FEU ALABANG
National Service Training Program
Civic Welfare Training Service
NSTP 1 IMPLEMENTED
2nd Trimester, AY 2019 – 2020
COMMUNITY PROJECT CRITIQUING AND EVALUATION
Written Final Exam
Blended Learning Paper #1
Assessment of Community Action Initiative
The Philippine Constitution states, “The State recognizes the vital role of the youth in nation-building and
shall protect their physical, moral, spiritual, intellectual and social well- being (Article II, Section 13)
The youth are a vital source of the community. They are not only a dynamic foundation of community force
but are also considered as community change agents. They are considered as forerunners of social transformation
and remain as an essential asset of the community because of their creativity, resourcefulness, and keenness.
There are four integrated strategies that were formulated to protect their social well-being namely: (1)
building youth-caring communities, (2) developing community-caring youth, (3) re-engineering the mechanism
through which the youth services are delivered, and (4) becoming more responsive to the specific needs of the youth.
Below are two cases of academic and school-based community engagement experience. Read them. Write a
case analysis and give recommendations for improvement which might be useful to your future community
engagements.,
Objective:
Through case analysis the students will recognize the value of undertaking community action modalities and
assess selected community-action initiatives.
Instructions:
1. Read the two cases of youth community engagement.
2. Write a case analysis and recommendations for improvement.
3. The questions to answer in the case analysis are:
a. What are the strengths and weaknesses of the program? For example, you may look
into the planning, implementation and evaluation of activities. You may also look at
their principles, vision, technology, methods and linkages.
b. What are the student organizations’ threat and opportunities?
c. What are your recommendations for improvement?
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CASE A.
A Student Organization in Action: Computer Literacy for the Urban Poor Community
In the country, digital divide is recognized as contributory factor in unequal access to goods and services. Digital
divide signifies disparities among groups in terms of information and communication access. It is a manifestation of a world
where people are divided --- between haves and the have nots, between those who have access and those who do not have an
access. This situation is present here in the Philippines, in rural and urban poor areas. It is existing right in our nearby
communities (Rouse, 2005).
In order to reduce digital divide, physical access (ICT device), financial access (ICT device and related cost),
sociodemographic access (limits ICT usage), and cognitive access (information literacy) are needed.
In the surrounding barangay of school A, computers are very limited and the community cannot afford to buy or even
pay rent for the computers. Many of the kids are deprived of computer access so they have limited knowledge or skills in
computer use. Thus, computer literacy is rampant in the area.
It is in this context that a student organization near the community Kalidad, pursued a project called, Kalayaan sa
Kamangmangan para sa Pamayanang Kalidad. The main thrust of the organization is to implement a long-term and
sustainable community computer literacy project. Their project aims to assist its target beneficiaries as farmers.
The computer literacy program of School A is divided into Basic Computer Literacy and Advance Computer Training
on Multimedia Applications. The Basis Computer Literacy Program is for trainees who have no prior exposure to computers.
Hence the computer tutorials include introduction to basic computer applications such as MS Word, Excel and PowerPoint.
Apart from learning exercises and homework, a final examination was given to the trainees on the last day to gauge the extent
to which the learning objectives were met.
Advance Computer Literacy, on the other hand, focuses on multimedia applications requiring familiarizations in any
or a combination of the following topics: Moviemaker, PowerPoint, and/or Photoshop. The contents were designed so that
participants could have hands-on experience on using computers for developing educational media for schools. Similarly,
learning exercises and final examinations were given to the trainees to measure their learning progress and performance. The
sponsoring organizations held a recognition day to distribute certificates of participation and completion to deserving
attendees.
Training was both school-based and community-based. Presently, the student organization is consciously working
toward the implementing a high-impact computer literacy project outside the school in partnership with nearby barangays and
non-governmental organizations. The student organization fulfills its role in contributing to the realization of a youth friendly
city by increasing computer literacy rate among youngters in a number of barangays. Computer literacy projects are now being
done on a regular basis for program sustainability and high impact.
The student organization has entered into a memorandum of agreement with its partners and role of each one is clear.
Prior to the forging of the partnership, the students conducted consultations and meetings with the different sectors in Barangay
Kalidad (the pilot barangay) and other barangays. They also undertake regular evaluation and planning with the barangay.
CASE A.
A Student Organization in Action: Computer Literacy for the Urban Poor Community
1. What are the strengths and weaknesses of the program? For example, you may look into the planning, implementation
and evaluation of activities. You may also look at their principles, vision, technology, methods and linkages.
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2. What are the student organizations’ threat and opportunities?
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3. What are your recommendations for improvement?
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CASE B.
A Community-Engaged Student-Faculty Project: Bringing Light to a Remote Community
The lack of energy supplies in rural areas, particularly those situated in remote and mountainous regions is a perennial
problem. Traditionally, rural folks use kerosene or wood for lighting and cooking. Rural electrification through conventional means
such as grid connection or diesel generators for residential and agricultural use remains very costly. Poverty exacerbated by oil price
hikes in the world market and the need for environmental protection have led to an interest in developing alternative sources of
renewable energy that is affordable, environment friendly, and sustainable.
This was the situation in the remote villages of Community B which has long been deprived of electric power. Thus in
1995, the diocese in that place invited one university in Manila to assist the Tinggian people in their research technology
development of a micro-
Hydropower project in Malibcong, Abra. The project was aligned with the Diocese’s Community Based Environmental Development
and Management Program.
Responding to the call of service, the University together with its faculty, students, and personnel, worked closely in
partnership with the diocese and in cooperation with the Department of Science and Technology (DOST), the Local Government
Unit (LGU), another university in Pangasinan, and Community B. For the university, the primary goal of the project is to provide
electricity in rural communities.
The University delegates, assisted by the parish workers of the diocese, conducted social preparation including community
consultations and dialogue with the local people. Site visits were also undertaken. As part of protocol, they paid courtesy calls to the
provincial and local government officials. This was followed by community profiling to better understand the economic, political,
and sociodemographic profile of the local residents. A site selection was likewise conducted to find a place where there is sufficient
water flowing with sufficient strength. A rapidly flowing river stream or river (especially one that has a good slope) is suitable for a
micro-hydropower plant.
In conceptualizing the project, series of meetings were held. They were initiated by the diocese and involves the
university, municipal’s Science and Technology Department, Department of Science and Technology (DOST), the state university,
the provincial government and the local government units. The different stakeholders committed their time, resources, and expertise
for the realization of the micro-hydro project.
The problems encountered include social acceptability when the new micro hydro- technology was introduced to the IPs,
technical viability of the micro-hydro project, selection and acquisition based on the community’s needs, and kaingin or the practice
of slash and burn, which might lead to forest deforestation and loss of habitat.
Actions taken were protocol sensitive such as courtesy calls; community profiling to identify the needs and aspirations of
the community members; genuine dialogue and consultations involving multi-stakeholders; involvement of tribal community
members from project conceptualization, to implementation, to monitoring, to evaluation; community participation; and observance
of the principles of sustainable development. Faculty and students form the universities involved conducted a research on hydrology
to determine if the water source has either elevation or flow. They also assisted in the designing construction, and installation of the
micro-hydro project.
The community members, on the other hand, assisted in providing labor and food. Funding support came from various
sources. The tribal community organized themselves into associations and cooperatives and became responsible for the daily
operations and maintenance of the micro-hydro project. The money generated from monthly collections (as electric service charge)
and payment for rice milling services are used to pay for the operator and electrician who run and maintain the CB-MHP. The
formation of the cooperative was initially supported by the University in the form of education and training and later on, it was
sustained by the volunteer nuns from the diocese. The community actively participated in environmental protection and
conservation via tree planting to maintain the watershed and conserve biodiversity.
Through the micro-hydro projects, the community now has electric power. People began purchasing and investing on TVs,
radios, DVD player, and other electronic appliances. There is better quality lighting with PHP30 monthly tariff for maintenance and
labor cost, and there is an increased PHP20 monthly savings per household. Equally important is how the tribal group organized and
mobilized itself to be trained in the management of the micro-hydro project. The project also provided employment opportunities
and training to one operator and one electrician per barangay. People became aware of the micro-hydro project and appreciated its
beneficial effects. Due to TV and radio, there are regular new updated and link to the outside world. There is extended hours for
study time and small businesses (sari-sari store, milling services, etc.) Lastly, people become more concerned with environmental
protection and conservation because they wanted to ensure the steady supply of water and the prevention of soil erosion.
CASE B.
A Community-Engaged Student-Faculty Project: Bringing Light to a Remote Community
1. What are the strengths and weaknesses of the program? For example, you may look into the planning, implementation
and evaluation of activities. You may also look at their principles, vision, technology, methods and linkages.
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2. What are the student organizations’ threat and opportunities?
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3. What are your recommendations for improvement?
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