SWPPS REVIEW

Social Policy
 It refers to the set of guidelines, principles, and practices that govern the
way society addresses various social issues, such as poverty, inequality,
healthcare, housing, education, and social justice.
 is concerned with the ways societies across the world meet human needs
for security, education, work, health and well-being
 it addresses how states and societies respond to global challenges of
social, demographic and economic change, and of poverty, migration and
globalization.

DSWD Vision
“An empowered society where the poor, vulnerable, and disadvantaged
sectors have immediate and equitable access to opportunities for an improved
quality of life.”

2028 Vision Base Camp

“DSWD is a leader in transformation social protection and social welfare
system in the Indo-Pacific region.”

Mission
“As the authority in the Social Welfare and Development sector, the DSWD
develops, implements, enables, and coordinates SWD policies and programs
for and with the poor, vulnerable, and disadvantage.”

CORE VALUES

MAAGAP AT MAPAGKALINGA
 emphasizes empathy, understanding, and providing care to individuals,
families, and communities in need. It reflects the DSWD’s recognition of
 the inherent worth and dignity of every person and their right to be treated
with kindness, respect, and support

MATAPAT
 upholds honest, ethical behavior, and a strong sense of moral principles
within the organization. It involves adhering to a set of values and
principles that guide the actions and decisions of the DSWD workforce,
ensuring that they act with transparency, accountability and
professionalism

MAHUSAY
 provides high-quality, efficient, and effective services to individuals,
families, and communities in need. It encompasses a dedication to
delivering services anchored in social justice, while also striving for
continuous improvement and innovation.

ORGANIZATIONAL OUTCOMES (OO):

1. OO 1 - “Well-being of poor families improved”
2. OO 2 - “Rights of the poor and vulnerable sectors promoted and protected”
3. OO 3 - “Immediate relief and early recovery of disaster victims/survivors
ensured
4. OO 4 - “ Continuing compliance of social welfare and development (SWD)
agencies to standards in the delivery of social welfare services ensured
- through registration, licensing and accredition, the DSWD ensures
that SWDAs are providing efficient and effective programs and services to
the poor and vulnerable sectors.

5. OO 5 - “Delivery of social welfare and development (SWD) programs by

local government units (LGUs) through local social welfare and development
offices improved.
DSWD PROGRAM AND SERVICES:

Listahanan or the National Household Targeting System for Poverty

Reduction (NHTS-PR)
 Is an information management system that identifies who and where the
poor are in the country.

Phase 1: Preparatory Phase

Phase 2: Data and Collection and Analysis Phase
Phase 3: Validation and Finalization Phase
Phase 4: Reports Generation Phase

Pantawid Pamilyang Pilipino Program (4Ps)

 Is the national poverty reduction strategy and human capital investment
program that provides conditional cash transfer to poor households
 RA 11310 - 4Ps Act

Sustainable Livelihood Program

 A community-based capacity building program that seeks to increase the
economic opportunities of beneficiaries through the Community-Driven
Enterprise Development Approach, which equips them to actively
contribute to production and labor markets by looking at available
resources and accessible markets.

Livelihood Assistance Grant

 one of the social amelioration programs of DSWD in the implementation of
the government’s Emergency Subsidy Program (ESP) provided to families
qualified as “low -income households”.
 It shall provided to assist in the economic recovery and rehabilitation of
the livelihoods of the affected families after the declaration of community
quarantine is lifted.
Kapit-Bisig Laban sa Kahirapan-Comprehensive and Integrated Delivery
of Social Services-National Community-Driven Development Program
(KALAHI CIDSS-NCDDP)
 Is a poverty alleviation program of the National Government implemented
by the DSWD. It is aligned with the Philippine Development Plan (2011-
2016)

PROTECTIVE SERVICES PROGRAMS - focus on providing interventions to

individuals, families, and communities in disaster, difficult and vulnerable
situations.

Program Components:
1. Assistance to Individuals in Crisis Situation
 AICS serves as a social safety net or a stop-gap mechanism to support
the recovery of individuals and families from unexpected crisis such as
illness or death of a family member, natural and man-made disasters, and
other crisis situation.

2. Assistance to Communities in Need

 CAN assists communities in preparing for, mitigating, and recovering from
natural and man-made disasters.
 Cash/Food for Work, Food packs, Construction/Repair of Child
Development Center, Construction/Repair of Senior Citizen Center.

Supplementary Feeding Program

 The provision of food in addition to the regular meals to currently enrolled
day care children/supervises neighborhood play as part of the DSWD’s
contribution to the Early Childhood Care and Development (ECCD)
program of the government and severely underweight pupils from kinder
to Grade 6 of DepEd.
The Republic Act No. 10121 or the Philippine Disaster Risk Reduction and
Management Act of 2010 (DRRM Act) is a law which transforms the
Philippines’ disaster management system from disaster relief and response
towards.
Answer: Disaster Risk Reduction

DISASTER MANAGEMENT CYCLE:

1. Mitigation and Prevention - measures put in place to minimize the results
from a disaster
2. Disaster Preparedness - planning how to respond
3. Disaster Response - initial actions takes as the event takes place. It
involves efforts to minimize the hazards created by a disaster
4. Disaster Rehabilitation - returning the community to normal. Ideally, the
affected areas should be put in condition equal to or better that it was before
the disaster took place.

RA 9433 provides and promotes their welfare and protection and also grants
subsistence allowance, hazard pat and longevity pay.
Answer: Public social workers (Magna Carta for Public Social Workers)

It is a program of protection by social legislation against sickness,

unemployment, death of wage-earner, old-age or disability dependency, and
accidents
Answer: Social Security

Social Security - is a compulsory measures to protect the individual and

family
Personal Social Services - personal problems
Public Assistance - provide material/concrete aids

The Juvenile Justice Welfare Act provides exemption of minors from criminal
liability and mandates the provision of programs or intervention.
Answer: Those who are 15 years old below.
RA 9344 Juvenile Justice Act , Amended 10360
Child in Conflict with the Law (CICL) - alleged to have committed, is
accused of, or have been adjudged.
Child at Risk (CAR) - street children, experienced abuse,

In NGO, the duly constituted board of directors is responsible for. Answer:

Policy Formulation

Process of Policy Formulation:

1. Agenda Setting
2. Policy formulation
3. Policy Adaptation
4. Policy Implementation
5. Policy Evaluation

The pro-poor program where identified poor households can purchase NFA
rice at P18.25/kilo.
Answer: Tindahan Natin Program

Tindahan Natin Program - aimed at mitigating hunger by providing basic

food commodities at affordable prices to low-income families.

According to Charlotte Towle, it is an administrative process which involve the

three functions of administrative teaching and helping. Answer: Supervision

A systematic, periodic inventory or appraisal of person’s characteristics,

potentiality, and performance refers to Performance Appraisal.

All government agencies and instrumentalities in the Philippines are required

to create this structure to ensure that gender and development is
mainstreamed In the government. Gender Focal Point System
An organizational model characterized by central administrative control and
decentralized and shared decision and service delivery. Bureaucracy

During the ancient times, the guest houses for the custody and care of the
various classes in Greece and Rome is called Xenedochia

It became the most powerful incentive for benevolence and charity,

particularly in the Jewish and Christian religious teachings. Religious
Motivation

It is the prototype of the modern day community chest. Common Chest

It was established in Munich to prevent the begging of able-bodied paupers.

Military Workhouse

He conceived that there should be a common chest for the receipt of food,
money, and clothing to assist the needy. Martin Luther

He is the Commissioner for Public Relief in 1788 who introduced a district

system of investigation and distribution of relief to individual paupers through
volunteer committees. Profession Busch

This is the forerunners of social work. Daughters of Charity

St. Vincent de Paul - he recruited the young women of the peasant class for
charitable work

Edwin Chadwick - he was the first pioneer in public hygiene, supervised

investigations into the causes of poverty and the means of an effective social
reform.
- he recommended a system of government providing
under central direction decent aid to the poor, a sound public health
protection, adequate housing, recreation, and public schools for the entire
population.
Charles Booth
 In 1866, social research is the third most important factor that influenced
social philosophy and the practice of poor relief in England. The most
important among the surveys was made by Charles Booth.

American Social Welfare

 It was founded on the concepts of the English Poor Law which remained
the basis for public welfare in the United States up to the end of the 19 th
century.

Settlement House
 It was a plaace for working people where their higher moral and
intellectual capacities were developed to insure full participation in a
democracy as exemplified by the U.S

Hull House
 It was the first settlement house in the U.S

The training School for Applied Philantrophy was set up in New York in 1898

Associated Charities
 It became the first family welfare agency and the first to use casework in
the Philippines

Social Welfare Administration (SWA)

 It was created by President Elpidio Quirino on January 2, 1951 as the
government agency for social welfare.
RA 5416 or the Social Welfare Act enacted and signed by President Marcos
on June 15, 1968.

Policy Framing - is the way in which policymakers present an issue to shape

public perception.

What DSWD intiative promotes active participation of local government units

(LGUs) in the implementation of social protection program? Kalahi-CIDDS
Program

Wicked Problem - problem with no clear solutions

Gender Relations - refers to the power dynamics between men and women

Gender-Responsive Budgeting - is a practical tool used in GAD Framework

Gender Mainstreaming, a core element of GAD is about incorporating

gender analysis into all aspects of policy, planning, and programming

Intersectionality - in GAD framework, it refers to analyzing how multiple

social identities intersect and influence experiences of inequality.

In 1970s, the service delivery was facilitated through Baranganic approach

which makes use of the existing political structure as the worker’s point of
entry and basis for problem-identification and prioritizing.

Self-Employment Assistance
 It is the MSSD’s banner program which was upgraded to make it more
responsive to its client’s needs.

Tulong Kapwa
 1971, this scheme evolved to operationalize the concept of “social
responsibility” arising from the roll-on funding scheme or the transfer of
capital from one client to another.

Principles of Social Work:

1. Acceptance of people as they are

2. Participation of the client in problem-solving
3. Self-determination as a right of the clients
4. Individualization of client
5. Confidentiality
6. Worker-self-awareness
7. Client-worker relationship

This is the medium through which help is extended by the worker and to the
client. Client-worker relationship.

This is a progressive interaction between the Social Work Practitioner and the
client. Process

Indiscriminate distribution of alms by the rich and religious often fails to

recognize this social work [Link]

Mary Richmond - this person introduced Social Casework as an art that

consists of three steps:
1. Gathering of social evidence
2. Social diagnosis
3. Treatment

THE DEVELOPMENT OF SOCIAL WELFARE IN THE PHILIPPINES

The Prehistoric Period
 Social welfare work in those times centered around mutual protection and
economic survival.

The Spanish Period

 Changes took place in the Philippine social and economic life with the
coming of Spaniards:
 Communities were grouped together to form pueblos
 Creating large concentrations of people in an area which resulted in
health and sanitation problems
 Personal maladjustments
 Economic dislocation
 Spanish missionaries administered hospitals and orphanages
 The first hospital established in the Philippines was that founded by Don
Miguel Lopez de Legaspi in Cebu in 1565.
 It was transferred to Manila in 1571, and called the Hospitalito de Santa
Ana in 1578.
 San Lazaro Hospital - known to have been built to house Filipino
beggars, it became a hospital for leper in 1631.
 There are 150 lepers arrived in the Philippines from Japan
 Fr. Juan Clemente - a franciscan, who initiated medical services for the
poor in Manila.
 Nuestra Senora de la Consolacion and the Santo Tomas de
Villanuevea asylums were organized to take care of the victims of a
cholera epidemic that had broken out.
 in 1885, the Asilo de San Vicente de Paul, an asylum for girls, was
established, offering religious instruction, primary education, and training
in housework to its inmates.
 Hospicio de San Jose was founded in 1882, originally to house the aged
and orphans, the mentally defective, and young boys
 The first school established was the Parochial School of Cebu in 1565,
founded by Agustinian friars
 The National Association of the Red Cross was organized in 1899, to
provide medical supplies and food to the revolutionaries in the provinces
of Luzon.

The American Period

 Americans occupied the PH in 1899
 In 1902, following an epidemic of bubonic plague, cholera, and smallpox,
the Civil Government created an agency, the Insular Board, to coordinate
and supervise private institutions engaged in welfare work.
 On February 5, 1915, the American Government created the Public
Welfare Board with the passage of Legislative Act No. 2510, essentially
to coordinate the welfare activities of various existing charitable
organizations.
 In January 1917, a government orphanage was set up in Makati, Rizal,
the first government entity to operate as a welfare agency, and an initial
step in child welfare services.
 In 1900, some attempt was made to alleviate the condition of deaf
children at the Philippine Normal School
 In 1910, a school for the deaf and blind was organized.
 In 1917, the Associated Charities of Manila was founded by a group of
civic-spirited Americans and Filipinos, having in mind the concept of a
Community Chest, as it is now called.
 In 1905, the Philippine Chapter of the American Red Cross was
established to take charge of disaster relief in the country and to
administer American Red Cross funds from the United States.
 In 1907, the La Gota de Leche was established to furnish child-caring
institutions with fresh cow’s milk from a dairy farm in Pasay, Manila,
supervised by a veterinarian.
 1910, the Philippine Anti-Tuberculosis Society was organized,
following the first meeting of the Far Eastern Association of Tropical
Medicine in Manila.
 In 1913, the Associacion de Damas Filipinas was organized by civic-
spirited women to help destitute mothers and their children, using funds
 obtained from membership fees and, later, from funds granted by the
Public Welfare Board.
 In 1921, the Office of the Public Welfare Commissioner was created
under the supervision of the Department of the Interior. It absorbed the
functions of the Public Welfare Board..
 In 1924, the Philippine Legislature passed a law (Philippine Legislative
Act No. 3203) relating to the care and custody of neglected and
delinquent children and providing probation officers for them.
 In 1926, some of the children in the government orphanage in Makati
were transferred to Welfareville, a fifty-hectare compound at San Felipe
Neri, Rizal.
 The division introduced the “congregate system” where wards were
grouped in separate cottages--based on certain considerations, such as
the children’s needs and problems.
 Frank Murphy, the governor-general in 1933 created an Unemployment
Committee which in turn recommended the creation of a National
Emergency Relief Board (NERB) to coordinate all private and
government efforts to reduce unemployment and relieve distress caused
by unavoidable unemployment.
 Insular Relief Agency, to provide material assistance to the needy,
elementary education, and handicrafts training to those who would
otherwise be out of school, and training in social work.

The Commonwealth Period

 President Manuel L. Quezon
 in 1941, an EO established under the Bureau of Public Welfare, a public
assistance service, which took over the activities that used to be
performed by the Associated Charities which, by then, had ceased to
exist.

The Japanese Occupation

 Social welfare activities during the period consisted mainly in giving
medical care and treatment, as well as food and clothing, to the
wounded soldiers, prisoners, and civilians.

Post-War Years
 On October 4, 1947, recognizing the need for a more centralized and
better integrated social welfare program, the Bureau of Public Welfare
became the Social Welfare Commission (SWC), and was placed under
the Office of the President.
 It offered three categories of services:
 Child welfare work including probation and parole services and
institutional care for various groups
 Public assistance in the form of relief and casework services to
indigent war victims and the physically handicapped and infirm
 Coordination and supervision of all public welfare activities

 In August 1948, President Quirino created the President’s Action

Committee on Social Amelioration (PACSA) which was charges with
the “duty of giving relief assistance to the hungry, the homeless and the
sick.. to victims of dissident…”
 The United Nations International Children’s Emergency Fund
(UNICEF) created by the United Nations General Assembly in 1946 to
further maternal and child health in economically underdeveloped
countries.

The Social Welfare Administration

 On January 3, 1951, the SWC and PACSA were fused into one agency
called the Social Welfare Administration (SWA)
 The responsibility for relief was placed under the new agency’s Division
of Public Assistance, which became concerned with the need for a more
professional administration of public tax-supported welfare programs and
services to needy and disadvantage members of the community.
 Child Welfare Division
 Division of Rural Welfare - created by Administrative Order No. 7, on
September 5, 1951, to deal with the mounting social problems in the rural
areas.
 “Self-help” became the underlying philosophy for the rural community
development projects facilitated or stimulated by the SWA’s Rural Welfare
Division.
 RA No. 4373 “An Act to Regulate the Practice of Social Work and the
Operation of Social Work Agencies in the Philippines”
 RA No. 5416, known as the Social Welfare Act, elevating the SWA into a
Department.

The Seventies
 President Marcos declared Martial Law and set up a crisis governement
on Sept. 21, 1972.
 On September 8, 1976, the Department of Social Welfare (DSW) became
the Department of Social Services and Development (DSSD) shifting
emphasis from the traditional, often institution-based social welfare to
community-oriented programs and services which underscored people’s
on capacities for problem solving.
 SPDEFS:
 Self-Employment Assistance
 Practical Skills Development and Job Placement
 Day Care Centers and Supplemental Feeding
 Emergency Assistance
 Family Planning Information and Motivation
 Special Services for Orphaned, Abandoned, Neglected, Disabled, and
other types of special needs.

 On June 2, 1978, President Marcos issued Presidential Decree No.

1397, providing for the conversion of departments into ministries
 The department was renamed the Ministry of Social Services and
Development (MSSD)
 The Community Chest was established primarily in response to the need
and desirability of having one organization with the responsibility of raising
funds and allocating them to member agencies on the basis of needs.

The Eighties
 On January 30, 1987, President Corazon Aquino signed E.O No. 123,
reorganizing the MSSD and renaming it DSWD. The department was
“evolving from mere welfare or relief agency to the greater task of
development.”

The Nineties
 The DSWD gave priority attention to Low Income Municipalities (LIM)
and other socially depressed barangays.
 Crisis Incident Stress Debriefing (CISD), a form of crisis intervention
used with victims of these disasters and other crisis situations.
 October 10, 1991, RA NO. 7160, known as the Local Government Code,
was passed.

The Past Two Decades

 On January 24, 2017, the government’s National Development
Conference approved what now (2021) is the DSWD’s Vision and Mission
Statement, “anchored with Ambisyon Natin 2040 which is a long-term
vision for the country.”

Mission:
The Department of Social Welfare and Development envisions all
Filipinos free from hunger and poverty, have equal access to
opportunities, enabled by a fair, just, and peaceful society.

Vission:
To lead in the formulation, implementation, and coordination of social
welfare and development policies and programs for and with the poor,
vulnerable, and disadvantage.
POVERTY

The Pantawid Pamilyang Pilipino Program (4Ps)

 RA No. 11310 on April 17, 2019
 Is a national poverty reduction strategy and a human capital investment
that provides grants to extremely poor households for a maximum period
of seven (7) years to improve the health, nutrition, and education of
children ages 0-18.
 As of the first quarter of 2022, around 4.4 million families have been
assisted under this government program
 RA No. 1129, Magna Carta of the Poor was enacted on April 12, 2019.
Under this law, implementing agencies and concerned departments must
establish a system to meet the following rights:
 Adequate food (DSWD & DA)
 Decent Work (DOLE)
 Relevant and quality education (DepEd, CHED, TESDA)
 Adequate Housing (Housing and Urban Development Council)
 Highest Attainable standards of health (DOH)

HEALTH
 RA NO. 11223 - “Universal Health Care Act” signed on February 20,
2019.
 It guarantees that all Filipinos will have equitable access to quality and
affordable health care goods and services, and protected against financial
risk.
 PhilHealth’s National Health Insurance Program (NHIP), it seeks to
ensure that all Filipino citizens have access to a comprehensive set of
health services without financial hardship.

EDUCATION
 RA No. 10931, known as the Universal Access to Quality Tertiary
Education, on August 3, 2017
 RA No. 11510 - Alternative Learning System (ALS) Act on December
23, 2020, is considered as a major breakthrough as it institutionalizes the
alternative learning system in basic education.

WOMEN
 RA No. 9710 “Magna Carta of Women” enacted on August 14, 2009
 RA No. 10354 “Responsible Parenthood and Reproductive Health
Act” or the RH Law passed on December 23, 2021, is a national policy
that mandates the Philippine government to comprehensively address the
needs of Filipino citizens as regards responsible parenthood and
reproductive health.
 RA No. 11210 “Expanded Maternity Leave Law” which was passed on
February 20, 2019

CHILDREN
 RA No. 11596 “Prohibition of Child Marriage Law” on December 10,
2021
 RA No. 11642 “Domestic Administrative Adoption and Child Care
Act” which was passed on January 6, 2022, provides for simpler and
inexpensive domestic administrative adoption proceedings and shall
streamline services for alternative child care.

THE ELDERLY
 RA No. 10911 “Anti-Age Discrimination Act of 2016” which was
passed on July 21, 2016
 RA No. 10868 “The Centenarian Act of 2016” on June 23, 2016
 RA No. 10645 “An Act Providing for the Mandatory PhilHealth
Coverage for all Senior Citizens” enacted on November 5, 2014.
 RA No. 9994 “The Expanded Senior Citizens Act of 2010” was enacted
on February 15, 2010.
SOCIAL WELFARE IN THE PANDEMIC

1. Social Amelioration Package (SAP)

 The “Bayanihan to Recover as One Act” (RA. No. 11494), passed on
September 11, 2020, mandated different government agencies to
implement nationwide amelioration programs to mitigate the impact of
COVID 19 health crisis.

2. United Registered Social Workers

 It initiated a Psycho-Social Support (PSS) services through virtual
platform such as facebook, viber, and mobile phones.
 More than 400 members of the United Registered Social Workers
volunteered

3. Governance
 The Mandanas Ruling - full devolution

Magna Carta for Public Social Workers

 RA 9422, passed on April 11, 2007

ASEAN Social Work Consortium (ASWC) - establish in 2010

- it aims to promote and develop social work as a
profession in the region, the institutionalization of effective collaboration
towards excellent and responsive social work education..

THE DEVELOPMENT OF THE SOCIAL WORK PROFESSION IN THE

PHILIPPINES
Associated Charities
 Founded in 1917 as a family welfare agency
 Considered as mother of the social work profession in the Philippines.
 Was the first to use casework as a method

William Schwartz “Every profession has a particular

function to perform in society; it
receives a certain job assignment
for which it is held accountable.”

Wernes Boehm “Social work seeks to enhance the

social functioning of individuals,
singularly and in groups, by activities
focused upon their social
relationships which constitutes
interaction between individuals and
their environments. These activities
can be grouped into three functions:
 Restoration of impaired capacity
 Provision of individual and social
resources
 Prevention of social dysfunction
William Schwartz “The general assignment for the
social work profession is to mediate
the process through which the
individual and society reach out to
each other through a mutual need for
self-fulfillment..
William Gordon “The central focus of social work
traditionally seems to have been on
the person-in-his-life-situation
complex -- a simultaneous dual focus
 on man and his environment”
Harriet Bartlett “Social functioning is the relation
between the coping activity of people
and the demand from the
environment. This dual focus ties
them together. Thus, person and
situation, people and environment,
are encompassed in a single concept,
which requires that they can be
constantly reviewed together.”

Louise C. Johnson “Social worker become involves when

individuals are having difficulty in
relationship with other people; in
growing so as to maximize their
potential; and in meeting the demand
of the environment.”

Curative aspect - seeks to remove factors

Rehabilitative aspect - tries to put back
Preventive function - identify potential areas of disequilibrium… in order to
prevent the occurrence of disequilibrium
Developmental function - seek out, identify, and strengthen the maximum
potential

ATTRIBUTES OF A PROFESSION (ERNEST GREENWOOD):

1. Systematic Body of Theory
a) Tested Knowledge - been established through scientific study
(research)
b) Hypothetical Knowledge - undergo transformation into tested
knowledge
c) Assumptive Knowledge - “practice wisdom”
2. Professional Authority
3. Community Sanction
4. Regulative Code of Ethics
5. Professional Culture
 Social values refers to the basic and fundamental beliefs of a profession
group, practically the reason for its existence
 Professional norms are the accepted standards of behavior of doing
things, which guide the professional in various situations..

Three Essential Components:

1. Value - worth which man attaches to certain things, systems, or persons
within the realm of usefulness, truth, goodness or beauty.
(William Gordon) refer to what we prefer.
2. Knowledge - denotes the picture man has built up of the world and himself
as it is, not as he might wish or fantasize or prefer it to be.
- what is though to be

3. Skill - ability, expertness, or proficiency..

Professional Skill - one’s ability to apply the knowledge and values of one’s
profession in her work with people.

Social Work Practice has been referred to as “an art with scientific and value
foundation.”

FIELD OF SOCIAL WORK

1. CHILD WELFARE
 The United Nations Convention on the Right of the Child (UNCRC)
outlines the fundamental rights of children including the right to be
protected from economic exploitation and harmful work..
 RA No. 7610 - (June 17, 1992) “An Act Providing Strong Deterrence and
Special Protection of Children against abuse, exploitation and
discrimination”
 Council for the Welfare of Children (CWC), the inter-agency body
mandated by the government to coordinate the implementation and
enforcement of all laws, formulate, monitor, and evaluate policies,
programs and measures for children.
Child Placement
A. Adoption - legal process whereby a child who is deprived of a birth family is
provided with substitute new ties.
B. Legal guardianship - a process undertaken to provide substitute parental
care through the appointment of a legal guardian for the child..
C. Foster Care - substitute temporary parental care provided to a child by a
licensed foster family under the supervision of a social worker.. reunite the
child with the biological family or to prepare the child for adoption
D. Residential/institutional care- provides temporary 24-hour residential group
care to children whose needs cannot, at the time, be adequately…

THE ASSOCIATION OF CHILD CARING AGENCIES IN THE PHILIPPINES

(ACCAP) - has around 40 - 50 member agencies consisting of Child Caring
and Child-Placing Agencies

Child Caring Agencies - provide 24-hour residential care services

Child-Placing Agencies - refers to non-profit charitable agencies or a
government agency both duly licensed and accredited by the DSWD…

Foster Care Service - provides a planned temporary family care for children
who are waiting to be reunited with their birth families or to be adopted.

RA No. 10165 or the Foster Care Act of 2013.

2. FAMILY AND COMMUNITY WELFARE

 KALAHI-CIDSS-KKB (Kapit-Bisig Laban sa Kahirapan -
Comprehensive and Intergrated Delivery of Social Service -
Kapangyarihan at Kaunlaran sa Barangay)
 4Ps
 PAMANA (Payapa at Masaganang Pamayanan) - to improve
underprivileged communities’ access to fundamental social service while
also promoting responsive governance.
 DSWD Centers and Residential Care Facilities

3. OLDER PERSONS
 60 to 80 year old = young old; 80 years old and above = older old
 DSWD developed a comprehensive Long Term Care Program for
Senior Citizens (LTCPSC) which will serve as the blueprint of the
government to ensure the development of a millieu that would meet the
present and future needs of the growing number of senior citizens…

4. INDIGENOUS CULTURAL COMMUNITIES/ INDIGENOUS PEOPLES

 Defines it through RA No. 8371 (IPRA law) “as groups of people or
homogeneous societies identified by self-ascription by others, who have
continuously lived as an organized community on communally bounded…
 Indigenous Cultural Communities - an earlier term used in the
Philippine Constitution to describe a group of people sharing common
bonds of language, customs, traditions…
 Indigenous Peoples - used to reflect the contemporary international
language which was formally adopted in 1993.
 The Indigenous Knowledge Systems and Practices (IKSP) serves as a
collective set of guides in the use and management of resources within
their ancestral domain.

4 bundles of Rights (RA. 8371):

1. Rights to Ancestral Domains
2. Rights to Self-governance and Empowerment
3. Social Justice and Human Rights
4. Rights to Cultural Integrity

5. SOCIALLY DISADVANTAGED WOMEN

Haven for Women - a residential care facility for women survivors of abuse
along with their dependent 19 to 59 years old who are in need of temporary
protective custody and other services which will promote healing and
recovery.

6. PERSONS WITH DISABILITY

DSWD’s program for PWDs:

1. TAWAG (Tuloy Aral Walang Sagabal)
2. Early Detection, Prevention, and Intervention of Disability (EDPD)
3. Comprehensive Program for Children/Persons with Disabilities
4. Substitute Family Care Service.

RA No. 3562 “Act to Promote the Education of the Blind in the Philippines,
was enacted on June 21, 1963

RA No. 10524 (April 23, 2013) Expands employment opportunities for

persons with disabilities. It amends the Magna Carta for PWDs (RA 7277)

RA No. 11228 (February 22, 2019) mandatory PhilHealth coverage for PWDs

7. DRUG DEPENDENTS
RA No. 9165 “The Comprehensive Dangerous Drugs Act of 2002”
RA No. 6425 “Dangerous Drugs Act of 1972”

The DSWD formulated the “Yakap Bayan Framework of Intervention” a

cyclical rehabilitation and reintegration framework for strategic and
coordinated provision of services to Recovering Persons Who Use Drugs
(RPWUDs), their families, and their communities.
 STATISTICS
 A branch of mathematics (a science) that deals with the collection,
organization, presentation, analysis, and interpretation of data.

Steps in Statistical Inquiry:

1. Choosing the problem and stating the hypothesis
2. Formulating the research design
3. Collecting the data
4. Coding the data
5. Processing and analyzing the data
6. Interpreting the results

Two Categories of Statistics:

1. Descriptive - it is concerned with summarizing and describing important
features of data collected without attempting to infer.
- example: frequency, mean median mode, variance, standard
deviation, coefficient of variation, percentage, fractiles,

2. Inferential - it is concerned with making generalizations (inferences and

predictions) about the population based on the data collected from the
population; requires statistical techniques
- example: significant association, significant difference,
significant effect, significant relationship
Population - complete set of individuals, objects, or measurements under
study
Sample - a representation subset of a population
Data - facts and statistics that are collected for reference and analysis. Can
be numeric or non-numeric.

Primary data - data gathered are original

Secondary Data - data that were previously gathered from an original source

Variable - a characteristic which may take on different values

Observation - a realized value of a variable

Statistic - a summary measure describing a specific characteristics of a

sample
Parameter - a summary measure describing a specific characteristic of a
population

Two Types of Variables:

1. Quantitative Variable - variables that are measures on a numeric or
quantitative scale.
a) Discrete Variables - variables with a finite or countable number of
possible values (e.g., age(in years), no. Of female enrolees in CSU)
b) Continuous Variables - variables that assumes any value in a given
interval (e.g., weight, height, etc)

2. Qualitative Variable - assumes value that are names or labels, thus can
be categorizes (categorical variables) (e.g., civil status, religious affiliation,
etc.)

Levels of Definition Examples

Measurement
1. Nominal  the data collected are labels,  Sex
level
 names or categories  Civil status
 Frequencies or counts of  Citizenship
observations belonging to the
same category can be obtained
 Lowest level of measurement
2. Ordinal  Data collected are labels with  Class Ranking
level implied ordering  Socioeconomic
 Does not indicate the magnitude of Status
the differences between numbers  Time of Day
3. Interval  The level of measurement that  Temperature in
Level does not only indicate ordering but celsius
also the exact distance between  Standardized
them exam score
 The data at this level has lack an  IQ
absolute zero point
4. Ratio Level  The same as interval level,  Height
however, the number zero  Income
indicates the absence of the  Age
characteristics being measured
(has absolute zero point)

TWO TYPES OF SAMPLING:

1. Non-probability Sampling - samples are obtained haphazardly, selected
purposively or are taken as volunteers.
2. Probability Sampling - sample are obtained using some objective chance
mechanism, thus involving randomization

Sampling frame - complete list of the elements of the universe

Methods of Probability Sampling:

1. Simple Random Sampling - draws samples using some randomization
scheme
2. Systematic Random Sampling - adopts a skipping pattern in the selection
of sample units
3. Stratified Random Sampling - the universe/population is divided into l
mutually exclusive sub-universe/population called strata
4. Cluster Sampling - subgroups

Methods of Non-Probability Sampling:

1. Convenience Sampling - the units that are selected for inclusion in the
sample are the easiest to access
2. Purposive sampling - also known as judgmental, selective or subjective
sampling
3. Quota Sampling - the aim is to end with a sample where the strata being
studies are proportional to the population being studies
4. Snowball Sampling - population you are interested in is hidden or hard to
reach
5. Self-selection Sampling - to allow units or cases to choose to take part in
research on their own accord.

Methods of Data Collection

1. Objective Method
- the data are collected through measurement, counting or by
observation.

2. Subjective Method
- the information is provided by identified respondents
- the instrument used to gather data may take the form of a questionnaire

3. Use of existing records

- uses data which have been previously collected by another person or
institution for some other purposes.
a) Primary data - data taken directly from the source (objective or
subjective)
b) Secondary data - data taken not directly from the source

Methods of Data Presentation

1. Textual Presentation - a narrative form of describing the characteristics of
the universe/population based on the data collected and organized by giving
highlights
2. Tabular Methods - data are organizes into classes or categories by rows
and/or columns and appropriate pieces of information are found in the cells of
the table.
3. Graphical Method - it provides visual presentation of the distributional
properties of the data.

Measures of Location
- describes a dataset by citing value within the range of the data that lies in a
specified location or position relative to the entire data set.

Measures of Central Tendency - represent the value(s) where the data

observations tend to concentrate or cluster.
a) Mean - (arithmetic mean)- a single value defined as the sum of the data
values
b) Median - a single value at the middle of an array of data observations
- an array refers to an ordered arrangement of data values
according to increasing or decreasing magnitude.
c) Mode - refers to the most frequent value in the data set. When all the
data have equal frequency, the mode doesn’t exist

Pecentile - divides an array into 100 equal parts, each part having one
percent of the distribution of the data values
Deciles - divide an array into ten equal parts, each part having ten percent of
the distribution of the data values

Quartile - divide an array into four equal parts

Measures of Dispersion/Variability
- quantities that describe the spread or variability of the values in a dataset.
- give an idea of the pattern of variation of the data values
- large values indicate high variability or spread among the data values.

Range - the difference between the maximum (max) and the minimum values
of a dataset.
Inter-quartile Range, IQR - the difference between the third quartile and the
first quartile of a dataset
Standard deviation - the average distance of the observations from the
mean of the dataset.
Variance - the average squared differences of the observations from the
mean of the dataset.
Coefficient of Variation - relative measure of variability that indicates the
magnitude of variation relative to the magnitude of the mean.

Measures of Skewness- the skewness of a distribution describes whether or

not a distribution is symmetric.
Positive skewed (the data are skewed to the right) : SK>0
Negative skewed (the data are skewed to the left): SK<0

Measure of Kurtosis - a measure of peakedness or flatness of a distribution

relative to a normal distribution

Sampling survey - is a study that obtains data from a subset of a population,

in order to estimate population attributes.

Requirements of a good sample

 A good sample will be representative in the sense that characteristics of
interest in the population can be estimated from the sample with a known
degree of accuracy.

Statistical Inference
- is a mtehod of making deciions about the parameters of a population, based
on a random sampling.
Hypothesis - an assumption/conjecture about the value of the population
parameter.
Test of Hypothesis - deals with verifying a claim or a conjecture about a
parameter or distribution of the population

Two types of Hypotheses:

1. Null Hypothesis - is the statement or conjecture which is being tested. It is
usually denoted as Ho.
2. Alternative Hypothesis - is a statement that will be accepted in the event
that the null hypothesis is rejected. It is usually denoted as Ha

Action is true is false

Reject Type I error Correct Decision

Fail to Reject (Accept Correct Decision Type II error

)

In hypothesis testing, we don’t accept the null hypothesis, but rather, we

either reject it or fail to reject it, based on comparing the p-value
RESEARCH
- a systematic investigation aimed at understanding social phenomena and
improving practice
Involves collecting, analyzing, and interpreting data to inform decisions
- bridges theory and practice to address social issues effectively

KEY FEATURES OF SCIENTIFIC INQUIRY:

Trout
1. Tentative
2. Replication
3. Observation
4. Unbiased
5. Transparency

Theory - is a systematic set of interrelated statements intended to explain

some aspect of social life or enrich our sense of how people conduct and find
meaning in their daily lives.
Variable - is a concept, which means it is a mental image that symbolize an
idea, an object, an event, or a person.

TYPES OF VARIABLE
1. Independent variable - the variable that is manipulated or changed by the
researcher
 - example: time spent studying
2. Dependent Variable - the variable that is measured or observed to
determine the effects of the independent variable.
- example: exam scores

Example:
A study examines whether job training programs reduce unemployment rates
among homeless individuals.
Independent Variable: job training programs
Dependent variable: unemployment rates among homeless individuals
Deductive Logic
 Starts with a theory or hypothesis
 Theory-Hypothesis-Observation-Confirmation
 To test if a theory is true or false
 Top-down (from general to specific)
 A social worker starts with a theory that financial support reduces stress
among single mothers and collects data to test it.

Inductive Logic
 Begins with observations and develops theories or hypotheses based on
patterns found in the data
 Observation-Pattern-Hypothesis-Theory
 To generate new theories or hypotheses
 Bottom-up (from specific to general)
 A social worker observes that single mothers with financial support seem
less stressed and then formulates a theory

VARIOUS PURPOSES OF SOCIAL WORK RESEARCH IN INVESTING

PRACTITIONER VIEWS ABOUT AND USE OF EVIDENCE-BASED
PRACTICE
Purpose Qualitative Quantitative
Exploratory Gaining initial insights Identifying patterns or
and understanding of a trends using surveys
phenomenon through with open-ended
 focus groups, or questions or small-scale
observations. pilot studies
Description Describing Precise measurement
characteristics or and statistical reporting
experiences of a group of characteristics using
through thematic structured surveys or
analysis of narratives or experiments.
case studies.
Explanation Understanding relationship Establishing cause-and-
and meanings behind effect relationships
phenomena through hypothesis
testing and statistical
analysis
Evaluation Assessing the Measuring program
effectiveness of outcomes using pre-
programs based on tests, post-tests, and
participants’ perspective statistical comparisons
and qualitative feedback

Research Design - also called strategies of inquiry

- a detailed, systematic plan for conducting research
- it outlines how the research will be carried out, specifying the procedures for
collecting, measuring, and analyzing data.
- the research design addresses the “how” of the research study.

QUALITATIVE RESEARCH DESIGN

1. Narrative Research
 How individuals construct and tell their stories about experiences
 To understand the sequence and meaning of events in people’s lives
(storytelling)

2. Phenomenology
 A design of inquiry coming from philosophy and psychology in which the
researcher described the lived experiences of individuals about a
phenomenon as described by participants.
 The essence of lived experiences shared by a group, focusing on what
and how they experienced a phenomenon
 To uncover common themes and the essence of a shared experience

3. Grounded Theory
 Developed by Barney Glaser and Anselm Strauss (1967)
 Design of inquiry where the researcher derives a general, abstract theory
of a process, action, or interaction grounded in the views of participants
 The intent of a grounded theory study is to move beyond description and
to generate or discover a theory, a unified theoretical explanation
 Theory development

4. Ethnographies
 The study of culture it is in many ways similar to anthropology; this being
the study of human societies and cultures.
 To describe the characteristics of a particular culture/ethnographic group.
 The researcher studies the shared patterns of behaviors, language, and
actions of an intact cultural group in a natural setting over a prolonged
period of time.

5. Case Study
 Researcher develops an in-depth analysis of a case, often a program,
event, activity, process, or one or more individuals aimed at to generalize
over several units.
 To provide an in-depth understanding of a specific case
 To generate insights that can inform theory, practice, or policy

QUANTITATIVE RESEARCH DESIGN

1. Descriptive Research
 Broad type of research design that aims to describe the characteristics of
a phenomenon or a group of subjects
 Provides a detailed account of a situation as it exist naturally, without
manipulating any variables

Inferential Research
 To draw conclusions and make predictions about a population based on
a sample
Survey - a method that involves collecting data from a predefined group of
respondents (sample)
2. Correlational Research
 Attempts to determine the extent of a relationship between two or more
variables using statistical data
 Indicates an association or relationship between two variables.

3. Experimental Research
 Seek to determine if a specific treatment influences an outcome

4. Quasi Experiment
 Quasi= “resembling”
 Although the independent variable is manipulated, participants are not
randomly assigned to conditions or orders of conditions
 Most likely to be conducted in field settings in which random assignment
is difficult or impossible
 It lacks random assignment but includes a comparison group
COMMUNITY EDUCATION AND TRAINING

 Pop-Ed is greatly influenced by the concepts and methods of adult

education
 In 1970s, the emergence of “people’s participation” in many United
Nations documents in the mid-1970s also generated interest in a type of
alternative education for the masses which would prepare them to actively
participate in the development process.
 1980s- the term popular education (pop-ed) gained recognition in the
Philippines; it was sustained partly because of the people power fewer
which swept the country at that time.
 Education historically served two contradictory functions:
 A tool of colonial and elite powers to subjugate the people’s
consciousness;
 A potent instrument with which the masses fight for oppression

Training - is the systematic acquisition of knowledge, skills, rules, concepts,

and the formation of attitude and values that result in improved performance
in various work environments.

Learning - is the basic objective of all the training and development activities.
It is the process of acquiring, assimilating, & internalizing cognitive, motor or
behavioral inputs…
Development - in the training context refers to the personal development of
individuals, which will enable them to continuously grow to their fullest
potential as persons and to better manage the human relationships that are
part of their lives.

Training for empowerment - it aims to enhance people’s access and assets

to control their livelihood and their future conscientization, participation and
organization from the seeds for building people’s countervailing power that
can transform the current oppressive social structures.
Liberal Model of Community Education
- it is based on the premise that the community is a homogeneous entity
where all people are equal and free and that they can be freer and more
enlightened when exposed to education
- A liberal education program - help people's organizations identity and
satisfy the needs of all members of the community at the same time.

Liberating Model of Community Education

- based on the assumptions that there are structural injustices in the society
as mentioned by Freire (1974) injustices exist in the political, social economic
spheres of the community.
- radical in content and approach, is to raise the consciousness of members to
take action and bring social and political changes

ANDRAGOGY
 Alexander Kapp - first known user of andragogy
 method and practice of teaching adult learners

CONNECTIONSIM (Edward Thorndike)

 Learning could be adequately explained without referring to any
unobservable internal states.
 Learning is the result of associations forming between stimuli and
responses.
 Such associations or "habits" become strengthened or weakened by the
nature and frequency of the Stimulus-Response pairings.
 The paradigm for Stimulus-Response theory was trial and error
 learning in which certain responses come to dominate others due to
rewards.

Thorndike's theory consists of three primary laws:

(1) law of effect - responses to a situation which are followed by a rewarding
state of affairs will be strengthened and become habitual responses to
that situation.
(2) law of readiness- a series of responses can be chained together to satisfy
some goal.
(3) law of exercise- connections become strengthened with practice and
weakened when practice is discontinued. Transfer of learning depends upon
the presence of identical elements in the original and new learning
situations; i.e., transfer is always specific, never general.

SOCIAL LEARNING THEORY (Albert Bandura)

 Emphasizes the importance of observing and modeling the behaviors,
attitudes, and emotional reactions of others.
 Modeling– from observing others, one forms an idea of how new
behaviors are performed, and on later occasions this coded information
serves as a guide for action.
 Most human behavior is learned observationally through modeling.
 It is also the theoretical foundation for the technique of behavior modeling
which is widely used in training programs. (Bandura,1997)
 Bandura (1977) states: "Learning would be exceedingly laborious,
 not to mention hazardous, if people had to rely solely on the effects
 of their own actions to inform them what to do.

ANDRAGOGY (Malcolm Knowles)

 Knowles, considered the father of adult education, emphasizes that adults
are self-directed and expect to take responsibility for decisions. Hence,
adult learning programs must accommodate this fundamental aspect.
 This theory was specifically developed for adult learning, meaning adults
teaching other adults, therefore provides a different role for the trainers.
 In practical terms, Andragogy means that instruction for adults needs to
focus more on the process and less on the content being taught.
 Here, instructors adopt a role of facilitator or resource rather than lecturer
or grader.

MULTIPLE INTELLIGENCES (HOWARD GARDNER)

• It suggests that there are a number of distinct forms of intelligence that each
individual possesses in varying degrees:
(1) linguistic,
(2) musical,
(3) logical-mathematical,
(4) spatial,
(5) body-kinesthetic,
(6) intrapersonal (e.g., insight, metacognition) and
(7) interpersonal (e.g., social skills).
• The different intelligences represent not only different content domains but
also learning modalities
• Learning/teaching should focus on the particular intelligences of each
person.
• The theory has been focused mostly on child development although it
applies to all ages.

EXPERIENTIAL LEARNING (CARL ROGERS)

• Rogers distinguished two types of learning:
1. cognitive (meaningless) – refers to academic knowledge (i.e. learning
vocabulary or multiplication tables)
2. experiential (significant) - refers to applied knowledge (i.e. learning about
engines in order to repair a car)
• The key to the distinction is that experiential learning addresses the needs
and wants of the learner.
• Rogers lists these qualities of experiential learning:
 personal involvement,
 self-initiated,
 evaluated by learner, and
 pervasive effects on learner.

 Facilitation Theory-The role of the teacher is to facilitate experiential

learning by setting a positive climate for learning, clarifying the purposes
to the learner, organizing and making available learning resources, and
balancing intellectual & emotional components of learning.
According to this theory, facilitative teachers are:
1. Less protective of their constructs and beliefs than other teachers.
2. More able to listen to learners, especially to their feelings.
3. Inclined to pay as much attention to their relationship with learners as to the
content of the course.
4. Apt to accept feedback, both positive and negative, and to use it as
constructive insight into themselves and their behavior.

 It prescribes teaching the simplest solution path for a problem and then
teaching more complex paths until the entire rule has been mastered

Synergogy (Robert Blake)

 A systematic approach to learning in which the members of small teams
learn from one another through structured interactions and non-directive
intervention. –Challenge and stimulation are created through social
situation under which real as well as felt needs for learning can be
satisfied. –
 The instructor or learning administrator:
[Link] educational materials (from which knowledge or insights can be
acquired)
[Link] designs-instruction for team action-that stimulate learning.

Transformative Learning (Jack Mezirow)

• Learning makes meaning of a person’s life, in other words, learning about
one’s life.
• It is described as learning that changes the way individuals think about
themselves and their world, and that involves a shift of consciousness.
• To Mezirow (2000), TL is a rational process. As individuals reflect on and
discuss their assumptions about the world, they often experience a shift in
their frame of reference or world view.
• It is essential that participants engaging in reflective discourse have
complete and accurate information about the topic for discussion, be free from
bias, and meet in an environment of acceptance, empathy, and trust
(Mezirow, 1997, 2000).

Bloom’s Taxonomy (Benjamin Bloom)

• During the 1950’s, a team of educational psychologists were led by
Benjamin Bloom in the analysis of learning behaviors.
• The results of this team’s research produced what is known today in the field
of education, as Bloom’s Taxonomy.
• This hierarchy of learning behaviors was categorized into three interrelated
and overlapping learning domains: (CPA)
1. cognitive (knowledge)
2. psychomotor (skills)
3. affective (attitude)

CPA:
Cognitive domain (Knowledge) – Exhibited by a person’s intellectual abilities.
– Observable and unobservable skills such as comprehending information,
organizing ideas, and evaluation information and actions.
 Psychomotor domain (Skill) – Refers to the use of basic motor skills,
coordination and physical movement.
Affective domain (Attitude) – It addresses a learner’s emotions towards
learning experiences. – A learner’s attitudes, interest, attention, awareness,
and values are demonstrated by affective behaviors.

Training Needs Analysis - A process that involves a procedure to determine

whether the training will indeed address the problem/need in terms of
knowledge, skills and attitude of a target group. Here, trainer’s perception will
be cross checked with the target group’s perception.
T - target specific of KSA needs
N- name gaps necessary to carry out jobs/tasks/roles
A- acquire desired behavior / performance

TRAINING DESIGN
• It is a detailed outline of the program objectives, training curriculum, training
methodologies, evaluation scheme, and other administrative concerns in
implementing a training program.
• It serves as a sketch that describes what a specific training program is
all about and how it will be conducted. • It as the blueprint for the
learning/training environment (Ortigas (1990)
• On the other hand, a Training Design Matrix serves as the blueprint of all the
learning activities that learner’s will experience during the whole training
program
• Course Design - the document which contains rationale, objective, subject
matters/ topics, methodologies and resources to be used in the conduct of the
training. Provides the overall direction and focus of the training as well as the
specific inputs and outputs.

Training Design Component

The components of a training design:
1. Rationale -An overview of the training program which states the means for
undertaking the activity and management expectations on the outcome of the
program which will ultimately meet the organizational goal.

2. Target participant- The specific group of trainees who are to partake in the
training program upon undergoing through a training needs analysis. They are
the focus of the learning activity and expected to participate actively in the
learning process.

3. Curriculum
A description of how the course is organized. It has the 4 following
main elements:
statement of objectives,
content or learning experience articulated in the modules and topics,
methods and strategies of teaching,
duration and organization of content

Objectives - refers to the desired organizational and behavioral attribute

characteristics to be attained during and after the conduct of training.

1. Behavioral objectives describe what the trainees should be able to do at the

end of the training course
2. Instructional objectives indicates the depth to which a subject is to be
discussed.
Process - the dynamics of interplay of behaviors within the training situations
leading to the attainment of the training objective/s
Behavior - any observable or visible action or activity performed by the learner

2. Course Content (or Content)

Are the subject matter/topics taken up in the training courses to attain the
objectives. It refers to the logical arrangement/ sequencing of subject
matter/topics to be taken up during the training to attain the objectives of the
program. The topics are lumped together into a module.
Training module (also called “training manual”) It refers to a component of a
training program. It is a series of interrelated topics which can be combined
or discussed separately. The training module best describes the course
content.

Conceptual Framework - This is the cognitive map or integrative

expression & representation of the whole training program, summarizing
total program objectives, & flow of activities in a conceptual, graphic
representation.

3. Training Methodologies

• Refers to the various ways at which the dissemination of concepts/ ideas/

knowledge and skills can be effected.

• Includes the selection of instructional media and the materials to be used as

aids in facilitating the learning process (Ortigas, 1990).

• Should be matched with the objective and content of the training as well as
with the needs of the participants.

MOBILIZATION :

Resource Person— someone who possesses the experience/knowledge

and expertise of the subject matter/field of study and who has the
capability to effectively deliver the subject matter to the participants.

Participant— a person who is the focus of learning activity and who is

expected to participate actively in the learning process.
Training Team- a group of persons composed of the training
director/coordinator, facilitators, and training assistants/process
analyst, who work together to see to it that the training process supports the
objectives of the training program (preferred number of training team
members is 3 )

Dry Run - a mock presentation of the training activity where each

person/member of the training team participates in a “real life” scenario setting
with the main purpose of detecting/finding out/ironing out issues and
bottlenecks that may crop up in the actual implementation of the training

Training Kit - Contains all the materials needed by each participant for the
training activity., such as training materials for the use of the participants (ex.
Handouts, program, course design, learning diary, pen, pad , paper, ID, etc.)

Administrative and Financial Support – the allocation and disbursement of

training funds for the implementation of the training (ex. supplies and
materials, honoraria, food and accommodation, etc).

III. IMPLEMENTATION

Facilitating
The art of enabling people to do or become better individuals
through a collective and meaningful process of growth. It both task and
maintenance functions.
TASK: provide directions for learning and accomplish expected
results

MAINTENANCE: provide venue for group participation and help

build learning and working teams.
Facilitator
 change agent who structures learning situations/experiences with the end
result of enhancing the learner’s capabilities to be sensitive to his or her own
processes and behavior. The person who handles session proper, and is
over-all in charge in the flow of the training program. Together with the
training coordinator, this person also conducts clinic-ing session after each
activity.

A. Unfreezing - This is the preparatory stage of learning where the learner

has to unload existing behavior/psychological baggage/defense
mechanisms which may obstruct the learning of the new behavior.
a. Ice Breakers - a brief activity designed to bring people
together, relax, energize and mentally prepare for the trainings. The best
ice breakers stimulate thinking that will help focus the participants on the topic
of the meeting, and promote interaction with each other.

B. Priming - process by which the participants in consensus, set the

direction of the entire training program and to prepare the participants
for the tasks to be accomplished during the training.

This is consists of the following:

 leveling of expectations
 goals and responsibilities clarified
 orientation on the training program
 establishment of rules agreed upon by the trainor and the participants

C. Integration (Refreezing)—a stage of learning where the learner is

able to piece together the learnings in the training and sees value in its
application to his or her real life situation.

A. Processing – a way of surfacing experiences and insights of participants

and interpreting these into the learning context.
b. SLEs – Structured learning exercises utilize dynamics of groups to achieve
learnings from: interaction of people, people’s behavior in groups,
communication with other people in the group.
D. Recapitulation – a daily activity where the trainor or the participants
summarize the previous session, learnings and insights including their
assessment of their progress in learning.

E. Team Building - A process consisting of a series of synergy-building

exercises designed to promote group cohesiveness and effectiveness in
performing and achieving their common goals and tasks.

F. Clinic-ing - an activity to assess the progress and the effectiveness of

the training in terms of the following: process within the training,
relationships, physical environment, & problems and issues relevant to
training

Evaluation is the process of looking back to assess the effectiveness of

various learning activities in a training situation.

• It is also done to appraise the training program in terms of extent to which

the set objectives have been attained based upon the set standards.
• It aims to improve program implementation and introduce changes if need
be.

TYPES OF EVALUATION

1. Formative (also known as developmental evaluation)

- Measures observed outcomes against intended outcomes
- Determines what changes can be done to make on-going training programs
more efficient and effective.

2. Summative (also known as terminal evaluation)

- Measures its objects against an absolute norm, or definitive standard of
excellence.
- Designed to appraise a program after it is well-established
- Answers whether or not the program outcomes are congruent with its stated
goals, and if not, what factors can account for such discrepancy.
3. Cooperative Evaluation – a “self-peer-leader” form of assessment.

Levels of Evaluation (Donald Kirkpatrick):

Reaction - the trainees’ judgments regarding program content, methodology,

course management, training schedule, teaching materials, resource
speakers and training team, and other aspects of program/course
implementation.

Learning - the trainees’ acquired concepts, skills and attitudes from the
program
Behavior - the trainees’ immediate and future behavioral output related to
program goals, e.g. echo seminars, project proposals, meetings, organizing
work, etc.

Results - the program’s immediate and long-range results, expectation

setting, knowledge and skills, improved job performance, etc.

DOCUMENTATION
It is a continuous process of observing, gathering, reflecting on and
analyzing data or phenomena
• It records two aspects of the training program: process (what happened) and
content (what were taken up)
• A documentation scheme should outline the procedure or guidelines by
which the activity will be systematically recorded.
Data collection methods for documentation:
observation (direct or participant observation)
interview(semi-structured, interview w/ key informant)
focused-group discussion
review of secondary data.
THE VARIOUS TYPES OF DOCUMENTATION
1. Recording
Simple Recording - an essay way of reporting data and usually uses
simple fact sheets which contains basic data /information and answers the
questions what, who, why, where and how (e.g. time sheet, work plan)

Process Recording - a more detailed way of preserving data which

includes observations, impressions, insight and analysis of the
organizer-documenter; describes and examines the situations and process
of activities (project study, case study, proceedings)
2. Research
a. Social Analysis - a systematic way of gathering data/information
with participation of participants to the program/project being documented
(e.g. community study)
b. Process Documentation Research - a process which provides
continuous information about the programs and activities in the
community/ organization and data becomes the source of identifying
strategies, policy directions and re-orientation of programs to fit target
clientele (e.g. program evaluation study, training program design formulation)

3. Reporting is different from documentation but recording is subsumed under

documentation. Documentation is needed in making the training report.

Post-Training Activities

A. Terminal Report - the report that accounts for the entire

conduct of the training program, essentially. It includes the documentation
result on a day-to-day basis recounting the process, the content and relevant
appendices such as course design, list of participants and evaluation results
B. Post-training monitoring and evaluation –activity conducted
after the training to determine and assess changes on on-the-job
behaviors as a result of the training.
 C. Follow-through – subsequent activities identified based on the
result of the monitoring and evaluation conducted to effect desired
change, ex. Site visit, job rotation, setting up of demonstration farm

COMMUNITY EDUCATION TOOLS:

1. SOCIO-ECONOMIC RANKING
- a tool used to assess and rank village families in terms of relative socio-
economic status, In this case, through the perception of a number of key
informants drawn from the community. The informants determine the criteria
for describing socio-economic classes, decide how many different classes
exist In the village, and then assign village families to each defined class.
2. PROBLEM RANKING
- tool used by a community to identify and rank problems in order of priority
by assessing their relative importance using a set of criteria.

3. HISTORICAL TRANSECT
- pictorial representation of an area through time.
- can be used during the initial phases of program

4. TREND LINE
- illustrates the community’s perception of certain events and changes.

5. DAILY ACTIVITY
- tool that provide information on the various activities performed daily in the
reproductive and productive sphere..

6. SWOT ANALYSIS
- These may include socio-cultural, political, economic, environmental,
technical and other dimensions, The SWOT analysis can complement other
tools including institutional analysis and stakeholder analysis

7. STAKEHOLDER ANALYSIS
- method by which people generate insights Into the characteristics of
individuals and / or groups, and their respective relationship to a particular
resource or project..

8. IDENTIFICATION OF KEY INFORMANTS

- Key informants are community members who are able to provide information
on a particular research topic based on their knowledge, skills or experience
with that subject.

9. PROBLEM TREES AND WEBS

- Problem tress and webs are diagrammatic presentations of a problem, its
causes and effects. These are done after a community has identified and
prioritized its problems

10. SEASONAL CALENDAR

- A seasonal calendar is a tool for documenting regular cyclical periods (i.e.,
seasonal) and significant events that occur during a year and influence the life
of a commodity.

11. HISTORICAL LINES

- This activity generates historical information on significant changes in the
community's environment, · demography and other events that affect the ·
community. This tool documents significant events and changing conditions in
the community in written format, symbols or both.

12. RESOURCE MAPPING

- A method for collating and plotting on the occurrence, distribution, access
and use of resources within the economic and cultural domain of a specific
community. Variations are introduced in selecting particular participant
groups ( e.g., gender) or in adding a further stage to generate a topographic
map - related information through a two-stage resource mapping process.
Active Participation - is one of the cornerstone of community-based
environmental management.

FORMULATING A TRAINING DESIGN

 The first step of design is to decide on the format or the way that the
content of your program will be organized for learning.
1. WORKSHOPS - highly recommended for community and environmental
education because of their intensity and emphasis on problem solving. It
actively involves participants in identification and analysis of problems, as well
as development and evaluation of solutions.
2. FIELD TRIPS/ LAKBAY ARAL
 It can be used in combination with other learning formats or as the main
focus. People learn best about the environment when they experience it
directly.
 Field trips can be taken to view environmental innovations or technologies
 To experience the natural world, or to view particular community approach
 Whatever the focus, it must be something that the participants can
actively experience.

3. ACTION PROJECTS
 These are the effective tools to help participants learn more about their
environment/community while they participate is a stewardship activity.

4. DRAMA AND FESTIVALS

 Creative educational opportunities, particularly using theatre, are very
effective and popular methods of sharing environmental/community
education messages.
 Theatre is particularly useful because the environmental action that is
required can be role-played, and participants can easily see what is
expected of them.
 Drama presentations can also be aimed at target groups that have low
levels of literacy and are an effective way of integrating humor
 Humor can be an important part of an effective environmental education
provided that all sectors in society are targeted equally.
 Plays and other festivals are also ideal forums for integrating
environmental topics of basic human needs
 Puppetry or any form of creative storytelling is ideal for gaining the
attention of all ages in the community.

Participation is the theme and end goal of all community/environmental

education.

METHODS:
1. NOMINAL GROUP TECHNIQUE
- is a process which helps a group identify problems and solutions and
establishes priorities.
- the group brainstorms and then votes to decide which issues have greatest
priority.
- Three (3) most common applications:
 Problem identification
 Solution exploration
 Priority setting

2. CASE STUDIES
- the purpose is to stimulate discussion about a problem and look for solutions

3. ROLE PLAYING
- can be an effective technique for helping people to understand the
complexity of community/environmental issues and for participatory action.
- two (2) kinds of role-play activities:
 Structured - the facilitator controls the basic scenario, script and roles
 Unstructured - participants themselves invent the roles and scenarios and
they go along.
4. THE USE OF META CARDS (Visualization in Participatory Program)
- this method is people-centered approach to planning, training, and other
group events
- is a creative combination of a number of different methods which have
evolved over time

5. ENVIRONMENTAL GAMES
6. USE OF CREATIVE ARTS
7. SMALL GROUP DISCUSSION OR STUDY CIRCLES
8. SLIDE AND VIDEO PRESENTATION

THE JUDICIAL BRANCH

- is responsible for interpreting and applying laws, settling legal disputes, and
determining the constitutionality of laws.
- it acts as a check on the other two branches, the legislative and executive,
by ensuring they adhere to the constitution

THE EXECUTIVE BRANCH

- is the part of government responsible for carrying out and enforcing laws
- headed by the president, who also acts as the head of state and
commander-in-chief of the armed forces.

THE LEGISLATIVE BRANCH

- is the part of government responsible for making laws.

ORGANIZATIONAL DEVELOPMENT
 It is a process of continuous diagnosis, action planning, implementation
and evaluation goal of transferring knowledge and skills to organizations
to improve their capacity for solving problems and managing future
change.

TOTAL QUALITY MANAGEMENT

- is a management philosophy that focuses on continuous improvement and
customer satisfaction by involving everyone in an organizations in ensuring
quality.
- emphasizes continuous improvement, involving all employees in achieving
quality excellence

MANAGEMENT BY OBJECTIVES
- is a strategic approach where managers and employees collaboratively set,
record, and monitor goals for a specific period.
- It's a process of defining organizational objectives and translating them into
individual goals, aligning everyone's efforts toward achieving the company's
overall vision.
Social Policy
- are the rules, regulations, and laws that govern how societies addresses
social issues and meet the needs of individuals, families, and communities

Public Policy
- refers to the principles, decisions, and actions a government takes to
address societal issues and achieve specific goals.

Policy
- a definite course or method of action selected from among alternatives and
considering given conditions to guide and determine present and future
decisions.

What model of policy process emphasizes the role of interest groups and the
competition between them?
Answer: Pluralism - refers to the idea that diverse interest groups and
perspectives should have a voice in shaping public policy.

Elite theory - in the policy process suggests that public policy is primarily
shaped by a small, influential group of elites rather than by the general
population.
Incrementalism - refers to a process of making changes in small, gradual
steps rather than large, sudden shifts. In politics and public policy, it's a
strategy of building on existing policies and making minor adjustments over
time, rather than introducing completely new programs

Rational Choice Theory - posits that individuals make decisions by rationally

evaluating the potential costs and benefits of their actions, aiming to maximize
their own self-interest or align with their values.

Knowledge Management - this involves the creation, collection, storage,

distribution and application of know-what and know-how

Activity Plan - it captures all activities which are required to achieve a

particular milestone. Depending on the size and duration of the project one
normally applies a “rolling wave” approach, meaning you just plan the
activitiies of the next period and do not plan all detailed activities for all.