NSTP Handouts

National Service Training Program
Introduction
Republic Act (R.A.) 9163 also known as National Service Training Program (NSTP)
Act of 2001
Republic Act 9163 is an act establishing the National Service raining !rogra" (NS!)
#or tertiar$ level stu%ents& a"en%ing #or the purpose Republic Act '('' an% !resi%ential
)ecree 1'(* an% #or other purposes.
R.A. 9163 enacte% on +anuar$ ,3& ,((,- %ate o# approval an% signature o# !resi%ent
.loria /acapagal-Arro$o.
What is the guiding principle in establishing the NSTP?
Section , o# R.A. 9163 a##ir"e% that it is the pri"e %ut$ o# the govern"ent to
serve an% protect its citi0ens. 1n turn& it shall be the responsibilit$ o# the citi0ens to %e#en%
the securit$ o# the state an% in #ul#ill"ent thereo#& the govern"ent "a$ re2uire each
citi0en to ren%er personal& "ilitar$ or civil service.
What are the goals of the State from among the youth in nation building?
1n recogni0ing the vital role o# the $outh in nation buil%ing& the state shall pro"ote
their civic-consciousness an% %evelop their ph$sical& "oral& spiritual& intellectual an%
social well-being. 1t shall inculcate in the $outh patriotis" an% a%vance their involve"ent
in public an% civic a##airs.
What should the state do to pursue the afore cited goals?
he $outh shall be "otivate%& traine%& organi0e% an% "obili0e% in "ilitar$
training& literac$& civic wel#are an% other si"ilar en%eavors in the service o# the nation.
3hat is the National Service raining !rogra" (NS!) all about4
1t is a progra" ai"e% at enhancing civic consciousness an% %e#ense
prepare%ness in the $outh b$ %eveloping the ethic o# service an% patriotis" while
un%ergoing training in an$ o# its three (3) progra" co"ponents.
3hat are the three (3) progra" co"ponents o# NS!4
1. Reserve Officers Training or!s (ROT) is a progra" institutionali0e% un%er
section 3* an% 39 o# RA '('' %esigne% to provi%e "ilitar$ training to tertiar$-level
stu%ents in or%er to "otivate& train& organi0e an% "obili0e the" #or %e#ense
prepare%ness.
2. "iterac# Training Service ("TS) is a progra" %esigne% to train stu%ents to beco"e
teachers o# literac$ an% nu"eric skills to school chil%ren& out-o# school $outh an% other
seg"ents o# societ$ in nee% o# their services.
$. ivic %elfare Training Services (%TS) re#er to the progra"s or activities
contributor$ to the general an% better"ent o# li#e #or the "e"bers o# the co""unit$ or the
enhance"ent o# its #acilities& especiall$ those %evote% to i"proving health& e%ucation&
environ"ent& entrepreneurship& sa#et$& recreation an% "orals o# the citi0enr$.
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Are there an$ institutions not covere% b$ the NS!4
!hilippine /ilitar$ Aca%e"$ (!/A)& !hilippine /erchant /arine Aca%e"$ ( !//A)&
National )e#ense 5ollege o# the !hilippines ( N)5!)& !hilippine !ublic Sa#et$ 5ollege
(!!S5) an% other schools si"ilar stature& in view o# the character o# their institutions&
shall not be covere% b$ the NS!.
National Service Training Program: Introduction. . .
Source6 Social Action 7##ice& )8S-5ollege o# St. 9enil%e. NS! 5ivic 3el#are raining Service :an%out
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&odule 1' (alues larification
I. )escri!tion
his "o%ule ai"s to relate the personal values o# the stu%ents to the i%eas an% principles
that he;she nee%s to un%erstan% in or%er to have a clear picture o# the rationale an% the
signi#icance o# the 53S progra".
II. Rationale
he 5ivic 3el#are Service progra"& as an outreach activit$ o# the )8S-5ollege o# St.
9enil%e& ai"s to respon% to the "ission-vision o# the institution which hopes to bring about
sociall$ responsible stu%ents. he progra" hopes to contribute to the general wel#are an%
better"ent o# the li#e #or the "e"bers o# the co""unit$ or enhance"ent o# its #acilities&
especiall$ those %evote% to i"proving co""unit$ organi0ation& e%ucation& health& spiritualit$&
sports;recreation an% the "orale o# the citi0enr$.

III. *enildean ore (alues
(alue is so"ething #reel$ chosen #ro" alternatives an% is acte% upon. <alue is that which
one acts to gain or keep as a 2ualit$ or principle that is intrinsicall$ valuable or %esirable.
<alues 5lari#ication is a process b$ which a person can %iscover values or principles
through one=s behavior& #eelings& i%eas an% i"portant choices one has "a%e.
1t is %uring the earl$ a%ult stage that an in%ivi%ual can reall$ clari#$ what %ecision in
his;her li#e ha% a "a>or in#luence on one=s personalit$. hus& this process can help one
un%erstan% his;her character an% the choices that a person will "ake in the #uture.
A person is continuall$ %eveloping his;her values6 values can never be static but "ust be
continuall$ re-chosen as a person "atures. As a person grows& he;she is continuall$ choosing
values an% #ashioning his;her hierarch$ o# values.
8ooking at the proble"s being #ace% b$ ever$ ?ilipino at this point& one can sur"ise that
oppression& violence& gree%& e@ploitation& environ"ental %egra%ation an% corruption are b$-
pro%ucts o# a %ecrepit an% twiste% value s$ste". As ?ilipinos& we shoul% reali0e that i# we want to
see a better !hilippines& we shoul% break this culture o# corruption an% oppression. ?or an$
positive social& econo"ic an% political change to begin& ever$ ?ilipino shoul% take the ti"e to
evaluate his;her personal value s$ste" an% practice the right values that pro"otes >ustice& truth&
honest$ an% #airness. Now is not ti"e to bla"e those who ca"e be#ore us& but now is certainl$
the ti"e to let the ti%es o# positive change trans#or" this nation an% uphol% what "ost o# us
consi%er as un%oubte%l$ true& goo%& lasting an% supports li#e.
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Our Trade tools'
*enildean ore (alues +Creative Christian Builders
1. %eepl$ roote% in #aith ever conscious o# .o%=s presence steepe% in 5hristian values&
ethics an% "oralsA

,. appreciative o# in%ivi%ual uni2ueness that o# one=s own an% that o# one=s neighborA
3. sociall$ responsible aware o# one=s actions an% co""itte% to the recognition an%
%evelop"ent o# one=s own an% the other person=s responsibilities an% %utiesA
B. pro#essionall$ co"petent - e##ective in thought an% e@pression& %ecisive an%
in%epen%ent-"in%e%A
C. ?ilipino in i%eals is able to e@hibit a strong sense o# nationhoo%A pro-li#e& pro-people&
pro-!hilippinesA Nationalistic in i%eas an% perspective
6. creative an% innovative lea%er
I(. St. "a Salle,s P-iloso!-#
1n the wor%s o# St. 8a Salle& the poor have the right to e%ucation an% a better li#e6 DEou
are un%er the obligation to instruct the poor. Eou shoul% there#ore have a great ten%erness
towar%s the" an% suppl$ their spiritual wants to the best o# $our abilit$& looking upon these
chil%ren as "e"bers o# +esus 5hrist an% as :is "uch love% ones. he #aith which ani"ates $ou
shoul% lea% $ou to respect +esus 5hrist in their person an% shoul% "ake $ou pre#er the" to the
rich ones o# earth since the$ are the living i"ages o# +esus 5hrist our )ivine /aster.F
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&odule 2' "asallian S!iritualit#' .Seeing /it- t-e e#es of fait-0
I. )escri!tion
here are "an$ charis"s o# 8asallian #or"ation. 1n this "o%ule we shall %iscover "ore
about an i"portant 8asallian charis" in the conte@t o# lea%ership.
Gach has his;her own role to pla$ in lea%ing ever$one to the right path. hus& it is vital to
%raw a co""on groun% regar%ing the concept o# lea%ership with the use o# tenets in#luence% b$
the 8asallian concepts o# D?aith an% Heal.F
II. In!ut
1o-n *a!tist de "a Salle
- 9orn - April 3(& 16C1 in Rhei"s& northern ?rance& it was the gol%en age o# Iing
8ouis J1<. Rhei"s is a cit$ which is #a"ous #or its wines& cloths& an% cathe%ral.
- Gn>o$e% watching the para%es in honor o# St. Re"i.
- :is #ather- a >u%ge
- 7r%aine% priest April 9& 16'*
- )ie%- April '& 1'19
- 9eati#ie%- ?ebruar$ 19& 1***
- 5anoni0e% /a$ ,B& 19((
- !roclai"e% !atron o# 5hristian eachers /a$ 1C& 19C(
Source6 (1& +ohn 9aptist %e 8a Salle an% http6;;www.lasalle.org;Gnglish;:eritage;:istor$;hehi>b%ls,.ht"l
&ain Tenets in "asallian S!iritualit#
1. Seeing with the e$es o# #aith trusting in the )ivine !rovi%ence. o see that the totalit$ o#
creation with 5hrist at its center& is or%ere% to .o% an% %estine% through .o%=s love #or
the happiness an% salvation o# hu"ankin%.
,. )oing all things in the e$es o# .o% it is to look upon .o% as the pri"e "over an%
"otive #orce o# our actions& an% to act onl$ b$ the gui%ance o# :is %ivine spirit.
3. Attribute ever$thing to .o% Accepting the result o# one=s action with hu"ilit$ an% >o$. An
attitu%e o# pro#oun% trust in .o%=s saving power an% co"passionate #i%elit$ to hu"an
beings in the "i%st o# trials an% %i##iculties.
Practical lessons /e can learn from St. "a Salle,s leaders-i! st#le
1. 9elieving in what others can %o (5on#i%ence)
,. )eveloping hu"an potential (5o"petence)
3. :u"ilit$ in accepting greater tasks (5hristian)
B. )e%ication to serve (5o""it"ent)
C. Resolving con#licts through peace#ul "eans (5hristian)
6. :onest in his %ealings (5o"petence)
'. o anal$0e things ob>ectivel$ (5o"petence)
*. 8istening what others have to sa$ (5o"passion)
9. aking ti"e to evaluate the task at han% (5o"petence)
1(. reat ever$one with >ustice an% #airness (5o"passion)
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he e@pression "ASA""IAN SPIRIT2A"IT3 re#ers principall$ to the vision an% wa$ o#
li#e generate% b$ St. +ohn 9aptist %e 8a Salle an% the earl$ 9rothers as the$ struggle% to %iscern
.o%=s will within the conte@t o# their societ$=s nee%s. (NI!" #S##$ %&''(
Elements of a Spirituality
+ohn 9aptist %e 8a Salle=s .o% is a personal .o%& a .o% who graciousl$ invites us to an
ever-%eepening love relationship in or%er to bring about our salvation. his .o% %oes not #orce
an$one to act& but invites us to "ove #ro" Done co""it"ent to anotherF
3hile St. 8a Salle taught that pra$er an% %ail$ re#lection on the Scriptures are i"portant
paths to a %eeper union with .o%& 8asallian spiritualit$ is #oun%e% on the conviction that it is in the
encounter between teacher an% stu%ent& in an% outsi%e o# the classroo"& that +esus co"es alive
in our heartsK o each co"petentl$ an% %evote%l$ helps us grow in our relationship with our
stu%ents an% with .o%& >ust as pra$ing helps us %eepen our relationship with .o% an% with our
stu%ents.
4AIT5
attentiveness an% openness to the will o# .o% at all ti"esA seeing .o% alive in
ever$ person& in ever$ event& an% in ever$ situationA an% recogni0ing that these are .o%=s
wa$s o# calling us in our %a$-to-%a$ e@periencesA
67A"
An active co""it"ent to serve the hu"an an% spiritual nee%s o# the $oung&
especiall$ the poor& as a natural e@pression o# our #aithA giving the best that one is capable o#
#or the sake o# the chil%ren an% enabling the" to beco"e the best that the$ can be #or the
sake o# .o% an% the work o# .o%=s reign
SO"I)ARIT3 %IT5 T57 POOR
a .ospel-base%& pre#erential concern #or the poor an% the "arginali0e%A a spirit
o# co"passion that brings with it an active co""it"ent to ease the plight o# all those who
are %eprive% o# opportunities to live #ull$ hu"an lives
+ohn 9aptist %e 8a Salle=s .o% is a personal .o%& a .o% who graciousl$ invites us to an ever-
%eepening love relationship in or%er to bring about our salvation. his .o% %oes not #orce an$one
to act& but invites us to "ove #ro" Done co""it"ent to anotherF
)e 8a Salle i%enti#ie% the spirit o# #aith an% 0eal as the spirit characteristic o# "e"bers o# the
1nsitute. 1n the ?oun%er=s thinking& #aith an% 0eal cannot be %issociate%6 D?aith in .o% is
e@presse% in the active D0ealF #or the salvation o# ever$one& especiall$ the poor. ?aith without
work will be a %ise"bo%ie% #aith.
his spirit is so i"portant that without it one can be consi%ere% a %ea% "e"ber o# the societ$.
?A1: an% HGA8 are as inseparable as :G7RE an% !RAJ1S #or 8asallian spiritualit$ to thrive in
a 57//LN1E
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"asallian onte8t
1. ?aith a 8asallian has a "in%set o# .o%.
- Sees with the e$es o# #aith
- )oes all things in view o# .o%
- Attributes all things to .o%
,. Heal6 ?aith in action 8asallian=s give their best in whatever the$ %o
- singularit$ o# purpose
- sel#-%onation
- i"aginative;inventive
"asallian S!iritualit#
?aith in Action 8ea% 1nitiate 5hange
-ristian9 onfident9 ommitted9 om!etent9 and om!assionate
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!odule %: #asallian Spirituality: )Seeing *ith the eyes of faith+ . . .
&odule $' Preferential O!tion for t-e Poor (A "asallian Tradition)
I. )escri!tion
his "o%ule seeks to put into conte@t the social teachings o# the 5hurch within the
#ra"ework o# 8asallian e%ucation;"inistr$. he 5hurch un%erstan%s that 5hrist i%enti#ies with the
poor an% the un%erprivilege%. Now the 5hurch& looks at this truth with a new sense o# urgenc$. 1n
rea%ing the Dsigns o# ti"esF 5hristians see .o%=s #ace in the #aces o# su##ering an% woun%e%
people. As a result& #i%elit$ to 5hrist re2uires i%enti#ication with an DoptionF #or the poor.
he "o%ule ai"s to review the actual situation o# povert$ an% oppression in the
!hilippines& an% provi%ing an opportunit$ to evaluate the %irection an% concerns o# the institution
an% align the" with the true charis" o# 8asallian institutions.
II. In!ut
A. 5istorical Pers!ective
?or a long perio% o# ti"e& the church trie% to ignore the plea o# those who were
oppresse% an% were su##ering #ro" in>ustices in societ$. he church si"pl$ ignore% povert$ #or her
"ission %oes not inclu%e the concerns o# the te"poral worl%. :er "ission is to save souls an%
that which concerns the a#terli#e. he church chose to turn her back #ro" the poor& the %estitute
an% the powerless. 9ut a %ra"atic change happene% in 1*91 when !ope 8eo J111 wrote his
#a"ous enc$clical entitle% Reru" Novaru"& an enc$clical (!apal teaching) that %iscusses the
labor proble"s an% e@a"ines the situations o# poor people an% workers at the turn o# the ,(
th
centur$&
?ollowing the social thought o# Reru" Novaru"& an% other social enc$clicals that ensue%&
"o%ern %a$ 5hristians have reali0e% that the$ pla$ a signi#icant role in societ$. he social
%octrines o# the 5hurch are the applications o# the evangelical "essage o# the .ospel on social
realities& "ani#esting to all "en .o%=s plan. he social teachings o# the 5hurch ca"e about %ue
to the %esire o# !opes to solve the proble"s o# the poor. hrough the enc$clicals& the church
presents her %ual "ission& one %irecte% towar%s spiritual salvation an% the other towar%s social
liberation.
*. Significant Points in -urc-,s Social Teac-ing
)ignit$ o# the :u"an person
9elie# in the inherent %ignit$ o# the hu"an person is the #oun%ation o# all 5atholic social
teaching. :u"an li#e is sacre%& an% the %ignit$ o# the hu"an person is the starting point
#or a "oral vision #or societ$. his principle is groun%e% in the i%ea that the person is
"a%e in the i"age o# .o%. he person is the clearest re#lection o# .o% a"ong us.
5o""on .oo% an% 5o""unit$
he hu"an person is both sacre% an% social. 3e reali0e our %ignit$ an% rights in relation
to others& within a co""unit$. :u"an beings grow an% achieve #ul#ill"ent in a
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co""unit$. :u"an %ignit$ can onl$ be reali0e% an% protecte% in the conte@t o#
relationships with the wi%er societ$.
7ption #or the !oor
he "oral test o# a societ$ is how it treats its "ost vulnerable "e"bers. he poor have
the "ost urgent "oral clai" on the conscience o# the nation. 3e are calle% to look at the
%ecision "aking process on public polic$ which %irectl$ a##ect the poor. he Doption #or
the poorF is not a%versarial slogan that pits one group or class against another. Rather it
states that the %eprivation an% powerlessness o# the poor #urther ero%es the capacit$ o#
the whole co""unit$ into achieving its #ull potential.
. "asallian Pers!ective
St. +ohn 9aptist %e la Salle believe% that .o%=s saving grace e"braces all people& in
e##ect no one shoul% be e@clu%e% #ro" the bene#its o# 5hristian e%ucation. 1n pra@is& this points to
a pre#erential option #or the oppresse%& the e@ploite%& an% the "arginali0e%& those who" St. +ohn
9aptist )e 8a Salle (S+9)8S) un%erstoo% as those who nee%e% .o% co"passion an% love the
"ost.
Do%a$& we stan% b$ this co""it"ent b$ "aking service to the poor an e##ective priorit$ in
all our e%ucational pro>ects. he plight o# the $outh at risk is the spur that %rives us to greater 0eal
an% creativit$ in our e%ucational apostolate. ?ollowing the ?oun%er& service to the poor "ust
enable persons to take hol% o# their lives an% work towar%s their liberation.F (Ani"o 8a Salle
,(11. !hilippine 8asallian ?a"il$6 ,((( p. ,()
9$ the poor we "ean all those classes o# people who are the victi"s o# in>ustice in
whatever #or"-the e@ploite%& the "arginali0e%& the oppresse%. he poor are not poor because
the$ want to be poor. he$ are poor because the$ are "a%e poor an% the$ are poor because the$
are kept poor.
1n the #irst categor$ are the "arginali0e% an% e@ploite% poor& all those who are #orce% to
live outsi%e the econo"ic s$ste" or are e@clu%e% #ro" participation in it. hese inclu%e
aban%one% chil%ren& une"plo$e%& "igrant workers& tenant #ar"ers& i""igrants. A secon%
categor$ inclu%es the victi"s o# %iscri"inator$ laws an% custo"s aboriginal people& wo"en.
here is the %anger all too prevalent a"ong us o# giving up all hope o# changing the
situation. 1t is true that in%ivi%uall$ an% alone& there is not "uch one person can %o in an$ area o#
li#eA but the truth is that we are never inten%e% to live alone.
Soli%arit$ is the realit$ o# hu"an e@istence an% its #irst hope #or survival. 3e are tightl$
boun% together across this s"all village ho"e which no one o# us owns& all o# us receive co-
e2uall$& each calls ho"e& an% all "ust share. (http6;;www.stauros.org;notebooks;v11n3a(1)
G%ucation is about liberation. Real an% perceive% care liberates. 8earning=s "ust be at
the service o# liberationA that is about buil%ing character& teaching $oung people to care an%
e2uipping the" with skills nee%e% to e"bo%$ that care e##ectivel$ in a violent an% %ivi%e% worl%.
Dhe #oun%er also believe% that service to the poor& which "ust be %irectl$ an% pro"ptl$
e@ten%e%& is the essence o# 5hristianit$. 9$ %oing so& we help the poor liberate the"selves #ro"
sin an% enable the" to achieve their #ull potentials as hu"an beings. Sauvage an% 5a"pos
elaborate% on this central teaching o# S+9)8S6FK it is in the poor person hi"sel#& in his
wretche%ness& in his "arks o# su##ering& that we "ust perceive the #ace o# +esus 5hrist. 1n or%er
to be unite% with 5hrist in hi" we "ust #irst encounter the poor "an hi"sel# an% accept hi" as he
is. :owever& at the sa"e ti"e that this povert$ constitutes a revelation o# 5hrist& it also e"bo%ies
a hope6 the poor "an is calle% to beco"e the chil% o# .o% which he is perhaps not even
conscious o# being. An% the 9rother is sent to hi" in or%er to help hi" achieve gra%uall$ the
sonship that is his b$ assisting hi" to #ree hi"sel# #ro" the grip o# sin an% #ro" the enslave"ents
which prevent his growing in accor%ance with the nature o# his %ivine vocation.F (St. +9)8S an%
G%ucation o%a$& e%ite% b$ )r. G"erita S. Muito& 199,)
9

). Povert# . . .
7ne o# #ive househol%s live below the #oo% povert$ threshol%.
1C out 1(( in#ants are born un%erweight.
C "illion #a"ilies live in ab>ect povert$.
6(N o# ?ilipino chil%ren %rop out o# school upon reaching the secon% gra%e %ue to poor
brain %evelop"ent.
1n#ant "ortalit$ is at C' per 1&((( live births.
33N o# ?ilipino chil%ren below si@ are un%erweight.
So"e ,.*, "illion $outh age% 1C to ,B are out o# school.
So"e 1, "illion %o not have access to sa#e %rinking water.
1* "illion %o not have sanitar$ toilets.
Aroun% 3( "illion are threatene% with cholera
OSource6 9ringing .la% i%ings to the !oor& (?rank !a%illa ,((()P
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&odule :' An Aut-entic 5uman Person
.Aut-entic -ristian 5umanism0
I. )escri!tion
Gver$ person has his;her own preconceive% notion when aske%. D3hat %oes it "ean to
be hu"an4F )i##erences in opinion are even wi%er %epen%ing on the "aturit$ o# the in%ivi%ual.
1%eas& nee%s& %esires an% wants %i##er #ro" one person to another& %epen%ing on his;her
e@perience& which is o#ten a##ecte% b$ the values being hel% b$ the person.
:owever& in working with the co""unit$& it is vital #or ever$one to have a co""on
un%erstan%ing o# the i"portant concepts or principles relate% to the 2uestion o# what %oes it reall$
"ean to be calle% hu"an.
1n this "o%ule we shall tr$ to %iscover various #acets about hu"anit$ an% tr$ to #or" a
s$nthesis through a #ra"ework that can be acceptable to all. he "o%ule woul% ai" to present a
concept o# the :u"an person that woul% use as a springboar% #ive basic relationships that a
person or%inaril$ relates with in or%er to have a sense o# co"pleteness.
II. In!ut
Accor%ing to DAuthentic 5hristian :u"anis"F a person is looke% at #irst an% #ore"ost as
so"eone that ought to be respecte%. :u"anistic philosoph$ #ocuses on the actuali0ation o#
hu"an potentials& enhance"ent o# hu"an e@periences as the$ woul% contribute to personal
happiness& social >ustice& %e"ocrac$ an% a peace#ul worl%. A person pri"aril$ has C essential
relations6
A. In relation to HIMSELF
1. /an has intellect an% #reewill
Gver$one is en%owe% with natural capacities an% abilities. !ri"ar$ a"ong the" is the
abilit$ to reason an% to %eci%e #reel$. he person has the abilit$ to grasp& recogni0e& an%
appreciate truth an% goo%ness& an% the abilit$ to choose a"ong options6 to work #or or %isregar%
truth an% goo%ness.
An% because o# intellect an% #reewill& ever$one has the unalienable right to #ree%o" o#
e@pression& to in#or"ation& to e%ucation& to asse"bl$& to worship an% to collective action.
here#ore& the person has the right to seek truth an% act in #ree%o".
3ith #ree%o" co"es responsibilit$ the %ut$ to respect the rights o# #ellow hu"ans& an%
to be accountable #or his;her actions. 3hile one en>o$s #ree%o"& one %oes not have the right to
ha"per or curtail the #ree%o" o# others. Rather& one shoul% pro"ote the wel#are o# ever$one as
he;she knows #or his;her own happiness.
,. /an has %ignit$
/an is bestowe% with %ignit$. 1t is not so"ething which can be given or taken awa$ at
will. 1t cannot be %estro$e% even i# the recognition is being %enie%.
he person b$ virtue o# his;her %ignit$ is an en% an% shoul% not be treate% as a "eans or
a tool. his %ignit$ %e"an%s absolute respectA there#ore it %oes not allow the "anipulation or use
o# persons.
11
3. /an is create% in the i"age an% likeness o# .o%
his un%erlines the #ree%o" an% %ignit$ o# the hu"an person. 1n each person& there is a
D.o%-likenessF #or a biblical truth %escribes "an=s li#e co"ing #ro" the breath o# .o%. (.en. ,6')
he person& there#ore& is a co-creator& co-worker an% co-savior o# .o%. 5reation an%
salvation is an on-going processA an% we are all a part o# it. 3e are all calle% to engage ourselves
in the stewar%ship o# .o%=s creation. 1n the process& we a##ir" that the sel# is not alienate% #ro"
the creation process& #or it is being create% continuousl$.
B. /an is Lni2ue
No two persons are ever the sa"e. Gven twins woul% have "a>or %i##erences in
personalities. 3e are genuinel$ create% so that even with past an% #uture generations& no one
can %uplicate whatever actions we have in this worl%. 9ecause o# this uni2ueness& we can never
put an$ person in a bo@ an% have it labele% or stereot$pe%. his uni2ueness shoul% alwa$s be
kept in "in% an% shoul% be respecte%. he e"phasis o# collectivit$ shoul% not be "a%e at the
e@pense o# the uni2ueness an% the %ignit$ o# each person.
B. In relation to fello H!MA"S
1. /an is a social being
.o% %i% not create the person as a solitar$ being& but wishes hi";her to be a Dsocial
being.F Gver$ in%ivi%ual is oriente% towar%s other people an% nee%s her co"pan$. No one ca"e
to this worl% aloneA our being here is "a%e possible through others.
he person #ul#ills the sel# with an% through others. hrough an% with help o# others& a
person=s li"itations are #ille% up an% his;her potentials are enriche%. hus& it is i"perative that
people cooperate with each other in or%er to i"prove the 2ualit$ o# their lives in societ$.
,. /an is o# e2ual value to other persons
A%"itte%l$& natural ine2ualit$ e@ists a"ong people& but .o% has gi#te% all "en with e2ual
%ignit$. 3e are all e2ual in basis rights an% basic nee%s on a person-to-person an% on a nation-
to-nation level. his e2ualit$ is not s$non$"ous to uni#or"it$& but e2ualit$ in the "i%st o#
uni2ueness. hus all persons are to be treate% as e2ualsA regar%less o# status& culture& e%ucation&
econo"ics an% gen%er.
C. In relation to S#CIE$%
7ne cannot %en$ that we owe a lot o# what we have in li#e through the ever$%a$ activities
o# people within the social structure. 3e bene#it largel$ #ro" the s$ste" that allows us to bu$ an%
sell our goo%s& pro%uce an% services& to en>o$ the lu@uries o# li#e& to learn new lessons& to earn a
living& to travel on pave% streets& to co""unicate with #rien%s #ro" a#ar& to "ove about in a
peace#ul environ"ent.
1. /an is an intervenor
!ersons create social structures to respon% to si"ilar nee%s an% #or the wel#are o# all.
he person a##ects structures an% structures a##ect the person. ?ailure to anal$0e an% critici0e
e@isting structures "eans agreeing with or sanctioning the". Since& people put up the structures
the people have the capacit$ to "aintain& stabili0e an% strengthen >ust structures. 7n the other
han%& people also have the capacit$ to change an% create anew& i# the structures were un>ust. 9ut
this can onl$ be achieve% through person=s active participation in the process o# change.
12
!odule ,: n uthentic -uman Person:)uthentic .hristian -umanism+ . . .
&. In relation to the MA$E'IAL (#'L&
he person nee%s the resources o# the "aterial worl% #or his;her personal an% social
#ul#ill"ent. his is the "ani#estation o# the bo%il$ %i"ension o# the person.
he things o# this worl% are #or all people to use& not a%ore%& nor a"asse%. 3e are
caretakers o# this worl% not owners o# it. 7wnership is onl$ a secon%ar$ right to use.
All the earth=s resources "ust bene#it all& now an% #or the succee%ing generations. As
caretakers& we are responsible #or the preservation an% %evelop"ent o# the earth. 3hen the earth
is abuse%& li#e itsel# is put in %anger. No one has the right to %estro$ the earth. No one has the
right to "anu#acture an$thing that coul% %estro$ it.

E. In relation to )#&
he person nee%s to relate to a greater being. he "aterialit$ an% te"poralit$ is
transcen%e% because o# the touch o# the %ivine in each person. he person has but one #inal
goal6 .7). :e;she is calle% to know& love an% serve .o%& an% to constantl$ choose that which
woul% lea% hi";her to .o%.
he person constantl$ an% continuall$ ten%s an% goes back to .o%. his %epen%enc$ is
not oppose% to hu"an #ree%o"A #or hu"an #ree%o" takes its "eaning an% consistenc$ in the
person=s relationship with .o%. 1t is in %oing .o%=s will that the person trul$ #ul#ills his;her #ree%o".
13
!odule ,: n uthentic -uman Person:)uthentic .hristian -umanism+ . .
&odule ;' Social Anal#sis and <ood <overnance
Social Anal#sis
I. Introduction
he !hilippines is currentl$ e@periencing a %ownturn in its econo"$. he rapi% increase in
the prices o# oil has create% a relative i"pact in the prices o# basic co""o%ities. As the currenc$
continue to #luctuate& the ?ilipino people=s cost o# living re"arkabl$ increase% with the %ecrease o#
the peso=s purchasing power. .lobali0ation has co"e to inva%e ever$ nation& prepare% or not& in
which the worl% is integrate% as one "arket.
A"i%st the econo"ic crisis& the pillars o# the govern"ent have been continuousl$
2uestione% in the basis o# its integrit$. he e@ecutive branch has been notabl$ linke% to big ti"e
ano"alies. he legislative has been %ivi%e% in %ealing with the national concerns an% see"e% to
be protecting sel#-interest an% part$ a##iliations. 7ur courts o# >ustice have not been that
convincing in carr$ing out trials e##ectivel$ given the backlog in unresolve% cases.
he issue o# the separation o# the govern"ent an% the church has again entere% into the
picture. 3hile the govern"ent has been proposing bills on sa"e se@ "arriage an% %ivorce& the
church has been resistant concerning the "oralit$ o# the issues.
II. In!ut
he concept o# a person presente% us the %i##erent relationships that ever$bo%$ has in his
personal li#e. 1n relation to sel#& we believe that ever$ person has a %ignit$ that re2uires
uncon%itional respect whatever is his;her status in the societ$& regar%less o# race an% religion.
hus& we are o# e2ual value with others. 1n relation to a larger societ$& we intervene with what is
happening& we create structures that will hasten our lives. 1n relation to the "aterial worl%& we
were given the right to e@plore the resources an% the right to ownership accor%ing to our labor&
but we are above these "aterial things. 1n relation with the Supre"e 9eing& we are all chil%ren o#
.o% as we were all create% in :is own i"age an% likeness. hrough this anal$sis& we coul% pose
a 2uestion whether what happens now increases or %ecreases the %ignit$ o# a ?ilipino in%ivi%ual.
Social Anal$sis is not reall$ a su##icient tool o# un%erstan%ing the co"ple@ proble" o# a
societ$. Rather& it is a process o# putting things into perspectives so that in the long run& in a
person=s e@periential learning& one coul% relate each issue to another.
Anal#sis - is an interpretation o# an observation.
- 1t=s a process o# breaking up a whole s$ste" into parts to #in% their nature.
Social Anal#sis

- can be %e#ine% an e##ort to obtain a "ore co"ple@ picture o# a social situation b$
e@ploring its historical an% structural relationships.
- a tool to help us a grasp the realit$
- is a s$ste"atic stu%$ o# econo"ic& social& political& cultural& an% religious situation
o# an$ given "ilieu ( location;environ"ent).
A!!roac-es in Social Anal#sis
1. 5istorical anal$0ing past events
- is a stu%$ o# the changes o# a social s$ste" through ti"e.
14
2. on=unctural Anal#sis is an atte"pt to e@a"ine a societ$=s situation using an
i"portant "o"ent in its recent histor$ as a re#erence point #or %iscussion.
$. lass un%erstan%ing an% looking into the %i##erent social structures or classi#icationsA
e@. rich-average-poor

:. <ender e@a"ining the status o# "en an% wo"en in societ$
>. 7nvironment un%erstan%ing the con%ition o# our resources; surroun%ings
<eneral Recommendation
1. <ro/t-
he !hilippine econo"$ has to grow in or%er #or it to %evelop. 3ithout growth&
there is nothing to be %istribute% a"ong the people. 3ithout increasing the pro%uctive
capabilit$ o# the countr$& our econo"$ will stagnate. hus& growth is a necessar$ (but not
su##icient) con%ition #or genuine %evelop"ent.
2. 7fficienc#
he econo"$ "ust be able to utili0e resources with ver$ "ini"al waste. 3e "ust
be able to tap all our creative potentials such that we are able to use the "ost
appropriate technologies in our in%ustries. ?air co"petition enhances the e##icienc$ o#
#ir"s in the "arket. /onopolies an% cartels are the "ost ine##icient #or"s o# in%ustrial
organi0ations.
$. Sustaina?ilit#
3e have li"ite% resources an% their proper use "ust be gui%e% b$ the principles
o# sustainable %evelop"ent. his has great conse2uences with regar% to the e@ploitation
o# our natural resources an% the protection o# our environ"ent. .enuine %evelop"ent
"ust be sustainable& it "ust i"prove the 2ualit$ o# li#e o# the people without %estro$ing
the environ"ent=s natural pro%uctive capacit$.
:. 7@uit#
.rowth& e##icienc$ an% sustainabilit$ are useless without the e2uit$ co"ponent.
3ithout e2uit$& an$ #or" o# hu"an resource %evelop"ent is "eaningless. 3ithout e2uit$&
the %o"estic "arket will not e@pan% "arke%l$. 3ithout e2uit$& there will never be
econo"ic an% political stabilit$.
15
-allenge'
1t is not $et a ga"e over situation. 1t is not a hopeless case. here are things that we
can %o as in%ivi%uals to contribute to the better"ent o# the societ$. 1n answering the signs o# the
ti"es& ever$bo%$ pla$s a vital role in nation buil%ing& rebuil%ing an% #or social trans#or"ation.
!odule /: Social nalysis. . .
<ood itiAens-i! for <ood <overnance
I. Introduction
A countr$=s success as lies heavil$ %epen%ent on the e##icienc$ o# its lea%ers& but the
e##icienc$ o# the lea%ers %epen%s >ust as "uch on their #ollowers= %isposition to be governe%. he
govern"ent=s policies& no "atter how spotless an% i"peccable these "a$ be& are useless without
the cooperation o# its citi0ens. 5ooperation o# citi0ens %oes not onl$ entail sub"ission. /ore than
that& cooperation warrants the citi0ens= active participation in the conceptuali0ation& #or"ulation&
an% e@ecution o# "etho%s that are suppose% to alleviate the nation=s current status.
:owever& being goo% citi0ens %oes not en% with abi%ing with the govern"ent=s laws an%
policies. 1t also entails being vigilant an% critical& an%& "ost o# all& beco"ing goo% e@a"ples to
the ne@t generation. 7nce a stable #oun%ation o# values has been set& there will be a greater
chance o# having a population that will "eet the ulti"ate nee% o# a nation striving #or success a
sustainable approach o# getting to where we want to go.
II. In!ut
1. he value o# 2NIT3
Lnit$ is about sharing a co""on vision an% working towar%s the sa"e %rea" o# social
>ustice& prosperit$& an% happiness.
A sense o# unit$ will lea% our people to #eel each other=s nee%s an% %eepest senti"ents
an% will lea% the" to share in the #ruits o# each other=s progress.
1n the #ight against povert$& gra#t an% corruption& in>ustice& %eca%ent values& an% violence&
unit$ is the ke$ through which we can triu"ph over all these. here is in%ee% strength in
nu"bers. 1# we are together to reall$ work sincerel$ towar%s "aking ourselves goo%
citi0ens& how can such evil ele"ents thrive in our societ$4 9ut this #ight is won b$ the
collective e##ort an% resolve o# our people. 3e shoul% not allow one o# our "e"bers to #ail
or #alter because we view the #ailure or success o# one o# our countr$"en as that o# our
own.
Soli%arit$ in the service o# hu"anit$ as oppose% to crab "entalit$.
,. he value o# 7B2A"IT3
All "en are create% e2ual& gi#te% with reason an% #reewill
Gver$ person shoul% be given e2ual opportunit$ to %evelop hi"sel#& be a better person&
an% pursue happiness in his li#eti"e.
No "an is over an% above the law. +ustice shoul% be blin% when it "eets out >ustice.
he value o# e2ualit$ shoul% "ove ever$ citi0en to look a#ter an% take care #or the less
#ortunate an% the oppresse%.
As we co"e #ro" the sa"e /aker& we share in the sa"e %estin$ to live happil$& in %ignit$&
in peace an% har"on$.
Respect #or e2ualit$ "eans respect #or others in the sa"e light that we want the" to
respect us.
3. he value o# R7SP7T 4OR "A% AN) <O(7RN&7NT
16
1"plication o# the #ollowing social issues6 1. basic obe%ience o# tra##ic rules an%
regulations& ,. water an% electricit$ pil#erages in househol%& 3. ta@ evasion& B. vote bu$ing
an% other acts o# electoral #rau%.
he law is not "eant to curtail #ree%o"A it is "eant to ensure that ever$ citi0en acts
responsibl$ while e@ercising #ree%o".
he law provi%es e2ualit$A it protects the weak an% "akes sure that those who are strong
%o not abuse their strength in e@pense o# those who are not.
he nature o# laws is to provi%e sanctions #or the irresponsible practice o# #ree%o".
he law %oes not warrant slaver$ but or%er.
3e shoul% not #ear the lawA we shoul% love the bene#it it has on us an% on our love%
ones.
7ur own respect #or the law an% govern"ent shoul% ste" #ro" the ulti"ate law o# the
heart6 that o# "utual respect& charit$ an% love #or others. Respect #ro" the law "eans
respect #or each other.
III. S#nt-esis
:ow the $oung generation acts an% thinks to%a$ shows us a clear picture o# how the
nation will "ove in the #uture. 3hat the $oung people learn now will be what the$ will live when
the$ grow up. 9eing a citi0en starts #ro" the "o"ent we were born. 7ur %uties as citi0ens
"ultipl$ as we grow ol%erA conse2uentl$& our bene#its as citi0ens progress in the sa"e wa$
provi%e% that we have live% up to our en% o# the bargain. he govern"ent cannot %o it alone. No
act will ever be s"all enough not to a##ect us in the #uture so let us "ake each "ove count.
Reference:
Modules on Good Citizenship Values. The Institution Buildin Te!". #$%& 'eo(le 'o)er *o""ission. 2004
17
!odule /: Social nalysis and 0ood 0overnance. . .
&odule C' Process of -ange and Active Non+(iolence
Process of -ange
I. Introduction
he societ$ e@hibits varie% hu"an con%itions. 1t provi%es us with a laborator$ o#
e@periences& values an% resources that ascertain our kin% o# li#e. Such state o# li#e is accepte%&
re>ecte% or "o%i#ie%. hus& the "en an% wo"en have the capacit$ to either change or keep their
prevailing state o# li#e.
he stu%ents as a sector are gi#te% with opportunities& values an% resources& which can
be utili0e% to change the present con%ition. Shoul% it aspire #or a better societ$& the stu%ent sector
is capable o# initiating positive change.
?or %eca%es& several "eans have been trie% to e##ect social re#or"s. !eople trie% to
e@plain the %$na"ics o# change. he$ continue to search #or #or"ula in "aking a better societ$.
:ere& the "o%ule o##ers #our approaches to change. hese approaches are base% on e@periences
an% on the relative anal$sis o# social con%itions.
II. In!ut'
1. 3el#are Approach
,. !ro>ect )evelop"ent; /o%erni0ation Approach
3. !articipator$; 8iberationist Approach
B. Sustainable )evelop"ent
(Note6 hese approaches are e@plaine% an% e@poun%e% in the ne@t page- A!!R7A5:GS 7
S751A8 5:AN.G)
III. S#nt-esis
5hristian love o# neighbor an% >ustice cannot be separate%. 8ove i"plies absolute
%e"an% #or >usticeA recognition o# the %ignit$ an% rights o# one=s neighbors. +ustice attains its
#ullness o# love.
3e are a social creation that %evelope% through our relations with others. hus&
a%vance"ent o# ourselves is linke% with the a%vance"ent o# societ$. 7ur past high an% low
"o"ents in li#e a##ect our present an% #uture choices. 3e nee% to be conscious o# the wa$ we
"ake %ecisions in li#e #or the$ woul% certainl$ a##ect others.
18
Active Non+(iolence
Active Non+(iolence
<iolence as %e#ine% is a #orce that is in>urious to the 2ualit$ o# hu"an li#e in its various
"ani#estations. 1t %i"inishes& violates an% %estro$s hu"an li#e. 7ne can %istinguish
personal& structural an% ps$chological violence.
A societal #ra"ework #oun%e% on violence coul% never lea% to a sustainable li#e.
Nonviolent social e"power"ent is about people regaining their own power to creativit$
shape their lives to in#luence the course o# events aroun% the" against oppression an%
e@clusion& #or %e"ocratic participation& peace an% hu"an rights.
Nonviolent power is not about %o"ination6 it is the power to be an% to %o.
T-ree different res!onses to (iolence
/an$ govern"ents resort to repression an% violence to sta$ in power. 3hen this
happens& the people "a$ choose a"ong three %i##erent reactions.
1. Passivit#
2. ounter violence
$. AN( ( Ala#+)angal )
A"ong the three& Ala$-)angal breaks the spiral o# violence.
)efinition of Ala#+)angal
A s$ste" o# personal& social an% international change ai"e% at liberating the oppresse%
an% the oppressor through persuasion& "oral pressure& an% "ani#ol% #or"s o# non-violent
resistance. 1t re#uses use o# counter violence an% buil%s upon the conviction that the willingness
to accept onesel# the conse2uences o# non-violent action is both liberating an% e##ective an%
"obili0es local& national an% international soli%arit$.
*ases of Ala#+)angal
a. 5umanistic *asis
Absolute respect #or the %ignit$ o# the in%ivi%ual.
Lncon%itional regar% #or li#e. he right to li#e is the "ost basic o# all rights&
because all other lose "eaning without li#e. here#ore& to %estro$ li#e o# another&
which is not ours an$wa$& is to %estro$ that other totall$.
:as a conscience that enables hi" to %istinguish right #ro" wrong.
?. -ristian *asis
he person is create% accor%ing to the i"age an% likeness o# .o%. :e;She is
also calle% to live a li#e o# grace an% to buil% :is Iing%o" through 5hrist. (.en.
16,6-31& Gph. 163-1()
5hrist is the ruth& the 3a$& an% the 8i#e.
19
5hurch eachings
1. 0audium $t Spes (!astoral constitution o# the 5hurch in the /o%ern
3orl%)6 supports non-violence an% conscientious ob>ections.
,. Populorium Progressio (he )evelop"ent o# !eople)6 3ith situations
o# in>ustice& recourse to violence is a grave te"ptation. !resent
situation "ust be #ought against an% overco"e. 5aution against
revolutionsA greater "iser$ "a$ result.
3. $vangelii Nuntiandi (Gvangeli0ation in /o%ern 3orl%)6 he 5hurch
cannot accept violence.
c. Political *asis
!olitical power is the capacit$ to control the behavior o# others& %irectl$ or
in%irectl$
*. "ature of +oer
a. /onolith heor$ o# !ower
!ower as sel#-perpetrating& %urable& not 2uickl$ controlle% or %estro$e%. 1t co"es
solel$ #ro" the govern"ent. !eople %epen% on the goo%will& %ecisions an% support o#
their govern"ent. hus& the$ have no choice but to sta$.
b. !luralist heor$ o# !ower
!ower as #ragile. he govern"ent %epen%s upon the goo%will& %ecisions an% support
o# the people. 1# the people withhol% their support #ro" the govern"ent& it loses
power.

,. Sour-e of +oer
Authorit$ the right to co""an% an% %irect& to be hear% or obe$e% b$ othersA
voluntaril$ accepte% b$ the people& an% there#ore e@isting without the i"position
o# sanctions.
:u"an Resources nu"ber o# people;groups that obe$ an% assist the ruler.
Skills an% Inowle%ge the talents an% abilities o# those who obe$ an% how
these talents an% abilities respon% to the ruler=s nee%s.
!s$chological;1%eological ?actors attitu%es towar%s sub"ission;obe%ience
/aterial Resources the %egree to which the ruler controls propert$& natural
resources& #inancial resources& the econo"ic s$ste"& etc.
Sanctions the t$pe an% e@tent o# sanctions at his %isposal& both #or use against
his own sub>ects an% in con#licts with other rulers.
Princi!les of Ala#+)angal
a. he ai" "ust be ob>ectivel$ >ust.
b. 1t shoul% be a "eans consistent with its en%. !ersons shoul% not be use% as "ere "eans
to an en%.
c. 1t e"phasi0es process or gra%ual trans#or"ationA hence#orth& it calls #or a coherent
perseverant an% continuing co""it"ent until the en% is obtaine%. here#ore& there is a
nee% #or a strateg$ o# action.
%. 1t evolves creative wa$s o# resolving con#lict
e. 1t is collective& #or its power an% e##ectivit$ lie in unit$
Some <uidelines
a. Ala$-)angal is a wa$ o# li#e that %e"an%s a continuing co""it"ent.
20
b. 1t shares #ro" the person an% grows towar%s unite% action.
c. 1t a%heres to %e"ocratic processes.
%. 1t never con%ones killing& har"ing& an% using people.
e. 1t un%erscores unite% action.
#. 1t is relentless in its struggle to work #or the right#ul en%.
&odule D' Sustaina?le )evelo!ment
I. Introduction'
Socio-econo"ic an% political growth is alwa$s a %rea" o# an$ societ$. 9ut this growth
so"eti"es co"es across o# co"pro"ising our environ"ent. hat=s wh$ the concept o#
sustainable %evelop"ent e"erge%.
commitment to meet the needs of present and future generations has various
implications. Meetin. the needs of the present means satisfyin./
1) Gcono"ic nee%sQinclu%ing access to an a%e2uate livelihoo% or pro%uctive assetsA
also econo"ic securit$ when une"plo$e%& ill& %isable% or otherwise unable to secure a livelihoo%.
,) Social& cultural& an% health nee%sQinclu%ing a shelter which is health$& sa#e&
a##or%able& an% secure& within a neighborhoo% with provision #or pipe% water& %rainage& transport&
health care& e%ucation& chil% %evelop"ent& an% protection #ro" environ"ental ha0ar%s. Services
"ust "eet the speci#ic nee%s o# chil%ren an% o# a%ults responsible #or chil%ren ("ostl$ wo"en).
Achieving this i"plies a "ore e2uitable %istribution o# inco"e between nations an%& in "ost
cases& within nations.
3) !olitical nee%sQinclu%ing #ree%o" to participate in national an% local politics an% in
%ecisions regar%ing the "anage"ent an% %evelop"ent o# one=s ho"e an% neighbourhoo%& within
a broa%er #ra"ework that ensures respect #or civil an% political rights an% the i"ple"entation o#
environ"ental legislation.
!eeting such needs )ithout underminin. the a0ility of future .enerations to meet
their on needs means/
1) /ini"i0ing use or waste o# non-renewable resourcesQinclu%ing "ini"i0ing the
consu"ption o# #ossil #uels an% substituting with renewable sources where #easible. Also&
"ini"i0ing the waste o# scarce "ineral resources (b$ re%ucing use& reusing& rec$cling& an%
reclai"ing).
,) Sustainable use o# renewable resourcesQinclu%ing using #reshwater& soils& an% #orests
in wa$s that ensure a natural rate o# recharge.
21
What is sustainable development4
he 3orl% 5o""ission on Gnviron"ent an% )evelop"ent (the 9run%tlan%
5o""ission) %e#ine% sustainable %evelop"ent as R%evelop"ent that "eets the nee%s o# the
present without co"pro"ising the abilit$ o# #uture generations to "eet their own nee%s.R 1n other
wor%s& %evelop"ent is essential to satis#$ hu"an nee%s an% i"prove the 2ualit$ o# hu"an li#e.
At the sa"e ti"e& %evelop"ent "ust be base% on the e##icient an% environ"entall$ responsible
use o# all o# societ$Ss scarce resources - natural& hu"an& an% econo"ic.
(Source: http:11***.sdinfo.gc.ca1*hat2is2sd1inde32e.cfm(
3) Ieeping within the absorptive capacit$ o# local an% global sinks #or wastesQinclu%ing
the capacit$ o# rivers to break %own bio%egra%able wastes as well as the capacit$ o# global
environ"ental s$ste"s& such as cli"ate& to absorb greenhouse gases.
( Source6 http6;;uk.encarta."sn.co";enc$clope%iaT'*1C3B,*C;SustainableT)evelop"ent.ht"l)
II. P-ili!!ine Agenda 21
!hilippine Agen%a ,1 is the sustainable %evelop"ent progra" o# the countr$ an% it was
conceptuali0e% %uring the ti"e o# !resi%ent ?i%el Ra"os.
he i"age o# societ$ that gui%es !hilippine Agen%a ,1 characteri0es a signi#icant nu"ber
o# "o%ern societies to%a$& so"e o# which recogni0e that the ke$ actors in an$ critical an%
principle% partnership or con#lict regar%ing sustainable %evelop"ent are the govern"ent&
business& an% civil societ$ (?igure ,). o hu"ani0e %evelop"ent& there "ust be an interpla$ o#
"arket #orces& state intervention& an% civil societ$ participation.
22
*usiness is the ke$ actor in the real" o# the econo"$ where the central social concern
an% process is the "utuall$ bene#icial pro%uction an% %istribution o# goo%s an% services to "eet
the ph$sical nee%s o# hu"an beings. <overnment is the ke$ actor in the real" o# polit$ where
the central social concern an% process is participator$& %e"ocratic governance an% rule "aking to
secure the hu"an rights o# all citi0ens inclu%ing >ustice an% e2uit$. ivil societ# is the ke$ actor
in real" o# culture where the central social concern an% process is the %evelop"ent o# the social
an% spiritual capacities o# hu"an beings in or%er& a"ong others& to a%vance the #rontiers o#
knowle%ge& to achieve clarit$ an% coherence o# values an% to a%vocate the public interest. he
three ke$ actors in sustainable %evelop"ent can si"pl$ be viewe% as the "ost organi0e% an%
signi#icant representatives o# the prevailing social processes in each o# the three essential
%i"ensions o# societ$.
he P-ili!!ine Agenda 21 approach a%heres to the #ollowing prin-iples of sustaina0le
development/
*. +rima-y of &evelopin. Full Human +otential. !eople are at the core o# %evelop"ent
initiatives.
,. Holisti- S-ien-e and Appropriate $e-hnolo.y. he search #or solutions to the co"ple@
"ilieu o# %evelop"ent proble"s has to be un%ertaken with the perspective that situates speci#ic
proble"s in the larger social an% ecological conte@t. his approach #acilitates the %evelop"ent
an% use o# appropriate technolog$.
1. Cultural2 Moral and Spiritual Sensitivity. Nurturing the inherent strengths o# local an%
in%igenous knowle%ge& practices an% belie#s while respecting the cultural %iversit$& "oral nor"s
an% spiritual essence o# ?ilipino societ$.
3. Self4determination. Respecting the right an% rel$ing on the inherent capacit$ o# the countr$
an% its peoples to %eci%e on the course o# their own %evelop"ent.
5. "ational Soverei.nty. Sel#-%eter"ination at the national level where the nor"s o# societ$ an%
the speci#ics o# the local ecolog$ in#or" national governance. 1nclu%es hu"an an% environ"ental
securit$ as well as achieving an% ensuring securit$ an% sel#-reliance in basic staple #oo%s.
Recogni0ing the crucial role o# #ar"ers an% #isher#olk in provi%ing #or the nutritional nee%s o# the
nation.
6. )ender sensitivity. Recogni0ing the i"portant an% co"ple"entar$ roles an% the
e"power"ent o# both "en an% wo"en in %evelop"ent.
7. +ea-e2 #rder And "ational !nit$. Securing the right o# all to a peace#ul an% secure e@istence.
8. So-ial 9usti-e2 Inter42 Intra4)enerational and Spatial E:uity. Gnsuring social cohesion an%
har"on$ through e2uitable %istribution o# resources an% provi%ing the various sectors o# societ$
with e2ual access to %evelop"ent opportunities an% bene#its to%a$ an% in the #uture.
;. +arti-ipatory demo-ra-y. Gnsuring the participation an% e"power"ent o# all sectors o#
societ$ in %evelop"ent %ecision-"aking an% processes an% to operationali0e intersectoral an%
"ultisectoral consensus.
*<. Institutional via0ility. Recogni0ing that sustainable %evelop"ent is a share%& collective an%
in%ivisible responsibilit$ which calls #or institutional structures that are built aroun% the spirit o#
soli%arit$& convergence an% partnership between an% a"ong %i##erent stakehol%ers.
23
**. =ia0le2 sound and 0road40ased e-onomi- development. )evelop"ent #oun%e% on a
stable econo"$ where the bene#its o# econo"ic progress are e2uitabl$ share% across ages&
co""unities& gen%er& social classes& ethnicities& geographical units an% across generations.
*,. Sustaina0le population. Achieving a sustainable population level& structure an% %istribution
while taking cogni0ance o# the li"ite% carr$ing capacit$ o# nature an% the interweaving #orces o#
population& culture& resources& environ"ent an% %evelop"ent.
*1. E-olo.i-al soundness. Recogni0ing nature as our co""on heritage an% thus respecting the
li"ite% carr$ing capacit$ an% integrit$ o# nature in the %evelop"ent process to ensure the right o#
present an% #uture generations to this heritage.
*3. Bio.eo.raphi-al E:uity and Community4Based 'esour-e Mana.ement. Recogni0ing
that since co""unities resi%ing within or "ost pro@i"ate to an ecos$ste" o# a bio-geographic
region will be the ones to "ost %irectl$ an% i""e%iatel$ #eel the positive an% negative i"pacts on
that ecos$ste"& the$ shoul% be given prior clai" to the %evelop"ent %ecisions a##ecting that
ecos$ste" inclu%ing "anage"ent o# the resources. o ensure biogeographic e2uit$& other
a##ecte% co""unities shoul% be involve% in such %ecisions.
*5. )lo0al Cooperation. 9uil%ing upon an% contributing to the %iverse capacities o# in%ivi%ual
nations.
( Source6 http6;;www.ca%i.ph;pa,1TprinciplesTo#Tunit$.ht")
III. onclusion'
Sustainable )evelop"ent (S)) is a signi#icant topic nowa%a$s. 1t is i"portant an%
necessar$ to incorporate the principles o# S) into the real" o# socio-econo"ic an% political arena
because the bene#its o# which i# taken properl$ will help solve the enor"ous proble"s not onl$ o#
our countr$ but the whole worl%.
S) is not onl$ concerne% in a%%ressing the issues o# the environ"ent but it enco"passes
an% touches also the %$na"ics o# political& social an% econo"ic li#e o# a co""unit$ or nation.
:ere we can see a holistic "etho%olog$ in the #or" o# a trinitarian approach. his "eans that the
ke$ actors are not onl$ co"ing #ro" the govern"ent but also the process o# socio-econo"ic an%
political %evelop"ent "ust be share% b$ the business an% civil societ$ respectivel$. 1n this regar%&
proble"s in the %i##erent areas whether political& econo"ic or social in nature can be solve% b$
helping one another an% this approach creates an i"pact because the work is share% b$
ever$one. 5ooperation an% unit$ is a vital co"ponent in sustainable %evelop"ent especiall$ in
!hilippine Agen%a ,1.
/oreover& the i%ea o# Sustainable )evelop"ent an% the %i##erent progra"s an% principles
un%er the Agen%a ,1 is not an instant solution to our proble"s rather the$ are processes that
gui%es our action whether we are in our co""unit$& in the "arket or in the govern"ent.
8astl$& the success o# the progra"s an% aspirations o# S) will reall$ %epen% on how
LN1G) we are in our actions towar%s our co""on goal sustaine% %evelop"ent.
Re#erences6
5enter #or Alternative )evelop"ent 1nitiatives (,((C). P %' principles of unity.
Retrieve% /a$ ,B& ,((C& #ro" http6;;www.ca%i.ph;pa,1TprinciplesTo#Tunit$.ht"

Gncarta (,((C). Sustainable development. Retrieve% /a$ ,B& ,((C& #ro"
http6;;uk.encarta."sn.co";enc$clope%iaT'*1C3B,*C;SustainableT)evelop"ent.
ht"l
or
RSustainable )evelop"ent&R /icroso#tU GncartaU 7nline Gnc$clope%ia ,((C
http6;;uk.encarta."sn.co" V 199'-,((C /icroso#t 5orporation. All Rights Reserve%.
.overn"ent o# 5an%a (n.%.). 3hat is sustainable %evelop"ent4 Retrieve% /a$ ,B& ,((C&
24
#ro" http6;;www.s%in#o.gc.ca;whatTisTs%;in%e@Te.c#"
&odule E' T-e Role of Students in Social Transformation
I. Introduction
?or $ears& the stu%ent sector has proven to have signi#icantl$ in#luence% the course o# our
histor$. )uring the "artial rule& the stu%ents showe% its #orce. An% up to these %a$s& the stu%ent
sector=s contribution %uring the victorious event o# G)SA coul% not be ignore%. he$ co"prise a
large part o# the population an% thus& pla$ a vital role in societ$. he$ possess certain strengths
that are necessar$ in the process o# change. he$ are privilege% that the$ can consi%erabl$
generate in#luence on other sectorsA however& the$ can no longer i%enti#$ the"selves with the
oppresse%. hus& this "o%ule will help re%e#ine the role o# stu%ents in the process o# change
within the conte@t o# their #aith an% e@perience o# .o%=s presence.
II. In!ut
(hat -an students do in the pro-ess of -han.e>
Catalyst or support -han.e
5haracteristics6
Articulate can un%erstan% an% articulate proble"s without "aking %ecisions #or
the"selves or pree"pting their pri"ar$ role in societ$.
5oncerne% can raise the people=s concern insi%e the ca"pus an% get support
Inowle%geable can go to people an% #acilitate their e%ucation an% #or"ation
+rimary A.ent of Chan.e
5haracteristics6
?ull o# energ$
Aggressive can appl$ pressure #or change
5ritical can a%vocate relevant issues
)ecisive can participate in %ecision-"aking an% i"ple"entation o# policies in the
e%ucational s$ste"
So-ial &evelopment (or?er
5haracteristics6
5o"petent
Responsible
.enerous
W Stu%ents shoul% view e%ucation as a Dcall to service an% not >ust a passport to privilegeF& in
accor%ance with the social cost an% the teaching o# the scripture (D3hen a "an has ha% a
great %eal given hi"& a great %eal will be %e"an%e% o# hi".F 8uke 1,6B*)
W Stu%ents "ust be e2uippe% with the knowle%ge& skills an% orientation the$ nee% to be
sociall$ responsible.

25
*uild a ounter ulture
5haracteristics6
G##ective- can in#luence other stu%ents an% raise their consciousness
can be 57NS1SGN in witnessing to the values the$ espouse
A)<75AG can a%vocate the gospel values o# social >ustice& si"plicit$& truth an%
peace
W his role "ust be re#lecte% in school an% within the co""unities
+rofile of the Studentry
A. Strengt-s
he$ are at the stage when in%ivi%uals are ps$chologicall$ %ispose% to rebel an% to
2uestion so "an$ things about the"selves an% the worl% aroun% the".
/ore open to new i%eas& unlike ol% people who have alrea%$ #or"e% %eep roote% biases.
:ave ac2uire% so"e "easure o# skill an% co"prehension& conceptuali0ation an%
co""unication through schooling. he$ possess the abilit$ to think an% articulate their
thoughts an% actual e@periences.
Naturall$ organi0e%& have "ore ti"e to spare #or other non-aca%e"ic involve"ent
:ave relativel$ easier access to resources #inances& #acilities& resource persons&
e@pertise& etc.
3illing to take risks an% to give uncon%itional co""it"ent #or a cause& even to one which
"a$ oppose their #a"il$=s i""e%iate interests because generall$& the$ have no #ir"l$-
entrenche% econo"ic or class interests $et.
*. %eaFnesses
:ave strong e"otional %epen%encies on signi#icant others which coul% hin%er the" #ro"
e@ploring other #or"s o# personal involve"ent.
en% to over-e"phasi0e% intellectual training to the point o# sacri#icing e@perience. he$
beco"e %og"atic an% rigi% articulate but inconsistent because the$ have not
internali0e% "an$ o# the things the$ have learne%.
.enerall$& stu%ents give seasonal co""it"ent an% usuall$ their involve"ent is isolate%
#ro" the "ainstrea" o# societ$.
5an "isuse resources that are rea%il$ available at their %isposal splurge on senseless
things.
Channels of So-io4+oliti-al Involvement
Stu%ents= socio-political involve"ent "ust take place both within the school an% in the
larger societ$. o con#ine e##orts at change to the school is to risk ai"lessness an% isolation #ro"
the rest o# societ$A to neglect the issues o# school an% e%ucation while tackling issues o# the
larger societ$ is to risk a poorl$ internali0e% vision o# social change.
he three channels o# stu%ents socio-political involve"ent are presente% here6
A. ommunit# %orF
Stu%ent co""unit$ work consists o# %irect assistance to co""unit$ or sectoral people=s
organi0ations acting on local issues. he "ost co""on t$pe o# stu%ent involve"ent in co""unit$
is parallel i.e. %one b$ e@tra-curricular sociall$ oriente% stu%ent groups on the stu%ents= own
ti"e. 7ther t$pes are intervening& or %one %uring long school breaks ( e.g. su""er work ca"ps
26
in rural villages or Su""er o# Service !rogra")A interwoven or integrate% into the curriculu" or a
speci#ic course an% subse2uent or %one a#ter gra%uation #ro" college (e.g. 8asallian <olunteer
?or"ation !rogra").
he work "a$ be general or %irecte% towar%s the %evelop"ent o# general skills in social
change work- #or instance& tutorials& catechis"& literac$ training or the buil%ing o# basic 5hristian
co""unities. 7r it "a$ be relate% to the stu%ents own aca%e"ic progra" #or instance&
paralegal work #or law stu%ents& co""unit$-base% health progra"s #or "e%ical stu%ents&
participator$ research #or social science stu%ents.
Stu%ent co""unit$ work& particularl$ in base-group buil%ing& contributes to the whole
e##ort to buil% a people=s "ove"ent #or social trans#or"ation. ?or the stu%ents the"selves& this
involve"ent provi%es a venue #or %eveloping a "ore concrete anal$sis o# the social situation&
roote% in actual e@perience. 5lose contact with the poor translates an abstract social
responsibilit$ into a %eep personal co""it"ent to #lesh-an%-bloo% people.
he work can also serve as training #or the %evelop"ent o# skills use#ul an$where& but
"ost especiall$ in pro#essional social change work a#ter gra%uation. Signi#icantl$& co""unit$
work is also an i"portant #actor in the stu%ents= personal growth& nurturing their con#i%ence in
the"selves an% a sense o# "eaning#ul %irection an% contribution to societ$. his increase%
stu%ent "orale an% the rich learning resources provi%e% b$ an$ poor co""unit$ also bene#it the
school. Stu%ent co""unit$ work probabl$ provi%es the best "o%el $et #or a genuinel$ liberating
e%ucation.
*. Issue Advocac#
1ssue a%vocac$ is a natural e@tension o# co""unit$ work& enabling stu%ents to share
their learning an% propagate their convictions a"ong other stu%ents an% in the larger societ$. 1t is
also the "ost %irect wa$ o# pressuring #or change in the school an% the e%ucational s$ste" when
%ecision "aking structures %o not allow #or substantial participation.
1ssue a%vocac$ contributes to the "ove"ent #or national trans#or"ation b$ publici0ing
co""unit$& sectoral an% national issues& propagating the people=s perspective& buil%ing soli%arit$
with s$"pathetic sectors o# the general public& an% co"pelling the authorities concerne% to take
public senti"ent into serious consi%eration. ?or the stu%ents it allows a %evelop"ent o# skills in
e"pirical stu%$& organi0ation an% the a%vocac$ o# convictions. A%vocac$ that %eals with e%ucation
issues strengthens stu%ent base group #or"ation an% enables the stu%ents to %evelop con#i%ence
in their own collective power& besi%es opening the wa$ #or the trans#or"ation o# #or"al e%ucation.
. )irect Political Action
)irection political action re#ers to the harnessing o# organi0ational power #or participation
in %ecision an% polic$-"aking& whether on the national& co""unit$ or school level. 1t "a$ be seen
as the ne@t logical step to issue a%vocac$.
)irect political action begins with the strengthening o# stu%ent base groups& usuall$ those
#or"e% through issue a%vocac$ an% co""unit$ involve"ent. At a certain level o# political
consciousness an% organi0ational %iscipline& these groups can beco"e the "ass base #or
"ove"ent loosel$ unite% b$ co""on issues an% propose% concrete progra"s& philosophies an%
actions.
A "ore structure% organi0ation is the stu%ent part$& which acts %irectl$ to a##ect ca"pus
politics with the pri"ar$ responsibilit$ o# protecting stu%ents= rights an% wel#are. 7r the #or"ation
o# alliances with stu%ents= group #ro" other schools which can be consi%ere% a higher level o#
%irect political action an% which can beco"e #ull$ integrate% into the national "ove"ent got social
change through coalitions with other sectoral alliances on national concerns. (Social
)evelop"ent 1n%e@).
III. S#nt-esis
27
7ur e@periences in li#e a##ect our present an% #uture choices. 3e nee% to be conscious o#
our process in "aking signi#icant %ecisions #or the$ point to us the conse2uent %irection in our
li#e.
once!ts and Princi!les of (olunteering
I. Introduction
<olunteering takes "an$ #or"s an% "eanings in %i##erent settings. 1t is strongl$ in#luence% b$ the
histor$& politics& religion an% culture o# a region. 3hat "a$ be seen as volunteering in one countr$
"a$ be %is"isse% as low-pai% or labor intensive work in another. An% $et& %espite the wi%e variet$
o# un%erstan%ings& it is possible to i%enti#$ so"e core characteristics o# what constitutes a
voluntar$ activit$.
II. In!ut
A. (olunteerism in t-e P-ili!!ine onte8t
<olunteeris" in the !hilippine conte@t is a crucial tra%ition calle% Dba$anihanF or helping
one another. D9a$anihanF is a agalog wor% roote% in the wor% Dba$aniF or hero& hence& the wor%
"eans a heroic act o# service or sacri#ice. 7ther schools o# thought believe that it probabl$ ca"e
#ro" the wor% Dba$anF which literall$ "eans town but "etaphoricall$ re#ers to a co""unit$ o#
persons. D9a$anihanF coul% re#er to a co""unit$ un%ertaking in this sense.
9a$anihan is a su""ar$ o# other ?ilipino social an% "oral virtues which inclu%e-
!akikisa"a to be concerne%& to be supportive
!akikipagkapwa har"on$ with others
!akikira"a$ s$"pathi0e& con%ole& share su##ering
!akikitungo act hu"bl$& conce%e& %eal with so"eone properl$
:i$a- pain#ul #eeling o# having %one so"ething wrongA e"barrass"entA sha"e=
hu"iliation
)angal - social honor
Ltang na loob %ebt o# gratitu%e
!aggalang respect
( he <olunteer6 5entennial G%ition. Mue0on 5it$6!N<S5A& 199*)
*. (olunteerism in t-e "asallian onte8t
Saint +ohn 9aptist )e 8a Salle& #oun%er o# the congregation calle% 9rothers o# the
5hristian Schools& was born rich but live% poor. 8ike an or%inar$ "an& he lent his ears an% heart
to the people& the un%erprivilege% "ainl$& as he pra$e% #or .o%=s will
eaching the poor beca"e )e 8a Salle=s 8i#e work. At #irst& "ostl$ in association with
A%rian N$el& a la$"an who ha% co"e to Rhei"s& ?rance to establish a charit$ school #or bo$s.
)e 8a Salle opene% other schools #or the poor. A"i% ob>ections #ro" relatives an% #rien%s& )e 8a
Salle #or"e% a co""unit$ o# teachers to serve the poor an% gave awa$ his worl%l$ possessions
to live like the poor.
A practical innovator& )e 8a Salle stu%ie% an% #oun% e##ective wa$s to e%ucate the poor.
:e gave up in%ivi%ual tutoring an% #or"e% groups o# pupils to be taught si"ultaneousl$& an%
28
un%ertook in%ivi%ual "onitoring o# stu%ent progress. :e also con%ucte% classes in the native
language o# the pupils in ?rance- ?rench instea% o# tra%itional 8atin.
?or )e 8a Salle& i"proving 2ualit$ e%ucation #or the poor also "eant #ighting cri"e& sin
an% %estruction spawne% b$ povert$& ignorance an% oppression. 1n acco"plishing his "ission& )e
8a Salle alwa$s #ir"l$ believe% that .o% was with hi". ( )8S-5S9 Stu%etn :an%book& SE 9*-996
iv-v)
. -aracteristics of (olunteering'
1. he activit$ shoul% not be un%ertaken pri"aril$ #or #inancial rewar%& although the
rei"burse"ent o# e@penses an% so"e token pa$"ent "a$ be allowe%.
,. he activit$ shoul% be un%ertaken voluntaril$& accor%ing to an in%ivi%ual=s own #ree will.
3. <olunteering is base% on personal "otivation an% choices #reel$ taken.
B. <olunteering is a wa$ o# #urthering active citi0enship an% co""unit$ involve"ent.
C. <olunteering takes the #or" o# in%ivi%ual or group activities generall$ carrie% out within
the #ra"ework o# an organi0ation.
6. <olunteering enhances hu"an potential an% 2ualit$ o# %ail$ li#e& buil%ing up hu"an
soli%arit$.
'. <olunteering provi%es answers #or the great challenges o# our ti"e& striving #or a better
an% a "ore peace#ul worl%.
*. <olunteering contributes to the vitalit$ o# econo"ic li#e even creating >obs an% new
pro#essions.
9. he activit$ shoul% be o# bene#it to so"eone other than the volunteer& or to societ$ at
large& although it is recogni0e% that volunteering brings signi#icant bene#its to the
volunteer as well.

). 4our )ifferent T#!es of (olunteer Activit#
/utual ai% or sel#-help
!hilanthrop$ or service to others
!articipation or civic engage"ent
A%vocac$ or ca"paigning
( G@pert 3orking .roup /eeting on <olunteering an% Social )evelop"ent& New Eork& Nove"ber
1999)
7. T/o &ain T#!es of (olunteering
a. Ln"anage% volunteering the spontaneous an% spora%ic helping that takes place
between #rien%s an% neighbors #or e@a"ple& chil% care& running erran%s an% loaning
e2uip"ent or in response to natural or "an-"a%e %isasters. 1t is the %o"inant #or" o#
volunteering in "an$ cultures.
b. /anage% volunteering takes place through organi0ations in the non-pro#it& public an%
private sectors an% ten%s to be "ore organi0e% an% regular.
4. Ge# once!ts and Princi!les of (olunteering
(olunteerism
is a non-#ree base% personal service %irecte% towar%s social change an% e"power"ent
is value-%riven& centering on co""it"ent to social change& service #or public interest
an% to people in nee%& a "eans to hu"ani0e technolog$ an% a bri%ge to connect
people& sectors a% countries.
is roote% in the countr$=s culture
<olunteers are ke$ actors in volunteer organi0ation an% their nurturance is a crucial
#actor in sustaining volunteer work an% volunteer organi0ations
(Source6 raining /anual 7n <olunteer /anage"ent. !hilippine Association #or <olunteer G##ort.)
29
<. Some &otivations for (olunteering ( %-# do !eo!le (olunteerH)
1. o enrich an% give new "eaning to li#e
,. o %e"onstrate love #or others
3. o work #or social change
B. o %evelop lea%ership skills
C. o i"prove $our co""unit$
6. o e@perience new challenges
5. T-e *enefits of (olunteering
<olunteering "akes an i"portant econo"ic contribution to societ$
<olunteering is a ke$ "eans b$ which in%ivi%uals articulate their engage"ent as citi0ens&
an% b$ buil%ing trust an% reciprocit$ a"ong citi0ens volunteering contributes to a "ore
cohesive& stable societ$.
<olunteering helps to integrate into societ$ people who are e@clu%e% or "arginali0e%
<olunteering pla$s a role in pro"oting #ull e"plo$"ent

30
/o%ule 96 he Role o# Stu%ents in Social rans#or"ation
&odule 10' ommunit# )evelo!ment and &anagement
I. ommunit# )evelo!ment 4rame/orF
II. )evelo!ment of Peo!le entered Strateg# for 7m!o/erment'
5o""unit$ or !eople G"power"ent is a process an% an outco"e. 1t is a continuing
process o# buil%ing lea%ership capabilities a"ong the people& upli#ting their sel# estee" an%
%eveloping sel# reliance within the co""unit$. hrough this& the$ are able to control the
co""unit$ resources& utili0e the" #or their own bene#it& an% "ake %ecisions on "atters a##ecting
their lives.
?eatures o# an G"powere% 5o""unit$6
1ncrease% co""unit$ control over resources& %ecisions an% processesA
G@istence o# viable co""unit$ institutions an% organi0ationsA
1ncrease% political participationA
5apacit$ to plan& take initiatives an% shoul%er "aintenance responsibilitiesA
1ncrease% sel#-reliance an% positive sel#-conceptA an%&
!ool o# capable an% co""itte% co""unit$ lea%ers.
31
Gcono"ic
low level o# living
low level o# pro%uctivit$
poor "arketing s$ste"
oppressive tenurial
arrange"ents; practices
une"plo$"ent;
un%ere"plo$"ent
/is%istribution o# inco"e an%
wealth
Social
!ersonali0e% politics
5o""unit$ %isorgani0ation
!oor health con%itions
8ow level o# e%ucation
5ulture o# silence an% povert$
!owerlessness o# the "a>orit$
.overn"ent politics
!h$sical
8ack;li"ite% support #acilities
#or socio-econo"ic
%evelop"ent
Gcological i"balance
III. Integral )evelo!ment'
he value o# integral %evelop"ent is that it is concerne% with i"proving the %i##erent
%i"ensions o# co""unit$ li#e social& political& econo"ic& environ"ental& cultural an% spiritual. 1ts
#ocus is to enhance the potential o# the people #or action so that the$ can %irect their own
%evelop"ent.
Achieving integral %evelop"ent i"plies i"prove"ent in the 2ualit$ o# li#e an% stan%ar% o#
living. his "eans that the %i##erent %i"ensions o# co""unit$ li#e have the #ollowing
characteristics6
1. Social6
Access to basic services (health nutrition& water an% sanitation& basic clothing& housing&
e%ucation& an% ps$chological re2uire"ents)
,. !olitical6
!eople=s participation in co""unit$ organi0ationsA
!eople-initiate% %evelop"ent pro>ects base% on in%ivi%ual an% co""unit$ nee%sA
!resence o# viable co""unit$ base% organi0ationsA an%&
!ool o# strong capable an% co""itte% co""unit$ lea%ers.
3. Gcono"ic6
Access an% control o# capital resources #or pro%uction (e.g. cash& #ar"lan%& irrigation&
#ar" inputs& roa%s)A
1ncrease% pro%uctivit$ an% e2uitable %istribution o# bene#itsA
Responsive an% appropriate econo"ic s$ste"sA an%&
Gnough >obs;e"plo$"ent opportunities.
B. Gnviron"ental6
1nter%epen%ence between hu"an beings an% natureA
Gnviron"ent-#rien%l$ technolog$A an%&
5o""unit$ plan #or ecological protection an% preservation.
C. 5ultural6
1n%igenous culture is utili0e% #or co""unit$ %evelop"entA an%&
5ulture-base% co""unit$-%evelop"ent processes.
6. Spiritual6
/ission to love or %o so"ething worthwhile #or others& especiall$ a"ong the poorest o#
the poorA
)iscern"ent as a wa$ o# li#eA an%&
<alues-centere% %evelop"ental processes.

I(. ommunit# )evelo!ment and &anagement Process'
32
A. ommunit# OrganiAing a proble" solving process where the co""unit$ is
e"powere% with knowle%ge an% skills to i%enti#$ an% prioriti0e its nee%s an% proble"s&
harness its resources to %eal with these proble"s an% take action collectivel$.
1. 5o""unit$ 7rgani0er is an outsi%er or a "e"ber o# a co""unit$ who #acilitates
together with the co""unit$
,. Attributes o# a 5o""unit$ 7rgani0er6
Superiorit$ vs Respect
)esire to learn #ro" the";honest curiosit$
8isten an% 8earn
Recognition an% acceptance o# co""unit$ "e"bers as colleagues
7penness an% #le@ibilit$ to acco""o%ate co""unit$ "e"ber=s agen%a
5onscious o# non-verbal cues& seating arrange"ents& an% practices open
co""unication
Able to respect an% show interest #or what the$ show an% sa$
3. Roles o# a 5o""unit$ 7rgani0er6
a. 1n#or"ation 5arrier
b. ?rien%l$ 8istener
c. /otivator
%. !rocess ?acilitator
e. Agenc$ 8inker
#. Abilit$ 9uil%er o# !eople
g. eacher o# Skills
h. 3ork :elper
i. !rogra" A%"inistrator
>. .roup 3orker
k. !eacekeeper
l. !ro"oter
". 8ocal 8ea%er
n. 5ounselor
o. !rotector
p. 1nstitution 9uil%er
33
)ilemma'
a. :ow "uch an% when co""unit$ organi0er "ust lea%4
b. :ow "uch %ecision "aking an% other #actors o# co""unit$ li#e "ust the co""unit$
organi0er leave to the initiative o# the people4
c. :ow "uch "ust the 5o""unit$ 7rgani0er involve hi";hersel# in the planning an%
"anage"ent o# the co""unit$ to avoi% lack o# %irection4
%. :ow "uch "ust the co""unit$ organi0er leave unstructure%4
e. Authoritarianis" vs. )ialogical approach
4actors Affecting Peo!le,s Partici!ation'
a. enure status
b. Atten%ance in training services
c. /e"bership in local base% organi0ations
%. <alues orientation o# respon%ents
e. 8ea%ership st$les o# local lea%ers.
*. Situational Anal#sis6 a collective process o# e@a"ining the prevailing social& political&
econo"ic& environ"ental& cultural con%itions an% spiritual con%ition o# a given co""unit$.
1t is a preparator$ step to the actual planning process.
1. Roles o# 5o""unit$ 8ea%ers in Situational Anal$sis6
a. .ui%e the co""unit$ "e"bers in %eter"ining how the$ can i"prove
in the prevailing situation to achieve co""unit$ goalsA
b. Gnable the co""unit$ to collectivel$ un%erstan% an% %e#ine their
own nee%s an% proble"s A an%&
c. ?acilitate the process o# i%enti#$ing change strategies an% resources&
an% "aking %ecisions on how to i"ple"ent the i%enti#ie% solutions.
,. Situational Anal$sis ea" (SA)
he SA is an e@pression o# co""unit$ base% lea%ership an% e"power"ent. 1ts
#or"ation ai"s to broa%en the lea%ership structure an% participation o#
co""unit$ "e"bers in the situational anal$sis process.
a. 5onsi%erations in the SA 5o"position6
.en%er-base% representation (e2ual nu"ber o# "en an%
wo"en)A
Sector base% representation (priorit$ sectors e.g. #ar"ers&
#isher #olks& $outh& etc.)A an%&
Area-base% representation (baranga$& sitio or purok levels)

b. ?unctions o# the SA6
?acilitate the %i##erent steps in Situational Anal$sisA
5oor%inate relate% activitiesA
)raw out the participation o# each co""unit$ "e"berA
Supervise the %a$-to-%a$ i"ple"entation o# the Situational
Anal$sis processA
)ocu"ent the process.
c. A#ter the 5o""unit$ !ro#ile has been #inali0e% an% %isse"inate%6
he SA shoul% take ti"e to re#lect on the Situational
!rocess un%ertaken ( the over-all lea%er #acilitates the
re#lection process).
. Situational Anal#sis Process'
Step 1. 5o""unit$ 7rientation
Step ,. )ata .athering
Step 3. )ata !rocessing
Step B. !reparation o# the 5o""unit$ !ro#ile
Step C. !resentation& vali%ation an% approval o# the 5o""unit$ !ro#ile
Step 6. ?inali0ation o# the co""unit$ pro#ile an% %isse"ination.
). ommunit# Planning - a process where the people collectivel$ %e#ine their priorit$
proble"s& %eter"ine their %evelop"ent vision& set goals an% ob>ectives& i%enti#$
resources which the$ can utili0e& an% %evelop a plan o# action to achieve co""unit$
goals.
1. Roles o# 5o""unit$ 8ea%ers in !lanning6
34
a. Gnable the co""unit$ "e"bers to a%%ress their nee%s an% proble"sA
b. )evelop their planning skillsA
c. 1nvolve co""unit$ "e"bers in %ecision-"akingA
%. !rovi%e the" with a process where the$ can plan their own %evelop"entA
an%&
e. .ui%e the" in %eveloping a plan o# action geare% towar%s achieving
co""unit$ goals
7. ommunit# Planning and Im!lementation Team (PIT)'
he 5! is also an e@pression o# co""unit$ base% lea%ership an% e"power"ent.
1ts #or"ation ai"s to broa%en the lea%ership structure an% participation o# co""unit$
"e"bers in the planning process.
1. 5onsi%erations in the 5!1 5o"position6
.en%er-base% representation (e2ual nu"ber o# "en an% wo"en)A
Sector base% representation (priorit$ sectors e.g. #ar"ers& #isher #olks& $outh&
etc.)A an%&
Area-base% representation (baranga$& sitio or purok levels)
,. ?unctions o# the 5!1
?acilitate the i"ple"entation o# the %i##erent steps o# the planning processA
!repare the 5o""unit$ !lan o# Action an% 9u%get (5!A9)A
Sub"it the 5!A9 to the co""unit$ #or vali%ation an% approvalA
?or"ulate in%icators #or "onitoring an% evaluationA an%&
8ea% the i"ple"entation o# the 5!A9.
3. A#ter the 5o""unit$ !lan an% 9u%get has been #inali0e% an% %isse"inate%6
he 5!1 shoul% take ti"e to re#lect on the planning process un%ertaken (the
over-all lea%er #acilitates the re#lection process).

4. ommunit# Planning Process'
Step 1. ?or"ation o# a 5o""unit$ !lanning an% 1"ple"entation ea"
Step ,. 5o""unit$ <isioning
Step 3. Setting o# 5o""unit$ .oals an% 7b>ectives
Step B. 1%enti#$ing o# Resources an% 5onstraints
Step C. !reparation o# 5o""unit$ !lan o# Action an% 9u%get
Step 6. !resentation& 5o""unit$ vali%ation an% approval o# the 5o""unit$
Action !lan an% 9u%get
Step '. ?inali0ation o# the co""unit$ pro#ile an% %isse"ination
<. Im!lementation a process o# carr$ing out the pro>ects an% activities in the
5o""unit$ Action !lan. 1ts "ain purpose is to test the #easibilit$ o# the planne% pro>ects
an% activities& an% institute necessar$ changes or "o%i#ications i# necessar$.
5. Roles of ommunit# "eaders during Im!lementation'
1. 7versee the %irect i"ple"entation o# pro>ects an% activitiesA
,. 5on%uct an in#or"ation an% a%vocac$ ca"paign on the 5o""unit$ !lanA
3. /otivate the co""unit$ "e"bers to contribute to the pro>ects an% activities
("aterial& labor& cash& i%eas& ti"e& etc.)A
B. /onitor the status o# i"ple"entation ( co"e up with a checklist or %ata boar% on
the status o# pro>ects an% activities)A
35
C. /ake 2uick a%>ust"ents when proble"s arise in consultation with the co""unit$
"e"bersA
6. 5oor%inate various activities& tasks an% e##orts o# co""unit$ "e"bersA
'. /obili0e co""unit$ resources #or the pro>ects or activitiesA
*. 5on%uct regular consultation an% #ee% backing with co""unit$ "e"bersA
9. 5lari#$ roles o# each "e"ber in pro>ects or activitiesA
1(. /anage interpersonal relationships an% con#lict "anage"entA an%&
11. ?acilitate tea"-buil%ing activities (re#lection processes& values #or"ation& an%
skills enhance"ent) a"ong the "e"bers o# the 5!1 an% 5o""unit$ /e"bers.
I. T-e ommunit# Planning and Im!lementation Team (PIT) s-ould !ut t-e
follo/ing into consideration'
1. )uring the i"ple"entation o# pro>ects an% activities& it is i"portant to6
5arr$ out pro>ects an% activities with the co""unit$ "e"bersA
Gncourage their activit$A
/otivate the" to per#or" tasksA
1n ti"es o# con#lict& "e%iate rather than aggravateA
9e an e##ective coach b$ helping co""unit$ "e"bers acco"plish targets&
"easure acco"plish"ents& %iagnose per#or"ance proble"s& an% take
re"e%ial actionsA
!rovi%e the co""unit$ "e"bers with regular #ee%backA
7rgani0e an% coor%inate tasks& "etho%s an% e##orts;contributions o# each
"e"berA an%&
5o""unicate with each other& an% with the co""unit$ "e"bers on both a
one-on-one an% a group basis.
,. As the 5!1 oversee an% %irect the i"ple"entation processA
he$ shoul% take ti"e to re#lect on their progress ( the over-all lea%er
#acilitates the re#lection process)
1. ommunit# &onitoring and 7valuation I is a process o# looking into the status o#
the i"ple"entation o# the plan to %eter"ine areas o# weaknesses an% strength. 1t is
concerne% with how ob>ectives are being attaine%& an% what necessar$ a%>ust"ents have
to be %one in the course o# the plan i"ple"entation.
G. )efinition of Terms'
1. !articipator$ /onitoring !articipator$ "onitoring is a process where the
co""unit$ "e"bers pause to check whether or not results o# activities "atch
with the set o# ob>ectives. 1t also involves s$ste"atic recor%ing& integration an%
perio%ic anal$sis o# in#or"ation gathere% throughout the i"ple"entation process
b$ the co""unit$ "e"bers the"selves.
he speci#ic purposes o# participator$ "onitoring are6
o provi%e an overall picture o# pro>ect;activit$ i"ple"entationA
o i%enti#$ proble" areas in pro>ect;activit$ i"ple"entation& an% re"e%$ the
situation i""e%iatel$A
o gather in#or"ation which will be use% #or #uture evaluations.
,. !articipator$ Gvaluation a process where the co""unit$ "e"bers take the
lea% in assessing in the i"pact o# the pro>ects an% activities on the co""unit$. 1t
is concerne% with %eter"ining the acco"plish"ents o# goals an% ob>ectives.
36
he speci#ic purposes o# participator$ evaluation are6
o enable the co""unit$ to "ake goo% an% appropriate %ecisionsA
o %evelop the evaluation skills o# the co""unit$ "e"bersA
o have better un%erstan%ing o# the co""unit$ situationA
o #acilitate co""unication between the co""unit$ "e"bers an% the
co""unit$ lea%ersA
o gather an% anal$0e in#or"ation which can #urther i"prove the co""unit$
situationA an%&
o "obili0e co""unit$ participation in resolving co""unit$ proble"s.

(. Roles of ommunit# "eaders in &onitoring and 7valuation'
1. .ui%e the co""unit$ in planning what is to be evaluate%A
,. !rovi%e the" with a process on how to un%ertake the evaluation processA
3. Assist the" in carr$ing out the evaluationA
B. ?acilitate the process o# anal$0ing the in#or"ationA an%&
C. !repare the evaluation report an% present the results to the co""unit$.
(I. 4unctions of &onitoring and 7valuation Team (&7T)J
1. he "ain #unctions o# the /G are6
?acilitate the i"ple"entation o# the %i##erent steps in the "onitoring X evaluation
(/XG) process
?inali0e the sche"eA
8ea% the / X G activitiesA an%&
!repare the Gvaluation Report to the co""unit$ #or vali%ation an% approval.
,. A#ter the co""unit$ vali%ation e@ercise an% in#or"ation %isse"ination& the /G shoul%6
ake ti"e to re#lect as a tea" on the process un%ertakenA
Not hesitate to voice out an@ieties& apprehensions& an% criticis"s o# $our tea"
"e"bersA
At the sa"e ti"e& %on=t #orget to appreciate $our contributions& as well as those
o# $our tea" "e"bersA
Re#lect on the things $ou see& #eel& un%erstan% as $ou participate on the
evaluation processA an%&
Share $our inner"ost thoughts on how the / X G process can be #urther
i"prove% relative to co""unit$ nee%s an% capabilities.
(II. Partici!ator# &onitoring and 7valuation Process'
Step 1. ?or"ation o# /onitoring an% Gvaluation ea"
Step ,. ?or"ulation o# the /onitoring an% Gvaluation !lan
Step 3. Actual /onitoring Anal$sis an% !resentation o# Results
Step B. Actual Gvaluation an% )ata Anal$sis
Step C. !reparation o# the Gvaluation Report
Step 6. !resentation& 5o""unit$ <ali%ation o# the Gvaluation Report
Step '. ?inali0ation o# the Gvaluation Report an% )isse"ination o# Results
37
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