Community Action and Core Values and Principles of Community-Action Initiatives

Community Engagement, Solidarity and Citizenship
Governor Pack Road, Baguio City, Philippines 2600

Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Name:
Email: [email protected]; Website: www.uc-bcf.edu.ph
S.Y. 2020-2021 Second Trimester Grade Level/Section:

MODULE 3 – CESC Subject Teacher:
Community Action and Core Values and Principles of Community-Action

Initiatives
I. LEARNING OBJECTIVES:
1. Recognize the importance of solidarity in socio-political processes in promoting national and global community
development;
2. Show an appreciation to the vital role of the youth in community development and nation-building;
3. Identify central themes in the evolution and theories of social justice;
4. Distinguish and explain situations that depict social injustices;
5. Identify and analyze the root causes of social injustices;
6. Suggest ways on how to achieve social justice;
7. Review human rights (Article 3: Bill of Rights of the 1987 Constitution and Universal Declaration of Human
Rights of the United Nations) and its core characteristics/principles and categories;
8. Recognize that there is an international consensus on human rights; and
9. Promote awareness and equity of human rights in communities.
II. DISCUSSION
Principles of Community Action
The purpose of community action is for people to work in solidarity in order to address a certain social problem. But
before we can address such, it is necessary to first have a substantial understanding of the different social issues that affect
the poor and marginalized communities in developing countries today, most especially in the Philippines (NOTE: Look at
the world today because of the COVID-19 Epidemic). While the Philippines is beset with many social problems, the
discussion below are five major issues – health, education, livelihood, environment, and disaster––that confront many
Filipinos.
1. Health: progress has been very slow as compared to the Philippines’ neighboring countries in the Southeast
Asian and Western Pacific Region.
When it comes to the health workforce, many parts of the country, especially in the far flung and depressed
areas, remain underserved. Most human resources in the health sector are concentrated in urban areas, with fast
staff turnover and oversupply of persons.
Medicine remains to be expensive for most people, especially for those situated away from urban centers.
When it comes to diseases (our current situation) which poses social, economic, and geographical barriers
bring forth inequity in health services access, which likewise result to inequal health outcomes.
2. Education: there is a geographic gap wherein urban centers have higher literacy rates (NCR being the highest), as
compared to the rural areas (Okabe, 2013). There are efforts to improve the overall educational system of the
country. Figures show that education still remains elusive to the poor due to the complexities brought about by
poverty.
Using gender as a lens, there are fewer males from the lower income strata who are able to complete secondary
and tertiary education than females; this makes females more educated than their male counterparts. Given the
data, there is a need to pay closer attention to males during their adolescent years so they may finish secondary
and tertiary and close the gender inequality gap in education.
Another important issue that the current educational system faces is the overloaded curriculum, which makes it
difficult for learners to absorb knowledge and skills (Durban and Catalan, 2012). Many learners carry so many
textbooks in school that cause pain to their backs, and many are not able to read then all. The case is much more
complicated in rural areas where schools receive less support from the government; in most cases, rural areas only
receive the required textbooks almost at the end of the school year.
Despite these efforts, however, the United Nations Educational, Scientific, and Cultural Organization
(UNESCO) points out that the Philippines still remains among the countries where educational inequality
prevails.
3. Livelihood: from 2012 to 2016, the Philippines was able to sustain an economic growth of 5 percent to 6 percent
primarily due to robust private consumption fueled by overseas remittances, growing tourism and business
process outsourcing (BPO) industries, and continuous government spending (ADB, 2016; World Bank, 2016).
According to the International Fund for Agricultural Development (IFAD) (2012), among the causes of rural
poverty in the Philippines are:
(1) Decline in the productivity and profitability of farming due to unsustainable farming practices that have
led to deforestation and depleted fishing waters; and
This module is an intellectual property of the University of the Cordilleras Senior High School. Unauthorized reproduction, modification, distribution, display or transmission in any form,
medium and manner of any of the contents of the modules (digital or printed) for whatever purpose is strictly prohibited.
Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Name:

(2) Poor people in rural areas have little access to productive assets and business opportunities, have few non-
farm income-generating activities, and lack access to microfinance services and affordable credit.
(3) Fisherfolk continue to face scarcity in catches and have few opportunities or skills outside fishing;
meanwhile rural women confront limited roles outside marketing and family responsibilities, which lead to
loss of additional family income.
Despite the economic growth, poverty incidence is still relatively high, albeit slight decrease.
4. Environment: the Philippines has some of the best environmental laws and policies, it still suffers from weak
implementation primarily due to inadequate monitoring capacity and financial constraints, both at the local and
national levels (World Bank, 2009). This is further aggravated by confusion in the implementation of
environmental laws due to conflicting policies, coupled with overlapping government jurisdictions and
information systems.
The environmental analysis reports generated by the World Bank (2009), the Asian Development Bank (2009),
and Human Development Network (2013), the country is facing te following environmental problems:
 serious degradation of forest lands and watersheds
 loss of critical habitat and unique biodiversity (including marine life)
 deteriorating quality of farmland due to unsustainable agricultural practices (such as aggressive use of
fertilizers and pesticides), leading to ever increasing loss of soil fertility
 saltwater intrusion into wells and aquifiers resulting to scarcer water supply
 overexploitation of fisheries and permanent loss of coastal ecosystems
 deteriorating quality of air and massive water pollution in lakes, rivers, coastal waters in key urban
areas
 increasing solid and toxic waste generation and improper waste management
5. Disaster: being a country situated in the Pacific Ring of Fire, NEDA (2011) and Commission on Audit (2014)
identified natural and anthropogenic disasters as major causes of poverty and vulnerability in the country. Of the
disasters that hit the country, the most devastating are typhoons; on average, around 20 typhoons hit the
Philippines per year. The effects of typhoons become more severe due to climate change (Human Development
Network, 2013). The Philippines is also vulnerable to rising sea level because 70 percent of the country’s 1,500
municipalities are found along the coast.
Community Action becomes effective if we understand the nature of the social problem we are dealing with. Thus,
youth participation in community affairs is vital so that young people can take part in shaping the destiny of their
country and for communities to benefit from their fresh new ideas and vibrant energy.
Role of Youth in Community Action
The progress of every country is based among other things, on its ability to hone its youth in constructing and
crafting its future (United Nations, 2010). Aside from their intellectual contributions and ability to mobilize support,
young people provide unique perspectives that must be considered. The youth’s involvement or participation in
community development is a vital opportunity for them to take a valued position in the society where they belong. They
may take part in influencing and sharing over initiatives, decisions, and resources that affect their lives, and through these,
the community will benefit from the youth’s contributions, ideas, and energy.
There are several documents that reflect concerns about youth at the center of many policy debates. These debates
focus on developing and raising a generation of skilled, competent, and responsible adults for the future of the country.
These include:
- 1987 Philippine Constitution, Article II, Section 13
- 1991 Local Government Code
- 1995 Youth in Nation-Building Act or Republic Act No. 8044
- Sangguniang Kabataan (SK) Reform Act of 2015 or Republic Act No. 10742
- Philippine Youth Development Plan (2012-2016)
The National Youth Commission refers to the youth with special needs as Special Youth Groups (SYGs). These
are young people who experience or are vulnerable to experience discrimination, exploitation, marginalization,
oppression, and subordination:
 Youth in indigenous communities
 Abused and exploited youth
 Youth in conflict with the law and juvenile delinquents
 Differently abled youth
 Drug-dependent youth
 Abandoned/neglected youth
Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Name:

 Young victims of natural calamities and youth in situations of armed conflict
Levels of Youth Participation in Community Action

The goal of Hart’s Ladder of Young People’s Participation is to have the choice to move away from non-
participatory practices toward a more meaningful and higher level of youth participation. In terms of modalities of
community engagement, Levels 1 to 3 can be considered transactional; Levels 4 and 5 can be considered transitional;
Level 6 and above is transformational.
The last 3 levels are transformational because it resembles participatory community action initiatives by the
youth, thereby incorporating the youth’s abilities and strengths in designing and implementing community development
programs. This in turn, becomes an “empowering situation” as the youth becomes involved in all development phases
(i.e., appraisal, planning, implementation, monitoring, and evaluation) of community development projects. Through this,
the youth are given the opportunity to perceive their situation and recognize their collective ability to influence the world.
They are given the power to decide what they want to see changed, and why, and then to act towards those changes.
Level 1: Manipulation (Nonparticipation)

Adults use young people’s ideas and voices for their own advantage. They have
complete authority over the young and they define and implement policies without
any input from the youth.
Level 2: Decoration (Nonparticipation)

The youth may be called in to embellish adult actions through singing, dancing or performing other
entertaining activities. The youth may appear to have taken part in the event, but only a limited capacity
and without any opportunity to contribute in decision-making.
Level 3: Tokenism (Nonparticipation)

The youth may be given a voice merely to create a child-friendly image for adults. In reality, the youth’s
voices are not heard and the have little or no choice at all about their role in a certain project. They also
have a little choice about what they can say and how they can communicate.
Level 4: Assigned but Informed

Adults take the initiative to inform the youth about how and why they are being assigned to perform a
certain role. Only after the young ones understand the project’s goals and their roles in it will they decide
whether or not they will be involved in the initiative.
Level 5: Consulted and Informed

The youth are extensively consulted on projects designed and managed by adults. The young people are
informed on how their inputs will be used and the extent through which their voices will be incorporated
by the adults in making the final decision. Adults also give the youth some feedback regarding the ideas
that were contributed. With this, adults make a concerted asnd structured effort to incorporate the youth’s
opinions and in decision-making.
Level 6: Adult Initiated, Shared Decisions with Young People

Adults are the ones who initiate programs and projects, but the youth is involved in the decision-making
process which includes the planning and actual implementation of the project.
Level 7: Young People Lead, and Initiate Action

In this level, the youth themselves are the ones who conceive, organize, and direct the project, while the
adults’ role is to help when needed. Here, adults only play a supportive role, and they generally trust the
leadership of the young. As main actors, the youth are in full control and may choose to seek adult
assistance if necessary or needed.
Level 8: Youth Initiated, Shared Decisions with Adults

This takes place when programs and projects are initiated by the youth, but they involve the adults in the
decision-making process. This process empowers young people while learning adults through mentorship.
Here, young people and adults are considered as partners in development.
Assessing Community Action Initiatives

Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Name:

Solving social problems through community action must be anchored on a set of core values and principles that
will serve as bases in assessing whether community action initiatives have been carried out appropriately. By appropriate,
it does not mean the scientific ways in conducting a proper community action; rather it refers to the ethical standards that
must be observed to safeguard the dignity of those involved in community action initiatives and to preserve the harmony
of creation. These include (a preview to the next lessons in the subject):
 Adherence to social justice

 Respect, protection, and fulfillment of human rights
 Promotion of gender equality, equity, and empowerment
 Ensuring people’s empowerment
 Use of advocacy
 Safeguarding of people’s participation in the development process (Participatory Development)
 Guarantee of environmental sustainability (Resource Mobilization and Monitoring and Evaluation)
The aforementioned principles and values serve as reminders that while the goal of community action is to solve
social problems, the end does not justify the means. Hence, people must be conscious of their actions because the
process of attaining development is as important as it outcomes.
Social Justice and Human Rights

I. Social Justice – the treatment of fellow human beings regardless of race, sex, gender, social class, age, religion,
political affiliation, creed, or other characteristic of background or group characteristics.
 The access and allocation of community resources and goods such as basic needs, and the giving of opportunity
structures and life chances so that people can live meaningful lives and achieve well-being.
Duty of State to promote social justice – Article XIII, Section 1-2
1. Aims of policy to promote social justice – The Constitution mandates the State to promote social justice in all
phases of national development (Art. II, Sec. 10) – social, economic, political and cultural – to ensure the dignity,
welfare and security of all the people.
More specifically, the aims of the policy to promote social justice are:
a. To protect and enhance the right of all the people to human dignity;
b. To reduce social, economic and political inequality; and
c. To remove cultural inequalities (Article XIV, Sec. 18).
2. Measures to achieve aims – These aims are to be achieved by the enactment of measures which Congress shall
give the highest priority, that seek “equitably wealth and political power for the common good” (Art. XIII, Secs.
15-16).
3. Commitment to create economic opportunities – A commitment of the State must be included to create
economic opportunities for all citizens based on the freedom on initiative and self-reliance.
Social Justice primarily address structural defects of the society namely:
1. Poverty – United Nations (2000) defines poverty as “a human condition characterized by the sustained or chronic
deprivation of the resources, capabilities, choices, security and power necessary for the enjoyment of an adequate
standard of living and other civil, cultural, economic, political, and social rights.”
2. Social Inequality - occurs when resources (opportunities & rewards) in a given society are distributed unevenly,
typically through norms of allocation, that engender specific patterns along lines of socially defined categories of
persons.
Forms of Social Inequality (refer to your previous UCSP lesson on Social Inequality)
a. Classism
b. Racism and Ethnocentrism
c. Sexism and Gender Inequality
d. Ageism
e. Disability bias
f. Ideological bias
3. Predatory Capitalism – refers to the unregulated actions and strategies of corporations to make profit whenever
profit-making conflicts with that of the public interest.
4. Occupational Injustice – occurs in situations when people are exploited, barred, confined, restricted, segregated,
prohibited, undeveloped, disrupted and/or alienated from meaningful occupations, thereby limiting the
achievement of their optimum health, quality of life, and life satisfaction.
5. Environmental Injustice – is a condition in which those who are least responsible for environmental problems
such as environmental degradation, pollution and climate change bears negative impacts.
Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Name:

II. Human Rights (refer to your previous lessons on UCSP and PPG)– are natural rights of all human beings whatever
their nationality, religion, ethnicity, sex, language and color. Hence, human rights are inalienable rights that protect our
dignity as human beings.
The Universal Declaration of Human Rights (UDHR) - is a milestone document in the history of human rights. Drafted
by representatives with different legal and cultural backgrounds from all regions of the world, the Declaration was
proclaimed by the United Nations General Assembly in Paris on 10 December 1948 (General Assembly resolution 217 A)
as a common standard of achievements for all peoples and all nations.
Bill of Rights - A declaration and enumeration of a person’s rights and privileges which the Constitution is designed to
protect against violations by the government, or by an individual or groups of individuals. The purpose is to provide
specific freedoms to citizens and limit the power of the government.
II. Classification of rights:

1. Natural rights – are inherent rights given to an individual at the moment of birth.
(e.g. right to live, right to love)
2. Constitutional rights – those rights which are conferred and protected by the Constitution.
– Since they are part of the fundamental law they cannot be modified or taken away by the law-making body.
3. Statutory rights – those rights which are promulgated by the law-making body and consequently may abolished by the
same body.
4. Civil rights - They are rights enjoyed by an individual by virtue of his citizenship in a state or community.
5. Social or Economic Rights - Rights to property, whether personal, real or intellectual.
6. Political Rights - These are rights of an individual enjoys as a consequence of being a member of a body politic.
III. GROUP ACTIVITY – 2 to 3 members ONLY (PERFORMANCE CHECK 1 – 30 POINTS)
How does social inequality affect the well-being of Filipinos nowadays? Write a five-paragraph essay about your answer
to this question with the help of the guide questions below.
1. What are the factors that affect this structural defect?
2. What can society do to counteract this problem?
3. How can YOU contribute to change this problem?
4. How can you help solve this problem a decade from now?
5. Why is it important for young people to become aware and involved in issues such us this?
BASIS FOR SCORING: (adapted from https://uwf.edu/media/university-of-west-florida/academic-affairs/departments/cutla/documents/Rubric-for-Essay-Exam-Answers.pdf and

https://www.vuu.edu/Content/Uploads/vuu.edu/files/University%20College/Writing%20Assignment%20Rubric%208%2019%2018.pdf)
Relevance of the answers to the questions (Answer is complete; sufficient detail provided to support assertions; answer focuses only on
issues related to the question; factually correct) – 10 points
Ideas, Support and Development (Consistent evidence with originality and depth of ideas; support is valid and specific) – 10 points
Organization and logic of answer (Clear and logical presentation; good development of an argument; Transitions are made clearly and
smoothly) – 5 points
Mechanics of writing (spelling, punctuation, grammar, clarity of prose) – 5 points
IV. ADDITIONAL RESOURCES

Understanding Youth Participation https://www.voicesofyouth.org/understanding-youth-participation
V. REFERENCES:
 Abenir, M. (2017) Community Engagement, Solidarity, and Citizenship. Makati City: Diwa Learning System Inc.
 http://www.youth.ie/sites/youth.ie/files/NYCI_WDW_section_01.pdf

Community Action and Core Values and Principles of Community-Action Initiatives

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Community Action and Core Values and Principles of Community-Action Initiatives

Uploaded by

Copyright:

Available Formats

Community Engagement, Solidarity and Citizenship

Governor Pack Road, Baguio City, Philippines 2600

S.Y. 2020-2021 Second Trimester Grade Level/Section: