguniang bayan
concerned for review as to whether
the ordinance is consistent with law
and city or municipal ordinances.
2. If the sangguniang panlungsod or
sangguniang bayan, as the case may
be, fails to take action on barangay
ordinances within thirty (30) days
from receipt thereof, the same shall
be deemed approved.
3. If the sangguniang panlungsod or
sangguniang bayan, as the case may
be, finds the barangay ordinances
inconsistent with law or city or mu-
nicipal ordinances, the sanggunian
concerned shall, within thirty (30)
days from receipt thereof, return
the same with its comments and
recommendation to the sangguni-
ang barangay concerned for adjust-
ment, amendment, or modification;
in which case, the effectivity of the
barangay ordinances is suspended
until such time as the revision called
for its effected.
3. Order of Business for the
Sangguniang Barangay
CALL TO ORDER
About two (2) to three (3) minutes before
the appointed time of the session, the
Secretary should inform all the members
of the Sangguniang Barangay that the
session is about to commence and ask
- 10 -
them to be in their proper seats. After
that he or she should inform the Presid-
ing Officer that everything is ready for
the start of the session, or any words to
that effect.
Once the Presiding Officer has entered
the session hall and while he or she is ap-
proaching his desk, the Secretary should
make the following announcements:
“Distinguished ladies and gentle-
men, the session of this honorable
Sanggunian is about to commence.
Everybody is, therefore, requested to
rise”
Presiding Officer: (after holding his gavel
and while he is still in standing position):
“The session of this Sanggunian will
please come to order”; or,
“The Chair now calls the session of
this Sanggunian to order”; or
 “The session of this Sanggunian is
now officially declared open”; or
“The session of this Sanggunian is
now called to order”.
ROLL CALL
If “roll call” is to be made , the Presid-
ing Officer should assign this task to the
Secretary, thus:
Presiding Officer: “The Secretary will
please call the roll of members.”
(The Secretary in turn reads aloud
the names of the members who
should answer either “Here” or “Pres-
ent)
READING AND CONSIDERATION OF
PREVIOUS MINUTES
In submitting the minutes for consider-
ation of the body, the Presiding Officer
should first ask for corrections, thus:
Chair: “Are there corrections to be made
on this minutes?” (Or, any words to that
effect). If no corrections are offered, he or
she adds:
Chair: “There being no corrections
offered, this minutes shall stand
adopted without corrections.” (or, “as
read”).
If there are proposed corrections, the
Presiding Officer should put the pro-
posed corrections to a vote, thus:
Chair: “As many as are in favor of the
proposed corrections (also known as
“amendments”) please say, “Yes”…
Those opposed please say “No”.
(If the “viva voce” method is being
used). Or, if the “show of hand meth-
od is being used): “As many as are
in favor of the proposed corrections
(or amendments) please raise their
right hand…Those opposed please do
the same.” The affirmative side has it.
The suggestion (or proposal, as the
case may be) is hereby adopted.”
PRIVILEGE HOUR
This item in the “Order of Business” is
ideal for local legislative bodies (Sang-
gunians). The “privilege hour” is the
- 11 -
period of time allotted for members to
express the sentiments of their constitu-
ents or their own views, opinions, com-
ments or position on various issues and
affairs of public interests. The speech
made on the floor is popularly known as
“privilege speech”, usually in the form of
constructive criticism or comments on
the operation of the government includ-
ing the provision of basic services to
the people. Unlike their counterparts in
Congress, however, the members of the
local legislative bodies or Sanggunians
are “not immune from suit” for state-
ments they make on the floor during
their privilege speech.
QUESTION HOUR
The “question hour” is that period of
time allotted for members of the legisla-
tive body to ask question from “invited
resource persons” coming from either
the government or private sectors. They
are usually the heads of government
offices, technical men and prominent
individuals.
During the “question hour” the invited
resource persons are to be considered
as “guests” and as such should not be
insulted by questions that tend to “cross-
examine” or “interrogate” them. Only
questions in the form and manner of
“interpellation” should be asked.
FIRST READING AND REFERRAL OF
MEASURES OR COMMUNICATIONS
At this stage of the Order of Business,
the Secretary to the Sanggunian reads all
the proposed measures which came from
the members other than the members
of the Committee concerned and also
other kinds of communications that his
or her office received on behalf of the
Sanggunian such as petitions, mani-
festo, letters and the like. Only the title
of the proposed measure and its author
or authors, or the name of the member
who introduced it, shall be read. In the
case of communications, only its sub-
stance and the name of its sender shall
be read. Thereafter, the Presiding Officer
shall refer it to the “standing committee
concerned” for study and appropriate ac-
tion. If there is no “standing committee”
having jurisdiction on the matter to be
referred to, a special (also known as Ad-
Hoc) committee shall be created right
then and there to handle it.
COMMITTEE REPORTS
A “committee report” is an official writ-
ten account of the action taken by a
committee relative to a particular task
assigned to it, together with its findings
or conclusions and the corresponding
recommendations.
Contents of Committee Reports
1. Name of the reporting committee
2. Brief statement of the subject matter
referred to it and the action taken on
it including information gathered
during the conduct of committee
hearings and other relevant informa-
tion
3. Findings or conclusions
4. Recommendations (in the case of the
Sanggunians, either to file it away or
to calendar it for a “second hearing”)
5. Names and signatures of concurring
- 12 -
members; dissenting members; and
abstained members
6. 6. Appendices (minutes of the com-
mittee hearings and committee
meetings;)
CALENDAR OF BUSINESS
Calendar of Business – is the official list of
specific proposals or measures intended
to be acted upon during a session of a leg-
islative body. It is synonymous to the term
“Agenda” which refers to the list contain-
ing the items of business to be taken up at
a meeting of a non-legislative body.
The “calendar of business” is composed
of three (3) parts:
1. unfinished business
2. business for the day
3. unassigned business
Unfinished Business – this refers to any
kind of business including, but not lim-
ited to, proposals or measures that have
been left unacted upon, postponed, or
left unfinished during the previous meet-
ing or session. This also includes items
of business left unfinished or unacted
upon at the end of the term of office of
the previous legislative body (like the
Sanggunians).
Business for the day – In legislative bod-
ies this refers to a list of items that have
been reported out by committees and are
ready for deliberation on “second read-
ing” as determined by the Committee on
Rules. It also includes those measures
(resolutions or ordinances) which have
passed the “second reading” stage and
are ready for the body’s decision on “third
and final reading”. Under this item could
also be included specific urgent matters
requiring immediate action by the Sang-
gunian on that particular session.
Unassigned Business – Applicable only
in “legislative bodies”, this refers to
pending matters or measures and new
ones arising out during the deliberations
but not yet assigned or referred to proper
committees for appropriate action in-
cluding the following:
1. Matters, proposals or measures
usually in the form of resolutions or
ordinances that have not yet been
referred to any particular commit-
tee albeit they have been reported
out during the period for committee
reports, if there is any;
2. Matters, proposals or measures
already referred to a committee but
for some reason or another was not
acted upon and the body decided
to discharge that committee from
further handling it. Thus, it becomes
imperative to assign it to another
committee, or create a special (or Ad-
Hoc) committee for that purpose;
3. Matters, proposals or measures
which have been erroneously re-
ferred to a committee but, for some
reason or another, was not corrected
immediately during or after its “re-
ferral”. When the item “unassigned
business” comes, that error could
still be corrected thru the initiative
of any of the following:
• Presiding Officer;
• Committee on Rules;
- 13 -
• Committee on claiming jurisdiction
over it;
• Committee to which it was errone-
ously referred.
4. Expose, allegations, grievances or sim-
ilar matters which were raised during
the “privilege speech” of a member,
or information which surfaced dur-
ing the “question hour” but for some
reason or another were not referred or
assigned to the concerned commit-tee
for a “fact-finding investigation in aid
of legislation”.
4. Other “unassigned business” that the
Committee on Rules thru its Chair-
man, who is usually the Floor Leader;
or the Presiding Officer, may decide
to refer to a particular committee for
appropriate action.
ADJOURNMENT
Adjournment is the time at which the
meeting or session is officially closed or
terminated. A meeting (or session) is prop-
erly adjourned if the Presiding Officer had
officially declared its adjournment.
4. What are the Guiding Principles in
Local Legislation?
a. Not oppressive
b. Not discriminatory
c. To regulate not to prohibit legal trade
d. Clear not vague
e. Legal, not contrary to law
f. No rider (singit)
5. What are the Common Errors in
Legislation?
a. Motion or call for the division of the
house to cut out the debate. This may
result to stop a good discussion or
debate
b. Presenting a proposal/resolution/
ordinance with only the title, to the
Sangguniang secretary. (It should be
in final form)
c. No publicity or dissemination of an
ordinance with penalty provision
d. Not giving importance to opposi-
tions’ proposal no matter how good or
relevance to the development of the
LGU
e. Violation of certain provision of the
ordinance being implemented- eg
increase of salary (supposedly for
incoming or next set of Sangguniang
Officials and not for the Sangguniang
who approved the salary increase)
F. WHAT IS PARTICIPATORY
GOVERNANCE?
(Taken from the “Primer on the Local
Special Bodies and the Accreditation
of People’s Organizations and Non-
governmental Organizations” by SALI-
GAN (Sentro ng Alternatibong Lingap
Panligal) and the LGSP Guidelines for
Accreditation of CSOs and PSOs).
1. What is the legal framework for
participation of CSOs in local
governance? The legal framework
behind CSO participation can be
found in the following provisions of
the 1987 Constitution:
• The State shall encourage non-
governmental, community-based,
or sectoral organizations that
promote the welfare of the nation
(Sec.23, Art.II).
- 14 -
• The state shall respect the role
of independent people’s orga-
nizations to enable the people
to pursue and protect, within
the democratic framework, their
legitimate and collective interests
and aspiration through peaceful
and lawful means. CSOs are bona
fide associations of citizens with
demonstrated capacity to promote
the public interest and with identi-
fiable leadership, membership, and
structure (Sec.15, Art.XIII)
• The right of the people and their
organizations to effective and rea-
sonable participation at all levels
of social, political, and economic
decision-making shall not be
abridged. The state shall, by law,
facilitate the establishment of ad-
equate consultation mechanisms
(Sec.16, Art. XIII).
In Sec. 34 of RA 7160 (The Local
Government Code), “Local Gov-
ernment Units shall promote the
establishment and operation of
 people’s and nongovernmental
organizations to become active
partners in the pursuit of local
autonomy”.
2. What are the modes of
participation of CSOs in local
governance? As provided by the
Local Government Code, these are:
• Mandatory consultation and pub-
lic hearings
• System recall
• Local initiatives and referenda
• Sectoral representation to the local
legislative bodies or sanggunian
• Membership in the Local Special
Bodies.
3. What are the Local Special
Bodies (LSBs)? Local Special
Bodies are primary advisory and
recommendatory bodies of the local
governments. The Code specifically
provides for the establishment of
five LSBs:
• Municipal Development Council At the barangay level, the primary
• Municipal Peace and Order Coun- LSB is the Barangay Development
cil Council.
• Municipal Health Board
• Municipal School Board 4. What are possible modes or levels
• Prequalification Bids and Awards of participation for citizens and
Committee CSOs in governance?
Modes of Participation Characteristics or Examples
Token participation or Token memberships in committees without any real voting power; inclusion of
manipulation members in committees whose only task is to agree with the appointing authority
Passive Participation People are mere recipients of information on policies, programs and projects. They
are merely audiences for pronouncements on policy decisions, agenda or imple-
mented programs. They become merely tools of the convening authority because
they provide legitimacy to the decisions made or to the information provided.
Participation by Consul- People are merely consulted on the development agenda; outsiders from the com-
tation munity gather data and identify problems and issues; outsiders also control the
information and data gathered.
Participation for Material Participation of citizens are limited only to contributing resources such as labor in
Incentives exchange for material incentives (hal: food for work programs) but they do not have
actual decision-making prerogatives.
Functional Participation People participate only when requested to and when their interests are at stake.
Interactive Participation People participate actively and collectively analyze issues and problems and in
implementing programs and projects.
Se;f-mobilization People themselves initiate action – from analysis of the situation onwards. There
is no outside intervention. They themselves initiate coordination with the different
agencies of government for needed resources and for technical assistance, but the
citizens have control and decides over the use of resources.
- 15 -
5. What is the Barangay Development
Council?
Each local government unit shall have
a comprehensive multi-sectoral de-
velopment plan to be initiated by its
development council and approved by
its sanggunian. For this purpose, the
development council at the barangay
level shall assist the corresponding
sanggunian in setting the direction of
economic and social development, and
coordinating development efforts within
its territorial jurisdiction.
The Barangay Development Council
shall be headed by the Punong Barangay
and shall be composed of the following
members:
Members of the sangguniang barangay
Representatives of non-governmental
organizations operating in the barangay
who shall constitute not less than one
fourth (1/4) of the members of the fully
organized council; A representative of
the congressman.
Within a period of sixty days from the
start of organization of local develop-
ment councils, the nongovernmental
organizations shall choose from among
themselves their representatives to said
councils. The local sanggunian con-
cerned shall accredit organizations sub-
ject to such criteria as may be provided
by law.
The Barangay Development Council
shall exercise the following functions:
❋ Mobilize people’s participation in lo-
cal development efforts
❋ Prepare barangay development plans
based on local requirements
❋ Monitor and evaluate the implemen-
tation of nation or local programs and
projects and
❋ Perform such other functions as may
be provided by law
The executive committee of the BDC
shall be composed of the Punong
Barangay as chairman, a representa-
- 16 -
tive of the Sanggunian Barangay to be
chosen from among its members, and
a representative of non-governmental
organizations that are represented in the
council as members. This committee
formulates policies, plans, and programs
based on the general principles laid
down by the council.
The local development councils may
form sectoral or functional committees
to assist them in the performance of their
functions
Each local development council has a
secretariat which shall be responsible
for providing technical support, docu-
mentation of proceedings, preparation of
reports, and such other assistance as may
be required in the discharge of its func-
tions. The BDC may avail of the services
of any NGOs , or education or research
institutions for this purpose. The secre-
tariat of the BDC shall be headed by the
barangay secretary who shall be assisted
by the MPDC concerned.
The development plan approved by the
Sangguniang Barangay may be integrat-
ed with the development plans of the city
or municipal development council.
6. How is Planning and Programming
Undertaken in Barangays?
The Punong Barangay shall call a meet-
ing of the BDC to discuss and plan
their program of activities. The City/
Municipal Planning and Development
Coordinator (MPDC) with the technical
assistance of the MLGOO shall assist
the BDC thru the Punong Barangay in
planning and implementing the capabil-
ity building activities of the barangay.
These shall include the following sug-
gested training activities on the basis of
their needs and priorities:
❋ Barangay Development Planning
Group Dynamics and Human Rela-
tions
❋ Local Fiscal Management
Leadership and Value Orientation
Barangay Budgeting
❋ Cooperative Development
❋ Barangay Legislation
Project Inventory and Monitoring
❋ Basic Parliamentary Procedures
Specialized Training on Project Moni-
toring and evaluation
❋ KP (Mediation Skills)
Project Development and Manage-
ment Training
❋ Others
7. How are Barangay Plans
Implemented?
The Punong Barangay, with the assis-
tance of the BDC, shall mobilize their
resources (financial, material, and man-
power) necessary for the implementation
of their plans, programs, and activities
as provided in their local development
plans. To further improve their financial
capacities, the barangay can seek as-
sistance from outside sources like grants
and loans. It can likewise enter into
Build Operate and Transfer (BOT), and
Build and Transfer (BT) schemes with
NGOs/POs, if necessary.
- 17 -
A Task Force organized under each of
the sectoral/functional committees, shall
be mobilized from time to time on the
basis of needs and programs/projects to
be implemented. The Punong Barangay
shall establish linkages with NGAs
and NGOs/POs in the implementation
of programs and projects within the
barangay.
8. How is Program Monitoring and
Evaluation Carried Out?
The Barangay Development Council
shall prepare, install, and implement
their Programs and Projects Monitoring
and Evaluation System (PPMES)
Monitoring of programs and projects
shall follow an upward process from
the barangay to higher LGUs, to DILG
regional office and finally to the national
office
The Barangay Development Council
shall be responsible for monitoring the
implementation of programs and proj-
ects. Reports shall be submitted to the
MPDC for integration and submission
to the Provincial Planning and Devel-
opment Office for consolidation and
submission to the DILG Regional Office
through the DILG Provincial and City/
Municipal Field Offices.

- 18 -
 ANNEX B
Streamlining Barangay Governance
A Step-by-Step Guide in the Implementation of the Expanded Barangay Development
Council and Barangay Peace and Order Committee
Department of the Interior and Local Government - CALABARZON Region

RATIONALE barangay-based development institutions. Barangay, in addition to his other func-

The preservation and maintenance of
peace and order is the foundation for de-
velopment, stability and national security.
Yet, it can only be achieved if peace and
order is first attained at the barangay level.
Consumed by the passion to maintain
peace and order and bring development at
the barangay level, the government created
several barangay anti-crime bodies and
All these anti-crime bodies and barangay-
based institutions were created with the
ultimate vision of ensuring the mainte-
nance of peace and order and development
in the country.
These different anti-bodies and institu-
tions were created one after the other over
a period of time and are being chaired
in concurrent capacities by the Punong
tions as the Local Chief Executive, Pre-
siding Officer of the Sanggunian, and as
Administrator of the Katarungang Pam-
barangay, among others. He is a person
wearing too many clothes, who has be-
come overwhelmed with the weight of his
responsibilites.
To boot, the compositions of these bodies
are roughly the same resulting in overlap-

- 19 -
ping of functions or gaps, uneconomi-
cal utilization of human, material and
financial resources, confusion as well as
unduly overburdening the members, es-
pecially the Punong Barangay as he has
to preside over too many resource- and
time-consuming conferences and other
related activities.
It is undeniable that peace and develop-
ment go hand in hand and should be
pursued together in a synergetic manner.
Thus, it is imperative to strengthen and
consolidate the efforts of the anti-crime
bodies under the Expanded Barangay
Peace and Order Committee (BPOC)
and the different barangay-based de-
velopment institutions spearheaded by
the Expanded Barangay Development
Council (BDC) for a more effective and
cost-efficient peace and development
effort. Through the expanded BPOC
and BDC that a system of coordinating
efforts of the anti-crime bodies, different
institutions and citizens’ participation
can be established and maintained.
BARANGAY GOVERNMENT
STRUCTURE AND ORGANIZATION
The Barangay as the basic political unit
serves as the primary planning and im-
plementing unit of government policies,
plans, programs, projects and activities
in the community and as a forum wherein
the collective views of the people may be
expressed, crystallized and considered
and where disputed may be amicably
settled.
Local Government Code of 1991
COMPOSITIONS, FUNCTIONS AND
RESPONSIBILITES OF BARANGAY
DEVELOPMENT COUNCIL AND
THE SUB-COMMITTEES OF
THE EXPANDED BARANGAY
DEVELOPMENT COUNCIL
Functions and Responsibilites of the
Expanded Barangay Development
Council
The Barangay Development Council
shall exercise the following functions:
1. Mobilize people’s participation in lo-
cal development functions efforts;
- 20 -
2. Prepare barangay development
plans based on local requirements;
3. Monitor and evaluate the implemen-
tation of national or local programs
and projects; and
4. Perform such other functions as may
be provided by law or competent
authority.
The Barangay Development Council
shall be composed of the following mem-
bers:
1. Members of the Sangguniang
Barangay
2. Representatives of non-govern-
mental organizations operating in
the Barangay, who shall constitute
not less than one-fourth (1/4) of
the members of the fully organized
council;
3. Congressman representative.
The Executive Committee of the BDC
shall be composed of the following mem-
bers:
 BARANGAY GOVERNMENT STRUCTURE AND ORGANIZATION

Barangay Assembly

Punong Barangay
Barangay Secretary
Sangguniang Kabataan
Barangay Treasurer Sangguniang Barangay

Barangay Peace And Order Committee Barangay Development Council

BPOC Executive Committee BDC Executive Committee

Secretariat Secretariat

Sub Committee On Nutrition And

Sub Committee On Crime Prevention/Drug
Environmental Protection
Abuse Council

Brgy Ecological Solid Waste

Brgy Anti-Drug Abuse Council Management Council

Brgy Against Narcotics Abusers Brgy Health Workers

And Traffickers
Brgy Nutrition Committee
Brgy Human Rights Protection
Sub Committee On Sectoral Concerns
Brgy Disaster Committee
Brgy Council For Women
Sub Committee On Community Assistance
And Response Brgy Council For The
Protection Of Children
Brgy-Based Volunteer Service
Responders Network Senior Citizens Council

Persons with Disability

Barangay Tanods
Sub Committee on Sports and Physical Fitness
Lupong Tagapamayapa
Brgy Physical Fitness and
Sub Committee On Intelligence Information Sports Development Council

Brgy Information Network Gabay sa Mamamayan Action Center

1. Punong Barangay-Chairman; 2. Coordinates with NGAs/NGOs on
2. Heads of the Sub-Committees under health, nutrition and environmental
BDC. protection programs;
3. Evaluates effectiveness of feeding,
The Barangay Development Council weighing and children’s status;
Secretariat shall be composed of the fol- 4. Organizes the Barangay network and
lowing members: create a spot map of the Barangay;
5. Organizes specific groups to imple-
1. Barangay Secretary; ment health and nutrition interven-
2. Barangay Treasurer; tion activities and assess programs;
3. NGO Representative. 6. Responsible for segregation and
collection of biodegradable, com-
Functions and Responsibilities of the postable and reusable solid waste;
Expanded BDC 7. Establishes Materials Recovery Fa-
In addition to the functions and respon- cilities (MRF);
sibilities for which they were mandated, 8. Holds regular quarterly meeting to
the barangay-based development institu- monitor program performance and
tions under each Sub committee shall submit report;
coordinate with each other to perform 9. Other functions as may be assigned
the following: to the Sub committee.
Sub Committee on Health & Nutrition and Composition:
Environmental Protection Barangay Kagawad – Sub Committee
1. Plans and implements heath, nutri- Chair
tion and environmental protection Members:
PPAs; 1. SK Chairman or Representative;
2. Barangay Nutrition Scholars;
- 22 -
3. Barangay Health Workers;
4. C/MHO Representative;
5. Pres. Home Owners Association;
6. Parents-Teachers Association Presi-
dent or representative;
7. Religious Organizations representa-
tive;
8. Pres. or Representative from the
Association of Business Community
(Commercial or Industrial Sector);
9. NGO Representative (concerned on
environment);
10. President of Market Vendors Asso-
ciation and Junkyard owners; if any
11. School Principal (Public) or Repre-
sentative;
12. Ex-O Tanod.
Sub Committee on Sectoral Concerns
Law enforcement campaign on the
protection of women and children
against prostitution, child abuse and
vagrancy;
1. Undertakes activities on health and
sanitation in coordination with the
barangay health workers, e.g. mater-
nal care, child care, dengue control,
 rabies control, family planning,
prevention and control of communi-
cable diseases; prevention of HIV/
AIDS and other STDs;
2. Initiates, develops and implements
livelihood programs, productive
activities and work schemes for
women, senior citizens as well as
persons with disability in order to
provide income or otherwise supple-
ment their earnings in the local
community;
3. Identifies the needs, trainings and
opportunities of children, women,
senior citizens and persons with dis-
ability to enable them to maximize
their potentials and contributions to
the community;
4. Promotes and maintains linkages
NGAs/NGOs and other instru-
mentalities of government for the
delivery of health care services, fa-
cilities, professional advice services,
volunteer training and community
self-help projects;
5. Other functions as may be assigned
to the Sub committee.
Composition:
Barangay Kagawad – Sub Committee
Chair
Members:
1. SK Chairman or Representative;
2. DepEd Representative;
3. Barangay Nutrition Scholars;
4. Barangay Health Nurse/Midwife;
5. Barangay Health Workers;
6. Day Care Worker Representative;
7. Children's Representative;
8. PTA Representative;
9. Senior Citizen's Organization Repre-
sentative;
10. Organization of Persons With Dis-
ability Representative;
11. Women Sector Representative to be
chosen by;
• NGOs
• POs
• Academe and Professional Asso-
ciations
• And Other Community Civil Soci-
ety Organizations
12. Ex-O Tanod.
- 23 -
Sub committee on Sports and Physical
Fitness
1. Plans and implements sports and
physical fitness development PPAs;
2. Coordinates with NGAs/NGOs on
sports and physical fitness programs;
3. Conducts local sports summit;
4. Oversees and ensures the implemen-
tation of physical fitness and sorts
program and activities;
5. Disseminates proper information on
the national policy and program;
6. Performs other functions deemed
necessary to promote and implement
the national policy and program;
7. Assist in the identification, recruit-
ment and training of gifted and
talented athletes;
8. Plans and formulates a blueprint for
the short, medium and long term for
the sectoral sports including a well-
synchronized year round calendar
of sports activities and competitions
culmination in a National Palarong
Pambansa;
9. Other functions as may be assigned
to the Sub committee.
Composition:
Barangay Kagawad - Sub Committee
Chair
Members:
1. DepED School Principal - Vice Chair;
2. Homeowners Association - Repre-
sentative;
3. SK Chairman or Representative;
4. 2 NGO representatives.
Gabay sa Mamamayan Action Center
1. It is an information and action cen-
ter;
2. It is a facility to ensure people's
immediate access to information on-
government programs and service;
3. It will serve as Barangay Human
Rights Action Center;
4. It is Barangay-based and Barangay-
focused information and action
center.
Composition:
Barangay Kagawad - Sub Committee
Chair
Members:
1. Information Action Officers will be
appointed by the Punong Barangay
from the following;
• Sangguniang Barangay Members;
• Barangay Secretary;
• Barangay Treasurer;
• SK Chairman;
• Lupong Tagapamayapa Members;
• PTA representatives;
• Members of Senior Citizens Orga-
nization;
• Members of PO;
• Members of NGO;
• And other community-based civic
groups.
COMPOSITIONS, FUNCTIONS, AND
RESPONSIBILITIES OF BARANGAY
PEACE AND ORDER COUNCIL AND
THE SUB COMMITTEES OF THE
EXPANDED BARANGAY PEACE AND
ORDER COUNCIL
Functions and Responsibilities of the
Expanded BPOC
1. Monitor and coordinate the imple-
mentation of Peace and Order pro-
grams and projects at the Barangay
level;
- 24 -
2. Serve as an information-gathering
mechanism;
3. Monitor and check the nefarious
activities of criminal elements;
4. Identify Barangay constituents with
strong deviant behavior for referral
to appropriate authorities;
5. Maintain continuing dialogue, close
coordination and rapport with the
higher levels of peace and order and
public safety in the area of responsi-
bility;
6. Formulate plans and recommend
such measures which will improve or
enhance peace and order and public
safety in their area of responsibility;
7. Monitor, coordinate and supervise
the operation of all community
based anticrime movements within
the Barangay;
8. Make periodic assessment of prevail-
ing peace and order situation in their
respective areas of responsibility
and submit report with appropriate
recommendations to the higher level
Peace and Order Council; and
9. Perform such other functions which
may be assigned by higher level
peace and order councils.
The Barangay Peace & Order Committee
shall be composed of the following
members:
1. Punong Barangay -Chaiman;
2. Chairman of the Sangguniang Ka-
bataan;
3. Member of Lupon Tagapamayapa
to be designated by the Punong
Barangay;
4. Barangay Tanod to be designated by
the Punong Barangay;
5. Public School Teacher to be desig-
nated by the school principal;
6. Representative of Interfaith Group;
7. A senior Citizen;
8. At least three (3) members of exist-
ing Barangay-Based anti-crime or
9. Neighborhood Watch Groups or
NGO Representative well-known in
his community; and
10. A PNP Officer (to be designated by
the Chief of Police of the correspond-
ing city/municipality);
As may be necessary or depending upon
the needs and situation in the area, the
Punong Barangay, in his capacity as
Chairman of the Barangay Peace and
Order Committee may appoint addi-
tional sectoral representatives to such
committee.
The Executive Committee of the BPOC
shall be composed of the following
members:
1. Punong Barangay-Chairman;
2. Heads of the Sub-Committees under
BPOC;
The Barangay Peace and Order Commit-
tee Secretariat shall be composed of the
following members:
1. Barangay Secretary;
2. Barangay Treasurer;
3. NGO Representative.
Functions and Responsibilities of the
Sub Committees of the Expanded
BPOC
In addition to the functions and respon-
sibilities for which they were mandated,
the anti-crime bodies under each Sub
committee shall coordinate with each
other to perform the following:
- 25 -
1. Undertakes PPAs relative to crime
prevention:
• IEC on the anti-crime prevention
efforts of the government;
• Identification of crime prone areas
and intensification of police and
tanod visibility;
• Mobilization of CVOs and NGOs;
• Conduct of regular purok or sitio
dialogue re peace and order;
• Regular updating of the census
on Barangay inhabitants or list of
residents and household members;
• Intensification of the IEC on Patrol
117;
• Coordinated with the PNP re
establishment of checkpoints in
identified crime prone areas.
2. Law Enforcement Campaign against
illegal gambling, illegal drugs,
terrorism,kidnapping, bank and
armored car robbery, private armed
groups & loose firearms, recovery
of explosives, and organized crime
groups and criminal gangs;
3. Other functions as may be assigned
to the Sub committee.
Composition:
Barangay Kagawad – Sub Committee
Chair
Members:
1. SK Chairman or Representative;
2. School Principal (Public) or Repre-
sentative;
3. Ex-O Tanod
4. NGO/Civil Society Representative;
5. Parents-Teachers Association (PTA)
Representative;
6. Pres. Homeowners Association or
Representative;
7. Religious Organizations Representa-
tive;
8. Concerned Citizens;
9. Executives of Business/Commercial
establishment in the area;
10. PNP Personnel assigned in the area.
Sub committee on Human Rights
Protection
1. Proper preparation for community
re-immersion of Barangay residents
who were convicted but were grant-
ed parole or have served their terms;
2. IEC on programs for juvenile delin- 5. Preparation of medical ambulance,
quents who are opting for diversion medicines, staple food and water for
program; at least three days;
3. Other functions as may be assigned 6. Collection of jute bags for use in
to sub committee. cleaning of debris on the streets
before the occurrence of typhoons
Composition: and floods;
Barangay Kagawad - Sub Committee 7. Removal or condemnation of vehicle,
Chair carts and other unattended struc-
Members: tures parked on the streets;
1. Barangay Human Rights Action 8. Recommend for the enactment of or-
Officer; dinance imposing stricter fines and
2. Lupong Tagapamayapa Member; penalties to violators of anti littering
3. Member of NGO; laws;
4. Member of PO; 9. Formation of river/sea wall guards to
5. And other community-based civic monitor tide activity;
groups. 10. Activation of Barangay Fire Fighters
and Rescue and Evacuation Bri-
Sub committee on Crisis Management gades;
1. Updating of disaster preparedness 11. Strict implementation of PO 1185:
plan; Fire Code of the Philippines;
2. Creation and strengthening of 12. Education Campaign on the Dos and
search, rescue and evacuation bri- Don'ts of prevention of fire incidents;
gades; 13. Identification of fire hazards
3. Skills training; materials;
4. Identification of evacuation areas; 14. Conduct of dialogue with the fire
department personnel at least twice
a year;
- 26 -
15. Inclusion of fire matters and its haz-
ards in school within the Barangay
(Public and Private Schools);
16. Identification of fire evacuation ar-
eas, conduct of fire drills in office or
houses in thickly populated areas;
17. Checks fire hydrants and does not
allow any vehicle to park near the
hydrants;
18. Other functions as may be assigned
to the Sub committee.
Composition:
Barangay Kagawad - Sub Committee
Chair
Members:
1. City/Municipal Social Welfare & De-
velopment Officer Representative;
2. Building Official Representative;
3. C/MHO-Representative
4. BFP Personnel;
5. Dep Ed Representative;
6. Executives of Business/Commercial
establishment in the Area;
7. PTA Representative;
8. Ex-O Tanod.
Sub committee on Community
Assistance and Response
1. Monitors fire hazards/threats within
the Barangay;
2. Identification of traffic prone areas;
3. Provision of alternate routes in
proper coordination with the resi-
dents and concerned agencies;
4. Manning of traffic (tanods);
5. Encourages speedy disposition of
cases;
6. Other functions as may be assigned
to the Sub committee.
Composition:
Barangay Kagawad - Sub Committee
Chair
Members:
1. City/Municipal Social Welfare & De-
velopment Officer Representative
2. Building Official Representative:
3. All barangay tanods;
4. Lupong Tagapamayapa Member;
5. NGO representatives;
6. Other community-based civic
groups.
- 27 -
Sub committee on Intelligence/
Information
1. Updates a list of wanted criminals
and persons with derogatory records;
2. Establishment of database or records
built up for analysis and networking;
3. Neutralization scheme (psywar
operations to be conducted by police
detective beat patrollers);
4. Rehabilitation of protected areas;
5. Other functions as may be assigned
to this Sub committee.
Composition:
Police Officer Assigned in the Area – Sub
Committee Chair
Members:
1. Barangay Kagawad – Head of Sub
Committee on Crime Prevention/
Drug Abuse Control;
2. GMAC Information Action Officers
appointed by the Punong Barangay;
3. Ex-O Tanod;
4. Other community-based civic
groups.
STEPS IN THE IMPLEMENTATION
OF THE EXPANDED BARANGAY
DEVELOPMENT COUNCIL AND
EXPANDED BARANGAY PEACE AND
ORDER COMMITTEE
Step 1 The Barangay thru a resolution
adopts the Expanded Barangay Develop-
ment Council and Barangay Peace and
Order Committee
Step 2 The Punong Barangay issues an
Executive Order designating Barangay
Officials concerned to head the Sub
Committees and their corresponding
members under the Expanded Barangay
Development Council and Barangay
Peace and Order Committee
Step 3 The designated Barangay Official
leads the conduct of the Sub Committee
meeting to thresh out issues and con-
cerns and to consolidate their priority
concerns and PPAs for presentation to
the Executive Committees.
*The Sub Committee will elect a secretary
among its members
Step 4 The two Executive Committees
conduct monthly meetings to evaluate
the status of implementation, issues and
concerns of various programs, projects
and activities of the sub committees for
presentation to the Barangay Develop-
ment Council and Barangay Peace and
Order Committee.
Step 5 The Barangay Peace and Order
Committee (BPOC) and The Barangay
Development Council (BDC) conduct
Quarterly Meetings
*The BPOC convenes its Sub committees
to evaluate the status of implementation
of their various programs, projects and
activities and coordinate with the BDC
to ensure that PPAs of the BPOC are
integrated in the Barangay Development
Plan for allocation of funds
- 28 -
*The BDC convenes its Sub committees
and the BPOC’s Executive Committee to
evaluate the status of implementation
of their various programs, projects and
activities
Step 6 The Barangay Council conducts
its regular session. Sub Committee heads
report to the Barangay Council issues
and concerns for information and appro-
priate action.
Step 7 The Barangay Development
Council and the Barangay Peace and
Order Committee submits Quarterly
Reports to the mayor through
the secretariat of the Municipal
Development Council and Municipal
Peace and Order Council. The reports
contain their accomplishments,
issues and concerns with proper
recommendations for information and
appropriate action.

L
eaders are the final factor of attain-
ing peace elsewhere in the land-
scape of historical development.
Shari’ah is there to provide guidance.
Says the Qur’an, “Wherewith Allah guides
all who seek His good pleasure to ways of
peace and leads them out of darkness by
Him unto the light – guides them to the
path that is straight (5:18).”
Peace is actually the ultimate goal of lead-
ership in Islam.
Bridging Leadership For Barangay Governance
Today, the breakdown of the social in-
stitution, the trespassing of civil liberty
and the existence of poverty and armed
conflict, are manifestations of the societal
divides. This is a tough challenge and can
be answered only by the bridging leaders.
Under the human security framework, the
leader seeks to protect the people against
a broad range of threats and to empower
them to act on their own behalf.
Under the human security framework, the
leaders seeks to protect the people against
a broach range of threats and to empower
them to act on their own behalf.
- 29 -
ANNEX C
By Hannbal H. Bara, Ph.D
Fren Ginwala says the following:
“Security is an all-encompassing condition
in which individual citizens live in freedom,
peace and safety and participate fully in
the process of governance. They enjoy the
protection of fundamental rights, have ac-
cess to resources and the basic necessiTies
of life including health and education, and
inhabit an environment that is not injurious
to their health and well-being.”
I. BRIDGING LEADERSHIP FRAMEWORK
OWNERSHIP OF
THE PROBLEM
By knowing it is fardhu ayn
to take part in the resolution
of the issue and support the
initiative of the leader
II. DEFINITION OF LEADERSHIP
Leadership refers to the system that
champions the cause of the organization.
Thus, a leader is one who champions the
needs of his/her people. Leadership is
not a political power; it is a social respon-
sibility to provide security and peace for
the society to enable it to fulfill its divine
purpose and goal. Leadership as a social
responsibility originally belongs to the
community as a whole and the govern-
ment and leaders simply represent the
community. It is closely associated and
actually based on the principles of invit-
ing what is right, enjoining what is good
and forbidding what is wrong. In Islam,
leadership is given to the community as
a trust.
CO-OWNERSHIP OF
THE PROBLEM
By realizing that solving
societal divides is fardhu kifaya
and help to promote collective
will across society.
However, based on the operational defi-
nition, some scholars like Rejai, Sender
and their associates (1988) defined lead-
ership as mobilization of group resources
towards solving group problems and
achieving group objectives. Similarly,
Gardner (1986) defined leadership as the
process of persuasion by which, a leader
or leadership group (such as the state),
induce the followers to act in a manner
that enhances the leader’s purpose or
shared purposes. Leadership means to
inspire others to undertake some form of
purposeful action as determined by the
leader. It is the art of controlling follow-
ers (Bailey, 1988). It is the total effect you
have on the people and events around
- 30 -
CO-CREATION OF
THE NEW REALITY
By fulfilling the amanat and
journeying towards new reality
and working together like a block,
which reinforce one another
you. The effect is your influence (Schatz
and Schatz, 1986). Leadership also in-
volves the process of influence between
a leader and followers to attain group,
organizational or societal goals.
What is Islamic leadership?
The Prophet said: As-Sayyidul qawmi
hadimuhum. “The leader is the servant of
the people.” He/She is to serve the people
like a servant who serves his/her master
honestly. He/She should be dependable,
sensitive and responsive to the call of
his people. Imam Khumayni defined a
leader “as one who champions the needs
of the society.” Championing the needs
of the people means that the leader
should be at the forefront in the affairs
of the community. He/she always sees
his/her power and authority as amanat or
trust of Allah. Hazrat Umar said: “the best
leader is that the people find prosperity
and the worst leader is that the life of the
people becomes miserable.”
Islamic leadership is the application of
Islam in solving the problems of the Mus-
lim Ummah. It is the rallying center of
the Muslim solidarity. Ultimately, Islam
is the source of power and the unity of
the Muslims. The desire to advance the
cause of Islam and desire to improve the
comforts in human life are the inner force
by which the unity of the Muslims can be
solidified. The society indeed, can only
accomplish its goals through the proper
use of leadership. Where there is strong
leadership society can surge to great
height. It was the Islamic leadership
that transformed the era of jahiliyyah
in 23 years time; the forces of jahiliyyah
crumbled to dust as soon as the leader-
ship of the Muslims came to force.
There are two interlinked elements of the
society. These are the ideology, the din
al-Islam and leadership. Like a building,
the society neither can withstand without
foundation nor exist without guardian-
ship. Mobedhan the great Persian min-
ister argued that if you leave religion to
the leader; religion becomes the founda-
tion of the society, and the leader as its
guard. Anything which has no founda-
tion is destroyed, and anything which
has no guard is also destroyed. We can
see in this parable that the real founda-
tion of the Muslim society is Islam, and
the real guard is the leader.
The leader should be a person who is
conscious of the actual condition of the
society; it is that consciousness that
generates social responsibility and the
courage to face the problems and to in-
troduce social reforms. Thus, the Prophet
said: “If the society deteriorates start to
reform the leadership of the ulama and
the umara.
- 31 -
Functions of leadership
1. Visioning. A leader has to strategi-
cally put his/her organization in the
horizon of the past, present and future.
The organization needs to be injected
with new and fresh ideas for it to be
dynamic. These ideas may come by
looking at the past, evaluating the
present and probing into the future.
2. Communicating. A leader should
know how to communicate his/her
vision through the use of metaphor
in order to make his/her ideas con-
crete to the people. There should
also be a standard channel in which
information effectively flows upward,
downward and sideward. The people
should be kept informed of the activi-
ties and development that are hap-
pening. Information sharing is very
important.
3. Empowering and Transforming. A
leader should put in place the whole
mechanism in which the people can
participate in decision-making. He/
She should freely allow the people to
express their ideas, opinions and sug-
 gestions. It is important for the leader
to set a broad policy and direction and
allow the people to decide the details
of its implementation.
4. Inspiring and Motivating. The leader
should inspire people to strive their
best in all their undertakings. He/
she should set himself as an example
in good work. He/she should always
be ready to appreciate good work and
good advice from the people. He/she
should, therefore, live a simple life and
move away from luxury and vices.
5. Mobilizing. A leader needs to mobi-
lize the use of resources in order to
achieve the objectives of the organiza-
tion. He should know how to integrate
and put into optimum use the material
and human resources of the organiza-
tion or the community. It is important
for the leader to inculcate the spirit
of self-sufficiency and self-reliance
among the people. The organization
should be able to move forward with-
out depending on outside resources.
III. EFFECTIVE LEADERSHIP
A. Qualities of a Good Leader
1. Sincerity, Honesty and Truthful-
ness. Says the Qur’an: “And they are
ordained naught else than to serve
Allah, keeping religion pure for Him,
as man by nature upright and to estab-
lish worship and to pay the poor-due.
That is true religion. (98:5)
“Consume not each other’s property
by false pretense, nor present (a part
of) it to judges (as bribe) that you
may consume unjustly a part of other
men’s property, knowing full well (that
it is wrong to do so).” (2:188)
“And cloth not what is true with what
is false and do not knowingly sup-
press the truth.” (2:42)
2. Ihsan. (Doing things in the best pos-
sible manner) Allah says: “And prac-
tice ihsan. Truly, Allah loves the doers
of ihsan (2:195).” Verily, Allah enjoins
justice and ihsan (16:90).”
- 32 -
3. Patience and Perseverance. Allah
says: “O ye who believe! Endure, out-
do all others in endurance, be ready
and observe your duty to Allah in
order that you ay succeed (3:200).”
“O you who believe! Seek help in
steadfastness and prayer. Lo! Allah is
with the steadfast. 2:153).”
“Verily, the steadfast will be paid their
wages without stint (39:10)
“So turn steadfastly to the right way
before the Day comes which God will
not avert … (30:43).”
4. Kindness, Generosity and Selfless-
ness. Allah says: “Among men there
are also some who sacrifice their
personal interest to seek the pleasure
of God, and God is ever gracious to
those who are devoted to Him (2:207).”
“You shall never attain goodness till
you share with others (the poor or the
needy) what you cherish (particularly
 your wealth). And whatever you give
away, God surely will know it (3:92).”
5. Sense of Responsibility and Account-
ability. The Prophet says: “Behold
each one of you is a guardian and
each one of you will be asked about
his subjects … (Sahih al-Bukhari)
6. Struggle (Mujahadah). Allah says:
“O you who believe! Bow down, pros-
trate yourselves and adore your Lord,
and do good that you may proper.
And strive in His cause as you ought
to strive (with sincerity and under
discipline) … (22:77).”
B. Prophet Muhammad: The First
Bridging Leader
Prophet Muhammad (S.A.W.) came to
live at a time when his nation was in the
state of jahiliyyah. There was no central
leadership. Arab tribes fought each other
for centuries; they observed no rules and
laws. They worshipped 365 idols and
disregarded morality. Arab leaders were
concerned only with their own tribes and
struggled for their own survival. The
Arab nation at this period was weak and
often brought under the influence of the
Persian and the Roman Empire.
Finally, when Muhammad at the age of
40 received the divine command to be-
come a prophet and messenger of Allah,
this was the time he started his mission
to bridge the gap between his vision
and the state of his people. The Prophet
identified the real causes of the back-
wardness of his society and discovered
the root cause of the stagnation and de-
generation of his people. He, therefore,
educated the jahiliyyah society with his
vision for an Islamic society such that
those who believed gave them the sense
of a social responsibility and joined his
mission. Dr. Ali Shariati described this
person as an enlightened soul.
He said: “the enlightened soul is a per-
son who is self-conscious of his human
condition in his time and historical set-
ting and whose awareness inevitably and
necessarily gives him a sense of social
- 33 -
responsibility. An enlightened soul is
one who can generate responsibility
and awareness and give intellectual and
social direction to the masses.”
In one occasion, the Prophet convened
for the first time his people at the heart
of Mecca. He appealed for unity against
all odds and for renewal of belief in the
oneness of Allah. He said: “would you be-
lieve if I tell you that behind that moun-
tain our enemy is poised to attack this
city?” The people responded: Yes! We do
believe because you are al-amin, meaning
truthful. Then the Prophet said: my posi-
tion today is like a tower watcher. Cer-
tainly, the tower watcher cannot afford to
betray his people especially in the face of
danger. In case he can detect danger, he
should immediately alert the people so
that they can prepare and suppress such
danger right away. Thus, the Prophet
said: Behold! Every leader is a shepherd,
and each one of you is responsible for
his subject. Now I tell you like a tower
watcher - be afraid of the coming of the
judgment day and the wrath of Allah.”
In other words, since at the start of the
career of the Prophet, he acts as a bridg-
ing leader as he wanted to convey his
vision and bridge the societal gaps, the
individual life to God. The Prophet knew
already the needs of his people; then he
enlisted them to his vision – transform-
ing the jahiliyyah into Islamic society. In
his time, divine guidance was the needs
of the people of Arabia. He made this
divine guidance as the basis of unity and
social transformation.
The Prophet spent 13 years in Mecca to
convey his vision of an Islamic society.
He organized a core group and prepared
them to face the tough challenge ahead.
This core group was called qaidatus
salba or strong foundation. This was the
group who believed in the new divine
message and wanted peace and unity of
Arabia under the banner of Islam.
Every hajj occasion, the Prophet always
took the opportunity to meet leaders
from distant places and conveyed to
them his vision for an Islamic society.
In effect, the Prophet’s vision spread
beyond the city of Mecca.
The leaders of Madina were the first
to manifest their strong support to the
Prophet’s vision. They sent a delegation
to Mecca to talk with the Prophet, and ar-
ranged his migration and his followers to
Madina. This event was called hijrah or
migration, a training point in the history
of Islam.
At Madina, the first action of the Prophet
was to convene the various chiefs of the
various tribes such as the Banu al-Harith,
Sa’ida, Jasham, al-Nabit, Khasraj, Aws,
the Muhajirin and also the Jewish tribes
composed of Qaynuqa, Qurayza and
Banu Nadir. The purpose of the as-
sembly was to create a new institutional
arrangement for the purpose of guard-
ing the peace and security in Madina.
The Prophet knew the fact that the new
institutional arrangement was necessary
in order to ensure peace, unified leader-
ship and harmonious relationship. It was
on this premise the Prophet presented
- 34 -
the idea to adopt a dustur or constitution
so that a strong governance will become
institutionalized.
Under this new institutional arrange-
ment a new society based on social con-
tract, which later called Madina a state,
became the standard bearer of a real civil
society as such the social contract was
made for guaranteeing the protection
and safety of the right to life, right to
liberty and full enjoyment of property. It
was a contract entered into by the believ-
ers and the equals to create a just and
peaceful society.
The dustur starts with Article 1 – This
is a document from Muhammad, the
Prophet (S.A.W.) governing the relations
between the believers and the Muslims
of the Quraysh and Yathrib Madina and
those who followed them and joined
them and labored with them.
Article 2 states that they are one Ummah
to the exclusion of all men. Specifically,
Article 16 provides that to the Jew who
follows us belong help and equality. He/
she shall not be wronged nor shall his/
her enemies be aided. Article 39 states
that Yathrib shall be sanctuary for the
people of this document. Finally, under
Article 42 the Prophet is accepted as the
supreme leader. It says: If any dispute
or controversy likely to cause trouble
among the people of this document
should arise, it must be referred to Allah
and to Muhammad, Rasul Allah. Al-
lah accepts what is nearest to piety and
goodness in this document. In matters
of defense, Article 44 says: the contract-
ing parties are bound to help one anoth-
er against any attack on Yathrib.
IV. DIMENSION OF ISLAMIC
LEADERSHIP
The first dimension of Islamic leader-
ship is that leadership is an amanat to
facilitate the spread of Islam, meaning
peace. Leadership is beyond public trust
as conceived by the Western concept of
public administration. It is an amanat of
Allah to those who exercise power and
authority.
The person who accepts the leadership is
bound to obey and follow what the giver
of trust has instructed to him/her. And
God’s instruction is now reflected in the
Qur’an. By all means the leader should
strive to conform his/her actions and
policies to the provisions of the Qur’an.
He/She has to remember always that the
paramount interest of the Islamic leader-
ship is to make peace in the society.
In all his/her actions, the leader should
realize that he/she has to behave as
representative of Allah and therefore
lead the society as being watched from
heaven. By this way the leader becomes
conscious to strive hard to purify his/her
mind, heart and his/her physical limbs
from sins and other actions detrimental
to the people. In effect, the leader is
always ready to make himself/herself
accountable to Allah and to the people
whom he/she governs. The leadership as
an amanat is a principle which promotes
responsibility and accountability in the
practice of governance and manage-
ment. The leader should ponder on this
- 35 -
thought: Are my programs supportive to
ibadah? Do I bring justice to the people?
Do I provide the basic needs of the
people? How far have I guarded peace in
the community?
Upholding the Qur’anic authority is the
second dimension of Islamic leadership.
The Qur’an is the source of authority for
both the leader and the people. It is the
highest amanat of Allah to the Mus-
lims. The Qur’an was sent along with
the Prophet so that mankind can stand
up for justice, which is the core element
of Islamic concept of peace. It is the
beacon of the Muslims; it is the solu-
tion for the search of lasting peace. The
Qur’an has laid down four functions for
the leader to accomplish. These func-
tions are the practical steps to attain a
just and stable society. Says the Qur’an:
“They are those who if we establish them
in the land, establish regular prayer, give
regular charity, enjoin right, and forbid
wrong. With Allah rests the end and
decision of all affairs (22:41).”
The Qur’an underscores the importance
of prayer because it is a ritual demon-
stration for worshipping Allah. Worship
means acknowledging the Lordship
of Allah. It is an act of expression of
gratefulness for the bounties that God
has provided to His creatures. Prayer is
an instrument of disciplining man’s life.
It restrains men from evil action. It is an
act on daily basis that brings us closer
to the will of Allah, and help us to attain
inner peace.
The Qur’an mentions prayer along with
the zakat for sixteen times. Zakat has an
important social function in the soci-
ety. It is designed to address poverty
and help to circulate the wealth to the
entire parts of the society. It strength-
ens the economic foundation of every
hapless family. It also strengthens love
and brotherhood among the Muslims.
Zealousness, envy and hatred shall be
removed between the poor and the rich
if zakat is observed and applied in the
community. The Prophet (S.A.W.) de-
scribed prayer as light, charity as proof,
patience as illumination.
Payment of zakat is an expression of love
to Allah. Wealth is the highest object of
love among mankind. Anyone who can
afford to spend and share freely his/her
wealth can show proof of his/her genu-
ine faith and love to Allah.
The Muslims should also involve them-
selves in collective effort in constructing
a good society. Enjoining ma’rufat and
forbidding munkarat are authority im-
posed upon each family or the individual
Muslim and the state, which is mentioned
several times in the Qur’an. Family task
on carrying out this Qur’anic authority is
best illustrated by how Luqman gave in-
structions to his son. Says the Qur’an: “O
my son! Establish regular prayer, enjoin
what is just and forbid what is wrong, and
bear with patience whatever betide you
for there is firmness (of purpose) in (the
conduct of affairs) (31:17).
Islam recognizes the role of every indi-
vidual person in the overall process of
development of the society. It also rec-
ognizes social change to start from self
to family then to the society. Fulfillment
- 36 -
of duties and obligations is emphasized
by Islam rather than rights. If one fulfills
his/her duties others will no longer ask
for their rights.
The Qur’anic term ma’rufat denotes
all virtues and good qualities that have
been accepted as “good” by the human
conscience. Ma’rufat implies regulatory
power, which the Muslim rulers can exer-
cise. It is an authority to regulate private
conducts such as marriage, divorce,
inheritance, family relations, all forms of
legal business activities as well as on the
observance of morality and religious rites.
Munkarat, on the other hand, denotes
all sins and evil condemned by human
nature. This includes among others,
graft and corruption in the bureaucracy,
riba gambling, zina, transgression of law,
oppression, unfair labor practices and
shameful deeds.
The third dimension of Islamic leader-
ship is obedience to Allah, obedience
to the Prophet and to those who are
in authority. The Qur’an says: “O ye
who believe! Obey Allah, and obey the
apostle and those charged with author-
ity among you. If you differ in anything
among yourselves, refer it to Allah and
His apostle if you believe in Allah and
the last day. That is best and most suit-
able for final determination (4:59).”
The reason for obedience to Allah is that
He is the highest ilaha who is Lawgiver
and sustainer of the universe. His divine
laws are for the good of the society. His
way is the straight way. Deviation from it
will only bring destruction and misguid-
ance to the society. Allah is the Lord of
the whole creation, and therefore, He is
worthy of worship and obedience.
We obey the Prophet for he is God’s
messenger and model for mankind. The
Prophet’s Sunnah is the standard path
and turning back will lead to chaos and
contradiction in social life. The Qur’an
and the Sunnah are the guidepost for
man’s search of truth, justice and true
worship. The Prophet said: “I have left
two things. If you follow them you will
not be misguided, and these are the
Qur’an and my Sunnah.
The Qur’an declares obedience to Allah
and His messenger as the way to attain
mercy (3:122). Those who refused this
call will incur the wrath of Allah. Those
who follow Allah and His messenger are
in the rank of the salihin. These people
will attain success both in this world and
the hereafter.
The Qur’an calls the Muslims to obey
their rulers because they are the exten-
sion of the functions of the Prophethood.
Muslim leaders have the role to guide
the society and facilitate the develop-
ment of the people. They are the symbol
of Muslim unity and at the same time the
restraining factor among the inhuman.
People are by nature savage. Through
the intervention of the leader, conflict
can be prevented and pacified.
- 37 -
V. CONCLUSION
The purpose of Islamic leadership is to
secure peace, justice and human secu-
rity for the entire mankind. These three
goals sum up the meaning of peace in
Islam. That is why Islam demands that
the leader should be morally sound and
intellectually capable to discharge his/
her power and duties. To construct the
edifice of peace requires strong leader-
ship and political will. Obedience and
support of the people to the Muslim lead-
ership as well as the determination of the
leaders to carry out their duties are the
manifestation of the political will of the
Muslim Ummah. But where there is wide
gap between the ulama and the umara,
between the people and leadership there
can be no any political will necessary to
build peace. Bridging leadership is the
answer.
- 38 -

EXECUTIVE SUMMARY
B
ridging Leadership, is an approach
to leadership characterized by the
capacity to initiate and sustain a
collaborative process designed to achieve
meaningful social change through the
collective action of multiple and diverse
stakeholders. A leadership style uniquely
suited to confront the many challenges fac-
ing today’s societies, Bridging Leadership
stands in contrast to many Western mod-
els of leadership, which today are often
dominated by the field of management. In
Bridging Differences and Building Collaboration: The Critical Role of Leadership
Director, Bridging Leadership, The Synergos Institute
today’s world, a new type of leadership is
needed to confront extreme poverty, social
injustice, devastating and often-violent
conflict, severe environmental degradation
and widespread disease such as HIV-AIDS.
To achieve sustainable results in these and
other areas, the combined efforts of many
actors—from business, community organi-
zations and government—are required to
come up with innovative ideas, new types
of resources and the will to work together.
Bridging Leadership provides a model or
an approach for doing just that.
- 39 -
ANNEX D
A Concept Paper by Steven D. Pierce
June 2002
To make real progress on these issues, so-
ciety must learn to get past the acrimony,
mistrust, prejudice and the many divides
that separate us, and establish trust and
new types of relationships that make go-
ing forward together both possible and
practical. By building upon the intellectual
foundations of transformative leader-
ship in the field of leadership studies and
drawing liberally from the concept of col-
laboration from the field of development,
Bridging Leadership offers an alternative
approach that looks at the role of citizens
within a partnership framework. Because
it is based on the value of inclusion,
Bridging Leadership easily incorporates
traditional leadership ideas and practic-
es. The bridging method offers insights
into a process that begins with conven-
ing and relationship building, through
the development of consensus, all the
way to action. It is an attempt to add a
holistic focus by considering the needs
and potential impact of leadership at the
level of the individual, the organization
and society.
THE ROLE OF LEADERSHIP IN THE
SOCIAL CHANGE PROCESS
Not long ago in the town of Nejapa,
some 17 kilometers north of the Salva-
doran capital of San Salvador, members
of the community and several invited
guests gathered in a community center
to celebrate the signing of a cooperative
agreement to establish a critically-need-
ed local development fund supported
by the Coca Cola company, a U.S.-based
donor, the municipal government and
a local non-governmental organization.
What is particularly remarkable about
this momentous occasion is that the
principals acknowledged that only a few
short years earlier, they would have been
aiming bullets and grenades at each
other, rather than handshakes and heart-
felt “abrazos” or hugs.
Ernesto Barrientos, General Manager of
of Embotelladora Salvadoreña, S.A.
(Embosalva) and René Canjura, mayor of
the municipality of Nejapa, once sworn
enemies, are now partners on a first-
name basis in the management of the
LocalDevelopment Fund for Nejapa. Nei-
ther man hesitates to show the respect
and admiration he has for the other and
the cooperative spirit that joins them is
reverberating throughout this commu-
nity of 30,000.
What made this improbable initiative
possible? How did formerly avowed
adversaries manage to cross the many di-
vides that separate them to join together
as partners? And, more importantly, can
- 40 -
this example of collaboration between
unlikely allies be replicated to any mean-
ingful degree throughout the world?
These are complex questions with few
easy or obvious answers. Of course,
many contextual and institutional factors
combined to make this collaborative ini-
tiative a reality—a huge effort on the part
of many key actors to bring the violent
civil war to an end; an understanding
and flexible donor organization, will-
ing to risk its resources and reputation
on this unprecedented undertaking; a
progressive policy on social investment
on the part of a major corporation; and
the vision and tenacity of at least two
nongovernmental organizations, to name
but a few. But what is equally clear is that
without the leadership of Barrientos and
Canjura, the Local Development Fund for
Nejapa would not be a reality today.
Barrientos and Canjura brought to bear
a unique style of leadership that the
Synergos Institute has termed Bridging
Leadership. This style of leadership is
particularly appropriate when a col-
laborative approach to solving complex
social problems is required. Bridging is
a method for harnessing and coordinat-
ing the energy, interests and resources
of multiple and diverse actors/stake-
holders in a way that builds relationship
capital and trust, thereby maximizing
each actor’s comparative advantage and
making sustainable social change pos-
sible. And because bridging leadership
is founded upon shared values, common
understanding and mutual purposes, the
approach is particularly useful to foster-
ing inter-sectoral collaboration between
business, civil society and government.
Each sector has its own unique orga-
nizing culture, professional/technical
language, norms and definitions of suc-
cess. Each sector also has a perception
of the other two that is frequently based
on negative stereotypes, which tend to
block mutual understanding and impede
collective action. In order to bridge these
sectors, the skills of bridging leaders-
-transcending differences by translat-
ing diverse organizational cultures and
languages, making obvious overlapping
strategic interests and interdependen-
cies, stressing comparative advantages
and building relationships—are essential.
But before providing a detailed descrip-
tion of Bridging Leadership and the ap-
parent common characteristics of bridg-
ing leaders, I will outline the conceptual
and intellectual roots of this potential
shift in paradigms. This task calls for
beginning with a definition of leadership,
which will then be expanded to include
the concept of bridging.
RECENT THOUGHTS ON
LEADERSHIP
Leadership has long been a topic of in-
terest to scholars and practitioners alike.
During the twentieth century, many
varying definitions of leadership were
advanced. According to one eminent
scholar, in the “boom” period for leader-
ship studies that was the decade of the
80’s, these definitions seem to fall rough-
ly into six distinguishable categories:
- 41 -
1. Leadership is the process of getting
followers to comply with the leader’s
wishes. The Great Man/Woman theories
and the recent emphasis on Charismatic
Leadership are examples of this school of
thought. It is a school of thought that re-
ceived plenty of ammunition from domi-
nant political figures such as Thatcher,
Reagan and Gorbachev, as well as from
the business leadership model featuring
the likes of Lee Iacocca, etc. Leadership,
under this definition, is not merely cen-
tered on the leader, but embodied by the
leader him/herself.
2. Leadership is achieving group/orga-
nizational goals. Under this definition,
leadership is equated with the leader’s
ability to motivate a group of followers
into reaching specific organizational
goals and objectives. This category
places a premium on group facilitation,
human relations and interpersonal skills.
It also lends itself to a focus on style and
situational contexts, thus opening the
way to the trait leadership and situation-
al leadership approaches. Moreover, the
concept of effectiveness is introduced in
the sense that failure to achieve goals re-
flects negatively on the leader’s abilities.
3. Leadership is defined as influence.
Influence is the concept most commonly
associated with leadership. Most scholars
draw a distinction between noncoercive
influence and coerced compliance and
focus on the non-coercive type.
As in the previous two, this definition
emphasizes the leader’s capacity to exert
will and employ various influence tools
to get followers to behave in a certain
way.
4. Leadership as the sum of the leader’s
traits. Though this concept has enjoyed
certain popularity for over 100 years, it
became particularly prominent during
the 80s. Fueled by the many recent books
emphasizing leadership-as-excellence,
trait leadership was, and remains, the
source of some of the most popular pub-
lications on leadership.
5. Leadership is equivalent to “manage-
ment”. Far and away the most dominant
school of thought, the leadership as man-
agement approach, as the term suggests,
focuses almost entirely on managers.
This essentially relegates leadership role
to those with authority or position. Lead-
ership becomes the “exercise of author-
ity” and the “influence attempt a superior
makes towards his subordinates”, either
individually or as a group.
While several disciplines have advanced
study in leadership—education, behav-
ioral psychology and political science,
to name a few—business administration
is far and away the leader in research
and thought production on leadership.
Even a cursory perusal of the nearest
bookstore would indicate that scholars
and practitioners of the management
sciences produce the greatest number of
publications with leadership in the title.
In fact, it dwarfs the combined number
from all other fields. Thus, leadership is
most often defined as management and
- 42 -
good leadership as excellence in man-
agement. This should hardly surprise,
given the dominance of business and
industry in the twentieth century. Rost
calls this approach the “industrial school
of leadership”.
6. Leadership as transformation. Trans-
formational leadership is central to the
concept of bridging. The definitions
range from leadership oriented towards
social vision and change to transforming
organizations to achieve higher levels
of productivity and excellence. Most
invoke the willful act of one person (the
“leader”) to construct the social world for
others (the “followers”).
Bridging Leadership shares concep-
tual elements with transformational
leadership in that it is normative, i.e., it
is a leadership approach employed to
address problems or conflict requiring
significant social change and seeks real,
positive transformation in the lives of
marginalized or disadvantaged popula-
tions. With few exceptions, each one of
these definitional schools of leadership
and the resulting theories and hypoth-
eses spawned by each one, focuses on
some type of influence relationship
between leader and followers. Moreover,
the “industrial school” of leadership,
which essentially holds that leadership
is good management, profoundly influ-
ences each group of definitions. So ubiq-
uitous is its influence that it is not hard
to conclude with Rost that leadership
as good management is the leadership
paradigm of the twentieth century.
The industrial paradigm of leadership is
clearly inadequate to the task of address-
ing the world’s critical concerns such as
poverty, social injustice, all manner of
conflict, etc. Real life rarely mirrors the
corporate environment and real life prob-
lems cannot be isolated and manipulated
with the same degree of internal control
available within corporations. Because of
the diverse and crosscutting nature and
severity of today’s major social problems,
a new leadership paradigm is required.
Bridging Leadership, the Synergos Insti-
tute’s response to this new paradigmatic
need, begins with Rost’s definition, which
builds on the work of noted transfor-
mationalists: Leadership is an influence
relationship among leaders and followers
who intend real changes that reflect their
mutual purposes.
The four essential elements of this
definition are critical and necessary,
though not sufficient, to the definition of
bridging leadership. First, leadership is
a relationship based on influence that is
multidirectional and noncoercive. Sec-
ond, the people in the relationship are
leaders and followers; most likely mul-
tiples of both and in which the followers
are active and influence leaders. Rost
notes that this relationship is inherently
unequal “because the influence patterns
are unequal”. Bridging Leadership does
not necessarily subscribe to that premise.
Rather, it is patterned more closely to the
Bantu concept of ubuntu or recognition
of the other(s). In bridging situations,
- 43 -
position and authority are checked at the
door.
Furthermore, Bridging Leadership does
not recognize “followership” in the same
way evoked here; all people involved
in bridging are involved in leadership.
The bridging leader is distinguished, in
part, from other leaders and followers
by his bridging or collaborative behav-
ior. Third, the notion of real intended
change is central. There is an a priori,
purposeful and specific change desired
by all parties. The change is intended
to transform a particular social prob-
lem. Multiple changes may be pursued
simultaneously. Lastly, if not from the
outset, then certainly over the course of
the bridging activities, mutual purposes
are developed, which may lead to a com-
mon cause or vision. Again, this happens
within the confines of a noncoercive
influence relationship.
While Rost’s definition of leadership
goes a long way towards describing the
essential elements of Bridging Leader-
ship, like other students of leadership,
he leaves out or ignores the defining
characteristic of this potential new para-
digm: the collectivity or collaborative
framework, i.e., the interrelationship of
people within and across groups and or-
ganizations banding together in pursuit
of real intended changes that reflect their
common purposes. Bridging Leadership,
therefore, is not defined by the relation-
ship between leader and followers, but
by the interaction between people within
and across groups/organizations joined
together in collective action. In sum, the
bridging definition of leadership builds
on that of Rost and other transforma-
tionalists by adding the dimension of
community collaboration.
BRIDGING LEADERSHIP DEFINED
Bridging Leadership adds an emphasis
on community collaboration to the study
of leadership. However, to fully under-
stand this approach, we must acknowl-
edge the set of principles upon which it
is founded and delve much deeper into
the concept of collaboration for social
change to further distinguish Bridging
Leadership from other leadership ap-
proaches.
In “Leaders without Borders”, Mark
Gerzon states, “Leadership is not only
about what we do; it is about who we are.
It is a metaphor for how we are trying to
change ourselves as well as change the
world around us.”7 Leadership, then, is
more than a mere process, it is a rela-
tionship that speaks to our very core
and reflects our essence. All leadership
approaches are grounded in a set of
principles or values, either explicitly or
implicitly. The core values Gerzon details
in his insightful work fit Bridging Lead-
ership like a tailor-made suit. He notes
that these values are emerging from
interwoven trends that reflect a new kind
of leadership better suited to respond
to global challenges. These trends and
values are:
❋ Trend: from image to authenticity –
Value: integrity
- 44 -
❋ Trend: from tradition to change –
Value: learning;
❋ Trend: from nation-state to global
economy – Value: inclusion;
❋ Trend: from homogeneity to diversity
– Value: respect; and
❋ Trend: from solo to team – Value: col-
laboration.
Gerzon further contrasts these emerg-
ing values with the values upon which
command and control type of leadership
styles are based, specifically: know-
ing, exclusion, fear, control and image.
In contrast, each one of the emerging
values is key to the bridging process
precisely because it promotes openness
and acceptance and lays the groundwork
for a relationship based on real under-
standing and trust. These relationships
based on trust and the core values, then,
become the building blocks for collabo-
ration. Collaboration, as applied here,
is very similar to a concept known in
Spanish as “concertación”, which con-
notes a process involving convening (of
all relevant actors), consensus building
(achieving a common understanding of
problems, potential solutions and avail-
able resources), and action.
Bridging Leadership is an influence
relationship among people within
and across groups, organizations
and communities who agree to
work together and intend real
changes that reflect their mutual
purposes.
THE ESSENTIAL ROLE OF
COLLABORATION IN SOCIAL
CHANGE/TRANSFORMATION
The optimism that accompanied the end
of the Cold War did not last long. Neither
did the “end” of global strife between
superpowers bring many measurable im-
provements to the human condition. In
fact, we are no longer pining away for the
much-anticipated peace dividend. A fur-
ther irony is that years after this triumph
of individualism over the collectivity, we
are now realizing the real value of collec-
tive action. For example, the concept of
“team approach” is gaining acceptance
in business faster than any other sector.
The concept of “partnership” has almost
become axiomatic within the develop-
ment community and elsewhere. And
like the notion of “participation”, this
trend is likely to become a mainstay in
development thinking and strategy.
The needs are simply too great and the
available resources too scarce to ever
return to the sector-driven approaches
of the past. Even those theorists and
policy makers that advocate “trade not
aid” have come to recognize the essential
roles of government and civil society.
Indeed, the range of development actors
and agencies preaching partnership and
collaboration is startling. That there is
such widespread agreement on the need
for partnership is even more remarkable
given the relative early stage of research
substantiating the effectiveness of this
approach.9 However, this pervasive
conviction seems to be built more on
- 45 -
intuition and anecdote, than empirical
evidence.
Collaboration may not make sense as an
approach for addressing every develop-
ment need, but it is essential when two
specific conditions are met, such as:
1. When a particular social problem
is so complex that it exceeds the
capacity of any one actor tosolve it
by working in isolation; and
2. when a specific problem issue cuts
across thefundamental interests of
multiple stakeholders.
Furthermore, we have learned that for
most development projects and pro-
grams to be successful, i.e., for the
intended results/benefits to be sustain-
able, the multiple dimensions of differ-
ence that afflict society, e.g., difference
between the three sectors of society—
business, community (also known as the
Third Sector, Civil Society, non-govern-
mental or non-profit) and government
must apply its comparative advantage to
the initiative. For example, government
offers legal structures, security, revenue
collection and distribution and financial
and technical resources.
Among essential business contribu-
tions are management capacity, research
and development, execution know-how
and financial resources. Civil society,
in turn, is the keeper of cultural norms
and values, relationship capital, volun-
teer resources and creativity. As much
as we might all agree that partnerships
are needed, we must also recognize that
collaboration is not natural to most indi-
viduals or organizations.
There are real costs involved. In fact the
old saying, “if you want something done,
do it yourself” still rings true to many.
And when we do partner, we frequently
look to partner with others who look
like us. However, this tendency towards
compatibility actually limits the poten-
tial benefits of the partnership. Effective
collaboration places a premium on com-
plimentarity over compatibility. After all,
at the heart of the rationale for collabo-
ration is the need to enlist the diverse
resources and attributes that we lack to
address and tackle complex problems.
There are a number of guiding prin-
ciples that seem to make for effective
collaboration:
❋ Collaboration requires a minimum
of core competencies, at both the
individual and institutional levels, in
order to be effective.
❋ Learning should be constant as
learning organizations are best able
to adapt to dynamic conditions and
situations.
❋ Key organizational components, such
as leadership, governance and infor-
mation systems have a high degree of
interdependence with similar compo-
nents in partner organizations.
❋ Similarly, changes in one partner
almost always produce change in
the other partner(s). Individuals and
organizations exert mutual influence
upon each other.
- 46 -
❋ Joint planning on a regular basis will
help smooth the change process.
❋ Partnerships are most effective when
grounded in the local realities of each
❋ partner.
❋ More important than a common mis-
sion and vision is agreement upon
desired outcomes and impact.
❋ The above notwithstanding, each part-
ner must have a working understand-
ing of the organizational culture—the
attitudes, structures and distribution
of human resources—of the partner(s).
❋ The stronger each individual partner,
the more effective the partnership.
Partnerships would do well to include a
capacity-building component to increase
strategically important competencies.
Of course, there are many different forms
that collaboration can take. Available
models range along a “formality” con-
tinuum. From very informal arrange-
ments based largely on the exchange of
information, to very structured partner-
ships formalized by written agreements,
pooled resources and limited authority
vested in the partnership structure. In
general, partnerships vary according to
the degree to which the partners share
responsibility, resources and risk.
In spite of all the attention the develop-
ment community is now paying to the
concept of partnership, relatively little ef-
fort and resources have been invested in
Understanding the role of the person/in-
dividual within the partnership. Instead,
we tend to talk in abstractions about
cross-sectoral partnerships or inter-
institutional partnerships. This reifica-
tion of structures, sectors and organiza-
tions intensifies as we attribute specific
behaviors to entire classification types,
complete with stereotypes that illustrate
such behavior. Nevertheless, it is clear
that neither sectors nor organizations
establish and maintain partnerships—
people do.
However much we all agree on the
importance of government, business and
civil society working together, it is still
people, not organizations and sectors
that create and sustain partnerships. And
it is the individual within the organiza-
tion and sector that must be prepared
with the knowledge and skills to engage
in collaborative efforts with people from
other organizations and sectors. The con-
cept of bridging leadership is built upon
this fundamental tenet. Thus, how people
behave within a collaborative framework,
whether or not they possess the knowl-
edge, skills and resources to operate
effectively within and across groups,
and how we can increase individual and
group capacity to work together are of
paramount concern.
Whereas bridging leadership’s contribu-
tion to leadership studies is the introduc-
tion of the concept of the group dynamic
and collective action, our contribution to
the study of collaboration and partner-
ship for development and social change
is a focus on the person or individual
leader and his/her role within the collab-
orative framework.
- 47 -
CHARACTERISTICS OF BRIDGING
LEADERS
Preliminary research conducted by
the Synergos Institute and its partner
organizations throughout Southeast
Asia, Southern Africa and Latin America
suggests that some people function
especially comfortably and effectively
within bridging situations. These
bridging leaders would appear to share
a somewhat common set of character-
istics. Furthermore, it would seem that
they possess certain knowledge, skills
and attitudes that enable them to forge
consensus among diverse stakeholders
and use collaboration to address many
complex social problems, even when a
high degree of conflict is present.
❋ Bridging leaders seem to have very
low ego needs. They are generally
much more interested in bringing
about change than garnering the
credit for it. This characteristic prob-
ably makes this type of leader appear
less threatening to other leaders.
❋ Bridging leaders are skilled listeners.
This ability translates into a capacity
to understand and empathize with
other points of view. This, of course,
requires that the bridger be able to set
aside or suspend his/her own inter-
ests long enough to really penetrate
the interests of the rival or potential
partner.
❋ Bridging leaders appear to have a
bankable cache of credibility within
their own groups or sectors. Not only
does this enable them to effectively
represent their constituencies, but it
also allows them a wide degree of lati-
tude in bringing new points of view
home in the best possible light. Thus,
if a bridging leader is able to develop
trust and working relationships with
diverse groups, he/she can connect
the relationship to the constituent
group.
❋ Bridging leaders tend to have well-
developed networks and solid repu-
tations beyond their own groups or
organizations. These networks com-
prise valuable relationship capital and
represent the currency bridgers draw
upon to make things happen. This
process involves creating and linking
chains of trust throughout the com-
munity/society.
This is merely a preliminary list of
the types of attributes associated with
Bridging Leadership. Further research
is needed to validate and confirm initial
assumptions and working hypotheses on
bridging, as well as additional analysis to
build practical insights on collaboration
that go beyond the particular and ap-
proximate universal best practices.12 At
play here is a general working assump-
tion that bridging behavior can be stud-
ied and systematically learned from, and
that insights gained from this research
can then be developed and transferred
through carefully designed training
programs. In effect, the more people
equipped with the bridging knowledge
and skills, the greater the likelihood that
collaboration will take hold, produce
critical synergies and make inroads into
- 48 -
solving critical social problems and re-
ducing conflict throughout the world.
But of course, it’s not as simple as merely
training people to collaborate. People
work in organizations and organizations
operate within the broader context that
is society. Thus, bridging is not just a
horizontal exercise; it is a process that
begins with the individual leaders, work-
ing through groups or organizations,
which, in turn, comprise the fabric of
society. Figure 1 is a graphic representa-
tion illustrating how bridging can spark
and carry forward a process of social
transformation.
Bridging Leadership attempts to in-
crease society’s deposit of social capi-
tal by increasing levels of trust in the
public space. The principal mechanism
for accomplishing this is the bridging
dialogue.15 The process of real dialogue
can strengthen the enabling environ-
ment by establishing basic conditions for
building trust and relationships among
diverse stakeholders. Once a minimal
level of trust exists and the chains of
trust are extended across the public
spaces, collaboration can begin and real
progress made on solving complex prob-
lems. Over time, collaboration can evolve
into what Waddell termssocietal learn-
ing or “a process of changing patterns of
interactions within and between diverse
organizations and social units to enhance
society’s capacity to innovate.”16 This ca-
pacity to innovate is essential to coming
up with sustainable solutions to our most
critical problems.
ties are designed to develop trust and
relationships, building from a foundation
of “early, small successes”. As Figure 2
indicates, dialogue should involve a wide
range of actors at the initial stages. As
specific activities begin to take place
and progress towards concrete goals is
Collective Action
Objectives
Strategic
made, the process may become more
focused.
Thus, from a bridging perspective, the
initial stage of dialogue involves casting
a wide net for potential stakeholders.
The essential early objectives involve
Strategic Actors

Unfortunately, too many dialogues Objectives

advance without first laying the criti-
cal foundation of trust and relationship. Open Targetted
Moreover, dialogue often begins and
ends as an exercise of and for elites, nev- Audience
er involving other critical stakeholders—
the real sustaining power of dialogue and Self-selected
collective action. One of the core tasks Stakeholders
of bridging is building relationships
Building Relationships/
the mortar that holds the relationship Trust
together is dialogue. Bridging Leadership
attempts to initiate dialogue involving all
the critical stakeholders. Initial activi-

- 49 -
building relationships and trust. Ideally,
this stage would be centered upon small,
low-risk activities that allow for immediate
successes and for trust to take hold and
grow. Over time, the objectives would tend
towards more sophisticated types of collec-
tive action.
As activities intensify and require
increasing levels of commitment and
investment, the participants would be
targeted, in part, based upon potential
contributions to the collaboration, in
addition to specific interests.
THE DIVIDES THAT SEPARATE US
One of the most salient effects of the tragic
events of September 11 has been to high-
light the myriad of ways in which the world
is divided. Throughout and across societ-
ies it is apparent that the many chasms
that separate us—rich and poor, black and
white, liberal and conservative, Muslim
and Christian, etc.—are deep and, in some
cases, appear to be widening. This in-
creased polarization comes at a time when
the problems we face as a global commu-
nity have never been more critical. Just as
apparent is the fact that concrete problems
such as growing inequality between rich
and poor, environmental degradation, and
HIV-AIDs require the combined efforts of
business, civil society and government. So
far, we have not been up to the task.
Meaningful collaboration is, to date, still be-
yond our reach. A homemaker and commu-
nity leader in rural Zimbabwe sums up the
current state of affairs in the following way:
Current leadership is leading
different sectors apart from each
other, let alone from us at the
grassroots level. Politics has politi-
cal leaders. The economy or the
business sector has its own leaders.
Commercial farmers have lead-
ers. The Church and the religious
community have theirs. Academics,
researchers, NGO’s etc have their
own leaders. Each of these sectors
- 50 -
has different goals. Others—the
politicians—want voters and follow-
ers. Business people want to make
a profit and they want us as their
market and workers. Commercial
farmers want us as farm workers
and their market. The churches
and NGOs want us in their mem-
bership and as project holders.
All these leaders want us to follow
them. As a result of this fragment-
ed leadership the world is growing
apart behind them as leaders.
Jealousies and tensions grow.
Confusion grows, and then con-
flicts and fights over resources and
territories. We are tired of being
led apart. We are not blind, only a
blind person needs to be led. There
is need for bridging leaders to put
up bridges so that the current lead-
ers of various sectors can cross to
each other’s territories. The gaps
between themselves and between
them and us are growing each day.
 Some bridging in leadership may
get them talking and hopefully
close their differences and bring
us peace, cash in our pockets and
development to our homes. [Daisy
Ncube-Gwanda, Zimbabwe]
The concept of Bridging Leadership is
our way of expressing Daisy’s simple, yet
eloquent aspiration. On the one hand,
it is a contribution to the field of leader-
ship; a partial answer to the paradigmatic
search for an alternative to the industrial
model.
Yet on other, it merely gives form to
the quest of civic leaders all across the
world who are attempting to transform
their societies by looking for the latent
synergies in their communities and
forging new types of relationships. While
the form it takes may vary according to
language and culture, what we have in
common is the need to work together to
solve complex problems and the need for
practical, viable tools and strategies to
help us along the way.
- 51 -
- 52 -

Structured Learning Exercise: Review Quiz on the Katarungang Pambarangay Law
1. Maraming sangkot sa isang away. Ang
mga inireklamo ay nakatira sa iba-
ibang barangay ng iba-iba ring bayan
at lungsod. Ano ang maaaring gawin
ng taong gustong magreklamo?
a. Magsampa ng reklamo sa barangay
kung saan siya (nagreklamo) nakatira.
b. Magsampa ng reklamo sa barangay ng
isa sa mga gusto niyang ireklamo.
c. Magsampa ng reklamo sa lahat ng
barangay kung saan may nakatirang
inirereklamo.
d. Dumeretso na sa korte at duon isampa
ang reklamo.
Sagot: D. Hindi na sakop ng Katarungang
Pambarangay ang kasong ito dahil ang
mga inirereklamo ay nakatira sa iba-ibang
barangay ng iba-ibang lungsod o bayan.
2. Ang inireklamo ay nakatira sa isang
apartment sa Barangay Poblacion, Bustos,
Bulacan. Pero pag Sabado at Linggo,
umuuwi siya sa kanyang bahay sa Manila.
Nasangkot siya sa isang gulo at gusto
siyang ireklamo ng isang taga-Tanawan,
Bustos, Bulacan. Ano ang maaaring
gawin ng taong gustong magreklamo?
a. Magsampa ng reklamo sa barangay
Poblacion, Bustos, Bulacan.
- 53 -
ANNEX E
b. Magsampa ng reklamo sa barangay
sa Manila kung saan may bahay ang
inirereklamo.
c. Magsampa ng reklamo sa barangay
Tanawan, Bustos, Bulacan.
d. Dumeretso na sa korte at duon isampa
ang reklamo.
Sagot: A. Para sa pagpapatupad ng
Katarungang Pambarangay, itinuturing
na tirahan ng inireklamo ang Poblacion,
Bustos, Bulacan dahil dito siya aktuwal na
nakatira. Iba ang patakaran dito sa pata-
karan sa halalan kung saan ang itinuturing
na tirahan ay ang “domicile” o legal na
tirahan.
3. Sangkot bilang mga inirereklamo sa
isang kaso tungkol sa lupa ang Munici-
pality of Daraga, Albay at isang resi-
dente ng bayan. Ang nagreklamo ay
isa ring residente ng nasabing bayan.
Sa unang paghaharap ng mga partido,
sinabi ng inireklamo na hindi sakop ng
Katarungang Pambarangay ang kaso
dahil sangkot ang gobyerno. Ano ang
dapat gawin ng Punong Barangay?
a. A. Idismis ang kaso dahil hindi ito
sakop ng Katarungang Pambarangay.
b. Ituloy ang kaso sa ilalim ng Katarun-
gang Pambarangay kasama ang
lahat ng partido pati na ang Munici-
pality of Daraga.
c. Ituloy ang kaso sa ilalim ng Katar-
ungang Pambarangay pero hindi
kasama ang Municipality of Daraga.
d. Ipasa sa Department of Justice ang
kaso.
Sagot: C. Kung ang gobyerno lamang
ang inireklamo, hindi sakop ng Katarun-
gang Pambarangay ang kaso, pero kung
may iba pang inireklamo, dapat na ituloy
pa rin ang paghaharap sa ilalim ng Ka-
tarungang Pambarangay sa pagitan ng
ibang partido.
4. Sangkot sa isang kaso ang isang pira-
song lupa sa Municipality of La Castel-
lana, Negros Occidental. Ang nagrekla-
mo at ang inireklamo ay parehong hindi
residente ng nasabing bayan, at nakati-
ra sa magkalayong bayan. Isinampa ng
nagreklamo sa Katarungang Pambaran-
gay sa barangay na kinaroonan ng lupa
sa La Castellana ang usapin. Ano ang
dapat gawin ng Punong Barangay?
a. Idismis ang kaso dahil hindi ito sakop
ng Katarungang Pambarangay.
b. Ituloy ang kaso sa ilalim ng Katarun-
gang Pambarangay.
c. Ipasa ang kaso sa barangay kung
saan nakatira ang nagreklamo.
d. Ipasa ang kaso sa barangay kung
saan nakatira ang inireklamo.
Sagot: A. Hindi na sakop ito ng Katarun-
gang Pambarangay dahil hindi nakatira
sa parehong bayan o lungsod ang mga
- 54 -
partido. Kahit pa nga ang lupang
sangkot sa usapin ay sakop ng barangay
La Castellana, walang jurisdiction ang
barangay na kinapapalooban ng lupa sa
nasabing usapin.
5. Nagharap sa Punong Barangay ang
mga partido sa isang usapin. Walang
naabot na kasunduan sa kabila ng pag-
sisikap ng Punong Barangay na makat-
ulong sa pag-aayos ng usapin. Sa halip
na buoin ang Pangkat ng Tagapagka-
sundo, naglabas agad ng Certification
to File Action ang Punong Barangay.
Nagsampa ng kaso sa korte ang nagre-
klamo. Ano ang dapat gawin ng Korte?
a. Idismis ang kaso dahil hindi ito du-
maan nang maayos sa Katarungang
Pambarangay.
b. Tanggapin ang kaso dahil nagharap
naman sa Punong Barangay ang mga
partido.
c. Ibalik ang kaso sa barangay.
d. Ipakulong ang Punong Barangay.
Sagot: B. Kahit na hindi dumaan sa
Pangkat ng Tagapagkasundo ang usapin,
itinuturing itong “substantial compli-
ance” at sapat na para matupad ang
kondisyon na inilatag ng batas. Maari
nang dinggin ng korte ang usapin.
6. Hindi dumalo sa paghaharap sa
Punong Barangay ang nagreklamo sa
isang usapin. Nagpadala lang siya ng
kinatawan. Pagkatapos ay dinala niya
sa korte ang kaso. Ano ang dapat gawin
ng Korte?
a. Idismis ang kaso dahil hindi ito du-
maan nang maayos sa Katarungang
Pambarangay.
b. Tanggapin ang kaso dahil nagkaroon
naman ng paghaharap sa Punong
Barangay.
c. Ibalik ang kaso sa barangay.
d. Ipakulong ang Punong Barangay.
Sagot: A. Mahalagang bahagi ng Katar-
ungang Pambarangay ang paghaharap
ng mga taong sangkot mismo sa usapin.
Hindi maaring magpadala lamang ng ki-
natawan sa paghaharap. Ang sinumang
nagreklamo na hindi humarap sa Katar-
ungang Pambarangay ay hindi maaring
magsampa ng reklamo sa korte batay sa
parehong usapin
7. Ang Punong Barangay ay sangkot sa
isang away na dinala sa Katarungang
Pambarangay. Matapos hilingin ng
isang partido na huwag ang Punong
Barangay ang humawak sa kaso, tu-
manggi ang Punong Barangay at ipinilit
na makikialam pa rin siya sa kaso. Ano
ang maaaring gawin ng taong kalaban
ng Punong Barangay?
a. Isumbong kay Mayor ang Punong
Barangay.
b. Humarap pa rin sa Punong Barangay.
c. Huwag nang humarap sa Punong
Barangay.
d. Suntukin ang Punong Barangay.
Sagot: B. Dapat pa ring humarap sa
Punong Barangay ang taong sangkot sa
problema. Gayunpaman, maaari niyang
sabihin, sa magalang na paraan, na
- 55 -
hindi siya magiging handa sa anumang
pag-uusap para sa kasunduan kung ang
Punong Barangay na sangkot sa prob-
lema ang siyang hahawak sa usapin.
Dapat tandaang kung walang pagkaka-
sundo sa harap ng Punong Barangay,
dadalhin ang problema sa Pangkat ng
Tagapagkasundo. Maliban dito, maaari
ring sampahan ng kasong administratibo
ang Punong Barangay dahil sa pag-abu-
so sa tungkulin.
8. Ilang beses nang nagpatawag ng
paghaharap ang Punong Barangay
o Pangkat ng Tagapagkasundo pero
hindi humaharap ang isa sa dalawang
partidong nag-aaway. Kahit na ganito
ang nangyari, wala pa ring ginagawang
pagkilos ang Punong Barangay o ang
Pangkat. Ano ang gagawin ng taong
humaharap sa Punong Barangay o sa
Pangkat?
a. Umuwi na lang nang luhaan.
b. Huwag na ring humarap at hindi na
magpakita muli sa Punong Barangay
o Pangkat.
c. Humingi ng kaukulang sertipikasyon
sa Punong Barangay o sa Pangkat.
d. Suntukin ang Punong Barangay o ang
Chairperson ng Pangkat.
Sagot: C. Maaaring sumulat ang taong
ito sa Punong Barangay o sa Pinuno
(Chairperson) ng Pangkat para pormal
na hilingin ang pagkilos ng Punong
Barangay o ng Pangkat. Kung ang taong
hindi humaharap ay ang nagreklamo,
dapat na hilingin ng kabilang panig na
i-dismiss na ang kaso matapos mabig-
yan ng pagkakataon ang nagreklamo na
ipaliwanag ang kanyang hindi pagharap
at maglabas na ng sertipikasyon na hindi
na pwedeng magsampa ng reklamo sa
korte ang nagreklamo.
Kung ang inirereklamo ang hindi hu-
marap sa Punong Barangay, ayon sa Im-
plementing Rules, dapat nang buoin ang
Pangkat. Kung sa Pangkat naman hindi
humarap ang inireklamo, dapat hilingin
ng nagrereklamo na bigyan na siya ng
sertipikasyon na maaari nang dalhin ang
kaso sa korte at sertipikasyon na hindi na
maaring magsampa sa korte ng kanyang
kontra-reklamo ang inirereklamo.
Kung wala pa ring ginawang pagkilos
ang Punong Barangay o ang Pangkat,
matapos ang pagkatanggap ng sulat,
ipinapalagay na maaari nang magsampa
ng kaso sa korte ang nagreklamo kung
ang inirereklamo ang hindi humaharap.
Kailangan lang sabihin sa korte na
nagdaan na sa Katarungang Pambaran-
gay ang kaso at tumangging gumawa ng
tamang pagkilos ang Punong Barangay o
ang Pangkat. Kung ang nagrereklamo na-
man ang hindi humaharap, maaari nang
ituring ng inirereklamo na hindi na itutu-
loy ng nagrereklamo ang pagrereklamo.
9. Dinala sa tagapagkasundo ang isang
pag-aaway na hindi naman sakop ng
Katarungang Pambarangay. Ano ang
gagawin ng tagapagkasundo.
a. Hindi kakausapin ang mga partido
dahil hindi naman niya ito trabaho.
- 56 -
b. Tatawagin ang barangay tanod at ipa-
huhuli ang dalawang nag-aaway.
c. Kakausapin ang mga partido at
magpapanggap na lang na sakop ng
Katarungang Pambarangay ang kaso.
d. Kakausapin ang mga partido at ipali-
liwanag sa kanila na hindi sakop ng
Katarungang Pambarangay ang kaso
nila.
Sagot: D. Kailangang ipaliwanag ng
tagapagkasundo na hindi na sakop ng
Katarungang Pambarangay ang kaso.
Gayunpaman, dapat pa ring subukin ng
tagapagkasundo kung magagawa niyang
tulungan ang dalawang partido, kung gu-
gustuhin nila, na mag-usap at maghanap
ng solusyon sa kanilang pag-aaway.
10. Nagkaroon ng kasunduan ang dala-
wang partido sa kanilang pag-uusap sa
harap ng tagapagkasundo. Sa tingin ng
tagapagkasundo, agrabyado o lugi ang
isang partido sa nabuong kasunduan.
Ano ang dapat gawin ng tagapagka-
sundo?
a. A. Ipaliwanag lang sa magkabilang
panig ang epekto ng kasunduan.
b. Tumutol sa kasunduan dahil hindi ito
makatarungan.
c. Manahimik na lamang.
d. Tawanan na lamang ang agrabyadong
partido pagkaalis nila.
Sagot: A. Dapat na ipaliwanag ng taga-
pagkasundo ang tunay na kahulugan at
epekto ng kasunduan sa dalawang panig,
lalo na ang posibleng masamang epekto
nito sa isa. Pero hindi dapat na lumabas
na pinipigil niya ang taong ito na tang-
gapin ang kasunduan. Kung matapos
ang kanyang paliwanag, gusto pa rin ng
taong agrabyado sa kasunduan na tang-
gapin ang kasunduan, walang maga-
gawa ang tagapagkasundo kung hindi
igalang ang pasya ng mga partido
11. Sa pag-uusap ng magkabilang
partido, nalaman ng tagapagkasundo na
magkaiba ang sinasabing impormasyon
ng dalawang partido sa parehong bagay.
Ano ang dapat gawin ng tagapagka-
sundo?
a. A.Pagalitan ang dalawang partido at
pauwiin na lang sila.
b. Iwan muna ang dalawa at sabihin sa
kanilang kailangan muna silang mag-
kasundo sa impormasyon bago
ipagpatuloy ang pag-uusap sa harap
ng tagapagkasundo.
c. Tapusin na ang pag-uusap dahil wala
ring mangyayari.
d. Ipagpatuloy ang pag-uusap at alamin
kung alin ang tamang impormasyon.
Sagot: D. Kailangang tulungan ng taga-
pagkasundo ang mga partido na mala-
man kung ano ang tamang impormasyon
tungkol sa bagay na pinag-uusapan.
Maaaring humingi ng ebidensiya ang
tagapagkasundo para malaman talaga
ng mga partido at ng tagapagkasundo
kung ano ang tamang impormasyon.
Kung malaman na niya ito, dapat tulun-
gan ng tagapagkasundo na matanggap
ng partidong may maling impormasyon
kung ano ang tamang impormasyon.
- 57 -
12. May mag-asawa na nag-aaway.
Binubugbog ng lalaki ang babae. Sin-
abihan ng lalaki na huwag makialam
ang tagapagkasundo dahil usapang
mag-asawa lamang ang nagaganap.
Ano ang dapat gawin ng Punong
Barangay?
a. A.Manahimik at huwag makialam
dahil tama ang sinabi ng lalaki.
b. Kausapin ang dalawa at subukang
mamagitan para magkasundo ang
mag-asawa.
c. Sabihan ang babae na magsumbong
na lamang siya sa pulis.
d. Magpalabas ng Barangay Protection
Order.
Sagot: D. Sa ilalim ng Anti-Violence
Against Women and Their Children Act,
hindi dapat isinasailalim sa conciliation
o mediation ang mga kasong sakop ng
batas. Binigyan ng batas na ito ng ka-
pangyarihan ang mga Punong Barangay
na magpalabas ng Protection Order na
nag-uutos sa lalaki na itigil ang paggawa
ng karahasan o pananakot ng karahasan
sa biktima.
13. Pagkatapos magkasundo ang da-
lawang partido at naisulat na ng taga-
pagkasundo ang kasunduan, biglang
nagbago ang isip ng isa sa mga partido
at tumangging lumagda sa kasunduan.
Ano ang dapat gawin ng tagapagka-
sundo?
a. Iwan na lang ang dalawang partido
dahil binalewala rin nila ang pag-
uusap.
b. Pagalitan ang taong nagbago ang isip
at pilitin siyang tanggapin ang nauna
nang kasunduan.
c. Punitin sa harap ng dalawa ang naka-
sulat na kasunduan.
d. Muling kausapin ang dalawa at ipag-
patuloy ang paghahanap ng kasund-
uang matatanggap ng dalawang
partido.
Sagot: D. Kailangang bumalik ang taga-
pagkasundo sa proseso ng pamamagitan
at alamin ang dahilan ng pagbabago ng
isip ng isa sa mga partido. Nanganga-
hulugan ito na babalik ang tagapagka-
sundo sa unang hakbang. Kung matapos
nito ay ayaw pa ring tanggapin ng isang
panig ang nauna nang nabuong kasund-
uan at wala nang iiba pang kasunduang
matatanggap ng dalawang panig, wala
nang magagawa ang tagapagkasundo
kung hindi ang balewalain ang naunang
kasunduan.
14. Dumating ang isang partido na may
kasamang abogado. Ano ang dapat
gawin ng tagapagkasundo?
a. Pauwiin agad ang abogado dahil
bawal ito.
b. Paliwanagan ang abogado na gusto
niyang makausap ang mga partidong
nag-aaway lang na walang kasamang
abogado.
c. Pakiusapan ang abogado na bumili
ng meryenda sa malayong tindahan.
d. Pabayaan na lang na nandoon ang
abogado.
Sagot: B. Dapat na magalang na sabi-
han ng tagapagkasundo na gusto niyang
makausap ang mga partido nang walang
kasamang abogado o kinatawan. Hindi
dapat sabihin na, “Bawal ang abogado
rito!,” dahil baka masamain ito ng taong
nagsama sa abogado.
- 58 -
15. Sa pag-uusap ng dalawang partido,
lumalabas na may magkaiba silang
paniniwala tungkol sa isang bagay at
mukhang hindi na mababago ang pa-
niniwalang ito. Ano ang dapat gawin ng
tagapagkasundo?
a. Sabihin sa dalawa na pareho silang
mali at bigyan sila ng tamang panini-
wala.
b. Tulungan ang dalawa na maigalang
ang paniniwala ng bawat isa.
c. Pauwiin na lang ang dalawang panig
dahil wala ring mangyayari sa usapan.
d. Ipakausap sila sa abogado kung
nakabalik na ito mula sa malayong
tindahan.
Sagot: B. Dapat na tulungan ng taga-
pagkasundo ang bawat partido na
maigalang ang paniniwala ng kabila at
mula rito ay maghanap ng solusyon na
hindi naman kontra sa paniniwala ng
magkabilang panig. Hindi kailangang
magkasundo ang mga partido sa lahat
ng bagay.

1. NATURE AND OBJECTIVES OF THE
KATARUNGANG PAMBARANGAY
T
he Katarungang Pambarangay (or
KP) is a community-based dispute
resolution mechanism that is man-
dated by the Muslim Mindanao Autonomy
Act 25 or the Local Government Code of
ARMM. The provisions of MMAA 25 on
Katarungang Pambarangay are also found
in Republic Act 7160 or the Local Govern-
ment Code of the Philippines.
The precursor of KP provisions in the
Local Government Code is Presidential
Decree 1508 or the Katarungang Pamba-
rangay Law. Said law set down the objec-
tives of KP, to wit:
Lecture on the Katarungang Pambarangay Law
a. Provide for speedy administration of
justice;
b. Discourage indiscriminate filing of
cases in the regular courts;
c. Prevent clogging of the court dockets,
and consequently increase the quality
of the administration of justice; and
d. Continue the tradition of settling dis-
putes through peaceful means.
2. SCOPE OF KATARUNGANG
PAMBARANGAY
As a general rule, ALL disputes between
and among residents of the same munici-
pality or town should be processed first
through the Katarungang Pambarangay.
- 59 -
ANNEX F
Otherwise, the dispute cannot be brought
to the regular court. However, there are
some kinds of disputes that are not cov-
ered by the general rule and can therefore
be brought directly to the courts or gov-
ernment agencies. This is in accordance
with the Local Government Code and
other laws (e.g., Comprehensive Agrarian
Reform Law), Implementing Rules of the
Katarungang Pambarangay, and Supreme
Court decisions. In addition, the dispute
should be brought to the barangay that has
jurisdiction over the dispute. This refers to
the issue of venue.
Disputes that need not go through the
Katarungang Pambarangay
In accordance with the Local Govern-
ment Code, the following are not includ-
ed in the Katarungang Pambarangay:
❋ When one of the parties is the govern-
ment or any its agencies;
❋ When one of the parties is a public of-
ficial and the dispute refers to his/her
performance of duties as such;
❋ Crimes where the penalty is imprison-
ment of one (1) year o a fine of Five
Thousand Pesos (P5,000.00);
❋ Crimes where there is no private of-
fended party (e.g., jaywalking)
❋ Disputes over real property (land,
buildings, etc.) that are located in
another town or city, unless the par-
ties agree to bring the dispute to a
barangay;
❋ Disputes between parties who live in
different barangays in different cities,
unless the barangays are contiguous
and the parties agree to bring the
dispute to one of the barangay;
❋ When the respondent is already
detained;
❋ When the respondent is already
detained and a petition for habeas
corpus can be filed
❋ Cases where provisional remedies
such as preliminary injunction, sup-
port pendente lite, attachment, deliv-
ery of personal property is proper
❋ Where the right to file a case may
prescribe because of the statute of
limitations
Other disputes that are not covered by
the Katarungang Pambarangay are the
following:
❋ Where one of the parties is a corpora-
tion, partnership, cooperative or other
juridical person;
❋ Employer-employee disputes;
❋ Disputes that arise from agrarian
relations between the parties (e.g.,
tenancy);
❋ Disputes where a party seeks to an-
nul a decision of a court based on an
amicable settlement
If a dispute is one of the exempted cases
as provided above, the parties may go
- 60 -
directly to court or to the appropriate
government agency, unless under other
laws the dispute should be brought for
mediation processes other than Katarun-
gang Pambarangay, such as, for example,
agrarian cases that shall be brought to
the Barangay Agrarian Reform Commit-
tee (BARC).
Cases Falling within the Jurisdiction of
Barangay Justice
A. All criminal offenses which are pe-
nalized by arresto menor or arresto
mayor are clearly within the compe-
tence of the Katarungang Pambaran-
gay. Specifically these are enumerated
under the Revised Penal Code, to wit:
• Article 154 – Unlawful use of
means of publication and unlawful
utterances
• Article 155 – Alarms and scandals
• Article 175 – Using false certificates
• Article 178 – Using fictitious names
and concealing true names
• Article 179 – Illegal use of uniforms
or insignias
• Article 252 – Physical injuries in-
flicted in a tumultuous affray
• Article 253 – Giving assistance to
unconsummated suicide
• Article 260 – Responsibility of par-
ticipants in a duel if only physical
injuries are inflicted or no physical
injuries have been inflicted
• Article 265 – Less serious physical
injuries
• Article 266 – Slight physical inju-
ries and maltreatment
• Article 269 – Unlawful arrest
• Article 271 – Inducing a minor to
abandon his home
• Article 275 – Abandonement of
person in danger and abandon-
ment of one’s own victim
• Article 276 – Abandoning a minor (
a child of under seven years old)
• Article 277 – Abandonement of
minor by person entrusted with his
custody; indifference of parents
• Article 280 – Qualified trespass
to dwelling (without the use of
violence or intimidation)
• Article 281 – Other forms of tres-
pass
• Article 283 – Light threats
• Article 285 – Other light threats
• Article 286 – Grave coercion
• Article 287 – Light coercion
• Article 288 – Other similar co-
ercions (compulsory purchase
of merchandise and payment of
wages by means of tokens)
• Article 289 – Formation, mainte-
nance and prohibition of combi-
nation of capital or labor through
violence or threats
• Article 290 – Discovering secrets
through seizure of correspondence
• Article 291 – Revealing secrets with
abuse of office
• Article 309 – Theft (if the value of
property stolen does not exceed
P50.00)
• Article 310 – Qualified theft (if the
amount does not exceed P5.00)
• Article 312 – Occupation of real
property or usurpation of real
rights in property
- 61 -
• Article 313 – Altering boundaries
or landmarks
• Article 315 – Swindling or estafa
(if the amount does not exceed
P200.00)
• Article 316 – Other forms of swin-
dling
• Article 317 – Swindling a minor
• Article 318 – Other deceits
• Article 319 – Removal, sale or
pledge of mortgaged property
• Article 328 – Special cases of mali-
cious mischief (if the value of the
damaged property does not exceed
200.00)
• Article 329 – Other mischiefs (if
the damaged property does exceed
P1,000.00)
• Article 338 – Simple seduction
• Article 339 – Act of lasciviousness
with the consent of the offended
party
• Article 356 – Threatening to
publish and offer to prevent such
publication for a compensation
• Article 357 – Prohibited publica-
tion of acts referred to in the
 course of official proceedings
• Article 363 – Incriminating inno-
cent persons
• Article 364 – Intriguing against
honor
• Sec. 1, B.P. 22 – Issuing checks
without sufficient funds (if
the amount is not more than
P2,500.00)
• Pres. Decree No. 1612 – Fencing of
stolen properties of not more than
P50.00
B. Other cases which are subject to ami-
cable settlement
The court in which noncriminal cases
not falling within the authority of the
lupon may, at any time before trial, motu
propio or at its initiative refer the case
to the barangay for amicable settlement
(Sec. 408). The compromise agreements
decided upon by the parties before the
lupon or pangkat on such cases must be
submitted to and approved by the court
before they become effective (Sec. 416).
3. VENUE
The venue of a dispute is the place
(barangay) where it should be brought
for mediation/ arbitration under the
Katarungang Pambarangay. The rules
pertaining to venue are the following:
❋ When both parties live in the same
barangay, the dispute should be
brought to the barangay where they
both reside;
❋ If the parties live in different baran-
gays, the dispute shall be brought to
the barangay where the respondent
lives. Should there be more than one
(1) respondent, the complainant may
choose which among the barangays
where the different respondents live
to which s/he shall bring the dispute;
❋ If the dispute is about a real property,
the dispute should be brought to the
barangay where the property is situ-
ated; and
❋ If the dispute stated in a workplace
where the parties work or in a school
or institution where they study or
train, the dispute shall be brought to
- 62 -
the barangay where the workplace/
school/ institution is located.
Any question as to venue should be
raised with the Punong Barangay at the
time that the dispute is brought to him/
her. If the question is not raised at that
time, no contest as to the venue can be
raised at any other time. The Punong
Barangay shall resolve all questions
pertaining to venue. If the Punong
Barangay needs help in resolving the
matter, he/she may seek the assistance
of the Secretary of Justice or any of the
latter’s representative and his/her resolu-
tion shall be final.
4. PROCEDURE FOR SETTLEMENT
There are two different modes of settling
disputes under the Katarungang Pamba-
rangay: (1) amicable settlement through
mediation; at (2) arbitration. Successful
mediation results in a written agreement
which is the amicable settlement, while
arbitration results in a decision by the
arbitrator called the arbitration award.
The more common and preferred mode
is mediation, rather than arbitration.
Mediation for Amicable Settlement
The following are the steps in mediation:
❋ Filing of the complaint, together with
payment of fees, if any;
❋ The day after the filing, the Punong
Barangay shall issue the summons,
which gives notice to the respon-
dent that a complaint had been filed
against him/her and that s/he needs
to present him/herself before the
Punong Barangay, together with his/
her witnesses, for mediation;
❋ Conference before the Punong
Barangay, where the parties are pres-
ent and the Punong Barangay acts as
mediator;
❋ If the parties are able to settle their
dispute in the mediation before the
Punong Barangay, the latter shall
make a written agreement or amica-
ble settlement in a language under-
stood by the parties. This shall be
signed by the parties and certified by
the Punong Barangay.
❋ If no settlement is arrived at in the
mediation conferences before the
Punong Barangay within fifteen (15)
days from the first conference, the
Punong Barangay shall set a date for
the constitution of the Pangkat ng
Tagapagkasundo.
❋ The parties shall meet to choose
from among the list of members of
the Lupon the three (3) people who
shall be members of the Pangkat. If
the parties are not able to agree on
who should be the 3 members of the
Pangkat, the matter shall be resolved
by drawing of lots.
❋ Within three (3) days from the time
the Pangkat is constituted, it shall
meet and hear the parties and their
witnesses. The Pangkat shall is-
sue summons to call the parties
to a conference and to bring their
witnesses. The Pangkat shall have
fifteen (15) days from the time it first
met to mediate between the parties,
which period can be extended by the
Pangkat for another fifteen (15) days,
except for extra-ordinary cases.
- 63 -
Arbitration
Arbitration can take place at any stage
of the Katarungang Pambarangay, i.e.
at any point of the mediation efforts of
the Punong Barangay or of the Pangkat.
This happens if and when the parties
agree in writing to change the mode of
dispute settlement from mediation to
arbitration. The same procedure as that
in mediation also happens in arbitra-
tion, except that the parties are given the
opportunity to present their evidence,
which shall be made the bases for the Ar-
bitration Award by the Punong Barangay
or the Pangkat, as the case may be.
Even though evidence plays a much more
important role in arbitration, still the pro-
cesses shall be free from legal and techni-
cal rules of procedure. The arbitrators are
not bound by the provisions of law with
respect to the subject matter at hand.
Note also that there is no appeal of the
Arbitration Award to the courts. The only
way to question the matter is through re-
pudiation of the Agreement to Arbitrate
by reason of vitiated consent through
fraud, intimidation, violence.
5. STRUCTURE AND FUNCTIONS
OF THE KATARUNGANG
PAMBARANGAY
The following are the officials and struc-
tures involved in the conduct of KP
Punong Barangay
Accept all written or verbal complaints.
In the case of the latter, the PB should
write down the the complaint.
❋ Give a notice to the complainant
setting the date of the first hearing o
conference
❋ Give to the respondent Summons, or
a notice that the respondent should
present him/herself before the
Punong Barangay within five (5) days
for the first conciliation session
❋ Administer oaths on any matter re-
lated to the implementation of KP
❋ Make a resolution on any protest to
the venue where the KP is being con-
ducted and to certify that the protest
has been resolved or that there is no
such protest
❋ Conduct mediation on any complaint
covered by KP within his/her jurisdic-
tion
❋ Reduce into writing any agreement
arrived at by the parties in a language
that is understood by them, have it
signed by the parties, and certify the
agreement
❋ Arbitrate on the complaint, if and
when the parties have a written
agreement that they are amenable to
having the complaint arbitrated. In
relation to this, the Punong Barangay
can call for a hearing for the presenta-
tion of evidence by the parties which
shall serve as bases for the Decision.
The Decision shall be written in a
language understood by the parties.
Barangay Secretary
As mentioned earlier, the Barangay Sec-
retary shall also serve as the Secretary of
the Lupon. As such, his/her particular
duties are the following:
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❋ Keep and maintain a record book in
which shall be recorded a list of all
complaints that had been filed with
the Office of the Punong Barangay.
Each complaint shall be recorded in
accordance with the date of filing and
to list down the names of the parties,
the date and time of the filing of the
complaint, and the type of complaint,
as well as the result of the KP process
❋ Document the result of the media-
tion that was conducted before the
Punong Barangay and to submit a
report thereon to the local court
❋ Record intentional absence of a wit-
ness after s/he was issued and given a
subpoena
❋ Record intentional absence of a party
after s/he was issued and given a
summons and to issue a certification
to bar action or counterclaim as a
result thereof
❋ Receive and record all activities and
proceedings of the organized Pangkat
❋ Submit any written agreement or arbi-
tration award to the appropriate court
❋ Issue a certification necessary for the
filing of a case in court or government
office for adjudication after parties
gone through mediation under KP
and an Amicable Settlement was in
fact arrived at, but the same had been
repudiated by one of the parties
❋ Issue a certification to bar action or
counterclaim as a result of the inten-
tional absence of one of the parties in
a conference called under KP
❋ Give a copy of the Amicable Settle-
ment or Arbitration Award to all the
parties and to the Punong Barangay
❋ Issue certified true copy of any
document in his/her custody which
has not been categorized by law as
confidential
Lupong Tagapamayapa
Composition of the Lupon
The Lupon is the group of citizens
responsible for helping settle disputes
of parties, or, in appropriate situation,
arbitrate disputes brought before the
barangay. It is composed of the Punong
Barangay, as chairperson, and members
comprising of not less than ten (10) and
not more than twenty (20).
Anyone serving as member of the Lupon
should actually reside or work in the
barangay where s/he is serving as such.
S/he should also have integrity, impar-
tiality, independence of mind, reputation
for probity and other considerations.
The following are disqualified from be-
ing members of the Lupon:
❋ Those who are less than 18 years of
age
❋ Those who have been declared incom-
petent under the law
❋ Those sentenced for commission of a
crime that carries with it the penalty
of temporary or permanent disquali-
fication to hold any public office of
position
❋ Anyone elected as a public official,
except for those whose positions are
allowed by law to have another posi-
tion
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❋ Any member of the Armed Forces
of the Philippines who are in active
service
While serving as Lupon members, they
are considered as “persons in authority”.
Consequently, they should be accorded
respect. They can request assistance
from residents of the barangay if and
when help is needed in the performance
of their duty. Most importantly, if anyone
assaults them, the responsible person
shall be meted out with a heavier pen-
alty compared to if the assault was done
against an ordinary person.
There is no salary to be given to the
members of the Lupon but they can be
given by allowance or other benefits by
law or ordinance. While in the perfor-
mance of their duty, public or private
employees who are members of the
Lupon are considered on “official time”
and no deductions from their salaries or
allowance should be made.
Constitution of the Lupon:
The Lupon is constituted in the following
manner:
❋ Within fifteen (15) days from his as-
sumption to his position, the Punong
Barangay shall issue a notice for the
constitution of the Lupon with a list of
the recommended members thereof,
which shall be not less than ten (10)
and not more than twenty (20). In
making the list and in the actual ap-
pointmen, the Punong Barangay shall
be guided by the size of the popula-
tion of the barangay and the previous
number of the Lupon or the number
of complaints that had been filed with
the barangay.
❋ The notice shall be posted in three (3)
conspicuous places in the barangay
for a period not shorter than three
(3) weeks. Included in the notice is
the invitation to the residents of the
barangay to support or contest the
recommendees or to add additional
names in the list.
❋ Within ten (10) days from the last
day of the posting of the notice, the
Punong Barangay shall appoint the
members of the Lupon, which shall
be not less than (10) and not more
than twenty (20). The appointment
shall be in writing and certified by
the Barangay Secretary. The list of
appointees shall be posted in three
conspicuous places until after the
term of the Lupon.
❋ Once appointed, the members of the
Lupon shall take their oath before
the Punong Barangay. Their term
shall be three (3) years, except if
it is interrupted by death, resigna-
tion, transfer of residence or work to
another barangay, or withdrawal of
appointment by the Punong Barangay
concurred in by a majority of the
members of the Lupon.
❋ If there is vacancy in the Lupon, the
Punong Barangay shall immediately
appoint a replacement and the new
member shall serve only for the unex-
pired term of the previous member s/
he has replaced.
- 66 -
Powers and duties of the Lupon
The primary duties and/or powers of the
Lupon are the following:
❋ Exercise administrative supervision
over the Pangkat ng Tagapagkasundo;
❋ Conduct regular meetings once a
month for the exchange of ideas and
experiences that could improve and
hasten mediation and arbitration;
❋ Discuss and decide on the withdrawal
of appointment of a member of the
Lupon by the Punong Barangay after
due notice and heating;
❋ Execute, through the Punong
Barangay, all amicable settlements or
arbitration award; and
❋ Carry out all other tasks and responsi-
bilities provided by law or ordinance.
Pangkat Tagapagkasundo
When there is no amicable settlement
made before the Punong Barangay, the
parties choose three members from the
Lupon, who then constitute the Pangkat
Tagapagkasundo. If the parties do not
agree on who shall constitute the Pang-
kat, the latter shall still be constituted
but only by drawing lots. The primary
duty of the Pangkat is to continue to me-
diate between the parties, after they have
failed to arrive at a settlement before the
Punong Barangay.
After its constitution, the Pangkat shall
choose the chairperson and the secretary
from among its members. The particu-
lar tasks of the Pangkat Chairperson are
the following:
❋ Preside over all the conferences
between the parties and administer
oaths on any matter related to the
processes of the Katarungang Pamba-
rangay;
❋ Issue summons to ensure the person-
al appearance of the parties and their
witnesses;
❋ Certify as to the authenticity and
the due execution of all settlements
entered into before it;
❋ Preside over all hearings conducted in
relation to the arbitration when there
is a written agreement among the par-
ties to shift the mode from mediation
to arbitration
❋ Authenticate the certification to be
issued by the Pangkat Secretary in
order for the parties to be allowed to
file a case in the regular courts
❋ The tasks and responsibilities of the
Pangkat Secretary are the following:
❋ Issue a Notice of Hearing and deliver
the same to the parties concerned and
their witnesses;
❋ Record all processes undertaken by
the Pangkat in relation to the case
and have the documentation certified
by the Pangkat Chairperson;
❋ Document intentional absences of a
party in the minutes, after s/he was
issued and had received Summons;
❋ Immediately send to the Lupon Sec-
retary all the amicable settlements or
arbitration award;
❋ Send all the minutes of the processes
to the Lupon Secretary and to the lo-
cal court;
❋ Issue certification to file action that
states that the parties had appeared
before the Pangkat under the Ka-
tarungang Pambarangay but that
no settlement was arrived at, or that
- 67 -
the parties did not appear before the
Pangkat for reasons not attributable
to the complainant; and
❋ Issue a certification that prevents
the complainant from filing a case in
court, or the respondent from filing a
counter-complaint in court, if any of
these parties intentionally refused to
appear before the Pangkat.
In many cases, the conflict-resolving
mechanisms also use mediation as a
mode for settling disputes, but some also
provide leeway for arbitration.
These practices have proven to be ef-
fective in many communities, as they
provide an alternative to the regular
court system, which has proven to be
inaccessible. Hence, rather than spend
time, money and effort in filing and
following a case in court, parties to a
dispute would rather go through media-
tion or even arbitration before their local
datus and ustadzes. This way, they are
not burdened with excessive costs for
lawyers’ fees, filing fees, transportation,
and income foregone. Furthermore, they
are able to understand the processes
which are based on their own customs
and religious teachings, and not on laws
that they do not understand.
Unfortunately, there are no clear guide-
lines yet on how these practices interface
with the judicial system that is supposed
to be in the forefront of the administra-
tion of justice and conflict-resolution.
Hence, issues of jurisdiction over what
kinds of conflicts can be mediated and/
or arbitrated under the local dispute
mechanisms remain unresolved.
In the meantime, many LGUs are mak-
ing use of these local practices to pursue
peace-building in their communities.
Basic Skills for the Mediator
Since both the KP and the local conflict
resolution mechanisms make use of
mediation as a primary mode, it may be
worthwhile to review the basics of media-
tion.
The mediator is a person (or a body, as
in the case of the Pangkat) who has the
responsibility to try to settle disputes be-
tween parties through the use of his/her
capabilities as a go-between and facilita-
tor of these parties.
The mediator has a different role from
a judge who adjudicates over disputes.
The mediator does not give a judgment
or decision. S/he has no power to make
and impose his opinion on the resolution
of the issue at hand. S/he merely acts as
a facilitator of sorts so that the disputing
parties are able to talk about the issue in
a more orderly manner. S/he helps the
parties look for solutions where both will
be satisfied.
It is important for the mediator to
acknowledge and appreciate his/her
special role. S/he should put him/her-
self in the position where s/he is able to
discharge his tasks. S/he should bear in
mind that the disputing parties are the
ones who should take on more decision-
making functions in seeking of an ac-
- 68 -
ceptable solution to the problem, and not
him/herself.
For the above reason, the mediator
should always take note of the following:
❋ Recognize that each of the disputing
parties think that their position is
the correct one and that the other is
wrong. Hence, the mediator should
never belittle the position of each of
the parties. For example, s/he should
never say that “Oh, is that the only
thing you are after?! That’s not even
important! Why don’t you just give it
up?”
❋ Respect the needs of the parties for
adequate time to think and make a
decision. A rash judgment will not
do anyone any good. For example,
the mediators should not say “Think
about it now, so that we won’t have to
spend too much time into your case.”
❋ Show the parties that the process if
for the good of the parties and not
for the mediator. For example, s/
he should not say “Please, make an
agreement. Take pity in me.”
❋ Never forget that s/he should be
impartial. S/he is not part of the dis-
pute. Should any of the parties lose
his/her cool, the mediator should not
be offended and should not join the
dispute.
❋ Listen very well to what the par-
ties are saying and try to sincerely
understand their position. It is not
right for the mediator to be doing all
the talking. Rather, the parties should
be given all opportunities to talk and
explain their position and interest.
For this purpose, the mediator should
also be attentive to non-verbal com-
munication.
❋ Always be gracious at all times. A
rogue and cocky mediation will not be
trusted by the parties and mediation
will be greatly affected.
The Role of the Mediator
Even though the mediator does not make
a decision, his/her role is not limited to
being a “referee” to the disputing parties.
S/he is not there to facilitate the boxing
match, so to speak, but to help parties
look for possible options that may lead to
a resolution of their conflicting positions.
The mediator should therefore be able to
recommend these options. S/he should
be able to make these options as accept-
able to both parties as possible.
The mediators should be impartial at
all times. This does not mean that s/he
should always be neutral in position. In
certain stages of the mediation, s/he may
agree with the ideas of a party, should
s/he assess these ideas as right. S/he
should be able to balance the conflicting
positions. This may mean that s/he may
sometimes agree with a party, and then
with the other party. All these should be
geared towards arriving at a settlement
of the dispute.
In making recommendations for op-
tions, timing is important. The mediator
should be able to determine if the recom-
mendation is timely, i.e., if it is the most
opportune time for the parties to listen
to possible options and be open to think
about them.
- 69 -
The mediator as facilitator of the
discussion
The settlement of the dispute rests on
the quality and quantity of communica-
tion between the parties, among others.
Communication is very necessary in
settling disputes. If communication bogs
dows, no settlement will be forged. Be-
cause of this, the mediator should ensure
that there is no bog down.
In any communication, there should be a
direction and orderly exchange of ideas.
This is the responsibility of the mediator.
S/he should be able to put a direction
to the discussion. This can be possible
only if the mediator is able to identify the
issue that is the source of the conflict. If
the discussion between the parties have
no direction, they may turn out worse
than before the mediation.
In giving direction to the discussion,
there are two important questions that
the mediator should consider:
❋ What is the root cause of the conflict?
❋ What do the parties want as a resolu-
tion for the conflict?
Discussion of matters that do not pertain
to the above questions may only exacer-
bate the conflict.
It is likewise important for the media-
tor to identify the interest of the parties.
What a party may say may not reflect
his/her true interest. The “interest” of
a party is what is found behind his/
her “position,” and the mediator should
be able to decipher this amidst all the
words that are exchanged. The mediator
should be able to surface the interest by
asking the right questions.
In order to ensure that the communica-
tion is unhampered, the mediator should
prevent the parties from going into the
details that triggered the conflict and
are not relevant to the presentation of
interest of the parties. The mediation is
done to look for a mutually acceptable
solution, and not to return to the conflict
and make it worse. The mediator should parties with a breather. Rushing a settle-
be able to show each party the interest ment is not a good move.
of the other. The mediator should also
be able to help lay ground rules for the A sense of humor is one other trait that
discussion of interests the mediator may put into good use.
But humor should be interjected spar-
As facilitator of the discussion, the me- ingly and at the right time only. Parties
diator should be able to explain the posi- to a dispute should never feel that the
tion of one party to the other in a clear, mediator is making fun of them or their
non-threatening and acceptable manner. dispute. But a joke, when made ap-
The mediator should not “fan the fire” propriately, may ease the tension in a
and to inject un-peaceful messages of a discussion.
party to the other.
Sometimes, it is wise for the mediator
to call for a “break” in the discussion.
During the break, the mediator may opt
to meet and discuss with one party first,
without the presence of the other. There-
after, s/he may do the same with the
other party. The purpose of the “break”
is to stop a heated discussion that goes
nowhere. The mediator should be able to
call these “breaks” whenever necessary.
These interruption in the discussion
may even end the session for the day. A
new day for discussion may provide the
- 70 -

Note to facilitators: Depending on your
audience and the time you have for the
module, it may not be necessary to ask all
the guide questions. Select questions that
are particularly suited to your audience,
and based on the time you have.
1. The video did not dwell on pre- and
post-mediation steps. What are steps
that were not discussed at the road
map?
• Discuss preparatory activities (pre-
paring the venue, ocular inspection,
interview of witnesses, familiariza-
tion with complaint, materials, etc.).
• Discuss monitoring of implementa-
Guide Questions for the Video on Mediation
tion of agreements. Mediation does
not end with written agreements! It
is important to ensure that parties to
a dispute follow the agreements. Re-
mind the participants that violation
of agreements may resort to another
case filed before the KP and/or the
courts. It is incumbent upon the con-
cerned mediator to follow up on the
implementation of agreements.
• Dscuss healing and reconciliation.
Remind the participants of the
vignettes at the end of the video that
showed healing and reconciliation.
These are healing and reconciliation
activities that may or may not neces-
- 71 -
ANNEX G
sarily involve the Lupong Tagapa-
mayapa. Why are these aspects of
the mediation important? What
could the Lupong Tagapamayapa do
to ensure healing and reconciliation
take place?
2. The video provided only four ex-
amples of disputes commonly expe-
rienced in communities. What other
disputes are commonly filed before the
KP and provided for by the law?
3. The video cited “maliitang nakawan”.
Up to what amount is considered
“maliitan” within the jurisdiction of the
KP? Please take note that the LGC was
written in 1991.
4. Mediation is translated in the video
as “Pamamagitan”, the mediator,
Tagapamagitan”, and disputes, Si-
galot”. What words are used in your
barangay equivalent to these terms?
5. The video only covered Mediation.
What characteristics of mediation
differentiates it from Arbitration,
in terms of the process (Mediation
vs. Arbitration), and in terms of the
roles and characteristics of the neu-
tral third party (mediator vs. arbitra-
tor)?
6. The video showed a Punong
Barangay mediating. This assumes
that the disputes have not been
referred to the Pangkat Tagapagka-
sundo. What would have happened
differently if the cases reached the
Pangkat Tagapagkasundo?
• Stress that one important charac-
teristic of mediation is its volun-
tary, participatory and empowering
characteristics. While the KP Law
states that disputes should first be
mediated by the Punong Barangay,
disputants do have a say in who
they prefer to mediate them. When
the PB refers the mediation to the
Lupong Tagapamayapa, the dispu-
tants can choose who among the
roster of LT members they would
prefer to mediate.
7. The mediator stated in her opening
remarks that the mediation is private
and confidential. Is this currently
being practiced in your barangay?
For those who say this is not being
practiced, ask why?
• Participants will likely say that the
KP law states that the mediation
session in the barangay should be
open to the public. Ask the partici-
pants why this might be problem-
atic?
• Stress that mediation practices
all over the world and part of the
ethics of the profession of media-
tion is confidentiality of mediation
processes. Inform the participants
that current efforts to revise the
KP law will include making the
- 72 -
process private and confidential.
Also, inform the participants that
the Philippines’ Alternative Disa-
pute Resolution Act of 2005 also
stresses the importance of privacy
and confidentiality of mediation
sessions.
8. The mediator stated in her opening
remarks that the parties to the dis-
pute may opt to talk privately. What
does this mean?
• Explain the function and impor-
tance of Caucuses.
9. The video mentions INTERESTS of
each party. What do interests mean?
• Remind the participants that in the
session on Negotiation, INTER-
ESTS had been differentiated from
POSITIONS
• Invite the participants to identify
the interests of each disputant in
each of the case. Write these on the
board.
10. In the case of the child accidentally
damaging the plant of a neighbor,
what laws and treatment in this case
that the mediator has to keep in
mind?
• Remind the participants that
domestic violence and child abuse
are not within the jurisdiction of
the KP. However, what differenti-
ates this case that this could be
handled by the KP?
• What are the various ways with
which rights of women and chil-
dren were protected by the media-
tor? What more could the Punong
Barangya, this time not necessarily
acting as part of the Lupong Taga-
pamayapa, could have done?
11. When all steps have been covered
and all reflection questions have
been answered, ask up to two partici-
pants from each group for questions
on the Mediation Road Map. Answer
each question to the best of your
knowledge. When unsure, park each
question to e corner of the board,
and tell the participants that the
question will be answered before the
workshop ends.
- 73 -
- 74 -

EXPERIENCES IN STRENGTHENING CAPACITIES OF LOCAL CONFLICT RESOLUTION MECHANISMS: ARMM
R
ecognizing the important role of
local structures that facilitate the
resolution of conflicts or prevent
their recurrence, LGSPA has been giv-
ing trainings and coaching support to
strengthen and mainstream these LCRMs.
In particular, the knowledge and skills
of community leaders in conflict map-
ping, conflict resolution (transformation
through effective communication, negoti-
ation and mediation), culture of peace and
human rights promotion, and documenta-
tion and reporting of incidents of hu-
man rights violations including violence
against women and children have been
enhanced. The LCRM(s) will be linked
L G SP A Survey on Local Conflict Resolution Mechanisms in ARMM
to the Lupong Tagapamayapa (LT) and
the Municipal Peace and Order Council
(MPOC).
LANAO DEL SUR
Calanogas
Calanogas has an existing Executive Order
(EO) in 2004 creating the Arbitration
Committee (AC) of Calanogas as a conflict
resolution body. This project’s output suc-
cessfully put two women in the Arbitration
Committee. They were chosen because
they are respected in their community,
they are available, they are knowledgeable
of customary laws and practices and they
- 75 -
ANNEX H
have a certain degree of educational at-
tainment. Although it was the Local Chief
Executive (LCE) who chose the women, the
MPOC members were the ones who delib-
erated on the women’s qualifications. Now
the women regularly attend AC’s meetings
on Sundays and receive the same benefits
as the other members.
Masiu
In 2000, the LCE of Masiu issued an EO
for the formal creation of its Council of
Elders (CoE), which has been functioning
as such since the 1990s. Masiu’s CoE con-
sists mainly of datus, sultans and former
LGU officials.
Wao
An executive order as issued by the LCE
creating the Wao Council of Elders as a
municipal level conflict resolution body.
The council is composed of 10 members
chaired by the former mayor of the
municipality.
Calanogas, Marogong & Picong
In Calanogas, there is an existing Arbi-
tration Committee (AC) composed of
15 members coming from the religious
elders (imam, ustadz) and traditional
leaders (datu, sultan) who serve as the
conflict resolution mechanism of the
locality. The group regularly reports for
duty at the municipal hall on Sundays re-
gardless if there is a case to settle or not.
A one-day Skills Enhancement Seminar
was conducted with the LCRMs of Cala-
nogas, Marogong and Picong in Mala-
bang on February 25, 2008. The topics of
the seminars included LCRM rationale,
conflict mapping, mediation and negotia-
tion and roles in peacebuilding.
During the seminars, the collective
concerns raised by Calanogas, Marogong
and Picong included two aspects - the
link of Council of Elders with the Philip-
pine National Police and formal courts,
as well as the council vis-à-vis court
shopping of litigants. Despite these
concerns, LCRM members are still able
to effectively perform their tasks with
commitment and dedication. However,
they are convinced that the existing
LCRM structure has to be strengthened
by soliciting community participation
through respecting the right process of
submitting conflict cases (which is that
cases have to be attended to first by the
barangay captains before they are raised
to the office of the CoE). In relation to
this, participants pointed out the need
to set up policies with the barangay
captains so that the community will
be guided. Printing excerpts from the
Q’uran was also found to be facilitative
in the settlement of cases because expe-
rience has shown that disputants’ anger
are softened with words from Allah.
- 76 -
Members of identified local conflict
resolution mechanisms in these munici-
palities have enhanced skills and com-
petencies in mapping, resolving/settling
conflicts (i.e., effective communication,
negotiation and mediation, etc.), and
documentation towards peaceful, non-
violent ways of transforming conflicts.
Key LGU staff (i.e., Municipal Planning
and Development Coordinator (MPDC),
Municipal Social Welfare and Develop-
ment Officer (MSWDO), Municipal
Engineer (ME), Municipal Health Officer
(MHO), etc.) have improved levels of ap-
preciation of the Culture of Peace (CoP)
and improved competence in Peace and
Conflict Impact Assessment (PCIA) in
planning and implementing programs
and projects.
MAGUINDANAO
LGSPA is orienting and following
through with members of identified
LCRMs in Maguindanao.
South Upi
In particular, the LCRM in South Upi was
an output of the peacebuilding program
in 2005 and formalized through an EO.
The community of South Upi calls their
LCRM, Bleye Kitab, a Teduray term
meaning, “hall of justice”. Bleye Kitab
has 13 members representing the tri-peo-
ple that include three women members
and an assigned secretary from the LGU.
The community in South Upi has formal-
ly established systems and procedures
in resolving conflict from the barangay
to the municipal levels. Often, even
very light disputes are lodged to the
Bleye Kitab. To address this issue, Bleye
Kitab is conceptualizing the conduct of
a barangay information drive about its
systems and policies.
In 2008, Bleye Kitab faced a controversy
when its members did not receive their
honorarium for several months. During a
conversation with South Upi’s Mayor in
Davao City, the Local Resource Persons
(LRPs) commissioned by LGSPA felt that
Bleye Kitab was starting to have political
color. Seeing this tension as an oppor-
tunity to advocate the Culture of Peace
and non-violence when dealing with
conflicts and controversy, the LRPs held
a dialogue with the community to answer
queries and clarify issues.
Upi
In Upi, a neighboring municipality, the
Mayor’s Council is very active and has
the Mayor’s full support. This LCRM
meets regularly.
General SK Pendatun
On the other hand, the organized LCRM
in General SK Pendatun during Phase I
of the Peacebuilding Project is no longer
functional since the Mayor is new.
Buluan
In Buluan, the recognized LCRM is Task
Force Kalakib, composed of heads of
offices and members from civil society
organizations (CSOs). To date, however,
there has been no major activity that has
- 77 -
been conducted by Task Force Kalakib
since there has been no major conflict or
problem yet.
Enhancement of skills on conflict
resolution, management and negotiation
were identified and the training was held
on February 19 to 21, 2008. The different
LCRMs of the four LGUs gathered
to share and learn from each other’s
experiences.
Key staff (i.e. Municipal Social Welfare
and Development Officer (MSWDO),
Municipal Health Officer (MHO), etc.)
have been oriented to improve levels of
appreciation of PCIA and a coaching/
mentoring strategy per key office has
been planned by on-site coaches (OSCs).
During the Municipal Peace and Order
Council (MPOC) training in General
SK Pendatun from February 11-12 and in
Upi and South Upi from February 13-15,
participants learned to apply the PCIA
tool in three different projects.
Tawi-Tawi
Recognizing the important role of local
structures that facilitate the resolution
of conflicts or prevent their recurrence,
LGSPA conducted a four-day intensive
training and follow through coaching
support to strengthen and mainstream
LCRMs in Simunul and Sitangkai. In
particular, the knowledge and skills of
community leaders in conflict mapping,
conflict resolution (i.e., transforma-
tion through effective communication,
negotiation and mediation), culture of
peace and human rights promotion, and
documentation and reporting of inci-
dents of human rights violations includ-
ing violence against women and children
were enhanced. The LCRMs were linked
to the Lupong Tagapamayapa and the
MPOC.
Specific in this regard, the project imple-
mented the following:
1. Conducted LCRM Strengthening
Training
• Trained 16 religious leaders and
elders from Simunul on COP, Con-
flict Resolution and PCIA.
• Trained 14 religious leaders and
elders from Sitangkai on COP,
Conflict Resolution and PCIA.
2. Established (Mainstreamed) LCRMS
• Established LT in 15 barangays of
Simunul.
• Organized Pondohan Peace and
Development Management Com-
mittee (PPDMC) in Sitangkai.
3. Mobilized CSOs to organize/
strengthen LCRMs and peacebuild-
ing
• The Teachers Association in
Simunul implemented the
Community Big Book Project.
• The Simunul Barangay Justice
Advocates (SBJA) implemented
the Katarungang Pambarangay
Project.
- 78 -
• Sitangkai Association for Islamic
Development, Inc. (SAIDI) of
Sitangkai implemented formation
and training of Pondohan Conflict
Resolution Bodies.
• Local leaders implemented “Pag-
mimitingan” project in one Pondo-
han cluster.
In Sitangkai and in Simunul, mecha-
nisms were established by which LCRMs
can be formed and strengthened. In
Simunul, the Municipal Local Govern-
ment Unit (MLGU) commissioned the
Simunul Barangay Justice Advocate
(SBJA) as its auxiliary unit to form, train
and strengthen the LT in all 15 baran-
gays. In Sitangkai, the LCE established
the Pondohan Peace and Development
Management Committee (PPDMC) as
a special body under the Office of the
Mayor in order to address the conflicts
and development concerns in the Pondo-
han. These are the two breakthroughs in
peacebuilding in both municipalities.
1. Mainstreamed the Simunul
Barangay Justice Advocates into the
MLGU operational structure.
• Established 15 Katarungang
Pambarangay in 15 barangays in
Simunul.
• A breakthrough in the functional-
ity of the Barangay Local Govern-
ment Unit (BLGU).
• Impacts on “conflict avoidance”
nature of Simunul residents.
2. Established Pondohan Peace and
Development Management Commit-
tee (PPDMC).
• The PPDMC is multi-disciplinary.
Its members are experts in the
field of a) planning and develop-
ment b) conflict resolution and
transformation c) community
development and organizing d)
seaweeds production and e) public
safety and peace and order.
• CSOs and leaders from the Pon-
dohan are represented in the
composition of the PPDMC along
with the Chief of Police, Marine
Team Leader, and the Office of the
Mayor.
• The PPDMC presents an oppor-
tunity to address the problem of
drug trafficking, sea pollution,
declining agar-agar productivity
and violence in the Pondohan.
- 79 -
- 80 -

PARTICIPATION DEFINED
T
he importance of participation has
been recognized for a long time -
Aristotle said that it was essential
for the development and fulfillment of
the human personality. The centrality of
participation as a human right in develop-
ment was highlighted at the FAO Confer-
ence on Agrarian Reform and Rural Devel-
opment in 1979, and in publications such
as Crowley (1985) and Nyerere (1973).
The importance of participation was
strengthened by a number of case studies,
like those of Sibanda, Morss and Alzimir
(all quoted in Brehony, 1989) and Cernea,
1985. Nelson and Wright (1994) note that
a call for participatory development was
made at the UN Economic Commission
Conference for Africa in "Economic Co-
Operation and Transformation" at Arusha,
Tanzania, in 1990.
Even though the centrality of participation
is widely accepted there is no common
understanding of it. Williams (quoted in
Nelson and Wright 1994) notes that partici-
pation is a warmly persuasive word, while
Oakley et al. (1991) note that participation
defies any single attempt at definition or
interpretation, and Cernea (1985) refers
to participation as a "cloud of rhetoric".
Turrbayne (in Nelson and Wright, 1994)
- 81 -
ANNEX I
Participation and Development
refers to a case study from Guatemala and
notes "Organizations with very different
ideologies (military and popular move-
ments) both use the language of participa-
tion and empowerment". As such the term
participation can be used in a variety of
contexts and can imply a variety of mean-
ings.
Brehony (1989) refers to agreement among
commentators, such as Oakley (1987) and
Cohan and Uphoff (1980), that it is impos-
sible to establish a universal definition
of participation. Lee (Community Work-
ers' Cooperative, 1996) states that the
definition of participation is unclear. Platt
(1996, p 10) points out that "a common
understanding of the concept is often
assumed" and goes on to say that, in
practice, "development actions are often
based on differing perceptions of partici-
pation...[and on the] level and quality of
participation being sought". This clearly
can give rise to problems.
Platt's comments are supported by Cul-
len (1996, p 108) who asserts that fun-
damental differences exist among those
who are most closely associated with
advocating participation, "reflecting the
varying intentions of it's different propo-
nents". Lee (Community Workers' Coop-
erative, 1996) states that participation is
an idealized notion, like parenthood, and
that there is a lack of experience of effec-
tive participation practice.
The literature gives a series of defini-
tions of participation ranging from
“token involvement of people” to “auton-
omous decision making by popular orga-
nizations at local level” (Brehony, 1989,
p 26). According to Martin and Quinney
(quoted in Platt, 1996), participation is
"to take part" - this is very simplistic and
implies that everyone is participating
at some level in every action. If we are
to understand participation we need to
explore beyond "taking part" and look to
other commentators who have explored
the extent and nature to which people
“take part”.
Platt (1996) refers to the three types of
participation of local communities and
individuals as proposed by Astorga.
These are:
❋ physical participation - being present,
using one's skills and efforts;
❋ mental participation - conceptualizing
the activity, decision making, organi-
zation and management;
❋ emotional participation - assuming
responsibility, power and authority.
"Taking part" must involve all three
types, physical, mental and emotional.
But as a definition, Astorga's types of
participation do not provide us with a
means of analysing its quality. Brehony,
- 82 -
in his thesis (1989), quoted Castillo who
suggests four levels of participation:
❋ in implementing a project;
❋ in deciding what a project should be;
❋ in evaluation;
❋ in control over long term direction.
By combining these elements it is pos-
sible to assess the level of participation
in any given activity. Using this ordering
Bryant and White (1980, p.15) have de-
veloped an equation which suggests that
the value of participation may be analy-
sed thus: P=(B x Pr) - C where participa-
tion (P) equals the benefits (B) one hopes
to gain by the probability (Pr) that they
will actually be achieved, less the cost
off achieving them (C). This equation
makes possible a cost benefit analysis of
participation.
Nelson and Wright (1995) refer to three
models giving the extent of people's
participation:
• cosmetic participation - we pre-
tend that they are participating in
our project;
 • co-opting participation - they are
incorporated into our project;
• empowering participation - we are
incorporated into their project.
• Brehony (1989) quotes from Wan-
yande who identifies three further
models:
• collaboration - people are involved
only in implementation;
• community development - grass-
roots participation only after
needs, priorities and programmes
are developed;
• empowerment - people identify
their own needs with no external
assistance.
Brehony (1989) also refers to Oakley
(1987) who identifies four types of
participation similar to those suggested
by Wanyande: empowerment,
organization, community development
and collaboration.
Nelson and Wright (1995) go on to point
out that participation can be top down or
bottom up, uniform or diverse, simple or
complex, static or dynamic, controllable
or uncontrollable, predictable or unpre-
dictable. By introducing professionals,
controls, bureaucracy and systems, par-
ticipation can loose its spontaneity, its
flexibility and its usefulness. An accurate
definition of participation needs to ac-
commodate the complexity inherent in
participation and the power relationships
that enable or hinder participation. As
Chambers says, in Chapter 2 of Nelson
and Wright (1994), reversing power is the
key to participation, and Brehony (1989)
notes that power is central to participa-
tion. Cernea (1985, p 10) remarks that
"Putting people first in development
projects is not just about organizing
people but it means empowering them to
be social actors rather than passive sub-
jects and take control over the activities
that affect their lives."
Any definition of participation must
take social factors into account. "People
cannot be developed" according to
Nyerere (1968), "they can only develop
themselves by participation in decisions
- 83 -
and co-operative activities which affect
their well-being." The Combat Poverty
Agency (1995, p 2) brings in the value
of power and voice, and defines com-
munity participation as "being able to
have an input into structures in which
decisions are made". It is in this way that
"Participation gives a voice (op. cit. p 4).
" An OECD Report, produced in 1991
and quoted in Nelson and Wright (1994),
defines participation as combining effec-
tive economic policies, equitable access
to basic social and economic services
and broader participation in the orienta-
tion of government policies and pro-
grammes. Nelson and Wright (1994, p 7)
refer to a definition, produced in 1991 by
GTZ, that participation is "Co-determina-
tion and power sharing throughout the
programme cycle". Collins (1988) noted
that participation has an inherent value
in itself by enhancing personal well-
being and political power. Martin and
Quinnney (quoted in Platt 1996), refer to
a definition proposed by Forss in which
participation is "a process in which the
target group members take an active
part in planning and decision making,
implementation and evaluation" which
leads to a sense of control over resources
and responsibility for the future. Faugh-
nan and Kellagher define participation
as "taking part in activities in a way
designed to influence events whether in
areas of policy formulation, implementa-
tion or evaluation" (Reynolds and Healy,
1993, p 91).
TYPOLOGY OF PARTICIPATION
There is a wide range of literature relat-
ing to the typology of participation.
Some authorities describe the types of
participation, whereas others refer to
its mechanisms and to the limitations
on the implementation of participatory
Table 1.; Typology of Participation
Typology
development. The following review sum-
marizes the relevant literature.
Concern Worldwide, in a document guid-
ing the production of project proposals,
identifies the following types of partici-
pation:
Characteristics of each type

Definitions of participation range from
taking part in projects to self-develop-
ment through full participation. From the
literature we can see that the definition
of development itself has also evolved
over time as the definition of participa-
tion has matured into a more holistic
and empowering concept. However, even
if we have the right words, do we have
the right practice? Chambers, in Nelson
and Wright (1995), remarks that develop-
ment practice lags behind development
language. To explore participation as it is
defined by practice, this paper now looks
at typologies of participation.
Passive Participation Unilateral information sharing in which people are informed of what is to happen.
Consultation Although people are consulted problems are still defined and analyzed by outsiders
who make all the decisions.
Participation For People contribute resources, such as labour, in return for food, cash or other incentive,
Material Incentives but have no ownership of the project and no stake in continuing when the incentives
end.
Functional Participation is encouraged as a means to achieve ends which are often predeter-
Participation mined.
Interactive People participate jointly in the analysis, development of action plans, and monitoring
Participation of impact. Participation is inter-active and structured to allow groups to take over deci-
sion making and control of the resources, such that they have a stake in maintaining
structures and practices.
Self Mobilization People take initiatives independently of outside assistance and have control of resourc-
es. Agencies may provide support to enable the formation and spread of such groups.
(Source: Concern Worldwide 1995, pp4-5).

- 84 -
Brian Wall, Irish Aid (APSO, 1996) presented a seven-category typology of participation which is closely linked to that presented
by Concern:

Table 2. Typology of Participation

Typology Characteristics of each type
Passive People or communities participate passively as a result of a unilateral directive to do so, without any inter-action or involvement in the decision-
making process.
Contributing Participation is confined to answering questions for surveys and information questionnaires, the results of which are never made available to the
Information contributing community.
Consultative People participate by being consulted at workshops, forums etc., where they can express views and opinions, but are still excluded from any
decision-making.
Participation for Communities participate by providing resources in return for food, kind or cash. When the incentives end people have no interest in continuing
Material Incentives activities
Functional Communities form groups to meet pre-determined objectives of participation projects and programmes. This involvement may be at the early
stages of a project cycle and they may be excluded from major decisions.
Interactive People take control and influence the local decision-making process. They are actively involved in community development and planning. They
monitor the implementation of and evaluate the impact of their own projects and programmes. This confers a sense of project ownership.
Self Mobilisation Communities plan and execute their own initiatives independent of mobilization from external institutions. The only limitation is the financial re-
source gap, the development burden and the extent to which donors may accept a "hands off" role.
(Source: APSO, 1996)

CARE presents a typology of five levels of participation, again ranging from passive to active:
Table 3. Typology of Participation

Typology Characteristics of each type

Passive Participation
Non Participatory Participation
Negotiated Participation
Spontaneous Participation
Active Participation
The community has no decision making role and is asked , or forced, to participate.
There is a minimum level of involvement, with mandatory instructions, planned in advance from above.
Mutual dependency is recognized, most activities are shared, based on joint contracts.
There are voluntary contributions by people and self sustainable activities with minimal external inputs.
The community voluntarily partners with the outsiders and is actively involved in decision making.
(Source: CARE, 1994)
Pretty(1995) presents a seven level typology of participation:

Table 4. Typology of Participation

Typology
Manipulative Participation
Passive Participation
Participation by Consultation
Participation For Material
Incentives
Functional Participation
Interactive Participation
Characteristics of each type
Participation is a pretence with people's representatives on official boards but who are unelected and have no power.
People participate by being told what has been decided and has already happened. It involves unilateral announcements by an adminis-
tration or project management who do not listen to people's responses. The information offered belongs only to external professionals.
People participate by being consulted or by answering questions. External agents define problems and information gathering processes
and so control analysis. This process does not concede any share in decision making and professionals are under no obligation to adopt
people's views.
People participate by contributing resources, e.g. labour, in return for food , cash or other material incentives.
People's participation is seen by external agents as a means of achieving project goals, especially reductions in costs. People may form
groups to meet pre-determined objectives. This participation may be inter-active and may involve shared decision making, but tends to
arise only after major decisions have been made by external agents. Local people may only be co-opted to serve external goals.
People participate in joint analysis, development of action plans and the formation, or strengthening, of local institutions. Participation is
seen as a right, not just as a means of achieving project goals. The process involves inter-disciplinary methodologies that seek multiple
perspectives and make use of structured and systematic learning processes. As groups take control over local decisions and determine
how local resources are used, so they have a stake in maintaining structures and practices.

- 86 -
In 1989, Norad described participation as a series of different levels from passivity In summary, the Concern Worldwide
to complete responsibility. This was subsequently described in a diagram by Platt typology describes participation as
(1996): ranging from providing information and
permitting limited consultation to par-
Figure 1. Levels of Participation ticipation for different outcomes, and to
self-mobilization (table 1). Wall describes
Responsibility Complete similar types of participation, describing
them as running from passive to self-
mobilisation (table 2). CARE's typology
Shared leadership
responsibility refers to passive participation, but also
describes negotiated, spontaneous and
Real participation
in planning & active participation (table 3). Pretty
problem solving presents a typology that introduces the
concept of manipulative participation
Meaningful as a stage before passive participation
exchange of ideas
(table 4) and then describes six other
Partner dialogue types of participation concluding in self
in performing
mobilization as in tables 1 and 2. Norad
situation analysis
(Fig. 1) presents the types of participa-
Carrying out tion as steps leading from passive par-
assigned tasks ticipation to taking complete responsibil-
ity. Participation, in this typology, ranges
Passive from passivity and completing assigned
receiver tasks (co-option) to a process of dialogue
Adapted From Platt(1996)
and exchange. It presents participation
as an ongoing and dialogic model and
the steps lead to "real" participation as

- 87 -
a result of dialogue and exchange. They Table 5. Typology of Participation
also lead to shared responsibility and
Learning Participation Disadvantaged groups are perceived as being unable fully to participate
hence the typology addresses control without first acquiring the techniques (knowledge and skills) and gaining
and responsibility. Clearly Norad, in this the capacity (confidence and collective spirit) for doing so.
typology, presents optimum participa- End-users/Consumer Participation This form of participation exists where those who are direct beneficiaries
tion as taking complete responsibility. have ongoing opportunities to participate in deciding the aims, objectives,
policies and methods of working.
Advocates & Mediators Consumer Various groups and organizations are involved in advocacy and mediating
Cullen (1996, pp 116-18, and table 5) Participation roles in the community.
builds on the previous typologies (tables
Structures Participation This approach advocates the founding of new community structures to
1-4 and figure 1) and presents a four mediate between the external agencies and the community.
types of community participation, all
identified from Irish based, community- takes and learn from them" (OECD, 1996, wholeness of participation. The previous
development funded projects. Cullen's Annex 1, p 95). Cullen (1996) distils four typologies (tables 1-4 and figure 1) are
typology is in keeping with the ethos types of participation from the grounded part of the wider learning, consumer and
of partnership and participation within experience of partnership programmes structures-participation typology.
the partnership development model.2 that seek to address social exclusion
An Taoiseach3, John Bruton, in his through a "more flexible, decentralized There is a natural crossover and inter-
address opening the EU Anti-Poverty and participative" approach: he identi- relatedness between the four forms of
Programme in April, 1995, described this fies learning participation, end-users/ participation as described by Cullen.
ethos as "You have got to, to some degree consumer participation, advocates and In some projects all four are evident
at least, remove the control features in mediators consumer participation, and whereas in others there is a significant
your thinking...[and] apply a different structures participation. In this, he absence of any of them, that is, minimum
approach...[that] allows people to master captures the wider integratedness and participation.
their own destiny, make their own mis-

2
The implementation of the Global Grant (1992-5) programme involved 3
The term for prime minister in The Government of the Republic of Ire-
a model of local development that was relatively new in Ireland and Eu- land
rope and was piloted in the Third EU Anti-poverty programme(1989-4)
and the area based initiative of the PESP(1991-3). This model had the
four core principles of “ ... Partnership, participation, planning and multi-
dimensionality ...” (ADM, 1996b, p.VI)
- 88 -
 Towards a Peace and Human-Security Focused Barangay Development Planning
WHAT IS PEACE?
I
n the context of Mindanao, where vio-
lent conflicts still occur in many areas,
peace is an articulated need of many
sectors even as peacebuilding programs
are currently being implemented by the
government and non-government organi-
zations.
Hizkias Assefa, a peacebuilding prac-
titioner working to facilitate conflict
transformation and governance in Africa,
defines peace as “a philosophy, and in
fact a paradigm, with its own values and
precepts, which provides a framework to
discern, understand, analyze, and regulate
all human relationships in order to create
an integrated, holistic, and humane social
order”.
To make this philosophy or paradigm
more useful for development work, Assefa
proposed to tackle peace as a process of
transformation. Here, peace is seen as “the
transformation of conflicting and destruc-
tive interactions into more cooperative
and constructive relationships. In this
view, peace is not simply a state of gen-
eral tranquility or an imposed order that
suppresses discord, but is rather a network
of relationships full of energy and differ-
- 89 -
ISABELO JULIO CESAR BENITEZ
ences.”
This perspective of peace as a process
of transformation recognizes that along
side with overt violence like wars, riots,
murders, vandalism and kidnapping,
exists another form of violence called as
structural violence. “Structural violence
has been defined as social and personal
violence arising from unjust, repressive,
and oppressive national or international
political and social structures. According
to this view, a system that generates re-
pression, abject poverty, malnutrition, and
starvation for some members of a society
while other members enjoy opulence and
unbridled power inflicts covert violence
with the ability to destroy life as much
as overt violence, except that it does it
in more subtle ways.” This definition
maintains that “peace is achieved only
when the root causes of the differences is
or conflicting relationships are explored
and resolved” or transformed.
Applying this perspective of peace to
barangay governance would mean that
peace governance is a process of trans-
formation that addresses both overt and
structural violence in a given milieu to
create an integrated, holistic, and hu-
mane social order.
Dr. Toh Swee-hin, considered as the
Father of Peace Education in Asia,
proposed six areas for peacebuilding
in the current world. This is currently
being popularized as the “Six Pathways
to Peace” by the United Nations Educa-
tional Social and Cultural Organization
(UNESCO). These six areas for peace-
building includes:
1. The dismantling of the culture of
war,
2. Living with justice and compassion,
which includes the issues of depri-
vation, hunger, disease and child
mortality,
3. Building cultural respect, reconcili-
ation, and solidarity, which involves
respect for and pride in historical
roots, cultural identity, multicultural-
ism, justice and healing,
4. Promotion of human rights and
responsibilities,
5. Living in harmony with earth and
concerns with the issues of environ-
mental sustainability and ecological
balance, and,
6. Cultivation and nurturing of inner,
personal peace, which includes ques-
tions about meaning, alienation and
spirituality.
- 90 -
WHAT IS HUMAN SECURITY?
Human security, on the other hand is a
concept that emerged from a post-Cold
War that tries to understand the global
practice of national security. The con-
cept of human security was brought to
the fore of development paradigms in
1994 with the publication of the United
Nations Development Programme's
1994 Human Development Report. This
report argued that the best path to ad-
dress the problem of global insecurity
is by insuring "freedom from want" and
"freedom from fear" for all persons.
Human security is an emerging para-
digm for understanding global vulner-
abilities whose proponents challenge the
traditional notion of national security
by arguing that the proper referent for
security should be the individual rather
than the state. Human security holds
that a people-centered view of security
is necessary for national, regional and
global stability.
Matrix 1: Differentiation of Traditional Security and Human Security

Traditional Security Human Security

Referent Traditional security policies are designed to promote demands ascribed to
the state. Other interests are subordinated to those of the state. Traditional
security protects a state's boundaries, people, institutions and values.
Scope Traditional security seeks to defend states from external aggression. State
security is about a state's ability to deter or defeat an attack. It makes uses
of deterrence strategies to maintain the integrity of the state and protect the
territory from external threats.
Actor(s) The state is the sole actor, to ensure its own survival. Decision making
power is centralized in the government, and the execution of strategies
rarely involves the public. Traditional security assumes that a sovereign state
is operating in an anarchical international environment, in which there is no
world governing body to enforce international rules of conduct.
Means Traditional security relies upon building up national power and military de-
fense. The common forms it takes are armament races, alliances, strategic
boundaries etc.
Source: Wikepedia, 2007
Human security is people-centered. Its focus shifts to protecting individu-
als. The important dimensions are to entail the well-being of individuals and
respond to ordinary people's needs in dealing with sources of threats.
In addition to protecting the state from external aggression, human security
would expand the scope of protection to include a broader range of threats,
including environmental pollution,, infectious diseases and economic
deprivation.
The realization of human security involves not only governments, but a
broader participation of different actors, viz. regional and international orga-
nizations, non-governmental organizations and local communities.
Human security not only protects, but also empowers people and societies
as a means of security. People contribute by identifying and implementing
solutions to insecurity.

The UNDP's 1994 Human Development 5. Personal Security Economic security

Report's definition of human security 6. Community Security Economic security requires an assured
proposed that the scope of global securi- 7. Political Security basic income for individuals, usu-
ty should be expanded to include threats ally from productive and remunerative
in seven areas: Going by the human security paradigm, work or, as a last resort, from a publicly
the seven global security threats is viewed financed safety net. In this sense, only
1. Economic Security from the perspective of the individual about a quarter of the world’s people are
2. Food Security rather than the state. Following UNDP’s presently economically secure. While the
3. Health Security Report, Wikepedia explored the various economic security problem may be more
4. Environmental Security concerns across these threats, to wit :

- 91 -
serious in developing countries, concern
also arises in developed countries as
well. Unemployment problems constitute
an important factor underlying political
tensions and ethnic violence.
Food security
Food security requires that all people at
all times have both physical and eco-
nomic access to basic food. According to
the United Nations, the overall availabil-
ity of food is not a problem, rather the
problem often is the poor distribution
of food and a lack of purchasing power.
In the past, food security problems have
been dealt with at both national and
global levels. However, their impacts are
limited. According to UN, the key is to
tackle the problems relating to access to
assets, work and assured income (related
to economic security).
Health security
Health Security aims to guarantee a
minimum protection from diseases
and unhealthy lifestyles. In developing
countries, the major causes of death are
infectious and parasitic diseases, which
kill 17 million people annually. In indus-
trialized countries, the major killers are
diseases of the circulatory system, killing
5.5 million every year. According to the
United Nations, in both developing and
industrial countries, threats to health se-
curity are usually greater for poor people
in rural areas, particularly children. This
is mainly due to malnutrition and insuf-
ficient supply of medicine, clean water or
other necessity for healthcare.
Environmental security
Environmental security aims to protect
people from the short- and long-term
ravages of nature, man-made threats in
nature, and deterioration of the natural
environment. In developing countries,
lack of access to clean water resources
is one of the greatest environmental
threats. In industrial countries, one of
the major threats is air pollution. Global
warming, caused by the emission of
greenhouse gases, is another environ-
mental security issue.
- 92 -
Personal security
Personal security aims to protect people
from physical violence, whether from
the state or external states, from vio-
lent individuals and sub-state actors,
from domestic abuse, or from predatory
adults. For many people, the greatest
source of anxiety is crime, particularly
violent crime.
Community security
Community security aims to protect
people from the loss of traditional rela-
tionships and values and from sectarian
and ethnic violence. Traditional com-
munities, particularly minority ethnic
groups are often threatened. About half
of the world’s states have experienced
some inter-ethnic strife. The United Na-
tions declared 1993 the Year of Indig-
enous People to highlight the continuing
vulnerability of the 300 million aborigi-
nal people in 70 countries as they face a
widening spiral of violence.
Political security Applying the concept of human secu- Peace and Human Security: Similarities
Political security is concerned with rity to barangay governance, this would and Differences
whether people live in a society that hon- mean that human security governance For purposes rendering these two
ors their basic human rights. According is the empowerment of the people in the concepts to development work on the
to a survey conducted by Amnesty Inter- community as means of securing the ground, there is need to further clarify.
national, political repression, systematic well-being of individuals and responding The matrix on the next page is an initial
torture, ill treatment or disappearance to the threats and violent conflicts faced attempt to this by highlighting current
was still practiced in 110 countries. Hu- by ordinary people. These threats and notions of peace and human security in
man rights violations are most frequent sources of violent conflicts may include terms of:
during periods of political unrest. Along economic problems, food security, health,
with repressing individuals and groups, personal and political security, communi- ❋ Scope
governments may try to exercise control ty security and environmental concerns. ❋ Mechanism
over ideas and information.” ❋ General Approach
❋ Focus
❋ Intentions
Matrix 2: Comparison of the Peace and Human Security Paradigms
Categories Peace Human Security
SIMILARITIES Scope Broad in Scope:
Peace paradigm follows the six paths to peace popularized by UNESCO while Human Security Paradigm follows the Seven Threats to
Humans. Both cover basically the same areas of development.
Mechanisms Both anchors on the empowerment of the people towards participation in their implementation.
Approach Inductive Approach: Context-specific and looks into the Roots of Deductive Approach: Tackles the manifestations of the problem
Conflicts and links to the macro level. from the global perspective towards local applications.
Focus Local and Regional Conflicts with a slant towards violent con- General Well-being of Individuals with a slant on basic social
flicts. services.
Intention Transform violent conflicts Improve quality of life

- 93 -
ENDNOTES
1
Hizkias Assefa, Peace and Reconciliation as
a Paradigm: A Philosophy of Peace and its
Implications on Conflict Governance, and
Economic Growth in Africa (Nairobi, Kenya:
Nairobi Peace Initiative, 1993) 2-5.
2
ibid
3
ibid
4
From the GOP-UNMDP3 CO-CD Peace-Based
Framework for PDC Strengthening, 2002
United Nations Development Programme
(1994): Human Development Report

- 94 -

P
articipatory Rural Appraisal (PRA)
is a label given to a growing family
of participatory approaches and
methods that emphasize local knowledge
and enable local people to make their
own appraisal, analysis, and plans. PRA
uses group animation and exercises to
facilitate information sharing, analysis,
and action among stakeholders. Although
originally developed for use in rural areas,
PRA has been employed successfully in
a variety of settings. The purpose of PRA
is to enable development practitioners,
government officials, and local people to
work together to plan context appropriate
programs.
Participatory rural appraisal evolved from
rapid rural appraisal-a set of informal
techniques used by development practitio-
ners in rural areas to collect and analyze
data. Rapid rural appraisal developed in
the 1970s and 1980s in response to the
perceived problems of outsiders missing
or miscommunicating with local people
in the context of development work. In
PRA, data collection and analysis are
undertaken by local people, with outsiders
facilitating rather than controlling. PRA is
an approach for shared learning between
local people and outsiders, but the term is
somewhat misleading. PRA techniques are
equally applicable in urban settings and
- 95 -
ANNEX J
Participatory Rural Appraisal
are not limited to assessment only. The
same approach can be employed at every
stage of the project cycle and in country
economic and sector work.
KEY TENETS OF PRA
Participation. Local people's input into
PRA activities is essential to its value as
a research and planning method and as a
means for diffusing the participatory ap-
proach to development.
Teamwork. To the extent that the validity
of PRA data relies on informal interaction
and brainstorming among those involved,
it is best done by a team that includes local
people with perspective and knowledge
of the area's conditions, traditions, and
social structure and either nationals or
expatriates with a complementary mix
of disciplinary backgrounds and experi-
ence. A wellbalanced team will represent
the diversity of socioeconomic, cultural,
gender, and generational perspectives.
Flexibility. PRA does not provide blue-
prints for its practitioners. The combina-
tion of techniques that is appropriate in
a particular development context will be
determined by such variables as the size
and skill mix of the PRA team, the time
and resources available, and the topic
and location of the work.
Optimal ignorance. To be efficient in
terms of both time and money, PRA work
intends to gather just enough informa-
tion to make the necessary recommenda-
tions and decisions.
Triangulation. PRA works with qualita-
tive data. To ensure that information is
valid and reliable, PRA teams follow the
rule of thumb that at least three sources
must be consulted or techniques must be
used to investigate the same topics.
PRA TOOLS
PRA is an exercise in communication
and transfer of knowledge. Regardless of
whether it is carried out as part of project
identification or appraisal or as part of
country economic and sector work, the
learningbydoing and teamwork spirit of
PRA requires transparent procedures.
For that reason, a series of open meet-
ings (an initial open meeting, final meet-
ing, and followup meeting) generally
frame the sequence of PRA activities.
Other tools common in PRA are:
❋ Semi-structured interview
❋ Focus group discussions
❋ Preference ranking
❋ Mapping and modeling
❋ Seasonal and historical diagramming
- 96 -
ORGANIZING PRA
A typical PRA activity involves a team
of people working for two to three weeks
on workshop discussions, analyses, and
fieldwork. Several organizational aspects
should be considered:
1. Logistical arrangements should
consider nearby accommodations,
arrangements for lunch for fieldwork
days, sufficient vehicles, portable
computers, funds to purchase re-
freshments for community meetings
during the PRA, and supplies such
as flip chart paper and markers.
2. Training of team members may be
required, particularly if the PRA has
the second objective of training in
addition to data collection.
3. PRA results are influenced by the
length of time allowed to conduct
the exercise, scheduling and assign-
ment of report writing, and critical
analysis of all data, conclusions, and
recommendations.
4. A PRA covering relatively few topics
in a small area (perhaps two to four
 communities) should take between
ten days and four weeks, but a PRA
with a wider scope over a larger area
can take several months. Allow five
days for an introductory workshop if
training is involved.
5. Reports are best written immediately
after the fieldwork period, based
on notes from PRA team members.
A preliminary report should be
available within a week or so of the
fieldwork, and the final report should
be made available to all participants
and the local institutions that were
involved.
SEQUENCE OF TECHNIQUES
PRA techniques can be combined in a
number of different ways, depending on
the topic under investigation. Some gen-
eral rules of thumb, however, are useful.
Mapping and modeling are good tech-
niques to start with because they involve
several people, stimulate much discus-
sion and enthusiasm, provide the PRA
team with an overview of the area, and
deal with noncontroversial information.
Maps and models may lead to transect
walks, perhaps accompanied by some
of the people who have constructed the
map. Wealth ranking is best done later in
a PRA, once a degree of rapport has been
established, given the relative sensitivity
of this information.
The current situation can be shown us-
ing maps and models, but subsequent
seasonal and historical diagramming
exercises can reveal changes and trends,
throughout a single year or over sev-
eral years. Preference ranking is a good
icebreaker at the beginning of a group
interview and helps focus the discussion.
Later, individual interviews can follow
up on the different preferences among
the group members and the reasons for
these differences
SAMPLE PARTICIPATORY PLANNING
TOOLS
Visual tools are used in the data gather-
ing to facilitate faster analysis by the
- 97 -
community. It also helps the community
members to focus their attention on the
particular information being discussed
by the group. The community members
can collectively analyze their situation
and problems through the aid of visual
tools. BDP facilitators are encouraged to
devise and modify existing participatory
planning tools that are suitable in the
context of the community.
The following are the common visual
tools used in the participatory planning
process:
❋ Resource and Social Map
❋ Venn Diagram
❋ Service Map
❋ Seasonality Diagram
❋ Pie Chart
❋ Historical Transect
There are still other participatory tools
that can be used in facilitating the plan-
ning process. Modern mapping technolo-
gies can also be used in highly urbanized
areas such as the Global Positioning
System (GPS), and Geographic Infor-
mation System (GIS). The facilitators
prepare the visual presentation of the
information so that it can be validated
by the community first before analyzing
the situation and identify community
problems and opportunities.
It is important to gather all the available
necessary information from the different
sources and present these to the com-
munity by using different visual tools.
However, there are information that can
only be gathered from the community.
Modern mapping technologies are of
great help in this planning process. They
also shorten the time needed for data
gathering and let the planning sectors
proceed with the interpretation of data,
analysis and identification of community
problem situations.
Participatory tools are used for gather-
ing relevant information that are not
yet available from different sources. The
participatory planning tools that will be
presented here are some of the toolscom-
monly used in barangay planning
processes. However, some of the tools
used on some barangays may not be ap-
plicable in other barangays.
Here are some of the more commonly-
used PRA Tools:
1. Resource and Social Map
The resource and social map illustrates
the physical features of the community
such as the natural resources, infrastruc-
tures, public buildings, residential areas,
commercial areas, industrial areas at
each estimated location.
Resource mapping is the process of mak-
ing a visual presentation of the resourc-
es, infrastructures, and other information
that have economic and social relevance
in the community.
It provides information on the physical
features of the community that is im-
portant in identifying the potentials and
limitations that could be a reference in
planning for future improvement.
- 98 -
Data that can be generated:
❋ Inventory of the different resources of
the community;
❋ Problems with the management of
resources;
❋ Suggested solutions of the commu-
nity on their current problems.
2. Seasonality Diagram
The seasonality diagram is a tool used
to see seasonal patterns that occur in the
community such as common illnesses,
changes in income or expenditures
of the people in the community and
other information that have trends in
the previous years. It also looks at the
trends and changes as a year passes. The
seasonality diagram can be made with
anything that has a regular pattern in a
year (income, expenses, rainfall, desease
attacks, etc).
This is done to visualize the pattern of
occurrences. This information is neces-
sary to identify what times are support
highly needed by the community. This
diagram may tell us when are medicines
urgently needed in the community, what
particular month that community resi-
dents have no regular source of income,
and other relevant information. It also
provides information on the time of the
year when community activities should
be properly undertaken.
Data that can be generated:
❋ Income, expenditures, and credit;
❋ Food availability;
❋ Production patterns of industries in
the barangay.
3. Pie Charts
A Pie Chart is a visual representation of
percentages. People can readily analyze
the data if it is presented graphically. It is
much easier for the community to under-
stand graphic presentation rather than
presenting the data in numerical figures.
It facilitates easier gathering of problems
and opportunities.
Data that can be generated:
❋ Current land use;
❋ Land ownership;
❋ Percentage of population according
to sources of income;
❋ Kinds of commercial and industrial
products;
❋ Expenditures/credits;
❋ Sources of income.
4. Historical Transect
The Historical Transect is a tool that
compares the previous and the present
status of resources. It also looks at the
trends and changes as years or decades
pass (water resources, population, etc)
and review the reasons for the changes
and how these changes can be stopped
or enhanced.
With the historical transect we can ana-
lyze and see the changes as time passes,
and identifying the causes of such
changes.
Data that can be generated:
❋ Changes in resources;
❋ Change in population;
❋ Change in economic employment;
❋ Change in the number of houses;
❋ Reasons for such changes.
- 99 -
5. Venn Diagram
The Venn Diagram is a tool that can be
used to analyze groups, organizations,
and institutions that are in conflict or
may have influence over the others or
over the community.
The use of the Venn Diagram helps the
community represent the power rela-
tionships and influences of the groups
in the community. The use of the Venn
Diagram helps the community identify
possible threats or sources of strengths
in peace-related issues. It helps the
barangay analyze the impacts of different
groups in peace and security issues.
Data that can be generated:
❋ List of groups or organizations that
help or hinder the maintenance of
peace and order in the barangay;
❋ The kinds of influence or impact
wielded by different organizations in
the barangay’s peace and order and
human security;
- 100 -

WHAT IS GENDER AND
DEVELOPMENT?
G
ender is different from sex (being
female or male) which is a biolog-
ical attribute that is determined
at birth and does not change through
time except through a sex-change opera-
tion. Gender refers to roles, attitudes, and
values assigned by a culture and society
to women and men. It is a logical and
useful dimension of development. Gender
and Development (GAD) is an approach
to or paradigm of development focusing
on social, economic, political and cultural
forces that determines how differently
women and men participate in, benefit
from, and control resources and activi-
ties. It examines the relationship of men
and women in terms of dividing resources
and responsibilities, not concerned with
women per se but with the assignment of
gender roles, responsibilities, and expec-
tations. It analyzes the nature of women’s
contribution within the context of work
done both inside and outside the house-
hold. It is a continuous search for new and
innovative means of transforming unequal
relations between women and men so
they could become equal partners in their
pursuit of a full and satisfying life.
- 101 -
ANNEX K
Gender and Development
THE LEGAL MANDATES GOVERNING
GAD
The local government units (LGUs) are
duty-bound to implement the law and carry
out their mandates according to what the
law prescribes. The fundamental law of the
land – the 1987 Constitution – says that “the
State recognizes the role of women in na-
tion building, and shall ensure the funda-
mental equality before law of women and
men.” (Art. II, Sec. 14). Further, “the State
shall protect working women by providing
safe and healthy working conditions, tak-
ing into account their maternal functions,
such as facilities and opportunities that will
enhance their welfare and enable them to
realize their full potential in the service of
the nation (Art. XII, Sec. 14).
These provisions have been made
operational through various executive
actions and legislations. RA 7192 directs
all government agencies to institute
measures that would eliminate gender
biases in government policies, programs
and projects, and to ensure that women
are given means to participate fully in
development and nation building. It also
requires the allocation of a substantial
portion of all Official Development As-
sistance (ODA) to women and develop-
ment projects starting with at least 5%
in the first year of the implementation
of the law, and gradually increasing in
subsequent years.
Government with the help of civil society
groups also formulated the Philippine
Plan for Gender Responsive Development
(PPGD) 1995-2025, a 30-year perspec-
tive plan for integrating women in the
development process. Adopted through
Executive Order No. 273, the PPGD gives
substance to RA 7192 and other laws
benefiting women, by laying out specific
goals and strategies that will make gender
equality a given in development process-
es and in public service and governance.
RA 7160 or the Local Government Code
also puts emphasis on the role of women
in community development. It has a
provision for women’s representation
in local policy making in the provincial,
city, and municipal councils. In Sections
16 and 17, the Code requires LGUs to pro-
mote general welfare and provide basic
services and facilities for their constitu-
ents, including the discharge of devolved
responsibilities pursuant to the Code. To
make this operational, the Department
of the Interior and Local Government
(DILG) has joined the National Com-
mission on the Role of Filipino Women
(NCRFW) and the Department of Budget
and Management (DBM) in issuing Joint
Memorandum Circular 2001-01 giving
guidelines on how the GAD approach
can be incorporated into the local plan-
ning and budgeting system through
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the formulation of GAD plans. Recently,
a time-slice of the PPGD was devised
into a Framework Plan for Women
(2001-2004). This plan gives flesh to the
policy on women and development and
guides government agencies and LGUs
in preparation of their GAD Plans and
budgets.
WHAT IS A GAD PLAN?
A GAD Plan is a set of programs,
projects, and activities systematically
designed, implemented and monitored/
evaluated by the LGU over a given pe-
riod of time to address the gender issues
of their respective localities. The Plan
must be consistent with the LGU man-
date reflecting therein the GAD-related
programs, projects and activities (PPAs)
of concerned LGU department/offices.
All PPAs are contextualized in the
GAD-related issue they address, the
expected output and target beneficiaries,
the implementation period, indicators,
responsible office/unit/person, and the
allocated budget (Source: JMC 2001-01,
DILG-DBM-NCRFW).
THE PRACTICE OF GOOD LOCAL
GOVERNANCE
The performance of LGUs is measured
in terms of how they practice good
governance. The Code defines local
governance as “the process by which
communities address their own needs,
problems and priorities through more
responsive and accountable local gov-
ernments.” Given this definition, LGUs
cannot achieve good local governance
without being transparent, participatory,
equitable, and gender responsive.
WHAT IS A GENDER-RESPONSIVE
LGU (GERL)?
Gender concerns and issues in local
governance work are often overlooked,
simply because the officials and leaders
think that their work has nothing to do
with gender. Often, the argument is that
the policies they introduce apply equally
to men and women, and that their work
relate to the economic or technical as-
pects of governance and not to women in
particular.
On the contrary, every program, activ-
ity, or intervention has potential gender
concerns and issues.
❋ All development work eventually
aims at serving people, women and
men.
❋ Each activity of a development
project or plan can affect women and
men differently because their roles in
community differ.
❋ Development interventions can
change gender relations by creating
(the same or different) opportunities
and conditions for women and men.
❋ Projects that ignore 50% of the
economically active population will
not lead to development, much less
equitable development.
A gender-responsive LGU, therefore,
takes into consideration how its pro-
grams, policies, and other develop-
ment initiatives affect both women and
men. It consciously generates support
and involves women and men in these
development processes and specifically
identifies their roles in these undertak-
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ings. This is the essence of being gender-
responsive.
WHAT ARE WAYS TO MAKE AN LGU
GENDER-RESPONSIVE?
Specifically, the LGU’s gender respon-
siveness is manifested in 1.) the types of
services it provides to address the spe-
cific needs of women and men; and 2.)
the processes and mechanisms it installs
as well as 3.) the capabilities it develops
and builds within the organization to
deliver such services.
PROVIDING BASIC SERVICES THAT
ADDRESS GENDER CONCERNS
One clear manifestation of gender-
responsiveness in an LGU is its delivery
of the mandated basic services and
facilities to its constituents with particu-
lar attention on the differential needs
of women and men (Refer to Annex A).
A gender-responsive LGU addresses
both the PRACTICAL gender and
STRATEGIC gender needs of women
constituents in delivering basic services.
Responses to practical gender needs
pertain to those that improve the living
conditions of women and address their
lack of resources. Hence, the LGU’s basic
services would consist mainly of food
and shelter provision, health services
and education of children, and programs
that increase income. At the same time,
they address strategic gender needs,
i.e., those that pertain to improving the
women’s position in the community.
Thus, a gender-responsive LGU should
provide the means for women to have
greater access to resources and have an
equal say in decision-making. Services
addressing strategic gender needs would
include those that aim to reduce the
incidence of exploitation and violence
against women, backed by programs that
make women more economically inde-
pendent. Such basic services are char-
acterized by the active participation of
women and provide encouragement for
them to organize for collective action.
MAINSTREAMING GENDER IN LGU
PROCESSES
To ensure that gender-responsive
services are delivered, an LGU has to
“mainstream gender” in its develop-
ment processes and strategies. Gender
or GAD mainstreaming is an approach
that situates gender equality issues at
the center of broad policy decisions,
institutional structures and resource
allocations, and includes women’s views
and priorities in making decisions about
development goals and processes. It is a
set of proceses and strategies to inte-
grate women’s and men’s concerns and
experiences in the design, implementa-
tion, monitoring and evaluation of poli-
cies, programs in all political, economic
and social agenda.
Below are specific manifestations and
practices of GAD mainstreaming in the
LGU:
❋ Establishing enabling structures and
mechanisms
• Representation and participation
of women in decision making
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• Access to and use of information
• Allocation of resources
❋ Gender-responsiveness through poli-
cies and ordinances
❋ Building capacities to address gender
issues and concerns
• Identifying GAD Champions
• Creating a critical mass of com-
petent advocates and GAD Focal
Points
• Networking among LGU-GO-CSO
GAD Advocates
The following are some key gender con-
cerns in local governance:
❋ Equitable and responsive distribution
of the benefits of development.
• How many women actually benefit
from your local government pro-
grams and projects?
• Are women employees offered
equal opportunities in terms of
developing themselves?
❋ Effective cooperation between gov-
ernment and civil society.
• Do existing structures and mecha-
nisms promote LGU-civil society
cooperation?
 • Are there policies that support the
actual representation of women in
tehse processes?
• Are women’s concerns actually ar-
ticulated and considered through
these mechanisms?
❋ Freedom of expression/right to infor-
mation.
• Is vital information accessible to
women?
• Do current information mecha-
nisms enable women to actively
lobby their agendas in the process-
es of local governance?
❋ Rule of Law and independent judi-
ciary
• Are there legal frameworks that
promote equality and the protec-
tion of women’s rights?
• Are women equally represented in
the formulation, enforcement, and
administration of laws?
❋ Effectiveness and Efficiency
• Are governance mechanisms able
to deliver services that meet the
needs of constituencies, particu-
larly women?
❋ Accountability and Decision-Making
• Are decisions made in consulta-
tion with the internal and external
stakeholders?
• Are accountabilities clearly stated?
• What are the roles of women con-
stituents in monitoring and enforc-
ing these accountabilities?
• Are women employees also given
tasks and accountabilities?
• Are they also part of decision-mak-
ing bodies in the LGUs?
❋ Strategic Vision
• Do LGUs have specific long term
plans or visions to maximize the
potentials of women?
• Does the government allocate
enough resources to allow women
to become active participants and
beneficiaries of its development
plan?
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- 106 -

SOCIAL DEVELOPMENT SECTOR
DATA TO BE GATHERED
Barangay population
Number of males
Number of females
Number of male children
Number of girl children
Senior citizens
Persons with disabilities
List down basic services in
the barangay
OBJECTIVE
Know the total population of the
barangay and its distribution based on
the said categories
Know the basic services available in
and outside the barangay
Know the quality of basic services
identified
ANNEX L
Checklist of Data to be Gathered
FOCUS QUESTIONS TOOLS
What is the population of the barangay? Social Census Map or Pie Chart
How many percent are females? (information to be collected
How many percent are males? from secondary data)
Percent of male/girl children?
Percent of senior citizens?
Percent of PWDs?
What are the basic services available in the barangay? Service Map
What are the basic services available outside the barangay (that
could be accessed by brgy members)?
Are these basic services being offered by government agencies?
Are there any other organizations offering these basic services
(e.g., church, NGOs, POs, etc.)
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DATA TO BE GATHERED OBJECTIVE
Know the health services in the
barangay health center
Know what other medical help are
needed by barangay residents -
children, men, women, senior citizens,
and the handicapped
GENDER RELATED Know if there are RH programs and of
Health services for women what kind are they
Know the particular services for
women, men, children, and other
special sectors
FOCUS QUESTIONS TOOLS
What can you say about these basic services?
Note to facilitators: In getting the information on each of the basic
services, list down all services like health center, day care center,
school, water source/water system, etc and find out their state and
quality.
QUESTIONS FOR HEALTH SERVICES
What are the health services that are given by the health center? Service Map
To whom are these services open to? A Health Services Pie Chart
may be made out of the services
What are the particular programs for children? Babies? (e.g., given by the health center and
nutrition programs, vaccinations, check-ups, etc. ) the quanity of those benefitted
Are there Reproductive Health Programs given by the barangay? Health Services Pie Chart
What are the health services for women?
How many are pregnant? Lactating?
On and after pregnancy, are there any health services open to
them?
Where do pregnant mothers go during labor? (Hospital, komad-
rona, Lying-in clinic)
Are there family planning programs in the barangay?
Discuss one by one the health services for the following:
What are the health programs for men? (e.g. prostate check-
ups)
What are the health programs for children?
What are the health programs for LGBT?
What are the health programs for the Elderly?
Are there medicines given by the health center?
Are these enough?
Where do the residents get the medicine?
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DATA TO BE GATHERED OBJECTIVE
Common illnesses, Know the medical status of the
diseases, and other health barangay population
problems
Know the reasons why diseases occur
and what the barangay does for this
Status of the barangay’s Know the status of the yards of the
rest areas barangay residents to know how clean
exactly the barangay is.
Potable water resources Know if the barangay has access to
clean and safe water.
FOCUS QUESTIONS TOOLS
Know the common diseases of the barangay population. You may Seasonality Chart on the Ill-
start to identify from the illnesses of children and move up to the nesses of Children
illnesses of the elderly.
Seasonality Chart on the Ill-
What are the most common illnesses of children? nesses of the Elderly
Ready the Seasonality Chart. Discuss one by one the diseases men-
tioned.
When does this disease most commonly occur in a year?
What are the common reasons for the disease to occur?
Does the barangay have medicines available for this disease?
How do health service providers counter this? How do residents
counter this?
Then, know the common sicknesses of the elderly, with the same
procedure.
What kind of rest areas do houses in the barangay have? Service Map
How many use a water sealed toilet, an open pit toiled and an You may want to have a Social
antipolo type toilet? Census Map and Pie Chart on
Kinds of Rest Areas
Are there any houses without their own rest areas?
Note: Parallel the questions to what kind of water system the Service Map
barangay has.
Social Census Map and Pie
Where do the barangay residents get their drinking water? Chart on Kinds of Rest Areas
If there is no water system
From what kind of source do residents get their drinking water?
Do all residents have access to drinking water?
How many use the same source of water?
How far is this source to the homes of the residents?
Who usually goes to get the water?
Are there any specific times when water is taken?
Is this source still available during the rainy season?
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DATA TO BE GATHERED OBJECTIVE
Proper waste management Know the ways by which the barangay
disposes of its waste.
Different kinds of schools Know the educational need of
(Daycare, elementary, residents.
highschool, college, voca-
tional) Know how many children have been
educated.
Know if the number of teachers are
sufficient.
See if facilities are enough.
FOCUS QUESTIONS TOOLS
If there is a water system
What kind of water system does the barangay have?
Where does the water come from?
Do all the houses have faucets?
Since when has the water system been functional?
Who manages the water system? Who collects the bill?
How much is the bill? When is it paid?
How do the barangay residents dispose of their wastes? Matrix Ranking / Pie Chart on
Garbage Disposal
Is there waste segregation? Recycling? Do residents have com-
post pits?
Where do recyclable materials go? Is there any income earned
out of this?
Of the said ways in disposing garbage, what percent of people
use which way? Discuss each one. Then, basing on the results
of the pie chart, know the reason residents prefer the most used
system of garbage disposal.
QUESTIONS FOR EDUCATIONAL SERVICES
What educational institutions are in the barangay? What are the
conditions of these?
Are these educational institutions in good condition?
What facilities are there in the barangay schools? (e.g.,
classrooms, chairs, tables, library, toilet, playground, etc.)
How many of the residents are studying? How many of them are
males? Females?
What grades / levels are there in the schools? How many stu-
dents are there in each grade and section?
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DATA TO BE GATHERED OBJECTIVE FOCUS QUESTIONS TOOLS

How many teachers are there?

Are there enough teachers for all the students?

Are there enough classrooms?

Are there drop-outs? Are they mostly males or females? What

grade levels are most prone to drop out?
Education level of the Know the literacy level of the residents. What is the highest educational level of residents?
barangay residents
Know if facilities are enough or not. How many women have finished education? Men?
Number of residents with-
out education / unfinished Know the reasons why residents have What are the common jobs of residents with finished education
education unfinished education. in the barangay?

Of the residents with unfinished education, what is the most

common reason for this?

For those with no education, what is the most common reason

for this?
QUESTIONS FOR HOUSING SERVICES
Kinds of housing in the Know the current condition of housing What kinds of housing are there in the barangay? Discussion from Social /
barangay in the barangay. Resource Map
Are there any housing programs in the barangay?
Know if this is temporary or permanent.
GENDER RELATED Know who gets primary access to Who has access to the services mentioned? Service Map
Information on who benefits in times of calamity.
has access, benefit on Note to facilitators: For each item mentioned, know if this is open to
basic services on times of men, woen, children, etc. If it is, have symbols to show if it is open to
calamity men / young males, women / young females

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DATA TO BE GATHERED OBJECTIVE FOCUS QUESTIONS TOOLS

GENDER RELATED
Gender Know the opinions of residents on the What are the characteristics of men and women?
roles of men and women in the family
and community. What are their specific roles in their families, their communities?
Workload of men and Know the potential of men and women What are the common roles of men and women in the Work Division Matrix
women in different roles, activities, and jobs. barangay?
Decision-making Who usually does the decision-making in the family?

What are the reasons why (men / women) always make the
decisions? Why are they followed?
Cases of abuse Know and see cases of abuse in the Have there been any cases of abuse in this barangay that the Focus Group Discussion
barangay. residents know of?

Find a solution to counter this this What are these?

abuse.
To whom does this happen?
When and where does this happen?

How is it being answered?

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ECONOMIC DEVELOPMENT SECTOR
DATA TO BE GATHERED
Sources of income for the
barangay residents
Farming, fishing, trade, sewing,
employment, OCW. Discuss
each and start from the pri-
mary source of income.
OBJECTIVE
Know the sources of income for
the barangay residents.
FOCUS QUESTIONS TOOLS
Write the answers on the metacard. Segregate the an- Matrix Ranking / Pie Chart of Barangay
swers of men and women, since their ideas of sources Income Sources
of income may differ (especially for women).
Note to Facilitators: When matrix ranking, be
sure to segregate answers of male and female participants.
One column must be for females and another for
males. Then take the summary and rank them.
This is done because the idea of sources of income for men
and women may vary.
What are the major sources of income for the baran-
gary residents inside and outside the barangay? / What
jobs, products, or services give income to the barangay
residents?
What are the major sources of income for the male Answers here may be used in an Income-
residents inside and outside the barangay? Expenditure Tree
Of all the sources of income given, rank the sources out of
the number of men and women with the same source of
income.
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 DATA TO BE GATHERED OBJECTIVE FOCUS QUESTIONS TOOLS
Gather sex disaggregated data on For each source of income, rank them by the percentage of
income. how many other men and women have the same source of
income.
Find the percentage of men and
women whose income source from Example:
inside and outside the barangay. • What percent of men have farming as their source
of income?
• What percent of women have farming as their source
of income?
• What percent of men have selling as their primary
source of income?
• What percent of women have selling as their primary
source of income?

Find the potential of the residents. What are the skills and capabilities of the barangay Discuss from the Matrix Ranking/ Pie
residents? Chart of Barangay Sources of Income

Major and secondary crops in Know the major crops that the If farming is the major source of income, then discuss the Matrix Ranking/Pie chart of Major Crops
the barangay barangay residents use as income. major crop used as an income source. in the Barangay
• What major and secondary crops are planted in the
barangay?

In livestock raising, know the major animals raised for

income.

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 DATA TO BE GATHERED
Farming months
Seasonal effects on farming
Preparations needed by
farmers;
Agri-facilities the barangay
holds
Alternative Livelihood
OBJECTIVE
Find the cropping cycles of major
crops.
Find the necessary preparations for
farming.
Know what agri-technical support
the barangay requires.
Know the different effects of differ-
ent seasons on farming.
Find possible alternative liveli-
hoods for the barangay.
Find out what times are commu-
nity activities most effective.
FOCUS QUESTIONS TOOLS
Out of the Pie Chart of Major Crops, pick crops to be used for the Seasonality Diagram of Major
Seasonality Diagram. Make a diagram for each subject crop. Crops
What are the cropping cycles of the major/minor crops? Which
months are they planted/harvested?
For rice crops…
• How many times are the crops planted?
• Are the crops irrigated?
• Is the water sufficient even in dry seasons?
For coconuts…
• During which months are the coconuts harvested?
Which months are expected to be rainy? Which months are
dry?
Do the rainy and dry seasons affect farming?
Which months are most likely to bring storms?
Do storms affect farming and other sources of income?
What preparations must be done for the storm months? For the
rainy season? For the dry season?
When farms are not requiring much work, what are the other Seasonality Diagram of Major
activities of barangay residents? Crops
Find alternative livelihoods in the barangay.
• What are these?
• Where do the materials come from?
• Where do the jobs come from?
• How long does the work take?
• Who are usually doing the job?
• Who oversees the work?
• Where do the products go?
• How much is the income?
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 DATA TO BE GATHERED
Months when income, expen-
ditures, and loans are high
Elements that help increase
income/expenditure
GENDER RELATED
OBJECTIVE
Find the months when income,
expenditures, and debt are at their
highest.
Find elements help increase
income.
Find other sources of income for
barangay residents.
Find sources of expenditure.
Find if income is enough to cover
expenditure.
See who is responsible for budget
decision-making .
Find the roles of men and women
in the finances of the family.
FOCUS QUESTIONS TOOLS
The Seasonality Diagram on Income, Expenditures and Debt may be Seasonality Diagram on Income,
patterned after the Seasonality Diagram on Major Crops Expenditures and Loans
The said diagram may follow the Seasonality Diagram on Major
Crops directly, simply by adding rows for income, expenditures, and
loans.
Find first which months are income, expenditure and loan are high.
Which months hold the highest income?
Which months have the least income?
Which months commonly require farming to loan?
Answers here may be written on a metacard: Income-Expenditure Tree
Where does the high capital come from during these months?
• Is farming the only source of income?
• What are other factors that help increase income?
What are the reasons why expenses are high during these
months?
• Who oversees the decisions on expenses?
• Who oversees the budget?
• Where are the expenses commonly focused?(family (e.g.,
family expenses, trade, farming, etc.)
Are there times when the residents in the barangay have no
income?
• When?
• What is done when this happens?
• How do people pay for their expenses?
• Who usually finds the additional budget?
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 DATA TO BE GATHERED
Credit facilities
GENDER RELATED
Steps in planting major crops/
production of major products
Income, expenses for each
step
OBJECTIVE
Find why residents require to loan.
Find if there are credit facilities
in the barangay and the process
of loans.
See if women have access to
credit facilities
Analyze each step in planting
major crops or creating products
to have a recommendation on
improving the process required.
Find the problems encountered
for each step and give recommen-
dations as to how to avoid these.
Find the income, expenses for
every step.
FOCUS QUESTIONS TOOLS
Why are loans high during certain months? Seasonality Diagram on Income,
Expenditures, and Loans
Where/from whom do residents commonly get credit?
You may also employ the Agri-
Usually, how much is the interest? Service Map and Venn Diagram
What is the process of returning the loan?
Are government credit facilities (e.g., Land Bank) loaned from?
Are the said credit facilities open to women? (Put symbols to Discuss from Seasonality Dia-
show if credit facilities are open to men or women). gram on Income, Expenditure,
and Loan
Is the loaning system any different with women as with men?
From the Major Crops Pie Chart / Products, find which subjects can be Flow Chart
used for a flow chart
Find the steps required:
Example: Major Crop – Rice
• Describe each step in the process - from planting to selling
rice?
• How many farmers are currently planting rice?
The steps below are only examples. Add to them as the participants
mention. Discuss the steps one by one and start at the beginning.
Land Preparation
• What are the activities for each step?
• What are the farming practices used?
• What technologies are used, and where do these come from?
• What are the for each step?
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 DATA TO BE GATHERED OBJECTIVE
GENDER RELATED Find out the different roles of men,
women and children for in each
Roles of men, women and step of farming.
children in the farm
See the participation of women
and children in farm work.
FOCUS QUESTIONS TOOLS
Planting
• What cropping practices are commonly used? e.g., relay crop-
ping and intercropping
• What problems are encountered? (e.g., pests)
Production
• How much of the product is harvested per hectare?
• How much, in percent, is sold? How much is paid through a
loan?
• How much is reserved for consumption?
• At what price per sack is the rice sold?
• What are the expenses in this step?
• What is the usual income per harvest?
Market
• How is the product sold?
• Where is the product sold?
• Who buys the product?
• Are there parties who help in the selling of the product?
• When are prices high? When are the prices low? At what
price?
• Are there expenses in this step?
• Usually, how much is the income?
See the participation of men and women in every step of farming. Part of the discussions in the
Flow Chart
What are the roles of men in farming?
For deeper analysis, you may
What are the roles of women in farming? also employ a Work Division
Matrix.
Do children participate as well?
If yes, at what age are they usually allowed to work?
In what work are they involved?
Do they still get to study?
Are children paid to work? How much?
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 DATA TO BE GATHERED
Livestock / animals that are
sources of income
Technologies used in livestock
raising
Support services needed
Capital and expenses for each
livestock raising
OBJECTIVE
Find out which animals are being
used for income.
Find out what kind of livestock
raising is being employed.
Find out how many barangay
residents have livestock raising as
income.
Know which months are best
suited for raising animals.
See the effect of climate on
livestock. Find what preparation is
needed for raising livestock.
Find out which months are the
prices of animals highest or
lowest.
Know the ways in raising live-
stock.
Know the ways that could im-
prove livestock raising.
Know the income and expenses
for each step in raising.
Know which animals are best
sources of income.
FOCUS QUESTIONS TOOLS
If one of the primary sources of income is livestock raising Matrix Ranking / Pie Chart of
Livestock
What are the major animals being raised?
How many residents are raising each kind of livestock?
What kind of livestock raising is used? e.g., backyard raising,
medium scale, or large scale)
How long does it take from raising to selling animals? Seasonality Diagram
During what months are commonly the start of animal raising?
When are animal prices high? Low?
What months / seasons have the most effect on livestock?
What are the most common problems in livestock raising?
During which months are animals most likely to get sick? What
is being done about this?
What technology are being used? Flow Chart
Where do the technology come from?
Are there cages for the animals? What are they made of?
How is animal waste disposed of?
Are there any ordinances regarding animal raising? Are they
being followed?
What are the steps in raising livestock?
For each step, know the following:
Are there expenses?
How much?
What problems are ecountered?
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 DATA TO BE GATHERED
Agriculture Facilities /
Services
GENDER RELATED
Control, access and manage-
ment of agricultural facilities
Farmers Organizations
OBJECTIVE
Know what support services are
needed by the barangay for rais-
ing livestock.
Know if the disposal of animal
wastes has an effect on the
barangay environment.
Know the available agri-services
available in the barangay.
Know what other agri-
infrastructure the farmers require.
Find out who has control, access,
management, and benefits from
the agri-services in the barangay.
Find out the farmer groups /
farmer organizations in the
barangay.
FOCUS QUESTIONS TOOLS
Selling
• How are animals sold?
• Where?
• Who buys the animals? Where do they come from?
• Are there any parties that help in the marketing of the ani-
mals?
• What percent of the animals are bought?
• What percent goes to loans?
• What percent goes to consumption?
• At how much are the animals sold?
• How much is the capital per animal sold?
Remember that in making an Agri-Service Map, answers must be Agri service Map
placed on paper first. Have the participants place them in a circle
written on a manila paper to symbolize the barangay, and indicate
whether the service should be “inside” or “outside” the barangay. The
rating for each service may also be placed in each paper.
What facilities and agri-services does the barangay have?
• Where are their locations in the barangay?
• What are the conditions of these facilities?
• Are these facilities enough to supply the farmers?
• What agri-services are open to farmers?
• Are there programs/seminars about planting/farming? These questions are also present
• Who facilitates the seminars? Who are the participants? in the Flow Chart.
• Are these facilities private or barangay-owned? These are discussed in the Agri
• Who owns and operates them? Service Map.
• To whom are these facilities open?
Are there farmer groups in the barangay? What are they? (e.g., Can be part of Venn Diagram of
farmer organizations and irrigation organizations) Barangay Organizations.
• How many members are there in these groups?
• What are their programs?
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 DATA TO BE GATHERED
GENDER RELATED
URBAN COMMUNITY
Enterprises in the barangay
Potential livelihood/enterprise
activities
OBJECTIVE
Find out the number of female
residents that are part of these
organizations.
Find out the participation of
women in the barangay.
Point out the different businesses
in the barangay.
See which entrepreneurial under-
taking have the most potential.
Find out which factors help or
quagmire these businesses.
FOCUS QUESTIONS TOOLS
• Are there any female members?
• How many?
• Do female participants hold any positions in the farming orga-
nizations? What positions are these?
An urban/urbanizing community would have different sources of
income and infrastructures. The barangay should point these out
since they will help in income generation.
From the Resource and Social Map, place a plastic sheet and start Business Map
a Business Map. If the businesses are in the market, place them on
paper and round them up later on.
What businesses does the barangay have?
Where are they located? Draw their locations in the barangay.
Why are they located in those specific areas?
What businesses make the most income? Why? (e.g. ideal loca-
tion of business or the high demand from consumers)
What businesses make least money? Why?
What factors keep businesses from improving?
What do you think is the role of the barangay/municipality in
improving these businesses?
What businesses can improve? Why?
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 DATA TO BE GATHERED OBJECTIVE
Environmental Concern Know the process of waste dis-
posal used by various businesses.
Find out if there are recycling cen-
ters or waste disposal manage-
ment systems and find out how
these are operated/implemented.
Know which businesses have
recyclable wastes.
Kinds and number of busi- Know the kinds of businesses the
nesses barangay has.
Know where these businesses are
coming from.
Know if the barangay or mu-
nicipality could possibly export
products to outside parties.
FOCUS QUESTIONS TOOLS
Which of these businesses generate waste? Discuss from Business Map
How is the waste disposed?
Is there recycling involved?
Segregation?
Where are wastes disposed?
Are there ordinances in the barangay or municipality regarding
waste disposal?
Are there recycling centers?
What businesses have waste that can be recycled?
Note that waste disposal can be a source of income for the barangay
(e.g., collection, recycling, and as fertilizers).
From the Business Map, one may create a Business Matrix which Business matrix / Pie Chart of
shows the number of businesses inside the barangay. Barangay Businesses
Write down the businesses on paper, and round up similar businesses
together.
• What businesses are similar?
• What kinds/classifications of businesses are there?
What businesses sell products that come from the barangay?
What businesses sell products from outside the barangay?
Where do these products come from? (e.g. municipality or
province)
Are there products that could be supplied by the barangay
instead?
Is the municipality/barangay capable of supplying these?
What should be done to do this?
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 DATA TO BE GATHERED
Total income and expenditures
OBJECTIVE
Know what are the sources of
income and expenditure, visually.
See if income is enough to cover
expenses.
Find recommendations so as to
increase income.
Know if sources of expenditure
are of importance.
FOCUS QUESTIONS TOOLS
Get the results of the Matrix Ranking / Pie Chart of Income in the Income-Expenditure Tree
barangay.
Get the expenses from the Seasonality Diagram of Income and
Expenditure.
Write these on paper and gave them validated by the barangay.
Tell the participants that the following are according to the Matrix
Ranking/ Pie Chart of Income in the Barangay and Seasonality Dia-
gram of Income and Expenditure.
The sources of income are ranked, but the expenses are not.
Make a Matrix Ranking on the expenses of residents
The following are the said expenses of the barangay…
• Are there any other items that could be added?
• What things create the most expenses for the barangay?
• And the least?
Distribute the pebbles (or any other materials used in creating
the matrix ranking) at those with highest and lowest expenses.
Let the participants distribute the pebbles. Write the corre-
sponding percent. While they are distributing, you may start a
discussion.
• Are the pebbles enough for the expenses?
• Does everyone agree with the ranking of expenses?
• Are men and women both in agreement?
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 DATA TO BE GATHERED
INSTITUTIONAL DEVELOPMENT SECTOR
DATA TO BE GATHERED
Responsibilities of barangay
officials
Programs being done by
barangay officials
OBJECTIVE FOCUS QUESTIONS TOOLS
Once everyone agrees, you may now have an Income-Expen-
diture Tree. Place the income at the roots, the expenses at the
leaves. The size of the roots and leaves should be appropriate
with the source.
• Is the income enough to cover expenses? Why?
• Why are expenses high in certain areas?
• What is done to increase income?
• Who makes the decision about what to do with the expenses?
• What areas usually are given higher budget?
• What is done when there is no income?
• Who usually finds ways to add to the budget at these times?
OBJECTIVE FOCUS QUESTIONS TOOLS
Note: The Organizational Rating Matrix (ORM) is not only made to
see the decision-making of barangay officials, but also of the role of
individual residents in the local government.
See how officials do their roles in What do you think are the responsibilities of barangay officials? Organizational Rating Matrix
decision-making. (ORM)
What, in your knowledge, have the barangay officials done
during their terms in office?
Note: Before starting the rating, put together similar answers on the
questions above.
If participants are not informed of the responsibilities of barangay
officials, have a manila paper with a list of the responsibilities of those
in office, with free space to add the ideas of the participants.
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 DATA TO BE GATHERED
Barangay funds
Ordinances/programs in the
barangay
GENDER RELATED
Composition of the
Barangay Council
Local Special Bodies/Commit-
tees in the Barangay.
GENDER RELATED
Number of women participat-
ing at the local special bodies.
OBJECTIVE
Know the sources of funding for
the barangay.
Know where these funds go.
Know the ordinances present in
the barangay.
Know the idea of the residents to
what a leader should be.
Know their opinion with the
participation of women in politics
and in decision-making in the
barangay council.
Identify the local special bodies /
committees existing/organized in
the barangay.
Know the extent of participation
of women in the local special
bodies.
FOCUS QUESTIONS TOOLS
Detailed questions on the ORM
Where does the barangay funding come from? ORM Matrix Ranking / Pie Chart
Sources of Barangay Fund
To where is this funding used? Matrix Ranking / Pie Chart of
Barangay Expenses
Is the barangay funding enough?
What ordinances are enacted in the barangay? ORM
Are there any specific ordinances for residents? Men, women,
children, senior citizens, handicapped?
What is the composition of the barangay council? ORM
If there are female councilors
• What are the ideal characteristics of a leader?
• What are the common roles of a female official?
If there are no female councilors
• Have any women run for office?
• Why were they not elected?
• What are the characteristics of an ideal leader?
How is participation of citizens ensured in the barangay? Discuss in the ORM
Are there special bodies/committees organized in the barangay? A Venn Diagram may also be
constructed that will illustrate
What are these special bodies/committees? the different structures that as-
What were the functions of these local special bodies/commit- sist each other in the barangay
tees?
What is the composition of these special bodies/committees?
How many are males? How many are females? Are there also
youth members?
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 DATA TO BE GATHERED OBJECTIVE
Know if there are programs in the
barangay that promote issues
relating to gender.
Barangay Organizations Identify major organizations and
individuals that contribute to
barangay development.
Identify and demonstrate the im-
portance of the different organiza-
tions, agencies, individuals, based
on perception of women and men
in the barangay.
FOCUS QUESTIONS TOOLS
Note to facilitators: It is important that we already know the different
local special bodies as provided for in the Local Government Code of
1991
Is there a local gender council in the barangay?
What are their programs?
Are there enough funds for these programs?
What /Who are the organizations/institutions and individu- Venn Diagram
als in and out of the barangay that you think are important and
contribute to the barangay’s development? Write the responses Reminder: Facilitators should
in a manila paper. Assign color codes for the organizations that prepare round papers. Small
can be found in and out of the barangay circles represent organizations/
institutions/individuals of little im-
portance. Large circles represent
After listing these down, find out the programs of each organiza- organizations/institutions/individ-
tions and their membership uals with greater importance/influ-
• What are the programs of these organizations and individuals ence or impact in the barangay.
for the barangay?
• How big are the membership of these organizations?
• Who are typical members of these organizations (e.g., males,
females, youths, etc.)?
• Are there groups that are related to each other? If there are
groups/individuals that are related to each other, this could be
demonstrated by overlapping or pasting them together.
After accomplishing this, show to the group the results of each
group’s efforts. Let them discuss and identify the differences in
their responses, and find out for themselves the reasons for the
differences.
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 DATA TO BE GATHERED OBJECTIVE
ENVIRONMENT AND NATURAL RESOURCES SECTOR
DATA TO BE GATHERED OBJECTIVE
Natural Resources of the Know the physical properties of
barangay, potential and the barangay.
limitation
Know the condition of the natural
Different uses of land resources in the barangay.
Know the opinion of the residents
about their natural resources.
Know the situation of land use and
ownership in the barangay.
Know the condition of forestry (if
there are).
FOCUS QUESTIONS TOOLS
Find out the reasons behind the differences in size, distance
from the barangay of the circles. Distances and sizes may differ
because of the differences in perspectives of the participants.
Clarify first with the group before changing the size and distance
of the circles.
Why do you think are there differences in your size of the circles
assigned to the organizations that were identified by the women
and men?
Ask the participants if they have recommendations on how to
strengthen cooperation among organizations and individuals.
What do you think are the possible steps to increase and
strengthen cooperation and coordination among groups/indi-
viduals in the barangay?
FOCUS QUESTIONS TOOLS
Note to facilitators: before starting the map, ask the participants if Land Use Map
they have a community map. If there is, that may be used instead,
and change whatever is needed. Find out if any of the participants
know how to make a community map. Note that in making the map,
one must start with the barangay landmarks like roads.
Where is the barangay located? Where is the north, south, east,
and west?
Where are the boundaries of the barangay? How big is the May be part of the Transect
barangay community? Mapping later on
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 DATA TO BE GATHERED
Kinds of land ownership
Situation of the CARP imple-
mentation in the barangay
GENDER RELATED
Information on the number
of women who own land (the
land title is of women)
OBJECTIVE
Know the potential of tourism in the
area (if possible)
Know the effect of mining sites or
quarry sites in the barangay (if any)
Know the situation of land owner-
ship in the barangay territory
Know if there are any territories
which need to be distributed under
the CARP
Know the situation of the CARP in
the barangay
Know the number of women who
own land
Know the reason why it is the men
that own the land as common
FOCUS QUESTIONS TOOLS
What are the natural resources in the barangay? Where are
these in the map? (mountain, slope, cave, plain, river, waterfall,
sea, lake, etc)
What can we say about the condition of our mountains, rivers,
etc?
What is the major use of land in the barangay?
(agriculture, settlement, forest, or special use: quarrying, mining,
tourism)
Note: discuss each kind of land use before asking the participants the
item above.
Settlement Land Use Transect Map
Where are the homes in the barangay?
Agriculture Land Transect Map, Matrix
What are the major crops? Where are these in the barangay? Ranking / Pebbles and Pie Chart
What kinds of soil are there in the barangay? on kinds of Land Ownership
How big is agricultural land?
What kind of ownership is there? (private, agrarian-reform
beneficiaries-EP: Emancipation Patents / CLOAs: Certificates of
Land Ownership Awards)
Is there any land that has to be distributed under the CARP?
How big? How many beneficiaries are waiting?
What is the most standing relation between land owners and
farmers?
What is the most common division of products between farmers
and landlords?
Who usually owns land? To whom is the land commonly named Pie Chart on Land Ownership
to? Is it to men or women? What percent is to women? Men? Between Men and Women
- 128 -
 DATA TO BE GATHERED
GENDER RELATED
Programs on forest
management.
If women have access on these
programs
Characteristics of the location
as to why it is called a tourist
site
OBJECTIVE
Know the condition of the forests.
Know the benefits from forests.
Know the reason why some live in
forests.
Know if there are programs on
forest management and who are
those who have access.
Know the condition of the tourist
site or potential site.
See if there could be any way to
protect or conserve the location.
FOCUS QUESTIONS TOOLS
Forests/Protected Forests Land Use/Transect Map
What is the situation of forests?
What kind of trees and animals are there in the forests?
Are there residences in the forests?
What products are being made/taken from forests?
Are there programs for those who live in forests? What are Land Use/Transect Map
these?
Who are given the opportunity in these programs? Men or
women?
Are there any special land uses in the area? Land Use Map/Transect Map
How’s the tourism in the area?
Are there tourist sites in the barangay or potential tourist sites?
Where are they in the map?
What is the situation of the site? Why do you say it is a potential
site?
How will you protect or conserve this site?

Description of the quarry/
mining site
See the condition of the mining
site.
See the effects of the mining site
on the nearby environment of the
barangay.
Are there any mining or quarrying operations in the barangay? Land Use/Transect Map
If so, when have the operations started?
What can you say about the quarrying site/mining site?
What is the situation of the site?
What about those who live around the site?
How are those that work in the site?
Does the site have any effects on the people in and around it?

DISASTER RELATED Know the effects of the mining/ If the site would ever suffer a calamity, would the residents of Land Use/Transect Map
quarry site in times of calamity. the barangay be safe? (e.g., Would the site collapse? How far is
the quarry site from the residences?)

- 129 -
 DATA TO BE GATHERED
Barangay infrastructure
Condition of the infrastructures
Recreational facilities for spe-
cial sectors
GENDER RELATED
Information on who has ac-
cess, control, and management
in the barangay between men
and women
OBJECTIVE
Know the location of different
barangay infrastructure
Know the condition of each infra-
structure in the barangay, if they
are sufficient or not, and possible
ways to improve them.
Know if there are facilities that
would serve the elderly, people
with disability (DWB), out of
school youth (OSY)
Know the (gender relations) of
men and women in the barangay
in terms of access, control, and
management of resources.
Know the information on access,
control, and management on
resources in the barangay.
FOCUS QUESTIONS TOOLS
Note to facilitators: In making a resource and Social Map, use the
earlier Land Use Map. Have a plastic sheet over it and there make
the Resource and Social Map.
Where are the barangay infrastructures located? (e.g., barangay Resource and Social Map
hall, health center, school, roads, etc).
Does the barangay have access to electricity? Do all structures
have electricity?
Does the barangay have access to drainage systems?
Example:
What kind of elementary schools are there?
How big are they? How many rooms do they have?
How many students and teachers do the schools have?
What facilities are there in the schools? (e.g., tables, chairs,
libraries, etc.)
With what materials are the schools made of?
What recreational facilities are there in the barangay? Resource and Social Map
Are there facilities that would serve the said sectors?
As with the barangay infrastructure and resources Land Use and Resource/Social
Map, and from this Gender
Who has ownership, access, control, and management of these Mapping
resources?
Know the reasons why such answers show up in the barangay.
What are the roles of men, women, young males, females in ac-
cess, ownership, and management on these resources?
Show where the symbols showing men and women inside and
outside the barangay and compare them with as to where they
are in access, control, and management.
- 130 -
PEACE AND CULTURE SECTOR

DATA TO BE GATHERED OBJECTIVE FOCUS QUESTIONS TOOLS

Ways of resolving conflicts Identify ways of resolving conflicts What are your ways of resolving conflicts and problems among Discuss from the ORM
residents in your barangay?

Is the Katarungang Pambarangay organized?

What are the types of problems typically resolved at the Katar-

ungang Pambarangay?

What is the composition of the Katarungang Pambarangay?

How many are men and women?

What other local conflict resolution mechanisms are used in

your area?

What types of cases are resolved in these other local conflict

resolution mechanisms?

Identify other peace-related issues What groups/individuals/institutions create impact on peace ORM
and security of barangay residents?

Identify culture-related factors What cultural or religious practices in the barangay help in
that help or hinder in resolving resolving conflicts?
conflicts

- 131 -
- 132 -

INSTRUCTIONS:
1. Divide the participants into three
groups. Each group should assign 1
member acts as the basketball goal, 1
member is the coach, 1 guard (player
#1), 1 forward (#2), 1 center (#3), and so
on (player #4, #5 etc..).
2. When the assignments are clear, tell
the members of the group to form a
line. The three groups should then
form three lines. In front of the line,
around four meters from the first
person is another person forming a
basketball goal with her/his arms (see
figure below).
3. This is a contest. Hence, the group
Structured Learning Exercise: Basketball Game
which shoots the ball the most number
of times, and gets the highest number
of points, wins the game.
4. Give each group a paper ball.
5. Explain to the group that you, as the
facilitator (i.e. referee), will say who
among the members (player #1, #2,
etc..) of each team will hold the ball
and what this member is going to
do with it (e.g., dribble the ball, pass
the ball, do an exhibition, shoot the
ball, etc.). Whoever is called to shoot
the ball can either go behind the
three-point line or the two-point line
depending on the instructions of the
referee. If from the two-point line, then
- 133 -
ANNEX M
the team earns two points; if from the
three-point line, then three points.
6. Hence the members of the group will
follow the instructions of the facilita-
tor. For example: “Number 1 has the
ball, dribbles, dribbles, dribbles, exhibi-
tion, passes to No. 4, dribbles, dribbles,
exhibition, makes a three-point shot.”
7. The coach has to make sure that all
of the players of his/her team play ef-
fectively
8. When the instructions are clear to
everyone, facilitate the game for 15
minutes. Make sure that all members
of the team get to shoot, dribble, pass
or do an exhibition. At the end of 15
minutes, determine who won the game.
 Group 1 Group 2 Group 3

Basketball Goal
2-point line
3-point line line

Guard (#1)

Forward (#2)

Center (#3)

Player #4
2-point line
Coach
3-point line line

Guard (#1)

Forward (#2)

Center (#3)

Player #4

Coach

- 134 -

T
o operationalize the principle em-
phasized in the Muslim Mindanao
Autonomy Act (MMAA) #25 and
the Local Government Code (LGC) that,
“higher-level plans must be formed out
of the aggregation of lover level-plans,”
participatory development planning at
the barangay level must be fed into the
municipal (or city) level. Conversely,
barangay level planning must benefit from
inputs and processes being undertaken at
the higher municipal or city levels. This
also supports the principle of automatic
review by higher levels of government of
the actions of lower-LGU levels (Sec. 3(e)
of the LGC) and this definitely includes
Municipal and Barangay Development Planning Interface Points
the planning function, as well as the plan
documents as subject to this arrangement.
Consistent with these principles, the
following points for interface should be
mutually pursued or explored by both the
barangay and municipal LGUs as relevant
or applicable.
DATABASE BUILD-UP AND
MANAGEMENT
The preparation of vertically integrated de-
velopment plans requires a database that
can also be vertically integrated. What
then is the relationship of datasets at the
barangay, municipal and provincial levels
- 135 -
ANNEX N
and what level of government may it be
optimally maintained?
As it is, the participatory data gathering
methods through PRA and similar tools
being promoted at the barangay level offer
a very rich set of information based on per-
sonal and historical account of community
events and developments, as experienced,
observed or “recalled” by the member-
participants in the BDP process. The stock
knowledge and intuition of the residents
who are represented in the sectoral group-
ings however, may not be adequate to draw
a fairly accurate and complete picture
of the barangay as a planning area. The
following sources of information can be
further explored and maximized for the
purpose of not only getting the “current
reality” of the barangays but also to pro-
vide more reliable or validate further the
highly intuitive information generated
from FGDs and PRAs.
THE SOCIO-ECONOMIC PROFILE
The most readily available database at
the local level is the socio-economic
profile (SEP) which most LGUs consci-
entiously compile and regularly update.
Traditionally, the SEP describes mainly
the social, economic and infrastructure
components or aspects of the area. Fol-
lowing the adoption of the Philippine
Agenda (PA 21) and the renewed concern
for sustainable development, there has
been growing effort towards natural
resource assessments. These new data
when added to the usual contents of the
SEP expand the SEP coverage and the
enhanced version has been renamed
Ecological Profile.
The SEP or EP is best maintained at
the municipal/city and provincial levels
given the difficulty of maintaining the
same at the barangay level due to the ab-
sence of technically competent barangay
officials. However, the municipal profile
makers must strive to disaggregate their
data at the barangay level. The basic
building blocks of the data base system
is the barangay. With barangay data
available, characterization of any area is
possible, given the nested pattern of ter-
ritorial units in the Philippines, including
the ARMM LGU territories.
Sources of data for SEP that are
disaggregated at the barangay level
The National Statistics Office
Census data are captured at the
barangay level and are reflected in most
municipal SEPs but very few census
items finally get reported at the barangay
level. The municipal LGU through the
MPDO is in the position to share these
information to its component barangays.
Specifically, of late, the “Public Use File”
- 136 -
that allows one to have access to raw
data in semi-processed form at the HH
and barangay levels.
Other national government agencies
(NGAs)
National government agencies with field
offices in provinces/regions normally
generate barangay-based data. Through
the LCE, these agencies should be
required to furnish the municipal LGU
with barangay-based raw data as part of
maintaining barangay-level data in mu-
nicipalities. These barangay-level data
should be shared with the barangays
through the Municipal Development
Council (MDC) and the Punong-Baran-
gay members of the MDC. Below are
examples of NGAs and the type of infor-
mation they regularly generate.
The District Supervisor (DECS)
Has data on enrollment of students -
their grade levels and where they live.
The City/Municipal Census Officer
(NSO)
Has information on demographic be-
havior - number of establishments in an
area, family income and expenditures,
and so on.
The District Engineer (DPWH)
Has an inventory of the condition of
roads and other public infrastructures -
those already finished or ongoing or to
be constructed - of the national govern-
ment that are likely to have an impact on
local areas.
Local Election Registrar (COMELEC)
Has barangay-level information on the
voting-age population, registered
voters by precincts, and the voting
record of registered voters.
The Municipal Planning and
Development Office (MPDO)
The local planning and development
office is the repository of practically all
planning data in the locality. Barangay-
based data entries have to be systemati-
cally and consistently stored for easy
retrieval and cross-referencing. The
MPDO takes the lead in setting up a
workable database for local planning.
The Rural Health Unit (RHU/DOH)
This office has information on basic
health indicators such as infant
mortality rate, extent of malnutrition
by degree, crude birth and death rates,
LGU Departments, extent of coverage of
primary health care, and condition of
domestic water supply.
Treasurer’s Office
This office has a rich source of barangay
data, particularly those relevant to
barangay budgeting. Barangay treasurers
can be trained by the Municipal Treasur-
er to update their respective ledgers at
the Treasurer’s Office on a regular basis.
This way, financial records and transac-
tions of barangays are regularly moni-
tored, updated and made transparent.
- 137 -
Assessor’s Office
This office holds a wealth of planning
information that is unfortunately not be-
ing utilized. The Assessor’s Office stores
information on real property tax. Out of
this information, this office can give an
accurate profile of the land use pattern
of the barangay and the municipality,
the structure of land ownership, changes
in land values and land uses over time,
among others.
The municipal LGU can initiate the
process of aggregating property records
by barangay so that all these informa-
tion can be stored and retrieved at the
barangay level and for barangay plan-
ning purposes.
Mayor’s Permit and Licenses Office
This office contains an inventory of busi-
ness activities, big and small, but these
are not necessarily stored systematically.
Information such as capitalization, place
of business (barangay), number of em-
ployees, etc. are not supplied despite the
fact that these information are required
in the application forms to be filled up by
those seeking a permit to operate.
NGOs
NGOs generate micro-level information
which they use for very specific purpos-
es. Many development NGOs have made
significant interventions at the barangay
level. The widespread application of
various participatory techniques such as
the rapid rural appraisals have generated
a wealth of information that would be
most valuable to barangay planning as
exemplified in the BDP annual.
Community-Based Monitoring System
(CBMS) Database
To complement the somewhat general
but highly perceptive description of the
barangay as a result of the application of
PRA tools, other tools such as the house-
hold surveys using the CBMS indica-
tors can be maximized. CBMS datasets
will be most useful in establishing the
incidence of poverty using 13 critical
indicators. It is highly desired that the
municipal LGU anchor this process of
generating the CBMS-datasets of all
barangays under its jurisdiction. Using
CBMS-generated database implies then
that enough time is allotted in order that
the municipal LGU is able to complete
the data generated from its component
barangays. This also requires some
investment on the part of the municipal
LGU in terms of conducting surveys at
the household level and completing the
analysis of the data generated from the
survey. With the CBMS-generated data-
base in place, barangays covered in the
survey can now avail of the information
for their own planning purposes.
Local Development Indicators System
(LDIS)
Organizing information from the SEP
into the LDIs is a major important step
that the municipality can initiate to
facilitate the building of a database that
would be useful for planning. (Please
refer to the CDP-ELA Manual for the
more complete description of the LDIs).
The LDI Matrix or LDI table portrays
information in three dimensions: sec-
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toral, temporal and spatial. The spatial
dimension of the LDI allows one to com-
pare the situation of the barangay with
the municipality, between the clustered
barangays and among the component
barangays (of the municipality). The
spatial dimension of the data allows one
to compare an LGU (e.g. barangay) with
higher level LGUs (municipality) in the
same region. The LDIs is an attempt to
consolidate the various indicators that
are relevant to planning but it is by no
means exhaustive. The municipality
should maintain a LDIs to be furnished.
For starters, the core local poverty
indicators (CLPI) being espoused in the
CBMS can be used to capture the status
of poverty in the barangays using the
13 core poverty indicators. These infor-
mation organized in the LDI format, if
readily available, can be immediately
used for barangay and municipal plan-
ning purposes. The municipality should
maintain its LDIS to be furnished to each
barangay to enable the latter to make
comparisons with other barangays and
with the municipality/city. Data gener-
ated at the municipality level should be
disaggregated to help barangays update
their barangay profiles.
The preparation of vertically integrated
development plans requires a database
that is similarly structured. For all intent
and purposes, and given the realities
on the ground especially in ARMM
where there is a dearth of information
and where database building has been
neglected and considered as the least
priority of most LGUs, it is important
that between the municipality and its
component barangays, they are able to
determine and agree on the common set
of indicators that each barangays has to
establish and maintain, for integration
into the municipal database. It is very
important then that data gathering
is organized in such a way that data
originating from the barangays can be
aggregated at the municipal level and
vice-versa.
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- 140 -

(Note: The Sectoral Planning Groups may
not need to know these details, as the task
of formulating the barangay budget is
assigned to the Punong Barangay and the
Barangay Development Council)
SOURCES OF BARANGAY FUNDS
The barangay may levy taxes, fees and
charges, as provided in the Code, which
shall exclusively accrue to them:
1. Taxes – on stores or retailers with fixed
business establishments with gross
sales or receipts of the preceding cal-
endar year of fifty thousand pesos (Php
50,000) or less at a rate not exceeding
one percent (1%) of such gross sales or
receipts.
2. Service Fees and Charges – barangays
may collect reasonable fees or charges
for services rendered in connection
with the regulation or the use of
barangay-owned properties or service
facilities such as palay, copra, or
tobacco dryers.
3. Barangay Clearance – for such clear-
ance, the Sanguniang Barangay may
impose a reasonable fee.
4. Other Fees and Charges – the
barangay may levy reasonable fees and
charges:
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ANNEX O
How to Formulate A Barangay Budget
• On commercial breeding of fighting
cocks, cockfights, and cockpits;
• On places of recreation which
charge admission fees
• On billboards, signboards, neon
signs, and outdoor advertisements
The proceeds of the tax on sand and gravel
and other quarry resources shall be distrib-
uted as follows (Note: Do not discuss if not
applicable):
Province – 30%
Component City or Municipality – 30%
Barangay where quarry resources are ex-
tracted – 40%
The proceeds of the community tax col-
lected through the barangay treasurers
shall be apportioned as follows:
For the city or municipality concerned:
50%
To the barangay where the tax is
collected: 50%
Statutory Allocations
Local government budgeting should
strictly comply with the following re-
quirements as provided in Section 24 of
the Local Government Code as well as
other recent legislation ((e.g., Gender and
Development (GAD) allocation):
1. The aggregate amount appropriated
must not exceed the estimates of
income;
2. Full provisions should be made for
all statutory and contractual obliga-
tions. In no case shall the appropria-
tion for debt servicing exceed twenty
percent (20%) of the total estimated
regular income of the local govern-
ment unit;
3. A lump sum equivalent to five per-
cent (5%) of the estimated regular
revenues from regular sources will
be appropriated to cover unfore-
seen expenditures arising form the
occurrence of calamities within the
locality or in other areas declared by
the President as being in a state of
calamity;
4. Ten percent (10%) of the general
fund of the barangay should be set
aside for the Sangguniang Ka-
bataan. The utilization of SK funds
is suggested to augment SK-related
development plans/programs and
activities e.g. Peacepeace and order,
anti-illegal drug programs, sports,
etc.
5. Five percent (5%) of the general fund
of the barangay should be set aside
for the Gender and Development
(GAD) Fund, as provided for in RA
7192 or the “Women in Development
and Nation Building Act”. The utili-
zation of the GAD fund is suggested
to augment programs and projects
benefiting women and children.
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6. An amount of not less than twenty
percent (20%) of the Internal Rev-
enue Allotment shares of the local
government units for each fiscal year
must be appropriated for develop-
ment projects; and
7. Provision of Liga fee as per DILG
Memorandum Circular # 98-194.
General limitations on the use of
local funds (Sec. 325 of the Local
Government Code)
1. Appropriation for Personnel Servic-
es. Total appropriations, whether an-
nual or supplemental, for personnel
services of a local government for
one year must not exceed: forty-five
percent (45%) in the case of first to
third class cities and municipalities;
and fifty-five percent (55%) in the
case of the fourth class or lower, of
the total annual income from regular
sources realized in the next preced-
ing fiscal year.
2. The annual appropriations for dis-
cretionary purposes of the barangay
chairperson must not exceed two
 percent (2%) of the actual receipts
derived from basic real property tax
in the next preceding calendar year.
Barangay Expenditures Classification
1. Personnel Services (PS) – expen-
ditures relative to the salaries of
regular personnel, wages of casual
employees, and other forms of com-
pensation
• Salaries and wages
• Honoraria
• Cash gift
2. Maintenance and Other Operating
Expenses (MOOE) –expenditures to
support operations of government
programs/projects/activities
• Traveling expenses
• Communication services
• Water/power service
• Repair and maintenance of govern-
ment facilities – eg barangay hall,
vehicle
• Seminar/training
• Other services
3. Capital Outlay – expenditures rela-
tive to goods and services whose
life expectancy extend beyond the
budget year and add to the assets of
the barangay.
• Land and land improvement
• Building and structure outlay
• Equipment outlay
Internal Revenue Allotment (IRA)
estimates from the Department of
Budget and Management (DBM)
IRA refers to the share of local
governments in the collection of national
revenue taxes imposed and administered
by the central government, the proceeds
of which accrue substantially to the
latter.
It is a system of sharing national internal
revenue collections of the Bureau of In-
ternal Revenue (BIR) with local govern-
ment units following a pre-determined
formula. Local governments are entitled
to a 40% share of the BIR collections of
the third preceding year. For purposes of
budget preparation, the Department of
Budget and Management should provide
local governments information on their
share of the IRA for the budget year.
Budget Forecasting
Time Frame Definitions:
Budget Year (BY) - the year for which the
budget is being prepared
Current Year (CY) – the year immediately
preceding the Budget Year
Next Preceding Year of Past Year (NPY)
– the year immediately preceding the
Current Year
Example: BY- 2010, CY – 2009 and NPY
– 2008

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Table 1. Summary Of Actual And Estimated Barangay Income And Barangay Expenditure

Sources of Barangay Revenues/Income Income Classification Actual Past Year Estimated Current Year Budget Year

1.0 Beginning Balance NR

2.0 Income
2.1 TAX REVENUE
Share of Real Property Tax R
Share of Community Tax R
Share of Internal Revenue Allotment (IRA) R
Share from Sand and Gravel R
Share from National Wealth R
2.2OPERATING/ MISCELLANEOUS REVENUES
Business Permit R
Barangay Clearance Fees R
Operations of Barangay Facilities R
Fines/penalties R
Subtotal of Regular Income (2.1 + 2.2)
2.3 GRANTS/SUBSIDIES/ LOANS
Subsidy from Municipality/ Province R
Borrowings from Banks NR
Other Donations NR
TOTAL REGULAR INCOME (2.1+2.2+2.3)
Total Available Resources (1.0 +2.0)
3.0 Less: Continuing Appropriation
4.0 Net Available Resources for Appropriation
Legend: R- Regular/Recurring; NR- Non Regular/Non-Recurring
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Formula for Average Growth
Step 1: Determine Total Income for Three
Years
Past Year = ______________
Next Preceding Year (NPY) =_________
Current Year (CY) =_______________
Step 2: Determine the Average Growth
using the barangay Income Profile
Average Growth (AG) = PY –NPY x 100%
Total Income- CY
AG = ________%
Step 3: Determine Income for Budget Year
using Average Growth
Budget Year (BY) = CY (AG-1)
Income for BY = ______________
Summary of Actual and Estimated
Barangay Expenditure (continuation of
Table 1). Discuss each source of revenue
and expenditures and provide explana-
tions on how this is computed. Ask par-
ticipants to pay attention to the remain-
ing balance for appropriation.
 SUMMARY OF ACTUAL AND ESTIMATED BARANGAY EXPENDITURE
Particular Expenses Actual Past Year Estimated Current Year Budget Year
5.0 Expenditures

5.1 CURRENT OPERATING EXPENSES

5.1.1 Personnel Services

Salaries and Wages

Honoraria

Cash Gift

5.1.2 MAINTENANCE AND OTHER OPERATING EXPENSES

Traveling Expenses

Communication Services

Supplies and Materials

Water/Power Service

Repair and Maintenance of Government Facilities

Seminars/Training

Other Services

5.1.3 OTHER BUDGETARY REQUIREMENTS

20% Barangay Development Fund

10% SK Fund

5% GAD Fund

2% Discretionary Fund

Election Reserve (every 3rd year)

LIGA fee (DILG MC 98-194)

5.2 CAPITAL OUTLAY

Land and Land Improvement

Building and Structure Outlay

Equipment Outlay

6.0 Total Obligation (5.1 + 5.2)

7.0 Unappropriated Balance (4.0 – 6.0)

Computation of Barangay Expenditure
ESTIMATED BARANGAY EXPENDITURE FOR BUDGET YEAR ____________
CURRENT OPERATING EXPENSES
Personnel Maintenance and Other Operating Expenses Other CAPITAL TOTAL BUDGET
PARTICULARS
Services Budget OUTLAY COST
TE CS S&M W&P R&M S&T OS Reqmts
1. Expenditure for Executive and Legisla-
tive Services
2. Barangay Basic Services
Barangay Nursery
Day Care Center
Health Center
Information Center
Infrastructure Facilities
Lupon Tagapamayapa
Solar Dryer
Satellite Market
3. Expenditure for the Barangay Develop-
ment Projects
4. Allocation for Sangguniang Kabataan
5. Allocation for GAD Fund
6. Subsidy for Calamity
7. Subsidy for Discretionary Fund
TOTAL EXPENDITURE
(1+2+3+4+5+6+7)
Legend:
TE – Travel Expenses R& M – Repair and Maintenance
CS- Communication Services S&T – Seminars and Training
S&M – Supplies and Materials OS – Other Services
W& P - Water, Illumination and Power - 147 -
From the Barangay Development Plan, how to compute for the budget entries for the following:
• Ongoing/routine functions;
• MOOE-based basic services; and
• Projects/activities that are developmental in nature

How to compute for Mandatory Allocations

MANDATORY REQUIREMENTS FOR BUDGET YEAR__________

CURRENT OPERATING EXPENSES
Personnel Maintenance and Other Other Budget Re- CAPITAL TOTAL BUDGET
PARTICULARS PERCEN-TAGE
Services Operating Expenses quiremnents OUTLAY COST
(PS) (MOOE) (OBR)
1. Expenditure for Executive and Legisla-
tive Services
2. 20% of IRA for Barangay Develop-
ment Projects
3. 10% of Total Income for SK Fund
4. 5% of Total Income for GAD Fund
5. 5% of Regular Income for Calamity
Reserve Fund
6. LIGA Fee per DILG MC 9-194
TOTAL OBLIGATION

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How to compute for fund allocation for priority projects

Computation of Budget Allocation from 20% IRA for Barangay Development Fund

ALLOCATION OF 20% IRA FOR BARANGAY DEVELOPMENT FUND

PROJECT/ACTIVITY DESCRIPTION TOTAL AMOUNT RUNNING BALANCE
Available Resources from 20% IRA for Development Projects
Less: (Priority Projects/Activities)
1.
2.
3.
4……..
TOTAL PROJECT/ACTIVITY COST
UNAPPROPRIATED BALANCE FOR 20% IRA

- 149 -