1. Community Engagement, Solidarity and Citizenship
Teacher: Mylene G. Almario | HUMSS
Lesson 1: Understanding Community
Notions in Defining Community
1. Community as shared political territory and heritage.
➢ A community refers to a group of people living in the same
geographical area where interpersonal ties are locally
bounded and are based on a shared government and common
cultural and historical heritage.
Local Boundaries of the Community
Institutions
1. Family
2. Education
3. Government
4. Health Care
5. Mass Media
Grassroots
1. Territorial enclaves
(Sitios)
2. Villages
3. People’s
organizations
2. Community as a network of interpersonal ties based on common
interest.
➢ A community refers to networks of interpersonal ties that are
based around a common interest. These ties provides;
a. Mutual supports
b. Sense of identity
c. Sense of belongingness
➢ Some examples are;
a. Sporting community
b. Business community
c. LGBT community
d. Online/Virtual community (netizens)
e. Civil Society Organization (CSO’s) – they usually address
social problems. Some examples are NGO’s, trade unions,
faith-based organizations, indigenous people’s
movements, human rights movement, and foundations.
3. Community as profound sharing of spiritual and/or emotional
connection.
➢ A community pertains to the sense of spiritual and/or emotional
connections to others, or communion with others on the basis of
an experience of a common problem or situated cognition.
➢ Some examples are: brethren, disaster survivors, community of
people having HIV, Christian/Muslim community, etc.
Sense of Community
➢ Refers to the feeling that members have belonging, a feeling
that members matter to one another and to the group, and
shared faith that members’ needs will be met through their
commitment to be together.
Elements of Community
1. Membership – the feeling of belonging or of sharing a sense of
personal relatedness. It consists of five attributes:
a. Boundaries – allowing others to belong and keep others
out.
b. Emotional safety – feeling of security and trusts in
revealing how one really feels.
c. Sense of belonging and identification – feeling that the
members fit in, and accepted.
d. Common symbol system – things used to represents the
community in order to further create and maintain a
sense of community.
2. Influence – the sense of having importance or of feeling valued,
wherein there is balance between the members feeling and the
community being.
3. Integration and fulfilment – the feeling of fulfilment, which stems
from the personal investments that members make in maintaining
community membership or in participating in community activities
and affairs.
4. Shared emotional connection – the sense of cultural and historical
heritage and the feeling that common experiences will continue to
be shared in the future. There are seven (7) important features of
shred emotional connection:
a. Contact hypothesis – members will become close when
there are lots of opportunities.
b. Quality of interaction – it brings positive and good
relationships.
c. Closure to events – when the interaction is ambiguous
then the community task are unresolved.
d. Shared valent event hypothesis – increased importance
of a shared event results into greater community bond.

2. Community Engagement, Solidarity and Citizenship
Teacher: Mylene G. Almario | HUMSS
e. Investment – the exert effort of the members.
f. Effect of honor and humiliation to community members
g. Spiritual bond/sparks of friendships.
Community Structures – it is the proper way to investigate how a
community is organized, which specifically pertains to its structures.
1. Community Social Structures – the rules and expectations that
people develop in the community overtime to help regulate
and manage their interaction with one another. It consists of
elements such as:
a. Social Institutions – it established patterns of belief and
behavior that are centered on addressing basic social
needs of people in the community.
b. Social Groups – it consist of two or more people in the
community who regularly interact with one another and
consider themselves a distinct social unit.
1. Primary group vs. Secondary group
2. Formal group vs. Informal group
3. In-group vs. Out-group
c. Status – the positions or rank a person hold, in relation to
other members of the community.
1. Ascribed status – it is assigned at birth.
2. Achieved status – acquired on the basis of
merit.
d. Role – the obligations or behaviors expected from an
individual on the basis of one’s status in life.
2. Community Cultural Structure – the institutionalized patterns of
ways of life that are shared, learned, developed, and accepted
by the people in the community. It consists of basic elements
such as:
1. Symbols – the words, gestures, objects, or signals.
2. Language – written, oral or non-verbal actions.
3. Norms – the most cherish values in the society
a. Folkways
b. Mores
c. Laws
4. Values – abstract values on what is good and
acceptable.
5. Beliefs – the collective ideas of the community
which is perceived as true.
6. Rituals – scared or secular procedures and
ceremonies that community regularly performs.
7. Artifacts – objects/things that have special
meanings.
3. Community Political Structure – the people’s established
ways of allocating power ad making decisions. The elements
of community political structure are;
a. Political organizations – the political parties or groups
in the community who are engaged in political
activities.
b. Power relations – how does the community are able to
interact with and control other groups.
c. Leadership structure – the compositions of recognized
leaders in the community and the lines or workflow of
their authority. The leadership structure could be:
1. Hierarchical – top-down leadership
2. Egalitarian – horizontal leadership
4. Community Economic Structure – pertains to the various
organized ways and means through which the people in the
community produce goods and services, allocate limited
resources, and generate wealth in order to satisfy their needs and
wants. Some of its elements are:
a. Capital Assets – the property or anything that is
owned and has an economic value, which is
expected to generate profits for a long period of
time.
b. Vulnerability context – the insecurity in the well-
being of individuals and households in the
community.
c. Business climate – the attitudes, laws, regulations,
and policies of the government and lending
institutions towards business, enterprise, and
business activities.
d. Trade – it involves the sale and purchase of goods,
services, and information.

3. Community Engagement, Solidarity and Citizenship
Teacher: Mylene G. Almario | HUMSS
Community Dynamics – the changes that occur in the community power
structures and community population composition over time.
Factors Affecting Changes in Community Power Structures
1. Authority – the power that one has over another by virtue of an
elective position or an office appointment.
2. Influence – the power that a person possesses over another by
virtue of other people’s positive perception of the former’s
competence and ability.
3. Charisma – the influence of having unique qualities of personal
magnetism that people naturally follow, often with blind devotion.
Factors Affecting Changes in the Composition of People in the
Community
1. Fertility – the actual reproductive performance that can be
expected of a person, couple, group, or population during woman’s
childbearing years (15 – 49 years of age).
➢ It may also subject to some determinants such as:
a. Social preconditions of marriage
b. Legal preconditions of marriage
c. Birth control methods
2. Mortality – the demographic process relating to deaths, often
summarized by death rates, survival rates and life expectancy
contribute to lowering fertility rates.
3. Migration – the process of moving from one place to another.
a. Internal Migration – the movement of people within the same
geographical area or region.
b. External Migration – the movement of people is from a national
boundary to another.
Types of Community Power Structures
1. Pluralist – the power becomes an attribute of an individual and it is
widely distributed within the members of the community.
2. Elitist – the power generally conforms to the system of hierarchical
stratification and is associated with those who possess corporate
wealth and/or prestige due to traditional or religious authority.
3. Factional – the power resides in numerous interest groups that hold
relatively equal power, but they are struggling to control or
dominate influence in community affairs.
4. Amorphous – this refers to the seeming absence of an identifiable
power structure in some communities.
Community Typologies
A. Gemeinschaft vs. Gesellschaft
1. Gemeinschaft – communal community; human association that
are characterized by being intimate, informal, caring,
homogenous, and group welfare-oriented.
2. Gesellschaft – associational community; human association that
are characterized by being impersonal, rational,
heterogeneous.
B. Local vs. Global Community
1. Local Community – denotes a geographically bounded
community such as territorial enclaves, village, barangay, etc.
2. Global Community – it characterized the interconnectivity of
people or countries all over the world.
C. Urban vs. Rural Community
1. Urban Community – the cities or big towns where there is large,
high dense, and heterogeneous. There is not much open for
vegetation, but space is maximized to build public and private
infrastructure.
2. Rural Community – the territorial enclaves etc.; there is a lots
for vegetation and the natural environment.
Community Sectors – the subdivisions of society that represents clusters of
social institutions according to their social, economic, and political
functions.
1. Public Sector – the government and its agencies.
2. Private Sectors – businesses or enterprises which are
responsible for producing goods and services.
3. Voluntary Sectors – NGO’s
4. For-benefits Sectors – public and private sectors merged.

4. Community Engagement, Solidarity and Citizenship
Teacher: Mylene G. Almario | HUMSS
Social Space – it is either a geographical or virtual community where
people gather or network with one or another due to common interest.
Lesson 2: Community Action
Community Action – the collective efforts done by people directed
toward and addressing social problems, in order to achieve social well-
being. It can take the form of community engagement and solidarity, which
bolster citizenship in the process.
A. Community Engagement – the process of developing partnership
and sustaining relationships with and through groups of people
affiliated by geographic proximity or common interest for the
purpose of working for the common good and of addressing issues
that affects their well-being.
➢ In school, it can take the form of:
a. Service Learning – teaching methodology that employs
community service and reflection of service to teach
community engagement, develop greater community and
social responsibility and strengthen communities.
b. Community Outreach – the voluntary services done by
students, faculty, school, employees, or alumni in response
to the social, economic, and political needs of communities.
1. Community Service – voluntary services are
now one-way initiative from the one who
devotes time and resources to the communities.
2. Community Development – it requires
fostering partnerships and sustaining
relationships with communities.
c. Community engaged research (CEnR) - collaborative
process between the faculty and/or student researchers
and the partner community in conducting research.
Level of Community Engagement
1. Information – the one-way relationship or disseminating
information to community members. It covers passive access to
information by people via traditional media, mass media, and
social media.
2. Consultation – involves obtaining stakeholder approval for a
particular initiative. It seeks to interact with communities for the
purposes of getting feedback without direct community
participation in project design, implementation, and evaluation.
3. Involvement – the enlisting community stakeholders as volunteers
and/or consumers of an envisaged service learning/community
outreach/CEnR project and its associated services.
4. Active Participation – allows the involvement of community
members in the planning, implementation, and overall assessment
of development initiatives.
Modalities of Community Engagement
1. Transactional – are one-way community projects or activities that
come the service providers to the community. Example are
volunteer work, free consultancy services, philanthropic cash
donations, skills transfer, and giving of technical support.
2. Transitional – are two-way community project brought by the
process of consultation and collaboration between service
provider and the community.
3. Transformational – two-way community project characterized by
active dialogue and critical reflectively brought about by the
process of involvement and active participation between external
agent and the community.
Solidarity – the firm and persevering determination to commit oneself to
the common good by mutually supporting and sustaining movements for
social change and social justice.
Advocacies of Solidarity
1. Health for All – health is a state of complete physical, mental, and
social well-being, and merely the absence of disease. Health is a
fundamental right.
2. Education for All – bringing the benefits of education to every
citizen in society.
3. Good Governance for All – the capacitating local communities and
institutions to manage and regulate their own welfare in terms of

5. Community Engagement, Solidarity and Citizenship
Teacher: Mylene G. Almario | HUMSS
economic security, socio-political well-being, and cultural
preservation and progress.
4. Economic Justice for All – it pertains to all enabling people, who
excluded from growth processes – to contribute to and benefit from
the overall growth in the economy.
5. Climate and Environment Justice for All – the fair treatment and
meaningful involvement of all people in the development,
implementation, and enforcement of environmental laws,
regulations, and policies.
Citizenship – the full membership in a community in which one lives,
works, or was born. It requires responsibilities to the nation-state and at the
same time the enjoyment of rights as afforded by the law of the land.
a. Legal Dimension – a citizen refers to a person who enjoys civil,
political, and social rights. A citizen has the right to invoke
protection by the law.
b. Political Dimension – a citizen refers to a person who is a political
agent and is actively participating in society’s political institution
and system.
c. Identity Dimension – a citizen is considered a member of a political
community (nation-state) that actively shapes his/her cultural
identity.
Citizenship Education in the Philippines
➢ Every Filipino is expected to be good citizen based on core
Filipino values that are considered integral components in
nation-building. It can derived from the Preamble of the 1987
Philippine Constitution (DO SEARCH AND MEMORIZE THE
PREAMBLE).
Core Values of a Filipino Citizen
1. Pagkamaka-Diyos (godly)
2. Pakamaka-Tao (humane)
3. Pagkamaka-Bayan (nationalistic and patriotic)
4. Pagkamaka-Kalikasan (caring for the environment)
State Principles and Policies (Article II, 1987 Philippine Constitution)
1. Sovereignty of the people;
2. Renunciation of war as an instrument of national policy;
3. Supremacy at all times by civilians authority over military;
4. Service and protection of the people as the prime duty of the
government;
5. Enjoyment of blessing of democracy by all people;
6. Inviolable separation of Church and State;
7. Protection of the rights of workers and the promotion of their
welfare;
8. Separation of power among executive, legislative and judicial
branches of government;
9. Autonomy of local government units;
10. Maintenance of honesty and integrity in public service and taking
positive and effective measures against graft and corruption.
Bill of Rights (Article III, 1987 Philippine Constitution)
1. Right to live, liberty and property with equal protection of the law.
2. Right from arbitrary arrest and unreasonable search and seizures.
3. Privacy of communication of correspondence.
4. Freedom of speech and freedom of the press.
5. Freedom of religion.
6. Liberty of abode and travel.
7. Right to secure information from government records.
8. Right to form associations.
9. Right to own property.
10. Inviolability of contracts.
11. Free access to court.
12. Right to remain slinet and right to counsel.
13. Writ of habeas corpus.
14. Right to due process of law and equal protection of the law.
15. Prohibition against the death penalty and excessive fines.
16. Right to a speedy and public trial.
17. Presumption of innocence
18. Freedom from torture, threat, or secret detention.
19. Compensation for torture and rehabilitation of victims and their
families.
20. No imprisonment for failure of debts or poll tax.
21. Right against double jeopardy.
22. Prohibition of ex post facto law and bill of attainder.

6. Community Engagement, Solidarity and Citizenship
Teacher: Mylene G. Almario | HUMSS
Nationally Mandated Service Learning
1. Citizenship Advancement Training (CAT) – it aims to enhance the
students’ social responsibility and commitment to the development
of their communities and develop their ability to uphold law and
order as they assume active participation in community activities
and assisting the members of the community in times of emergency
(DepEd Order No. 50, Series of 2005).
a. Military Orientation – it focus on leadership, followership, and
personal discipline.
b. Community Service – activity helps to achieve the general
welfare and betterment of life of the members of the
community.
c. Public Safety and Law Enforcement Service – contributory to
the maintenance of peace and order and public safety and
compliance with laws.
2. National Service Training Program (NSTP) – aimed at enhancing
civic consciousness and defense and preparedness in the youth by
developing the ethics of services and patriotism while undergoing
in any of its three (3) program components. (RA No. 9163).
a. Reserved Officers Training Corps (ROTC) – it provide military
training to tertiary level students in order to motivate, train,
organize and mobilize them for national defense preparedness.
b. Literacy Training Service (LTS) – train students to become
teachers to literacy and numeracy skills to school children, out
of school youth, and other segments of society in need of their
service.
c. Civil Welfare Service Training (CWTS) – contributory to the
general welfare and the betterment of life for the members of
the community or the enhancement of its facilities.
Social Change – the alteration of social interaction, institutions,
stratification systems, and elements of culture overtime. The term is often
associated to similar concepts such as:
a. Evolution – development form simple to complex.
b. Revolution – overthrow if an existing social order and system.
c. Development – planned change towards a desired goals.
Factors for Social Change
A. Internal
a. Differences in culture
b. Differences in identity (age, gender, social class etc.)
B. External
a. Demographic Factors
b. Cultural Factors
c. Political Factors
d. Economic Factors
Theories on Social Change
1. Evolutionary – communities are seen to go through a series of linear
stages from simple to complex, all geared toward a higher and
more advanced stage of existence.
2. Cyclical – communities undergo a cycle of birth, maturity, decline,
and death, and that they undergo stages of ideational, idealistic,
and sensate culture.
3. Functional – communities always operate on equilibrium where the
social, cultural, political, and economic structures of the community
produce order, stability and productivity.
4. Conflict – social changes takes place due to conflicts that occurs in
societies.
5. Symbolic Interactionism – society continue to react when human
interact.
Lesson 3: Purpose of an Assessing Community Action
Major Issues in the Philippines

7. Community Engagement, Solidarity and Citizenship
Teacher: Mylene G. Almario | HUMSS
1. Education
2. Health
3. Livelihood
4. Environment
5. Disaster
Role of Youth in Community Action
1. Youth has a vital role in nation building and shall promote and
protect their physical, moral, spiritual, intellectual, and social well-
being (1987 PHL Constitution, Art. II, Sec. 13)
2. Participation of the youth in the local development and the
establishment of Sangguaniang Kabataan (SK) (1991 Local
Government Code)
3. Provide a comprehensive, and coordinated program on the youth
and the establishment of the National Youth Commission. (Republic
Act No. 8044 or 1995 Youth in Nation-Building)
4. Established reforms in the SK such as allowing them to have
meaningful participation. (Republic Act No. 10742 or SK Reform Act
of 2015)
5. Philippine Youth Development Plan (2015-2016)
Special Youth Groups (SYG)
1. Youth in indigenous communities
2. Abused and exploited youth
3. Youth in conflict with law and juvenile delinquents
4. Differently able youth
5. Drug-dependent youth
6. Abandoned/neglected youth
7. Young victims of natural calamities
8. Youth in situations of armed conflict
Levels of Participation in Community Action (Roger Hart – Ladder of
Young People’s Participation)
1. Manipulation (Non-participation) – adults use young people and
voices for their own advantage.
2. Decoration (Non-participation) – the youth may be called in to
embellish adult actions through singing, dancing, or performing
other entertaining activities.
3. Tokenism (Non-participation) – the youth may be given a voice
merely to create child-friendly image of adults.
4. Assigned but informal – adult take the initiative to inform the youth
about how and why they are being assigned to perform a certain
role.
5. Consulted and informed – youth are extensively consulted on
projects designed and managed by adults.
6. Adult initiated, shared decisions with young people – adults are the
ones who initiate programs and projects, but youth is involved in
the decision-making process which includes the planning and
actual information.
7. Young people lead and action – the youth themselves are the ones
who conceive, organize, and direct the project, while adults’ role is
to help when needed.
8. Youth initiated, shared decisions with adults – takes place when
programs and projects are initiated by the youth, but they involve
the adults in the decision-making process.
Core Values and Principles of Community Action
1. Adherence to social justice – the fighting for fighting and fairness
in the treatment of human beings, distribution and access to
resources.
2. Respect, protection, and fulfillment of human rights – people
should neither be deprived their rights nor should one the allowed
to violate another’s rights.
3. Promotion of gender equality and equity – giving equal
opportunity to men and women to attain fairness.
4. Ensuring people’s empowerment – the development of one’s
capacity to make effective choices.
5. Safeguard of people’s participation in the development process –
involvement of a local population.
6. Use of advocacy – helping the marginalized to conscientize the
general public, government, policy-makers, or people in authority.
7. Guarantee of environment sustainability – the attainment of
people’s well-being without destroying natural resources and
without depleting the ecosystem, upon which the life of future
generations depends on.

8. Community Engagement, Solidarity and Citizenship
Teacher: Mylene G. Almario | HUMSS
Lesson 4: Social Justice
Social Justice – refers to the overall equality and fairness in;
a. The treatment of fellow human beings regardless of race, sex,
gender, social class, age, dis/ability, religion, political affiliation,
creed, or other characteristics of background or group
membership.
b. The access and allocation of community resources and good.
c. The giving of opportunity structure and life chances so that people
can live meaningful lives and achieve well-being.
Goals of Social Justice
1. Poverty – a human condition characterized by the sustained
deprivation of the resources, capabilities, choices, security and
power necessary for the enjoyment of an adequate standard of
living and other civil, cultural, economic, political and social
justice.
- It encompasses major approaches:
a. Subsistence minimum (income poverty or
consumption poverty)
b. Capability (capability deprivation)
c. Social exclusion (denial of human rights)
d. Multidimensional (made of several factors)
2. Unjust forms of social inequalities – denial of human rights of
individuals. Some forms of it are;
a. Classism – the systematic oppression of subordinated
groups to the advantage of dominant groups on the
basis of social class.
b. Racism – the systematic oppression based on race or
ethnicity.
c. Sexism – the belief and practice that one’s sex is
innately superior to the other.
d. Gender Bias – the systematic oppression of any sex –
including men, intersexual people, and transgender
people – on the basis of non-conformity to the expected
gender stereotypes attached to one’s sex.
e. Ageism – the prejudices and discrimination based on
differences in age.
f. Disability bias – the unequal treatment and systematic
oppression of a group of persons based on their
physical or mental impairments or challenges.
g. Ideological bias – the intense commitment to certain
religious, political, or philosophical ideas that results to
the oppressive dismissal of other ideas.
3. Predatory capitalism – the unregulated actions and strategies of
corporations to make profits at whatever cause.
4. Occupational injustice – it occurs in a situation when people are
exploited, barred, confined, restricted, segregated, disrupted,
and/or alienated from meaningful occupations or have preferred
occupations imposed upon them, thereby limiting achievement of
their optimum health, quality of life, and life satisfaction.
- It may be related to;
a. Occupational alienation – prolonged experiences
of disconnectedness, isolation, lack of identity, and
emptiness due to lack of access to resources and
opportunity structures that could enrich one’s life.
b. Occupational apartheid – the segregation of groups
of people through the restriction of denial of access
to dignified and meaningful participation in
occupation of daily life.
c. Occupational imbalance – the condition in which an
individual is underemployed or unemployed, has
too little to do, or is left out of occupations that can
enrich one’s lives.
d. Occupational marginalization – the process of
unjustly limiting or excluding people to participate
in certain occupations due to situations wherein
people are stigmatized by their gender, illness, or
disability.
5. Climate change injustice – the condition in which those who are
least responsible for climate change bear the greatest brunt or
negative impacts.
Lesson 5: Human Rights and Gender Equality and Equity

9. Community Engagement, Solidarity and Citizenship
Teacher: Mylene G. Almario | HUMSS
Human Rights – all human possess basic freedom or liberties. They are
universal and non-discriminatory, in-alienated, interconnected, and
indivisible.
Categories of Human Rights
1. Civil Rights
2. Political Rights
3. Economic Rights
4. Social Rights
5. Cultural Rights
Universal Declaration of Human Rights (International Bill of Human
Rights)
Basic Principles
✓ Article 1 Right to Equality
✓ Article 2 Freedom from Discrimination
✓ Article 3 Right to Life, Liberty, Personal Security
Civil and Political Rights
✓ Article 4 Freedom from Slavery
✓ Article 5 Freedom from Torture and Degrading Treatment
✓ Article 6 Right to Recognition as a Person before the Law
✓ Article 7 Right to Equality before the Law
✓ Article 8 Right to Remedy by Competent Tribunal
✓ Article 9 Freedom from Arbitrary Arrest and Exile
✓ Article 10 Right to Fair Public Hearing
✓ Article 11 Right to be Considered Innocent until Proven Guilty
✓ Article 12 Freedom from Interference with Privacy, Family, Home
and Correspondence
✓ Article 13 Right to Free Movement in and out of the Country
✓ Article 14 Right to Asylum in other Countries from Persecution
✓ Article 15 Right to a Nationality and the Freedom to Change It
✓ Article 16 Right to Marriage and Family
✓ Article 17 Right to Own Property
✓ Article 18 Freedom of Belief and Religion
✓ Article 19 Freedom of Opinion and Information
✓ Article 20 Right of Peaceful Assembly and Association
✓ Article 21 Right to Participate in Government and in Free Elections
Social Rights
✓ Article 22 Right to Social Security
✓ Article 23 Right to Desirable Work and to Join Trade Unions
✓ Article 24 Right to Rest and Leisure
✓ Article 25 Right to Adequate Living Standard
✓ Article 26 Right to Education
✓ Article 27 Right to Participate in the Cultural Life of Community
Concluding Rights
✓ Article 28 Right to a Social Order that Articulates this Document
✓ Article 29 Community Duties Essential to Free and Full
Development
✓ Article 30 Freedom from State or Personal Interference in the above
Rights
Human Rights Obligations of Government
A. Respect – people must not be deprived or interfered in exercising
their rights.
B. Protect – private sectors must be prevented from violating the
rights of others.
C. Fulfill – positive actions must be taken in order o facilitate the
enjoyment of basic human rights.
Other Human Rights Treaties
1. Convention on the Prevention and Punishment of the Crime of
Genocide (1948)
2. Geneva Convention (1949)
3. Convention and Protocol Relating to the Status of Refugees (1951
and 1967)
4. International Convention on the Elimination of All Forms of Racial
Discrimination (1966)
5. Convention on the Elimination of All Forms of Discrimination
Against Women (1979)
6. Convention Against Torture and Other Cruel, Inhuman or
Degrading Treatment or Punishment (1984)
7. Convention of the Rights of the Child (1989)
8. International Convention on the Protection of the Rights of All
Migrant Workers and Member of their Families (1990)

10. Community Engagement, Solidarity and Citizenship
Teacher: Mylene G. Almario | HUMSS
9. United Nations Framework Convention on Climate Change (1992)
10. Convention Against Transnational Organized Crime (2000)
11. Convention on the Rights of Persons with Disabilities (2006)
Restrictions and Limitations and Suspensions of Human Rights
1. It must be defined by law.
2. It must be imposed for one or more specific legitimate process.
3. It must be suitable and necessary.
4. It must be the least intrusive measure.
5. It must be in accordance with the principle of proportionality.
6. It must be interpreted strictly.
Human Rights that cannot be suspended:
1. Right to life
2. Freedom from slavery
3. Right to recognized a person
4. Freedom form torture, and other forms of cruel, inhuman, and
degrading treatment
5. Freedom of speech, expression and religion
6. Freedom from illegal detention
Human Rights Based Approach (HRBA) to Human Development
1. Understand human rights.
2. Analyze the causes of its nonfulfillment.
3. Strengthen the capabilities of right-holders to make their claims.
4. Strengthen the capacity of duty-bearers to fulfill or meet their
obligations, in accordance with the international human rights
treatises they have ratified.
Commitment of HRBA
1. Millennium Development Goals (MDG) (2000 – 2015)
2. Sustainable Development Goals (SDG) (2016 – 2030)
Note: do your personal research about MDG and SDG
Gender Equality and Equity
✓ Gender Equality – freedom of both men and women to develop
their personal abilities and make choices without limitations set by
gender stereotypes, rigid gender roles, and prejudices.
✓ Gender Equity – the fairness of treatment for men and women
according to their respective needs.
Sex vs. Gender
✓ Sex – the biological and physiological differences between males
and females that are determined by nature.
a. Male
b. Female
c. Hermaphrodite
✓ Gender – the set of social norms, practices, and institutions that
regulate the relations between men and women, which may vary
and change across culture and time.
a. Masculinity
b. Femininity
Convention on the Elimination of All Forms of Discrimination against
Women (CEDAW)
✓ Equality of opportunity – all persons should enjoy all human rights
on an equal basis, and in their totality.
✓ Equality of outcomes – eliminate discrimination against women.
Basic Principle
✓ Article 1 Rights against discrimination
Civil, Political, Economic and Social Rights
✓ Article 7 Political and Public Life
✓ Article 8 Participation at the International Level
✓ Article 9 Nationality
✓ Article 11 Employment
✓ Article 13 Economic Life, Sport and Culture
✓ Article 14 Rural Women
✓ Article 15 Equality before the Law
Reproductive Rights
✓ Article 4 Temporary Special Measures

11. Community Engagement, Solidarity and Citizenship
Teacher: Mylene G. Almario | HUMSS
✓ Article 12 Health Care and Family Planning
✓ Article 16 Marriage and the Law
Cultural Factors on Gender Relations
✓ Article 5 Sex Roles and Stereotyping
✓ Article 10 Equal Rights in Education
Lesson 6: Empowerment and Participatory Development
Empowerment
Enhancing capacity of the individual or group to make purposive
and to transform those choices into desired actions and outcomes.
Having the ability to make one’s own decisions, control and further
control fight for one’s rights, and say something and be listened.
To being free, independent, and recognized and accepted as equal
citizens who can make a difference.
Major Types of Empowerment
1. Social empowerment – the capacity of an individual to make
effective choices so that his or her own place in society will be
respected and recognized in terms of what he or she wants to live,
and not on what others dictate.
2. Economic empowerment – the capacity to make effective choices
so that he or she can contribute to economic growth.
3. Political empowerment – the individual’s capacity to make
effective choices in order to increase equity in political institutions
and for him or her to be engaged in the democratic process.
Major Domains of Empowerment
1. Society – includes the intra-household relationships and intra-
community relationship. Person/group are the social actor.
2. Market – includes the labor, goods, and private services.
Person/group are the economic actor.
3. State – includes the realms of justice, politics and public service.
Person/group and the civic actor.
Level of Empowerment
1. Local – the immediate neighborhood or community.
2. Intermediary – the larger community in which the person or group
is not engaged on a daily basis.
3. Macro – the large context in which a person operates.
4. Supra-macro – the international; or global community.
Empowerment Analytic Framework
(Agency + Opportunity Structure = Degree of Empowerment)
Assets of an Agency
1. Financial – sources of income, debt and savings.
2. Human – education, skills, and health status.
3. Informational – access to informal and formal sources of
information.
4. Material – ownership of land, equipment, housing and
infrastructure.
5. Organizational – membership to local organization.
6. Psychological – sociability, self-confidence, capacity to envision
change and self-perceived exclusion and happiness.
7. Social – social capital, network and relationships.
Degrees of Empowerment
1. Existence of Choice - whether an opportunity to make a choice
exists.
2. Use of Choice – whether a person or group actually uses the
opportunity to choose.
3. Achievement of Choice – whether the choice brings about the
desired results.
Empowerment Components

12. Community Engagement, Solidarity and Citizenship
Teacher: Mylene G. Almario | HUMSS
1. Self-advocacy and communication.
2. Community mobilization.
3. Political participation.
4. Self-help groups.
5. People’s organization.
Participatory Development
The eliciting the involvement of a local population.
Strategies for Participatory Development
1. Conscientization.
2. Needs identification and goal determination.
3. Developing and enhancing confidence, skills, and knowledge.
4. Consultation, dialogue, and involvement in decision-making.
5. Delegation of tasks and being accountable.
6. Ownership and control of resources.
7. Sharing benefits of the development process and outcomes.
8. Involvement of women in the development process.
9. Establishing partnerships and conducting self-evaluation.
10. Environment protection.
Stages and Levels of Participation
1. Needs assessment – expressing opinions about desirable
improvements, prioritizing goals, and negotiating with agencies or
external organizations.
2. Planning – the formulation of objectives, the formulation of goals,
the assessment of plans.
3. Mobilizing - raising awareness in the community about needs, and
establishing or supporting organizational structure within the
community.
4. Training – the participation in formal and informal training
activities that will enhance communication, construction,
maintenance, and financial management skills.
5. Implementing – the engagement in management activities.
6. Monitoring and evaluation – participation in the appraisal of work
done, recognizing improvement that can be made, and redefining
needs.
Eight Levels of Participation
1. Manipulation and Therapy – aim to cure or educate the
participants.
2. Informing – first step to legitimate participation.
3. Consultation – people are asked about what they think should be
done to address their problems.
4. Placation – the co-option of handpicked “worthies’ onto
committees.
5. Partnership – allows power to shared between citizen and power
holders.
6. Delegated power – allows community members to be given the
power to make decisions.
7. Citizen Control – allows people to design, implement and evaluate
community, without external help or very minimal support.
Advocacy
The act of pleading or arguing in favor of something.
This is especially important for individuals or groups who face
social problems or crisis situation wherein they discriminated,
excluded, marginalized, oppressed or subordinated.
Type of Advocacies
1. System advocacy – change policies and practices at the local,
national, or international levels. It may change lives.
2. Individual advocacy – change the situation of an individual and
protect his/her rights.
3. Self-advocacy – strengthening an individual ability to
communicate with other people, and at the same time persuading
and convincing the individual to address his/her own needs and
rights.
Advocacy versus Other Related Concept

13. Community Engagement, Solidarity and Citizenship
Teacher: Mylene G. Almario | HUMSS
Definition Aim Main Target
Advocacy
The act of
pleading or
arguing in favor
of something.
To change
policies and
implement,
policies, laws
and practices.
People in
positions of
authority.
Behavior Change
Communication
(BCC)
An approach
which attempts
to change or
reinforce a set
of behaviors.
To change
behavior at the
individual
level.
Particular age,
group, gender,
resident of an
area.
Community
Development
Working
together with
communities in
order to
collectively
participate the
enhancement of
their well-
being.
To capacitate
communities
and identify
and address
their problem.
Members of a
community.
Networking and
Partnership
(N&P)
Process for
initiating and
maintaining
contact with
individuals and
organizations
that share or
support
common goals.
To agree to
work together
in achieving
common goals.
Individuals or
groups who
have similar
agenda.
Fund-Raising and
Resource
Mobilization
Process of
soliciting or
gathering
voluntary
contributions or
other resources
for ono-
commercial
cause.
To fund
programs,
projects, or
campaigns for
a cause.
Communities,
local councils,
government,
and donors.
Methods of Doing Advocacy
1. Analyzing and influencing legislation or policies.
2. Producing a position paper.
3. Producing a briefing note.
4. Holding a face-to-face meeting with the decision-maker.
5. Writing and delivering a presentation.
6. Persuading through drama.
7. Writing and using a press release.
8. Carrying out a media interview.
9. Organizing a press conference.
Techniques and Skills in Advocating
1. Conscientizing – to make the target audience more aware and
become more sensitive to a certain issue.
2. Mobilizing – to bring together advocacy stakeholders into a
course of action so that decision-makers or policymakers will be
pressured to address an advocacy issue.
3. Debating – to engage in an argument and discuss opposing points
to adversaries.
4. Lobbying – to influence the legislators or government officials to
enact or modify legislations, policies, and programs that would
benefits the interest of the lobbying groups.
5. Dialoguing – to discuss positions with decision-makers in order to
resolve a disagreement.
6. Negotiating – to come to terms with decision-makers in reaching
an agreement.
7. Petitioning – to wrote a formal document requesting a right or
benefit from person in power or a group in authority.
Planning an Advocacy Campaign
Advocacy Campaign
Series of long-term, activities undertaken together by alliances, in
order to persuade a target decision-maker, policy-maker or group
in authority to change and bring about positive changes in people
lives.
1. Identifying a priority problem.
2. Gathering information.

14. Community Engagement, Solidarity and Citizenship
Teacher: Mylene G. Almario | HUMSS
3. Developing achievable aim and objectives.
4. Identifying the level of advocacy.
5. Identifying target people or groups.
6. Developing advocacy.
7. Identifying allies.
8. Identifying available resources.
9. Creating an action plan.
10. Monitoring an evaluating advocacy.
Lesson 7: Partnership Building with and for Local Communities
Partnership
It is a strategic alliance between business, government, and civil
society are growing feature of both developed and emerging
economies.
Types of Partnership during the Contemporary Period
1. Public-private partnership
2. Government organization with non-government organization
(GO-NGO)
3. Non-government organization with non-government
organization (NGO-NGO)
4. Government organization with people’s organization (GO-PO)
5. Non-government organization with people’s organization
(NGO-PO)
6. People’s organization with people’s organization (PO-PO)
Multi-stakeholders Partnership (MSP)
The alliance between parties drawn from government, business
and civil society that strategically aggregate the resources and
competencies of each to resolve the key challenges of a specific
locality.
MSP must;
o Assist and facilitate the Agenda 21 and SGD’s;
o Promote and mobilize volunteers;
o Uphold recognitions of differences;
o Apply MS approach
o Achieve global impact of development.
Basic Typology of Multi-stakeholder Partnership
Joint Project – short-term, one-time collaborative effort among a
small set of partners, often to develop or pilot an innovative
productor approach.
Joint Program – collaboration among small set of partners to
implement to program to address a specific aspect of social
problem.
Strategic Alliance – platform for ongoing collaboration around
one or more related aligning partners in support of a common
agenda and joint investments.
Collective Impact – initiated based on long-term commitments to
a common agenda by the group of cross sectors needed to realize
a system-wide change around a social problem.
Principle of Sustainable Development of an MSP
1. MSP must be applied at the right time and for the right needs.
2. Identified and analyze against to other options, possibilities, and
threats before deciding to enter in such partnership.
3. MSP must promote and advocate the interest of all those concerned.
4. Written and other forms of documentation are necessary to the
partnership.
5. Evaluation will play an important role in measuring concrete
success indicators of partnership in the midst of contending
external forces and in comparing them to other alternatives.
Partnership Building in Community with the Local Groups
Local groups – people who are formally and informally belong to
organizations, associations, territories, clusters, sectors, beliefs,
and interests in a specific community.
External/Support groups – exist and operate in local communities
with their own mandate, orientation, and motivation to address
specific problems and challenges.
Multistake-holder Partnership and Participatory Local Governance
Governance
The action and process of governing by maximizing the powers of
the state by establishing, strengthening, and sustaining direction,
policy-making and program development.

15. Community Engagement, Solidarity and Citizenship
Teacher: Mylene G. Almario | HUMSS
o Police powers – the power formulate, legislate, and
implement laws or policies for the general welfare of the
people.
o Taxation powers -the power collect taxes and revenue
from the state’s constituents to be used for the execution of
the government’s duties and responsibilities.
o Power eminent domain – the power to take private
property for public purpose, welfare, and development of
all.
Empowerment
The process of coming up with, gaining, strengthening, and
sustaining power to access and control for, by, and of the people.
Local Governance
Essentially putting the essence and practice of governance in the
context of a community.
Decentralization
1. Devolution – the power where authority from the central or
national government is transferred to the different political
territories of the country.
2. Deconcentration – the administrative mode of transfer of power,
authority, or responsibilities.
3. Debureaucratization – transferring some public functions and
responsibilities to voluntary, private, or non-government
organization.
4. Democratization – the opening more opportunities for people’s
participation in local governance.
Forms of People’s Participation and Partnership
1. System of recall – form or means of nonviolent political
participation of the citizens’ right to petition.
2. Power of initiative and referendum – allows the registered voters
of an LGU to directly propose, enact, amend, or repeal any
ordinance through legal process.
3. Mandatory consultations and public hearing – mandated to
consult the concerned barangay, town, province, private
organization, nongovernment organization, and other involved and
affected sectors in the development of projects that can create
environment damage, climate change, and other negative effects.
Power and Empowerment
Power – the definitive access and control of resources (human, financial,
material, and environmental).
a. Peasants have toiled land under the tenancy system;
b. Women are rampant victims of different abuses;
c. Urban poor who reside in the different part of the city;
d. Indigenous people and rural poor sectors;
e. Youth and students in different educational levels;
f. Communities do not have enough health services.
Empowerment – concerted and organized action by the people of the who
have been disempowered.
1. Peasants’ Empowerment – freedom from bondage, from the land
and different forms of economic disadvantages.
2. Women’s Empowerment – liberation from different forms of
patriarchy and its semblances.
3. Urban poor empowerment – they have access and control of land
housing by facilitating community housing programs and other
social support programs that would enhance and sustain their
development.
4. Indigenous people’s empowerment – access and control of their
ancestral domain.
5. Fisherfolks’ empowerment – they have access and control of the
coastal and marine resources.
Levels or Types of People’s Participation
1. Manipulatory – participations appear to be a payment of the and
the community so that outside development agencies development
agencies can proceed with the program implementation.
o For what: participation as a tool to facilitate program
implementation.
o Decision Makers: outsiders or development agencies.
o Role of People: receiver; passive actor
2. Token – participation of the people and community is involved in
minor decisions.

16. Community Engagement, Solidarity and Citizenship
Teacher: Mylene G. Almario | HUMSS
o For what: participation in minor decisions; elite makes
major decisions.
o Decision Makers: rules are provided by development
agencies.
o Role of People: supervised participant
3. Partnership – development agencies and the people/community
agree and decide on joint programs.
o For what: both agency and people’s organization agree on
joint program shared responsibility.
o Decision Makers: joint decision
o Role of People: active participant
4. Empowerment – higher form of engagement of the community,
especially the disadvantages group can claim additional power,
access and control of existing and new resources.
o For what: disadvantaged group has additional power, access,
and control of new resources.
o Decision Makers: disadvantaged groups or sectors.
o Role of People: decisive group.
Principles of People’s Participation
1. Shared Vision – the differences among different stakeholders,
clamor for development is common aspiration that can lead the way
in coming up with a shared and common vision.
2. Complement of purpose and value added – different
stakeholders have their own resources and parameters in
development engagement.
3. Autonomy and independence – all stakeholder who are engaged
in development and partnership still have their own mandate,
identity, and prerogatives which they shall maintain.
4. Transparency and mutual accountability – all stakeholders or
partners must be open and transparent to all resources that they
share, and these must be reported for the information of all.
5. Clarity on roles and responsibilities – partnership involves a
dynamic sharing, not only terms of resources but more so with the
roles and responsibilities of each and every individual in different
endeavors and processes development.
6. Commitment to joint learning – partnerships will open spaces
and opportunities for joint learning.
Module 7: Community Profiling and Needs and Resources Assessment
Profiling
The process of creating a series of information that is applied to
something or someone through techniques of data elaboration.
Community Profiling
The methods used to establish a better understanding and
description of the community in a specific geographical location
and its community member’s context and reality.
The means of obtaining accurate information of relevance to policy
planning, implementation, monitoring, and evaluation.
Needs and Resources Assessment
It is step-by-step procedure in which the needs, available
resources, different groups working with and for the community,
and which the needs, available resources, different groups
working with and for the community, and the dynamics
participation of community members are identified.
Resources in Community Profiling
1. History – communities change overtime.
2. People of the different agencies – demographic characteristics.
3. Presence of different agencies, support, and institutions –
groups in the community.
4. Health and welfare and development programs – programs to
the whole community.
5. Work and economy – factors such as work, work patterns, and
availability of the people.
6. Housing needs and resources assessment – the improvement
needed.
7. Leisure – spend their time.
8. Religion – life and culture.
9. Aspects related to people with special needs – programs and
services.

17. Community Engagement, Solidarity and Citizenship
Teacher: Mylene G. Almario | HUMSS
Types of Community Planning
1. Rapid Appraisal – deals with how the researchers extract data by
means of observation and by conducting a discussion with the key
informants from the community.
2. Priority Searching – the primary means of data collection if focus
group discussion (FGD).
3. Compass – this method uses 400-item questionnaire, which also
allows the respondents to add their own questions.
4. Community Profile – the varied need of specific community such
resources and the kind of active involvement that members have,
in order to improve the community’s kind of life.
5. Needs Assessment – done by certain agencies to plan out what
type of policy is needed in a certain community.
6. Community Consultation – this involves conducting meetings
and consultations with the community members.
7. Social Audit - the measuring and producing reports regarding the
health of a certain community.
8. Participatory Resource Appraisal or Participatory Learning
Activity – it facilitates empowerment and sustainability.
Aspects of PRA/PLA
1. Area as a place to live – quality of the physical environment and
people’s attitudes towards living there.
2. Area as a social community – the community members’
involvement in social life.
3. Area as an economic community – the income levels,
employment prospects of local residents, prosperity and
viability of local markets.
4. Area as a political community – the systems ad structures of
political representation and local management, decision-
making process and participation, and participation in
community organizations.
5. Area as a personal space – the attachment to the local
community, memories and life experiences of local people, and
the community being part of a larger community.
Steps in Doing PRA/PLA
1. Preparation
a. Setting the objectives
b. Setting the date and time
c. Formation and training of PRA team
d. Preparation of checklist data
e. Preparation of secondary data
f. Groundworking for the participants
g. Finalization of the schedule
h. Preparation of materials and logistics
i. Establishing protocols for LGU’s and community
organization.
2. Community orientation
a. Checking of expectations
b. Setting objectives
c. Conducting a brief background/orientation
d. Leveling off on the schedule
e. Dividing the participants into smaller groups
3. Data gathering
a. Participant observation
b. Focus Group Discussion (FGD)
c. Community resources and social mapping
d. Social census map
e. Pie chart or bar graph
f. Service map
g. Land tenure improvement map
h. Transect walk and transect map
i. Seasonal calendar diagram
j. Time line
k. Historical transect
l. Venn diagram
m. Organization rating matrix
n. Flow chart
4. Data analysis and interpretation
5. Problem prioritization
a. Problem Tree/Solution Tree – analyzing the root
causes of the community’s problem.
b. Matrix Mapping – setting of criteria and
considerations in ranking the problems of the
community.
6. Cross-sector data validation
7. Setting up of indicators for development
8. Strategy formulation
9. Goals and objective setting

18. Community Engagement, Solidarity and Citizenship
Teacher: Mylene G. Almario | HUMSS
10. Three to five-year development planning
11. Plan presentation
12. Approval and adoption of the plan
13. Monitoring and evaluation
Strength and Limitation of Community Planning
Strengths Limitations
Empowerment of community
member;
Lack of resources;
Alignment with social work codes
of practice and values;
Expertise in the method;
Anti-oppressive in nature;
Involvement of community
members;
Holistic in nature. Structural constraints.
Lesson 8: Leadership Development
Leadership
The process of influencing others to understand and agree about
what needs to be done and how to do it.
The process of facilitating individual and collective efforts to
accomplish shared objectives.
Leadership Development
The growth and development of one’s abilities and capabilities to
become effective leaders.
Style of Leadership Styles
Autocratic Leadership – it has total authority and control over
decision-making.
Bureaucratic Leadership – it was based on fixed official duties
under a hierarchy or authority in which rules of management and
decision making are applied.
Charismatic Leadership – it gathers followers through
personality and charm rather than any form of external power or
authority.
Democratic Leadership – it was based on mutual respect and
requires collaboration between the leaders and the people they
guide.
Laissez-faire Leadership – it allows members to make their won
decisions, thus making the leader less involved with the problem
themselves.
People-oriented Leadership - it empowers members by making
them feel appreciated for the work they do.
Servant Leadership – serving people and becoming a servant-
leader.
Task-oriented Leadership – it concentrates on accomplishing a
task.
Transactional Leadership – it involves agreement and
transactions between leaders and members, in an effort to improve
the performance of the latter.
Transformational Leadership – starts with the development of
vision – a view of the future that will excite and convert potential
followers.
Environmental Leadership - the capacity of leaders to improve
their future connection and which make an impact on the
environment.
Common Problems and Challenges in Leadership
1. Absence if team identity
2. Difficulty in making decisions
3. Poor communication
4. Inability to resolves conflicts
5. Lack of participation
6. Lack of creativity
7. Absence of group thinking
8. Ineffective leadership
Traits of a Leader
1. Ability to provide motivation
2. Drives to motivation
3. Ability to manages
Guidelines for Leadership Development
1. Communication skills
2. Leadership styles

19. Community Engagement, Solidarity and Citizenship
Teacher: Mylene G. Almario | HUMSS
3. Leading and motivating members
4. Mentoring
5. Time management
6. Goal setting and accountability
Lesson 9: Planning and Resource Mobilization
Planning
The process of formulating plans, wherein setting goals,
developing activities and strategies, establishing policies and
procedures, phasing of implementation, and allocating resources.
Stakeholders
The community or local government unit officers; interested
community members; people from involved agencies, schools and
institutions in the community; and community members who will
directly gain from a specific project or program.
Participatory Action Planning (PAP)
It gives importance and practices genuine involvement and active
participation.
Steps and Guidelines in Participatory Action Planning
1. Preparing the participants
2. Sharing of information and needs assessments
3. Identifying resources
4. Envisioning o future
5. Analyzing needs
6. Building consensus
7. Creating an action plan
8. Implementing the plan
Lesson 10: Community Organizing and Action
Community Organizing and Action (CO)
The most important approaches and strategies in promoting
genuine community development, social development, and social
change.
Basic Steps, Principles, Ethical and Other Important Considerations
for CO
1. Pre-entry into the community
2. Integration into the community
3. Community study/analysis
4. Spotting potential community leaders
5. Core group formation
6. Community organization
7. Community action and mobilization
8. Managing strengthening, and sustaining community organization
Evaluation
The systematic assessment of the worth or merit of some object.
The systematic acquisition and assessment of information to
provide useful feedback about some object.
Evaluation standards
Utility Standards
1. Stakeholder identification
2. Evaluator credibility
3. Program documentation
4. Values identification
5. Purposes and procedures
6. Disclosure of findings
7. Evaluation impacts
Feasibility Standards
8. Political viability
9. Practical procedures
10. Cost effectiveness
11. Defensible information sources
12. Service orientation
Propriety Standards
13. Formal agreements
14. Human rights
15. Fiscal responsibility
16. Report timeliness
17. Dissemination
Accuracy Standards
18. Fair assessment
19. Valid and reliable information

20. Community Engagement, Solidarity and Citizenship
Teacher: Mylene G. Almario | HUMSS
20. Analysis of quasi information
21. Justified conclusions
22. Impartial reporting
23. Reporting clarity
Evaluation
Accountability
Standards
24. Evaluation design
25. Information collected
26. Procedures employed
27. Outcomes
References:
Abenir, M. D., Alipao, F.A., Urgel, E.T. (2017). Community
Engagement, Solidarity and Citizenship, DIWA Learning Systems Inc.,
Makati City, Philippines.
Bryne, J., (1999). Literature Review in Community Engagement.
Wellington, New Zealand Department of Labor.
Department of Social Welfare and Development. Philippines
Department of Education. Philippines
National Youth Commission. Philippines
National Economic and Development Authority. Philippines
________________. The Rle Men and Boys in Achieving Gender
Equality. Geneva: United Nations, 2008.
________________. World Program of Action for Youth. New York:
United Nations, 2010.
World Bank. The Philippines: Country Environmental Analysis,
Washington, DC: World Bank, 2009.