MARFRANCISCO, PINAMALAYAN,

BASIC EDUCATION DEPARTMENT ORIENTAL MINDORO

Senior High School 043-284-7504

Abada College Basic Education Department
ABADA COLLEGE

LEARNING MODULE
Grade 12

COMMUNITY ENGAGEMENT,
SOLIDARITY,AND
CITIZENSHIP
NAME: YR. & STRAND:

TIME FRAME: 3 WEEKS Date of Submission: February 19, 2022

Content Standard:
❖ The learners demonstrate an understanding of the integration of social
science perspective and community action initiatives.

Performance Standard:
❖ The learners shall be able to synthesize the integrative experience of
implementing community-action initiatives applying social sciences’
ideas and methods.

Most Essential Learning Competencies

At the end of the module, students are expected to:

➢ recognize the value of undertaking community action modalities;

➢ acknowledge interrelationship of self and community in undertaking

community action; and
➢ recognize the importance of solidarity in promoting national and
global community development (e.g. poverty alleviation)

Learning Objectives:
At the end of the module, students are expected to:

➢ identify opportunities to contribute to community development through

solidarity;
➢ acknowledge interrelationship of self and community in undertaking
community action;

➢ explain forms of community engagement that contribute to community

development through solidarity;

➢ show an appreciation of the value of citizenship education and to the

vital role of the youth in the community development and nation
building;
➢ recognize the value of undertaking community action modalities; and
➢ recognize the importance of solidarity in sociopolitical processes in
promoting national and global community development.
 LESSON
COMMUNITY ACTION
1
FIRM UP

Community action refers to collective

efforts done by people directed
toward addressing social problems (e.g
social inequalities, environmental
degradation, and poverty) in order to
achieve social well-being. It can take
the form of community engagement
and solidarity, which bolster citizenship
in the process.

COMMUNITY ENGAGEMENT
Community engagement refers to the process of developing partnerships
and sustaining relationships with and through the groups of people
affiliated by geographic proximity or common interest for the purpose of
working for the common good and of addressing issues that affect their
well- being.
Stakeholders from partnerships may include organized groups,
agencies, institutions, or individuals. Under educational setting, community
engagement would refer to the initiatives and processes through which the
expertise of the educational institutions was applied to address the issues
relevant to the needs of its surrounding communities.
Community engagement in educational setting can take in many forms,
but the most common are service learning, community outreach, and
community engaged research.
a. Service Learning. It is a teaching methodology that employs community
service and reflection on service to teach community engagement,
develop greater community and social responsibility, and strengthen
 communities.
• Service-learning projects are expected to be a collaborative effort
between community. This initiative allows students to develop
leadership, communication, cultural understanding, and critical
thinking--aside from bridging social theory and practice.
• Central to service learning is the use of scientific knowledge gained
by students in their courses in addressing community problems and in
conducting analytical reflections that explore the impact of the service
learning projects on oneself and on the community.

b. Community Outreach. It refers to the voluntary services done by

students, faculty, school employees, or alumni in response to the social,
economic, and political needs of communities.
Voluntary service can take two forms:
1. community service
2. community development
Community service/voluntary services are a one-way initiative from the
one who devotes time and resources to the communities.
Community development require fostering partnership ad sustaining
relationships with communities. This allows a collective participation for the
enhancement of the community's well-being.
c. Community Engaged Research (CEnR). It is a collaborative process
between the faculty and/or student researchers and the partner
community in conducting research. Communities are considered as co-
leaders in the design and conduct of the different phases of the research
process.
Levels And Modalities Of Community Engagement
a. Information is a one-way relationship on disseminating information to
community members. It covers passive access to information by people
via traditional media (posters, brochures, telephone calls, or word of
mouth marketing), mass media (newspaper, radio, television, active
measures to disseminate information through community education and
community campaign awareness activities.
b. Consultation involves obtaining stakeholder approval for a particular
initiative. It seeks to interact with communities for the purposes of
getting feedback without direct community participation in project
 design, implementation, and evaluation. However, information gathered
from consultation can be used to help frame an issue, identify options
for service learning/community outreach/CEnR projects, and enrich the
evaluation of the project.
c. Involvement is about enlisting community stakeholders as volunteers
and/or consumers of an envisaged service learning/community
outreach/CEnR project and its associated services.
d. Active participation allows the involvement of community members in the
planning, implementation, and overall assessment of development
initiatives. It emphasizes community knowledge, agency, control, and
ownership, which are defined as the ideal outcomes and drivers of
community-centered development.
Aside from the abovementioned levels of community engagement, there
are also different modalities of community engagement as identified by
Bowen, Newenham- Kahindi, and Herremans (2010). These modalities
are: transactional, transitional, and transformational.
a. Transactional- are one-way community projects that come from
the service providers to the community. This may include volunteer
work, free consultancy services, philanthropic cash donations, skill
transfer and giving of technical support.
b. Transitional- are two-way community projects brought about by
the process of consultation and collaboration between the service
provider and the community.
c. Transformational- are two-way community projects characterized
by active dialogue and critical reflectivity brought about by the
process of involvement and active participation between the
external agent and the community.

SOLIDARITY
Solidarity refers to the firm and persevering determination to commit
oneself to the common oneself to the common good by mutually supporting
and sustaining movements for social change and social judges. It often
entails establishing ties with people who are oppressed, marginalized,
and/or vulnerable, such that their cause will be supported by whatever
feasible yet ethical means and their rights will be advocated.
 COMMON SECTORS THAT ARE OFTEN CONSIDERED VULNERABLE,
OPPRESSED, or MARGINALIZED:
◆ RURAL POOR (landless farmers, peasants, and
fisher folk)
◆ URBAN POOR (contractual laborers and
workers from the informal economy)
◆ Migrant workers and victims of human
trafficking
◆ Poor children, youth, women, the
elderly and street families
◆ Indigenous people
◆ Persons with disabilities
◆ Prisoners and inmates
◆ Victims or survivors of disaster

Advocacies:

◼ HEALTH FOR ALL-it pertains to the understanding that health (which is a

state of complete physical, mental, and social well-being, and not
merely the absence of disease or infirmity) is a fundamental human
right. Every human is entitled to the enjoyment of highest possible
standard of health.

◼ EDUCATION FOR ALL-refers to bringing the benefits of education to

every citizen in society
-education enables people to perform better economically, enhances
health and extends life span, promotes civic engagement, and improves
one’s sense of well-being (ICSU and ISSC 2015; UNESCO 2000)
“Basic Education is viewed not as a privilege, but a fundamental human
right.”

◼ GOOD GOVERNANCE FOR ALL-pertains to capacitating local

communities and institutions to manage and regulate their own welfare
in terms of economic security, socio political well-being and cultural
preservation and progress.

◼ ECONOMIC JUSTICE FOR ALL-pertains to enabling all people

especially the poor; the disadvantaged; and discriminated men, women
and who are excluded from growth processes to contribute to the
 benefit from the overall growth in the economy and be lifted above the
poverty line (Wagner 2006, Ravallion and Chen 2003)

◼ CLIMATE AND ENVIRONMENTAL JUSTICE FOR ALL-refers to the fair

treatment and meaningful involvement of people in the development,
implementation, and enforcement of environmental laws, regulations and
policies (Pederson 2011) It includes the creation of policies and projects
that will address the root causes of climate change and the making of
systematic changes that will attend to the disproportionate burden of
the climate crises on the oppressed, marginalized, and vulnerable
sectors of society.

CITIZENSHIP
It refers to full membership in a community in which one lives, works or
was born (Atlanta and Marquis 2010).
THREE INTERRELATED DIMENSIONS OF CITIZENSHIP
1. LEGAL
2. POLITICAL
3. IDENTITY

1. LEGAL DIMENSION- a citizen refers to a person who enjoys civil

(freedom of speech and right to own property), political (right to vote and
hold public office), and social rights (right to education, health and social
security).

2. POLITICAL DIMENSION- a citizen refers to a person who is a political

agent and is actively participating in society’s political institution and
system. As a political agent the citizen is expected to participate in
influencing the behavior of political decision makers, in crafting of laws and
policies, and in encouraging other citizens to promote the common good.
3. IDENTITY DIMENSION- a citizen is considered a member of a political
community (nation state) that actively shapes his or her cultural identity.

CITIZENSHIP EDUCATION IN THE PHILIPPINES

PREAMBLE of the 1987 Constitution
We the sovereign Filipino people, imploring the aid of Almighty God, in
order to build a just humane society and establish a government that shall
 embody our ideals and aspirations, promote the common good, conserve
and develop our patrimony, and secure to ourselves and our posterity the
blessings of independence and democracy under the rule of law and a
regime of truth, justice, freedom, love, equality and peace, do ordain and
promulgate this constitution.

Core Filipino Values

1. Pagkamaka- Diyos (being Godly)
2. Pagkamaka-Tao (being humane)
3. Pagkamakabayan (being nationalistic and patriotic)
4. Pagkamaka-Kalikasan (being caring for the environment)

The 1987 Constitution enunciates state principles and policies such as the
following:
1. Sovereignty of the people
2. Renunciation of war as an instrument of national policy.
3. Supremacy at all times by the civilian authority over the military.
4. Service to and protection of the people as the prime duty of the
government.
5. Enjoyment of the blessing of democracy by all people.
6. Inviolable separation of church and state.
7. Protection of the rights of workers and the promotion of their welfare.
8. Separation of power among the executive, legislative, and judicial
branches of government.
9. Autonomy of local government units.
10. Maintenance of honesty and integrity in public service and taking
positive and effective measures against graft and corruption.

Bill of Rights enumerates the Filipino people’s basic rights and liberties, which
no one, not even the government is allowed to violate or infringe upon. Some
of the rights granted by the Constitution are the following:

1. Due process of law and equal protection

2. Right against unreasonable search and seizure
3. Right to privacy
4. Freedom of Speech, of expression and of the press
5. Freedom of religion
6. Liberty to abode and travel
7. Right to information on matters of public concern
 8. Right to form unions and associations for purposes not contrary to law
9. Right to a just compensation when private property is taken for public use
10. Freedom of access to the courts.

The Citizenship Advancement Training (CAT) “aims to enhance the

students’ social responsibility and commitment to the development of their
communities and develop their ability to uphold law and order as they
assume active participation in community activities and assisting the members
of the community in times of emergency” (Department of Education Order
No. 50, series of 2005).

Three Components of Citizenship Advancement Training (CAT)

1. Military Orientation
2. Community Service
3. Public Safety and Law Enforcement Service

The National Service Training Program is a program aimed at enhancing

civic consciousness and defense preparedness in the youth by developing
the ethics of services and patriotism while undergoing training in any of its
three program components.

a. ROTC- is a program institutionalized under

sections 38 and 39 of RA No. 7077 designed to
provide military training to tertiary level students
in order to motivate, train, organize and mobilize
them for national defense.
b. LTS - is a program designed to train students
to become teachers of literary and numeracy
skills to school children, out of school youth,
and other segments of society in need of their
service.
c. CWTS- refers to program or activities
contributory to the general welfare and the
betterment of life for the members of the
community or the enhancement of its facilities,
especially those developed to improving health,
 education, environment, entrepreneurship, safety, recreation, and
morals of the citizenry.

LESSON
PURPOSE OF COMMUNITY
2 ACTION PLAN
The purpose of the community action is for the people to work in
solidarity in order to address a certain social issue.

FIVE MAJOR SOCIAL ISSUES IN THE PHILIPPINES

1.Education
2. Health
3. Livelihood
4. Environment
5. Disaster

ROLE OF YOUTH IN COMMUNITY ACTION

In the Philippines, the vital role of youth in community development has been
enshrined and incorporated in the following documents:

a. The Philippine Constitution (Article II, Section 13) states that: "The State
recognizes the vital role of the youth in nation-building and shall promote
and protect their physical, moral, spiritual, intellectual, and social well-
being. It shall inculcate in the youth patriotism and nationalism, and
encourage their involvement in public and civic affairs."

b. The 1991 Local Government Code provides for the youth's participation
in local development and the establishment of the Sangguniang Kabataan
(SK), which is the youth council organized in each barangay in the country
that leads programs for the young people.

c. Republic Act No. 8044 or the 1995 Youth in Nation-Building Act

provides a national, comprehensive, and coordinated program on youth
development. This law also established the National Youth Commission
(NYC), the sole policymaking and coordinating body of youth-related
activities of the Philippine government. The NYC's main functions include
 formulating national policies for the youth, conducting research on the
youth, and establishing consultative mechanisms with the youth sector.

d. Republic Act No. 10742 or the Sangguniang Kabataan (SK) Reform Act
of 2015 established reforms in the SK (i.e., the creation of enabling
mechanisms such as the Local Youth Development Council) in order to allow
meaningful youth participation in nation- building. Section 10 of the Act
includes an anti-dynasty provision, making it the first law to do so.

e. The Philippine Youth Development Plan (2012-2016) serves as the

framework for national youth development. This was formulated by the
NYC, in consultation with the youth sector. Its main goals are to make the
youth: (1) become accountable stakeholders of transparent and
participatory governance; (2) become productive members of their
respective families and households; (3) become gainfully and decently
employed; (4) become key partners in peace building and rule of law;
and (5) become proactive advocates and agents of environmental
sustainability and climate change adaptation and mitigation.

LEVELS OF YOUTH PARTICIPATION IN COMMUNITY ACTION

Roger Hart's (1997) Ladder of Young People's Participation is one of the
best-known models of youth participation that can help organizations identify
and remove practices that hinder the participation of young people in
community development initiatives. Hart's ladder represents levels of youth
participation categorized in the following ascending order:
Level 1: Manipulation (Nonparticipation) - Adults use young people's ideas
and voices for their own advantage. They have complete authority over the
young and they define and implement policies without any input from the youth.
An example of manipulation is using pictures and voices of young people to sell
products purportedly made by the young people themselves, but actually
produced and manufactured by adults, for a cause.
Level 2: Decoration (Nonparticipation) - The youth may be called in to
embellish adult actions through singing, dancing, or performing other
entertaining activities. The youth may appear to have taken part in the event,
but only in a limited capacity and without an opportunity to contribute in
decision-making.
Level 3: Tokenism (Nonparticipation) -The youth may be given a voice merely
to create a child-friendly image for adults. In reality, the youth's voices are not
heard and they have little or no choice at all about their role in a certain
project. They also have little choice about what they can say and how they can
communicate.
Level 4: Assigned but informed- Adults take the initiative to inform the youth
about how and why they are being assigned to performance certain role. Only
after the young ones understand the project's goals and their roles in it will they
decide whether or not they will be involved in the initiative.
Level 5: Consulted and informed- The youth are extensively consulted on
projects designed and managed by adults. The young people are informed on
how their inputs will be used and the extent through which their voices will be
incorporated by the adults in making the final decision. Adults also give the
youth some feedback regarding the ideas that were contributed. With this,
adults make a concerted and structured effort to incorporate the youth's
opinions in decision-making.
Level 6: Adult initiated, shared decisions with young people - Adults are the
ones who initiate programs and projects, but the youth is involved in the
decision-making process, which includes the planning and actual implementation
of the project.
Level 7: Young people lead and initiate action - In this level, the youth
themselves are the ones who conceive, organize, and direct the project, while
the adults' role is to help when needed. Here, adults only play a supportive
role and they generally trust the leadership of the young. As the main actors,
the youth are in full control and may choose to seek adult assistance if
necessary or desired. Level8: Youth initiated, shared decisions with adults-
This takes place when programs anu projects are initiated by the youth, but
they involve the adults in the decision-making process This process empowers
young people while learning from adults through mentorship. Here, young
people and adults are considered as partners in development.
Assessing Community Action Initiatives
Solving social problems through community action must be anchored on a set of
core values and principles that will serve as bases in assessing Whether
community action initiatives have been carried out appropriately. By
appropriate, we do community action; rather, it refers to the ethical not mean
the scientific ways in conducting a proper standard that must be observed to
safeguard the dignity of those involved in community action initiatives and to
preserve the harmony of creation. The core values and principles of community
action refer to the following:
1. Adherence to social justice. This refers to fighting for equality and fairness
in the treatment of human beings, distribution and access to resources, and
giving of opportunity structures and life chances that will allow people to live
meaningful lives. Hence, adherence to social Justice requires fighting against
poverty, unjust forms of social inequalities, predatory capitalism, climate
change injustice, and occupational injustice.
2. Respect, protection, and fulfillment of human rights. People should neither
be deprived of their rights nor should one be allowed to violate another's
rights. There must be a conscious effort to help people achieve a life of dignity.
This would require anchoring the process of human development on
international human rights standards and corresponding obligations established
by international law.
3. Promotion of gender equality and equity. This refers to giving equal
opportunity to men and women so that they may develop their personal
abilities and attain fairness of treatment for both, in accordance to their
respective needs.
4. Ensuring people's empowerment. This pertains to the development of one's
capacity to make effective choices-or having the ability to produce desired
changes in one's life, community, or the larger society.
5. Safeguard of people's participation in the development process. This calls
for eliciting the involvement of a local population (especially the poor, the
vulnerable, and the marginalized) in creating policies and in planning,
implementing, monitoring, and evaluating development programs and projects
designed to empower them.
6. Use of advocacy. This refers to helping the marginalized to conscientize the
general public, government, policymakers, or people in authority, so that these
power holders may be influenced to address the needs of the marginalized
and attain long-lasting positive changes.
7. Guarantee of environmental sustainability. This ensures the attainment of
people well-being without destroying natural resources and without depleting
the ecosystem, upon which the life of future generations depends on.
 DEEPEN

What Have I Learned So Far?

I. DIRECTIONS: Create a short story out of the pictures below. Your story
must contain a minimum of 100 words. It must cater the values of solidarity
and citizenship.

Criteria:
Content - 5 points
Relevance- 10 points
Organization - 5 points
Total: 20 points
 II. DIRECTIONS: Think of ten possible community problems/issues and their
possible solution/s then write it on the table below.

COMMUNITY
PROBLEMS/ISSUES SOLUTION/S
1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

TRANSFER

ACTIVITY 3
“ MY COMMUNITY ACTION PLAN”
DIRECTIONS: Choose one environmental issue/problem and then create an
action plan about it. An action plan is a plan that contains enough detail to
achieve an objective or goal. This includes the outline of goals, objectives,
measurements, action steps and responsibilities for each step. An example of
an action plan is given below which will serve as your reference.
Criteria:
Content - 5 points
Relevance- 10 points
Creativity - 5 points
Total: 20 points

“One of the marvelous things about community is that it enables us to

welcome and help people in a way we couldn't as individuals.”
– Jean Vanier
 PREPARED BY:

Ms. Maureen B. Eljera

Subject Teacher

CHECKED BY:

Mr. Vincent Roi D. Mendizabal

SHS Coordinator

NOTED BY:

Ms. Catherine L. Venzon

Academic Coordinator

APPROVED BY:

Mrs. Emelyn Marasigan Narra

Basic Education Principal
 References:
DIWA Senior High School Series: Community
Engagement, Solidarity, and Citizenship
Authors: Mark Anthony D. Abenir
Froilan A. Alipao
Elizabeth T. Urgel

Contact References
MAUREEN B. ELJERA
Phone Numbers: 09182593561

Gmail Address: maureeneljera49@gmail.com

Facebook Account: Abada College Basic Education

Official School Facebook Page:
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