INTEGRATING POPULATION VARIABLES IN

DEVELOPMENT PLANNING
A HANDBOOK IN
PROVIDING TECHNICAL ASSISTANCE TO LOCAL
GOVERNMENT UNITS

Commission on Population
2014

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 Section 1

INTRODUCTION

“The everyday activities of all human beings, communities and countries

are interrelated with population change, patterns and levels of use of
natural resources, the state of the environment, and the pace and quality of
economic and social development. There is general agreement that
persistent widespread poverty as well as serious social and gender inequities
have significant influences on, and are in turn influenced by, demographic
parameters such as population growth, structure and distribution.” (Section
3.1. ICPD Programme of Action)

The International Conference on Population and Development (ICPD) Programme of Action

(PoA) agreed by about 179 countries in 1994 in Cairo, Egypt emphasized the widely
recognized interrelationships of population and development factors. With such recognition,
the ICPD POA particularly recommends as a strategy the full integration of population
concerns into development strategies, planning, decision-making and resource allocation at
all levels and in all regions, with the goal of meeting the needs, and improving the quality of
life, of present and future generations and to promote social justice and to eradicate poverty
through sustained economic growth in the context of sustainable development (ICPD PoA
Section 3.5).

Within this strategy, the Population Commission (PopCom) has adopted Population and
Development (PopDev) Integration as one of the key program strategies of the Philippine
Population Management Program (PPMP). The main objective of this strategy is to achieve
population outcomes and processes that are facilitative and supportive of sustainable human
and socio-economic development at all levels.

What is PopDev Integration?

PopDev integration is the conscious consideration of the interplay of population dynamics

such as population size, spatial distribution, composition (age and sex structure) and
population processes (i.e. fertility, mortality, and migration) in all development concerns and
initiatives particularly in development planning and program formulation. The strategy is
based on the premise that population factors affect development and vice-versa.

Thus, PopDev integration is an approach to planning and program development that

explicitly takes into consideration the interrelationships of demographic variables and
development factors. This means that when a planner formulates policies and programs, he or

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she should have an understanding of how such interventions impact on the situation and
needs of the people (e.g. who and how many are affected by the problem, where are they).
PopDev integration as an approach to planning and program development is the process of
making people’s needs and concerns as the main essence and objective of development
planning.

What do we aim to achieve in PopDev integration?

In general, PopDev integration aims to influence the planning process so that policies and
programs are responsive to people’s needs and aspirations. The strategy primarily aims to
ensure that the impact and interrelationships of demographic variables and development
concerns are considered in each step of the planning process. It, therefore, promotes a deeper
analysis of the current socio-economic conditions – its potentials and problem situation – and
the characteristics and development contexts of the people affected by such development
concerns in certain locality in order for the planner or decision-maker to come-up with more
appropriate and effective policies.

The expected outputs of PopDev integration interventions are not only the inclusion of
population-related programs (e.g. family planning or reproductive health programs) as a
result of appreciating the need for such program given their impact on certain development
concerns, but also the adoption and implementation of programs based on the understanding
of the needs and development situation of the people. These outputs can be indicated by
comprehensive demographic and socio-economic database and situational analysis;
responsive priority policy and program interventions; and efficient allocation of available
resources for the priority interventions.

PopDev integration is likewise a mental process consisting of the understanding of the

PopDev interrelationships and the identification of appropriate interventions based on an
evidence-based situation analysis. It is a perspective that allows a broader look at all possible
determinants and factors affecting certain demographic and development conditions from
which appropriate interventions are conceptualized and formulated.

Specifically, PopDev integration approach to planning aims to:

a) develop a more comprehensive and reliable description or database of the

demographic and socio-economic situation of the people (i.e. socio-economic profile);
b) have deeper and evidence-based analysis of certain sectoral and inter-sectoral problem
situation which accurately identifies development issues and comprehensively
determines the factors affecting such problem conditions; and
c) formulate appropriate and responsive priority policy and programs interventions
based on the situational analysis.

What this Sourcebook is all about?

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This Sourcebook is a reference material for technical staff of POPCOM and from the
regional and provincial population offices who intends to provide technical assistance to local
planners and program managers in integrating population variables or in ensuring people-
centered development planning processes and outcomes. It provides technical notes and
information on how to mentor and provide technical assistance to local planners on applying
PopDev integraton approaches in the following planning activities:

a) setting-up of comprehensive database for planning (i.e. socio-economic profiling);

b) analysis of problem situations;
c) setting-up the plan direction (e.g. goals, objectives, targets);
d) identifying and formulating policy and program interventions; and
e) establishing a monitoring and evaluation scheme.

What is the main approach in providing technical assistance to local planners?

The provision of technical assistance on PopDev integration to local planners can be done
through a mentoring approach. A mentoring approach is the direct provision of technical
inputs to planners who are in need of technical skills and input during the actual process of
crafting people-centered development plans and programs. Mentoring is “to support and
encourage people to manage their own learning in order that they may maximize their
potential, develop their skills, improve their performance and become the person they want
to be" (Eric Parsloe, The Oxford School of Coaching & Mentoring). Mentoring is an
approach to helping people do certain things or accomplish certain goals through enabling
and empowering methodologies. It is a partnership between two people or entities (mentor
and mentee) normally working in a similar field or sharing similar experiences. It is a
partnership approach to accomplishing something in the context of learning and enabling.

Mentors are expected to guide and help the mentee to find the right direction and develop
solutions to certain issues. They should be able to lead the mentee in understanding their
situations to enable them to come up with decisions on their own with confidence.

In the context of promoting PopDev integration strategies, mentoring is an approach in

helping and enabling local planners, program stakeholders, and decision-makers to
understand and fully integrate population and development linkages in their respective areas
of work. It emphasizes a long term partnership and engagement with the stakeholders in
each step of integration to ensure integrated results. In mentoring approach, mentors provide
guidance in the field and during the actual planning and programming activities. It is
expected to yield more concrete outputs beyond action plans that are seldom monitored.

What does it take to be a mentor or provider of technical assistance on PopDev

integration?

Mentoring and partnership approach is a strategy of ensuring the provision of sustainable and
long-term guidance to stakeholders at the local level in actually integrating PopDev

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dimensions in planning and program formulation. It is a capacity building strategy that
entails the following:

 In-depth understanding of the mentor or provider of technical assistance on

PopDev integration concepts, tools, processes, and methodologies. In mentoring
PopDev integration, mentors need an in-depth understanding and appreciation of the
PopDev integration concepts, techniques, and approaches to effectively guide the
mentees.

 Investment of time and effort to guide LGUs in the integration process. In the
critical steps of the formulation of plans, programs, and policies, mentors need to allot
time and effort to guide their partners. It is a long-term and dedicated engagement
with the mentees for them to be able to accomplish their expected outputs.

 Capacity of the mentors to offer alternatives. As part of enabling the stakeholders,

mentors should be able to offer alternatives in situations where inadequacies tend to
limit the accomplishments of the outputs.

What are the Opportunities for Mentoring Strategies?

The application and adoption of mentoring strategies and activities may vary depending on
the available opportunities and resources of the mentors and mentees. Mentoring sessions
may be applied through the following strategies:

MENTORING STRATEGY 1. Mentoring through organized planning workshops or sessions

with group of local planners and stakeholders

This may be done in formal workshops participated by key stakeholders such as the local
planning team or groups that are tasked to work on a certain plan and programs. The number
of days depends on the current status of the document the group would want to accomplish
and the availability of data, documents, or tools relevant to the completion of the expected
output. It is important that such activity is officially part of a plan, program, or policy
development process to ensure workshop outputs will be integrated in the official document
(e.g. plan, program, or policy).

MENTORING STRATEGY 2. One-on-one or on-the-job assistance or mentoring sessions or

field-visits

This is an informal way of providing guidance to local government units in integrating

PopDev dimensions during field visits or via communication media (e.g. telephone, internet
or on-line communication) to key staff or officials involved in the development of plans,
programs, and policies being completed. It involves extending technical assistance through

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the said media as the mentees need it. This approach can be conducted especially when
resources to organize planning workshops or sessions are limited.

MENTORING STRATEGY 3. Desk-Review Sessions

This involves the review and provision of written inputs on draft or existing planning
documents. This may include the following activities: a) retrieval or submission of initial
outputs to mentoring team or mentor; b) review of the documents in terms of the extent of
PopDev integration; c) transmission or dissemination of the recommendations to the
concerned planners; and, d) integration of the recommendations in the enhancement or
finalization of their planning documents.

SECTION 2

Basic Concepts on Population and

Development (PopDev) Integration

A mentor on PopDev integration needs an understanding on the fundamental concepts of

PopDev integration. The appreciation of the target audience on the importance of PopDev
integration as an approach to plan, program, and policy development depends on how
PopDev concepts are communicated to them. The mentor’s objective is to let the
stakeholders appreciate and understand the concepts to raise appreciation and support which
are all important in promoting the mentoring approach. As such, there is a need for mentors
to understand and internalize the PopDev integration basic concepts and core messages.

A. Understanding PopDev Integration

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As mentors, there are basic PopDev integration concepts that need to be understood deeply.
These include the following core concepts:
 What is “Population”?
o Population refers to human population, or the people or human beings, who live in the
same geographical area.
o The study of population is called “demography”.
o Population does not only refer to the size or the number of people in a given area
but also to other characteristics of population.
 The population is characterized by AGE and SEX (i.e. how many are males and
females) and other characteristics (e.g. ethnicity, religion, marital status,
educational attainment, etc.).
 The total population is also distributed across geographic areas. This distribution
of population is called spatial or geographic distribution (i.e. how many
population are living in the province, municipalities, or barangays and other
geographic subdivisions such as urban, rural, upland, low-land).
o The size, age and sex composition, and geographic distribution of population are also
called the “POPULATION OUTCOMES” because they are the results of the
interplay of population events such as births, mortality, and migration which are
called “POPULATION PROCESSES.”
o Population processes includes FERTILITY (births), MORTALITY (deaths), and
MIGRATION (population movement).
 Fertility – refers to the number of live births that occurred in a locality. It
increases the size of the population (i.e. the higher the number of children being
born the rapid is the increase of population). The number of males and females
determines the sex composition of the population.
 Mortality – refers to the number of deaths in the locality. It decreases the
population size.
 Migration – pertains to the movement of population into or out of an area in a
given period for the purpose of establishing residence. It usually increases the
population in the receiving or destination area and decreases the population in the
area of origin.
o The interplay or interaction of population processes (i.e. fertility, mortality, and
migration) results to population outcomes (i.e. population size, age- and sex
composition, and geographical distribution) as illustrated below:

POPULATION PROCESSES POPULATION OUTCOMES

 Fertility  Population size
 Mortality  Age and sex composition
 Migration  Geographic distribution 7
 What is “Development”?
o Development simply refers to the sustained capacity of individuals and communities
or institutions to achieve a quality of life that they desire.
o Quality of life consists of:

 The ability to do certain things. This includes the ability (among others):
 to do productive and satisfying work;
 to move about in search of new opportunities;
 to do productive and rewarding work (increased employment);
 to enjoy nature in its pristine form (improved environmental protection);
 to enjoy interaction with friends, family and other members of the community
(reduction of stigma related to certain diseases);
 to migrate to take advantage of economic and social opportunities (productive
migration);
 to bear and rear children (achievement of desired fertility).

 The ability to be someone or something. This includes (among others):

 to be free from premature death (reduced mortality);
 to be free from preventable illness (reduced morbidity);
 to be well-nourished (improved nutritional status);
 to be able to communicate ideas and feelings (increased literacy);
 to be knowledgeable and skillful (increased education and training); and
 to be free from physical harm (improved security).

o A better quality of life essentially involves our capacity to choose. When we can
freely do what we want and be what we want to become in life, there is a quality of
life, and thus, a degree of development.
 For example, if we can freely live a healthy and life free from poverty and
scarcity, or if we can provide for all our needs, we can say that we are developed.
o Our capacity to achieve a quality life is, however, determined or affected by our
capacity to:
 Access and consume basic goods and services. Access and consumption of
basic services helps achieve better health, better nutrition, better education. For
instance, if we are not able to access health services especially when we are sick,
it lessens our capacity to be healthy. Or, if we are not able to access education or
be enrolled in school, our chance of being educated is less likely to be achieved.

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  Being employed and earn adequate income. With more employment
opportunities, we have greater choices of how to earn a living and to do things.
When we are employed, we can earn income that can be used for buying goods
and services that we need.
 Save and invest. When we can save and invest, it means that we have more than
enough income that can help us provide for our needs and live a quality life.
Investment can also pertain to the level of resources and services being provided
by the government to address the needs of the people. The lesser the allocation,
the lesser the access of basic services in a certain locality.
 Enjoy and utilize natural resources. Our capacity to use the resources
especially for sustenance entails abundant resources that could sustainably support
life systems. If we are able to enjoy sustainably the environment, there is a
quality life.
o Development, thus, can be defined as the sustained capacity to achieve a better
life for all members of the society attained through a multidimensional process
involving the acceleration of economic growth, generation of more productive
employment, reduction of inequalities, and eradication of absolute poverty.
These are all the conditions that we want to achieve and to provide for the people in
the locality.
o Development especially in the context of planning and policy formulation is
categorized into sectors such as economic, social, environment, and infrastructure.
Each sector has their development goals and objectives and parameters to measure the
status of certain sectoral development outcomes.

 What is PopDev Integration?

o Population and development or POPDEV integration is the conscious
consideration of population variables in development initiatives. It implies that
population and development is interrelated, that is, population affects development
and development affects people or population.
o Population factors affecting development

 Population basically serves as the demand for development needs. Thus, our
capacity to have a quality life such as being healthy, being educated, and
employed, among others, is influenced by population factors such as population
size, age and sex composition and geographical distribution. This can be
illustrated by the following:
 Family size affects the capacity of a family to spend and avail of goods and
services for their nutrition, health, education, and housing. Thus, when a
family has more children, more income or resources are required to meet the
needs of the family members. It also affects their savings and investments.

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  At a macro level, a locality with a large population needs more physical and
natural resources to address their needs. A larger population means more
goods and services for health, nutrition, housing, and education that the local
government should provide. For local governments with minimal revenues,
the level of savings and investments can be affected.

 If a locality has a younger population, there are more young dependents (0-14
years old). Thus, there is a need for the locality to employ its human resources
or labor force (15-64 years old) to earn income that can support these
dependents.

 The bigger the population in a certain locality, the heavier is the pressure to
the environment and natural resources. Poor people who are migrating in
urban areas usually end up living in environmentally hazardous areas,
therefore, migration resulting to unequal distribution of population, is a
significant factor in environmental development.

o Development factors affecting population

 Conversely, development conditions affect population processes of fertility,

mortality, and migration.
 How does development affect fertility?
 Development conditions as indicated by level of income, health status, and
educational level, among others, impact on the fertility decisions and
behavior of women and couples.
 Studies have shown that poor and uneducated women tend to have
higher fertility because they have less income which they can use to
access family planning information and services. This means that the
poverty, as a development condition, serves as a barrier or constraint in
achieving one’s desired level of fertility (e.g. number or timing of
children).
 Many poor women are also facing the risk of death and serious
complications during pregnancy and child birth because of lack of
access to needed health services. Many mothers are delivering at home
and attended by non-skilled birth attendants because of poverty and
lack of access to proper obstetric care which is indicative of
development conditions.
 Health condition or status as a development condition also affects the
fertility behaviors of women and couples. For example, pregnancies

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 among sickly women have higher risks than among those who are
healthy.
 How does development affect mortality?
 The main development factor affecting mortality condition is income or
economic status. The poorer an individual is, the lesser is his/her access to
health care and nutrition services. Less access to health care and nutrition
services, shorten life span and thus increases mortality level.
 How does development affect migration?
 The level of income of an individual or households could be a primary
factor in decisions to migrate or to stay in the locality. Studies have shown
that the main reason of migration locally and abroad is due to the need to
earn more or to improve economic status or conditions.
 Economic opportunities in one geographic area serve as pull factors for
migration decisions. For example, the more economic opportunities
including employment are there in a certain locality, the more likely for
that area to receive migrants who are seeking employment.
o In summary, the POPDEV integration framework implies that in any development
issue such us those related to health, education, economy, and environment, among
others, population factors are very important considerations.
 In any development issue, people are the ones affected, and more importantly,
people create these development issues. As such, POPDEV integration is all
about having an understanding of population and development
interrelationships whenever we explain or analyze problem situations or
development conditions; design for development interventions; and program
resources and investments.

 What is PopDev Integration as an approach to plan, program, and policy

development?
o POPDEV integration as an approach to plan, program, and policy formulation is
the conscious and explicit consideration of population factors as it affects
development concerns and vice versa in each step of the plan and program
formulation process.
o PopDev approach’s main strategy is the integration of population variables or
information in analyzing the development conditions of the people in order to ensure
holistic and integrated human and socio-economic development.
o It is an approach to planning that aims to make development plans, programs, and
policies more people-centered or responsive to the needs of people or population. It is

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 the recognition that in every development concern, there are population factors that
play a significant role, and thus, they need to be considered and addressed.
o For example, in crafting a policy on addressing health concerns, there might be some
population factors that need to be analyzed in order to come up with comprehensive
and effective policy responses. This means that in using PopDev integration
approach, during the policy and program formulation process the planner needs to
look into the various situations or conditions of the population (e.g. population
outcomes and processes) to design a more effective intervention.
o PopDev integration promotes having a more holistic view of the situation to
understand better the situation and to come-up with more responsive interventions.
Failure to address the real causes of the problem conditions or the true needs of the
people might result to development intervention that may not effectively, efficiently,
and equitably respond to the needs of the people and the locality. As such, we could
come up with less effective policies and programs, less efficient use of resources, and
probably less equity impact.
o POPDEV integration is a way of thinking and doing things. It is a recognition that
every aspect of development situation affects population, and vice-versa. It exists in
our minds – on how we think and understand certain relationships or the impact of
various policies, programs and projects on people and development factors.
 Population is not only a demand variable. Population is not only used in
projecting and estimating requirements for food, school buildings, health centers,
infrastructures, housing and other services. While this projection is an important
aspect of integrating population variables, in planning, we also need to understand
“what do people need”, “who needs it”, and “where are they located?” More
importantly, we should look at how population and development factors explain
certain problem conditions and how people are affected by these problem
conditions.
 POPDEV is not only setting or achieving a demographic target. While
demographic targets such as reduction of population growth rate or fertility level
(i.e. number of children) are important, POPDEV approach to planning
emphasizes these desired population outcomes should be a result of effective
population and development integrated programs. The primary concern is how
these demographic targets facilitate development and the exercise of the human
rights of the people concerned.
 POPDEV is not only about population programs like family planning. It
is more concerned of designing population programs that can contribute to the
achievement of the development goals of the locality and of the people. For
example, promoting family planning or achieving a smaller family size may be
one of the integrated responses to poverty in the locality.

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 o What are the potential gains from POPDEV integration in plan, program and
policy formulation?
 Greater Effectiveness
 Since integration allows us to view the potential factors affecting the problem
situation in a more comprehensive way, we are also able to view the range of
possible policy or program interventions, giving us a wider range of policies
and programs to choose from.
 Greater Efficiency
 Integrated planning enhances efficiency particularly in the allocation of
resources. By having a more comprehensive way of looking at situations, we
can account for all the potential, direct and indirect, costs and benefits of
certain programs and policies.
 By identifying the actual needs of the population, we can design appropriate
interventions that minimize loss in investing in programs and policies that do
not actually respond to the actual needs of the people.
 Greater Equity Impact of Program and Projects
 By being specific about our intended beneficiaries or target populations, we
are much closer to achieving equity than if we did not know what our
programs are accomplishing or who the focus of our intervention are.

B. What should a Mentor DO?

The following are the things that a mentor should do to internalize and deepen their technical
understanding of the PopDev integration concepts:
1. Continue to enrich understanding of the POPDEV integration concepts through
readings and research
 Deepening the mentor’s understanding of PopDev integration concepts is a must
before he or she could confidently provide technical assistance to local planners. This
can be done through personal efforts to read, research, and seek available PopDev-
related literature, information, and studies. Mentors may start from the following
existing materials:
 Training Module on Integrated Population and Development Planning (NEDA,
1993)
 Gender-Responsive Population and Development Planning Guide (POPCOM,
2008)
 Facilitators Guide on Integrating Population and Development Dimensions in
Local Comprehensive Local Development Plan (POPCOM, 2010)

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2. Organize a PopDev Technical Working Group as a learning support group
 The regional or provincial population office may create a PopDev TWG or group that
can serve as learning support group. The members may exchange insights and
learning from readings and related training to deepen their understanding on PopDev
concepts.
3. Continuing exposure as resource person and participant to PopDev-related training
 Mentors should be continuously involved as resource person and participant to RPO
or POPCOM-CO-initiated training. Mastery of PopDev concepts and confidence in
providing technical assistance are best developed through actual and continuous
exposure. Mastery of the PopDev concepts can also enable the mentors to articulate
and communicate the concepts in layman’s or simpler terms.
4. Continuing conduct of PopDev-related training and forums and other
communication strategies
 POPCOM-CO, RPOs, and local population offices may regularly conduct PopDev
integration-related activities at all possible levels to provide opportunities for
deepening appreciation and understanding of PopDev concepts. Special events on
PopDev such as the World Population Day (July 11) and PopDev Week should be
taken as an opportunity for promoting PopDev concepts and issues. Advocacy and
IEC materials may also be developed as reference for the mentors as well as for the
mentee.

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 SECTION 3

Organizational and Coordinative

Preparations for the Provision of
Technical Assistance on PopDev
Integration

Before providing technical assistance to local planners, there are important organizational and
coordinative preparations that need to be done. These include the following:

A. Organizational Considerations

1. Organization of PopDev Mentoring Team or pool of PopDev mentors at the

national, regional and local level. The POPCOM-CO, RPOs, and local population
offices may organize a PopDev Committee or mentoring team consisting of technical
staff who could provide technical assistance to LGUs. All members of the team
should be provided with relevant trainings on PopDev to ensure the quality of
technical assistance to be rendered to the LGUs. Mentoring approach (e.g. peer-to-
peer mentoring) may also be applied in building the capacities of the members of the
PopDev mentoring team. If it can be allowed by existing resources, the PopDev
mentoring team may include and mobilize other technical staff from partner agencies
especially those who have been trained through previous PopDev integration training.
The PopDev Mentoring Team can also serve as the Desk Review Team for PopDev
who will provide mentoring through desk reviews.

2. Preparing the LGU for the mentoring. In ensuring an enabling and favorable
environment for the provision of technical assistance to LGUs, there is a need to
undertake the following activities:

a) Take an inventory of the LGUs within the region that are:

i) in the process of updating their Comprehensive Development Plan (CDP) or
Comprehensive Land Use Plan (CLUP) or Executive-Legislative Agenda
(ELA);
ii) in the process of developing or updating their sectoral development plans or
programs such as the following:
 Province/Municipal-wide Investment Plan for Health (P/MIPH);
 Local Poverty Reduction Action Plan (LPRAP);

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  Gender and Development (GAD) Plan;
 Local Climate Change Action Plan (LCCAP);
 Local Disaster Risk Reduction and Management Plan (LDRRMP);
 Solid Waste Management Plan;
 Local Plan for Children;
 Other local sectoral plans

iii) have no CDP or CLUP; and

iv) have expressed their need for technical assistance.

b) Select LGUs that are prepared for technical assistance. Based on the list or
inventory, LGUs needing assistance or that can be a potential partner for technical
assistance on PopDev integration can be selected. In the selection of participants,
the following may be considered:

i) Priority assistance may be given to those that have expressed their needs for
technical assistance in planning or those that are in the process of updating
their development plans;
ii) The level of preparation for technical assistance may also be considered. The
level of preparation may include the availability of database for planning;
support of LCEs and local officials; and, available resources (e.g. counterpart
of RPO and LGU).
iii) Orientation of LCEs and concerned local officials may also be done to
determine the feasibility and level of technical assistance needed by the
prospective LGUs.

c) Coordinate and orient LGUs on the type of technical assistance to be

provided. Once a partner LGU is selected, necessary coordination should be
done. Coordination should include the following:

i) type of assistance to be provided (e.g. planning workshop, one-on-one

mentoring, desk review);
ii) preparation of needed planning references and documents (see succeeding
sections for documents needed in each step of the planning process);
iii) agencies and individuals to be involved in the provision of technical
assistance;
iv) needed resources and counterpart between POPCOM and LGUs; and
v) schedules, venue, and other needed administrative arrangements.

Preparatory meetings with LCEs and concerned local officials may be done to
discuss necessary arrangements for the technical assistance.

B. Technical Preparations

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1. Planning Session with the Mentoring Team. Based on the type of technical
assistance to be provided, the PopDev Mentoring team should prepare the program or
design for the assistance. The mentoring team should then agree on the roles of each
member.

2. Coordinate with LGUs on the technical preparations and documents needed. In

order to prepare the LGU partner, the RPO shall coordinate with the concerned LGU
for the preparation of needed documents. Agencies and individuals to be involved
and their corresponding roles should be agreed with the LGU. The participation of the
civil society (i.e. NGOs or POs) should be encouraged.

3. Gathering and review of existing planning documents. To assess the areas of

technical assistance, existing planning documents of the partner LGU should be
gathered and reviewed. Technical assistance should focus on LGUs needs (e.g.
enhancement of the Socio Economic Profile and Situational Analysis).

4. Creation of Local Planning Team. If possible, encourage and assist LGUs in

organizing a planning team or sectoral committees based on DILG circular on
Rationalized Planning System (RPS). The planning teams or sectoral committees
may consists of technical staff from concerned departments or divisions.
Coordination may be coursed through this local planning structure.

SECTION 4

Enhancing the Database for Planning

and Program Development
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This Section aims to provide information that can be used in assisting the local stakeholders
in preparing a comprehensive database for situational analysis and plan and program
formulation.

A. The importance of database in development planning and program

development
In providing technical assistance in integrating population variables or information in the
socio-economic database of certain locality, be informed and internalize the following
messages:
 Development planning seeks to reduce the uncertainties of the future by laying down a
more systematic direction to achieve a desirable condition of the locality. The capacity of
the local government to achieve such desirable condition depends on available
information.
 The quality of the plan, programs, and policies is influenced by the type and nature of
information available for use by planners, program managers, and policymakers. As
expressed in popular cliché: “garbage in, garbage out,” the quality of information
determines the quality of interventions that can be identified by planners in addressing
certain problem conditions.
 As such, the initial step in the planning, programming, and policy development is the
preparation of database that can inform the planners, program managers, and
policymakers.
 The database for planning is usually consolidated into the Ecological Profile (EP) or
Socio-Economic Profile (SEP). It contains information expressed through indicators
arranged into sectoral concerns which include: a) social (including health, education,
social welfare, housing, social protection, peace and order); b) economic (including
agriculture, poverty condition, fiscal management); c) infrastructure; d) environment; and
e) institutional development.
 The information for program and policy development should likewise rely on available
quantitative and qualitative information and empirical evidences. Information for these
processes are, however, more specific to the issues being addressed.
 Establishing a database is a key element of the planning process, program development,
and policy formulation.

B. Assisting planners in integrating demographic variables in the socio-

economic database for planning

 PopDev integration in socio-economic database for planning means the integration of

population indicators in the information that could be used in the planning process. This

18
 is to ensure that population indicators are integrated in the analysis of various sectoral
development concerns.
 In establishing a comprehensive database for plan, program, and policy formulation, there
is a need to ensure that the data in the socio-economic profile are timely, relevant, and
comprehensive in order to allow a more in-depth analysis of the needs and issues of the
people within the locality.
 As such, mentors we need adequate knowledge on the various indicators that should be
included in the database to be able to guide the planners in identifying needed data for
planning. Comprehensiveness of the database does not solely pertain to the number of
indicators but more on the completeness and adequacy of the information that could
provide an adequate picture of certain development condition or could allow an in-depth
analysis of certain problem condition or situation as basis for identifying or determining
appropriate interventions.
 In establishing the database for planning, programming, and policy development, in
addition to comprehensiveness, ensure that:
o The data are reliable. In ensuring reliability of data, the following guide questions
may be used:
 Are the data accurate and correct? Are they accurately derived or computed?
Are they accurately expressed or interpreted?
 Is there a source of information cited? Is the source reliable? What is its
coverage?
 Are the data consistent with the data over time?
 Can the data be used for planning?
o The indicators and data are relevant to the event or condition being described.
In assessing the relevance of the data, ensure that the indicators are related to the
condition being described (can the data provide a picture of the phenomenon or
condition being described?)
o The data are timely and updated. The following questions may be asked to check
the timeliness of data:
 What period does the data cover?
 Are the data timely or can approximately describe current situations?
 Are they the latest data available?
 Are there available data over certain periods of time? (to establish trends and
patterns)
o Gender-responsiveness of data
 Are the data age- and sex-disaggregated (with appropriate indicators)?
 Are there data specifically for men and women?

Key PopDev Indicators in Local Socio-Economic Profile

19
 The following are the core population and development indicators that needs to be
included in the local socio-economic profile or database to facilitate PopDev integrated
planning:

20
 Basic information
Possible sources of needed Alternative or
Name of Indicators Definition needed to derive
data Proximate Indicators
the data
DEMOGRAPHIC DATA
Population Outcomes
1. Total population The total number of population  Population count  Population Census, 1995, 2000,
residing in the locality 2007, 2010 (NSO)
 Community-Based Monitoring
System (CBMS)
 Other census-type enumeration
at the local level (e.g.
Population Information System-
PIS)
2. Population growth rate The rate by which the population is  Population count for  Population Census, 1995, 2000,  Rate of change of population
(PGR) growing annually (usually two census years 2007, 2010 (NSO) (change in population over
calculated by geometric method)  CBMS change in time) – expressed
 PIS as the increase or decrease (in
terms of number) every year
3. Total population or  The total number of male and  Population count for  Population Census, 1995, 2000,
percentage distribution female males and females 2007, 2010 (NSO)
of population by sex  The proportion or percentage of  CBMS
(male and female) male or female population over  PIS
the total population
4. Sex Ratio The number of males for every 100  Population count for  Population Census, 1995, 2000,
females in the locality males and females 2007, 2010 (NSO)
 CBMS
 PIS
5. Total population or The total number of population  Population count by  Population Census, 1995, 2000,
percentage distribution within specific age groupings age 2007, 2010 (NSO)
of population by age (usually by 5-year interval)  CBMS
group (0-4, 5-9, 10-14,  PIS
15-19, 20-24, 25-29, 30-
34, 35-39, 40-44, 45-49,
50-54, 55-59, 60 and
above)
6. Total or percentage The total number or proportion of  Population count per  Population Census, 1995, 2000,  Number of new married
distribution of population population who are single, married, marital status 2007, 2010 (NSO) couples (from LCR)
by marital status (single, widow, living-in, and widower  CBMS
married, widow, living-

21
 Basic information
Possible sources of needed Alternative or
Name of Indicators Definition needed to derive
data Proximate Indicators
the data
in, widower)  PIS
7. Total Age dependency The total number of population  Population  Population Census, 1995, 2000,
ratio belonging to ages 0-14 and 65 and belonging to 15-64, 2007, 2010 (NSO)
above for every 100 population of 0-14, & 65 and over  CBMS
working age  PIS
8. Young dependency ratio The total number of population  Population  Population Census, 1995, 2000,
belonging to ages 0-14 for every belonging to 15-64 2007, 2010 (NSO)
100 population of working age & 0-14  CBMS
 PIS
9. Old dependency ratio The total number of population  Population  Population Census, 1995, 2000,
belonging to ages 65 and above for belonging to 15-64 2007, 2010 (NSO)
every 100 population of working & 65 and over  CBMS
age
10. Population density The number of population living per  Total population  Population Census, 1995, 2000,
(province, municipal, square kilometer of a certain area  Land area of the 2007, 2010 (NSO)
barangay) locality  CBMS
11. Total number of The proportion of population living  Total number of  Population Census, 1995, 2000,
households (by per square kilometer of a certain households 2007, 2010 (NSO)
geographic areas area  CBMS/PIS
 Data from community health
workers (e.g. spot maps)
 Barangay development profiles
12. Number and percentage The proportion of population with  Total number  Population Census, 1995, 2000,  Number or proportion of
of persons-with- disabilities persons with 2007, 2010 (NSO) households with disabilities
disabilities to the total disabilities  CBMS
population  Data from health facilities
13. Number of indigenous The number of population  Total number of  CBMS  Total population by ethnicity
people in the area by belonging to indigenous groups indigenous people  Local development plans  Total or proportion of
ethnic group  Barangay development profile population by religion
14. Doubling time of The length of time a particular  Population growth  Population Census  Rate of change of population
population population would double its size rate (change in population over
under a given growth rate (.69 over  Total population change in time)
PGR)

Population Outcomes (FERTILITY)

22
 Basic information
Possible sources of needed Alternative or
Name of Indicators Definition needed to derive
data Proximate Indicators
the data
15. Number of live births The number of live births per in a  Number of live  Local civil registry (birth
given year births certificates)
 Field Health Service
Information System (FHSIS) or
other relevant reports in health
facilities
16. Crude birth rate (CBR) The number of live births per 1,000  Total number of  Population Census, 1995, 2000,  Child-Woman Ratio
mid-year population population 2007, 2010 (NSO)
 Total number of live  CBMS
births  Registered live births from the
LCR, Health Office
 Vital Statistics Report (NSO)
 FHSIS/Reports of health
facilities
17. Average number of The average number of living  Total number of  Population Census, 1995, 2000,
living children children per woman living children 2007, 2010 (NSO)
 CBMS
18. Child-Woman Ratio The ratio of woman aged 15-49 to  Total number of  Population Census, 1995, 2000,
(CWR) children aged 0-14 population aged 0- 2007, 2010 (NSO)
14  CBMS
 Total number of
women of
reproductive age
(15-49)
19. Age-specific fertility rate The number of births in a specific  Births by age-group  Population Census, 1995, 2000,  Child-Woman Ratio
(ASFR) age-group of women of  Number of women 2007, 2010 (NSO)  Crude birth rate
reproductive age (15-49) of reproductive age  CBMS
by five year age  Registered live births from the
groups LCR, Health Office
20. Total fertility rate (TFR)
The number of children a woman  Births by age-group  Population Census, 1995, 2000,  Child-Woman Ratio
would have  Number of women 2007, 2010 (NSO)  Crude birth rate
through her entire reproductive or of reproductive age  CBMS  Average number of
childbearing age, subject to by five year age  Registered live births from the household members
prevailing ASFR groups LCR, Health Office
Population Outcomes (MORTALITY)

23
 Basic information
Possible sources of needed Alternative or
Name of Indicators Definition needed to derive
data Proximate Indicators
the data
21. Total number of deaths The number of deaths in a year  Number of  FHSIS/Reports of health
registered deaths facilities
 CBMS
 Local Civil Registry (death
certificates)
22. Crude death rates (CDR) The number of deaths per 1,000  Number of  FHSIS/Reports of health
population registered deaths facilities
 CBMS
 Local Civil Registry (death
certificates)
23. Infant mortality rate The number of deaths under one (1)  Number of  FHSIS/Reports of health  Number of infant deaths
(IMR) year of age per 1,000 live births in a registered deaths facilities
given year among children less  CBMS
than 1 year old  Local Civil Registry (death
 Number of live certificates)
births
24. Maternal mortality ratio The number of women who die as a  Number of  FHSIS/Reports of health  Number of maternal deaths
(MMR) result of complications of pregnancy registered deaths facilities
and childbirth in a given year per among mothers  CBMS
100,000 live births in a given year  Number of live  Local Civil Registry (death
births certificates)
Population Outcomes (MIGRATION)
25. In-migration rate The number of in-migrant per 1,000  Number of migrants  CBMS  Number of new residents
population who entered in the  Population Census (2000) (from report of purok leaders
locality  Migration Information Center and barangay)
(MIC)
26. Out-migration rate The number of residents who  Number of  CBMS  Number of out-migrants
migrated out of a locality per 1,000 population who have  Population Census (2000) (from report of purok leaders
population transferred residence  Migration Information Center and barangay)
to other areas within (MIC)
five years
27. Proportion of urban The proportion of a population  Number of  CBMS  Number of out-migrants
population living in urban areas Population living in  Population Census (2000) (from report of purok leaders
urban barangays  Migration Information Center and barangay)
(MIC)

24
 Basic information
Possible sources of needed Alternative or
Name of Indicators Definition needed to derive
data Proximate Indicators
the data
SOCIAL DATA (EDUCATION)
28. Number of enrolled The number of all elementary and  Number of enrolled  Division/District Offices of
students (elementary and secondary students enrolled in a primary students DepEd
secondary schools) school-year  Primary schools
 CBMS

29. Primary (elementary and The percentage of school age (5-12  Population aged 6-  Division/District Offices of  Number of enrolled primary
secondary) participation/ in elementary and 13-16 in 12 DepEd students
enrollment rate secondary) are currently enrolled in  Number of  Primary schools
elementary and secondary schools population 6-12  CBMS
enrolled within a
given school year
30. Drop-out rate (for The proportion of pupils/students  Number of enrollees  Division/District Offices of
primary and secondary who left school during the year as in the beginning of DepEd
level) well as those who completed the the SY 1  Primary schools
grade/year level but fail to enroll in  Number of enrollees  CBMS
the next grade/year level the in the beginning of
following school year to the total the SY 2
number of pupils/students enrolled
during the previous year
31. Total number and The number of schools per level and  Number of schools  Division/District Offices of
percentage distribution type in the locality by type and level DepEd
of schools by level  Primary schools
(primary and secondary),  CBMS
and by type (private or
public)
32. Student - Teacher ratio The ratio of student to teacher (by  Number of enrolled  Division/District Offices of
by level primary and secondary level) students per level DepEd
 Number of teacher  Primary schools
per level  CBMS
33. Student - Classroom ratio The ratio of student to available  Number of students  DepEd Offices
by level classrooms enrolled in a SY  Primary schools
 Number of  CBMS
classroom in a SY
34. Number of tertiary and The number of tertiary or vocational  Number of private  DepEd Offices

25
 Basic information
Possible sources of needed Alternative or
Name of Indicators Definition needed to derive
data Proximate Indicators
the data
vocational/technical schools by type (private or public) and public tertiary or  Primary schools
schools by type vocational  CBMS
35. Literacy rate (by sex) The percentage of the population  Number of  CBMS  Highest educational
who can read and write a simple population who can  FLEMMS attainment
message in any language or dialect read and write a
classified by sex simple message
36. Highest educational The percentage of the population  Number of  Population Census
attainment (by sex) – no who have attained a certain level of population by  CBMS
education, elementary, education educational
secondary, college, post- attainment
graduate
SOCIAL DATA (HEALTH)
37. Number and percentage Number of health facilities by type  Number of public  FHSIS/Reports of health
distribution of health (i.e. hospital, clinics, rural health and private health facilities
facilities (by type) centers, barangay health stations) in facilities for every
a given year type
38. Hospital-Population ratio Number of population for every  Number of public  FHSIS/Reports of health
hospital hospitals facilities
 Total number of  CBMS
population  Population census (for
population)

39. Contraceptive Prevalence The percentage of women using any  Number of women  FHSIS of Health Office
Rate (CPR) family planning method in a given of reproductive age  CBMS
period using any method by  Reports of health volunteer
type of FP methods workers (e.g. BHW & BSPOs)
40. Unmet need for family The percentage of women who want  Number of women  FHSIS/Reports of health
planning to limit or space their children but who want to limit or facilities
are not using any family planning space their children  CBMS
methods but are not using any  Reports of health volunteer
family planning workers (e.g. BHW & BSPOs)
methods  Special surveys
41. Number of health Number of public health personnel  Number of health  FHSIS/Reports of health
personnel by type by type and geographic areas personnel by type facilities
(doctor, nurses,

26
 Basic information
Possible sources of needed Alternative or
Name of Indicators Definition needed to derive
data Proximate Indicators
the data
midwives, sanitary
inspectors, others) and
geographic areas
42. Hospital bed-Population The number of population per  Number population  FHSIS/Reports of health
ratio number of hospital bed  Number of hospital facilities
beds
43. Population-Doctor ratio The number of population per  Number population  FHSIS/Reports of health
doctor in a population  Number of doctors facilities

44. Morbidity rates (per The proportion of population  Number morbidity  FHSIS/Reports of health
disease) diagnosed with specific type of cases by type of facilities
disease (per disease) – e.g. malaria, disease
dengue, etc.
45. Percentage of The number of 7-10 year old  Number of  FHSIS/Reports of health
malnourished 7-10 years children who are moderately and underweight facilities
old children severely underweight expressed as a children aged 7-10  Nutritional Status of Filipino
percentage of total population of  Total number of Children at the Provincial
children 7-10 years old children aged 5 and Level, FNRI
below
46. Percentage distribution The number of households by type  Number of  Planning office
of households by type of of toilet facilities used which households with  Reports of community health
toilet facilities include: 1) water-sealed, sewer/ toilet facilities by volunteers
septic tank, used exclusively by the type  Barangay profiles
household; 2) water-sealed,  Total number  FHSIS/Reports of health
sewer/septic tank, shared with other households in the facilities
households; 3) water-sealed, other locality
depository, used exclusively by the
households; 4) water-sealed, other
depository, shared with other
households; 5) close pit; 6) open pit;
and 7) others, expressed as a
percentage of the total number of
households
47. Number and percentage The number of pregnant women  Number of pregnant  FHSIS/Reports of health
of pregnant women who availed of pre-natal care (4 women availing of facilities
availing of pre-natal care visits) pre-natal care

27
 Basic information
Possible sources of needed Alternative or
Name of Indicators Definition needed to derive
data Proximate Indicators
the data
(4 visits)
48. Percentage of births The proportion of births in a given  Number of births  FHSIS/Reports of health
attended by skilled birth year attended by health professional delivered by skilled facilities
attendants (doctor or midwife) birth attendants
 Total number of
births in a given year
49. Percentage distribution The proportion of births in a given  Number of births  FHSIS/Reports of health
of births delivered in year delivered in health facilities delivered in health facilities
health facilities by type (public and private) facilities
 Total number of
births in a given year
50. Incidence of STI or HIV The number of STI and HIV  Number new cases  FHSIS/Reports of health
infections by age sex infections by age and sex in a given on STI and HIV facilities
year infections
51. Number of clients served The number of clients served with  Number of clients  DOH (FHSIS)
with specific health specific type of health services per health service  Local Health Offices or
services (by sex and age rendered Facilities (public and private)
group)
52. Percentage distribution The proportion of households that  Number of  DOH (FHSIS)
of households by main have safe drinking water households with safe  Local Health Offices or
source of water supply drinking water Facilities (public and private)
 Total number of
households with safe
drinking water
53. Major causes of The percentage of deaths per cause  Number deaths per  FHSIS of Health Office
mortality (top 10) of death cause of death  CBMS
 Vital statistics data (NSO or
LCR)

SOCIAL DATA (SOCIAL WELFARE SERVICES)

54. Percentage Distribution The number of DSWD clienteles  Number clients  Local SWDO
of DSWD Clienteles served by type which include: 1) served by specific  Development Plans
Served by Type and by household heads and other needy social welfare
Sex adults; 2) socially-disadvantaged services
women; 3) children in difficult

28
 Basic information
Possible sources of needed Alternative or
Name of Indicators Definition needed to derive
data Proximate Indicators
the data
situations; 4) victims of calamities
and social disorganization; and 5)
disabled persons, expressed as a
percentage of the total number of
clienteles and classified by sex
55. Number and type of Number and type of social welfare  Number of social  Local SWDO
social welfare facilities facilities welfare facilities by  Development Plans
type
56. Households listed as Number of 4Ps household  Number of  Local SWDO
beneficiaries of the 4Ps beneficiaries households listed as  NHTS (DSWD)
4Ps beneficiaries
57. Social worker-Population The number of population served by  Number of social  Local SWDO
ratio every social worker workers in the
locality
 Total population
58. Number of out-of- Number of school age population  Number of OSYs  Local SWDO
school-youth (OSYs) by not in school per geographic  Health offices
sex location  DepEd
59. Number of youth who Number of youth and adolescents  Number of  Local SWDO
committed crimes who committed crime adolescents and  Health offices
(juvenile deliquents) youth who  PNP
committed crime  DepEd
60. Number and percentage Number of senior citizens registered  Number of senior  Local SWDO
of registered senior in the barangay citizens registered in  Barangay Senior Citizens
citizens to the total the barangay Center
population  Office of Senior Citizens
Affairs (OSCA)
SOCIAL DATA (PROTECTIVE SERVICES)
61. Number of peace and Number and percentage distribution  Number of peace  PNP
security officer (e.g. of police officers by geographic and security officer  Administrative Office
police officers and locations  LGOO
barangay tanod)  Barangay Operations and
Coordination Center
62. Police officer to The number of population for every  Number of peace  PNP
population ratio police officer and security officer  Administrative Office

29
 Basic information
Possible sources of needed Alternative or
Name of Indicators Definition needed to derive
data Proximate Indicators
the data
 Total number of  Population Census
population  LGOO
63. Number of fire personnel The number of fire personnel  Number of fire  LGOO Offices
personnel  Administrative Office
 Population Census
64. Fire personnel to The number of population for a fire  Number of peace  LGOO Offices
population ratio personnel and security officer  Administrative Office
 Total number of  Population Census
population
65. Incidence of crime (by The number of crimes and violence  Number of crimes  PNP
type) committed by type and violence  Local courts
committed by type  Local SWD
 NGOs
66. Incidence of violence The number of crimes related to  Number of VAWC  PNP
against women and violence against women and cases  Local courts/ VAWC Desks
children (VAWC) children  Local SWD
 NGOs
67. Number of protection Number of barangay protection  Number of barangay  Barangays
orders issued orders issued protection orders
issued
ECONOMIC SECTOR (AGRICULTURE)
68. Existing major Type of major agriculture crops in  Type of major  Local agricultural office
agricultural crops by area the locality, by area and production agricultural crops in  Local Planning Office
and production the locality
69. Proportion of agricultural The proportion of the locality’s land  Land area devoted  Local agricultural office
land area devoted for area used for production of specific for specific crop  Local Planning Office
each crop crops  Total agricultural
area
70. Volume of production The volume of production for each  Volume of  Local agricultural office
per crop crop production per crop  Local Planning Office

71. Type and volume of Type and volume of livestock and Type and volume of  Local agricultural office
livestock and poultry poultry farm livestock and poultry  Local Planning Office
farm farm

30
 Basic information
Possible sources of needed Alternative or
Name of Indicators Definition needed to derive
data Proximate Indicators
the data
ECONOMIC SECTOR
72. Local allocation Allocation of local funds per sector  Amount of  Treasurer’s Office
distribution per sector per year allocation per  Planning and development
departments office
73. Poverty threshold (per Minimum level of income deemed  Amount of annual  Treasurer’s Office  Number or percentage
capita or family) adequate to afford minimal income per  Market Administrator distribution of households
standards of food, clothing, health household  Primary Survey with coveniences
care and shelter  Prevailing prices of  Planning Office
basic needs
74. Average household Total amount of combined income  Total household  CBMS
income (annual) of all household members in a year income
75. Proportion of families The proportion of families living  Number of families  NSCB
living below poverty below the minimum income to with income below  Family Income and Expenditure
threshold secure minimum standards of food, poverty threshold Survey (FIES) NSO
clothing, health care and shelter  Total number of
families
76. Employment rate (and by The proportion of the labor force  Total number of  Treasurer’s Office
sex) who are currently employed employed  Market Administrator
population, and by  Primary Survey
sex  Planning Office
 Total number of the
labor force, by sex
77. Unemployment rate (and Total number of unemployed  Total number of  Treasurer’s Office
by sex) persons expressed as a percent of unemployed  Market Administrator
the total number of persons in the population, and by  Primary Survey
labor force, total or by sex sex  Planning Office
 Total number of the
labor force, by sex
INFRASTRUCTURE SECTOR
78. Inventory of bridges by List of bridges by location, type,  List of bridges by  Planning/ Engineering Office
location, type, capacity capacity and condition location, type,
and condition capacity and
condition
79. Inventory of ancillary List of ancillary road facilities by  List of ancillary road  Planning/ Engineering Office
road facilities by location, type, and condition facilities by

31
 Basic information
Possible sources of needed Alternative or
Name of Indicators Definition needed to derive
data Proximate Indicators
the data
location, type, and location, type, and
condition condition
80. Inventory of public land List of public land transportation  List of public land  Planning/ Engineering Office
transportation vehicles vehicles by type and service routes transportation
by type and service vehicles by type and
routes service routes
81. Percentage of households Proportion of households with  Number households  Planning/ Engineering Office
with electricity electricity with electricity  CBMS
 Total number of
households with
electricity
82. Percentage of household Percentage of household with at  Number of  Planning/ Engineering Office
with communication least one communication facility household with  CBMS
facility such as telephones (land line or communication
mobile) facility
83. Percentage of households Percentage of households with  Number of  Planning/ Engineering Office
with internet connection internet connection to the total households with  CBMS
households internet facility
ENVIRONMENTAL SECTOR
84. Proportion of land area Proportion of forest cover  Area of forested  Planning/ Engineering Office
covered by forest land
 Total land area of
the locality
85. Proportion of households Number of households severely  Number of  Planning/ Engineering Office
severely affected by affected by natural disasters households severely
natural disasters affected by natural
disasters
86. Percentage of households The proportion of households that  Number of  DOH (FHSIS)
with safe drinking water have safe drinking water households with safe  Local Health Offices or
drinking water Facilities (public and private)
 Total number of
households with safe
drinking water
87. Percentage Distribution The number of households by type  Number of  Planning office
of Households by Type of garbage disposal which include: households with  Reports of community health

32
 Basic information
Possible sources of needed Alternative or
Name of Indicators Definition needed to derive
data Proximate Indicators
the data
of Garbage Disposal 1) pick by garbage truck; 2) toilet facilities by volunteers
burning; 3) composting; and 4) type  Barangay profiles
burying, expressed as a percentage  Total number
of the total number of households households in the
locality

33
 The indicators above are population and development-related data and they serve as
reference for technical assistance. There are other sectoral indicators that need to be included
in the socio-economic profile. However, technical assistance should focus on ensuring that
the population-development related variables are integrated in the database.
 After the database has been completed, review the database based on the following guide
questions?
o Are the needed demographic data included in the database?
o Are there key population-development indicators as enumerated in the matrix included?
o Can the data allow an in-depth and empirical analysis of specific sectoral concerns
particularly on the impact of population variables on such concern?
o Are the data the latest available?
o Are the data accurately derived and computed?

34
 SECTION 5

Analyzing the Situation

and Need of the Population

This Section aims to provide mentors with tools and information on how to deepen the analysis
of certain population and development situations. Using the illustrative samples of population
and development inter-linkages specifically at the local level, this Section aims to instill a
broader perspective in understanding and analyzing a sectoral situations or problems.

A. Situational Analysis
 Effective and responsive interventions are based on accurate analysis of the situation. By
critical analysis of a certain observed condition, the factors affecting such situations are
identified and further probed. These factors provide clues on the type of interventions that
should be implemented.
 Situational analysis is sometimes a neglected process of planning and program development
since it entails a very rigorous and deeply intellectual exercise. It enables those who are
designing interventions to have a comprehensive view or understanding of the conditions and
factors affecting the people and its locality.
 A good situational analysis provides objective basis for development planning, decision-
making, and program development. What we know of the problem situation limits what we
can do about it. Thus, the more we understand the problem situation, the more options we
generate in addressing the issue.
 The process of situational analysis entails making use of the database that we have gathered.
The database or the socio-economic profile merely describes the situation but it does not yet
explain why certain conditions happen as they are.
 Mentors should instill among local planners the importance of an accurate situational
analysis which include:
o A deep understanding of the problem and its inter-sectoral causes can provide inputs in
the development of more responsive, cost-effective, and equitable interventions. When
the extent and causes of a certain problem and the characteristics of population being
affected are properly determined and analyzed, more responsive interventions can be
easily determined.

35
 o People’s needs and concerns are determined through good situational analysis. When
people’s needs are understood deeply, interventions would likely result to greater
effectivity and equity.
o When the real needs of the people are appropriately identified and appropriated with
proper interventions, there could be greater efficiency in resource allocation.

B. Doing the Situational Analysis

 Situational analysis may be done inter-sectorally (with representatives from all concerned
sectors) or sectorally (with stakeholders within the sector). Depending on the planning
structures at the local level. If there is an organized planning team, the situational analysis is
ideally done involving the multi-sectoral planning team. However, when there is no
organized planning team and the preparation of plan is done sectorally, then mentors have to
work with each sector in order to ensure the integration of population factors in each sectoral
concern.
 Whether working with a multi-sectoral planning team or through a sectoral group, there is a
need to ensure a participatory process of situational analysis. This entails the involvement of
three or more people to generate more perspectives and ideas. The more people there are, the
more dimensions can be created in understanding a certain sectoral condition.

Generating Observed Conditions

 The first step of situational analysis is to generate observed conditions out of the database.
Observed conditions are situations or observations that can be deduced from comparing,
interpreting, and analyzing the available data.
 Guide the planners in generating observed conditions through the following steps:

1. Summarize the data in the following matrix (prepare for each sector or sub-sector):

Matrix A. Summary of indicators/data

Previous Planning
Name of Indicator Latest data
data standards
(1) (2) (3) (4)
Demographic Indicators
1. Total population
2. Population Growth Rate (PGR)
3. Total population by sex (male and female)

36
 Previous Planning
Name of Indicator Latest data
data standards
(1) (2) (3) (4)
4. Sex Ratio
5. Total population by age group
Males
0-14
15-19
20-24
15-64
65 and above
Females
0-14
15-19
20-24
15-49
50-64
65 and above
6. Total population by sex:
Male
Female
7. Total population by marital status (single, married,
widow, living-in, widower)
8. Total dependency ratio
9. Young dependency ratio
10. Old dependency ratio
11. Population density (province, municipal, barangay)
12. Total number of households (by geographic areas
13. Number and proportion of persons-with-disabilities
14. Number of indigenous people in the area
15. Doubling time of population
16. Average number of living children
17. Child-Woman Ratio (CWR)
18. Crude birth rate (CBR)
19. Age-specific fertility rate (ASFR)
20. Total fertility rate (TFR)
21. Contraceptive Prevalence Rate (CPR)
22. Unmet need for family planning
23. Crude death rates (CDR)
24. Age specific death rate (ASDR)
25. Major causes of mortality (top 10)
26. In-migration rate
27. Out-migration rate
28. Urbanization rate
Education Indicators
Education Outcome Indicators
29. Highest educational attainment (by sex) – no
education, elementary, secondary, college, post-
graduate
Education Service Utilization Indicators
30. Primary participation rate
31. Secondary participation rate
32. Schools by level (primary and secondary), and type

37
 Previous Planning
Name of Indicator Latest data
data standards
(1) (2) (3) (4)
(private or public)
33. Student - Teacher Ratio by level
34. Student - Classroom Ratio by Level
35. Tertiary and vocational/technical schools by type
36. Tertiary and vocational/technical participation rate
37. Drop-out rate (for primary and secondary level)
38. Literacy rate (by sex)
Health Indicators
Health Outcome Indicators
39. Maternal mortality rate (MMR)
40. Infant mortality rate (IMR)
41. Child mortality rate (CMR)
42. Incidence of STI or HIV infections
43. Morbidity rates (per disease)
Health Service Utilization Indicators
44. Number of public health centers
45. Number of hospitals (by type)
46. Number of health personnel by type (doctor,
nurses, midwives, sanitary inspectors, others) and
geographic areas
47. Population to hospital bed ratio
48. Population to doctor ratio
49. Leading causes of morbidity for the last three years
50. Percentage of malnourished children (5 and below)
51. Proportion of households with toilet facilities (by
type)
52. Garbage waste disposal methods
53. Number of pregnant women availing of pre-natal
care (4 visits)
54. Proportion of births attended by skilled birth
attendants
55. Proportion of births delivered in health facilities
56. Number of clients served with specific health
services (by sex and age group)
57. Proportion of households with safe drinking water
58. Number of clients reached by medical missions (by
type)
Social Welfare Indicators
Social Welfare Outcome Indicators
59. Incidence of violence against women and children
(VAWC)
60. Number of out-of-school-youth (OSYs)
61. Number of youth who committed crimes (juvenile
delinquents)
Social Welfare Service Utilization Indicators
62. Number clienteles served in need of any particular
type of social welfare assistance (by type)
63. Number and type of social welfare facilities
64. Households listed as beneficiaries of the 4Ps
65. Number of social workers in the locality

38
 Previous Planning
Name of Indicator Latest data
data standards
(1) (2) (3) (4)
66. Proportion of registered senior citizens
Peace and Order Indicators
Peace and Order Outcome Indicators
67. Incidence of crime (by type)
68. Number of fire incidence within the year
Peace and Order Service Utilization Indicators
69. Number of peace and security officer (e.g. police
officers and barangay tanod)
70. Police officer to population ratio
71. Number of fire personnel
72. Number of fire truck and other equipment (by
type)
73. Crime resolution rate
74. Number of protection orders issued
Agriculture Indicators
Agricultural Outcome Indicators
75. Volume of production per crop
76. Type and volume of livestock and poultry farm
Agricultural Service Utilization Indicators
77. Existing major agricultural crops by area and
production
78. Proportion of crop production area to
municipal/city land area
79. Proportion of agricultural land area devoted for
each crop
80. Type, number, and location of agricultural support
facilities and services
81. Agriculture related projects approved/funded for
implementation
82. Proportion of land area used for commercial
purposes/activities
Economic Indicators
Economic Outcome Indicators
83. Poverty threshold (per capita or family)
84. Proportion of families living below poverty
threshold
85. Local allocation and expenditure by sector
Economic Service Utilization Indicators
86. Rate of increase of establishments
87. Type of infrastructure support facilities for
commerce and trade
88. Average household income (annual)
Employment Indicators
Employment Outcome Indicators
89. Employment rate (and by sex)
90. Unemployment rate (and by sex)
Infrastructure Indicators
Infrastructure Outcome Indicators
91. Type of infrastructure facilities
92. Length, surface type, location of existing rural and
urban roads

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 Previous Planning
Name of Indicator Latest data
data standards
(1) (2) (3) (4)
93. Inventory of bridges by location, type, capacity
and condition
94. Inventory of ancillary road facilities by location,
type, and condition
95. Inventory of public land transportation vehicles by
type and service routes
96. Road accidents by nature, location and frequency
97. Proportion of households with electricity
98. Inventory of communication facilities and services
by type (e.g. radio, television station, satellite, etc)
99. Availability of internet services
Environment Indicators
Environment Outcome Indicators
100. Proportion of land area covered by forest
101. Number or percentage of households severely
affected by natural disasters
102. Proportion of forested wetlands covered by
mangroves
103. Proportion of households with safe drinking
water
104. Garbage waste disposal methods

a. For each of the indicator, enter the previous data in column (2). The previous data are
needed to measure the change of events or trends over time (increase or decrease). It is
needed in assessing whether the certain conditions have improved or became worse. As
such, the more data for the previous periods that are available, the more accurate the
assessment of its trend would be.
b. In column (3), enter the most recent data for each indicator.
c. In column (4), planning standards pertain to the acceptable requirements, parameters or
specifications of quantity and qualities of a certain condition, work, or indicator set by
authorities to conform with a desirable level or status. The following are some of the
examples of the planning standards (based on the CLUP Guide, HLURB, 2006):

Authority setting the

Relevant Indicators Standard specification
standards
Education
1. School site for  500 sqm. (minimum) National Building Code
kindergarten
2. Classroom for  1.5 sq. per child (minimum) National Building Code
kindergarten
3. School site for  One-half hectare (1/2 ha.) for a non- National Building Code
elementary central school which has only one or two
classes and no grade above Grade IV

40
 Authority setting the
Relevant Indicators Standard specification
standards
 One hectare (1 ha.) for a central school
which has six classes or for non-Central
School which has from three to four
classes
 Two hectares (2 has.) for schools which
have from seven to nine classes
 Three hectares (3 has.) for schools which
have from ten to twelve classes.
 Four hectares (4 has.) for schools which
have more than twelve classes
4. Elementary school  At least 1.4 sq. meters of space per pupil National Building Code
building
5. Classroom to Student  1 classroom:45 students Department of Education
Ratio (DepEd)
6. Book to Student Ratio  1 book: 1 student Department of Education
(DepEd)
Health
7. Doctor to population  1 doctor: 5,000-10,000 population RA 1082
ratio
8. Midwife to population  1 midwife: 5,000-10,000 population RA 1082
ratio
9. Nurse to population  1 nurse: 5,000-10,000 population RA 1082
ratio
10. Number of health  1 health center for every 5,000 population Department of Health
centers

d. Existing sectoral targets may also be used for relevant indicators as standards. Likewise, you
may also use the data or figure for a certain indicator at the higher level of governance such
as the provincial, regional, or national data as standard indicators.

2. Generate observed conditions from outcome indicators. Using the summary of data
above, proceed to the completion of Matrix B below. For the first column, list down all
outcome indicators as listed above. Copy from Matrix A the corresponding pervious, latest
and standard data for each indicator. Based on the data for each indicator, list down
statement or analysis for observed conditions from each outcome indicator using the
following guide questions:

a. Describing the latest data

i. Looking at the latest data for each indicator, how do you describe the figure? (i.e. Is it
high or low?)
b. Comparing the previous and latest data (i.e. trending)

41
 i. Comparing the previous data with the latest data, has the data increased or decreased?
By how much?
ii. Is the change positive or negative? Has the situation improved or became worse?
c. Comparing the latest data with the planning standards?
i. Comparing the latest data with the planning standards, is the latest data above or
below standard? (i.e. higher or lower, by how much)
ii. Comparing the latest data with the data from the province, or region, or national, how
does the latest data fare? Is it better or worse?
iii. Comparing the latest data with the target, how does the latest data fare? Is it within,
beyond, or below the target?
Example:
Matrix B. Generating observed conditions
Previous Planning
Name of Indicator Latest data Observed conditions
data standards
(1) (2) (3) (4) (5)
Health Outcome
Indicators
1. Maternal mortality ratio 120 deaths 130 deaths per 0 maternal  The MMR is high and
per 100,000 100,000 live deaths increasing
live births births
2. Infant mortality rate 52 deaths per 75 deaths per 0 infant  The infant deaths are
1,000 live 1,000 live deaths increasing
births births

3. After generating the observed conditions, proceed to initial analysis through the
following steps:
a. Refer to column (5) of Matrix B. List down the observed conditions in column (1) of
Matrix C. Observed conditions that are undesirable (needing some improvements or
sustainability) could be considered as problems to be listed in column (1).
b. After listing the problems, work on each problem by identifying its direct and indirect
causes. The direct causes are those that are immediately related to the problem while the
indirect cause are those that indirectly cause the problem conditions but have significant
impact on the problem. You may refer to the following discussion of the direct and
indirect factors affecting sectoral development outcomes.

Matrix C. Analyzing the causes of the problem and the affected population
Direct or immediate Who are the affected
Problem Indirect factors
factors population?

42
 (1) (2) (3) (4)
(List here the observed What factors can Why do the direct factors What specific segment of
conditions identified as directly affect or cause in column (2) exist? / population is affected by
problems – refer to column 4 the problem situation? What causes the factors the problem condition?
in identified in column
(2)

Sample Problem Analysis

A. Factors affecting educational outcomes

Possible issues related

to educational Direct factors Indirect factors
outcomes
 Low quality of  Lack of trained or skilled teachers Population Factors at the Community
education for elementary and high school Level:
 Low educational (private and public)  Rapidly growing population of
attainment  Lack of schools and educational school children
 Low literacy facilities (especially secondary and  High influx of families with school
 Low achievement rate tertiary) in remote and isolated children
 Mismatch between areas Development factors
education/skills and  Inaccessible schools (far from the  Low public funds (allocation and
demand for community) expenditures) invested for
employment  Ineffective school curriculum (not educational development
match with job market demand)  Inadequate participation of the
 Not conducive learning private sector
environment  Inadequate policies and programs on
o Congested classrooms (high education
student to classroom ratio)  High expenses for supporting
o Inadequate school facilities and education (e.g. transportation,
materials (e.g. books) school supplies, etc)
 High drop-out rate Population Factors at the Household
 Low enrollment or participation Level:
rate  High incidence of teenage or early
pregnancy
 Too many children to send to school
 Family migrated to another area

Development Factors at the Household

Level:
 Poverty
o insufficient household income to
send children to school
o need for children to work to
support the family
 Negative values of parents regarding
education
 Inadequate parental support and lack
of capacity of parents to motivate
their children
 Psychological issues in the family

43
Possible issues related
to educational Direct factors Indirect factors
outcomes
(e.g. broken families)
 Gender issues
o gender stereotyping on type of
courses
 Low absorptive and intellectual  Psychological issues in the family
capacity of some children (e.g. broken families)
 Negative attitude towards education  Negative values of parents regarding
and schooling education
 Inadequate parental support and lack
of capacity of parents to motivate
their children
 Lack of proper nutrition or poor
health conditions of children
 Peer pressure
 Engagement in risky behaviors (e.g.
smoking, and drug and alcohol use)
 Negative values regarding
education among children

B. Factors affecting health outcomes

Possible issues related

Direct factors Indirect factors
to health outcomes
 High level of Level of health care service utilization Population Factors at the Community
mortality  Inadequate access to health care Level:
 High level of services (e.g. immunization,  Rapidly growing population (due to
morbidity supplementation, etc.) fertility or migration) resulting to high
 Inadequate health care services demand for health services
 Unequal distribution of population
 Location of population in remote areas

Development factors
 Low public funds (allocation and
expenditures) invested for health
development
 Inadequate participation of the private
sector in health services
 Inadequate policies and programs on
health
 Costly health services, supplies and
commodities
 Lack of health services and support
program for the poor
 Untrained and unskilled health service
providers

Behavioral and individual factors

 Poor health seeking behavior especially

44
Possible issues related
Direct factors Indirect factors
to health outcomes
among males and poor population
 Gender issues:
o Lack of opportunity for women to
seek health care (due to overburden
or objection of husband)
o Inadequate income of housewives or
women to access health care
 Negative beliefs on health care (e.g.
faith-healing practices)
Environmental factors Population Factors at the Community
 Incidence of diseases due to Level:
environmental contamination and  Rapidly growing population (due to
conditions fertility or migration) resulting to
 Uncollected garbage encroachments to hazardous and urban
 Incidence of environmental disasters areas and high consumption patterns on
and calamities environment and natural resources
 Air and water pollution  Unequal distribution of population
 Degradation or denudation of  Location of population in remote areas
natural resources for food and
survival Development factors
 Low public funds (allocation and
expenditures) invested for
environmental development
 Unimplemented policies and programs
on environmental management and
protection

Behavioral and individual factors

 Aggressive use of natural resources
 Poor attitude in using and protecting the
environment

Nutrition factors Population Factors:

 Inadequate supply of and access to  Large family size (too many children to
nutritious food support with food)
 Increasing population resulting to
increased demand for nutrition services
especially among children

Development factors
 Low public funds (allocation and
expenditures) invested for nutrition
programs
 Inadequate policies on nutrition
 Decreasing supply of staple food
o Diminishing area for agriculture
and food production

Behavioral and individual factors

 Lack of knowledge and skills in
preparing nutritious food
 Preferences for food that are lacking in

45
Possible issues related
Direct factors Indirect factors
to health outcomes
nutrients
 Poor health seeking-behavior

Fertility factors Population Factors:

 Unwanted and too risky pregnancy  Low use of contraception or family
(i.e. too young, too old, too sickly, planning methods
too close, too many)  High unmet need for family planning
 Lack of access to maternal health  Lack of access to maternal health
services information and services

Development factors
 Unavailability of FP/RH information
and services
 Low public funds (allocation and
expenditures) invested for population
program
 Lack of public policies and programs
for population issues

Behavioral and individual factors

 Inadequate information about family
planning
 Gender issues:
o Lack of skills among women to
negotiate with their husbands on the
use of family planning and in
fertility decisions (e.g. number and
spacing of children)
o Women not able to negotiate with
husbands on the timing of sexual
activity
o Women lack access to FP and RH
services
o Objection of husbands to FP use
among their wives
o Preference for sons
 Negative values for children (e.g.
children as someone that can help
alleviate the family from poverty)

C. Factors affecting housing outcomes

Possible issues related

Direct factors Indirect factors
to housing outcomes
 High number or Affordability and availability of Population Factors at the Household
proportion of housing unit Level:
households without  Inadequate household income to  Increasing number of families formed
housing units buy, build, or rent housing unit (by marriage or living-in arrangements-
 Too expensive housing unit nuptiality)
 Large family size

46
Possible issues related
Direct factors Indirect factors
to housing outcomes

Population Factors at the Community

Level:
 Rapidly growing population due to high
influx of migrants resulting to high
demand for housing and increased
urban density

Development factors
 Incidence of poverty (low income)
 High unemployment or lack of
livelihood or economic opportunities
 Low public investments in affordable or
socialized housing program
 Lack of mechanism to monitor migrants
 Lack of clear-cut policies on land use or
human settlement or weak
implementation of zoning policies
 Inefficient housing or relocation
programs

Behavioral and individual factors

 Resistance to relocation among urban
poor
 Risk-taking behavior in migration
decisions (moving to urban areas
without adequate financial support)
Environmental factors Development factors
 Destruction of housing units due to  Inefficient interventions for disaster risk
natural or man-made disasters (e.g. reduction and management including
fire) the construction of disaster risk
mitigation infrastructures
 Inefficient support for rehabilitation of
households affected by calamities
 Lack of facilities and equipment for
containing fire

Behavioral and individual factors

 Negligent and unsafe behaviors on fire
prevention

Peace and Order factors Development factors

 Internal displacement because of  Conflicting political ideologies
political conflicts (e.g. war)  Inadequacy of protective services
among households in conflict areas
 Inefficient rehabilitation program of
internally displaced population

D. Factors affecting agricultural (food security) outcomes

47
 Possible issues related
to agricultural Direct factors Indirect factors
outcomes
 Lack of access to Production Level Population Factors at the Community
staple food (or  Low production of agricultural Level:
agricultural products) products (e.g. rice)  Rapidly growing population resulting to
increasing demand for food
 Out-migration of population from the
rural areas resulting to low labor force
in agricultural sector
 Large family size (more children to
feed)

Development factors
 Rapidly diminishing agricultural lands
due to rapid conversion to residential
and commercial areas
 Low government support and
investments to the agricultural sector
particularly among farmers (for pre and
post-harvest facilities)
 Inefficient land use policies such as
lack of strategic policy for regulating
agricultural land conversion
 Poverty and lack of capital among
farmers
 Expensive agricultural inputs
 Inefficient regulation of prices of
agricultural products

Behavioral and individual factors

 Preference of young people for other
occupations rather than farming

Environmental factors
 Incidence of disasters and calamities
 Lack of support for farmers affected by
calamities or disasters

E. Factors affecting employment outcomes

Possible issues related

to educational Direct factors Indirect factors
outcomes
 High unemployment Population factors: Population Factors:
rate  High number of new entrants to the  High fertility especially among poor
labor force (rapidly increasing couples and families including
labor force) resulting to high teenage pregnancy
surplus of workers  High influx of unskilled migrants in
the urban areas resulting to
decreased in labor force in rural
areas

48
Possible issues related
to educational Direct factors Indirect factors
outcomes

Development factors
 Inefficient program, policy, and
services on population

Behavioral and individual factors

 Unmet need for modern family
planning
 Low contraceptive prevalence rate

Development factors Population Factors:

 Mismatch between education or  Rapid population growth resulting to
training and available jobs rapid increase in school age
 Lack of available jobs or economic population affecting the capacity of
opportunities in the country the government to provide quality
 Low wage rate education
 Lay-off or difficulty of women to be
employed due to pregnancy
 Unvalued work of women

Development Factors:
 Low investment in training and
education of the human resource
 Ineffective educational curriculum
 Lack of government initiatives in
job creation, employment or
livelihood programs
 Declining labor-intensive economic
activities
 Inefficient labor or decent job
policies for the protection of
workers

F. Factors affecting infrastructure outcomes

Possible issues related

Direct factors Indirect factors
to health outcomes
 Inadequate and Development factors: Population Factors:
inefficient  Low investment to infrastructures  Rapidly growing population especially
infrastructures (i.e.  Environmental disasters and in the urban areas resulting to high
transportation, calamities destroying infrastructure demand for infrastructure facilities
communication, and facilities  Unequal spatial distribution of
social infrastructures) population
 Encroachment and settlement in
hazardous areas and along
infrastructure facilities resulting to
inadequacy and inefficient use of
infrastructure facilities

49
Possible issues related
Direct factors Indirect factors
to health outcomes
Development factors
 Inefficient spending and investment for
infrastructure facilities
 Inefficient urban planning and
infrastructure management
 Inefficient plan for disaster risk
mitigation in relation to the protection
and maintenance of infrastructures
 Use of sub-standard construction
materials
 Inefficient procurement and
management systems for infrastructure
projects

G. Factors affecting environmental outcomes

Possible issues related

Direct factors Indirect factors
to health outcomes
 Low quality of the Population factors: Population Factors:
environment  Rapidly increasing population  High fertility
o High pollution resulting to:  Migration or influx of migrants to urban
(water, air, noise) o High consumption of natural and environmentally fragile areas
o Denuded forest resources
o Diminished o High volume of waste disposed Development factors
coastal resources to the environment  Poverty and unemployment
o Encroachment to  Inefficient implementation of
environmentally hazardous areas environmental protective and regulatory
policies and programs at the national
and local level
 Practices in production that are risky to
environment (e.g. disposal of waste in
the environment)
 Poor national and local
stewardship/governance and
management in environmental
protection

Behavioral factors
 Improper garbage disposal
 Human practices and lifestyle that are
environmentally hazardous such as
garbage disposal, illegal means of
natural resource extraction (e.g.
dynamite fishing, kaingin) and use of
technology that are not friendly to
environment

50
  Deepen understanding of the interrelationships of population and sectoral development
concerns and the different factors affecting certain development conditions by referring
to relevant researches and literature.

4. After analyzing the problem conditions in terms of the factors affecting them,
identify the segment of population affected by the problem.

Identifying the affected population is important because:

a. Identifying the affected population helps determine the focus of the intervention.
b. It also ensures that the interventions are given to those who are actually in need and
the wastage of resources are avoided, in effect, it facilitates greater resource
allocation and greater equity impact of programs and projects.
 In identifying the affected population, be specific. Identify the age, sex, and location
and other possible characteristics of population. For example:
o The population affected by the problem on high maternal deaths are those women
aged 15-49, belonging to poor households, and located in Barangay Mabuhay.

5. After completing the matrix or tool for situational analysis, emphasize to the
planners the need to validate the analysis with the constituents and other
stakeholders to ensure a participatory process of the situational analysis.

C. Assisting program managers and executives and policymakers in

situational analysis for program development

 The situational analysis for program and policy development can basically adopt the process
for plan development. However, the process is more focused on the specific concern that the
program or policy intends to address.

 For this process, use the same tools as used for the situational analysis for plans. This time,
focus on a concern of a specific sector for which a program is being developed. For health-
related issues, refer to the examples of tools and matrices related to analyzing health
problems or conditions.

 Deeper probing of the issues subjected for program and policy development may be done to
gather richer bases for policy and program decisions. Emphasize that the process of
situational analysis is also a critical component of evidence-based programs and policies.

51
 Refer also to existing literature and secondary sources of information in gathering other
determinants that were not captured in the sample analytical matrices. Moreover, conduct the
following data gathering mechanisms to gather additional information or validate the analysis
on the subject or issue being studied:

o Focus-Group-Discussion – this involves a discussion with small group of key

stakeholders using a focused question regarding a specific issue. It is direct data
gathering usually used for generating qualitative responses or information.
o Key-Information-Interviews - this involves a personal one-on-one interview with key
stakeholder usually a decision-maker or program implementer on certain issues.
o General Assemblies - this involves a majority of the constituents being consulted on
certain issue/s.

SECTION 6

Identifying Appropriate
Program Interventions

This Section aims to provide tools and information on how to identify appropriate and more
effective interventions in terms of programs and policies. It provides mechanisms in identifying
interventions that effectively address the identified problem conditions.

A. Identifying program interventions

 A program is a cluster of projects. It comprises the operational component of a long-term
plan. It also defines a particular clientele and their priority needs and breaks down the
strategic decisions in a plan into different components or projects which are tactical or short-
term in nature.
 Programs and projects are the bases for determining the level of public investments needed to
be appropriated for in the LGU’s annual budget.
 Policies are course of actions that can be taken to address a certain issue usually through
legislation or executive issuances. They are more permanent in nature than programs.
Policies may take the form of an ordinances, executive orders, resolutions, and other
issuances that have legal effect.

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 Policies and programs should be based on the issues identified during the situational analysis
to be more responsive. They should specifically address the causes of the development
issues to effectively address such problem conditions.

B. Assisting the planners, policymakers, and program implementers in

identifying appropriate policy and program interventions
 Ensure that the planners have comprehensively completed their situational analysis for all
sectors. This will be used as basis for the identification of program and policy options.
 Use the tool or matrix below for guiding the local government unit in identifying appropriate
program and policy interventions:

Matrix E. Identifying appropriate policy and program interventions

Major causes
New or New or
Problem of the Existing Existing Target
additional additional
conditions problem programs policies beneficiaries
programs policies
conditions
(1) (2) (3) (4) (5) (6) (7)

 Get the problem conditions (column 1) and its major causes (column 2) from Matrix D.
 Review the causes of the problem situation. Cluster those that are related, if necessary.
 For each cause or factor affecting a problem condition, identify the existing programs in the
locality that addresses such concern. Existing programs and interventions are being identified
to assess the effectiveness of the existing interventions in terms of addressing the identified
causes of the problem.
 In identifying new and additional programs, assess all the components of the existing
programs to identify the gaps and the areas that need to be improved. The new or additional
programs are interventions that need to be done either to strengthen the existing programs
and policies or to as an intervention that has never been implemented before. For example:

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 Major causes
New or New or
Problem of the Existing Existing Target
additional additional
conditions problem programs policies beneficiaries
programs policies
conditions
(1) (2) (3) (4) (5) (6) (7)
High High incidence Responsible Provision of None Enactment of a Poor women
incidence of of unwanted parenthood family Contraceptive and couples of
maternal pregnancies program planning Self-Reliance reproductive
deaths Low supplies policy age
contraceptive
use

 In identifying the target beneficiaries for interventions, emphasize the following:

o Target beneficiaries may be those Population-at-Risk, Population-at-Need, and
Population-at-Demand (Specifying the Target Population)

TOTAL POPULATION-AT-
POPULATION RISK

POPULATION-AT-
NEED

POPULATION-AT-
DEMAND

 Population-at-risk – refers to the subgroup of the total population that is most likely
to develop that problem situation or condition.
 Population-at-need – refers to the subgroup of population-at-risk exhibiting the
problem condition. For example, malnourished children, sick people who require
health services or farmers who need credit.

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  Population-at-demand – refers to the subgroup of the population-at-need who
actually avail or of take advantage of the project services and project resources. For
example, the malnourished children who are already benefiting from a feeding-
program.

 The choice of who to target among the three groups depends on the kind of
interventions we want to implement. It is important to understand that each target
group chosen may have different implications on the level of effort we put in, or the
level of cost, and the impact that might be expected of the project. In a health
immunization project, for example, it is better to get the population-at-risk (the
preschoolers or infants who are at risk of contracting these childhood diseases)
because in the long run, it is cheaper to prevent these diseases through immunization
than to treat these children when they are already sick and need hospitalization.
 In a poverty program, for example, while it may be cheaper to distribute rice
subsidies in a distribution center, those who go there (population-at-demand) may
include those who are not really poor who are at risk of hunger nor at need of such
services and, worse, may even exclude those really in need. This is what we refer to
as over-coverage or under-coverage.
 But for certain problems, there is no point in reaching the target population when they
are still at risk since it would be cheaper to reach them when they are already at need.
For example, all adolescents are at risk of contracting STIs or HIV/AIDS but it would
more costly if we provide counseling and treatment to all adolescents rather than
giving the services only to those who are sexually active.
 Moreover, while it would be cheaper to cater to the needs of those easily identified
and willing to participate in the project (population-at-demand), this may have a little
impact compared to including the population-at-risk and population-at-need. For
example, it may be more effective to provide counseling services for sexuality active
adolescents among adolescents who go to health centers for consultations rather than
expanding the program in schools and in the community. Therefore, the definition or
specification of target population depends upon the problem dealt with and its
implications on resources and impact. The ideal is to get a balance of the cost and
benefit of getting information to get highly specified targets.

o Intervention may also reach the Direct and Indirect Targets

 Direct targets – those who will benefit and from the project and to whom the project
services or resources are to be delivered.
 Indirect targets – those will ultimately benefit from the project although they do not
receive project services or resources
 Again, it is important to remember that each target group entails different effort, cost
and impact of the project.

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 To check the responsiveness of the programs and projects identified in the plan, the
following guide questions may be used:
o Are the interventions (policies and programs) related to the problem situations or the
factors causing such problems?
o Are there interventions addressing population issues or factors identified in the
situational analysis?
o Can the intervention potentially address the problem situations being experienced by the
people?
o Are the interventions doable or feasible?
o Will the interventions contribute to the plan’s vision, goals, objectives, and targets?
o Does the intervention identify and target the right segment of the population?
o Is it the most potentially cost-effective and equitable strategy to address the problems?
o Are the interventions (programs and projects) designed to complement other sectoral
interventions as a result of an inter-sectoral analysis?
o Where there enough analysis of the potential impact of the intervention on the
demographic characteristics and behavior of the people and vice versa?
o Are there interventions that are in conflict with other proposed interventions?
o Do these interventions provide equitable access to resources and benefits between men
and women? Do they address specific needs of women and men in the locality?

C. Specific Population Management Strategies and Interventions

The PopDev approach to planning highlights the population variables as critical determinants of
development. As such, there is a need to ensure that population variables as identified in the
situational analysis of local development plans and programs are addressed by appropriate
population management strategies and interventions. The main source of the various population
management strategies is the PPMP Directional Plan. These population strategies can be
recommended for localization and integration in the local development plan as a component of a
sectoral development program or policy. The following table summarizes the various key
population strategies under the major program components of the Philippine Population
Management Program, namely, a) Responsible Parenthood-Family Planning, b) Population and
Development Integration, and c) Adolescent Health and Development Program. These can serve
as options for LGUs in addressing their population-related issues.

RESPONSIBLE PARENTHOOD AND REPRODUCTIVE HEALTH INCLUDING FAMILY PLANNING

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Common population issues related to responsible parenthood and RH:
 High fertility;
 High maternal and infant mortality due to unintended pregnancies;
 Inadequate access to reproductive health services (e.g. maternal, newborn, and child health and
nutrition; family planning)
Service Delivery
 Procurement of adequate RH commodities and supplies;
 Establishment or improvement of health care facilities (e.g. hospitals, rural health units, and barangay
health stations) for the delivery of reproductive health services;
o Establishment and PhilHealth accreditation of lying-in with Basic Emergency Obstetric Care
(BEmONC)-capability
o Improvement of hospitals and end-referral facilities for Comprehensive Emergency Obstetric
Care (CEmONC)
 Policy or ordinance on facility-based delivery;
 Provision and distribution of RH services and commodities for the following reproductive health care
concerns:
o Family planning;
o Maternal, newborn, and child health and nutrition;
o Adolescent sexual and reproductive health;
o Men’s sexual and reproductive health;
o Treatment and care for post-abortion complications;
o Diagnosis and treatment of gynecological and reproductive-related cancers and diseases;
 Continuing capacity building of service providers for quality service delivery;
 Enrollment of indigents to PhilHealth or health insurance;
 Mobilization of NGOs and the private sector in the provision of RP/FP information and services
through public-private partnership
Communication and Demand Generation Strategies
 Development and dissemination of communication and advocacy materials;
 Conduct of public information campaign on RH issues and available services;
 Capacity building and mobilization of community health volunteers and workers for responsible
parenthood and family planning;
 Integration of RP-FP communication strategies in various sectoral development concerns such as
poverty reduction, agriculture, education, employment, and institutional development;
 Strengthening of the pre-marriage orientation among couples;
Information and Database Management
 Mapping of unmet need for RH and family planning;
 Development, maintenance, and utilization of information or database on RH and other related
services

ADOLESCENT HEALTH AND DEVELOPMENT

Common population issues related to adolescent health and development:
 High incidence of teenage pregnancy; and
 Lack of access of young people to appropriate health and development services.

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Service Delivery
 Establishment and maintenance of adolescent-friendly facility with the provision of appropriate
services for young people’s health needs
 Continuing capacity building of health, social, and education service providers for the delivery of
adolescent-friendly services; and
 Establishment of community-based or facility-based teen centers catering to the needs and concerns
of the young people.
Capacity Building
 Capacity-building of young people (OSY, in-school, working, and other types of youth) on life-skills-
based, age-appropriate, and comprehensive sexuality and reproductive health education;
 Training of peer educators, counselors, and communicators;
 Leadership, livelihood, advocacy, and other youth development training.
Communication, Advocacy, and Behavior Change Communication Strategies
 Development and dissemination of interactive IEC materials;
 Conduct of symposium, forum, special events, and classes among young people on sexuality and
reproductive health education;
 Policy development for comprehensive adolescent health and development program including local
laws addressing non-sexual risky behaviors such as drug or substance abuse, smoking and drinking,
and other delinquent behaviors among young people;
 Integration of comprehensive sexuality education in school and educational (formal and informal)
curriculum; and
 Social mobilization among youth organizations for information campaigns on adolescent health and
development.
Information and database management and utilization on AYHD
 Development, data gathering, maintenance, and utilization of information or data on adolescent health
and development for planning and policy development

POPULATION DEVELOPMENT STRATEGIES

Common population issues related to population and development:
 Increasing population due to fertility and in-migration; and
 Inefficient urban management.
Integration of population variables in development planning process
 Establishment of population information or database system to establish demographic including
socio-economic information needed for planning and policy development;
 Adoption of population and development integration approach to development planning;
 Development of integrated population and development programs such as Population-Health-
Environment-Education-Livelihood/Employment, etc.; and
 Training of local planners and local stakeholders on PopDev integration in development planning.

The strategies or interventions enumerated above can be recommended as program measures to

respond to identified population factors affecting certain development concerns. However, these

58
interventions should be assessed based on the need and situation of the locality. The component
or specific activities of these major strategies will depend on such need and situation.

SECTION 7

Developing Monitoring and Evaluation

Mechanism with PopDev Dimension

During the implementation, programs and projects are closely monitored and evaluated to ensure
that they are carried out as scheduled and within the budget, and more importantly, the purpose
and objectives of the programs and projects or the intended beneficiaries are reached. This
section provides key concepts to ensure that population variables are integrated in developing
and undertaking monitoring and evaluation.

A. Monitoring and Evaluation Concepts

Monitoring and evaluation are performed to assess how faithfully and effectively a plan is being
carried out. While monitoring and evaluation have similar concepts, they also have distinct
differences as shown in the table below:

MONITORING EVALUATION
Monitoring focuses on operations – the Evaluation focuses on project effects or results at
relationships or connections between activities, the outcome or impact level. It asks the question:
inputs, strategies, and expected outputs. It asks the What difference did the project make?
question: How is the project running?

Monitoring is conducted regularly since the start of Evaluation is done before (baseline evaluation), at
project implementation. the middle (or at a certain phase of the project
where effect can be expected to have been
achieved) and after the project has been completed.

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Monitoring requires documentation of project’s Impact evaluation necessitates documentation
progress during its implementation. before, during, and after the project’s operation.
Data gathered during monitoring are used as inputs
for evaluation.

A project monitor is usually actively involved in The project evaluator has no involvement in project
the implementation of the project. implementation. He/she has a detached to maintain
an impartial view on the project.

B. Monitoring and Evaluating Population Indicators

In integrating population variables in monitoring and evaluation, the following are the indicators
that can be included in a logical framework that could serve as a guide for monitoring and
evaluation of specific programs and projects:

Population outcome indicators Population output indicators

 Population distribution by sex and age  Service utilization indicators for population
group programs and interventions
 Population growth rate
 Total fertility rate o Contraceptive prevalence rate
 Crude birth rate o Unmet need for family planning
 General fertility rate o Percentage of births attended by
 Age-specific fertility rate professional/skilled birth attendants
 Adolescent fertility rate o Percentage of births delivered in health
 Crude death rate facilities
 Maternal mortality rate o Number of couples who attended or
 Infant mortality rate provided with information on
responsible parenthood, family planning,
 In-migration rates
ASRH
 Out-migration rats
o Number of teen centers established
o Number of IEC materials

For other indicators, refer to the PPMP monitoring and evaluation indicator system.

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 ANNEX A

Guide for the Desk Review of Socio-

Economic or Ecological Profile
A. Preparatory Considerations

To facilitate a smooth process for review of draft Ecological Profile or Socio-Economic Profile,
the following should be taken into consideration:
1. The RPO may create a Technical Working Group or Group of PopDev Mentors who will
take the lead in the review of the various planning documents submitted by local
government units for inputs. The TWG or PopDev Mentors may likewise include
provincial population officers or partners who can help in the desk review of planning
documents.
2. The desk review exercises may be undertaken as a capacity building of the regional
PopDev mentors. As such, the review process for the SEP or EP may be undertaken
through the following process:
a. The Mentoring Group will convene to discuss their task in reviewing the available
SEP or EP.
b. The group may decide to divide the specific chapters or section of the SEP/EP or
allow every member to review the entire document to be consolidated later by the
group. The tasking should ensure that every member is given an opportunity to
review a portion or the entire SEP/EP to enable him/her to undergo the review
process.
c. A lead mentor may be assigned for specific SEP/EP or for a specific LGU with
the task of ensuring the timely submission of comments and inputs from the
mentoring group members; consolidating the inputs of the members; and
transmitting the inputs to the concerned LGUs.

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 d. Each member shall be tasked to prepare a Review Report containing his/her
findings and inputs/comments on the subject SEP/EP. Such Report shall be
submitted to the assigned leader for the review of particular SEP or LGU.
e. The mentoring group shall convene as a group for the following purpose:
i. Discuss the individual inputs and comments on the SEP/EP;
ii. Validate accuracy, relevance, and appropriateness of individual inputs and
comments;
iii. Consolidate agreed upon or common valid inputs and suggestions that
should be transmitted to the concerned LGUs; and
iv. Plan for next activities.
3. The regional inputs or recommendations may be transmitted to the LGUs ideally through
interpersonal means (e.g. in a meeting with concerned planners or staff) or through mail.
4. To further guide the review process, necessary literature, guide books and manuals, and
other reference materials should be made available to all members of the mentoring
group.
5. Necessary information that could help in more in-depth review may be coordinated with
the concerned LGU.
6. The review process shall focus on the technical aspect of the SEP/EP. The review may
include inputs on the style and literary aspects of the documents depending on the style
editing capacity of the members and the openness of the LGUs on such comments. The
finalization of the documents should be left to the discretion and initiative of the LGUs.

B. Guide to Review Process

The review process may be done section-by-section or by passing though each unit (sector). The
following guide questions may be considered during the technical review:

1. Comprehensiveness and Disaggregation of Data

a. Are there population or demographic indicators?
b. Are there enough indicators and data to describe the sector being described in the
specific section?
c. What are the data included or discussed in the particular sector?
d. What are the data gaps or information that can be included but were not discussed in
the sector? Or, what other data can be included in the specific sector?
e. Is there an alternative or proxy data that can approximate the data or information
needed to describe certain condition?
f. Do the data cover the entire locality (e.g. province and its component municipalities)?

62
 g. Are the data disaggregated by geographic, age, sex, and by other characteristics of the
population (e.g. by income quintile, religion, etc.) whenever possible?
h. Do the data allow trending (improvement of certain conditions) or establish patterns
over time? Can the data be possibly presented historically (across previous years)?
i. Do the data presents planning standards or targets?
j. Can all the data discussed in the sector allow in-depth situational analysis?
2. Integration of Population Data
a. Are all relevant demographic variables included and discussed in the SEP/EP?
b. Are relevant population data (e.g. number and segment of population) discussed in
relation to specific sectors (e.g. level of health service utilization among population,
disaggregation of sectoral data by age group and sex and geographic location)?
3. Timeliness and Accuracy of Data
a. Are the indicators accurately derived or computed? (Check their raw or baseline data
to check accuracy in computation)
b. Are the indicators properly interpreted or expressed? How should it be properly
expressed or interpreted?
c. Are the available data the latest available information?
d. Are the figures consistent in relation to other data within the sector or in other
sectors?
4. Validity, Reliability, and Relevance of Data
a. Can the indicators relevantly or appropriately describe the situation in the sector?
b. Are the sources of the data provided in the SEP/EP?
c. Are the sources of the data reliable? (Validate with LGUs or the mentioned source of
data if necessary)
d. What other available indicator or information should also be emphasized or
highlighted to properly described conditions in the sector?

C. Preparing the Review Report

The inputs and comments of each member of the mentoring group shall be transcribed into a
Review Report to be submitted to the mentoring group for discussion and consolidation. The
mentoring group may discuss and agree on the format and coverage of the Review Report. The
following minimum consideration may be considered in reaching an agreement on the format of
the report:

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 1. General Observation/Inputs. This portion summarizes the general good points as well
as the areas for improvement in relation to the SEP being reviewed. It may contain two
sub-sections:
a. Positive or Good Points. This portion may mention the good points or strengths of
the SEP being reviewed.
b. Recommended Areas for Improvement (in general). This may describe the
common and persistent sections that need to be enhanced with the corresponding
recommended actions to be undertaken to improve them.
2. Specific Observation/Inputs. This section may simply mention the specific areas in
each sector of the SEP/EP that need to be enhanced in terms of validity,
comprehensiveness, consistency, timeliness, accuracy (as response to the guide questions
above). The following matrix may be used for the specific inputs:

Sector Observation/Inputs Recommendations

3. Other Recommendations. Other recommendations may be included for the

enhancement of the SEP/EP being reviewed.

D. Timeline and Technical Assistance from Central Office

The review of the SEP/EP should be made in consideration of the planning calendar of the
LGUs. It is important that the review should be undertaken within reasonable period to give
time to the mentoring team to give substantial input at the same time taking into mind the
timelines set for the planning activities of the partner LGUs.
If necessary, the regional mentoring team may seek the technical assistance of the national
mentoring team either during review sessions or through written comments. For this
purpose, the regional mentoring group shall furnish the national mentoring team a copy of
the SEP/EP being subjected for review.

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 ANNEX B

Guide for Writing the Situation Analysis

I. Situational Analysis by Sector

 Write some introductory statements such as the importance or significance of the sector
to the goal or objectives of the plan.

 For each outcome, state the sectoral core issue by stating whether the current outcome
status is DESIRABLE or NOT by comparing it to either of the following:

o previous data (trending) (what does the previous data tell as compared to your
latest data? Is it increasing or decreasing? With steady change or fluctuating?
What is the amount of increase or decrease? – rapid or slow?)

o national or other higher level localities (Is your latest data higher or lower
compared to the national or higher level locality? What is the extent of difference
– much or a bit greater or lower?)

o established and relevant planning standards (Is your latest data above or below
the planning standard? What is the level of difference – much or a bit greater or
lower?)

 After describing the problem or strength, describe the proximate determinant or the direct
cause of such problem in terms of:

65
 o Development factors (What are the development factors that directly affect the
problem? How did these directly cause the problem?) – describe with
appropriate indicators.
o Population factors affecting certain sectoral issues or problems (What are the
population factors – fertility, mortality, migration, population size, age-sex
composition, and spatial distribution – that directly or indirectly affect the
problem? How did the population factor directly cause the problem?) – describe
with appropriate indicators
o How did the interplay of these factors aggravate or cause the problem?
o Other institutional causes which directly caused the problem (e.g. absence, failure
or successes of programs, policies, resources, etc.) (Are there existing policies
addressing these concerns? Are these effective or efficiently being implemented?
What are the gaps of implementation that directly brought about the problem?
Or, is the lack or absence of needed policy or program directly contributed to the
problem?) – describe with appropriate indicators

 Problems in the sector and its causes may be described in terms of incidence, prevalence,
percentage, rate, proportion using relevant indicators from the SEP and other anectodal
and other qualitative data which are verifiable and reliable

 After describing the proximate determinant or the direct cause of each problem identified,
describe the underlying causes or determinants (factors that directly caused the proximate
or direct/immediate cause or determinants) of the problem in terms of:

o Population factors (What are the population factors – fertility, mortality,

migration, population size, age-sex composition, and spatial distribution – that
indirectly affect the problem? How did the population factor indirectly cause the
problem?) – describe with appropriate indicators
o Development factors (What are the development factors that indirectly affect the
problem? How did these indirectly cause the problem?) – describe with
appropriate indicators
o How did the interplay of these factors aggravate or cause the problem? Factors?
o Other institutional causes which indirectly caused the problem (e.g. absence,
failure or successes of programs, policies, resources, etc.) (Are there existing
policies addressing these concerns? Are these effective or efficiently being
implemented? What are the gaps of implementation that indirectly brought about
the problem? Or, is the lack or absence of needed policy or program indirectly
contributed to the problem?) – describe with appropriate indicators

II. Challenges of the Sector

 Based on the analysis or interrelationships of the problems and its proximate and
underlying causes or determinants, describe the challenges or areas/points/agenda that
should be responded with needed and appropriate actions whether in terms of policies,
programs, support, advocacy, communication, social mobilization, networking, database

66
 management and utilization, research and development, planning, and other line of
interventions.

ANNEX C

Guide Questions in Checking the

Integration of Population Variables in
Development Planning

Overview

Population and Development (POPDEV) approach to planning is the explicit and conscious
integration of population and development interrelationships in each step of the planning
process. It is based on the premise that population affects development and vice versa.

POPDEV approach to planning does not prescribe another plan nor introduces a different
planning process. It is a way of thinking that takes into account population factors such as the
size, age-sex composition, and spatial distribution as they interrelate with development outcomes
(e.g. status of well-being) and processes (e.g. access to goods and services; savings and
investments; utilization of environment and natural resources; employment, etc.).

In general, we can say that a development plan is a product of POPDEV approach to planning
when:

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  In its identification of the problem situations, all the possible population factors and
causes have been explicitly accounted in the analysis of various sectoral development
concerns (i.e.socio-economic, demographic, environment, etc.).
 In its setting of goals, objectives, and targets human dimensions in development are
considered in their formulation (e.g. when we target poverty reduction, the segment of
population that is most affected by poverty is explicitly considered).
 In the identification and implementation of interventions, each factor affecting certain
problem conditions are translated into policies or programs and critical population
strategies are included to respond to population issues.
 In monitoring the plan, it is ensured that programs and projects are actually reaching the
target population or the intended beneficiaries.

Guide for Integration

The following are some of the guide questions that can be asked to determine whether POPDEV
dimensions have been integrated in the development plan:

I. In preparing the Socio-Economic Profile/Ecological Profile or Database for

Development Planning

a. Are demographic indicators (including projections) included or provided in the database?

b. Are there sectoral indicators that explicitly used population in demand or service
indicators (e.g. population-student ratio, population-hospital ratio, population-police
officers ratio, population-social/health worker ratio, etc)?
c. Are the data and information:

 Relevant - appropriate to the situation being described or problem being addressed or

the population being targeted?
 Comprehensive – cover a wide range of interrelated socio-economic-demographic
factors?
 Measurable – can be quantified?
 Simple – easy to interpret so that there is no room for misunderstanding or
misinterpretation?
 Objective – not subjective or biased and can easily be verified?
 Specific – the magnitude or scope and time at which the problem or its improvement
or deterioration is observed are expressed explicit, precise, and finite terms?
 Accurate and updated – the data were correctly measured and describes the latest
situation of the locality and the people?

d. Are the data in their desired disaggregation (e.g. by sex, age, by other socio-economic
background characteristics or by spatial disaggregation)
e. Will the data allow a deep or an intersectoral analysis? Or can comprehensively discuss
the relationships of various factors affecting a certain sectoral condition?
f. Will the data allow gender-analysis?

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II. In Situational Analysis

a. Is there a problem situation clearly identified in the plan?

b. Is the problem situation identified as a result of a comprehensive analysis of the various
socio-economic and demographic factors? Are socioeconomic and demographic
(population) factors identified explicitly and logically to have contributed to the problem?
c. Are the cause-and-effect relationships of various socio-economic and demographic
factors explicitly and correctly described?
d. Are the specific segments of population affected by the problem identified?
e. Are gender issues correctly identified?
f. Where the people (claim holders) consulted and involved in the identification of their
actual needs?

III.In Setting Goals, Objectives, and Targets

a. Do the goals, objectives, and targets reflect the problem/issues affecting the people, as
identified in the situational analysis
b. Do the goals, objectives, and targets specify target beneficiaries?
c. Are the targets consistent with the objectives and the objectives with the goals?

IV. In Identifying Policies and Strategies

a. Are there population strategies (e.g. family planning, responsible parenthood, etc.)
identified in response to population issues and factors identified in the situation analysis?
b. Are the interventions (policies and strategies) related to the problem situations or the
factors causing such problems? Can the intervention effectively address the problem
situations being experienced by the people?
c. Will the interventions contribute to the plan’s vision, goals, objectives, and targets?
d. Will the intervention improve the living conditions or quality of life of the people
experiencing the problem conditions identified in the plan?
e. Does the intervention identify and target appropriately the right segment of the
population? Is it the most potentially cost-effective and equitable strategy to address the
problems?
f. Are the interventions (programs and projects) designed to complement other sectoral
interventions as a result of an intersectoral analysis?
g. Where there enough analysis of the potential impact of the intervention on the
demographic characteristics and behavior of the people and vice versa?
h. Do these interventions provide equitable access to resources and benefits between men
and women? Do they address specific needs of women and men in the locality?

V. In matching resources with funds

a. Were the programs and projects subjected to thorough screening and prioritization
process that involved the claim holders or the intended beneficiaries?

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 b. Are the identified priority programs and projects matched with corresponding funds? Are
there alternative sources of funds planned to pursue the project?

VI. In plan monitoring and evaluation

a. Does the plan have monitoring scheme?

b. Does this scheme aim to ensure that policies and programs are actually implemented or
put in place?
c. Does this scheme has mechanism to ensure that policies and programs actually reached
the target population?
d. Does the scheme have clear, measurable, relevant, and objective indicators as basis for
monitoring? How does this contribute to the next planning cycle?

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