NATIONAL SERVICE TRAINING PROGRAM1987 Philippine Constitution PREAMBLE

We, the sovereign Filipino people, imploring the aid of Almighty God, in order to build a just and humane society, and establish a Government that shall embody our ideals and aspirations, promote the common good, conserve and develop our patrimony, and secure to ourselves and our posterity, the blessings of independence and democracy under the rule of law and a regime of truth, justice, freedom, love, equality, and peace, do ordain and promulgate this Constitution.

The Republic Act 9163: An Overview of the National Service Training Program

(NSTP) Act of 2001BACKGROUND The Expanded Reserve Officers Training Corps (ROTC) Program The Expanded Reserve Officers Training Corps

Program Experience

The Expanded Reserve Officers Training Corps (ROTC) Program was mandated by the Constitution. > The state shall promote and protect the physical, moral, spiritual, intellectual and social well-being of its citizenry. The Head Quarters of the Armed Forces of the Philippines directive dated June 1994 established the Expanded ROTC Program.

The implementation of the Expanded Reserve Officers Training Corps (ROTC) Program started during the School Year 19961997. On February 9, 1996, the Commission on Higher Education (CHED) issued CHED Memorandum Order No. 10, Series of 1996 on the Revised Guidelines in the Implementation of the Expanded ROTC Program. The offering of the three components of the Expanded ROTC Program namely, Military Training Service (MTS), Law Enforcement Service (LES) and Civic Welfare Service (CWS) was declared mandatory for all Higher Education Institutions (HEIs). The Expanded ROTC Program enables the cadets who are in the last year of the basic military training to choose from the three components.

Article 3, Section 7 of RA 7077 stated that the mission of the Citizen Armed

Force,alternately referred to as the Reserve Force, is to provide the base for the expansion of the Armed Forces of the Philippines in the event of war, invasion or rebellion, to assist in relief and rescue during disasters or calamities, to assist in socio-economic development and to assist in the operation and maintenance of essential government or private utilities in the furtherance of overall mission.

Likewise, Program was established Program as

the to

Expanded sustain the

ROTC ROTC

one of the fertile sources of manpower for the

AFP Reserve Force, to provide the students enrolled in the initial baccalaureate degree programs with options other than military training to satisfy the requirement for graduation thereof and to provide a forum for the implementation of the National Service Law.

The three components of the Expanded ROTC Program: 1.

Cadets who were enrolled in Military Service (MS) underwent basic training on parade drills, military courtesy and discipline and combat training.

2. Those who opted for Law Enforcement Service (LES)

were given training on law enforcement services. 3. The Civic Welfare Service (CWS) option was consisted

of activities designed to encourage the youth to contribute in the improvement of the general welfare and the quality of life for the local community. Emphasis here was given to health, education, safety, livelihood, and morale of the citizenry. Lectures focused on loyalty, patriotism, nation building, civic-consciousness and other values.

A New Beginning and Beyond: The National Service Training Program (NSTP) Act of 2001 The National Service Training Program (NSTP) Act of 2001 The National Service Training Program (NSTP) Act

of 2001, RA 9163, has been signed into law by her Excellency, President Gloria Macapagal Arroyo on January 23, 2002, in response to the public clamor for reforms in the Reserved Officers Training Corps (ROTC) Program.

Republic of the Philippines Congress of the Philippines Metro Manila Twelfth Congress First Regular Session Begun and held in Metro Manila, on Monday, the twenty-third day of July, two thousand one.

[REPUBLIC ACT NO. 9163] AN ACT ESTABLISHING THE NATIONAL SERVICE

TRAINING PROGRAM (NSTP) FOR TERTIARY LEVEL STUDENTS. AMENDING FOR THE PURPOSE REPUBLIC ACT NO. 7077 AND PRESIDENTIAL DECREE NO. 1706 AND FOR OTHER PURPOSES.

SECTION 1. Short Title. This Act shall be known as the National Service Training Program (NSTP) Act of 2001. SECTION 2. Declaration of Policy. It is hereby affirmed the prime duty of the government to serve and protect its citizens. In turn, it shall be the responsibility of all citizens to defend the security of the State and in fulfillment thereof, the government may require each citizen to render personal, military or civil service. Recognizing the youths vital role in nation building, the State shall promote civic consciousness among the youth and shall develop their physical, moral, spiritual, intellectual and social well-being. It shall inculcate in the youth patriotism, nationalism, and advance their involvement in public and civic affairs. In pursuit of these goals, the youth, the most valuable resource of the nation, shall be motivated, trained, organized and mobilized in military training, literacy, civic welfare and other similar endeavors in the service of the nation.

SECTION 3.

Definition of Terms. For purposes of this Act, the following are hereby defined as follows: (a) National Service Training Program (NSTP) is a program aimed at enhancing civic consciousness and defense preparedness in the youth by developing the ethics of service and patriotism. (b) Reserve Officers Training Corps (ROTC) is a program institutionalized under Sections 38 and 39 of Republic Act No. 7077 designed to provide military training in tertiary level students in order to motivate, training, organize and mobilize them for national defense preparedness. (c) Literacy Training Service is a program designed to train students to become teacher literacy and numeracy skills to school children, out of school youth, and other segments of society in need of their need (d) Civic Welfare Training Service refers to programs or activities contributory to the general welfare and the betterment of life for the members of the community or the enhancement of its facilities, especially those devoted to improving health, education, environment, entrepreneurship, safety, recreation and morals of the citizenry.

SECTION 4. Establishment of the National Service

Training Program. There is hereby established a National Service Training Program (NSTP), which shall form part of the curricula of all baccalaureate degree courses and of at least two (2) year technical vocational courses and is a requisite for graduation, consisting of the following services components: (1) The Reserve Officers Training Corps (ROTC), which is hereby made optional and voluntary upon the effectivity of this Act; (2) The Literacy Training Service; and (3) The Civic Welfare Training Service

The ROTC under the NSTP shall instill patriotism, moral,

virtues, respect for rights of civilians, and adherence to the Constitution, among others. Citizenship training shall be given emphasis in all three (3) program components. The Commission on Higher Education (CHED) and Technical Education and Skills Development Authority (TESDA), in consultation with the Department of National Defense (DND), Philippine Association of State Universities and Colleges (PASUC), Coordinating Council of Private Educational Associations of the Philippines (COCOPEA) and other concerned government agencies, may design and implement such other program components as may be necessary in consonance with the provisions of this Act.

SECTION 5.

Coverage. Students, male and female, of any baccalaureate degree course or at least two (2) year technical vocational courses in public and private educational institutions shall be required to complete one (1) of the NSTP components as requisite for graduation.

SECTION 6.

Duration and Equivalent Course Unit. Each of the aforementioned NSTP program components shall be undertaken foe an academic period of two (2) semesters. In lieu of the two (2) semester program for any of the components of the NSTP, a one(1) summer program may be designed, formulated and adopted by the DND, CHED, and TESDA.

SECTION 7. NSTP Offering in Higher and Technical-Vocational

Educational Institutions. All higher and technical-vocational institutions, public and private, must offer at least one of the program components. Provided, that State universities and colleges shall offer the ROTC component and at least one other component as provided herein: Provided, further, that private higher and technical vocational education institutions may also offer the ROTC if they have at least three hundred and fifty (350) cadet students. In offering the NSTP whether during the semestral or summer periods, clustering of affected students from different educational institutions may be done, taking into account logistics, branch of service and geographical considerations. Schools that do not meet the required number of students to maintain the optional ROTC and any of the NSTP components shall allow their students to cross-enroll to other schools irrespective of whether or not the NSTP components in said schools are being administered by the same or another branch of service of the Armed Forces of the Philippines (AFP), CHED and TESDA to which schools are identified.

SECTION 8.

Fees and Incentives. Higher and Technical-vocational institutions shall not collect any fee for any of the NSTP components except basic tuition fees, which shall not be more than fifty percent (50%) of what is currently charged by schools per unit. In the case of the ROTC, the DND shall formulate and adopt a program of assistance and/or incentive to those students who will take the said component. The school authorities concerned, CHED and TESDA shall ensure that group insurance for health and accident shall be provided for students enrolled in any of the NSTP components.

SECTION 9.

Scholarships. There is hereby created a Special Scholarship Program for qualified students taking the NSTP which shall be administered by the CHED and TESDA. Funds for this purpose shall be included in the annual regular appropriations of the CHED and TESDA.

SECTION 10. Management of the NSTP Components.

The school authorities shall exercise academic and administrative supervision over the design, formulation, adoption and implementation of the different NSTP components in their respective schools. Provided, That in case a CHED or TESDA accredited non-government organization (NGO) has been contracted to formulate and administer a training module for any of the NSTP components, such academic and administrative supervision shall be exercised jointly with that accredited NGO. Provided, further, that such training module shall be accredited by the CHED and TESDA.

The CHED and TESDA regional offices shall oversee and

monitor the implementation of the NSTP under their jurisdiction to determine if the trainings are being conducted in consonance with the objectives of this Act. Periodic reports shall be submitted to the CHED, TESDA and DND in this regard.

SECTION 11.

Creation of the National Service Reserve Corps. There is hereby created a National Service Reserve Corps, to be composed of the graduates of the non-ROTC components. Members of this Corps may be tapped by the State for literacy and civic welfare activities through the joint effort of the DND, CHED and TESDA.

Graduates of the ROTC shall form part of the

Citizens Armed Force, pursuant to Republic Act No. 7077.

SECTION 12. Implementing Rules. The DND, CHED

and TESDA shall have the joint responsibility for the adoption of the implementing rules of this Act. These three (3) agencies shall consult with other concerned government agencies, the PASUC and COCOPEA, NGOs and recognized student organizations in drafting the implementing rules. The implementing rules shall include the guidelines for the adoption of the appropriate curriculum for each of the NSTP components as well as for the accreditation of the same.

SECTON 13. Transitory Provision.

Students who have yet to complete the Basic ROTC, except those falling under section 14 of this Act, may either continue in the program component they are currently enrolled or shift to any of the other program components of their choice: Provided, that in case he shifts to another-program component, the Basic ROTC courses he has completed shall be counted for the purpose of completing the NSTP requirement: Provided, further, that once he has shifted to another program component, he shall complete the NSTP in that component.

SECTION 14. Suspension of ROTC Requirement.

The completion of ROTC training as a requisite for graduation is hereby set aside for those students who despite completing all their academic units as of the effectivity of this Act have not been allowed to graduate.

SECTION 15. Separability Clause. If any section

or provision of this Act shall be declared unconstitutional or invalid, the other sections or provisions not affected thereby shall remain in full force and effect.

SECTION 16.

Amendatory Clause. Section 35 of Commonwealth Act No.1, Executive Order No. 207 of 1939, sections 2 and 3 of Presidential Decree No.1706, and sections 38 and 39 of Republic Act No. 7077, as well as all laws, decrees, orders, rules and regulations and other issuances inconsistent with the provisions of this Act are hereby deemed amended and modified accordingly.

SECTION 17.

Effectivity. This Act shall take effect fifteen (15) days after its publication in two (2) newspapers of national circulation, but the implementation of this Act shall commence in the school year of 2002-2003.

The National Service Reserve Corps NSRC Section 11 of RA 9163 of the National Service

Training Program Act of 2001, specifically provides for the creation of a National Service reserve Corps (NSRC), composed of graduates of the non-ROTC components: the Civic Welfare Training Service (CWTS) and Literacy Training Service (LTS). Members of this Corps maybe tapped by the State of literacy and civic welfare activities, through the joint efforts of DND, CHED and TESDA.

1. Mission To provide a trained and motivated manpower pool that

can be tapped by the State for civic welfare, literacy and other similar endeavors in the service of the nation. 2. Functions a. To assist in the disaster preparedness, mitigation,

response and rehabilitation programs; b. To serve as an auxiliary to the Disaster Coordinating Council (DCC) response units; c. To assist in the promotion of civic welfare activities; d. To assist in the implementation of literacy programs; e. To assist in socio-economic development; f. To assist in environmental protection; and g. To perform other similar endeavors.

3. Composition

The NSRC shall be composed of the graduates of

the Civil Welfare Training Service (CWTS) and Literacy Training Service (LTS) components of the NSTP.

4. Organization The NSRC is organized under the umbrella of the

National Disaster Coordinating Council (NDCC). It shall have a national, regional, provincial and city/ municipal level of organization parallel to the Disaster Coordinating Council (DCC) structures at all levels. The DCC centers shall serve as the headquarters of the NSRC at respective level of organization. Its National Center shall be based at the NDCC Disaster Preparedness Center, Camp General Emilio Aguinaldo, Quezon City. A secretariat at all levels shall be organized and composed of representatives from CHED and TESDA.

5. Inter-Agency Relationship of the NSRC Concerned Agencies Legend:

RDCC

Regional Disaster Coordinating Council PDCC Provincial Disaster Coordinating Council CDCC City Disaster Coordinating Council MDCC Municipal Disaster Coordinating Council BDCC Barangay Disaster Coordinating Council CHEDRO CHED Regional Office TESDA RO TESDA Regional Office TESDA PO TESDA Provincial Office HEI Higher Educational Institution

6. Duties and Responsibilities a. NDCC through DND: 1. Shall act as the lead agency in the administration, training,

organization, development, maintenance and utilization of the registered NSRC members; 2. Maintain an official master list of registered NSRC members; 3. Coordinate with concerned agencies for the efficient and proper administration, training, organization, development, maintenance and utilization of NSRC members; 4. Conduct performance assessment of NSRC members mobilized for the purpose and furnish the three (3) implementing agencies results thereof; 5. Formulate specific guidelines for the administration, training, organization, development, maintenance and utilization of the NSRC members; and 6. Do related work.

b. CHED/ TESDA 1. Central Offices: (a) Provide Secretariat services for the NSRC; (b) Prepare consolidated national masterlist

of officially registered CWTS and LTS graduates per school year; (c) Submit official national masterlist of registered NSRC members, with corresponding centrallydetermined serial numbers to NDCC through DND per school year; (d) Assist in administration, training, organization, development, maintenance and utilization of the NSRC members; (e) Coordinate with NDCC through DND regarding NSRC concerns and activities; and (f) Do related work.

2.

Regional Offices:

(a) Prepare consolidated Regional list of CWTS

and LTS graduates from HEIs and in the case of TESDA from the Provincial Office to the schools, for submission to CHED/TESDA Central Offices; (b) Coordinate with RDCC (OCD RCs) on matters relative to NSRC concerns; (c) Maintain a Directory of CWTS and LTS graduates for reference; (d) Prepare reports as maybe required; and (e) Do related work.

3. Higher Education Institutions (HEIs), TESDA Provincial Offices and Schools: (a) Prepare and submit a certified masterlist with

complete addresses and contact numbers, of CWTS and LTS graduates to respective Regional Offices. In the case of TESDA, the same shall be submitted through its Provincial Offices; (b) Provide information on CWTS and LTS graduates as may be officially requested by authorized concerned agencies; (c) Coordinate with PDCC/CDCC/MDCC/BDCC, as the case may be, on matters relative to NSRC; and (d) Do related work.

4.

NSRC Members:

(a) Report to the call of NSRC for training and

respond immediately for utilization incase of disasters/calamities and other relevant socioeconomic service concerns as the needs arise, through its Centers (RDCC/PDCC/CDCC/MDCC/BDCC) nearest the members residence and/or workplace at the time of the call; and (b) Register at the said Center and get instructions/briefing for specific duties and responsibilities.

Man in the CommunityIntellectual

Physiological

Social

MAN

Emotional

Moral/Spiritual

GOD

FAMILY

SELF

SOCIETY

NATURE

FAMILY

The Community We Belong: Understanding Community Needs Part I. An Overview of the Present Condition

of the Country (A glimpse of reality) The 20th century global condition The global social condition The Philippines, yesterday, today and tomorrow. The Economic situation Phil. Political situation. The transition The Filipino socio-civic aura The Filipino Youth today

1. Employment Problems Full time workers (working at least 40 hours/

week) decreased from 17.0 million of April 2000 to 17.1 million of April 2001. Those working for less than 40 hours/ week increased from 9 million at last year to 11.3 this year. All 14 regions posted a double-digit unemployment rate with Metro Manila posting the highest at 17.7% and Cagayan Valley the lowest at 10.3%.

2. Productivity and Income Problems In the agricultural sector where the majority of the

economically poor depends, the farmers (landless, small-medium owner, cultivators in the lowlands, uplands and indigenous areas), consistently experience decline in productivity and income due to the spiraling cost of production and technology against the backdrop of market price manipulated by chains of traders who are also providers of rural credit. The inferiority of the marginal farmers production tools and technology and their lack of access to land, credit, irrigation and post- harvest facilities make them less competitive with the products of corporate farms and those of the agricultural imports.

3. Natural Resources and Environment Problems Environmental problems aggravate the productivity and

income deficiency of the poor. The rapid depletion of the countrys natural resources consistently constricts the marginal agricultural producers. In 1575, total forest cover was 27.5 million hectares of about 92% of the total land area with a rate of deforestation of 22, 917 hectares per year. In 1995, forest cover stood at 5.6 million hectares or about 18.6% of the total land area with a deforestation rate of 120, 000 hectares per year. The situation spells calamities and disasters that impact adversely on the ecosystem, e.g., on lands and waters. In 1994, lands classified as agricultural lands stood at 13 million hectares more than half of which were devoted to rice and corn. As consequence of deforestation, approximately 2.9 million hectares have been eroded. The countrys gross erosion rate stands at 2, 046 MMT/ year with grassland and agricultural lands registering the highest rates of 76% and 23% respectively.

4. Rising Cost of Living Against the backdrop of spiraling cost of living, the

poverty situation and difficulties of the poor worsen. The series of oil price hikes in 2000 for instance, jacked up prices of other commodities. The hikes have caused 10% price increase for every kilowatthour of electricity consumption; 9% and 6% fare increases for buses and jeepneys, respectively; 2% increase in the overall production cost of industries; .11% and 10% increase in rice and corn household expenditures, respectively.

5. Inaccessible Basic Social Services More

and more poor families have been incapacitated to provide the socio-cultural needs of their household members, especially the children, youth, aged and other social dependents. From school years 1991-1992 to 1999-2000, the national average elementary enrollments stood at 11.4 million. On the other hand, average high school enrollment in the same period stood at 4.7 million. More and more children are unable to pursue higher education.

Overview of the Philippine Politics 1. Graft and Corruption Graft and corruption

have become institutions in government as they have been practiced in practically all levels of government including the countrys highest office. They have so gross to infect and contaminate even the institutions of learning that is supposed to mold and form values of the people especially the youths for good and responsible citizenship; or the military and police agencies that are supposed to discipline, reform or prevent persons in engaging in criminal acts and other anti-social practices. Graft & corruption have become too endemic that the government is losing its moral ascendancy to lead its constituents to the extent that it tends to deceive, bribe or coerce the people to submit to its rule. As this occur in the social relationship between the governors and the governed, social disorder becomes a natural cause of unpeace or the deterioration of just peace.

2. Political Marginalization The

political marginalization of the poor is a dominant phenomenon in the Philippine politics and governance. The nature and composition of government is predominantly elite in practically all branches and levels. Though there has been a continuing trend of civil societys entry or collaboration within, it could not yet meaningfully alter the elitist agenda of the government. Though it allows democratic space for the people to air their grievances and social appeals through consultations and legitimate street actions, these could not yet effectively influence decisions and social policy development.

An Overview of the Philippine CultureIn the socio-cultural scene, the social crisis affects the continuing moral decadence and value distortions. We can see these in the following social manifestations. At one point, these could be seen as products and effects of the social crisis. Incidence of the anti-social activities, immorality, and criminality rise as more and more people lose their capacity to cope with the crisis. At another point, the cultural crisis has become systematic reinforcing and intensifying the economic and political crisis. The people, particularly the unorganized majority, tends to be more tolerant and apathetic to the situation and indifferent to the struggle for social change. The law of the jungle the fittest survives has become the dominant social rule. It tends to build on the capacity of people to complete than to cooperate to survive.

In finding the major reasons of the above social

realities, we can identify causes at the micro and macro levels. Micro level causes would be social practices and social relations occurring within an immediate environment that result either to positive or negative situations or effects social facilities or difficulties to the member of society or community.

1. At the micro level: The

marginalized sectors lack the appropriate education, knowledge, skills/technology to posses a competitive edge in the employment (salary/wages) market. There is gross non-compliance to minimum wage law by companies and violations of workers right to security of tenure (due to labor contractualization practices) and right to unionize and collectively bargain (due to no union, no strike policies, particularly in the EPZAs).

2. At the macro level: The intensifying economic crisis that impoverish the

Filipino majority can be attributed to the underdevelopment of the countrys economic sectors particularly agriculture and industry. Agricultural development is hindered by agrarian problem where the direct producers do not have meaningful access to and control of lands, credit, technology and markets. This, against the backdrop of a rapidly growing rural population, incapacitates the agricultural/rural economy to absorb or provide jobs resulting in excessive labor surplus.

Community Mapping Definition of Community There are a number of ways to think about what a

community is. The first, most obvious way is to think about it as a geographic area, a place with defined physical boundaries. The most fundamental characteristic of these geographic communities is that they are places of residence. People are familiar with them because they live there. Some communities are defined by individuals' shared interests, activities, affection, or common identity. These characteristics differentiate them from others. People are usually members of a geographic as well as interest communities. The notion of geographic and interest or identificational can be seen in the definitions of the word community:

Community - a group of individuals or families that share

certain values, service, institutions, interests, or geographic proximity (Barker). Community - or a "sense of community" exists when two or more people work together toward the accomplishment of mutually desirable goals (Lofguist). Community - is a territorially bounded social system or set of interlocking or integrated functional subsystems (economic, political, religious, ethical, educational, legal, socializing, reproductive, etc.) serving a resident population plans the material culture or physical plant through which subsystems operate (Bernard). Community is an identifiable human grouping that is predominantly informal in organization and interaction, heterogeneous in composition, enduring, and sharing some characteristics or attributes in common (M. Fernando).

Community Needs The needs of a community are those things a

community requires to meet its goals and to sustain itself. These are routine, ongoing challenges the community must address: Physical Needs - The most basic needs. This set of needs includes those that help care of our bodies as well as those that deal with the things we make or build. Social and Emotional Needs - Forming and maintaining relationships is an integral function of the community. A feeling of well-being and confidence in the future are necessary if a community is to achieve its potential.

Political Needs - Community life requires a

continuous series of decisions on matters that affect its members. This process involves forming policies that manage resources and relationships. Each community faces a set of political needs, and it will develop a governance or decision, making structure if it intends to respond to those needs. Governance structures usually have clearly spelled out procedures for gathering information, making decisions, developing rules or laws, describing those rules or laws, and enforcing them. These procedures describe who is allowed to participate in the process and how (Fellin).

Economic Needs - The community's economic system

provides a way for its members to develop the means to acquire things that are important to them. Usually, this means money. Educational and Communication Needs - A community needs to know more about itself and the world in which it operates. The community has to have information and methods for developing, transmitting, and receiving that information. When these needs are not adequately met and discomfort to the members results, community problems exist. As such they are needs that have not been properly addressed. If things stay the same, the problems and discomforts will persist. The only way to get rid of the problems or reduce them is for people to do things differently.

Interests in Community There could be various reasons for the interest in

community and yet, not all of them are helpful for the community. Some interests shown by various agents of community interventions are: To create a support base and win votes for politicians and parties. To mobilize people for some political end. To improve the problem-solving capabilities and to develop the human resources towards better conditions of living. To preserve the indigenous cultural life. To provide pastoral care (caring for the needs of the faith community).

To remedy social problems (deviance, crime). To promote the national interests (population control). To develop infrastructure for multinational corporations

interests or colonial power interests (introduction of the agricultural technological products of the Multinational Corporation, demolitions, relocations, and construction of physical structures on the community territory). To preserve the ecological and genetic or biological heritage and indigenous technology and knowledge. To implement the programs of UN and various civil groups from outside. To test or develop theories on community as well as to provide information on consumer behavior in the community or to determine the feasibility of economic enterprises (academic).

Our

interest in community is to intervene in community toward its sustainable development and it means: To help the community identify its actual needs distinct from the felt needs. To improve its capabilities to solve its problems. To improve the human resources and potentials as well as natural resources toward the improvement of conditions and quality of life in the community. This involves the localization of the benefits of science and technology and affecting social integration, social organization, cultural production, political participation of the people and the peoples control over economic processes.

Community Development: Its Challenges The

Aims and Objectives of Community Development Aim, is a term that is simply defined as a clearly directed purpose. It is sometimes used interchangeably to mean objective or goal. In the context of Community Development, the words aim and objectives are not easy to defined. However the aim of community development is refer to a community action. This does not help much to understand without referring to the reality of community development practice. In reality the primary objective of community development is to promote, sustain, support and maintain community action.

Community Work Type This can be regarded as a professional approach to community

development which has developed within the field of social work. It came into being in response to increasing demand for social services for the age, the sick, the unemployed etc. The objective of this type of community development work ahs been given as the, giving of aid and support to people who need more control over their lives. Examples: When members of a community offer voluntary services to a victim of say, typhoon, who lost his/her house. Oftentimes, other people in the community may offer temporary shelter, food, clothing etc. to the victims. This is typical norm of the Asian people, specially in rural areas. Community voluntary work in the community such as clearing, or weeding the local market or repairing the streets.

Colonial Social Development Type This type came into existence when many colonized

nations in the Third World attained self rule (independence). The objective of colonial social development type was to integrate economic and social programs into education for self management programs and for the development of the political structure in the newly independent nations. Examples: Rural Thrift and Savings Cooperative. Educational and Health programs. Livelihood through handicraft making

Urban Renewal Transformation The purpose of urban renewal type is to break down

social isolation and give more meaning to personal existence by encouraging the formation of social groups of different kinds which will organize own affairs. Example: When urban squatters are re-settled, new residential associations are formed to undertake the provision of water, light, and sanitary facilities for their benefit. They are encouraged to undertake self-help projects to realize their own social activity goals.

Adult Education The aim of adult education type is to help in the

identification and development of local leaders; to foster the concern life and enable communities to deal with existing problems. Example: The institution of skill training and livelihood development programs in order to produce people who will be more enterprising and entrepreneuring.

Institutional Formation

The objective is to encourage those who have been

provided formal service, to take action on their own behalf and in addition, to accept responsibilities to render service to others. Example: Youth organizations provide social, recreational and cultural services for the community.

The Idealist / Political Activist It aims at giving practical expression to social justice

through militant action in order to see beneficial change for the participants within the shortest possible time. The Community Development The aim is towards the development of the potential

of individual members of the target group. It stresses on self-reliance and participation to bring about desirable socioeconomic transformations. It also stresses on cultural exchange with other groups.

Community Development Paradigm 1. Designed to meet the learning needs of significant

groups in the community e.g. community leaders or civic or special interest organizations. 2. Enhance the ability of groups of individuals so that they can work collectively to attain community social and economic goals. 3. Teaches about matters relating to community or region, generally associated with social structures and public as well as private and voluntary enterprises. 4. Emphasize on shaping infrastructure and social organizational support through involvement in the legislative, including formal financial and business enterprises.

Stages in the Community Development 1. The Problem A situation may exist in a community which

represents a need, a problem, an opportunity, or a challenge to a community group, or to the entire community. Usually it would be tackled as a community project. The Will To Do Through discussion, diffusion of ideas and with information input, the group involved may reach a point where it is beginning to form a will to do something about it.

Organizing Some form of organization is established with a

certain amount of commitment from individuals to some in-depth and specific thinking about the project. Getting to the People/Immersion

At this stage, the process moves to the general

membership of the community. Information is diffused and educational work is undertaken community-wide. The potential exists for conflict. Considerable discussion, and expression of viewpoints. General goals may become clear and some commitments may be made.

Planning If the project is blessed by legitimizers, the planning

process will begin. The definition of objectives, availability of options or alternatives, and availability of resources may be assessed. The end result may be a plan to approach the project with specific information. Execution Initiation of the projects is often an occasion to build

community spirit and identity and to cement commitment depending on the project, it is often an important occasion in the community.

Evaluation Evaluation is an on going process (monitoring)

but the final assessment is undertaken upon completion of the project. Community members try to review their experience for strength and weaknesses. The experience gained may be used in future community development projects.

The Role of the Citizen and Change Agent in the Community Development 1. The Role of the Citizen The participation by the people of the community

in the process is of fundamental importance. The need for understanding the root causes of our country's underdevelopment. Especially in the rural areas and committing ourselves to its solution is imperative. Our concern for a rural community development affirms our belief in the need for change.

Questions to ask a. What kind of participation? b. Who are the participants? c. How do they participate?

In the community, grassroots participation involves a

collective expression of human dignity, exercising of human rights, where the people through a democratic process, determine the kind of, the direction, and the means to a better life. This could be spelled out in terms of participatory approach to community development. Participation must not only be democratic but popular. Popular participation connotes an enlightened, responsible, active, and sustained involvement of the community in the community development process from decision-making, problem identification, planning, implementation, monitoring, and evaluation.

Types of Participation Mass sharing of the benefit of development

Mass contribution to development; and Mass

involvement in the planning, decision-making, implementation, monitoring and evaluation processes for development. Note: The people of the community should actively participate in community change; Participation should be as inclusive as possible; and Participation should be through democratic organization

Conditions of Participation freedom to participate-autonomy; ability to participate; and willingness to participate.

2. The Role of the Change Agent

Along with the citizen, the community change

event is the major participants in the process. The community change agent is known by several names. He or she sometimes called: Community development worker; The social animator The animator rural The consultant The community facilitator; etc.