SENIOR HIGH SCHOOL

Community
Engagement, Solidarity
and Citizenship
Quarter 2 – Module 7
Core Values and Principles of Community
Action Initiatives

Department of Education ● Republic of the Philippines

Community Engagement, Solidarity and Citizenship
Alternative Delivery Mode
Quarter 2 – Module 7: Core Values and Principles of Community Action
First Edition, 2020

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Development Team of the Module

Writers: Ellen G. Pagupat

Content Editor: Michael M. Taytay
Language Editor: Elbert T. Maestre
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Development Team:
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director

Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V

Assistant Regional Director
Jonathan S. dela Peña, PhD, CESO V
Schools Division Superintendent
Rowena H. Para-on, PhD
Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD

Members: Neil A. Improgo, PhD, EPS-LRMS; Bienvenido U. Tagolimot, Jr., PhD, EPS-ADM;
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PDO II

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Department of Education - Alternative Delivery Mode (DepEd-ADM)
 i SENIOR HIGH SCHOOL

Community
Engagement, Solidarity
and Citizenship
Quarter 2 – Module 7
Core Values and Principles of
Community Action Initiatives

This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges, and/or
universities. We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendations to the Department of
Education at action@deped.gov.ph.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

ii
 TABLE OF CONTENTS

Page No.

Cover page i
Copyright page ii
Table of Contents iv

SECOND QUARTER - MODULE 7

What I Need to Know 1
What Should I Expect 1
Things to Remember to Get Through 2
Remember This 2

LESSON 1- Core Values and Principles of Community Action Initiatives

What Should I Expect 3
What I Know 3
What is it 5
What’s In 15
What’s More 15
Assessment 17

iv
 WHAT I NEED TO KNOW

This learning module contains the core values and principles of community
action initiatives; strategies of empowerment and advocacy of community action
initiatives; the importance of commitment and action in participatory development for
community well-being, selected community action initiatives; methodologies and
approaches in community action; systematic methods of community action in
understanding community.
In this module, the students understand and appreciate the contexts of the
core values and principles of community action through: a written analysis and
critical interpretation of information provided with the description derived from
research and present creatively using multimedia.

WHAT SHOULD I EXPECT

After studying this module, students will be able to:

1. know the important set of values and codes that inspire community
action;
2. promote awareness of human rights in communities among the
students;
3. understand how empowerment, advocacy and participatory
development affect community development;
4. explain the core values of community action;
5. learn the tools of community research;
6. apply the systematic social research methods in conducting
research study; and
7. develop commitment and conviction to participatory development
for community well-being.

1
 THINGS TO REMEMBER TO
GET THROUGH

To learn the benefits from this module, follow the steps below:

1. Read the module title and the module introduction to get an idea of what the
module covers. Specifically, read the first two sections of this module
carefully. The first section tells you what this module is all about while the
second section tells you of what you are expected to learn.

2. Never move on to the next page unless you have done what you are expected
to do in the previous page. Before you start each lesson, read first the
instructions.

3. Work on the activities. Take note of the skills that each activity is helping you
to develop.

4. Take the Post-Test after you are done with all the lessons and activities in the
module.

5. Meet with your teacher. Ask him/her about any difficulty or confusion you have
encountered in this module.

6. Finally, prepare and gather all your outputs and submit them to your teacher.

7. Please write all your answers of the tests, activities, exercises, and others in
your separate activity notebook.

REMEMBER THIS

The most basic skill that a good student should possess is a clear
understanding of community action by fully engaging in setting a concrete plan.
Moreover, learners must implement and apply the established plan for a better
community and lastly, build up conviction and commitment to serve for holistic
community development.

GOOD LUCK AS YOU BEGIN THIS MODULE!

2
 LESSON CORE VALUES AND PRINCIPLES
1 OF COMMUNITY ACTION
INITIATIVES

Competency 1A: Explain the core values of community action initiatives through
learning human rights, social equity, gender equality and participatory development.
HUMSS_CSC12IIh-j-12, HUMSS_CSC12IIh-j-13, HUMSS_CSC12IIh-j-14 (4 hours)

WHAT SHOULD I EXPECT

At the end of this lesson, the learners are expected to:

1. explain the core values of community action initiatives;
2. promote awareness of human rights in communities among the learners;
3. appraise the value of social equity and gender equality in the context of
participatory development; and
4. develop commitment and conviction to participatory development for
community well-being.

WHAT I KNOW

Instructions: Read and answer the following statements. Write the letter of your
answer in your notepad.
1. Social justice is the reasonable relationship between the individual and society.
a. True b. False
2. Practicing equal treatment to each and everyone in the community is an example
of existing social equity.
a. True b. False
3. Giving alms to the poor for your political agenda is good practice of social justice.
a. True b. False
4. It is an important core values of community action initiatives which indicate a
simple set of moral principles and values that are attributed to an individual
regardless of ethnicity, gender or age.
a. Human Rights c. Gender Equality
b. Social Equity d. Participatory Development

3
5. What particular core values of community action that states “All women and men,
and girls and boys, enjoy the same rights, resources, opportunities and
protections. It does not require that girls and boys, or women and men, be the
same, or that they be treated exactly alike”?
a. Human Rights c. Gender Equality
b. Social Equity d. Participatory Development
6. What article in Human Rights Bill that specifies all human beings are born free
and equal in dignity and rights?
a. Article 1 c. Article 3
b. Article 2 d. Article 4
7. It is an article entitled to equal protection against any discrimination in violation of
this Declaration and against any incitement to such discrimination.
a. Article 5 c. Article 7
b. Article 6 d. Article 8
8. It is an article that everyone charged with a penal offence has the right to be
presumed innocent until proved guilty.
a. Article 8 c. Article 10
b. Article 9 d. Article 11
9. It is an article that states “Everyone has the right to equal access to public service
in his country.”
a. Article 20 c. Article 22
b. Article 21 d. Article 23
10. It is an aspect of social equity which ensures quality of being just; righteousness,
equitableness, or moral rightness.
a. Justice c. Economic
b. Environment d. Development
11. It is an approach that meets the need of under-served communities through
policies and programs that reduce disparities while fostering places that are
healthy and vibrant.
a. Justice c. Economic
b. Environment d. Development
12. It is a basic principle of gender equality which promote the right of girls to
participate in decision-making in a meaningful way and to express their views in
all matters that affect their lives;
a. Universal c. Participation
b. Interrelatedness d. Non-Discrimination
13. It is to ensure that women and girls are able to access and enjoy, equally with
men and boys, their civil, political, economic, social, and cultural rights
a. Universal c. Participation
b. Interrelatedness d. Non-Discrimination
14. It illustrates openness in community participation and awareness of the interests
and motives of everyone else in the development project.
a. Transparency c. Cooperation
b. Empowerment d. Inclusion
15. It is to ensure the sharing of everybody’s strength to reduce everybody’s
weaknesses.
a. Transparency c. Cooperation
b. Empowerment d. Inclusion

4
 V
WHAT IS IT

What do we mean by Values and Principles?

Values is a conception of what is considered good, desirable, and proper or
bad, undesirable, and improper in a culture. It concerns the core issues of our lives:
personal relationships, morality, gender and social roles, race, social class, and the
organization of society (Nordlund, A., 2009). ,
Principles are the fundamental scientific, logical, or moral/ethical “truths”
arising from experience, knowledge, and values on which we base our actions and
thinking (Merriam-Webster Dictionary).

What are the core values of community action?

Community action initiative is guided by the core values and principles of
human rights, social justice, social equity, gender equality, and participatory
development.
The following core values have been defined differently by many authors.
1. Human Rights are simply set of moral principles and values that are
attributed to an individual regardless of ethnicity, gender or age (Delos
Santos, DL, 2017)

2. Social Equity denotes the spirit and the habit of fairness, justness, and
right dealing. It is also a state of affairs in which all people within a
specific society or isolated group have the same status in certain
respects, including civil rights, freedom of speech, property rights, and
equal access to social goods and services (Wooldridge, B., 2016).

3. Gender equality means that women and men, and girls and boys, enjoy
the same rights, resources, opportunities and protections. It does not
require that girls and boys, or women and men, be the same, or that they
be treated exactly alike (UNICEF, 2018).

4. Participatory Development seeks to engage local populations

in development projects (Wikipedia). It is also a process through which
stakeholders can influence and share control
over development initiatives, and over the decisions and resources that
affect themselves (ADB, 1996)

Values are collective in nature. It is a conception of what is considered good,

desirable, and proper or bad, undesirable, and improper in a culture. It is considered
important because values of community are soul of civic action and participation. If

5
people have full commitment and right values then the heart of happier world
blooms.
Human Rights
United Nations (UN) most significant advocacies are crafted from Human
Rights.

Article 1 – Rights to Equality

All human beings are born free and equal in dignity and rights. They
are endowed with reason and conscience and should act towards one another
in a spirit of brotherhood.

Article 2 – Freedom from Discrimination

Everyone is entitled to all the rights and freedoms set forth in this
Declaration, without distinction of any kind, such as race, colour, sex,
language, religion, political or other opinion, national or social origin, property,
birth or other status. Furthermore, no distinction shall be made on the basis of
the political, jurisdictional or international status of the country or territory to
which a person belongs, whether it be independent, trust, non-self-governing
or under any other limitation of sovereignty.

Article 3 – Right of Life, Liberty, Personal Security

Everyone has the right to life, liberty and the security of person.

Article 4 – Freedom from Slavery

No one shall be held in slavery or servitude; slavery and the slave
trade shall be prohibited in all their forms.

Article 5 – Freedom from Torture and Degrading Treatment

No one shall be subjected to torture or to cruel, inhuman or degrading
treatment or punishment.

Article 6 – Right to Recognition as a Person before the Law

Everyone has the right to recognition everywhere as a person before
the law.

Article 7 – Rights to Equality before the Law

All are equal before the law and are entitled without any discrimination
to equal protection of the law. All are entitled to equal protection against any
discrimination in violation of this Declaration and against any incitement to
such discrimination.

Article 8 – Right to Remedy by Competent Tribunal

Everyone has the right to an effective remedy by the competent
national tribunals for acts violating the fundamental rights granted him by the
constitution or by law.

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Article 9 – Freedom from Arbitrary Arrest and Exile
No one shall be subjected to arbitrary arrest, detention or exile.

Article 10 – Right to Fair Public Hearing

Everyone is entitled in full equality to a fair and public hearing by an
independent and impartial tribunal, in the determination of his rights and
obligations and of any criminal charge against him.

Article 11- Right to be Considered Innocent until Proven Guilty

1. Everyone charged with a penal offence has the right to be
presumed innocent until proved guilty according to law in a public
trial at which he has had all the guarantees necessary for his
defence.

2. No one shall be held guilty of any penal offence on account of any

act or omission which did not constitute a penal offence, under
national or international law, at the time when it was committed. Nor
shall a heavier penalty be imposed than the one that was applicable
at the time the penal offence was committed.

Article 12 – Freedom form Interference with Privacy, Family, Home and

Correspondence
No one shall be subjected to arbitrary interference with his privacy,
family, home or correspondence, nor to attacks upon his honour and
reputation. Everyone has the right to the protection of the law against such
interference or attacks.

Article 13 – Right to Free Movement in and out of the Country

1. Everyone has the right to freedom of movement and residence
within the borders of each State.

2. Everyone has the right to leave any country, including his own, and
to return to his country.

Article 14 – Right to Asylum in other Countries from Persecution

1. Everyone has the right to seek and to enjoy in other countries
asylum from persecution.
2. This right may not be invoked in the case of prosecutions genuinely
arising from non-political crimes or from acts contrary to the
purposes and principles of the United Nations.

Article 15 – Right to a Nationality and Freedom to Change it

1. Everyone has the right to a nationality.

2. No one shall be arbitrarily deprived of his nationality nor denied the

right to change his nationality.

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Article 16 – Right to Marriage and Family
1. Men and women of full age, without any limitation due to race,
nationality or religion, have the right to marry and to found a family.
They are entitled to equal rights as to marriage, during marriage
and at its dissolution.

2. Marriage shall be entered into only with the free and full consent of
the intending spouses.

3. The family is the natural and fundamental group unit of society and
is entitled to protection by society and the State.

Article 17 – Right to Own Property

1. Everyone has the right to own property alone as well as in
association with others.

2. No one shall be arbitrarily deprived of his property.

Article 18 – Freedom form Belief and Religion

Everyone has the right to freedom of thought, conscience and religion;
this right includes freedom to change his religion or belief, and freedom, either
alone or in community with others and in public or private, to manifest his
religion or belief in teaching, practice, worship and observance.

Article 19 – Freedom from Opinion and Information

Everyone has the right to freedom of opinion and expression; this right
includes freedom to hold opinions without interference and to seek, receive
and impart information and ideas through any media and regardless of
frontiers.

Article 20 – Right of Peaceful Assembly and Association

1. Everyone has the right to freedom of peaceful assembly and
association.

2. No one may be compelled to belong to an association.

Article 21 – Right to Participate in Government and in Free Elections

1. Everyone has the right to take part in the government of his
country, directly or through freely chosen representatives.

2. Everyone has the right to equal access to public service in his

country.

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 3. The will of the people shall be the basis of the authority of
government; this will shall be expressed in periodic and genuine
elections which shall be by universal and equal suffrage and shall
be held by secret vote or by equivalent free voting procedures.

Article 22 – Right to Social Security

Everyone, as a member of society, has the right to social security and
is entitled to realization, through national effort and international co-operation
and in accordance with the organization and resources of each State, of the
economic, social and cultural rights indispensable for his dignity and the free
development of his personality.

Article 23 – Right to Desirable Work and to Join Trade Unions

1. Everyone has the right to work, to free choice of employment, to
just and favourable conditions of work and to protection against
unemployment.

2. Everyone, without any discrimination, has the right to equal pay for
equal work.

3. Everyone who works has the right to just and favourable

remuneration ensuring for himself and his family an existence
worthy of human dignity, and supplemented, if necessary, by other
means of social protection.

4. Everyone has the right to form and to join trade unions for the
protection of his interests.

Article 24 – Right to Rest and Leisure

Everyone has the right to rest and leisure, including reasonable
limitation of working hours and periodic holidays with pay.

Article 25 – Right to Adequate Living Standard

1. Everyone has the right to a standard of living adequate for the
health and well-being of himself and of his family, including food,
clothing, housing and medical care and necessary social services,
and the right to security in the event of unemployment, sickness,
disability, widowhood, old age or other lack of livelihood in
circumstances beyond his control.

2. Motherhood and childhood are entitled to special care and

assistance. All children, whether born in or out of wedlock, shall
enjoy the same social protection.

9
Article 26 – Right to Education
1. Everyone has the right to education. Education shall be free, at
least in the elementary and fundamental stages. Elementary
education shall be compulsory. Technical and professional
education shall be made generally available and higher education
shall be equally accessible to all on the basis of merit.

2. Education shall be directed to the full development of the human

personality and to the strengthening of respect for human rights
and fundamental freedoms. It shall promote understanding,
tolerance and friendship among all nations, racial or religious
groups, and shall further the activities of the United Nations for the
maintenance of peace.

3. Parents have a prior right to choose the kind of education that shall
be given to their children.

Article 27 – Right to Participate in the Cultural Life of Community

1. Everyone has the right freely to participate in the cultural life of the
community, to enjoy the arts and to share in scientific advancement
and its benefits.

2. Everyone has the right to the protection of the moral and material
interests resulting from any scientific, literary or artistic production
of which he is the author.

Article 28 – Right to a Social Order that Articulates this Document

Everyone is entitled to a social and international order in which the
rights and freedoms set forth in this Declaration can be fully realized.

Article 29 – Community Duties Essential to Free and Full Development

1. Everyone has duties to the community in which alone the free and
full development of his personality is possible.

2. In the exercise of his rights and freedoms, everyone shall be

subject only to such limitations as are determined by law solely for
the purpose of securing due recognition and respect for the rights
and freedoms of others and of meeting the just requirements of
morality, public order and the general welfare in a democratic
society.

3. These rights and freedoms may in no case be exercised contrary to

the purposes and principles of the United Nations.

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 Article 30 – Freedom from State or Personal Interference in the above
Rights
Nothing in this Declaration may be interpreted as implying for any
State, group or person any right to engage in any activity or to perform any act
aimed at the destruction of any of the rights and freedoms set forth herein.

The Human Rights in the Philippines

Human rights in the Philippines are very sensitive topic and have been a
hotbed of abuses. Thus, the Commission of Human Rights (CHR) is embodied in its
fundamental laws under Article XIII, Section 18 of the 1987 Philippine Constitution
and mandated to secure the welfare of human rights in the country.

The mandates are as follows:

1. Investigate on its own or on complaint by any party, all forms of human

rights violations involving civil and political rights
2. Adopt its operational guidelines and rules of procedure, and cite for
contempt for violations thereof in accordance with the Rules of Court
3. Provide appropriate legal measures for the protection of human rights of
all persons within the Philippines, as well as Filipinos residing abroad,
and provide for preventive measures and legal aid services to the under-
privileged whose human rights have been violated or need protection
4. Exercise visitorial powers over jails, prisons, or detention facilities
5. Establish a continuing program of research, education, and information
to enhance respect for the primacy of human rights
6. Recommend to Congress effective measures to promote human rights
and to provide for compensation to victims of violations of human rights,
or their families
7. Monitor the Philippine Government's compliance with international treaty
obligations on human rights
8. Grant immunity from prosecution to any person whose testimony or
whose possession of documents or other evidence is necessary or
convenient to determine the truth in any investigation conducted by it or
under its authority
9. Request the assistance of any department, bureau, office, or agency in
the performance of its functions
10. Appoint its officers and employees in accordance with law
11. Perform such other duties and functions as may be provided by law

11
Social Equity

Social equity is the economic, legal, environmental, and developmental rights

of access to the collective resources of society with an all-encompassing effort by
means of equal say and insight of all members of society.

This means that individuals of a society should be entitled to the resources of

the community so that they as individuals can thrive without comprising the resource
that the whole community depends on.

Specific aspects of the society that should be equally accessed:

1. Education – Knowledge is a collective asset of society and should be

fairly distributed and offered to all members of society. Ensuring each
learner as entitled to learn, that their education should be developed to
optimize their lives and potential by complementing and augmenting their
shortcomings.

2. Justice – It is the quality of being just; righteousness, equitableness, or

moral rightness. Equitable justice ensures that every member of society
has a basic number of goods regardless of how much work they have
done and understands the context of the circumstances of social inequality
and offers those disadvantaged real arbitration and rehabilitation practices.

3. Environment – Equitable environment describes a country, or world, in

which no single group or community faces disadvantages in dealing
with environmental hazards, disasters, or pollution. Ideally, no one should
need extreme wealth or political connections to protect the well-being of
their families and communities.

4. Economic – Equitable economic offers a development that unlocks the full

potential of the local economy by dismantling barriers and expanding
opportunities for low- income people and communities of color. Through
accountable public action and investment, it grows quality jobs and
increases entrepreneurship, ownership, and wealth for everyone.

5. Development – It is an approach for meeting the needs of underserved

communities through policies and programs that reduce disparities while
fostering places that are healthy and vibrant. It is increasingly considered
an effective placed-based action for creating strong and livable
communities.

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Gender Equality
What is the difference between sex and gender?

Sex refers to the biological differences between males and females, such as
the genitalia and genetic differences.

Gender refers to the role of a male or female in society. It is socially

constructed characteristics of women and men, such as norms, roles, and
relationships of and between groups of women and men. It varies from society to
society and can be changed.

What is gender equality?

Gender Equality is the state in which access to rights or opportunities is

unaffected by gender.

Guiding Principles of Gender Equality as specified in the UN Congress:

1. Universality
 All people everywhere, women and men including children, are entitled
to all human rights.
 All must enjoy universal respect for, observance and effective
enjoyment of all human rights

2. Indivisibility, Interdependence and Interrelatedness

 Human rights instruments cover civil, cultural, economic, political and
social rights. These human rights are intertwined and as such, cannot
be subjected to selectivity. Ensuring that all programs, policies and
activities are mindful of this principle for men and women.

3. Participation and Inclusion

 Ensure the meaningful participation of women in the design,
implementation, monitoring, and evaluation of all our operations,
policies, and programmes
 Promote the right of girls to participate in decision-making in a
meaningful way and to express their views in all matters that affect
their lives
 Implement specific programs and policies to support the empowerment
of women and girls
 Support the participation of women and adolescent girls in all levels of
conflict-prevention, management, and solutions, including in relation to
peace processes

13
 4. Equality and Non-discrimination
 Aim to ensure that women and girls are able to access and enjoy,
equally with men and boys, their civil, political, economic, social, and
cultural rights
 Respect the diversity of women and girls and recognize that factors
such as age, language, ethnicity, race, caste, culture, religion,
disability, family and socio-economic status, and rural or urban
background can create additional barriers to gender equality
 Ensure the operations, policies, and programs that promote the equal
rights of all individuals of concern and do not directly or indirectly
discriminate against women and girls

Participatory Development
Participatory development is an active involvement of the stakeholders in
the community in influencing and sharing control over development initiatives,
decisions and resources that affect their lives.

The key principles of participatory development are as follows:

1. Inclusion: Effective community should include all people, or
representatives of all groups who will be affected by the results of a
decision or a process, such as a development project.
2. Equal Partnership: Operational community recognizes all the
stakeholders as equal partners in the development project process and
has equal right to participate regardless of their status.
3. Transparency: Effective community should be open, know of the interests
and motives of everyone else in the development project. All stakeholders
must help to create a climate conducive to open communication and
building dialogue.
4. Sharing Power: All stakeholders must have equal power in the decision
making and treated as an equal partner. Authority and power must be
balanced evenly between all stakeholders to avoid the domination of one
party.
5. Sharing Responsibility: As a result of equal sharing of power, all
stakeholders have equal responsibility for decisions that are made, and
each should have clear responsibilities within each process.
6. Empowerment: Effective participation empowers the local community to
take control of their lives by gaining confidence and power to articulate
their concerns.
7. Cooperation: Effective community is based on adequate and effective
cooperation among all the stakeholders involved. Through cooperation,
participation ensures sharing of everybody’s strength reduces everybody’s
weaknesses.

14
 WHAT’S IN

In your notepad, answer the following

Ang bayan kong Pilipinas questions.
Lupain ng ginto't bulaklak
Pag-ibig na sa kanyang palad 1.) What is the message of the song?
Nag-alay ng ganda't dilag 2.) What basic right is stressed in the
song?
At sa kanyang yumi at ganda
Dayuhan ay nahalina
Bayan ko, binihag ka
Note to the teacher:
Nasadlak sa dusa
Have your own assessment on the
above What’s In activity. Also, you decide
CHORUS
Ibon mang may layang lumipad the scoring of this activity.
Kulungin mo at umiiyak
Bayan pa kayang sakdal-dilag Thank you.
Ang 'di magnasang makaalpas

Pilipinas kong minumutya

Pugad ng luha at dalita
Aking adhika
Makita kang sakdal laya

WHAT’S MORE

ACTIVITY 1 - GALLERY WALK

Directions: Look closely in each picture and explain your answer in your
notepad base on how you understand the existence and importance of human rights,
social equity, gender equality and participatory development in the community.

15
 Picture no. 1 Picture no. 2

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B88TmM

Picture no. 3 Picture no. 4

https://www.google.com/search?q=image+violation+against+women+and+children&tbm=isch&ve https://www.google.com/search?q=image+violation+against+women+and+children&tbm=isch&ve
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Picture no. 5 Picture no. 6

https://www.google.com/search?q=image+of+tribal+dancing&tbm=isch&ved=2ahUKEwjX-
https://www.google.com/search?q=image+of+community+cleaning&tbm=isch&ved=2ahUKEwie8K
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cCegQIABAA&oq=image+of+tribal+dancing&gs_lcp=CgNpbWcQAzICCAA6CAgAEAgQChAeOgYIABAI
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16
 ASSESSMENT

Instructions: Match each statement in Column A with what it describes in

Column B. Write the letter of the answer in your notepad.
Column A Column B
1. This is an active involvement of the stakeholders in the
community in influencing and sharing control over a. Sharing power
development initiatives, decisions and resources that b. sex
affect their lives. c. Article 26
2. All stakeholders show equal power in the decision d. Empowerment
making and treated as an equal partner in the e. Commission on
community. Human Rights
3. This encourages local community to take control of their f. Justice
lives by gaining confidence and power to articulate their g. Participatory
concerns. development
4. All individuals of a society are entitled to the resources h. Article 24
of the community without comprising the resource that i. Values
the whole community depends on. j. Article 3
5. This refers to the role of a male or female in society. k. Social equity
6. This aims to ensure that women and girls are able to l. Gender Equality
access and enjoy, equally with men and boys, their civil, m. Article 15
political, economic, social, and cultural rights. n. Principle
7. This refers to the biological differences between males o. Article 10
and females. p. Article 23
8. This article emphasizes everyone has the right to q. Gender
education.
9. This agency is embodied with this fundamental law
under Article XIII, Section 18 of the 1987 Philippine
Constitution.
10. This article emphasizes that everyone, without any
discrimination, has the right to equal pay for equal work.
11. This ensures everyone the quality of being just;
righteousness, equitableness, or moral rightness.
12. This article assures everyone has the right to rest and
leisure, including reasonable limitation of working hours
and periodic holidays with pay.
13. This an idea that concerns the core issues of our lives:
personal relationships, morality, gender and social roles,
race, social class, and the organization of society
14. This article presents the idea that everyone has the right
to a nationality.
15. This article also guarantees that everyone has the right
to life, liberty and the security of person.

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 TABLE OF CONTENTS

Page No.

Cover page i
Copyright page ii
Table of Contents iv

SECOND QUARTER - MODULE 7

What I Need to Know 1
What Should I Expect 1
Things to Remember to Get Through 2
Remember This 2

LESSON 2- Empowerment and Advocacy of Community Action Initiatives

What Should I Expect 19
What I Know 19
What is it 20
What’s In 23
What’s More 23
Assessment 24
References

18
 LESSON EMPOWERMENT AND
2 ADVOCACY OF COMMUNITY
ACTION INITIATIVES

Competency 2: analyze strategies of empowerment and advocacy through

community action initiative. HUMSS_CSC12IIIh-j-15, (2 hours)

WHAT SHOULD I EXPECT

At the end of this lesson, the learners are expected to:

1. understand how empowerment and advocacy can be critical in community
development;
2. develop commitment and conviction to participatory development for
community well-being.

WHAT I KNOW

Instructions: Read and answer the following statements. Write the letter of your
answer in your notepad.

1. It is an intentional ongoing process centered in the local community, involving

mutual respect, critical reflection, caring, and group participation.
a. Advocacy c. Persona Action
b. Empowerment d. Community Organization
2. It focus on outwards to the broader environment that and offer means ike
resources or opportunities to help resolve community concern.
a. Advocacy c. Persona Action
b. Empowerment d. Community Organization

3. It is an element of empowerment that process persons experiencing high degree

of ‘relative powerlessness’ triggers by an emotional response.
a. personal action c. partnership
b. community organization d. small interest group

19
4. It is a form of empowerment that allows community organizations to grow beyond
their own local concerns and to take a stronger position on broader issues
through networking and advocacy.
a. personal action c. partnership
b. community organization d. small interest group
5. Which of the statement below describes advocacy?
a. Advocacy is active promotion of a cause or principle.
b. Advocacy involves actions that do not lead to a selected goal.
c. Advocacy is not one of many possible strategies, or ways to approach a
problem.
d. Advocacy is a direct service.
6. It is a form of empowerment that the concern individuals start a collective action
which provides an opportunity to assist individuals gain skills as a means of
developing stronger social support systems and opportunity networks,
interpersonal connectedness and social cohesion.
a. Small Interest group c. Community organizations
b. partnerships d. Personal action
7. This is a community action that leads to a selected goal and offer many possible
strategies, or ways to approach a problem.
a. Self -Advocacy c. empowerment
b. Paid Advocacy d. Advocacy
8. This action seeks to empower service users to speak up for themselves by
expressing their own needs and representing their own interests.
a. Self -Advocacy c. empowerment
b. Paid Advocacy d. Advocacy
9. This is an action whereby one person advocates for another who has
experienced, or is experiencing, similar difficulties or discrimination.
a. Paid Advocacy c. citizen Advocacy
b. Peer Advocacy d. Self -Advocacy
10. This is another community action which involves a trained paid worker
responding to an identified problem, event or change in someone's life.
a. Paid Advocacy c. citizen Advocacy
b. Peer Advocacy d. Self- Advocacy

WHAT IS IT

What do we mean by Empowerment and Advocacy?

Empowerment

Empowerment has been defined as an intentional ongoing process centered

in the local community, involving mutual respect, critical reflection, caring, and group
participation, through which people lacking an equal share of valued resources gain
greater access to and control over those resources; or a process by which people

20
gain control over their lives, democratic participation in the life of their community,
and a critical understanding of their environment (Perkins, D.D. 2010).

Empowerment aims to use specific strategies to reduce, eliminate, combat

and reverse negative valuations by powerful groups in society affecting certain
individuals and social groups.

Empowerment and advocacy are both concerned with a shift of power or

emphasis towards meeting the needs and rights of people who otherwise would be
marginalised or oppressed.

Elements of Empowerment
Community empowerment as a five point continuum is comprised of the
following elements: 1. Personal action; 2. The development of small interest groups;
3. Community organisations; 4. Partnerships; and 5. Social and political action

Empowering Individuals for Personal Action. The process of community

empowerment can begin when persons experience a high degree of ‘relative
powerlessness’ that triggers an emotional response and a personal action. By
participating in small interest groups individual community members are better able
to define, analyze and act on issues of concern.

The Development of Small Interest Groups. The development of small

groups by concerned individuals is the start of collective action. This provides an
opportunity for the health promoter to assist individuals to gain skills and is a means
of developing stronger social support systems and opportunity networks,
interpersonal connectedness and social cohesion.

The Development of Community Organisations it focus outwards to the

broader environment that creates those needs in the first place, or offers the means
(resources, opportunities) to resolving them. Community organisation structures
include faith and youth groups, community councils, cooperatives and associations.
These are the organizational elements in which people come together in order to
socialize and to also address their concerns.

The Development of Partnerships can strengthen social networks, better

compete for limited resources and increase participation in the concerns of other
member organizations. The purpose of partnerships is to allow community
organizations to grow beyond their own local concerns and to take a stronger
position on broader issues through networking and advocacy.

The Development of Social and Political Action Individuals are able to

influence the direction and implementation of a programme through their inputs and
active participation, this continuum help build capacity, provide resources and help
others to empower themselves.

21
Advocacy
Breitrose, P. (n.d) defines advocacy in this manner: Advocacy is active
promotion of a cause or principle; involves actions that lead to a selected goal; one
of many possible strategies, or ways to approach a problem; can be used as part of
a community initiative, nested in with other components; is not a direct service and
does not necessarily involve confrontation or conflict.

Advocacy in all its forms seek to ensure that people, particularly those who
are most vulnerable in society, are able to: Have their voice heard on issues that are
important to them. Defend and safeguard their rights. Have their views and wishes
genuinely considered when decisions are being made about their lives. Several
ingredients make for effective advocacy, including:
1. The rightness of the cause.
2. The power of the advocates.
3. The thoroughness with which the advocates researched the issues, the
opposition, and the climate of opinion about the issue in the community
4. Their skill in using the advocacy tools available (including the media)
5. Above all, the selection of effective strategies and tactics

In the study of Rai-Atkins et al. (2002), the different forms of advocacy are
presented and specified below:

Self-advocacy seeks to empower service users to speak up for themselves

by expressing their own needs and representing their own interests. This process
can enable the service users to regain some control and power over their
experience.

Peer advocacy is a process whereby one person advocates for another who
has experienced, or is experiencing, similar difficulties or discrimination. Survivors of
the mental health system may be more acceptable advocates for mental health
users by being able to show empathy and understanding.

Citizen advocacy is usually a one-to-one and long-term partnership between

a trained unpaid ‘citizen advocate’ and a service user.

Professional or paid advocacy involves a trained paid worker responding to

an identified problem, event or change in someone's life. The advocate's support is
time-limited.

22
 WHAT’S IN

In your notepad, answer the following questions.

3.) List at least 5 programs and activities in your community that encourages
empowerment.
4.) Identify 5 Advocacy programs intended for women and children. Indicate
reasons and purpose why this program is being conducted.

Note to the teacher:

Create your own rubric to evaluate the students’ response.

WHAT’S MORE

ACTIVITY 1 – Organizing Empowerment and Advocacy Program

Directions: Think of possible programs and activities best suited in your
community either for youth, women or general public. Affix the desired activities base
on the format given below and submit it to your teacher.

Format:
Objective Activities Time Human Financial Expected
Frame Resources Resources Outcome

23
 Assessment Rubric for Class Presentation

CATEGORY A B C D F

Content Shows a full Shows a good Shows a good Does not seem to Does not
understand-ing of the understanding of the understanding of parts understand the understand or
topic. topic. of the topic. topic very well. address any topic.
50 pts.
50 pts 30 pts 20 pts 10pts 0 pt

Preparedness Student is completely Student seems pretty Student is somewhat Student did not Student did not
prepared and has prepared but might prepared, but it is clear seem at all present.
obviously rehearsed. have needed a couple that rehearsal was prepared to
30pts.
30pts more rehearsals. lacking. present. 0 pt
20pts 10pts 5pts
Audience Makes good use of the Makes fair use of Makes some use of Makes little or Makes no real use of
Engagement chosen medium to chosen medium to medium to engage any use of any medium. No
engage the audience's engage audience audience attention. medium, or does audience
attention. attention. not attempt to engagement
20pts.
engage audience
20pts 15pts 10pts attention. 0 pt
5pts

ASSESSMENT

Instructions: Read the specified word or statement below and identify

whether it is a form of advocacy or empowerment. Base your answer on the choices
provided. Write the letter of the answer in your notepad.
A. Form of Advocacy
B. Ingredients of effective advocacy
C. Elements of Empowerment
D. Purpose of Empowerment

1. The rightness of the cause.

2. Empowering of individual of Personal action
3. The power of the advocates.
4. The development of small interest groups
5. The thoroughness with which the advocates researched the issues, the
opposition, and the climate of opinion about the issue in the community.
6. The skill in using the advocacy tools available
7. He development of Community organizations
8. The selection of effective strategies and tactics
9. The development of Partnerships
10. Engaging of Social and political action

24