KABANKALAN CATHOLIC COLLEGE – COLLEGE DEPARTMENT

CIVIC WELFARE TRAINING PROGRAM-2

Academic year 2021-2022

COMMUNITY SERVICE
Learning Objective

At the end of this chapter, the students should be able to:

1. Identify different group dynamics activities,

2. Explain the different principles and guidelines of community service
programs; and
3. Execute community service programs within partner communities
4.

OVERVIEW

This chapter provides students with different examples of community services in

different areas of concern in the community including health and nutrition, sports and
recreation, physical fitness, livelihood and entrepreneurship, and environment.

LECTURE

Community services are conducted by a person or a group of people for the

benefit of others. It is done to address the needs of community members and the
functionality of the whole community. One is not paid to take part in community
services. Volunteers are expected to willingly dedicate their efforts to community
services from which they can be repaid through small gifts or tokens or simply by the
sense of fulfillment in taking part in these activities.

NSTP-CWTS 2 students are required to complete thirty two (32) hours of

community service in their institution’s community partners as stipulated RA 9163.

Community Immersion Services

There are hundreds of ways to participate in community services, depending on
the skills interests of students:

I. Activity1: HEALTH AND NUTRITION

Feeding Program
II. Rationale

Health significantly affects a child’s learning performance. Poor health and

nutrition negatively impact the cognitive development of school-age children, thus
reducing their ability to participate in learning activities.

The group will conduct a feeding program for day-care children who are 4
to 5 years of age.

III. Learning Objectives

General Learning Objectives

This activity aims to provide nutritional food for day-care children and to
improve their eating habits by teaching them the value of nutritional food.
 Specific learning Objectives

At the end of the activity, the students should be able to:

1. Conduct a situational analysis on malnutrition;

2. Improve the physical and mental stability of day-care children;
3. Involve and encourage community participation in improving
nutritional food from local sources; and
4. Evaluate their active participation in the said activity.
IV. Proponents

Leader : ___________________________________________________

Asst. Leader: _______________________________________________

Members:

1. ___________________________________________________
2. ___________________________________________________
3. ___________________________________________________
4. ___________________________________________________
5. ___________________________________________________
V. Respondents
Name of the Community: ______________________________________
Address: ___________________________________________________
Barangay Chairman: _________________________________________

Location Map
VI. Sponsoring College or Department

College or Department:_____________________________________________

Dean / Program Chair: _____________________________________________

NSTP Director: ___________________________________________________

NSTP Facilitator: __________________________________________________

VII. Strategy/ Methodology ( Sample only )

1. A group member will be assigned for each task that needs to be done.
One will be responsible for preparing the meal plan , another for
securing the ingredients for the food to be served, another for
gathering the contributions of the members, and so on.

2. The area in the community where the feeding program will be held will
be secured and prepared according to the number of children who will
be part of the program.

3. The group will coordinate with the community members, particularly

parents of children, in order to ensure the full cooperation of the
community.
VIII. Let’s Reflect

Reflection Guide

1. Reflect on the program in line with improving the health and nutrition of
the community members.
2. Note the best practices in the implementation of the feeding program.
3. Describe your learning experiences in being involved in conducting the
feeding program.
4. Prepare a development plan to sustain this program and recommend
certain strategies.
5. Identify the values and concepts you have learned during the
implementation of the program.
I. Activity 2: SPORTS AND RECREATION

Physical Fitness and Recreational Activity

II. Rationale

Participating in physical fitness and recreational activities will help

senior citizens have a healthy lifestyle that improves both their body and
mind.

The group will conduct a physical fitness and recreational activity

for community members aged 60 and above.

III. Learning Objectives

General learning Objectives

This activity aims to encourage senior citizens to adopt or maintain a

healthy lifestyle.
 Specific Learning Objectives

At the end of the activity, the student should be able to:

1. Determine the value of staying healthy among senior citizens;

2. Identify the most common health-related problems that senior citizens
experience;
3. Integrate a regular exercise routine into the daily schedule or senior
citizens; and
4. Evaluate their participation in the activity.

VI. Proponents

Leader: _________________________________________________________

Asst. Leader: _____________________________________________________

Members:

1._________________________________________________________

2. _________________________________________________________

3. _________________________________________________________

4. _________________________________________________________

5. _________________________________________________________

V. Respondents

Name of the Community: ____________________________________________

Address: _________________________________________________________

Barangay Chairman: _______________________________________________

Location Map
VI. Sponsoring College or Department

College or Department: _____________________________________________

Dean/ Program Chair: ______________________________________________

NSTP Director: ___________________________________________________

NSTP Facilitator: __________________________________________________

VII. Strategy Methodology (Sample only)

1. Conduct a needs assessment on the overall well- being of the senior citizens
of the community.
2. Validate the result of the needs assessment by holding a focus group
discussion (FGD).
3. Prepare a physical fitness and recreational activity for the senior citizens.
4. Execute the program and train the leaders of the community’s senior citizen
association on how to implement the program on their own.

VII. Let’s Reflect

Reflection Guide

1. Reflect on the program’s affectivity in line with physical fitness and

recreational needs of senior citizens.
2. Note the best practices in the implementation of the physical fitness
and recreational activity.
3. Describe your learning experience in being involved in conducting the
physical fitness and recreational activity.
4. Prepare a development plan to sustain this program and recommend
certain strategies.
5. Identify the values and concepts you have learned during the
implementation of the program.

I. Activity # 3 LIVELIHOOD AND ENTREPRENEURSHIP

Recycling Seminar
II. Rationale

Providing entrepreneurship opportunities to the members of the

community gives them a chance to find more ways of earning money.

The group will conduct a recycling seminar for the parents in the
community.

III. Learning Objectives

General Learning Objective

This activity aims to enhance the business acumen of the parents in the
community by teaching them how to profit from recycling used materials.

Specific Objectives
 At the end of the activity, the students should be able to:

1. Impart knowledge on how to recycle and sell recycled products ;

2. Evaluate the skills that the community members have learned;
3. Encourage them to sell recycled products as a source of
additional income.
IV. Proponents

Leader: _______________________________________________________

Asst. Leader: __________________________________________________

Members:

1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
4. ________________________________________________________
5. ________________________________________________________
V. Respondents

Name of the Community: _________________________________________

Address: ______________________________________________________

Barangay Chairman: _____________________________________________

Location Map
VI. Sponsoring College or Department
College or Department: _________________________________________
Dean / Program Chair: __________________________________________
NSTP Director: ________________________________________________
NSTP Facilitator: ______________________________________________
VII. Strategy / Methodology: (Sample only)
1. Conduct a needs assessment on the recycling of the used materials in the
community.
2. Validate the data gathered.
3. Prepare a seminar on recycled products.
4. Invite resource persons for the seminar.
5. Tap different agencies or Non-Governmental Organization (NGOs)
VIII. Reflection Guide
1. Reflect on the program in line with entrepreneurship for its effective
implementations.
2. Describe your learning experience in being involved in conducting th
recycling seminar.
3. Prepare a livelihood business plan to sustain this program and
recommend certain strategies.
4. Identify the values and concepts you have learned during the
implementation of the program.

I. Activity 4; ENVIRONMENT

Operation Cleanliness

II. Rationale

Green is a color that symbolizes a clean and healthy environment. A

cleanliness drive or campaign is a barangay-wide program that aims to
thoroughly makes street and alleys spic-and –span by having students
coordinate with community members to sweep up trash, remove all forms of
vandalism, and beautify public infrastructure in the community.
III. Learning Objectives
General learning Objective
This activity aims to help the community by dedicating efforts to clean it
while instilling environmental awareness among community members.
Specific Objectives
At the end of the activity, the students should able to:
1. Dedicate efforts for the cleanliness of the community;
2. Identify the importance of maintaining cleanliness;
3. Recognize the role of the members of the community in maintaining their
community’s cleanliness ; and
4. Evaluate their participation in the cleanliness drive.

IV. Proponents

Leader: __________________________________________________________

Asst. Leader: _____________________________________________________

Members:

1.______________________________________________________________

2. ______________________________________________________________

3. ______________________________________________________________

4. ______________________________________________________________

5. ______________________________________________________________

V. Respondents

Name of the Community: ____________________________________________

Address: _________________________________________________________

Barangay Chairman: _______________________________________________

 VI. Sponsoring College or Department

College or department: _____________________________________________

Dean/ Program Chair: ______________________________________________

NSTP Director: ___________________________________________________

NSTP Facilitator: __________________________________________________

VII. Strategy/ Methodology ( Sample only)

1. Conduct a needs assessment on the cleanliness of the community.

2. Validate the data gathered.
3. Gather cleaning materials ( e.g. brooms, garbage bags, etc.).
4. Ask barangay officials to supervise the cleanliness drive in the community.
5. Put up posters regarding environmental awareness.

IX. Let’s Reflect

Reflection Guide

1. Reflect on the program’s effectively in line with environmental

awareness.
2. Describe your learning experience in conducting the cleanliness drive.
3. Prepare a development plan to sustain this program and recommend
certain strategies.
4. Identify the values and concepts you have learned during the
implementation of the activity.

Group Dynamic Activities

There are hundreds of ways to conduct group dynamic activities, depending on the
skills and interest of students. Some common community group dynamics activities are
as follows;

Activity 1: FOCUS

Learning Objectives

After the activity, the participants should be able to:

1. Share their thoughts regarding the personalities of others; and

2. Distinguish the complexities of their personalities and that of others.

Time Frame: one ( 1 ) hour

Directions

1. The participants should be grouped with seven to twelve members each.

2. The participants will sit down to form a circle.
3. There will be volunteer who will be considered as the “ it “. He or She will
distance himself or herself from the group so as not to see or hear them.
4. The group will assign a “ focus person “ within the circle, to whom they will
express their honest impressions by describing him or her through animate or
inanimate objects.
5. The “ it “ will be called in to join the circle.
6. The participants in the group will start saying their impressions of the focus
person, i. e. “ this person reminds me of ______________”.
7. The “ it “ will be asked to guess who is being described. He or she will be
allowed three guesses. Every time the “ it “ takes a guess, he or she will be
asked to explain why. After making the right guess or after three guesses, the
focus person may request explanations as to why he or she was described as
such.
8. The focus person will now take his or turn to be the “ it “ . The activity will only
be done after all participants have become a focus person or the “ it “.

Activity 2: UNDERSTANDING

Learning Objectives

After the activity, the participants should be able to :

1. Put themselves in the shoes of others; and

2. Gain insight and understanding into oneself and others in a non- threatening
way.

Time required: thirty ( 30 ) minutes

Directions:

In a group of four to six participants, two will volunteer to prevent to act like each
other. One will imitate the other’s way of speaking, gestures, posture, and vise versa
while the other participants observe.

1. After the role play, all group participants ( role players and observers ) will
critique how the two role players imitated each other. Emphasis should be
placed on the feelings of the role players.
2. The activity will go one until every participant has volunteered to role play.
Sharing and Feedback

1. How did you feel when you were pretending to be your partner?
2. How did you fell your actions were being imitated by your partner?
3. What attribute of your partner was easy to imitate?
4. What have you learned about yourself? About your partner? About others?
5. How could you make use of the things you learned from this activity?
6. What have you learned by putting yourself in the shoes of others by imitating
them?

Activity 3: COMMINACTION JOURNEY

Learning objectives

After the activity the participants should be able to :

1. Reflect on the importance of listening and understanding what other people

have to say; and
2. Discover one’s state of listening ability in a non-threatening atmosphere.

Time Frame: forty five ( 45 ) minutes to one ( 1 ) hour

Materials Needed:

Topics for discussion for each group

Questions for discussion for each group

Directions

1. Count off from 1 to 3 and form triads.

2. Each member of a triad must be assigned A,B,C.
3. Distribute topics for discussion.
4. In each triad, one person will act as referee and the other two will act as
speaker and listener simultaneously.
5. The discussion will be unstructured except that before each participant
speaks, he or she must first summarize, in his or her own words, what has
been said previously by the other group member.

Sharing and Feedback

1. Did you have any difficulties in listening to your group mate?

2. Did you find it difficult formulating your thoughts and listening to your group
mate talk simultaneously?
3. Were there instances when you forgot what you were going to say?
4. Were there instances when you found yourself not attentively listening to your
group mate?
5. Were there instances when you found yourself rehearsing your response?
6. When your group mate paraphrased your statements, were they able to
capture what you meant?
7. Did the manner of presentation of your group mates affects the way you
listened to them?

Activity 4: VILLAGE WIRE

Learning Objectives

1. Determine how information is altered as it is transmitted from one

point to another through different media; and
2. Learn to listen attentively.
Time Frame: one ( 1 ) hour

Materials Needed: Picture, voice recorder

Directions

1. Six volunteers from the class will be chosen as participants of the activity.
2. Five of the participants will go outside of the classroom while one will remain
inside the classroom.
3. The voice recorder will be used to record how information is passed on from one
participant to the next.
4. From a picture provided by the instructor and with the supervision of the
instructor, the first participant will create a story based on the picture and relay it
to the second participant. The second participant will pass it onto the third, the
third onto the fourth, and the fourth onto the fifth. Afterwards, they will go back to
the classroom.
5. Once in the classroom, the fifth participant will relay the story to the sixth
participant who remained inside the classroom. The sixth will then go on to tell
the story to the class or write it on the board.
6. The class will then evaluate how the story was transmitted based on the voice
recording.

Sharing and Feedbacks

1. What was the story?

2. What has become of the retold story?
3. What details were missed? What were added?
4. How did you feel about the story being altered as it was being transmitted?
5. If the activity was to be repeated with only three participants instead of six,
will the transmission of the story be more accurate? Why or why not?

Activity 5: SPIT BACK

Learning Objectives

After the activity, the participants should be able to:

1. Determine the value of receiving feedback from others; and

2. Determine the proper handling of both positive and negative
criticisms.

Time Frame: forty-five (45) minutes to one (1 ) hour depending upon the size of the
group.

Directions:

1. The participants should be grouped with four to five members each.

2. Each member will share his or her objective criticism of his or her
group mates.
3. Criticisms shall be explained or processed and members shall then
accept and acknowledge them.

Sharing and Feedback

 1. What was your reaction to the criticisms given to you? What did you feel?
2. Do you believe in the truthfulness of the criticisms given to you?
3. Did you mind the criticism given to you? Why or why not?
4. What did you learn from the reactions of your other group mates when faced
with criticism?

Activity 6: UNDER THE SEA EXPLORATION

Learning Objectives

After the activity, the participants should be able to:

1. Discuss and evaluate their priorities; and

2. Determine what things are most important to them.

Time Frame: twenty to thirty ( 20-30 ) minutes

Directions

1. The class will be asked to close their eyes and focus on a particular
place under the sea.
2. They will be asked what they see and hear and why these things are
important to them.
3. For ten minutes, they will keep their eyes closed and continue
exploring the sea from their imagination. From their exploration, they
will be told to keep in mind the things that they would like to take home
with them.
4. Afterwards, they will share their experiences with a partner.

Sharing and Feedback

1. How did it feel being able to explore the sea through your imagination?
2. Were you able to visualize things in the sea? What were important to you?
Why were these things important?
3. What object from the sea did you decide to bring with you? Why?
4. What value does this object have for you?
5. How did you feel about sharing with a partner your experience of exploring
the sea through your imagination?

Activity 7: THE WORLD’S DOOM

Learning Objectives

After the activity, the participants should be able to:

1. Assess what is important in life ; and

2. Evaluate one’s way of making decisions in times of crisis.

Time Frame: forty-five (45) minutes

Materials Needed: Blindfolds

Directions:

1. The class will be asked to put on blindfolds. They will be instructed to put
themselves in the following scenario:

Imagine that you have been blinded by the flash of hydrogen bomb. You
are now in an underground shelter and you know that the ventilation
 system will completely malfunction in 20 minutes and everyone in the
shelter will surely die. There is absolutely no possibility of escape from the
room. You have 20 minutes left in the world, in the room, with the people
and things contained in it. You need to be aware of how you feel and how
you make use of the last 20 minutes. You will be told when your time is
up.

2. After 20 minutes, they will be told their time is up. They will be given a few
minutes to absorb the experience and record how they felt and what they did
during the time given to them. They will now remove their blindfolds and form
groups of five or six members. The group will talk about their experience of
imagining themselves in the given scenario.
3. The whole class will be asked to contemplate about their life after being in a
scenario that involved dying.

Sharing and Feedback

1. How did you feel to be put in such a helpless position with no other choice but
to wait to die?
2. Were you able to do what you wanted to in 20 minutes?
3. If put in an actual situation like that of above, how would you like to go about
given the short time left for you to live?
4. What are the things that you realized you need to accomplish now before it is
already too late?

CONCLUSION

Community service is done for the welfare of the community. It functions through
the efforts of willing volunteers. Volunteers are not paid to do community service.
Usually, volunteers dedicate their time and effort to these activities because they find
meaning in doing things that would benefit many people.

EXERCISE 5
Name: ____________________________________ Course and Level: ____________

Facilitator: _________________________________ Date: ______________________

A. Instructions: Discuss the following topics substantially. Write your answers on the
space provided. ( 20 points)
1. Why is there a need to understand the value of community services as the
responsibility of those who conduct them?

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2. What protocols do you need to follow when conducting community service?

______________________________________________________________
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CHAPTER 6
PARTICIPATORY PLANNING AND IMPLEMENTATION

Learning Objectives

At the end of this chapter, the students should be able to:

1. Identify the importance of participatory planning and implementation;

2. Discuss the different concepts of participatory planning; and
3. Apply the steps in participatory planning.

OVERVIEW

This chapter deals with participatory planning and implementation. Specifically, it

discusses the meaning, principles, and levels of planning, as well as a brief historical
development of participatory planning.
LECTURE

Planning means to direct and guide the people who are involved in a certain
project.

1. Social planning includes the areas of health, education, housing, and social
welfare. It aims to improve the quality of life and the standard of living of a
particular minority group in the community, e.g., the poor, women, children,
disabled, and indigenous people.
2. Assessment means to gauge the impact of a community projects on the
social development of a community.

Participatory Planning

Participatory planning is the process of laying out the course of actions needed to
attain a set of socio-economic goals. It resolves community issues or problems by
giving concerned community members the chance to identify problems and propose
solutions.

Historical Development of Participatory Planning

In the 1970s, professional development workers became aware of the mismatch

between the reality they constructed and the reality others experienced; dissatisfied with
the short rural visits of development technocrats only to drop by the offices of, or talk to,
local male leaders; and disillusioned with questionnaire surveys and their results. They
also acknowledged that people from the provinces themselves knew more about their
situations and communities as compared to those from the cities (Chamber, 1997).
Thus, these workers developed new methods and approaches in social planning as an
alternative to centralized, top-down planning.

Principles of Participatory Planning

1. Development should be seen more as a change from the bottom-up than from
the top-down.
2. The development process should be managed naturally rather than
mechanically, i.e., unduly focused on plans, goals, objectives, targets and
schedules. This implies that the aforementioned variables may change and that,
therefore, they should be made flexible.
3. The development process should also strengthen local organizations and local
government bureaucracies. A community program should be chosen according
to its ability to enhance local development. It should start with a few schemes to
solve immediate local problems, build confidence, and earn experience.
4. The development process should be supported by local institutions with the
villages, primary cooperatives, religious and youth groups and community-based
and self-help associations playing a major role.
This is a case in point. According to Rina Jimenez-David, former
Department of Interior and Local Government (DILG) Secretary Jessie
Roberto’s legacy is the empowerment of his constituents. When he was
the Mayor of Naga City from 1988 to 2010, he laid down a clear and
comprehensive framework that allowed his constituents to take an active
part in governance. Nagueños were able to voice their concerns and
suggestions to the city hall and act in various project stages from
procurement to budgeting. They also scuttled a plan to set up a golf
course. As a result, 193 non-government through the Naga City People’s
Council.
 5. The development process must be based primarily on confidence-building and
learning rather than on expertise and training. It is more important for the people
who will make decisions at the local level to have the full trust of people they
represent rather than to be trained experts. This implies that the technical staff of
central departments should work in tandem with local interest groups rather than
just sit idly and dismiss the plans prepared by the latter.

Levels of Participation

Typology Results
1. Passive People are told of what will happen or is taking place
2. Information-based People answer a survey team’s questionnaire (no follow-up)
3. Consultation-based People answer a questionnaire defined or designed by
“outsiders”, i.e., non-community members.
4.Incentive-based People work for cash, food, or other incentives.
5.Functional participation Decisions by “outsiders” and interest groups are synthesized
to meet objectives.
6.Interactive Joint analyses, decisions, and action plans are made,
implemented, and monitored by interest groups.
7.Self-mobilization Initiatives are taken independently from official institutions.

A project is described in the Webster’s Dictionary as a planned undertaking. The

initial step is to identify the specific acts that must be taken to meet a set of objectives.
The next is to lay down the project as reflected in the acts to be taken. A project’s
common elements include the following:

1. Objectives – This element describes what the project aims to do and what the
project is for.
2. Boundaries – This element specifies the scope and limitations of the project.
3. Location – This element identifies where the project will be implemented.
4. Target beneficiaries – This element states who will benefit from the
implementation of the project.
5. Duration – This element determines the schedule of the project, i.e., when the
project will be implemented and when I will end.
6. Budget – This element itemizes the expected expenses that the project will
incur upon its implementation.
7. Methodology – This element indicates the approach or manner by which the
project will be implemented.

Project development Cycle

Projects may vary according to their objectives, boundaries, locations, target

beneficiaries, duration, and methodology. However, all projects undergo a process
called the project development cycle consisting of these stages:

Identification ------ Preparation ------ Implementation ------ Evaluation

Although the phases may appear sequentially separated, they are, in fact,
circular, i.e., the phases continually interface with each other both back and forth.

1. Identification – In this stage, a potential project design is organized after

adequate consultations with the different stakeholders of the community.
2. Preparation – In this stage, the planners determine how and when a chosen
project will be implemented.
3. Implementation – In this stage, the project is carried out by the planners and
the local community members based on an agreed-upon timetable.
4. Evaluation – In this stage, the planners and the community members
determine whether or not the project objectives have been met.
 CONCLUSION

Successful participatory planning will help identify and transform community

weaknesses into strengths. With the support of the local government, community
members may contribute in the planning of projects that can solve the problems that
beset them. Since participatory planning creates a sense of urgency among the
members of the community, it should be followed by the implementation of the project
which has incorporated their ideas.

EXERCISE 6
Name: ____________________________________ Course and Level: ____________

Facilitator: _________________________________ Date: ______________________

Instructions: Discuss the following topics substantially. Write your answers on the
space provided. ( 20 points each)

1. The important of planning in organizing a project.

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2. The participatory planning process.

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CHAPTER 7
PARTICIPATORY MONITORING AND EVALUTION

Learning Objectives

At the end of this chapter, the students should be able to:

1. Define monitoring and evaluation and explain their components;

2. Analyze the relationship between monitoring and evaluation; and
3. Illustrate the importance of monitoring and evaluation in determining
the sustainability of the project.

Overview

This chapter discusses the meaning, outcome, impact, and methodology

of program monitoring and participatory evaluation, as well as the concept of
accountability to the top management.

Lecture
 To monitor is to keep track of the implementation of a project. Monitoring
involves the study of the progress of an undertaking in relation to the agree-upon
schedule, resources, and performance indicators. Moreover, it identifies “lagging
areas” that require intervention. Monitoring has also been defined as the
management function guiding the project towards its intended direction and
checking the performance of workers using pre-determined plans and targets to
ensure timely completion.

Furthermore, monitoring is the implementation of effective internal controls

which are generally built into the daily operational activities. Along with other
procedures, monitoring can be in any of the following forms:

1. Assessment of one’s daily operational activities.

2. Utilization of internal audit personnel or other similar personnel who
are performing a wide range of functions.
3. Correspondence with third parties.
4. Implementation of additional safeguards.

Monitoring is a type process performed while a project is being implemented. It

aims to develop the project design in real time. The information gathered during
monitoring is used to make important changes in the project. As an internal
activity, it provides constant feedback on the progress of the project, i.e. , the
problems it is facing, and the efficiency with which it is being implemented.

Evaluation is the study of the project outcome and the factors that led to such an
outcome (e.g., changes in income, housing quality, benefits distribution, cost-
effectiveness, etc.) with the aim of improving the design of future projects.

Evaluation is, therefore, used in selection. Evaluation studies assess the extent
to which a certain project can produce certain results (e.g. , increases income,
better housing quality, etc.) and distribution benefit among different groups. It
also includes a review of overall cost-effectiveness.

Monitoring and evaluation are neither expensive nor complicated. They do not
require specialists or technicians. The complexity of these studies can be
adapted to fit the needs of the program.

The purposes of monitoring and evaluation are to:

1. Assess project results to find out if the objectives and desired changes are
being met;
2. Improve project management and process planning to better adapt to
contextual and risk factors such as new social and political relations that
may affect the research process;
3. Promote learning by identifying lessons of general applicability such as how
different approaches to participation affects outcomes, impact, and reach;
what works and what does not; and what contextual factors enable or
constrain participatory research;
4. Understand- through direct participation in monitoring and evaluation – the
different stakeholders’ perspectives to allow the various people involved in
a research to better appreciate each other’s views and values and come up
with ways to resolve competing or conflicting opinions and interests; and
5. Ensure accountability to assess whether the project is effectively,
appropriately, and efficiently executed and accounted for the key agencies
supporting the project (including, but not exclusively, the donors).
Monitoring Outcomes

Monitoring outputs is new; it has been the standard practice for a long time.
However, it is imperative to ask: In what way is it beneficial to the target group? What
has been the outcome, result, and impact of a project? This question has often been
neglected since they are difficult to answer. But confronting them is highly important
since the question of whether or not a project has been beneficial will answer the
question of whether or not the purpose of the project has been fulfilled.

Monitoring accountability

It has been proven that the continuous monitoring and recording of information
regarding the outcome and impact of a project are crucial in project steering since they
fine-tune activities, maximizing results.

Providers are expected to have their projects constantly monitored and evaluated
by outside experts and the project implementers. Constant monitoring and evaluation
provide a more immediate feedback and facilitate learning. Having an external evaluator
is considered to be desirable and very helpful in bringing out insight coming from an
independent and objective perspective.

Evaluation, according to Hall (2012), is the process of systematically assessing

the design, implementation, and effect of certain programs, policies, or projects. In the
past, the evaluation process employed research methods used in the social sciences to
determine the impact of public programs and policies. Modern evaluation has its root in
the 1960s when government policymakers wanted to know the impact of new public
programs.

The evaluation of completed activities is also called ex-post evaluation, post-hoc

evaluation, or summative evaluation. The evaluation of current or ongoing activities is
called in-term evaluation.

Participatory Evaluation

Participatory evaluation involves the active participation of the stakeholders in

assessing the implementation and impact of a project. The people concerned take the
time to present their own analyses. The following are some techniques that can be used
in participatory evaluation.

1. Forming a focus group

Focus groups are groups of people who ask open-ended questions. The
members are allowed to say anything and be heard. The facilitator will
summarize the ideas presented in an overall evaluation.
2. Spearheading participatory action research

Participatory action research involves asking input from both the

researchers and the participants in determining issues and concerns.

3. Drawing metaphors
This method is useful for participants who are shy, timid, or reluctant to
voice out their comments or suggestions. In this strategy, the participants
answer evaluative questions by drawing metaphors or descriptions.
 4. Constructing tables
In this method, the participants construct a table or framework that
includes the following areas: objectives/goals, activities, timeframe,
strategies, and outputs of the project. They are then asked to interpret
their project table as an evaluation matrix.

CONCLUSION

Program monitoring and participatory evaluation are used to determine the

status of a project. Do to time or financial constraints, however, these efforts are
invariably restricted to only a few aspects of the program. Thus, it is important to identify
the most vital issues to be monitored first and how monitoring could be done using a
participatory evaluation technique.

EXERCISE 7
Name: ____________________________________ Course and Level: ____________

Facilitator: _________________________________ Date: ______________________

Instructions: Discuss the following topics substantially. Write your answers on the
space provided. ( 20 points each)

1. Accountability of the stakeholders in the monitoring and evaluation of a

program..

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2. The purposes of monitoring and evaluation..

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