A Field Guide - Barangay Governance and Planning by Local Governance Support Program in ARMM

A Field Guide: Barangay Governance and Planning for ARMM Communities Copyright © 2009 Local Governance Support Program in ARMM (LGSPA) All rights reserved. The Local Governance Support Program in ARMM (LGSPA) encourages the use, translation, adaptation and copying of this PDWHULDO IRU QRQ FRPPHUFLDO XVH ZLWK DSSURSULDWH FUHGLW JLYHQ to LGSPA. Although reasonable care has been taken in the preparation of WKLV PDQXDO QHLWKHU WKH SXEOLVKHU QRU FRQWULEXWRU QRU ZULWHU FDQ accept any liability for any consequences arising from the use thereof or from any information contained herein. ,6%1 Printed and bound in Davao City, Philippines Published by: The Local Governance Support Program in ARMM (LGSPA) Unit 72 Landco Corporate Centre J.P. Laurel Avenue, Bajada 8000 Davao City, Philippines 7HO 1R ZZZ OJVSD RUJ SK 7KLV SURMHFW ZDV XQGHUWDNHQ ZLWK WKH ¿ QDQFLDO VXSSRUW RI the Government of Canada provided through the Canadian International Development Agency (CIDA). /*63$ ZDV LPSOHPHQWHG E\ $JULWHDP &DQDGD ZZZ DJULWHDP FD

TECHNICAL TEAM Writer 5DFKHO $TXLQR (ORJDGD Local Development Planning Advisor Divina Luz Lopez Editorial and Creative Direction Myn Garcia Editor Sef Carandang Technical Review Team ,VD 5RPDQFDS 3URYLQFLDO 'LUHFWRU ',/* 0DJXLQGDQDR Eva K. Tan Dr. Imelda Soriano Divina Luz Lopez Merlinda Hussein Cecille Isubal Wihelmina Morallas Myn Garcia Contributor Mags Maglana Technical Coordination Sef Carandang Maya Vandenbroeck Art Direction, Cover Design and Layout Jet Hermida, creativejet

A Field Guide

BARANGAY GOVERNANCE AND PLANNING FOR ARMM COMMUNITIES

FOREWORD i ACKNOWLEDGMENTS iii v

PREFACE INTRODUCTION

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123 153

ANNEXES (CD)

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Foreword Assalamo Alaikum Warahmatullahi Wabarakatuho!

he Department of the Interior and Local Government (DILG)-ARMM hails the publication of A Field Guide: Barangay Governance and Planning for ARMM Communities of the Local Governance Support Program in ARMM (LGSPA). While there are other publications on governance processes at the barangay level, this Field Guide is distinctive in a number of respects.

government, as strategic frontliners in the critical work of public administration, have to work in synergy to be more effective in meeting the challenges of their localities. Second, it is one of the first publications that locate decentralized processes within the realities of Muslim Mindanao autonomy. This is significant because autonomy serves as a context of, and driver for improved leadership, responsive planning, inclusive peace and development initiatives, and appropriate conflict response at the barangay level.

First, by targeting local actors in the Autonomous Region in Muslim Mindanao (ARMM) such as the Municipal Planning and Development Coordinators, Municipal Local Government Operations Officers, and other members of the Municipal Technical Working Group as Field Guide users; and by identifying interface points between barangay development processes and that of the municipality, it is strengthening the relationship between municipal and barangay LGUs. These two levels of

Third, it promotes responsiveness and relevance by incorporating Islamic Bridging Leadership and the thematic areas of peace and human security. The leadership paradigm resonates with the belief system of the majority of the population in region. The two themes address the

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aspirations of citizens to be “free from fear, want and humiliation” by concretely mainstreaming poverty reduction, gender equality, cultural integrity, and environmental sustainability, among others.

munities among the knowledge resources in its Local Governance Resource Center (LGRC) and intends to disseminate it to stakeholders in ARMM. This Field Guide will be among our tools in sustaining the gains of good local governance in the region.

DILG-ARMM is proud to feature and make available A Field Guide: Barangay Governance and Planning for ARMM Com-

More power and Wassalam!

Hon. Ansaruddin A. Adiong Regional Vice Governor, Autonomous Region in Muslim Mindanao (ARMM) Regional Secretary, Department of the Interior and Local Government in ARMM

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Acknowledgments

his publication was made possible through the dedication and collective efforts of individuals and teams who have willingly shared their ideas and valuable time in conceptualizing and developing this Field Guide.

… Local Resource Partners and On-Site Coaches who helped barangay governments in formulating and implementing their barangay development plans. Without their expertise, LGSPA would not have been able to successfully implement its initiative in strengthening local development planning process in ARMM

The Local Governance Support Program in ARMM (LGSPA) would like to thank …

… the technical team of this publication who were so committed to developing and seeing through the completion of the Field Guide

… the Barangay Officials, Municipal Technical Working Groups (MTWG), Local Planning and Development Coordinators, Local Legislative Councils, Local Government Operations Officers, Civil Society Organizations and community representatives and the rest of the technical staff of barangay governments in ARMM who formulated and implemented their barangay development plans

… LGSPA managers and staff who contributed in many ways to the completion of this Field Guide and in promoting an integrated local development planning process at the barangay level that is able to make a difference in promoting good governance in ARMM

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Preface

Field Guide: Barangay Governance and Planning for ARMM Communities is a resource on an approach to developing governance capacities at the barangay level. It covers both concepts and methodologies that can be used to strengthen barangay local governance.

is uniquely placed within the context of autonomy in Muslim Mindanao. The ﬁeld guide has two parts: Part I has three modules on basic barangay governance concepts, with peace as an overarching principle. Part II provides a step-by-step guide in barangay development planning and includes a module on project management.

There is a wealth of guides and manuals developed by other governance programs for training and coaching within the broad areas of barangay governance and barangay development planning. The Local Governance Support Program in ARMM (LGSPA) in publishing this Field Guide adds to these previous efforts by its integration of thematic areas of peace and human security, the inclusion of a module on Islamic Bridging Leadership, the integration of crosscutting themes of poverty reduction, gender equality, cultural integrity, and environmental sustainability, as well as a very conscious effort to identify interface points between barangay and municipal development planning processes. Finally, the Field Guide

The ﬁrst part looks at the barangay as the basic local governance unit, the local justice systems that exist in ARMM apart from the formal court system, and basic principles of change leadership. The second part emphasizes the peace and human security aspects of planning, and discusses basic concepts in managing barangay projects. With the dissemination of A Field Guide: Barangay Governance and Planning for ARMM Communities to key users such as the Municipal Planning and Development Coordinators, Municipal Local Government Operations Officers,

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and members of the Municipal Technical Working Group tasked to assist barangays within their localities, LGSPA looks forward to more accounts of effective, efficient, engaged, equitable and ethical governance among the barangays of ARMM.

Local Governance Support Program in ARMM (LGSPA)

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Introduction PEACE IN ARMM he Autonomous Region in Muslim Mindanao was created in 1989 with the enactment of Republic Act 6734. Originally composed of four provinces during its creation, it presently covers the ﬁve provinces of Maguindanao, Lanao Sur, Basilan, Sulu, and Tawi-Tawi, and the City of Marawi, covering a total of 101 municipalities and 2,148 barangays.

nium Development Goals (MDG) indicators, made the conclusion that “while the Philippines as a whole performs relatively well, ARMM is far from meeting the basic goals for education, health, and gender equality”. The following are the highlights of the World Bank report on ARMM: N The incidence of poverty in ARMM (2000) is almost twice compared to the nation - 62.9 percent are considered poor compared to the national at 34.0 percent. N The average annual household income (2000) is only 57% of the national (P81,519 for ARMM compared to P144,039 for the whole country) N Infant mortality (1995 ) is 63 per 1,000 live births compared to the national average of 49 per 1,000 live births N Maternal mortality (1995 ) is 320 per 100,000 live births compared to the national average of 180 per 100,000 live births

According to the National Statistics Coordination Board, four of these ﬁve provinces (Lanao del Sur, Maguindanao, Sulu and Tawi-Tawi) were among the 44 poorest out of 77 provinces in the country.1 The World Bank described ARMM as having the “worst human development indicators in the country” in its publication, Human Development for Peace and Prosperity in ARMM (2003). The report, which measures development in ARMM using the Millen-

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N Net enrolment rate in primary education (2001) is 82% compared to the national average of 96.4% N Net enrolment rate in secondary education (2001) is 39.2% compared to the national average of 72.2%

Armed conflicts are a festering problem. After the peace accord with the Moro National Liberation Front (MNLF), the government started an offensive against the Moro Islamic Liberation Front (MILF) in 2000. Armed conflicts with these two groups have resulted to the displacement of thousands of civilians in different parts of ARMM. In addition, the offensive against the kidnap for ransom group Abu Sayyaf, and the conflicts between many feuding families, called “rido”, both contributed heavily to the region’s instability. All the above factors constrained the delivery of social and economic services, keeping the region largely underdeveloped. However, the region has a resilient people, is rich in natural resources, and endowed with vast tracts of fertile land. Barangay development planning that is effectively interfaced with the development planning of the municipality and the province is seen as one important step towards a flourishing and independent ARMM.

The report also cites three critical factors that contributed to this human development condition in ARMM. These are: N Extreme poverty makes it more difficult for households and communities to meet their basic needs N Continuous, though sporadic, armed conﬂict has prevented the regular delivery of basic services for health and education N The political and economic history of ARMM has been marked by exclusion and instability, limiting both institutional and human capital on which to build on the foundations for accelerated human development. In Walking a Tightrope Between Peace and Development (Tumbaga, ed. 2000)2 the same critical factors were mentioned. Although other regions in the country experience a slow pace of development, the fragile peace and order condition in many parts of ARMM has constrained regional development and economic growth. This has generated other problems such as the lack of employment opportunities which in turn has brought about a brain and brawn drain, as shown by the negative net migration in three ARMM provinces from 1990-1995.

LOCAL GOVERNANCE IN ARMM The ARMM is the only regional government in the country with a unique system of governance.3 RA 6734, otherwise known as the Organic Act, which created the Autonomous Region in Muslim Mindanao, was signed into law in August 1989 under then President Corazon Aquino. In November of that same year, a plebiscite was conducted in the proposed ARMM areas; however, only four provinces opted to be part of the area of autonomy. These are the provinces of Maguindao, Lanao del Sur, Tawi Tawi,

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and Sulu. Under the same Act, special courts, known as Sharia Courts, were created, with jurisdiction over personal, family, and property law. Similar to the other formal courts elsewhere in the country, the Sharia Courts were placed under the jurisdiction of the Supreme Court.

people empowerment”. The guidelines of MMAA No. 25 provided for the functions of local governments at the regional, provincial, and municipal levels. Although based on the Local Government Code of 1991 or RA 7160, the ARMM Local Government Code provides for added powers and authority to its executive and legislative branches such as the powers of taxation, and formulation of laws protecting the customary laws, beliefs, education and other special needs of its inhabitants. Article 46 of the MMAA No. 25 also provides that “Consistent with the basic policy on local autonomy, the Regional Governor shall exercise general supervision over local government units in accordance with Section 18, Article VIII of RA6734”. The Act devolves to LGUs the direct provision of services such as agricultural support, health and social welfare, infrastructure, and others. Consequently, a Revenue Code for the ARMM was also crafted with the promulgation of the Muslim Mindanao Autonomy Act No. 49.

The ARMM legislated its own decentralization process with the passage of the Muslim Mindanao Autonomy Act (MMAA) No. 25 (also known as the Local Government Code of Muslim Mindanao) in April 1993. It has an executive branch (office of the Governor and the devolved national agencies), the Regional Legislative Assembly with 21 elected members, and a Judiciary through its Shariah Courts. ARMM has 22 devolved line agencies, eight line agencies that are not devolved but with field offices in the ARMM, and nine regionally created offices. RA 9054, which amended RA 6734 and expanded the coverage of the ARMM, was enacted into law on September 2001 under President Gloria Macapagal-Arroyo. Two more local government units were added to the four original provinces: Basilan Province and Marawi City. The first regional election was conducted in November of that same year.

The provisions of MMAA No. 25 recognize the importance of LGUs and citizen participation in the attainment of development goals. One striking feature, however, is the power vested in the Regional Governor of ARMM. For instance, it is the Regional Governor, instead of the Provincial Governor, who appoints the Provincial heads of offices. Among these agencies are: the Departments of Agriculture, Social Welfare and Development, and Health whose functions, services and facilities, pursuant to Sec 17 of RA 7160, are supposed to be devolved from the national government to the local government units, and not just the

RA 9054 provides that “the Regional Government shall adopt a policy on local autonomy whereby regional powers shall be devolved to local government units particularly in the areas of education, health, human resources, science and technology, and

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regional government of ARMM. There is decentralization but not devolution of functions to provinces and municipalities. Instead, devolution is lodged in the regional government, as in the case of the DA, DSWD, and DOH. Any assistance required by the LGUs in the implementation of these functions is also coursed through the regional government, which in turn brings up the matter to the national government. This, in effect, removes the responsibility of national line agencies to respond to requests for help from provinces and municipalities.

“The ARG shall adopt effective, transparent, proactive, and responsible administrative and fiscal policies that will improve the regional bureaucracy, system and processes, as well as enhance the region’s financial stability”. This thrust will be carried out at all levels of government, including the barangay as a local government unit of ARMM. Specifically, the aim is to: N Strengthen regional governance; Improve regional fiscal management; N Enhance capabilities in legislation, planning, policy formulation, and implementation monitoring and evaluation; N Strengthen the public information system promoting citizenry participation in regional governance; and N Improve cooperation of LGUs in regional governance.

Section 102 of MMAA No. 25 states that “the regional autonomous government shall have a comprehensive multi-sectoral development plan to be initiated by the Regional Planning and Development Board (RPDB) and approved by the Regional Legislative Assembly”. The RPDB is composed of the Regional Governor as ex-officio chairman; all provincial governors and city mayors in the region; seven members of the RLA to be designated by the Speaker of the Assembly; and representatives made up of professionals, youth, and religious clerics.

Barangay development planning that is effectively interfaced with the development planning of the municipality and the province is seen as one important step towards a ﬂourishing autonomous region that is the ARMM.

PRESENT DEVELOPMENT THRUST OF ARMM ON BARANGAY GOVERNANCE

The Canadian International Development Agency (CIDA) has for the past ten years assisted the barangays of ARMM in village governance, primarily focused on the formulation of barangay development plans (BDPs) through the Local Government Support Program Phase II (LGSP II) in 2001- 2005 and the Local

The ARMM Regional Government (ARG) has the following thrust for development administration and governance in its ARMM Regional Executive Agenda.

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ENDNOTES

Governance Support Program in ARMM (LGSPA) in 2005- 2009. Support through LGSPA was able to mobilize municipal officials in the formulation of the BDPs, and has strengthened the capacities of barangay development councils and peoples organizations in participatory methods of barangay planning. In a baseline capacity survey conducted by LGSPA in 2005, the municipal LGUs expressed the need for enhancement of their knowledge and competencies in the different areas of planning, and the need to be aware of and promote participatory governance at all levels. The program responded to the need for capacity building not only in short and long term planning for LGUs at the municipal and barangay levels, but also in participatory data collection, resource mobilization, proposal preparation, project implementation, and monitoring of projects.

National Statistics Coordination Board, 2000 Poverty Estimates Local Governance in ARMM: Walking the Tightrope Between Peace and Development Challenges and Break Throughs, Letty C. Tumbaga, ed. 2000 3 The 1987 Constitution of the Republic of the Philippines, particularly Sec 15 Article 10, provides for the creation of autonomous regions in Muslim Mindanao and the Cordilleras, consisting of “prov inces, cities, municipalities and geographical areas sharing common and distinctive historical and cultural heritage, economic and social structures, and other sovereignty and territorial integrity. The Cordillera autonomous region failed to be created because only two provinces voted in favor of autonomy in the plebiscite conducted for that purpose. The autonomous Muslim region was created after a separate plebiscite was conducted. 1

The promotion of barangay development planning in ARMM by LGSPA was expanded further through a partnership with the ARMM Social Fund Project (ASFP) and its Community Development Assistance (CDA) Project . The CDA, implemented by the Department of Social Welfare and Development in ARMM, encouraged its partner barangays to formulate a plan to enable them to access funds from ASFP. This became the basis for a partnership between LGSPA, ASFP, and DSWD. As a result, more than 300 barangays of ARMM beneﬁted from the CDA.

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PART 1

Peace-Promoting Barangay Governance Part I is the ﬁrst of two major substantive chapters in this ﬁeld guide. This chapter helps orient barangay planners on the basic concepts of leadership and barangay governance in ARMM, with peace as an overarching theme. It consists of three modules that collectively are meant to contextualize barangay planning within the larger rubric of good Islamic governance, as well as provide the link between peace and development planning in ARMM. N Module 1 The Barangay and Local Governance N Module 2 Islamic Bridging Leadership N Module 3 Localizing Peacebuilding in ARMM

MODULE ONE

The Barangay and Local Governance OVERVIEW

PARTICIPANTS

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N (OHFWHG DQG DSSRLQWHG EDUDQJD\ RI¿FLDOV N Sectoral government agency representa tives N Representatives from Civil Society Orga nizations (CSOs, i.e., peoples organizations, QRQ JRYHUQPHQW RUJDQL]DWLRQV VHFWRUDO UHS resentatives, religious groups, private sector organizations, and informal groups)

The ideal maximum number of participants LV

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Note to Facilitators )DFLOLWDWRUV VKRXOG HQVXUH WKDW of the participants are composed of sectoral CSO representatives; there should also be gender balance.

OBJECTIVES The module is meant to provide a short orientation on barangay governance. The participants will be able to understand the mandates and functions of the barangay as the basic political unit of government, as well as their respective duties and functions.

Speciﬁcally, at the end of one day, the participants will be able to: 1. Know and understand the basic concepts in barangay administration; 2. Demonstrate how to conduct barangay assemblies and regular Sanggunian meetings in accordance with parliamentary procedures; 3. Appreciate the role and functions of CSOs, PSOs and informal groups in barangay governance within the overall context of participation in democratic governance; and 4. Know and understand the difference between the Sangguniang Barangay and the Barangay Development Council.

CONTENT

TOTAL TIME REQUIRED

Session 1: Roles, Powers, and Authority of the Barangay (1 hour) Session 2: Organizational Structure of the Barangay; and Staffing, Duties and Responsibilities of Barangay Officials (2 hours) Session 3: Procedures for Effective Barangay Assemblies and Meetings (2 hours) Session 4: Participatory Governance (2 hours)

Seven (7) hours

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SESSION 1

Roles, Powers, and Authority of the Barangay OBJECTIVES

MATERIALS NEEDED

At the end of a one-hour session, the participants will be able to discuss the legal basis for the creation of the barangay, and the power and authority granted to it by the Local Government Code.

N 4 -6 pcs. manila papers N Notebooks N 2 pcs. coloredof cartolina cut into idea cards N Writing pens N Masking tape N Bond paper N Pentel pens N Name tags

METHODOLOGY N Interactive lecture and discussion N Small group workshop

TIME REQUIRED

SUGGESTED READINGS AND REFERENCES 1. 2. 3.

One (1) hour 6.

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1987 Constitution of the Republic of the Philippines, Article X RA 7160 (Local Government Code of 1991), Sections 14-33 MMAA No. 25 (Muslim Mindanao Autonomy Act No. 25) Sections 382393; MMAA No. 25 Implementing Rules and Regulations Articles 152-159; Art. 178; Art 212 ; Art. 297 RA 6734 as amended by RA9054 (Organic Act for the Autonomous Region in Muslim Mindanao) Barangay Governance and Development Program – Local Government Academy

ANNEXES

HOW TO DO IT

Annex A. The Barangay and Local Governance Annex B. Streamlining Barangay Governance: A Step by Step Guide in the Implementation of the Expanded Barangay Development Council and Barangay Peace and Order Committee – DILG Calabarzon Region. 2008.

Ask a participant how her/his barangay was created, and the legal basis for its creation. Process the information with the other participants for correctness. Refer to RA 7160 and MMA No. 25. Divide the participants into two groups. Using idea cards of one color, ask the participants in the ﬁrst group to write down the basic services and facilities they think should be provided by the barangay. Ask the second group to write down on idea cards of another color the powers and authority that barangays are allowed to do under the Local Government Code, the Muslim Mindanao Autonomy Act No. 25, and RA 9054. Instruct the participants to write a maximum of ﬁve (5) words per card, and to legibly write in bold letters.

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Prepare 2-3 pcs. manila papers for each group where the participants can paste their answers. Post the answers of the ﬁrst group together, and those of the second group together. Conduct an open forum. Fill in the other information that the groups missed using the suggested readings and by referring to the Local Government Code and Muslim Mindanao Autonomy Act No. 25.

SESSION 2

2UJDQL]DWLRQDO 6WUXFWXUH RI WKH %DUDQJD\ DQG 6WDI°QJ 'XWLHV DQG 5HVSRQVLELOLWLHV RI %DUDQJD\ 2I°FLDOV OBJECTIVES

MATERIALS NEEDED

At the end of a one-hour session, the participants will be able to identify and discuss the structure and staffing of the barangay (including the committees and councils at the barangay level), and the duties and responsibilities of barangay officials.

N Barangay organizational structure on manila paper N Idea cards

METHODOLOGY

Note to Facilitators It is not expected for participants to have read the suggested read ings and references of each session. )DFLOLWDWRUV DUH KRZHYHU DVVXPHG WR have reasonably familiarized them VHOYHV ZLWK WKH UHDGLQJ PDWHULDOV ,W is recommended that these materials be on hand during the sessions for ready reference.

SUGGESTED READINGS AND REFERENCES 1.

Local Government Code Book III Title 1 Chapter 7 Katarungang Pambarangay “Localizing the Justice System in Six Peace Zone Areas in the ARMM: A Guidebook for Mainstreaming Indig-

enous Conﬂict Resolution in ARMM LGUs” LGSPA and SALIGAN,”. 2004 “Workshops on the Katarungang Pambarangay Law, Laws on Women and Children, and on Mediation: Trainers Guide”. 2008 DILG-Local Government Academy.

ANNEXES 1. 2. 3.

Annex E. SLE: Review Quiz on the Katarungang Pambarangay Law Annex F. Lecture Notes on Katarungang Pambarangay Law Annex G. Guide Questions on Video on Mediation

HOW TO DO IT 1.

Structured Learning Exercise (SLE) for review/ refresher on the participants’ knowledge about Katarungang Pambarangay. This is based on the assumption that adult learners have basic knowledge of the topic, or have heard of a few things about the topic. The participants’ answers shall also be used in the lecture-

discussion that shall be conducted shortly after the SLE. ƌɄ For the SLE, ask the participants to organize themselves into groups of 3 or 4. (This can be done by counting off). Ideally, each group should have 4 members. This number is big enough to allow participants to bounce their ideas off one another before putting up an answer, and small enough to allow everyone in the group to participate in the discussion. ƌɄ Once organized, each group shall be given a set of cartolina cards (with A, B, C and D written on them) ƌɄ The facilitator shall read questions and their corresponding multiple choice answers pertaining to KP (see Annex E). Each group shall respond by raising the cartolina stating the group’s answer on the count of three. ƌɄ The facilitator then gives out the correct answer and writes

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4. 5.

the scores of each group on the board. The facilitator gives a short explanation of the correct answer, and shall take note of the answers of the groups. S/ he should use the correct and incorrect answers as examples or illustrations during the lecturediscussion. Lecture-discussion: Give a short lecture lecture on the salient features of the Katarungang Pambarangay, using Annex F. Video Showing (optional). Show the video on mediation to illustrate the basic steps in mediation. (30 minutes). After the video, select a few questions from the video’s discussion guide (See Annex G) Divide the participants into ﬁve groups. Assign a major step for each group ƌɄ Group 1 – Mediators Opening Remarks (Pambungad na Pananalita ng Tagapamagitan)

6. Important Reminders

Before the presentation of the video, it is important that the Katarungang 3DPEDUDQJD\ /DZ KDV DOUHDG\ EHHQ GLVFXVVHG 2. 3UHVHQW WKH PHGLDWLRQ URDGPDS ¿UVW EHIRUH VKRZLQJ WKH YLGHR DQG KDYH WKH PDMRU VWHSV YLVLEOH DW D JODQFH D 3RZHU3RLQW VOLGH DFHWDWH VOLGH RU RWKHU YLVXDO DLGV VXFK DV PDQLOD SDSHU RU FDUWROLQD ZLWK SULQW ELJ HQRXJK IRU DOO participants to see). 7KH YLGHR LV EHVW SUHVHQWHG XVLQJ :LQGRZV 0HGLD 3OD\HU DV LW KDV XVHU IULHQGO\ SDXVH SOD\ UHZLQG IRUZDUG IHDWXUHV WKDW FRXOG EH PLQLPL]HG ,I XVLQJ other formats such as DVD player or VCD player, a remote control is desir DEOH PDNH VXUH WKH EDWWHULHV DUH QHZ 3UDFWLFH SOD\LQJ DQG SDXVLQJ DQG delivering your interactive lecture beforehand. The facilitator has the option to present the video in its entirety in one go, or WR SDXVH RQ HDFK PDMRU VWHS DQG GLVFXVV XQWLO DOO ¿YH PDMRU VWHSV KDYH EHHQ FRYHUHG ,I WLPH DOORZV D FRPELQDWLRQ RI ERWK RSWLRQV LV UHFRPPHQGHG

ƌɄ Group 2 – Sharing of Perspectives (Pagbibigay ng Pananaw ng Bawa’t Isa Tungkol sa Problema) ƌɄ Group 3 – Mediator’s Summary of Issues (Pagsusuma ng Tagapamagitan sa Mahahalagang Punto ng Pag-uusap)

ƌɄ Group 4 – Generation of Options (Paglutas ng Problema sa Bawa’t Isyu) ƌɄ Group 5 – Selection of Options and Closure/ Writing the Agreements (Kasunduan at Kasulatan ng Kasunduan)

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Give each member of the group one strip of bond paper (1/2 length wise), and one pentel pen Instructions for participants: ƌɄ Observe the major step assigned to you. Note down your observations on the following: – The objectives of each major step – The sub-steps used for each major step – Attitude and demeanor of the mediator – Attitude and demeanor of disputants ƌɄ Write down your observations in bold letters in each metacard/ strip of bond paper; (maximum of ﬁve words per card/paper) Write the following headings on the board (or prepare metacards with the following headings: Qualities and Attitudes of a Mediator (Mga Katangian ng Mediator), Characteristics of the Process of Mediation (Mga Katangian ng

Proseso ng Mediation), Objectives of Mediation (Mga Layunin ng Mediation), Steps in Mediation (Mga Hakbang sa Mediation). Distinguish the four major steps from the substeps for each by using colored metacards (e.g. blue for major step, green for substep) 9. Call on each group to verbally share their observations before placing their metacards under the appropriate heading. 10. Allow as many observations as possible within the prescribed time limit. Cluster the observations according to the appropriate headings:

ƌɄ Qualities and Attitudes of a Mediator (pasensyoso, mahinahon, may diplomasya, patas ang pagtrato sa mga partido, etc) ƌɄ Characteristics of the Process of Mediation (mahaba, madali/ mahirap, madetalye, nakakatuwa dahil nagbibigay solusyon sa paraang madali at hindi magastos, akma sa kulturang Pinoy, etc) ƌɄ Objectives of Mediation ƌɄ Steps in Mediation (ﬁling the complaint, summoning complainant and respondent, etc)

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11. Invite the participants to answer some of the additional guide questions on the video on their own. 12. End the session by saying that mediation is a concrete way for promoting peace at the barangay. Katarungang Pambarangay helps to address grievances and conﬂicts at the lowest levels, thus helping maintain peace and order in the barangay.

SESSION TWO

/RFDO &RQIOLFW 5HVROXWLRQ 3UDFWLFHV DQG 0HFKDQLVPV OBJECTIVES

MATERIALS NEEDED

At the end of the one-hour session, participants are able to: 1. Describe local conﬂict resolution practices in their communities; and 2. Identify ways to enhance complementation between local conﬂict resolution mechanisms and the Katarungang Pambarangay

Prepared matrix on local conﬂict resolution practices

METHODOLOGY N Workshops in small groups N Story telling N Interactive lecture and discussion

TIME REQUIRED Two (2) hours

SUGGESTED READINGS AND REFERENCES 1.

2. 3. 4.

MMAA No. 25 (Muslim Mindanao Autonomy Act, the ARMM Local Government Code) RA 7160 (Local Government Code of 1991) Chapter 7 Sections 399-422 Republic Act 8371: Indigenous Peoples’ Rights Act (IPRA) Republic Act 9054: ARMM Organic (Article III Sec 2; Article VIII Sec 19; Article X, Sec 4; Act Article XIV Sec 2 b) Localizing the Justice System in Six

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Peace Zone Areas in the ARMM: A Guidebook for Mainstreaming Indigenous Conﬂict Resolution in ARMM LGUs. LGSPA and SALIGAN-Mindanaw. March 2004. Davao City

ANNEX Annex H. LGSPA Survey on Local Conﬂict Resolution Mechanisms.

HOW TO DO IT 1.

Divide the participants into the following groups: 1) cultural/traditional leaders; 2) formally elected barangay officials and Lupong Tagapamayapa members; 3) civil society representatives. Assign reporters and documenters.

3. 4. 5.

Module One SESSION 1

Ask them to discuss particular disputes that they know were resolved by a community member(s) who was/ were NOT elected barangay officials, barangay officials nor Lupong Tagapamayapa members. Describe the issue and disputants, and who helped resolve the disputes. Each group should be able to cover 1-3 cases each. Ask them to describe the processes and steps used. Ask them to report on and share their stories to the plenary Process the sharing of groups by: ƌɄ Filling in the matrix (see example). ƌɄ Citing the stories and the matrix, say that there are community leaders, practices, and modes, aside from that of the Katarungang Pambarangay, who and which have been helping facilitate the resolution of conﬂicts even before the promulgation of the Katarungang Pambarangay Law, using traditional values, religious teachings and practices.

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3DUWLHV

7KLUG 3DUW\ ,QWHUYHQRU

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Marital dispute

Husband and wife (both Muslims)

Imam

Counseling through religious teachings

Boundary dispute

Tedurays and Moros Katutubo (Indigenous Person) and another Katutubo

Traditional Leader / Elder

Arbitration

(other)

Cite the results of the LGSPA survey on indigenous conﬂict resolution modes (Annex H). and SALIGAN’s work on LCRM and the different modes and mechanisms of dispute resolution that indigenous peoples and Muslim communities in ARMM use. Examples of these are: The Mayor’s Council of North Upi, Jumpoc in Barira, Maguindanao, Bleye Kitab in South Upi, Municipal Peace Committee in Kapatagan, Lanao del Sur, and the Barangay Justice Advocates and Big Book Initiative of Tawi-Tawi. Ask the participants how these traditional modes of conﬂict resolution could best complement the Katarungang Pambarangay. Some examples of possible answers: by religious and customary leaders volunteering to be

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members of the Lupong Tagapamayapa, coordinating with the Lupon on conflicts they are handling, and helping train Lupon Tagapamayapa members. End the session and the module by saying that the Katarungang Pambarangay and the local conflict resolution mechanisms and practices both contribute valuably in promoting peace and conflict transformation in communities in ARMM. By maintaining relative stability, these local conflict resolution mechanisms and the Katarungang Pambarangay facilitate development in the barangays. These mechanisms should be strengthened and enhanced by local governments, particularly by the punong barangay, the customary and religious leaders, and civil society organizations.

PART 2

Towards a Peace-Focused Barangay Development Plan While Part 1 of the Field Guide provided the general backdrop under which successful barangay development in ARMM can occur, Part 2 takes the facilitator and barangay planners through the various steps of the barangay development planning process itself. N Module 4 Barangay Development Planning N Module 5 A Simple Approach to Managing Barangay Projects

Collectively, these two modules enable barangay planners to move forward with barangay development in small, concrete steps.

MODULE FOUR

3DUWLFLSDWRU\ %DUDQJD\ 'HYHORSPHQW 3ODQQLQJ OVERVIEW

oday’s ARMM barangays are faced with the challenges of securing peace and development for their communities. This module not only provides Municipal Planning Teams and facilitators with a guide for a participatory barangay development planning, but also integrates peace and human security as a foundation for good governance in the planning process. It assumes a barangay development planning process that will take place over a staggered period of time, taking anywhere between ﬁve days to two weeks. This module is designed to guide the barangay planners through a 12-step process, as well as in the pre- and post-planning

phases. It sets the bases for determining barangay priorities by establishing a barangay proﬁle that includes, among others, the history, population, resources, and special features of the community. Based on an analysis of the resources, a listing of problems, needs, and gaps are deﬁned by the local stakeholders. The whole module is built on participatory and interactive approaches, thus, brief lectures are interspersed with focused group discussions and workshops using participatory rural appraisal (PRA) tools. PRA tools are used extensively in getting primary information. The PRA tools used are backed up by relevant secondary data

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to establish a more comprehensive picture and analysis of the community. It is highly recommended that facilitators commit to stay with the community until the whole planning cycle is completed. The output of this process will be useful in validating issues and policy responses identiﬁed in the municipal Comprehensive Development Plan- Executive and Legislative Agenda (CDP-ELA), or in higher level plans of the province and the region. This is possible if complementation and interface in strategic steps in planning between the component barangays and the municipality, and between the compo-

nent municipalities and the province, are operationalized.

PARTICIPANTS N Barangay Development Council (BDC) members N Barangay officials and community working groups tasked with developing a barangay development plan.

OBJECTIVES The general objective of the module is to equip BDC members and sectoral working groups with the knowledge, skills and attitudes needed in facilitating participatory barangay development planning through PRA. At the end of the planning process, participants would have: 1. 2.

Understood the Planning Road Map Gained an appreciation of the basic principles and concepts of gender and development participatory development, and peace and development Developed basic skills in barangay development planning using participatory methods

Identiﬁed interface points between barangay development planning and municipal development planning Produced a barangay development plan using participatory methods

Step 4 Problem/Situational Analysis by Sector (1/2 day) Step 5 Prioritizing Issues (2 hours) Step 6 Vision, Mission and Goal-Setting 5. (1/2 day) Step7 Identifying Programs, Strategies, and Implementing Mechanisms CONTENT (4 hours) Session 1: Principles and Concepts in Par- Step 8 Setting the Three-year Barangay ticipatory Development Planning (1 day) Development Plan (1/2 day) 1. Participatory Planning Step 9 Setting Next Year’s Annual In2. Gender and Development vestment Plan (1/2 day) 3. Five Key Development Areas Step 10 Linking the Budget with the Plan (2 hours) Session 2: Preparing to Plan: Overview of The Planning Road Map and an InSession 5: Adopting the BDP troduction to the 12 Steps of Barangay Step 11 Presenting the BDP to the Development Planning (1 day) Barangay General Assembly (1/2 Session 3: Starting to Plan Step 1 General Orientation (1/2 day) Step 2 Forming Sectoral Working Groups (1/2 day) Session 4: Actual Planning Step 3 Conducting PRA by Sectoral Working Groups (2-3days)

day) Step 12 Drafting the Barangay Resolution and Adopting the Barangay Development Plan (1/2 day) Session 6: Packaging and Communicating the Results of the BDP (1 day)

TOTAL TIME REQUIRED 10-11 days

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SESSION 1

3ULQFLSOHV DQG &RQFHSWV LQ 3DUWLFLSDWRU\ %DUDQJD\ 'HYHORSPHQW 3ODQQLQJ OBJECTIVES

MATERIALS NEEDED

At the end of the one-day session, participants would have: 1. Appreciated the concept of participation in development planning 2. Appreciated the concepts of gender and development 3. Known the ﬁve key development areas in planning and the data requirements for each

N Participatory Planning ƌɄ Handouts on Participatory Planning ƌɄ Handouts on PRA Tools N Gender and Development ƌɄ Poster containing the words “Sa pinagsama-samang galing ng babae at lalaki, kaunlara’y mararating” (Provide translation in the appropriate ARMM language) ƌɄ List of statements to be used for the exercise N Five Key Development Areas ƌɄ Visual Aid on Five Key Development Areas

METHODOLOGY N Interactive lectures N Structured learning exercises

TIME REQUIRED One (1) day

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SUGGESTED READINGS AND REFERENCES 1.

Gender-Based Effectiveness Skills Training for Agrarian Reform Beneﬁciaries: A GuideBook for Trainers Asian Women in Co-operative Development Forum (AWCF) and Department of Agrarian Reform. 2002 GeRL (Gender-Responsive LGU) KA BA? Self Assessment Manual of Administration. Department of the Interior and Local Government and National Commission on the Role of Filipino Women”. 2005. Manual on Barangay Development Planning Through Participatory Learning and Action, Institute of Politics and Governance, 2007.

Participation in Development: The Question, Challenges and Issues. A Symposium Background Paper. Participation in Development: The Question, Challenges and Issues a Symposium Background Paper. Kenny, Michael (1997) Available from http://eprints.nuim .ie/233/; accessed October 13, 2008. The World Bank Participation Source Book. Participatory Rural Appraisal. Collaborative Decision-Making. Community-Based Method. Available from http://www.worldbank.org/ wbi/sourcebook/sba104.htm; accessed October 13,2008. Towards a Peace and Human-Security Focused Barangay Development Planning by Isabelo Julio Cesar Benitez (see Annex I)

HOW TO DO IT Participatory Planning 1.

ANNEXES 1. 2. 3.

Annex I. Participation and Development Annex J. Participatory Rural Appraisal Annex K. Gender and Development

3. 4.

Start this topic by saying we often hear the word “participation” especially in the process of planning and implementation of projects. It is important to not merely look at the process of participation but also at the results of participation of citizens. It is also important to examine whether the participation of citizens aids the process of empowerment or whether this is only being used as a form of tokenism. There are many instances where people participate but they are made as “rubber stamps” to get their support for a particular program or process that is being handed down to them. Give a short lecture on participation and development. Give a short overview on Participatory Rural Appraisal. Give an overview on the Tools for Participatory Rural Appraisal. ƌɄ Semi-strucuredstructured interview/workshop and Focus Group

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Discussions ƌɄ Group Mapping ƌɄ Charts and Graphs ƌɄ Time Lines ƌɄ Transect Walks ƌɄ Seasonal Calendars and Diagrams ƌɄ Matrix Scoring or Ranking Mention that the tools for PRA will be explained by the facilitators to each of the sectoral group who will undertake the activities. The objectives, methodology, and expected outputs are provided in each of the PRA tools.

Gender and Development Structured Learning Exercise. Sabay Tayo Instructions: 1. Request for two volunteers; one woman and one man 2. Require that they each have a handkerchief or piece of cloth. Ask the volunteers to stand in an area where there is enough space to move eight

(8) steps forward, and where everybody can see them. The volunteers must stand side by side or alongside each other, both facing forward. 3. Explain the process of the exercise: Statements will be read aloud. If the statement is true with regards to the experience of most women in their barangay, the female volunteer will take one step forward. If on the other hand, the experience is true with most of the males in the barangay, the male will take a step forward. If the statement is true for both, then both will take a step forward. 4. List of statements to be read: a. I take care of the children b. I am an officer of a community organization c. I cultivate the farm d. I am an official of the barangay e. I wash clothes f. I make decisions on any concerns on the family g. I can ask from a loan without the consent of my spouse. h. My work is oftentimes paid

6. 7.

Check how many steps the male and female volunteers took. “Who is in front?” Usually, it is the man who is ahead of the woman. If this is the case, then let the man extend his handkerchief or piece of cloth to the woman behind him. Let the woman stretch her hand to take hold of the handhandkerchief or piece of cloth of the man. (Note to the facilitator: If both volunteers end up alongside each other, say that it is possible for men and women to be at the same level (pwedeng magsabay). Let the participants silently reﬂect on the activity Synthesis and Closing Statement: “What should men and women do to equalize their situation and thereby grow equitably together? They have to recognize each other’s worth, rights, and distinctive capacities. And they both have to be concerned with each other’s wholistic development as persons”. Show a poster that contains the words:

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“Sa pinagsama-samang galing ng babae at lalaki, kaunlara’y mararating” (Provide translation in the appropriate ARMM language Maranao: “So kiyapag-isa isa o katao o bae ago datu na so kapakausor na phekaangin; Maguindanaoan – “Su nasumpong a kategel nu babay enggo mama na kadsabapan na kagpia nu dalpa” ) 9. Give a short lecture on Gender and Development. 10. Let the participants give two claps (bagsak) to celebrate the unity and equality of men and women. Other suggested exercises that can be done at the community level:

0LPH 5ROH 3OD\ “A Day in the Life of Men and Women”

The 24 Hour Clock Objectives *HQHUDWH LQIRUPDWLRQ DERXW GDLO\ DFWLYL WLHV SDUWLFLSDWHG LQ E\ PHQ DQG ZRPHQ (gendered division of labor) 5DLVH DZDUHQHVV DERXW WKH GLIIHUHQW ZRUNORDGV RI PHQ DQG ZRPHQ /LQN JHQGHU EDVHG GLYLVLRQ RI ODERU WR time ,GHQWLI\ JHQGHU UROHV ZLWKLQ WKH FRP munity Activity ([SODLQ WR WKH ZKROH JURXS WKH FRQFHSW RI WKH KRXU FORFN DQG JHQGHU EDVHG GLYL VLRQV RI ODERU 0HQ GR VRPH ZRUN DQG DFWLYLWLHV ZKLOH ZRPHQ GR RWKHU NLQGV RI ZRUN DQG DFWLYLWLHV 'LYLGH WKH JURXS LQ WZR PHQ DQG ZRPHQ %RWK JURXSV ZLOO GUDZ XS ZKDW WKH\ VHH LV D GDLO\ KRXU DFWLYLW\ SODQ IRU PHQ DQG ZRPHQ 8VH WKH PHWDFDUGV WR VKRZ WKH DF tivities. If an activity does not have a PHWDFDUG WKHQ SDUWLFLSDQWV VKRXOG GUDZ the activity 7KH PHWDFDUGV UHODWH WR $FWLYLWLHV ZRUN WKDW LV GRQH LQ the house

$FWLYLWLHV ZRUN WKDW LV GRQH outside the house $FWLYLWLHV ZRUN WKDW LV GRQH IRU the community Rest and recreation 'HEULHI WRJHWKHU ZLWK WKH JURXSV WKH UHVXOWV RI WKHLU KRXU FORFN /RRN DW KRZ PXFK ZRUN LV GRQH E\ PHQ DQG ZRPHQ LQ DQG RXW of the house and in the community. Notes for the facilitator The individual group should discuss and reach a consensus on the daily activities The groups are free to list all relevant activities If you notice a time gap, ask the group to to clarify what is happening here 8sing color coded metacards for house activities, outside the house, community, etc) will help everyone see where activities are being undertaken Materials Large paper for each group, pencils, EDOOSHQV SHQWHO SHQV PDVNLQJ WDSH PHWD cards

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Drama techniques can be a comfortable method of communication, transmitting clear PHVVDJHV LQ D QRQ SDWURQL]LQJ KXPRURXV ZD\ DQG DOVR DOORZLQJ DZDUHQHVV DQG XQGHU standing through discussing the roles played. 6SHDNLQJ ´EHKLQGµ D UROH DOORZV SHRSOH WR VD\ DQG GR WKLQJV WKDW WKH\ ZRXOG QRUPDOO\ ¿QG GLI¿FXOW WR H[SUHVV 7KLV DOORZV WKH DFWRU to project feelings, beliefs and behaviours in D VDIH ZD\ Objectives 7R LQWURGXFH WKH QRWLRQ RI WKH GLIIHUHQW UROHV RI PHQ DQG ZRPHQ )RU WKH SDUWLFLSDQWV WR VKRZ KRZ WKH\ SHU FHLYH WKH GDLO\ UROHV RI PHQ DQG ZRPHQ 7R LQWURGXFH 35$ JHQGHU SUR¿OLQJ LQ D IXQ ZD\ Activity 'LYLGH WKH SDUWLFLSDQWV LQWR JURXSV *LYH HDFK JURXS PLQXWHV WR FRPH XS ZLWK D UROH SOD\ RU PLPH RI WKH GDLO\ DFWLYLWLHV RI PHQ DQG ZRPHQ LQ DQ\ ZD\ that they choose $VN HDFK JURXS WR SUHVHQW WKHLU PLPH RU role play )DFLOLWDWH D ODUJH JURXS GLVFXVVLRQ RQ WKH activity

The Five Key Development Areas 1. Explain the ﬁve key development areas brieﬂy: A. Social Development Sector This sector is concerned with improving the state of well-being of the local population and upgrading the quality of social services such as health, education, welfare, housing and the like. Questions of equity, social justice and gender sensitivity are also addressed by this sector’s programs/projects. The preservation and enrichment of culture as mandated by the Local Government Code (Sec. 16) are also major concerns of the social sector. B. Economic Development Sector Although it is not the business of government to go into business in general, it is the responsibility of the government to ensure that the state of health of the economy is sound. This is because the level of family income and employment, hence the level of

well-being of residents, depend on sound economic development. The programs/projects in this sector help the local government to create a favorable climate for private investments. Through a combination of policies and public investments, the barangay government enables communitybased entrepreneurial activities to ﬂourish and ultimately assures residents of a steady supply of goods, services, employment and household income. A very signiﬁcant component in this sector’s programs/projects is the LGU’s support to agriculture and other food production activities to ensure a certain degree of local food self-sufficiency. C. Environment and Natural Resources Sector This sector consolidates the environmental implications of all development proposals within the barangay and provides mitigating and preventive measures for their anticipated im-

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pacts. The programs/projects are for maintaining cleanliness of air, water and land resources and rehabilitating or preserving the quality of natural resources to enable them to support the requirements of economic development and ecological balance across generations. D. Institutional Development Sector This sector focuses on strengthening the capability of the local government bureaucracy as well as elected officials to plan and manage the barangay’s territory and serve its constituency. Relevant capability building programs/projects include those of fiscal management, responsive legislation, program and project management, and monitoring and evaluation. The development of appropriate structures and recruitment of suitably qualified staff for the barangay government is also an important concern of this sector. Membership in different functional and sectoral committees

(and even professional leagues, when appropriate) and participation in their planned activities is also encouraged and supported by this sectoral area. The involvement of voluntary groups or civil society organizations is likewise promoted in the preparation, implementation, monitoring and evaluation of the different sectoral programs, projects and activities as a vital component of this sector’s development plan. E. Culture and Peace Sector – This sector focuses on enhancing the peace and order situation, with appropriate consideration of the cultural sensitivities of different ethnic and religious groups. Given the tenuous conditions of peace in the region, it is important to integrate and mainstream peace in the various stages of local development planning, espe-

cially at the barangay level. This is to ensure that development initiatives at the very least do not contribute to or result in aggravating conflict in any given situation in the barangays. The establishment of local conflict resolution mechanisms such as the Katarungang Pambarangay and indigenous modes of dispute resolution are also supported by this development sector. Programs and projects within this sector aim to promote sustainable peace and foster respect of traditional practices of indigenous groups. 2. Explain that participants will be divided into these five key development areas as sectoral planning groups. The importance of dividing into sectoral planning groups is to ensure that key concerns of these sectors are addressed and are taken into consideration in the planning process. Doing

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so will enable the barangay development planners to develop a more or less comprehensive picture of the problems of the barangays and come up with accompanying solutions to these sectoral concerns. 3. End the session by saying that the principles of participatory development, gender and development, and the ﬁve key development areas, which include peace and culture, are all basic concepts that must be integrated in the planning process. A basic understanding of these concepts through experiential learning methods has been facilitated by this session, and hopefully will be internalized and consciously applied by the participants throughout the planning process.

SESSION 2

3UHSDULQJ WR 3ODQ 2YHUYLHZ RI WKH 3ODQQLQJ 5RDG 0DS DQG WKH 6WHSV WR %DUDQJD\ 'HYHORSPHQW 3ODQQLQJ OBJECTIVES

TIME REQUIREMENT

At the end of this session, participants would have: 1. Appreciated the importance of planning 2. Understood the 12 steps in barangay development planning 3. Understood the composition and functions of the planning team 4. Prepared all the necessary requisites to undertake Steps 1 & 2 of the 12Step BDP process

One (1) day

METHODOLOGY N Interactive lecture N Structured learning exercises N Focus group discussions N Use of participatory rapid appraisal tools

N Manila papers N Pentel pens N Masking tapes N Kraft papers N One candle and box of matches

MATERIALS NEEDED N For the SLE: three paper balls or any light balls of the same size N Manila paper illustration (or PowerPoint presentation) of the Planning Road Map N Manila paper illustration (or PowerPoint presentation) of the 12 Steps to BDP N Visual aid on roles and functions of team members N Base map of barangay N Computer, printer and LCD projector, if possible N List of data sets

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SUGGESTED READINGS AND REFERENCES 1.

Department of Budget and Management. “PRIMER on Barangay Budgeting”. (Manila: 2001) Institute of Politics and Governance. “Manual on Barangay Development Planning Through Participatory Learning and Action”. 2007. Local Governance Support Program in ARMM. “Manual on the Local Planning Process. Focus on the

Comprehensive Development Plan – Executive Legislative Agenda (CDPELA). Revised Ed, 2008. Philippines-Australia Local Sustainability Program (PALS). “Barangay Development Planning Methodology Manual” .2006. Transparent Accountable Governance (TAG) Project. The Asia Foundation. “Facilitator’s Manual on Barangay and Municipal Planning and Budgeting”. 2005. United Nations Development Programme. “Barangay Development Planning Manual: Using the Rights Based Approach in Localizing the Millennium Development Goals”. 2007

2. 3.

Annex L. Checklist of Data to be Gathered, by Sector Annex M. Structured Learning Exercise (Basketball Game) Annex N. Municipal and Barangay Development Planning Interface Points

actions that would address identiﬁed needs and problems to attain development goals”.

HOW TO DO IT 1.

ANNEXES 1.

Annex O. How to Formulate a Barangay Budget

Start the session with the following statements: “Before the start of actual planning, the planning group has to fully understand the task ahead.. This means understanding the basic planning “roadmap”, which could be compared to a road towards a desired destination”. Ask a participant why they need to plan for the barangay. Enhance participants’ answers by emphasizing the advantages of planned development. Use metaphors as much as possible. For example, (e.g. a house or a mosque cannot be successfully built without a plan, or a blueprint). Deﬁne “planning” as: “an organized, deliberate and sustained effort to choose the best way to obtain a desired end. It is a systematic process of analysis and choosing among many possible alternatives, activities, or

- 50 -

Note to Facilitators: Translate key concepts to the near est applicable terms in the local language, and use the most com mon examples of planning done by participants in their everyday lives. Be creative in concocting acronyms and metaphors.

Elicit from the participants the possible consequences of lack of planning. Process their responses by going back to the previous metaphors used, (for example, emphasize, that while there are many ways to get to a destination, it is entirely possible to get lost and arrive somewhere else or worse, never take off from where one started; or end up with a house or building completely different from what was envisioned or not ﬁnish any building at all).

Sharing in dyads/triads. Ask the participants to recall what particular planning activity they have undergone that was particularly successful. ƌɄ Request them to share to each other these successful planning endeavors in their dyads or triads. Thought guides are: 1) describe the planning endeavor and what the end product was, 2) how they went about getting to the end; 3) one or two factors which made the activity successful (10 minutes) ƌɄ In plenary, ask one member of dyad/triad to: ƌɄ Summarize the endeavors shared (2 sentences each) ƌɄ Share key factors that made the endeavors successful Processing of sharing in plenary. Process the answers by using the following categories of a successful planning process: ƌɄ Realistic assessment of the situation

ƌɄ SMART (speciﬁc, measurable, attainable, resource-based and time bound) ƌɄ GREAT (gender-responsive, equality-oriented, aware of social economic and gender differences, targeted stakeholders) objectives ƌɄ Prioritizes needs ƌɄ Clear assignment of roles and responsibilities

7. 8.

ƌɄ Educational value ƌɄ Flexible and adapting to changes in the environment Show the Planning Road Map. Explain each stage brieﬂy Show the 12 steps in barangay development planning that will be undertaken by the group. Explain each step brieﬂy.

Starting Point: PREPARING TO PLAN 6RFLDO 3UHSDUDWLRQ 7HDP 3UHSDUDWLRQ

PARTICIPATORY MONITORING AND EVALUATION

ACTUAL PLANNING

PLAN IMPLEMENTATION

3267 3/$11,1* ACTIVITIES 3DFNDJLQJ WKH %'3 &RPPXQLFDWLQJ WKH Results of the BDP 5HVRXUFH 0RELOL]DWLRQ

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Twelve Steps in Barangay Develop ment Planning (BDP) 6WHS *HQHUDO 2ULHQWDWLRQ Step 2 Forming Sectoral Planning Groups 6WHS &RQGXFWLQJ 35$ E\ 6HFWRUDO Planning Groups 6WHS 3UREOHP 6LWXDWLRQDO $QDO\VLV by Sector 6WHS 3ULRULWL]LQJ ,VVXHV 6WHS 9LVLRQ 0LVVLRQ DQG *RDO Setting Step 7 Formulating Strategies, Iden tifying Programs, and Imple menting Mechanism Step 8 Setting the Three Year Barangay Development Plan Step 9 Setting Next Year’s Annual Investment Plan 6WHS /LQNLQJ WKH %XGJHW ZLWK WKH Plan 6WHS 3UHVHQWLQJ WKH %'3 WR WKH Barangay General Assembly 6WHS 'UDIWLQJ WKH %DUDQJD\ 5HVROX tion Adopting the Barangay Development Plan

Explain that you are at the Preparatory Activities portion, which is not included in the 12 steps. This means that they (the facilitators) are preparing to undertake Steps 1 and 2. above. 10. Ask the participants what activities they think are included in planning preparations. Process their answers by ƌɄ Separating those that are already in the 12 steps, or ƌɄ By the general categories of Social Preparation, or Team Preparation. 11. Explain to the participants that the next sessions are designed to complete such preparatory work, and that the preparation is as important as the result. 12. Structured Learning Exercise: Basketball Game. (See Annex M) 13. Processing the SLE. Ask the participants the following questions: ƌɄ What factors helped the winning team, win?

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ƌɄ What can you say about the way each member of that team played? What can you say about their teamwork? ƌɄ What do you think is the message of this exercise? 14. Bridging Statement: “The game shows the importance of one’s familiarity with the game, the clarity of goals, as well as rules, and tasks of members, the presence of team work, and the conﬁdence of the members with their team mates and their own selves. These are the essential requirements for a team to win the game. In the same way, Barangay Development Planning has critical requirements and components so that it will be successful”. 15. Discuss the team composition and the roles and functions of each team member such as the role of a facilitator, documenter, process observer.

Composition of the Municipal Planning Group The planning team is composed of facilitators, documenters, and process observers, all of whom are members of the Municipal Planning Group. Each member of the team should possess the following characteristics: N Be advocates and practioners of the participatory nature of the BDP;4 N Be committed to the development of the community N Have the ability to motivate sustained peoples’ participation in the process N Has minimum knowledge and understanding of the sectoral issues of the community N Is open-minded and willing to learn N Displays basic skills in the use of participatory planning tools

Roles and Functions of the Planning Team

The Municipal Planning Group5 7KH 0XQLFLSDO 3ODQQLQJ *URXS LV D QHZ IHDWXUH LQ %DUDQJD\ *RYHUQDQFH IRUPHG WR HQVXUH VXVWDLQDELOLW\ RI WKH EDUDQJD\ SODQQLQJ DFWLYLWLHV LQ WKH PXQLFLSDOLW\ ,W KDV WKH IROORZ ing responsibilities: it convenes the barangay planning team, assists the barangays in the IRUPXODWLRQ RI D EDUDQJD\ GHYHORSPHQW SODQ DQG PDNHV VXUH WKDW WKH EDUDQJD\ SUR¿OH DQG plan document is updated. It ensures that the BDP is a product of a participatory exercise, WKDW WKH QHHGV RI DOO VHFWRUV DUH DGGUHVVHG ZLWK VSHFLDO HPSKDVLV RQ FXOWXUH DQG SHDFH DQG WKDW WKH %'3 EHFRPHV D OHJDO GRFXPHQW ZKLFK ZLOO EH UHÀHFWHG LQ WKH PXQLFLSDO OHYHO plans. The Municipal Planning Group is headed by either the Municipal Planning and Develop PHQW &RRUGLQDWRU 03'& RU WKH 0XQLFLSDO /RFDO *RYHUQPHQW 2SHUDWLRQV 2I¿FHU 0/ GOO). Since the mandate to assist barangays in formulating their Barangay Development 3ODQ LV JLYHQ E\ ODZ WR WKH ',/* WKH 0/*22 ZRXOG EH WKH ORJLFDO KHDG +RZHYHU VRPH of the MLGOOs in ARMM handle more than one LGU, and has to delegate the task to the MPDC in areas it cannot focus on. The Municipal Planning Group is usually composed of WR PHPEHUV WKH 0XQLFLSDO 6RFLDO :HOIDUH DQG 'HYHORSPHQW 2I¿FHU WKH 0XQLFLSDO +HDOWK 2I¿FHU WKH 0XQLFLSDO $JULFXOWXUH 2I¿FHU WKH 0XQLFLSDO (QJLQHHU WKH &62 5HSUH sentative, Sangguniang Bayan Representative, and the MPDC and the MLGOO. From among the members of Municipal Planning Group, facilitators, documenters and pro FHVV REVHUYHUV DUH VHOHFWHG DQG DVVLJQHG %HFDXVH WKHUH DUH ¿YH VHFWRUDO SODQQLQJ JURXSV IRU WKH EDUDQJD\ GHYHORSPHQW SODQQLQJ D WRWDO RI SHRSOH ZLOO EH QHHGHG WR FRPSOHWH WKH OLQH XS RI IDFLOLWDWRUV GRFXPHQWHUV DQG SURFHVV REVHUYHUV ,I WKHUH DUH QRW HQRXJK TXDOL¿HG SHRSOH DW WKH PXQLFLSDO OHYHO WKH 0XQLFLSDO 3ODQQLQJ *URXS PD\ VHOHFW NH\ SHRSOH IURP WKH EDUDQJD\ WR ¿OO LQ VRPH RI WKH YDFDQW VORWV NHHSLQJ LQ PLQG WKH LQGLFDWHG characteristics.

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15. Show visual aid on the expected roles and functions of team members.

Facilitators: a. Acts as moderator during barangay sectoral groupings and plenary discussions b. Explains the process and the objective of the activity c. Ensures that the discussions are in the right context, towards the attainment of the objectives d. Moderates the discussion so that all participants are provided equal opportunity to speak e. Summarizes agreements arrived at and the problems and opportunities that arise from every tool or activity

Documenters: a. Ensures that the names of the tool, facilitators and participants are written b. Documents the discussion and its results: ƌɄ Time started and ﬁnished ƌɄ Highlights of the discussion per issue

ƌɄ Questions raised ƌɄ Disagreements ƌɄ Decisions made c. Transfers the tools from the manila papers to a notebook or pad paper d. Safekeeps the tools and other documents e. Documents the outputs (tools, problem situations identiﬁed, needs prioritization) of the sector for presentation during the Barangay Development Council meeting

Process Observer: a. Helps the facilitator and the documenter in ensuring the quality of the discussions and the process b. Observes the process including what is said by the facilitator and the reaction of the participants c. Informs the facilitator of his/her observation d. Checks the checklist of data; remind the facilitator if there are data that has been omitted e. Evaluates the performance of the team for team assessment.

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16. From among the Municipal Planning Group members that is now facilitating the Barangay Development Planning, identify and point out who are the facilitators, documenters, and process observers.

Preparation of the Checklist of Data The checklist is a list of data sets that will be useful in the planning process. It serves as a guide to the team in facilitating the discussions. It contains the list of data to be gathered, why the data is needed, what tools will be used, focus questions, and who among the community stakeholders can provide the particular information. The preparation of the checklist must be done by the BDP team before the actual BDP. Gender, peace and human security, environmental sustainability (including natural disaster risks and effects), poverty reduction and other special concerns are considered in the preparation of the checklist of data. N Present the list of data sets needed for the planning process. (See Annex L)

Collection of Secondary Data Once the team has identiﬁed the data needed for the focus group discussions, relevant secondary data are also gathered and cross-checked with the checklist of data. Initial analysis and familiarization with the existing secondary data will enable the team to identify data gaps. Among the secondary data that can be used are: latest census of the barangay, barangay office records; Barangay Health Workers Monitoring Sheet; and the barangay socio-economic proﬁle. The Municipal/City Planning and Development Office and other LGU offices and departments as well as line agencies, NGOs and community-based organizations could also provide relevant and, more often, updated information. Results of Millenium Development Goals (MDG) surveys, Community Based Monitoring System (CBMS), Local Governance Performance Management System (LGPMS), Gender Responsive LGU (GeRL) Ka Ba? and other data generated by national agencies and other organiza-

tions are also rich sources of useful data for planning. In most instances, LGUs in ARMM receive foreign assistance in the conduct of situational analyses. Information may not be ﬁled with the LGU, but may be found with NGOs and donors and are good sources of secondary data. N Present the Interface Points in Collecting Secondary Data. (See Annex N). These are the meeting points between municipal and barangay developing planning, and data collection. The value of understanding interface points is in the harmonization of barangay and municipal plans, including the baseline data on which plans are based.

,GHQWL¿FDWLRQ RI 3DUWLFLSDQWV IRU WKH BDP The quality and reliability of information depends on the participants in the focus group discussions (FGDs). In identifying the participants, facilitators must ensure that all sectors and interests are well-rep-

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resented throughout the entire duration of the planning activity. The participants should include, among others: barangay development council members, purok leaders, representatives of community organizations, and leaders of informal groups7. The selection of participants must be done with the assistance or concurrence of the Sanguniang Barangay. In identifying participants, it is very important that adequate representation of women is ensured.

Logistical Preparations It must be ensured that all the materials, supplies, equipment, food, and venue for the planning workshop are ready when they are needed, including the accommodation of the facilitators and other stakeholders. It is useful to make a checklist of items to be prepared. The venue could be a school, barangay hall, or any place in the barangay where the participants will be comfortable in conducting the activity.

Invitation letters to the target participants should be sent at least one week before the target date of the activity. The invitation letter should include information on the venue, dates, and time of the activity. The team should also conﬁrm the attendance of the participants. This will help the team decide whether or not to continue the activity or postpone it to another date, depending on the availability of participants.

ENDNOTES Taken from the “Manual on Barangay Development Planning Through Participatory Learning and Action”, Institute of Poli tics and Governance. 2007. 5 During the LGSPA Phase 2, this group was referred to as Mu nicipal Technical Working Group or MTWG. For the purpose of this Field Guide, this group is being referred to as the Munic ipal Planning Group, to distinguish it to the Barangay Planning Team and the Barangay Sectoral Working Groups. 6 6HH ',/* $500 0HPRUDQGXP &LUFXODU 1R 4

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SESSION 3 Starting to Plan

Step 1 - General Orientation This session focuses on the ﬁrst two steps of the Barangay Development Process: Step 1- General Orientation, and Step 2- Forming Sectoral Working Groups

OBJECTIVES

METHODOLOGY

At the end of the half day session, participants would have: 1. Oriented the BDC, LGU officials and other concerned sectors on the 12 steps of barangay development planning. 2. Formed sectoral planning groups in preparation for the actual barangay development planning. 3. Assigned a facilitator, documenter and process observer for each of the sectoral planning groups.

Barangay assembly or meeting

½ day

N Visual Aid on the Five Key Development Areas N Handouts on the Five Key Development Areas N Visual Aid on Team Compositions and Functions

MATERIALS NEEDED

HOW TO DO IT

N Visual Aid on Objectives of the Planning Activity N Visual Aid on Key Concepts of Participatory Development N Visual Aid on the 12 Steps of BDP

Step 1: General Orientation

TIME REQUIRED

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To prepare for the General Orientation, ﬁrst draw up a list of invitees/ participants. This may consist of the following:

ƌɄ Barangay officials ƌɄ Members of the Barangay Development Council ƌɄ Representatives of the Municipal government and agencies concerned ƌɄ Representatives of puroks ƌɄ Representatives of civil society organizations or sectoral representatives (Note: Gender and sectoral balance should be achieved) Draft a general program for the General Orientation. The program may look like this:

ƌɄ Opening Program ƌɄ National Anthem ƌɄ Gathering Ritual/Prayer ƌɄ Welcome Remarks ƌɄ Introduction of Participants and Facilitators ƌɄ Objectives (of the Orientation) ƌɄ Concept of Participatory Development, context of the BDP ƌɄ Presentation of the 12 Steps of the BDP ƌɄ Sectoral Planning Groups Formation (Step 2 below) ƌɄ Presentation/ Brainstorming on Schedule of Activities

Assign roles and responsibilities among team members on who will write letters of invitation, what will be the process for dissemination of invitations and information on the orientation, administrative and logistical concerns, etc. Have a detailed plan that speciﬁes the date of orientation, venue and logistics (sound system, board and markers, hand outs, food, lodging for the team members, etc) Conduct the General Orientation as planned. Revise the plan according to feedback generated from the General Orientation.

Step 2 - Forming Sectoral Planning Groups Organize the participants into Five Sectoral Planning Groups. As much as possible, ensure gender balance in each working group’s composition. A. Social Development Sector B. Economic Development Sector C. Environment and Natural Resources Sector D. Institutional Development Sector E. Culture and Peace Sector

Show the matrix below. Explain that the sectoral planning groups will be tasked to analyze the topics in the second column, and will be composed of 4-5 people from among those in the third column of the matrix Among the members of the Municipal Planning Group, reiterate who

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will be the facilitator, documenter and process observer for each group. (Ideally, this would have already been agreed on before the General Orientation. However, as much as possible, get agreement from members of the secotral planning groups themselves on their assigned facilitator, documenter, and process observer).

Note to Facilitators: ,W LV LGHDO WKDW WKHUH EH RUJDQL]HG JURXSV RI FLWL]HQV WKDW ZLOO WDNH WKH OHDG LQ WKH %'3 SURFHVV ,Q LQVWDQFHV ZKHUH WKHUH DUH QR RUJD QL]HG JURXSV LW PLJKW EH QHFHVVDU\ WR RUJDQL]H VHFWRUDO JURXSLQJV ¿UVW DQG SUHSDUH WKHP EHIRUH WKH DFWXDO SODQQLQJ SURFHVV %DVHG RQ H[SHULHQFH DQDO\VLV RI LVVXHV DQG SUREOHPV DUH VKDUSHU DQG DUH PRUH LQ GHSWK DQG WKHUHIRUH TXDOLW\ RI SODQV DUH EHWWHU LI RUJD QL]HG JURXSV KDYH EHHQ VXEVWDQWLDOO\ GUDZQ LQWR WKH SURFHVV ,W LV DOVR HDVLHU WR LPSOHPHQW SODQV ZLWK WKH KHOS RI RUJDQL]HG JURXSV Plans are also more sustainable under these circumstances. ,Q RUJDQL]LQJ VHFWRUDO SODQQLQJ JURXSV 1*2V ZRUNLQJ LQ WKH DUHD PLJKW EH DEOH WR KHOS EHFDXVH RI WKHLU RUJDQL]LQJ DQG DGYRFDF\ H[SHULHQFH LQ WKH DUHD %HFDXVH RI WKH JHQHUDO ORZ OHYHO RI SDUWLFLSDWLRQ LQ VRPH EDUDQJD\V LQ LQLWLDO LQWHUYHQWLRQV D PLQLPXP RI PHPEHUV RI VHFWRUDO SODQQLQJ JURXSV PD\ KDYH WR VXI¿FH

6HFWRUDO 3ODQQLQJ *URXSV

:LOO $QDO\]H WKH )ROORZLQJ

3RVVLEOH 0HPEHUV PLQLPXP PHPEHUV

Social Development Sector

Population (size, growth, distribution) 6RFLDO VHUYLFHV DQG VWDWXV RI ZHOO EHLQJ KHDOWK HGXFDWLRQ recreation) Schools Social welfare Protective services History of the barangay Gender equity concerns Special concerns (senior citizens, indigenous peoples, others)

Barangay health worker Teacher in elementary school at the barangay Mother’s group representative “Hilut” or traditional healer Day care worker Parent’s Teachers Association representative Women’s group representative Barangay Kagawad assigned to social development concerns

Economic Development Sector

Agriculture Irrigation systems Livestock Fisheries Manufacturing Electricity Water supply

)DUPHUV ¿VKHUIRON UHSUHVHQWDWLYHV Women’s representative Cooperative organization chairperson Vendors’ group representative Barangay kagawad assigned to economic development con cerns

Transportation Tourism Cooperatives Cottage industries and Enterprises Other sources of income

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6HFWRUDO 3ODQQLQJ *URXSV

:LOO $QDO\]H WKH )ROORZLQJ

3RVVLEOH 0HPEHUV PLQLPXP PHPEHUV

Environment and Natural Re sources Sector

Current use of land Water source Waste management Disaster risk and preparedness

)RUHVWU\ ¿VKHU\ RI¿FLDO )DUPHUV ¿VKHUIRON UHSUHVHQWDWLYH People’s Organization representative Women’s group representative Barangay Kagawad assigned to environment and natural resources concerns Disaster preparedness group/NGO representative Environmental group/NGO representative

Institutional Development Sector

Organization and management Fiscal management Legislative output ,QWHU RUJDQL]DWLRQDO OLQNDJHV

People’s Organization representative Women’s group representative Barangay chairperson Barangay kagawad Purok leaders Council of Elders representative

Culture and Peace Sector

Peace and order 0HFKDQLVPV IRU FRQÀLFW UHVROXWLRQ DQG SHUVRQV LQYROYHG 'H¿QH SURFHVVHV XQGHUWDNHQ LQ FRQÀLFW UHVROXWLRQ Human security Peace process: peace advocacy, community peace building, social justice, programs for reconciliation, reintegration ,reha bilitation and development Culture and traditions Ancestral domain and land tenure

Religious leaders (Ulama/Ustadz/Aleem/Aleema) Traditional leaders/Indigenous Peoples representative/tribal leader Lupong Tagapamayapa representative Barangay kagawad assigned to Peace and Order Council or Committee CVO/CAFGU/Barangay Tanod Youth leader Women’s group representative

Explain to the sectoral planning groups the tasks of facilitators, documenter and process observers, as well as the tasks of the rest of the team. Discuss the following: a. Schedule for implementing the rest of the steps

b. Logistics required for the PRA c. Budget for the logistics and where to source out the funds Facilitate a ritual of commitment to signify the participant’s commitment to begin the planning process. En-

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sure that all facilitators and observers participate in the ritual to convey to the community that they will all be together in the whole process. Ensure that the ritual is ethnic, religious, and gender-sensitive.

Example of a Ritual of Commitment: Instruct the participants to do the following: ƌɄ Draw a big map of your barangay on a manila paper. Spread this paper on the ﬂoor with a lighted candle at the center of the map. There shall then be one map for the whole group. ƌɄ Indicate the locations of the puroks in the barangay, particularly those puroks represented by the participants ƌɄ Arrange the chairs around the big map and ask the participants including all the facilitators and documenters to take their seats

ƌɄ Ask each one to put in the map something which represents their commitment to the barangay development planning. Tell them they could put something which they wear or something from their bags. Request them to give reasons why they chose that object. ƌɄ For example: “ To symbolize my full support to the Barangay Development Planning, I will contribute my watch. This means that I will always be available whenever my help is needed”. (Some participants may become emotional during this activity. Be prepared for this possibility).

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Close the session by saying “We all have said our commitments to the Barangay Development Planning by putting on the map symbols of our contributions. This is the beginning of a journey towards development and peace in our barangays. The journey starts with ourselves. How we will start the process of development and promoting peace in our community will be seen in how we deal with people in our households, members of our organizations, and officers or partners of the barangay LGU. Since the journey has started, we will all wish each other the best. Let us join hands and sing: (a local song with the theme of working together in unity)”.

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SESSION 4 Actual Planning

Step 3- Conducting Participatory Rural Appraisal (PRA) by Sectoral Planning Groups OBJECTIVES

METHODOLOGY

HOW TO DO IT

At the end of 2-3 days, it is expected that barangay planners would have:

N Use of Participatory Rural Appraisal tools N Secondary data collection

1. 2. 3.

Identiﬁed community problems written on metacards Identiﬁed opportunities that would come up from discussions Assigned a reporter from the sectoral planning groups that would present the group’s output in a plenary session Assigned a documenter for the cross-sectoral validation session

TIME REQUIRED 2-3 days

MATERIALS NEEDED N Visual Aid on the Outline for the Packaged BDP N Materials for each PRA Tool

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Begin with the end in mind: Present the outline of the packaged BDP to enable the participants to know the end result of all their efforts.

7RSLFDO 2XWOLQH

6RXUFH RI 'DWD HLWKHU VHFRQGDU\ RU WKURXJK 35$ %$5$1*$< 352),/(

Introduction Geographical location Historical highlights 6LJQL¿FDQW FKDUDFWHULVWLFV WRXULVW VSRWV HWF CCT situation

Municipal base map, LGU 35$ %DUDQJD\ 7LPH /LQH 35$ 5HVRXUFH 0DS 35$ +LVWRULFDO 7UDQVHFW

Geographical and Physical Characteristics Barangay Boundaries and Sitios

Municipal base map, LGU

Topography and climatic conditions

Topography and Climate Maps 35$ 6HDVRQDO &DOHQGDU

Natural resources and its condition

35$ 7UDQVHFW 0DS

Land uses

Barangay Land use/ resource map; municipal records Comprehensive Land Use Plan (CLUP)

%DUDQJD\ 6RFLR 'HPRJUDSKLF &KDUDFWHULVWLFV Number and size of households

Census data, LGU

Gender characteristics

Census data, LGU

Educational attainments and literacy rate

Census data, LGU

Tribes and language spoken

Census data, LGU

Religion

Census data, LGU 6,78$7,21$/ $1$/<6,6 %< 6(&725

6RFLDO 'HYHORSPHQW 6HFWRU Health

Status chart of barangay health services

Sources of water and % of population with access to potable water

CBMS, Census data, LGU

Common illness

RHU data

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7RSLFDO 2XWOLQH

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Health services available (Bgy health station, day care center)

RHU data

Education

Status chart of barangay educational services

Types and condition of educational facilities

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Ratio of teachers to pupils

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Distance of secondary and tertiary schools to barangay

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Role of women in the community

General Status and Role of Women

Participation of women in community activities

PRA

Percentage of women leaders in the barangay (please give names)

PRA

Religious/Cultural highlights

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Important events celebrated

PRA – Historical timeline

Distinct cultural characteristic of barangay

PRA – Historical timeline

Religious services (Masjid, Madrasah) (FRQRPLF 'HYHORSPHQW 6HFWRU Inventory of Local Production Resources

Resource and Land Use Map

Income and Expenditure Patterns

35$ )ORZ &KDUWV

Sources of income and expenditure

PRA – Income –Expenditure tree; HH survey

Primary source of income Secondary sources of income

35$ ,QFRPH ([SHQGLWXUH 7UHH ++ 6XUYH\

Household income patterns (gender disaggregated)

PRA

Expenditure patterns Biggest expenses/ proportion

PRA, Census Data

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7RSLFDO 2XWOLQH Employment

6RXUFH RI 'DWD HLWKHU VHFRQGDU\ RU WKURXJK 35$ CBMS; Venn Diagram of Existing Livelihood

Farming Rice and Corn; Coconut; other crops

35$ 3URGXFWLRQ )ORZ &KDUWV RI 0DMRU &URSV

Fishing

35$ 6HDVRQDOLW\ 0DWUL[

Environment and Natural Resources Sector Forest conditions

35$ 7UDQVHFW 0DS

Rivers and lakes

35$ 7UDQVHFW 0DS

Basic Infrastructures

Land Use Map, Road Map

Other infrastructure services

:DWHU 6\VWHP 0DS (OHFWUL¿FDWLRQ PDS RWKHU PDSV LI DQ\

,QVWLWXWLRQDO 'HYHORSPHQW 6HFWRU Relationship of barangay to municipal government /LVW RI EDUDQJD\ RI¿FLDOV

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Joint projects undertaken

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Government services provided

Status chart of government. services

Infrastructure

)*' ZLWK RI¿FLDOV

Condition of infrastructure

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Peace and security Size of police force

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Performance of barangay administration

35$ ² 3HUIRUPDQFH 5DWLQJ RI 2I¿FLDOV

External linkages Organizations

Status chart of BDC

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Types and number of organizations in the barangay

PRA – Venn diagram

Assistance given by organizations

PRA – Venn diagram

E. Culture and Peace ,QWHUQDO DQG H[WHUQDO VRXUFHV RI FRQÀLFWV OHDGLQJ VRXUFH RI FRQÀLFW

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6WDWXV RI /RFDO &RQÀLFW 5HVROXWLRQ 0HFKDQLVPV VXFK DV WKH /XSRQ 7DJDSDPD\DSD DQG Council of Elders and other forms CVO/Tanod

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3. Additional problems addressed in the Executive and Legislative Agenda

&'3 (/$ RI PXQLFLSDO PD\RU

%$5$1*$< '(9(/230(17 3/$1 A. Vision, Mission, and Goals B. 3 Year Development Plan C. Annual Investment Program (or Plan) D. Resource Mobilization Plan

When the sectoral planning groups have been formed, collection of data can now begin. As much as possible, collect secondary data ﬁrst. Refer to Annex L on the checklist of data to be collected, as well as the interface points (i.e.,

the points of intersection and synchronization between the municipal and barangay planning) in collecting secondary data If data needed are not available using secondary sources, these may be generated through PRA tools which,

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if done right, will make it easier to surface problems and opportunities in the community. PRA methodologies allow community members to discuss and analyze their present situation. PRA is also seen as a method that facilitates the community’s own in-depth look at themselves and

enables them to articulate needs and concerns in their own colorful, meaningful, useable and realistic way. To speed up the process, sectoral planning groups may simultaneously conduct PRA. The Municipal Planning Group guides the community sectoral planners throughout the process. Collection of data becomes fun and enjoyable if community members participate using PRA tools. Facilitators should keep in mind the objectives of data collection which is to surface community problems and opportunities. It is also important that the Municipal Planning Group keep in mind their respective roles as facilitators, documenters, and process observers. Devote time for discussing the checklist of data to be collected. In the actual collection of data, the items in the list of data to be collected might increase or decrease. PRA team facilitators should be attentive to this, as the process is as important as the output of the activities.

Notes to Facilitators Ensure that the process is participatory Maintain a pleasant and even fun atmosphere in the use of the PRA tools Encourage community members to discuss on their situations 7U\ WR DFKLHYH FRQVHQVXV ZKHQHYHU SRVVLEOH Let the participants accomplish the tools Collect only those data that are important for planning 'R QRW LQVLVW RQ \RXU RZQ LGHDV Facilitate a deeper analysis through a more comprehensive discussion of issues so as to effectively surface problems and opportunities Prepare all materials needed before data collection starts

Notes to Documenters 1RWH GRZQ DOO LVVXHV WKDW VXUIDFH RXW RI WKH GLVFXVVLRQ RI HDFK 35$ WRRO :ULWH GRZQ YHUEDWLP GR QRW LQWHUSUHW QRU HGLW Make sure to copy each PRA tool as accomplished 1RWH GRZQ WKH QDPHV RI SDUWLFLSDQWV Transfer to metacards problems and opportunities that surfaced out of the discussions after each session Safe keep each PRA tool. File them in one place.

Notes to Process Observers Ensure that the facilitator maintains a participatory process Observe if all of the participants are able to participate actively in the discussions; be sensi tive to their behavior and body language &XH WKH IDFLOLWDWRU LI \RX REVHUYH SDUWLFLSDQWV· HQHUJLHV WR EH ZDQLQJ ,Q WKRVH LQVWDQFHV FDOO for breaks or ice breakers $OZD\V FKHFN LI WKHUH DUH DQ\ LWHPV LQ WKH FKHFNOLVW RI GDWD WKDW ZHUH PLVVHG

Notes to all members of the Municipal Planning Group 7UDQVIHU HDFK LGHQWL¿HG SUREOHP DQG RSSRUWXQLW\ WR PHWDFDUGV LPPHGLDWHO\ $OZD\V FRXQWHUFKHFN LWHPV FROOHFWHG ZLWK FKHFNOLVW RI GDWD Let the community members accomplish the PRA tools and analyze the data collected. The key to effectively doing this is through clear instructions and objectives of the tools.

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Step 4- Problem/Situational Analysis by Sector During the Participatory Rural Appraisal, each group has collected data and made some situational analysis on their areas of concern. It is now important to bring together all the participants in a plenary sharing session.

OBJECTIVES

MATERIALS NEEDED

At the end of this session, each sector would have: 1. Collectively identiﬁed root problems and their causes and symptoms 2. Constructed a problem tree of community problems 3. Constructed a needs tree of community problems 4. Prioritized the community’s needs.

N Idea cards N Manila paper N Masking tape and pentel pens

METHODOLOGY N Interactive group discussion N Use of Problem Tree analytical tool N Use of Needs Tree analytical tool

TIME REQUIRED 1/2 day

HOW TO DO IT 1.

Explain the objectives of this Step/ Session. Draw a parallel between a sick patient and the diagnosis of her/his doctor. Sometimes, the wrong diagnosis of a patient’s illness results in the exacerbation of the illness, or worse, death of the patient. This is a result of wrong analysis (diagnosis). Participants may view analysis of the community’s situation in the same way. Sometimes, projects and programs being launched do not match the needs of the community nor address the problems of the com-

- 69 -

3. 4.

munity. If the analysis of the situation is wrong, the resulting plan will also be ill-fitting. Recall that collection of data, either through PRA or secondary data collection, is expected to result in identification of problems and opportunities in the community. The identified problems will be used in the construction of a Problem Tree analysis, to determine sectoral goals and objectives. Identified opportunities and strengths, on the other hand, will be used in identifying strategies. For each sector, review all the tools that were used and accomplished. Line-up all the identified problem cards generated from the data gathering. Guide the community in constructing a Problem Tree.

Procedure in constructing the Problem Tree 6.

Clarify that a problem is a negative condition which the community wants to change. 7. Line up all problem cards. Ensure that all problems belong to the appropriate sector. If not, this could be passed on to the appropriate/relevant sector. 8. Cluster all similar problem cards and re-state them into a new card, if necessary. 9. To start off the process, choose one starter card that the community views as most prevalent in the community (eg., low harvest) 10. Clarify if this is a problem of the majority of residents in the community (it is possible that the problem written on the card is a concern of only a few members of the community or is a personal problem of a participant)

11. Analyze if this is a cause or effect. 12. Look for other related problem cards. Analyze if this is a cause or an effect of the starter card. If this is a cause, place it below the starter card. If this is an effect, place it on top of the starter card. 13. Connect the cards with arrows. The ends of the arrow should point to the effects. 14. Ask if there are problems in the sector that were not written in the idea cards. If there are other problems not previously seen, and is now being put forward, get the agreement of the other participants if these will be added to list of problems. 15. After accomplishing the Problem Tree, guide the community in constructing a Needs Tree

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Procedure in constructing the Needs Tree 16. Get a different color of idea cards. Translate the negative problem statement into a positive needs statement. 17. Put up a fresh piece of manila paper and connect arrows, similar to that done with the problem tree. 18. The accomplished Needs Tree should be encoded/ﬁled properly because this will be used as a reference in formulating sectoral goals and objectives.

Some Examples of a Problem Tree: Example 1: Culture and Peace Sector Poor peace and order situation Lupon Tagapamayapa LV QRW FRQVWLWXWHG reconstituted

High incidence of violence due to rido

Council of Elders and religious leaders do not have opportunity to meet DQG GLVFXVV FRQÀLFWV

:LGHVSUHDG DYDLODELOLW\ RI ¿UHDUPV

Little conception of Culture of Peace

Example 2: Economic Development Sector 0DEDEDQJ NLWD QJ PJD WDJD EDUDQJD\

Mababang ani

Kakulangan sa gamit pangingisda

Kaunting huli ng isda

Kakulangan sa gamit pansaka

3DJNDVLUD QJ \DPDQJ GDJDW

Di mapuksang peste sa pananim

Kakulangan sa kaalaman sa pagsasaka

Pagkasira ng mga EDNDZDQ

Pagmomonopolisa ng FRPPHUFLDO ¿VKHUV

Mahinang pagpapatupad ng batas pangisdaan

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Laganap na iligal na pangingisda

Examples of a Needs Tree Example 1. Culture and Peace Sector Improve the peace and order situation in the barangay

Decrease incidence of violence due to rido

Constitute the Lupon Tagapamayapa

+DUQHVV 2UJDQL]H D /RFDO &RQÀLFW Resolution Mechanism

Declare a Peace Zone (requiring armed individuals and groups to surrender arms before entering the barangay)

Develop a Culture of Peace among barangay residents

Example 2: Economic Development Sector Mapataas ang kita ng mga WDJD EDUDQJD\ Mapataas ang ani

Magkaroon ng sapat na kagamitan sa pagsasaka

Maparami ang huling isda

0DLEDOLN DQJ OLNDV \DPDQJ GDJDW

Mapuksa ang mga peste

Magkaroon ng sapat na kaalaman sa agricultural technology

Magkaroon ng sapat na kagamitan sa pangingisda

0DQJURYH UHIRUHVWDWLRQ rehabilitation

Mapigilan ang pagpasok QJ FRPPHUFLDO ¿VKHUV

Mahigpit na pagpapatupad ng mga batas pampangisdaan

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0DEDZDVDQ DQJ LOLJDO QD pangingisda

19. Draw the matrix below in a piece of manila paper

20. Prepare the long list of problems and issues for prioritization using the Problem-Solution Finding Matrix shown below

21. Show the ﬁlled-up Problem-Solution Finding Matrix to the constituents during a General Barangay Assembly for validation

352%/(0 62/87,21 ),1',1* 0$75,; .H\ 'HYHORSPHQW $UHDV 1. Social Development

3UREOHPV DQG ,VVXHV 1. High prevalence of of malnutrition among children

)DFWRUV $IIHFWLQJ &DXVHV RI 3UREOHPV ,VVXHV $GGUHVVHG Lack of knowledge on proper nutrition among parents

1. Lack of irrigation system

3URSRVHG 6ROXWLRQ WR 3UREOHPV DQG ,VVXHV

Stunted growth and limited op portunities for development of children

Improve knowledge of parents on proper nutrition through intensive IEC

Increased health risks

2. (Other) 2. Economic Development

,PSOLFDWLRQV RI 3UREOHPV

Lack of facilities/funding

Low income of farmers Out migration (to seek greener pastures)

Local government should provide funding for facilities and equip ment

Low contribution of agriculture to economic growth 2. (Other) 3. Environment and Natural Resources

1. Frequent occurrence of ÀRRGV

8QVWDEOH ULYHU EDQNV 'HQXGHG ZDWHUVKHG

)ODVKÀRRGV ZKLFK FDXVHV GHYDV tation of plants, properties and even loss of lives /LPLWHG HFRQRPLF GHYHORSPHQW

2. (Other)

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$OORFDWLRQ RI IXQGV IRU ÀRRG control

.H\ 'HYHORSPHQW $UHDV 4. Institutional Development

)DFWRUV $IIHFWLQJ &DXVHV RI 3UREOHPV ,VVXHV $GGUHVVHG

3UREOHPV DQG ,VVXHV 1. Low level of locally gener ated revenues and depen dence on IRA

,PSOLFDWLRQV RI 3UREOHPV

Limited information campaign on tax collection

3URSRVHG 6ROXWLRQ WR 3UREOHPV DQG ,VVXHV Update and/or amend local tax ordinance Intensify tax mapping collection efforts

2. (Other) Intensive IEC 5. Culture and Peace

1. Practice of private burial grounds

Indigenous traditional practices

Environmental and health prob lems /contamination of ground water

Establish areas for burial of the dead with sensitivity to the cul ture and traditions of indigenous peoples through an ordinance

2. (Other)

Step 5 - Prioritizing Issues OBJECTIVES

METHODOLOGY

TIME REQUIRED

At the end of a half day (up to one day), sectoral planning groups would be able to 1. Rank problems and needs for their sector according to an agreed-on criteria 2. Convert problems into proposed solutions; and 3. Cross-validate concerns and solutions in an intersectoral plenary session.

N Interactive group discussion in sectoral planning groups N Interactive group discussion in plenary session N Pairwise ranking and/or matrix ranking N Intersectoral validation

1/2 - 1 day

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MATERIALS NEEDED N Idea cards of needs statements N Matrix template N Manila paper N Pentel pens N Masking tapes

HOW TO DO IT 1.

input from the outside because the resources of the barangay could not provide its requirements.

Start the session with the following statements: A community has various needs that would range from simple to complex. Community needs emerge because of problems in the community. Barangay governments must be able to address these needs in order to be effective. Programs and projects must be able to address particular needs in order to be relevant. Otherwise, the barangay and the community members would ﬁnd it difficult to implement projects. LGUs exist to create order in the community and address arising needs. However, due to its limitations, the barangay can not address all the needs at the same time. Funds and resources are limited. Addressing some needs may require big investments. Projects or programs that could address the needs may be important but not that urgent, or it may require

5. 6.

Due to the limitations of the barangay and the wide range of community needs, prioritization is very important so that the barangay would be able to focus on what is most urgently needed. 7.

3DLU :LVH 5DQNLQJ 0HWKRG 2.

3. 4.

Explain that the Pair-Wise Ranking method is a ranking exercise to evaluate the most important or urgently needed task. By comparing pairs of ideas, community members are able to identify the highest priority to the least priority of needs. This is often used if the community members ﬁnd it difficult to formulate a set of criteria to appropriately evaluate competing needs. Explain the process that would be undertaken. Write each need on separate idea cards.

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Construct the matrix template. Place all the need statements in the first column of the chart with assigned letters A, B,C, D….etc. Each need statement should have its equivalent on the first row of the chart. The order of arrangement on the first column should be the same order IN THE FIRST ROW OF THE CHART. Decide on the criteria for selection with the participants Match each need with the other needs. ƌɄ Compare by pairs (Need #1 vs. Need #2, Need #1 vs Need #3 etc). The most important question is why one was prioritized over the other. ƌɄ Allow for a free flowing discussion until a consensus is reached. Always cross-check opinions with others. If the facilitator thinks that others are still not fully convinced, encourage the group to continue the discussion.

ƌɄ Write the reasons why one need is prioritized over the other. ƌɄ When all needs have been paired and compared, count the number of times one item has been prioritized. The item that emerges with the most number of times prioritized might be considered the highest priority, and so on.

Matrix Ranking 9.

Explain that Matrix Ranking is another method for ranking projects, problems and needs. 10. Explain the process of ranking that would be undertaken. 11. Review the Needs Tree analysis. Line-up all needs statement that would be compared. 12. Agree on the criteria to be used. Criteria that may be used are: ƌɄ Number of people that would be affected , e.G. The more people affected, the higher the degree of importance of the issue at hand ƌɄ Urgency

ƌɄ Capacity of the barangay (resources) ƌɄ Other criteria may be used. 13. Agree on a rating system. For instance, 1 signiﬁes the lowest point, 5 the highest point. 14. Rate each need statement according to the agreed criteria. 15. Sum up the total points obtained for each item compared to the other items. The item garnering the highest points should be made the highest priority, and so on. 16. Community members may use pebbles or seeds for indicating points for each item. 17. Present the prioritized problems and needs in the recommended ProblemSolution Matix Form

Intersectoral Validation 18. Assign one facilitator and documenter for this session. 19. Convene the representatives of the sectoral planning groups and the PRA Team in a plenary session.

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20. Explain the objective of this particular activity. One of the basic tenets of PRA is cross-checking and triangulation. Intersectoral validation may be one of the ways that this principle could be adhered to. This is being done to identify data gaps, and validate data and information gathered by the different sectors. Through intersectoral validation, inconsistencies in data and analysis are identiﬁed and resolved. 21. Present to the plenary the results of the data gathering through PRA of each sector. Show all the problems and opportunities identiﬁed by each sector. 22. Present the accomplished Problem Trees, Needs Trees, and Matrix Ranking and Pair-Wise Ranking done by each sector. 23. Open the discussion to comments, feedback, and recommendations after each sector has reported their outputs.

24. Get the consensus of the group regarding each comment and recommendation.

25. Write the changes on idea cards. 26. Ask each sector to go back and ﬁll-in the data gaps and inconsistencies

identiﬁed through the process of intersectoral validation.

Step 6- Vision, Mission and Goal-Setting OBJECTIVES At the end of the ½ day session, participants would have:

TIME REQUIRED

MATERIALS NEEDED

2. 3. 4.

Drawn a vision map or a picture of an alternative future; Formulated a Vision Statement Formulated a Mission Statement; and Formulated Goals and Objectives for the next 5 years.

METHODOLOGY N Vision statement formulation: workshop in plenary N Mission statement formulation: individual reﬂection and workshop in small groups

½ day

N Resource and Land Use Map (from PRA) N Crayons (black, blue, yellow and green) or pentel pens N Manila papers/kraft papers N Idea cards

HOW TO DO IT 1.

Open the session with the following statements: A Vision is the hoped for (dream) situation or aspiration, which the people of the barangay will work to attain

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in the future. It is the culmination of all the development efforts of the barangay. Even if it is only a dream, it is realistic and attainable. To make it more attainable, the vision must be simple and must provide character to the barangay. Having too many components in a vision makes it more difficult, complicated, and hard to attain. However, in predominantly Muslim barangays, it will be helpful to think of Islam as a Way of Life, and should therefore be considered in the formulation of a vision. One way of charting the vision is through an exercise called “Vision Mapping”. In this exercise, the participants undertake the following steps:

Prepare a Resource and Land Use Map of the barangay. Color the existing land use green. Ask the participants to add other features in the map which they hope to ﬁnd in the future. The additional features should be based on the needs identiﬁed in the situational analysis. Color these new structures – health centers, roads, etc.- yellow. Be sure that the needs of all sectors are addressed. Guide Questions for the participants: ƌɄ How do you see your barangay in the future? ƌɄ (or) What do you want your barangay to become in the future?

states in words the description of this picture. Ask a representative from each sector to describe the features they added to the picture that they drew. While the participants are describing this, the facilitator or the documenter lists down key words (“handles”) that are being described. Guide questions for the descriptions: ƌɄ What do you see the residents in your barangay becoming? .H\ :RUGV

ƌɄ What do you see in their situation and environment? ƌɄ What do you see in the barangay government? ƌɄ What do you see in the nearby/ contiguous areas or higher levels of LGU? Review the key words that were compiled from the participants. Ask the participants to deﬁne/describe further each key word/key phrase. See examples below.

'H¿QLWLRQ GHVFULSWLRQ E\ WKH FRPPXQLW\

Peaceful environment

$OO FRQÀLFWV DUH UHVROYHG ZRUNLQJ /&50 VXFK DV D &RXQFLO RI Elders or a Lupong Tagamapayapa

Healthy children and adults

Low infant mortality; easy and affordable access to health care

Sustainable use of environment

Protected coastal and land resources

No poverty

Livelihood opportunities are available

Formulating the Vision Statement

Adequate infrastructure

Good roads, schools, telecommunications

Effective barangay leaders

Barangay leaders are competent and respond to residents’ needs

Just community

Rights of women, children and indigenous peoples are protected and respected

Tape the “Vision Map”, on the board/ wall. Explain that while the Vision Map provides the picture of the development of the barangay, the Vision Statement, on the other hand

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Flash these key words and descriptions. From these key words and descriptions, ask the participants to formulate their vision statement for their barangay. Example of a vision statement: ´:H HQYLVLRQ D ZHOO GHYHORSHG peaceful and economically stable FRPPXQLW\ ZLWK D SOHDVLQJ HQ vironment guided by the frame ZRUN RI ,VODPµ $GDSWHG IURP WKH 9LVLRQ RI Barangay Condaraan, Bayang, Lanao del Sur

End this activity by saying that once written, a Vision Statement helps to deﬁne the direction towards which to proceed. A vision statement can be used to “work backwards” to develop a plan of action. For instance: “If this was the future, and this vision has happened, what was done? How did we get this outcome?” This helps avoid focusing on negative reactions

such as how difficult or impossible it is to achieve dev elopement for the barangay.

Formulating the Mission Statement 9.

Begin this activity with the following statements: The community mission is the statement of the agreed commitment and roles of the different community stakeholders/sectors in order to achieve the Vision. It should reﬂect the following: ƌɄ What is the role of the barangay as a government, and as an organization to achieve the Vision? ƌɄ What is the role of citizens of the barangay and the community to achieve our Vision? ƌɄ What are we here to do together? ƌɄ What is our “reason for being” (why are we here?) in relation to the Vision?

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The Mission Statement answers the question “Why does an organization exist, and what is its purpose?” The Mission provides the motivation and reason for being of the barangay in its continuing existence towards its desired Vision. An example of a mission statement that could be the input of the barangay officials’ group is the mandate for the barangay as provided for in the Local Government Code: “As the basic political unit, the barangay serves as the primary planning and implementing unit of government policies, plans, programs, projects and activities in the community, and as a forum ZKHUHLQ WKH FROOHFWLYH YLHZV RI the people may be expressed, crystallized, and considered, and ZKHUH GLVSXWHV PD\ EH DPLFDEO\ VHWWOHGµ 6HF

10. If the participants wish to formulate a mission different from that provided for in the Local Government Code, form the participants into the following groups: Barangay Officials, Barangay Residents, CSO members. Using the Vision Statement as guide, and keeping in mind the workshop questions, ask the participants to do the following: ƌɄ Individual Reflection. Ask each group to answer the questions posed above, first, through individual reflection. Provide enough time for each participant to reflect on the questions. Ask them to write in their reflections on paper. ƌɄ Group Brainstorming. Ask each group to discuss each individual’s reflection results. Provide enough time so that each are able to share and discuss their reflections. Based on the individual sharing, ask each group to write in metacards the roles and commitment that

they would play or commit to in order to achieve the Vision. Ask the group to formulate a Mission Statement that combines as individual’s ideas. ƌɄ Ask each group to write in metacards their agreed on formulation of the Mission. Paste each metacard on the board/wall. ƌɄ Group Consensus. From these metacards, formulate a sentence that would combine all commitments of all groups. Example of a Mission Statement for a barangay that is different from the mandate provided for by the Local Government Code: “We shall pursue our mission through the joint effort of the EDUDQJD\ RI¿FLDOV DQG WKH FRPPX QLW\ WRZDUGV D GHYHORSHG SHDFHIXO and God fearing community of Barangay Oring” – Mission Statement of Brgy. Oring, Buldon, Maguindanao

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11. End the activity with a group clap or cheer.

Formulating Sectoral Goals and Objectives 12. Begin the activity by explaining the difference between a Vision and a Goal: “ While the Vision is the ideal aspiration or situation of the barangay, and the Mission is on how the barangay government and the citizens will do to attain the Vision, the Goals are the sectoral targets of the Vision”. Goals are simply a clearer statement of the Vision, specifying the outcomes if the Vision is to become real. Goals are the desired output that the sector wants to achieve in a given period of time. It may be stated in medium terms (3 years) or strategic terms (5-10 years or more). Goals are more comprehensive and broader

in scope compared to Objectives. Like the Vision Statement, the goals should be formulated in such a way that the community is motivated to achieve them. 13. Explain the characteristics of a Goal Statement: Goal Statements are: of General Concern Long term (or Medium Term) Operational Broad in Scope Exciting

During the barangay planning exercise, the barangay can decide how it would want to be identiﬁed in the next ﬁve years – its “niche” in development, and as a result of the assessment of problems as well as resources previously undertaken. Some examples: a. Barangay Borongotan in Upi, Maguindanao deplored the lack of

available medicine in the Poblacion. Thus, in its BDP formulation, they wanted a Botica sa Barangay so that residents will no longer go to the city to buy their medicine. With funding from LGSP, they started a small botica at the health station. The other barangays in Upi found this to respond to their needs, and until now, the small botica has been supplying the medicine of the barangay residents and those of adjoining areas. The Barangay of Dalumangcob in Sultan Kudarat, Maguindanao is proud of their municipal hall and municipal high school. Due to the increasing population and the number of pre-school children, the barangay wanted to provide better social services. This was reﬂected in their BDP through the improvement of their Day Care Center. LGSP assisted the barangay in the purchase of tables, chairs, and other needs of the center. Barangay Bubong in Tugaya, Lanao Sur is one of the sources of Maranao

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wood carvings and brasswares that Tugaya is well-known for. Presently, this is just a cottage industry. The barangay decided that this “niche” has to be supported both ﬁnancially and with government infrastructure. An example of an Overall Goal is: To be the most peaceful community in the whole Municipality where a diverse group of people live ” Examples of Sectoral Goals are: Social Development Sector N Improved housing for 50% of the residents of the barangay. N Increased access to secondary education for 40% of the student population Economic Development Sector N Increased productivity of the agricultural sector by 2% N Decrease in rate of unemployment by 5%

14. Explain the difference between Goals and Objectives An objective enables the community to accomplish their Sectoral Goals. Sectoral Objectives are clearer statements of the specific activities required to achieve the Goals. Objectives reflect the current status and specify what the members of the community will be able to do, or perform, to achieve the Goal. Another way to view objectives is that they are goals stated in terms of performances that are clearly tangible to the members of the community. When formulating objectives, be sure to describe the intended result. Some characteristics of Objectives are SMART and GREAT S – Specific in targeting an objective M- Progress is measurable through indicators A – Can be assigned to particular responsibility and people R – Can be realistically done T – Has a timeframe as to when it can be achieved

GR – Gender responsive E – Equality-oriented A – Aware of cultural, social, economic and gender differences T – Targeted stakeholder

expected to play a major role in helping meet the country’s international commitments such as the Millenium Development Goals (MDGs), which to a great extent, pertain to basic services that are devolved functions of LGUs.

Examples of Goals and Objectives: Sector: Economic Development Sector Goal: Increase the income of barangay residents (by __ %) (if data is available on the current levels of harvests and income of barangay residents, it is better to set a target on the increase in terms of percentages). Objectives: ƌɄ Increase by (how many percent?) the rice harvest of (how many farmers?) in (how many years?) ƌɄ Increase by (how many percent?) the ﬁsh catch of (how many ﬁsherfolk?) in (how many years?) 15. Explain that as partners of the national government, local governments are

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The barangay could choose to include some or all of these Goals. The MDGs are as follows: a.

Eradicate extreme poverty and hunger b. Achieve universal primary education c. Promote gender equality d. Reduce child mortality e. Improve maternal health f. Reduce maternal mortality rate g. Combat against HIV/AIDS, malaria and other diseases h. Ensure environmental sustainability 16. Instructions for participants in formulating the Sectoral Goals and Objectives:

ƌɄ Group back into their sectors, and retrieve their respective Needs Trees. ƌɄ Analyze the needs in the upper portion of the Needs Tree and select those that cover the general concern of the sector which can be converted into a Sectoral Goal. ƌɄ Formulate the need into a Sectoral Goal, using the characteristics of Goal Statements as a guide. ƌɄ After formulating the Goal Statement, identify which of the needs on the lower portion of the Needs Tree could be translated as objectives. These are usually the root problems. Formulate the objectives using the SMART and GREAT characteristics as guidelines. ƌɄ The remaining cards can be used later in the planning as Projects or Activities to achieve particular sectoral objectives.

17. Encourage the participants to develop Success or Outcome Indicators instead of input or activity type of indicators. Success or outcome indicators measure the extent of achieve-

ment of desired results. They are needed for both Goals and Objectives and can be expressed either qualitatively or quantitatively. Examples of Success Indicators are:

287&20( ,1',&$7256 )25 62&,$/ 6(59,&(6 /RFDO *RYHUQDQFH 3HUIRUPDQFH 0DQDJHPHQW 6\VWHP 6HUYLFH $UHD

/*306 2XWFRPH 'HYHORSPHQW ,QGLFDWRUV

Health and Nutrition

3HU FHQWDJH RI FKLOGUHQ DJHG PRQWKV ZLWK EHORZ normal weights Infant mortality rates 0RUWDOLW\ UDWH RI FKLOGUHQ DJHG Morbidity rate Maternal mortality rate Mortality rate

Education

Secondary school completion rate Tertiary school completion rate Vocational school completion rate Literacy rate

Housing and Basic Utilities

Percentage of households living in informal settlements or makeshift houses Percentage of households with sustainable potable water supply Percentage of households with sanitary toilets Percentage of households with electricity

Peace and Security

Incidence of index crimes ,QFLGHQFH RI QRQ LQGH[ FULPHV

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18. Explain that for poverty reduction goals, the Core Local Poverty Indicators (CLPI), derived through the Community-Based Monitoring System or CBMS and the MDGs provide

a sound basis for establishing critical gaps. The CBMS indicates the state of well-being of households in the community while the MDGs serve as benchmarks on similar well-being in-

dicators. These two sets of indicators combined can assist LGUs in setting poverty reduction goals and targets. 19. End the session with a success cheer or a clap (bagsak).

Step 7- Identifying Programs, Strategies and Implementing Mechanisms OBJECTIVES

MATERIALS NEEDED

HOW TO DO IT

At the end of the ½ day session, sectoral planning groups would have: 1. Identiﬁed priority programs, and 2. Identiﬁed implementing mechanisms for priority programs

N Visual Aids on the Vision and Mission Statements N Visual Aids on the Needs Trees for each sector N Visual Aid of Problems and Opportunities identiﬁed from the PRA N Visual Aid on Characteristics of Effective Strategies N Idea cards (yellow, green, orange, blue) N Manila papers N Pentel pens

Formulating Strategies Per Sector

METHODOLOGY N Lecturette N Short lecture N Workshop in small groups

TIME REQUIRED ½ day

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Explain that Strategies are the means by which objectives will be achieved. Strategies answer the question “What needs to be done to reach the objectives?” “What are the ends we seek and how should we achieve them?” Strategies must capitalize on the barangay’s strengths, reduce weaknesses, take advantage of external opportunities, and avert external threats. Failure to make satisfactory

progress towards accomplishing objectives signals a need for corrective actions, thus periodic review of strategies are essential. 2.

Give a short lecture on characteristics of effective Strategies, as follows: ƌɄ Based on existing social, political, and economic conditions ƌɄ Allows for future scenario-building ƌɄ Considers internal capacities ƌɄ Operating within certain organizational tasks, systems, structures and deﬁned objectives ƌɄ An acceptable course of action based on people’s dreams, values and preferences ƌɄ Focused efforts and interventions ƌɄ Within a chosen time frame ƌɄ Feasible and doable ƌɄ Ability to be ﬂexible and responsive ƌɄ Has capacity to yield desired results

A very useful tool in strategy formulation is the SWOT analysis. The SWOT analysis is a tool for analyzing Strengths and Weaknesses of the barangay, the Opportunities that could enhance the potential for development of the barangay, and Threats that could present risks. Strengths and Weaknesses are factors within the internal environment of the barangay. Strengths are positive characteristics that show the barangay’s resources and capacities, while Weaknesses are negative characteristics that show the barangay’s gaps or insufficiencies in terms of resources and capacities. Opportunities and Threats are found in the barangay’s external environment. Opportunities are external factors that may positively affect the barangay’s development, while Threats are risks that may negatively affect the barangay’s development.

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Steps in conducting SWOT Analysis ƌɄ Participants will need idea cards of four different colors, manila paper and pentel pens, the Vision and Mission Statements written on manila paper, and problems and opportunities culled during the PRA ƌɄ Group the participants per sector ƌɄ Ask the participants to ƌɄ Review the Vision and Mission statements and the problems and opportunities identiﬁed per sector ƌɄ List down in yellow metacards the strengths of the barangay ƌɄ List down the weaknesses of the barangay in green metacards ƌɄ Paste the metacards on the board/wall based on their categories (Strengths, Weaknesses). Read the metacards and ask the participants to explain each idea.

ƌɄ Cluster similar ideas together. ƌɄ Then ask the participants to list down Opportunities and Threats according to their assessment of the political, social, cultural, economic and environmental conditions. ƌɄ Ask them to write in orange metacards the Opportunities and in blue metacards the Threats. Ask them to paste them on the board. ƌɄ Read the metacards and ask the participants to explain each idea. Cluster similar ideas together. ƌɄ Remember that some conditions could contain both positive and negative aspects. In such situations, let the participants agree on whether its a strength, weakness, opportunity or threat. ƌɄ Number each idea card S1, S2, S3, S4, W1, W2, W3, W4, O1, O2, O3, O4, and T1, T2, T3, T4).

6RFLDO 6HUYLFHV 6HFWRU 6HUYLFH +HDOWK Strengths

Weaknesses

A health center was established by the ASF and LGSP

There is a lack of medicines for common illnesses

The community has indigenous knowledge of herbal medicines

The nearest hospital is at the Poblacion, and sick residents often do not get treated in time due to bad roads

Opportunities

Threats

There is an NGO that teaches alternative and herbal medicine

There is a dengue epidemic in the next barangay

ASF intends to allocate funds for a Botica sa Barangay program that the barangay can access

There is no doctor for the barangay

In formulating Strategies, it is important to examine the Strengths, Weaknesses, Opportunities and Threats that will affect the barangay’s performance in each sector. By combining and matching positive and negative conditions within and outside the barangay, good strategies could be formulated through four strategic options:

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ƌɄ Option 1: Using Strengths to take advantage of Opportunities ƌɄ Option 2: Using Strengths to minimize or block Threats ƌɄ Option 3: Minimizing or eliminating Weaknesses by taking advantage of Opportunities ƌɄ Option 4: Eliminating Weaknesses to minimize or block Threats

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6. 5.

Instructions for formulating Strategies based on SWOT Analysis ƌɄ Per sector, review the identiﬁed Strengths, Weaknesses, Opportunities and Threats. ƌɄ Answer the following questions: ƌɄ Among the Strengths, which one/s can be harnessed so that existing Opportunities could contribute to the barangay’s development? ƌɄ Among the Strengths, which one/s can be harnessed so that imminent Threats that might hinder the barangay’s development could be avoided? ƌɄ Among the Weaknesses, which one/s should be addressed so that Opportunities are taken advantage of?

ƌɄ Among the Weaknesses, which one/s should be addressed so that imminent Threats could be minimized? ƌɄ Formulate Strategies based on the above questions. Try to achieve consensus among the sectors. Use the characteristics of effective Strategies as a screen. An example of a Strategy based on the SWOT Analysis above for the Social Development Sector would be: “Strengthen the Barangay Health Center and establish multistakeholder partnerships involving the barangay LGU, faith-based NGOs, and the ASF through the Municipal

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LGU”. (In planning format, this could simply be reduced to “Strengthen Barangay Health Center”) When Strategies per sectoral planning group have been formulated, convene the planning groups in Plenary and present all strategies per sector. Allow for a discussion and obtain consensus until the Strategies had been agreed upon by everyone. Display the Strategies in prominent sites of the workshop area. Note to Facilitators The formulation of Strategies may prove to be too cumbersome or complicated for some barangays. ([HUFLVH VHQVLWLYLW\ RQ ZKHWKHU WR undertake or dispense of this step. ,I WKLV VWHS SURYHV WR EH WRR GLI¿FXOW barangay planners may proceed im mediately to Identifying Programs, Projects and Implementing Mecha nisms.

Identifying Programs, Projects, and Implementing Mechanisms 1.

Explain that this step takes off from the formulated Sectoral Goals and Objectives Explain that Programs or Projects address the Objectives. Programs are continuing services that barangays are mandated to carry out throughout the years. Legislation may also be included in this category. Projects are development initiatives that have definite timeframes, require definite resource inputs such as additional staff, equipment, office space, etc, and target specific outputs. Regroup the participants into the sectoral planning groups, and ask them to answer the following: Objectives – What are the objectives of the sector? Review the Needs Tree. Objectives are those that are rooted on the needs of the sector

PROJECTS OR PROGRAMS

121 352-(&76 121 352*5$06 &25( 6(59,&(6 /(*,6/$7,21

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&RQWLQXRXV QR VSHFL¿F HYHQW WLHG WR FDOHQGDU GDWHV RWKHU WKDQ ¿VFDO \HDU EXGJHW

Can be abruptly terminated even if goals were not yet met; always terminated when activities are completed

Assurance of continued function even in a major reorganization

Often unique; not done before; not repeated when completed

8VXDOO\ LQYROYHV SHUIRUPDQFH RI ZHOO HVWDEOLVKHG functions and tasks are only slightly different from past efforts.

7RWDO HIIRUW PXVW EH FRPSOHWHG ZLWKLQ ¿[HG EXGJHW and schedule

Maximum work is performed within the annual budget ceiling

3UHGLFWLRQ RI XOWLPDWH WLPH DQG FRVW UHTXLUHG LV GLI¿FXOW

Prediction of annual expenditures is relatively simple

,QYROYHV PXOWL GLVFLSOLQDU\ VNLOOV IURP GLIIHUHQW GHSDUW ments or organizations which may change from one life cycle to another.

,QYROYHV RQH RU D IHZ LQWHU UHODWHG VNLOOV DQG GLVFLSOLQHV ZLWKLQ RQH ZHOO GH¿QHG VWDEOH RUJDQL]DWLRQ

Rate and type of expenditures constantly changing

Relatively constant rate and type of expenditure

Basically dynamic in nature

Basically steady state in nature

Programs or Projects: – What are programs or projects and legislation that could contribute to each objective? List these down. The Needs Tree, and the Strategies identiﬁed through SWOT Analysis may again assist the participants in identifying programs and projects. Existing programs or projects can also be integrated into the list.

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Sifting Projects and Programs8 – Convene the participants in plenary. Sift programs and projects according to the following creens: ƌɄ Repetitive or redundant proposals could be consolidated ƌɄ Reject obviously impractical or undesirable project proposals and

ƌɄ Sift “projects and programs” from “non-programs, core services or legislation”. On the

previous page are some the distinguishing characteristics of “projects and programs ” and

“non-programs, core services or legislation”

Distinguishing Projects from Non-Projects is illustrated by the following example: 1R 1.0

6WUDWHJLHV Increased farm yield

3URJUDPV 1.1

1.2

2.0

Better prices of farm produce

2.1

2.2

Intensify production sup port services

,PSURYH SRVW KDUYHVW facility

Competitive pricing by traders

8S WR GDWH PDUNHW LQIRU mation

3URMHFWV

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/HJLVODWLRQ

1.1.1

Develop gravity irrigation

1.1.2

Install communal pump irrigation

1.1.3

Increase water yield of aquifer

1.1.4

3URPRWH XVH RI FHUWL¿HG VHHGV

1.2.1

Construct mechanical dryers

1.2.2

Regulate use of streets as solar dryers

1.2.3

Put up storage facilities

1.2.4

Encourage investments in processing plants

2.1.1

Encourage competition

2.1.2

Regulate prices

2.1.3

Improve market infrastructure

2.2.1

,QVWDOO LQWHUQHW EDVHG DFFHVV WR FRPPRGLWLHV market

Sift projects by ownership (refer to Section 17 of the Local Government Code)

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* * *

Sifting projects by ownership is illustrated by the following example: 3URMHFW 1R

3URMHFW 7LWOH

1DWLRQDO

/RFDO

1.1.1

Gravity Irrigation Development

1.1.2

Communal Pump Irrigation

1.2.1

Construction of Mechanical Dryers

1.2.3

Construction of Storage Facilities

2.1.3

Market Improvement Project

2.2.1

,QWHUQHW %DVHG &RPPRGLWLHV 0DUNHW ,QIRUPDWLRQ System

3.1.1

Land Suitability Analysis

3.1.2

6LOYL 3DVWXUH 3LORW 3URMHFW

3.2.2

$JUR ,QGXVWULDO )DLU

4.1.1

Short Course in Entrepreneurship

4.1.2

6NLOOV 7UDLQLQJ RQ 1RQ )DUP 7UDGHV DQG &UDIWV

4.1.3

Transport and Communication System Modernization

Rank proposed projects by level of urgency. Planning groups could be further guided by the following categories of and criteria for urgency: Urgent – Cannot be postponed; would remedy conditions dangerous to public health, safety & welfare;

programs; desirable self-liquidating projects; external funding is available 3ULYDWH

Acceptable - Can be postponed without detriment to present operations if budget cuts are necessary

* * * *

* *

needed to maintain critically needed programs; needed to meet emergency situations Essential - required to complete or make usable a major public improvement; required to maintain minimum standards as part of on-going

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Deferrable - Recommended for postponement or elimination from immediate considerations in the current LDIP; questionable in terms of over-all needs, adequate planning or proper timing. When appropriate, do a Peace and Conﬂict Impact Asssessment (PCIA) screen. These are valuable in assessing whether projects have the potential to be peace-promoting or conﬂict-creating. PCIA is applied during various stages of the project cycle: project selection and conceptualization, project development, project implementation, and project monitoring and evaluation (see Module 5). For this planning stage, some PCIA screen questions that could be useful are:

PCIA Screen: a. Is the peace and order situation favorable for project implementation?Are there perceived threats of military operations? Or eruption of clan feuds? Or threats from lawless elements? b. Will the project contribute to social cohesion, support the development of

POs/CSOs/private sector or contribute favorably to develop trust and conﬁdence of revolutionary groups in government processes? c. Will the project contribute to poverty reduction? d. Is the project relevant to conditions in the community and feasible to ensure its sustainability?

e. Will the project contribute to greater awareness of human responsibility to protect their eco-systems? Implementing Mechanisms – identify “who does what”, i.e., what Committees/ Councils, persons or bodies would be tasked to implement speciﬁc projects and programs.

Step 8: Setting the Three-Year Barangay Development Plan OBJECTIVE At the end of the ½ day session, sectoral planning groups would have drafted their three-year barangay development plan.

METHODOLOGY N Short lecture N Workshop in sectoral planning groups

TIME REQUIRED

½ day MATERIALS NEEDED N Manila papers N Pentel pens N Pad paper or bond paper N Ballpens N Masking tape

HOW TO DO IT 1.

Give a short lecture on what planning is: A plan is an expression of the community’s desire to address the

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needs of the people. Members of the community view the programs and projects contained in their plan as steps that would change their current situation and lead them to desired vision. It is in this context that development plans should directly address particular needs and respond to particular problems so that programs and projects are relevant. Planning is an organized and continuous attempt to select the most effective way to achieve desired ob-

jectives. It is a systematic process of analyzing and selecting from various alternative solutions, tasks or actions that will respond to current needs and problems in order to achieve development objectives. A development plan is the concrete activities that the community will undertake to achieve development. It should be consistent with the community’s vision and guided by their development strategy. Thus, a barangay development plan is a list of activities or tasks that will be carried out by the barangay ofﬁcials and citizens in a given period of time according to the barangay’s resources to achieve desired results and respond to prevailing needs. 2.

Distribute copies of the Three Year Barangay Development Plan format to each sectoral planning group, and discuss the Guide in Formulating the Three-year Barangay Development Plan.

THREE-YEAR BARANGAY DEVELOPMENT PLAN Barangay__________________________ Municipality_______________Province _________ Year ______ to _______ Sector:_______________________________________________________ Goal: Key Result Areas and Needed Budget Objectives

Program/ Project

Resources Needed

Year 1 KRA

Cost

*XLGH LQ )RUPXODWLQJ WKH 7KUHH <HDU Barangay Development Plan Objective – What are the objectives of the sector? Refer back to the Needs Tree. Objectives should be based on the root needs of the sector

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Year 2 KRA

Cost

Year 3 KRA

Remarks

Cost

Programs (including Legislation) or Projects – What are programs, projects and legislation that can address the objectives? The Needs Tree formulated during the previous session would provide the input on this. Existing programs or projects that have been implemented can also be integrated into the plan.

Resources – What are the resources needed in order to implement each program or project? Key Result Area (KRA) – What are the speciﬁc result of each program or project each year? Identify what the program or project aims to see each year. This

should indicate the quantity (ex. 30 participants for a training program, or 10 additional beds for the health station). Be as speciﬁc as possible. Cost or Amount – How much will be needed in order to produce the KRA in a particular year? How much budget is

needed per line item (i.e., for transportation, labor, equipment, communication, etc.)? Remarks – This could include potential donors and other information that could help facilitate the completion of the program or project within the year.

Step 9: Setting Next Year’s Annual Operational Plan and Annual Investment Plan OBJECTIVE

MATERIALS NEEDED

At the end of the ½ day session, sectoral planning groups would have deﬁned the Barangay’s Annual Operational and Investment Plans for the next year.

N Manila papers N Pentel pens N Pad paper or bond paper N Ballpens N Masking tape

METHODOLOGY N Short lecture N Workshop in sectoral planning groups

TIME REQUIRED

HOW TO DO IT 1.

Explain the difference between the Annual Operational Plan (AOP) and the Annual Investment Plan (AIP) and why each is needed.

½ day

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The Barangay Development Plan is comprehensive and stated in general terms. An Annual Operational Plan is needed in order to outline the needed steps in implementing the projects each year, and to break up three year objectives into annul annual implementation plans. After completing the Operational Plan, an Annual Investment Plan is needed in order to see the sources of funds and when these will be needed for the projects. The AIP should be

consistently aligned with the AOP, and like the AOP, should be completed for each sector. 2.

Distribute copies of the Annual Operational Plan and Annual Investment Plan formats to each sectoral planning group, and discuss the guides in formulating both.

Guide in Formulating the Annual Operational Plan:

Guide in Formulating the Annual Investment Plan:

Sectoral Objective – What are the sectoral objectives for the year? Copy the objective from the BDP of the project that have activities for the target year

Program or Project – refer to the program or project indicated in the AOP

Tasks – What are speciﬁc steps/activities that need to be done/conducted to attain the particular objective?

Location – details on where the program or project will be implemented, such as street, sitio, purok, barangay.

Annual Operational Plan Barangay _______________ Sector: _______________________________ Program or Project

Objective

Tasks

Needed Resources

Timeframe

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Brief Description – short description of the project, including the number of beneﬁciaries and other information on the program or project.

Status – is the project ongoing, rehabilitation of an old project, or a new project? Responsible Person

Sources of Funds – Where will project funds come from?

Period of Implementation and Budget – Indicate how much will be needed for the project every quarter (three months). The Barangay Development Council must approve the disbursement of funds.

Remarks – Other requirements for the implementation of the program or project, and/or other details that need to be taken into consideration or kept in mind by the project implementers.

Total Cost – Sum of the quarterly project costs.

ANNUAL INVESTMENT PLAN Barangay______________________ Year: ___________ Program/ Project

Brief 'HVFULS tion

Loca tion

Status

Sources of Funds

Period of Implementa tion and Funds Needed Q1

Total Amount

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Re marks

Step 10: Linking the Budget with the Plan OBJECTIVE

MATERIALS NEEDED

At the end of a half day session, participants would have: 1. Been oriented on the barangay budgeting system; 2. Understood the link between the just-formulated investment plan and the barangay budget

N Figures on IRA and revenues from taxes and other barangay income (should be obtained from the Barangay Treasurer prior to the workshop) N Manila papers N Pentel pens N Pad paper or bond paper N Ballpens N Masking tape

METHODOLOGY N Short lecture N Workshop in sectoral planning groups

HOW TO DO IT 1.

TIME REQUIRED ½ day

Provide an orientation on the Barangay Budgeting System in broad strokes. The Municipal Budget Officer can serve as a resource person; otherwise the facilitator should be ready to discuss this. A barangay budget is a blueprint for the ﬁnancial policy decisions that

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the barangay will implement during each ﬁscal year. It is the most important document for establishing control over the forces of change and determining the groundwork for future accomplishments of the barangay. It is a systematic process of relating the expenditure of funds against planned objectives. Discuss the sources of barangay income a. Tax Revenue ƌɄ Share of Real Property Tax ƌɄ Share of Community Tax ƌɄ Share of Internal Revenue Allotment ƌɄ Share from quarrying of sand and gravel ƌɄ Share from the National Wealth b. Operating and Miscellaneous Income ƌɄ Business Permit ƌɄ Barangay Clearance Fees

ƌɄ Operations of Barangay Facilities ƌɄ Fines/Penalties c. Grants/Subsidies/Loans ƌɄ Subsidy of the Municipality/ Province ƌɄ Borrowings from Banks ƌɄ Other Donations If there is interest from the participants, discuss Scope of Taxing Powers of Barangays and Community Tax Sharing Schemes. Otherwise, skip this portion. Discuss the link between the Barangay Development Plan and the local budget. Highlight its importance by mentioning that this is the basic principle behind the “harmonized planning (and budgeting) system” being pursued thru the Joint Memorandum Circular # 1 involving the DBM, DILG, NEDA and DOF.

',5(&7 /,1.$*( 2) 7+( /2&$/ %8'*(7 72 7+( %$5$1*$< '(9(/230(17 3/$1 Local Budget Cycle

Barangay Development Plan

Budget Preparation

Plan is used as basis for allocation

Budget Authorization and Review

Plan is used as basis for validation of the budget al location

Budget Execution

Plan is used as basis for scheduling programs, proj ects, and activities implementation

Budget Accountability

Plan is used to measure performance /accomplish ment for Budget Year

Ask the participants to compute for the fund allocation for priority projects Computation of Budget Allocation from 20% IRA for Barangay Development Fund $//2&$7,21 2) ,5$ )25 %$5$1*$< '(9(/230(17 )81' 352-(&7 $&7,9,7< '(6&5,37,21

Available Resources from 20% IRA for Development Projects Less: (Priority Projects/Activities) 1. 2. 3. 4…….. TOTAL PROJECT/ACTIVITY COST UNAPPROPRIATED BALANCE FOR 20% IRA

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TOTAL AMOUNT

5811,1* %$/$1&(

Ask the participants to compute for the Annual Barangay Plan and Budget Consolidation of Annual Barangay Plan and Budget 3/$1 %8'*(7 &2162/,'$7,21 2EMHFW RI ([SHQGLWXUH

3HUVRQQHO 6HUYLFHV 36

A. Maintenance of basic services Barangay Nursery Salary of Nursery Worker Seedlings, pots, etc. Barangay Day Care Center Salary/wage of Day Care Worker Maintenance of Classroom Books, supplies and materials Library/Information Center Infrastructure Maintenance Facility Maintenance (dryers, talipapa etc) B. Executive and Legislative Services +RQRUDULXP &DVK *LIW WR %DUDQJD\ 2I¿FLDOV 2I¿FH 6XSSOLHV Electric and Water Bills Transportation/Travel Expenses Communication Expenses Other MOOE Outlays

- 98 -

0DLQWHQDQFH DQG 2SHUDWLQJ ([SHQVHV 022(

&$3,7$/ 287/$<

TOTAL

3/$1 %8'*(7 &2162/,'$7,21 2EMHFW RI ([SHQGLWXUH

3HUVRQQHO 6HUYLFHV 36

0DLQWHQDQFH DQG 2SHUDWLQJ ([SHQVHV 022(

C. Expenditure for Development Projects D. Mandatory Allocations SK Fund GAD Fund Calamity Fund Discretionary Fund LIGA Fee E. Grand Total G. Grand Total H. Total Available Income I. Unappropriated Balance

ENDNOTES 8

Adapted from the Rationalized Planning System Guidebook of the Department of of the Interior and Local Government

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&$3,7$/ 287/$<

TOTAL

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SESSION 5

$GRSWLQJ WKH %'3 Step 11- Presenting the BDP to the Barangay Assembly After drafting the sectoral plans and consolidating them into the Three-year Barangay Development Plan, the next step will be to present the BDP to the Barangay Assembly for feedback and validation. The barangay may opt to conduct a sitio/ purok consultation where the plans are presented for feedback and additional inputs. In sitio and purok consultations, it is important that sitio officials and members of organizations are present as they may be able to provide additional information and rally their sitio/ purok constituencies for support for the

Barangay Development Plan. If this step is conducted, the Barangay Development Council should reconvene to review revisions and inputs on the Three Year Barangay Development Plan. The presentation should start with the discussion of the Vision and Mission of the Barangay. It is crucial that, the Barangay Assembly approves the Vision and Mission so that community residents are united and leveled-off on this. The presentation could then proceed to the Sectoral Plans and the Consolidated Three Year Barangay Development Plan. The presentation should end with a ritual of acceptance and approval of

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the Barangay Development Plan by the Barangay Assembly

MATERIALS NEEDED N Clean copies of the tools and the three year barangay development plan N Clean copy on manila paper or on PowerPoint slides of the Vision and Mission statements N Masking tape N Sounds system

HOW TO DO IT 1. 2.

Draft a program or ﬂow of presentation Tape all tools and outputs at the walls of the barangay hall or around the immediate environment where the Assembly will be conducted Conduct the Preliminaries (National Anthem, Opening Prayer, Opening Remarks, Recognition of Participants to the Barangay Development Planning Process)

Turn over to the barangay captain the responsibility of presiding over the Barangay Assembly Let a community reading of the Vision and Mission Statements take place. Allow for feedback and comments. Conduct a ritual that would symbolize approval (bagsak or clap) of the Vision and Mission by the Barangay Assembly Let Sectoral Representatives report on their Sectoral Plans. Ensure that reporters are community residents.

After sectors have ﬁnished reporting on their plans, open the ﬂoor for feedback. Make sure that these feedback are documented The barangay captain, formally approves the plan and formally pass it on to the Barangay Development Council for passing a resolution to adopt it. Conduct closing ritual (closing prayer and community singing).

Step 12 - Drafting the Barangay Resolution Adopting the Barangay Development Plan Immediately after the approval by the Barangay Assembly of the Barangay Development Plan, the Barangay Development Council should convene to draft and pass a resolution adopting the Barangay Development Plan. Such a resolution provides the legal basis for appropriating the Three Year and annual budgets of the barangay.

Key members of the BDP-PRA facilitators should ideally be present in the meeting to help facilitate the review of the plan and to safeguard the integrity of the plan formulated collectively with leaders of sectoral and community groups. One of the tasks of the BDP-PRA team is to furnish members of the BDC copies of

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the results and outputs of the planning activity prior to the meeting. The BDC could also invite representatives (who may or may not be members of the BDC) of organizations that have programs and projects in the barangay but who were not able to participate in the BDP process to present their plans. This would help the BDC in reviewing the plans and

consider whether these organizations could respond to needs identiﬁed in the BDP through the implementation of their existing programs. It would be to the beneﬁt of the barangay government if they would be able to tap the expertise and resources of these organizations. These organizations might also be able to fund some barangay projects based on their plans and programs. The BDC could also discuss the proposed allocation of the barangay budget and the projected income of the barangay for the implementation, monitoring, and evaluation of the plan. After approving the plan through a resolution, the BDC can now proceed to the drafting of budget plans based on the three-year barangay development plan.

Proposed Barangay Resolution Template: REPUBLIC OF THE PHILIPPINES Barangay ______________________ Municipality of _________________ Resolution No. ______________ Series of __________________ RESOLUTION ADOPTING THE OUTPUTS OF THE BARANGAY DEVELOPMENT PLANNING WORK SHOP AND BUDGETING CONDUCTED AT ________________ ON _____________________________. :+(5($6 WKH %DUDQJD\ RI BBBBBBBBBBB ZDV RQH RI WKH EDUDQJD\V DVVLVWHG WKURXJK WKH /RFDO *RYHU nance Support Program in ARMM through its Barangay Governance and Planning Field Guide; :+(5($6 WKH EDUDQJD\ 'HYHORSPHQW 3ODQQLQJ DQG %XGJHWLQJ :RUNVKRS ZDV FRQGXFWHG RQ _________________________; WHEREAS, the barangay development Vision and Mission Statements, Strategies, Goals and Objec WLYHV WKH $QQXDO 2SHUDWLRQV 3ODQ DQG WKH $QQXDO ,QYHVWPHQW 3ODQ IRU WKH \HDU BBBBBB ZHUH DPRQJ WKH PDMRU RXWSXWV RI WKH ZRUNVKRS 35(0,6(6 &216,'(5(' DQG DIWHU GHOLEHUDWLRQ RI WKH VXEMHFW LQ PRWLRQ E\ %DUDQJD\ .DJDZDG BBBBBBBBBBBBBBBBBBBBBBB GXO\ VHFRQGHG E\ %DUDQJD\ .DJDZDG BBBBBBBBBBBBBBBBBB EH LW RESOLVED, as it is hereby resolved, that the outputs of the Barangay Development Planning Work shop be adopted as the ___________ Barangay Plan and Budget and Investment Plan. 5(62/9(' ¿QDOO\ WKDW FRSLHV RI WKLV UHVROXWLRQ EH IXUQLVKHG WR WKH 0XQLFLSDO %XGJHW 2I¿FH 0%2 WKH 0XQLFLSDO 3ODQQLQJ DQG 'HYHORSPHQW 2I¿FH 03'2 WKH 2I¿FH RI WKH 0XQLFLSDO 0D\RU WKH 2I¿FH RI WKH 9LFH 0D\RU DQG WKH RI¿FH RI WKH /RFDO *RYHUQDQFH 6XSSRUW 3URJUDP LQ $500 /*63$ for their information, reference and appropriate action. UNANIMOUSLY APPROVED. &HUWL¿HG 7UXH DQG &RUUHFW ________________________________ Barangay Secretary Attested by: _________________ Punong Barangay Captain

- 103 -

- 104 -

SESSION 6

3DFNDJLQJ DQG &RPPXQLFDWLQJ WKH 5HVXOWV RI WKH %DUDQJD\ 'HYHORSPHQW 3ODQ The BDP-PRA Team will translate the outputs of the planning activity into an official document of the barangay. The packaged document shall contain the tools, results of analysis, prioritization, vision and mission statements, strategies (if any) and sectoral plans. It is important that documentation during the planning activity are effectively done in order to have a comprehensive ﬁnal document. Lay-outing for presentation purposes is also done to make it easier for readers and for resource mobilization purposes. It is also encouraged that facilitators together with some community stakeholders be involved in making the documen-

tation and packaging of the three-year barangay development plan. The document will also serve as the Socio-Economic Proﬁle of the barangay that can be used for resource mobilization purposes and as reference for future planning and direction setting. Copies of the document are provided to the Mayor, Vice Mayor, and the Municipal Planning and Development Office. Potential donors for speciﬁc projects can also be provided copies to facilitate funding negotiations. Finally, the Barangay Development Plan should be integrated into the municipal-

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ity’s Comprehensive Development Plan and Executive Legislative Agenda (ELA) with corresponding budgetary allocation. It is for this reason that a copy of the BDP should immediately be furnished to the Municipality, The Municipal Planning and Development Officer, being a member of the Municipal Planning team that facilitates the BDP, and the Punong Barangay are in the most strategic position to ensure that the interface between the municipal and barangay development plans is facilitated and substantially carried out.

- 106 -

MODULE FIVE

$ 6LPSOH $SSURDFK WR 0DQDJLQJ %DUDQJD\ 3URMHFWV OVERVIEW

PARTICIPANTS

This module is intended for barangay leaders and citizens who are potential project managers of select barangay development projects. The ideal number is not more than 15 participants.

his module covers the basic principles of project management including a simpliﬁed project cycle, and provides templates for project proposals and project monitoring and evaluation. To be conducted as a one-day workshop, it is designed to provide the basic outline for managing barangay projects. Screens for Peace and Conﬂict Impact Assessment are also provided whenever applicable.

- 107 -

OBJECTIVES At the end of the workshop, participants would be able to: a. Differentiate between a project and a program b. Plan projects according to the three basic elements: quality, cost and time. c. Know the basic elements of project monitoring and evaluation, integrating peace and conﬂict impact assessment; and d. Know the basic template for a project proposal.

CONTENT

TIME REQUIREMENT

Session 1: Project Management and the Project Life Cycle (2.5 hours) Session 2: Preparing a Project Proposal (2.5 hours ) Session 3: Project Monitoring and Evaluation (3 hours)

Eight (8) hours

- 108 -

SESSION 1

3URMHFW 0DQDJHPHQW DQG WKH 3URMHFW /LIH &\FOH OBJECTIVES

MATERIALS NEEDED

HOW TO DO IT

At the end of the session, participants would be able to 1. Deﬁne what a project is 2. Know and understand the basic project life cycle

N Hand out/ questionnaire on self reﬂection on projects (next page) N Prepared idea cards with headings on the four major steps of the Project Cycle

METHODOLOGY

SUGGESTED READINGS AND REFERENCES

N Individual reﬂection N Workshops in small groups N Interactive lectures N Practical exercises .

TIME REQUIRED

1. Haynes, Marion E. Project Management Revised Edition.Crisp Publications Inc., California. 1986. 2. Taylor, James. The Project Management Workshop: A Trainer’s Guide

2.5 hours

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Individual Reflection (20 minutes). Ask the participants to complete the following questionnaire. Read the first question, then give them five minutes to answer the question. After five minutes, ask them to stop and proceed to the next question, and so on, until you’ve covered the whole questionnaire. Think of a project you have completed within the last two or three months. It may have been a project at home or something related to your barangay/organizational duties. Now, respond to the following questions:

a. When did you ﬁrst get the idea for the project? How much time elapsed and what steps were involved between the ﬁrst idea and a clear understanding of what you will do? (5 minutes) ______________________________ ______________________________ ______________________________ ______________________________ b. How did you go about planning the project? Did you determine what tools, equipment, and supplies you would need, and where to obtain them? Did you plan for extra help if you could not handle the project alone? (5 minutes) ______________________________ ______________________________ ______________________________ ______________________________ c. Once you got underway, did everything go according to plan? Did you stay within your budget? Did

you ﬁnish on time? Did you meet your quality standards? Did any unanticipated problems occur? If so, how did you deal with them? (5 minutes) ______________________________ ______________________________ ______________________________ ______________________________ d. When the project was completed, were there people to be released or reassigned, tools and equipment to be returned, and surplus materials to be disposed of? (5 minutes) ______________________________ ______________________________ ______________________________ ______________________________ e. After the project was completed, did you spend any time reﬂecting on the experience to see where improvements could be made in the management of the project? If not,

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take a few minutes now and write down some ideas for improvement. (5 minutes) ______________________________ ______________________________ ______________________________ ______________________________ 2.

Sharing in small groups (optional, 3 minutes per person, maximum 10 minutes total). Group the participants into groups of 3. Ask them to share their answers to the group. Assign reporters and documenters. Plenary reporting (3 minutes per report, maximum 15 minutes). Ask the reporter of each group to summarize the results of their sharing. Processing of reports (15 minutes). (If there will be no small groups sharing, ask two participants per question to share their answers.

From the projects that the participants identiﬁed, deﬁne what a project is.

Projects are temporary undertakings that have a definite beginning and end. This quality distinguishes it from the ongoing work of an organization (be it household, office or the barangay). Projects are carried out to meet established goals within cost, schedule and quality objectives. A successful project produces an expected output within a deadline and cost limits. These are the three parameters with by which a project is planned, controlled and established. Quality is defined by specifications, time is defined by schedule, and costs is defined by a budget.

Using pre-prepared idea cards, group the participants’ answers within the headings of the basic project life cycle. Write ﬁrst the steps they used (using bullet points), group them and then label them according to the following headings: responses to question #1 Project Selection and Conceptualization; responses to question #2 Project Development; responses to question #3 Project Implementation; responses to question #4 Monitoring; and responses to question #5 Evaluation

Present the basic project cycle using either of the following illustrations: The Project Cycle Selection and Conceptualization

Close out and Evaluation

Development

Implementation and Monitoring

The Project Management Model: Life Cycle Phases of a Project Project Management brings together and optimizes the resources necessary to successfully complete the project. These resources include: N Skills, talents and cooperative effort of a team of people; N Facilities, tools and equipment; N Information, systems and techniques; N Money

6HOHFWLRQ

&RQFHSW

'HYHORSPHQW

,PSOHPHQWDWLRQ

&ORVH RXW

Activities: Analyze strategic goals and objectives Financial analysis Rank projects Choose projects to pursue

Activities: Gather data Analyze require ments Determine project scope Develop work breakdown sched ule (WBS) Organize project team Kick off meeting

Activities: 5H¿QH :%6 Develop schedules Develop plans Write project proposal

Activities: Implement control process Monitoring

Activities: Project scope YHUL¿FDWLRQ Technical audit Financial audit &ORVH RXW Evaluation

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Project Development and Implementation Process Project Selection

Concept Phase

Development Phase

Close Out

Implementation Phase

Explain that the four phases – Concept, Development, Implementation and Close-out – make up a life cycle representative of most projects. Explain that the selection phase is usually not included in the life cycle because many organizations/LGUs don’t regard it as a project until after the selection or decision to pursue the project has been made This life-cycle model is used in this workshop because of the importance of the selection process and because project managers need to have an understanding of how the decisions were made in pursuing their project

Elaborate on the activities under each of the phases (3 minutes each) 10. Explain that project activities don’t fall into neat categories such as those in this model, but if they can start thinking of the project phases and the typical activities they will encounter, then it will be easier to determine which project management tools they can use in these activities. 11. End the session by saying that we will now proceed with simple project development tools to aid them

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SESSION 2

3UHSDULQJ D 3URMHFW 3URSRVDO OBJECTIVE At the end of the 2-hour session, participants would have been able to prepare a simple project proposal.

METHODOLOGY N Workshop in small groups N Interactive lecture N Practical exercises

N Template for a project proposal written on manila paper N List of projects from the BDP N Ballpens N Manila paper N Masking tape

HOW TO DO IT 1.

TIME REQUIRED 2.5 hours

MATERIALS NEEDED N Handout on Template for a project proposal

Open the session with the following statements: “The Barangay Development Plan includes the priority projects to be implemented by the barangay. These projects or interventions can be developed into project proposals”. Deﬁne a project proposal. You may use this deﬁnition: “A project proposal is a blueprint of the ideas of the barangay in implementing the

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project. It contains the activities which will realize the objectives of the project”. Discuss the major parts of a proposal. Present the project proposal template (see next page). Give plenty of illustrations per part that are appropriate to the participants’ circumstances. Proposal preparation in small groups: Begin the workshop with the following statement: “Funding agencies (both local and international) have different requirements and formats for project proposals. Before writing one, be sure that you are aware of the sectoral priorities and formats of the agency

to which you will address the proposal. In the case of proposals which are to be presented to the Municipal Development Council for inclusion in the Municipal Annual Investment Program (AIP), the template provided may be used. The work plan below is designed to help the barangay in preparing a project proposal”. 5.

Group the participants into three groups. Give them them the following instructions: ƌɄ Fill in the relevant spaces for LGUs ƌɄ Select a project out of the array of projects lined up from the barangay development plan (or if the session is being conducted independent of the BDP, brainstorm and agree on a project they would like to implement in their barangay). No two project should be alike ƌɄ Discuss among yourselves and ﬁll in the project proposal template.

PROJECT PROPOSAL TEMPLATE Republic of the Philippines AUTONOMOUS REGION IN MUSLIM MINDANAO Province of _____________ Municipality of _____________ BARANGAY _________________ PROJECT PROPOSAL 3URMHFW 7LWOH BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB (Name of project to be implemented) 2. Project Proponent: _____________________________________________________________________ (Name of the Barangay) %DFNJURXQG ([SODLQ ZKDW SUREOHP \RX DUH WU\LQJ WR VROYH ZLWK WKH SURMHFW ________________________________________________________________________________________ Geographical area and the population affected _______________________________________________ ________________________________________________________________________________________ Why there is still a need to implement the project.____________________________________________ ________________________________________________________________________________________ 2EMHFWLYHV 2QH RU WZR VHQWHQFHV PD\ GR 6WDUW ZLWK WKH SUHSRVLWLRQ WR BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB 2. ______________________________________________________________________________________ BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

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3URMHFW 'HVFULSWLRQ 3OHDVH H[SODLQ LQ GHWDLO WKH SURMHFW \RX ZDQW WR LPSOHPHQW ,I LW LV IRU D SRWDEOH ZDWHU V\VWHP LQGLFDWH LI OHYHO RU OHYHO 6SHFLI\ ZKDW ZKHUH DQG IRU ZKRP ________________________________________________________________________________________ ________________________________________________________________________________________ ,PSOHPHQWDWLRQ $UUDQJHPHQWV 7KLV ZLOO VKRZ WKH LQYROYHPHQW RI WKH GLIIHUHQW SOD\HUV LQ WKH LPSOHPHQWDWLRQ RI WKH SURMHFW Position Title

Name of Person

Agency/NGO

Function

7. Schedule of Implementation What are the activities in implementing the project? Try to put the activities in chronological order. Activity

'DWH

PCIA Screen: ,V WKH SHDFH DQG RUGHU VLWXDWLRQ IDYRUDEOH IRU project implementation? Are there perceived threats of military opera tions? Or eruption of clan feuds? Or threats IURP ODZOHVV HOHPHQWV" :LOO WKH SURMHFW FRQWULEXWH WR VRFLDO FRKHVLRQ VXSSRUW WKH GHYHORSPHQW RI 32V &62V SUL vate sector or contribute favorably to develop WUXVW DQG FRQ¿GHQFH RI UHYROXWLRQDU\ JURXSV in government processes? :LOO WKH SURMHFW FRQWULEXWH WR SRYHUW\ UHGXF tion? ,V WKH SURMHFW UHOHYDQW WR FRQGLWLRQV LQ WKH community and feasible to ensure its sustain ability? :LOO WKH SURMHFW FRQWULEXWH WR JUHDWHU DZDUH ness of human responsibility to protect their HFR V\VWHPV"

PCIA Screen: 8. Budget Requirements: Description

Quantity

Unit Cost

,V WKH SURMHFW VWDII DGHTXDWH DQG FDSDEOH RI GHOLYHULQJ H[SHFWHG RXWSXWV ZLWKLQ WKH prescribed timeframe and budget? Is there adequate compensation or incentive given to staff? ,V DFFRXQWDELOLW\ DQG WUDQVSDUHQF\ SUDFWLFHG among project implementers and stakehold HUV" 'LG WKH SURFHVV EXLOG WUXVW DQG FRQ¿ dence in government’s sincerity to respond to community needs? 'RHV WKH SURMHFW VXSSRUW JHQGHU DQG FDSDFLW\ enhancement of both formal or informal com munity structures?

Amount

Submitted by: ________________________ Punong Barangay

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SESSION 3

3URMHFW 0RQLWRULQJ DQG (YDOXDWLRQ OBJECTIVE

MATERIALS NEEDED

HOW TO DO IT

At the end of the 2-hour session, participants would have been able to;

N Handout on Project Monitoring and Evaluation N Ballpens N Manila paper N Masking tape

1. Differentiate between Monitoring and Evaluation; 2. Know the basic principles of Project Monitoring and Evaluation.

METHODOLOGY N Workshop in small groups N Interactive lecture N Practical exercises

SUGGESTED READINGS AND REFERENCES 1. Marion E. Project Management Revised Edition.Crisp Publications Inc., California. 1986. 2. Taylor, James. The Project Management Workshop: A Trainer’s Guide

TIME REQUIRED 3 hours

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Open the session with the following:

'H¿QH 0RQLWRULQJ DQG (YDOXDWLRQ “Monitoring is a systematic gathering of information on the progress of project implementation. It is purposely conducted to put formative or corrective measures while the project is being implemented. Evaluation is the systematic gathering of information on the changes or impacts on the people and the environment caused by the implementation of a certain project. It is conducted at the end of a project, or after the implementation is completed. This ensures that any

negative impact will immediately be corrected, and positive impacts enhanced. It also provides lessons for more effective implementation of projects in the future.

team should be a multi-sectoral body in the barangay. b. Hold a focused group discussion so that the team will have a common understanding of the project

Monitoring is present-oriented while evaluation is future-oriented”. 2.

State the Objectives of Monitoring, which are: a. To determine the actual schedule of implementation against the project work plan; b. To assess the quality of work and performance of contractors and implementers at the time of implementation; c. To determine if there are issues and problems which can be addressed to improve the implementation of the project.

being monitored. c. Develop a monitoring plan and a monitoring form based on the project work plan being monitored.

MONITORING PLAN (M and E Form 1) Name of Barangay: _______________________ Project to be monitored: ___________________ Activity

Name of Monitor

Activity UHIHUV WR WKH VSHFL¿F ZRUN EHLQJ PRQL WRUH ZKLFK LV EDVHG RQ WKH SURMHFW ZRUN SODQ ([ 'ULOOLQJ RI KROH IRU D ZHOO Name of monitor WKH WHDP PHPEHU ZKR LV DVVLJQHG WR GR WKH PRQLWRULQJ RI WKH VSHFL¿F

Discuss the Steps in Monitoring a. Identify the people who can be members of the Barangay Monitoring and Evaluation Team. This

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'DWH IRU PRQLWRULQJ

'DWH IRU VXEPLVVLRQ

activity 'DWH IRU PRQLWRULQJ – the time that the team member is supposed to collect his monitoring data 'DWH IRU VXEPLVVLRQ – the time that the team PHPEHU LV VXSSRVHG WR VXEPLW WKH GDWD KH VKH has collected

2. MONITORING INSTRUMENT (M and E Form 2) Project to be Monitored: _________________________ Project Location: ______________________ Name of Monitor: ______________________

Activity

Schedule of Implementation

% completed

Activity UHIHUV WR WKH VSHFL¿F ZRUN EHLQJ LPSOHPHQWHG 7KLV LV WDNHQ IURP WKH ZRUN SODQ submitted by the project. Ex. Drilling of hole IRU D ZHOO Schedule of implementation UHIHUV WR WKH WLPH WKDW WKH DFWLYLW\ ZLOO EH LPSOHPHQWHG DV VDWHG LQ WKH ZRUN SODQ Percent completed ² HVWLPDWHG DPRXQW RI ZRUN FRPSOHWHG 7KLV FDQ EH RU completed based on the ocular observation of the monitoring team.

Quality of work

Remarks

Quality of work – refers to the assessment of WKH PRQLWRU DV WR WKH ZRUN RU SHUIRUPDQFH RI WKH contractor. This can be rated poor, fair, good, or excellent. Remarks – refers to the reasons for the delay in implementation, or problems met in the process of implementation by the contractors or implement ing group.

Recap on the Deﬁnition of Evaluation and its difference with Monitoring. Discuss the Objectives of Evaluation: a. To determine the effect (both positive and negative) of projects and their activities b. On day to day activities of people (both males and females) c. On the quality of the environment (water, natural resources, etc.) d. To determine if the project has any impact on poverty, speciﬁcally on social and economic indicators such as improved access to basic services, and increased personal income e. To determine if the project has any impact on peace and order Discuss the Steps in Conducting Project Evaluation: a. As in monitoring, it is important for the team to have a common

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understanding of the project being evaluated. Those assigned to interview should have adequate background on the project. b. Formulate a questionnaire or instrument which the evaluator can use while interviewing. The person interviewed is called the respondent or key informant, while the person interviewing is the interviewer. The key informant or KI is a person who is knowledgeable about the project being evaluated. Choose the KI carefully. There are political implications to this. The KI should be an impartial member of the community. Try to interview as many respondents as possible. For a more valid result, a minimum of 30 KIs should be interviewed. c. In evaluation, it is important to know the conditions before the project was implemented. This is called the baseline data. To get the impact, compare the

conditions before the project was implemented with the conditions after the project was implemented. (Ex. Noong wala pa itong artesian well, may mga nagkakasakit ba ng diarrhea o LBM dito? Ngayong tapos na ang project, may nagkakasakit pa ba?) Include recall questions in the questionnaire. If possible, the interview should be carried out like any ordinary conversation. The interviewer can add more questions which he/she thinks is important to the evaluation. d. Analyze the results by comparing the before and after data. The difference between the two is the impact. It may be positive or negative. Make sure that the impact being measured is due to the project, and not because of another project. e. Recommend measures to lessen the negative impact and enhance the positive impact.

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PCIA Screen: :DV WKHUH SHDFH GLYLGHQG IRU DOO WKH LQWHQGHG EHQH¿FLDULHV" :KR EHQH¿WHG from the project? ,V WKH PDQDJHPHQW V\VWHP LQ SODFH WR ensure project sustainability? 'RHV WKH V\VWHP SURPRWH SURMHFW RZQHUVKLS DPRQJ EHQH¿FLDULHV" 'LG WHQVLRQV RU WKUHDW RI YLROHQFH erupt during project implementation? Were tensions lessened because of the project? :KDW LV WKH SHDFH DQG FRQÀLFW LPSDFW RI the intervention (either activity, training or project) to the community? Who EHQH¿WHG IURP WKH LQWHUYHQWLRQ" 'RHV the project promote social cohesion or FUHDWHG FRQÀLFW LQ WKH FRPPXQLW\" ,V WKH SURMHFW RZQHG E\ WKH VWDNHKROG ers? Is a mechanism installed to ensure project sustainability?

f. Look for someone in the barangay who can write up the result of the evaluation.

SAMPLE QUESTIONNAIRE (M and E Form 3) 7KLV VDPSOH LV IRU DQ DUWHVLDQ ZHOO FRQVWUXFWHG LQ WKH %DUDQJD\ Project to be Evaluated: ______________________________ Name of Key Informant: ______________________________ Sex: Male________ Female _________ Name of Interviewer: ______________________________ 'DWH RI ,QWHUYLHZ BBBBBBBBBBBBBBBBBBBBBBBBBBBBBB (Introduce yourself to your key informant and tell him/her the reason for this interview. The questions below should be translated into your native dialect.) :HUH \RX LQIRUPHG DERXW WKH LPSOHPHQWDWLRQ RI WKLV SURMHFW H[SODLQ SURMHFW WR EH HYDOXDWHG " <HV BBBBBBBB 1R BBBBBBBB +RZ GLG \RX JHW WR NQRZ DERXW WKH SURMHFW" BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB ,Q JHQHUDO KRZ ZRXOG \RX UDWH \RXU VDWLVIDFWLRQ OHYHO UHJDUGLQJ WKH LPSOHPHQWDWLRQ RI WKLV SURMHFW $UH \RX" 9HU\ VDWLV¿HG BBBB 6DWLV¿HG BBBB 1RW VDWLV¿HGBBBB :KDW FRQGLWLRQV SUHYDLO LQ WKLV EDUDQJD\ EHIRUH DQG DIWHU WKH SURMHFW LQ WHUPV RI Unit of measurement Children sick of diarrhea

# of children sick

([SHQVH LQYROYHG LQ SURFXULQJ ZDWHU

Pesos spent

'LVWDQFH RI ZHOO IURP KRPH

RI PHWHUV DZD\

Frequency of baths

# of times

)UHTXHQF\ RI ZDVKLQJ FORWKHV

# of times

7LPH VSHQW LQ SURFXULQJ ZDWHU

# of hours

Before

&RPSDUH WKH ZDWHU \RX JHW IURP WKLV ZHOO ZLWK \RXU SUHYLRXV VRXUFH ,V LW %HWWHU BBBBBB 'R \RX WKLQN WKH RWKHU UHVLGHQWV EHQH¿W IURP WKLV SURMHFW" <HV BBBBBBBB

After

:RUVH BBBBBB

1R BBBBBBBBB

,I DQRWKHU SURMHFW DUWHVLDQ ZHOO ZLOO EH FRQVWUXFWHG LQ WKLV EDUDQJD\ ZKDW UHFRPPHQGDWLRQ ZRXOG \RX JLYH IRU LPSURYLQJ WKLV SURMHFW BBBBBBBBBBBBBBBBBBBBBBB _______________________________________________________________________________________________________________________________________________

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Synthesize the session with the following statements:

“ The goal of a project is to deliver an outcome for the barangay. Project Management focuses on a project. It is important to the success of a project that it be clearly deﬁned before it is undertaken. A successful project produces an outcome that performs as expected, by a set deadline, and within cost limits. To carry out the work of a project, a temporary team (Project Team) is usually

assembled. This necessitates developing a group, assigning responsibilities, and training people in their duties. Frequently, policies and procedures are required to clarify how the team is to function during the project. The Project Manager has many responsibilities. When work on the project begins, the work of different individuals and groups mujst be coordinated so that things run smoothly, and the progress of the project must be monitored and measured against plans. When deviations occur, corrective action must be undertaken. Also, project managers are expected to provide feedback to team

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members, negotiate for materials, supplies or services, and help resolve differences that occur. Not every project requires the same attention to each of these activities. It will depend upon the type of project you are undertaking, its size and scope, and your organization. Use your judgment in selecting steps important to the success of your project. N Wish the participants good luck with their chosen projects. N Thank them for their participation. N Ask a participant to lead a prayer or a ritual to end the session.

MENU OF PRA TOOLS

123

TIMELINE Data to be Gathered : Barangay History Sectoral Planning Group : Social Development Sector The history of the barangay can be written and analyzed using the PRA tools called Timeline and Historical Transect. A timeline illustrates the important events that took place in the barangay, which when put together in chronological order, becomes the history of the barangay.

OBJECTIVES

HOW TO DO IT

To establish the history of the barangay through a chronological description of events; To identify people and their characteristics who were pillars in the building up of the community; To obtain the viewpoint of what men and women see as important in the history of their community using past experiences To analyze if there are issues and problems that can be related to or caused by the history of the community.

Identify the people who can be key informants (usually the most senior members of the community). Hold a focused group discussion so that they can help each other “recall” important events. The guide questions can be as follows: a. When did the residents start living in the area? Give details such as names, tribal affiliations, places of origin, other details on people. b. How did the names of the barangay come about? Are there other names for the place?

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What other events took place? Arrange these in chronological order. These can be: ƌɄ Major political changes: leaders during specific years, election held, sultan/datu installed, etc. ƌɄ Environmental changes: floods, typhoons, fire, earthquakes or other man-made calamities like massacre, rebellion, etc.(see Violence and Peace below)

ƌɄ Basic social services: awards won, organizations established, epidemics. These can also be schools built, hospitals built, playground, church/mosque built, gymnasium or basketball court constructed. ƌɄ Economic events: factory or plantation established, land reform implemented, mass lay-off in factory, logging concession started operations, use of fertilizer/ pesticides, road opened, ﬁsh landing constructed, boat or jeepney operations started. ƌɄ Violence and peace: military operations, displacements, massacre, rebellion, etc. d. Check if there are gaps or data blanks. e. Arrange the data gathered and have them review the historical data.

ANALYSIS Ask the discussion group about the implications of the collected data. Crosscheck present issues and problems. Facilitate the analysis to see if any of these show if and how past events may have caused these problems. For example, discuss how they have impacted on the present situation. Some questions could be: “Was there a change in family income due to the opening of the logging concession? What was its impact on the community? What was its impact on the environment?"

Example of a Timeline chronology of events: Barangay: Talitay, Kapatagan 1946- Opening of the ﬁrst elementary school 1960- Bantam Consolidated opened up logging concession

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1968- Road opening (RP road) for easier logging operations 1972- Introduction of HYV rice; logging operations stopped 1974- Creation of 4 Barangays; resumption of logging operations 1980- Construction of rural health clinic 1982- Outbreak of typhoid fever; earthquake 1984- Introduction of citrus production 1986- Change in administration 1992- Farmers association formed By starting the discussion on the link between past events and the present situation, the facilitator explains the move from historical timeline to historical transect. The whole process is called historical proﬁling.

Historical Transect Data to be Gathered : Barangay History Sectoral Planning Groups : Economic Development Sector; Environment and Natural Resources Sector A Historical Transect shows the trends in particular topics like population, forest, livestock, farm production, others. The transect also shows the reasons for the changes in time. This is a follow up of the historical timeline to assure the integration of the crosscutting themes of gender, environment, poverty, and peace/unity, and will be used for analyzing other items not included in the historical background. This can also be used for future projections

OBJECTIVES

HOW TO DO IT

2. 3.

To show if there are changes over time in the important physical, social, economic, and environmental aspects of the barangay (with emphasis on cross-cutting themes) To identify the reasons and causes of the changes To come up with a list of issues and concerns for planning

This is done through a small group discussion among the most senior participants (or who has the longest residency in the barangay) Give the objectives in using the tool. Decide on the time span for the study. The before (noon), what year or how many years back, and the present (ngayon) Ask the participants to illustrate the changes over time through drawings

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SAMPLE HISTORICAL TRANSECT 6HFWRU &&7 7KHPHV 1. Environment

2. Gender

3. Culture and Peace

4. Poverty

1RRQ %HIRUH

1JD\RQ 1RZ

Forest/ watershed

Plenty of trees in the forest. People get materials for houses from the forest

Very few trees left in the forest. Forest slowly disappearing

/RJJLQJ 6ODVK EXUQ 1R SODQWLQJ RI QHZ WUHHV

Source of water

Abundant supply of water from the river and wells

Rivers are dirty. Only trickles of water. Wells are drying up and becoming salty

'HIRUHVWDWLRQ ,QFUHDVH LQ WHPSHUDWXUH 6DOW ZDWHU LQWUXVLRQ

Crop Production

High production even without use of fertilizer and pesticides

Yields are lower. Farmers have to use fertilizer to increase yield

%ODFN EDJV ORFXVWV 'LVDSSHDUDQFH RI LQGLJHQRXV VSHFLHV &RQYHUVLRQ RI ODQGV WR VXEGLYLVLRQV

Indigenous Fauna

Deer can be hunted in the forest. Rivers \LHOG SOHQW\ RI ¿VK

No more deers in the forest. Species of ¿VK GLVDSSHDULQJ

,QWURGXFWLRQ RI H[RWLF VSHFLHV &RPPHUFLDOL]HG H[SRUWHG

Women leaders

No women leaders in the area

There are some women in the barangay council

(GXFDWLRQ KDYH KHOSHG ZRPHQ

Traditional occupations

Before, women only stay at home as homemakers

:RPHQ ZRUN LQ RI¿FHV 6RPH PHQ VWD\ at home

(FRQRPLF SUREOHP

Marriage

Arranged marriage was the norm

Women now has a say in choosing a partner

(GXFDWLRQ DQG HPSRZHUPHQW RI women

Family feuds

Peace in the community

There is “rido” between clans

/DQG SUREOHPV

Number of arms, weapons

Many families have arms to protect themselves

No need due to peace talks. No more arms

3HDFH WDONV EHWZHHQ UHEHO IURQWV DQG military

Rebel groups

Some men recruited from here

No more rebel groups

3HDFH WDONV

Crime incidence

No problems

Some but not reported

0D\RU LV VWULFW

No. of poor families

Not so evident. People can eat 3 times a day

Many people are obviously poor

/DFN RI OLYHOLKRRG RSSRUWXQLWLHV

7RSLF

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5HDVRQ FDXVHV IRU WKH FKDQJH

Transect Map Data to be Gathered : Barangay Topography Sectoral Planning Group : Environment and Natural Resources Sector The barangay geographical location, its topography, and land uses can be identiﬁed and analyzed using the transect map (“side view” of the barangay)and the resource and land use map (the “aerial view” of the barangay). This is the map that shows the geography of the place, type of soil, agricultural crops, livestock, and other problems/ opportunities in the barangay.

OBJECTIVES 1.

To gather data on the topography of the place particularly the land forms, and type of soil To gather data on the type of ﬂora and fauna (crops, livestock, etc.) in the barangay To identify problems and opportuni&RPPHUFLDO UHVLGHQWLDO

ties in the barangay resulting from its geographical setting

HOW TO DO IT 1.

Form a team who will undertake a “transect walk” and who will analyze the different places in the barangay The team should bring a base map of

)DUP ORZ ODQG

)DUP XSODQG

the barangay as reference While walking, the group documents what they see. The group should be able to pass the different land use zones- commercial, residential, upland agricultural, lowland agricultural, forest, coastal, idle land etc. Use the following matrix to record the observations.

:DWHUVKHG IRUHVW

,GOH /DQGV

&RDVWDO

Type of soil

Sandy

6DQG\ ORDP

Sandy clay

Sand

Type of plant and trees

Banana, coconut

Palay, bamboo

Corn, mango

Narra, camote,gabi,

Mangrove

Animals, fauna

Goat, chicken

Rats, birds

Carabao, goat

Wild pig

Resources

Spring water

Well, irrigation

Falls

Trees

Gravel

Decline in soil fertility

/DFN RI ZDWHU GURXJKW during hot season

Kaingin, illegal logging

Erosion of the soil due to the absence of trees

Problems

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Fish, shells

Community Mapping 'DWD WR EH *DWKHUHG 6RFLR (FRQRPLF 5HVRXUFHV Sectoral Planning Group : Social Development Sector Community Mapping is a simple PRA tool that can be used to show or highlight differences in socio-economic level or resources. OBJECTIVES To show the community as members see it and identify places of speciﬁc interest or importance to men, women, boys and girls and the places that they would like to change. Through discussion, explore what and why they would like changes to occur.

HOW TO DO IT 1.

Explain to the whole group the concept of community mapping as a way of identifying important places in a community, and places that they would like to see changes. These places will be important for different groups of people for different reasons.

2. 3. 4.

Ask participants why maps are important and what they are used for. Divide the group into men and women Participants draw a map of their community, showing main roads, land and utilities and other important landmarks / features that they think are important. Participants can use their own symbols and colors. Participants also identify which landmarks / features they want to change using their own symbols and colors. Gallery viewing and reporting.

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Note to Facilitators: Ensure that participants understand ZK\ PDSV DUH LPSRUWDQW DQG KRZ they are able to interpret infor PDWLRQ EDVHG RQ ZKDW WKH\ KDYH VKRZQ Some prompt questions: What are the important areas? Why? What are the problematic areas? Why? What are the areas that are af IHFWHG E\ FRQÀLFW" %\ HQYLURQ mental calamities?

Point Land Use and Resource Map Data to Be Gathered : Natural Resources and its conditions Sectoral Planning Group : Environment and Natural Resources Sector The Point Land Use and Resource Map shows the resources and social infrastructures in the barangay from an aerial (or top) view. The purpose is to see the location of every resource, infrastructure and projects.

OBJECTIVES 1. To determine the size of the built up area of the barangay and the location of the various establishments 2. To classify areas as residential, commercial, institutional, agricultural 3. To analyze the land use trends and developments and resources found therein 4. To identify issues and problems for planning

HOW TO DO IT 1. Get a copy of the municipal base map. In the base map, plot the boundaries of the barangay. This will be the basis of the mapping operation. ( use the

technical description in the ordinance creating the barangay as the basis for plotting the boundaries) 2. Starting from the boundaries, plot the permanent landmarks - roads, rivers, hills, lakes. Then plot the barangay hall, health center, schools, parks, other social services. Next, plot what resources can be found such as trees, crops, mineral deposits. 3. Use legends in plotting the resources: 4. * -barangay hall + - church // - road y-forest > x- cemetery 5 - river - bridge 6- school ?-rice land 5. (see HLURB legends) 6. Review the resource and land use map. Check if the placements/dis-

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tance/direction are correct. (orientation should be to the North) 7. Plot the sitios and indicate how many houses are present in the cluster. 8. The map should be ﬁnalize and turned over to an engineer for “data cleaning” 9. Interpret the resource and land use map. Ask if basic service infrastructure are found in the barangay. Are these social resources enough to sustain the population of the barangay? What problems are identiﬁed with the existing land use? 10. Compare the data from the attached Barangay Data Sheet on basic service facilities with the resource and land use map.

Point Land Use and Resource Map of Barangay

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Social Census Map or Household Survey Data to Be Gathered : Population and Social Services Sectoral Planning Group : Social Development Sector The barangay population is the most important data for the barangay because it shows the type and characteristics of the people residing in the community. This is determined with the use of a Social Census Map (or Household Survey) and a Minimum Basic Needs Survey. The Social Census Map generates data at the household level, including sickness, disability, size of household, educational attainment, tools and equipment, livestock, water sources, toilets, etc.

OBJECTIVES 1. To collect demographic data of the barangay population 2. To determine the socio-economic situation in the barangay (as reﬂected in the Minimum Basic Needs Survey)

HOW TO DO IT 1. Plot the houses in a map bigger than the land use map. Place numbers for each house. Use a card (or survey form) for each house with the corresponding number.

2. Prepare a household survey form that would enable the collection of the following data for each house: ƌɄ Names of household head, spouse, children, and extended family (grandmother, grandfather, etc.) ƌɄ For each name, get the sex, ages, civil status, educational attainment, and occupation ƌɄ Household income and expenditure ƌɄ Primary and secondary source of income ƌɄ Household with or without toilets

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ƌɄ Household with or without electricity ƌɄ Source of water ƌɄ Sickness during the past 5 years ƌɄ Source of health service ƌɄ HH members with disability 3. Summarize the data at the barangay level to show a quantitative description of the population.

Minimum Basic Needs Instead of the 33 indicators for the Minimum Basic Needs, the National Poverty Commission has scaled down the indicators to 13 +1 for the Community

Based Monitoring System (CBMS). This is divided into three groups: 1. Survival – includes indicators on health, nutrition, and water and sanitation 2. Security – includes indicators on shelter and peace and order 3. Enabling – includes indicators for income and livelihood, and basic education.

A worksheet for the CBMS is enclosed which will be used by the community (preferably puroks and sitios residents) to reﬂect the MBN situation through estimates on the percentages involved. For example, the indicator for health is the proportion of children 0-5 years old who have died to the sum of children 0-5 years old. This can be estimated at the purok or sitio level.

The purok data will be compiled with other puroks in the barangay to show the indicator for the barangay. The barangay data will then be compiled with other barangays to show the indicator for the municipality. This indicators are used to point out which barangays have situations reaching alarming levels.

Community Based Monitoring System (CBMS Indicators) Barangay Survey Sheet for ___________________ # of Puroks: _____________ Total # of Households: _____________ Total Population _______________ ,QGLFDWRUV

RI 3RSXODWLRQ FKLOGUHQ KRXVHKROGV HWF

'H¿QLWLRQ

Purok 1

3URSRUWLRQ RI FKLOGUHQ DJHG years old who died

Death occurred after birth up to the age of 5 years. This excludes fetal deaths

Proportion of women who GLHG GXU WR SUHJQDQF\ UHODWHG causes

3UHJQDQF\ UHODWHG GHDWK LV GH¿QHG DV WKH GHDWK RI D ZRPDQ ZKLOH SUHJ nant or within 42 days of termination of pregnancy, irrespective of the cause of death

3URSRUWLRQ RI FKLOGUHQ DJHG years old who are malnourished

7RWDO QXPEHU RI FKLOGUHQ DJHG \HDUV ROG ZKR DUH PDOQRXULVKHG RYHU WRDO QXPEHU RI FKLOGUHQ DJHG \HDUV ROG

Proportion of households living in makeshift housing

Considered as makeshift housing are those housing structures with make shift.salvaged materials in walls and/or roof

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Purok 2

Purok 3

Purok 4

Total

,QGLFDWRUV

'H¿QLWLRQ

Proportion of households that are squatters

Considered as squatters are those households that live in house and/or lot that they do not own and without permission/consent of owner

Proportion of households with out access to safe water supply

&RQVLGHUHG DV VDIH ZDWHU IDFLOLW\ VDIH ZDWHU VXSSO\ UHIHUV WR SRWDEOH DQG QRQ FRQWDPLQDWHG ZDWHU 7KXV RSHQ ZHOOV DQG XQWUHDWHG ZDWHU IURP streams, rivers, and lakes are not considered “safe”. Underground water accessed through jetmatic pumps or artesian wells are considered “safe”.

Proportion of households without access to sanitary toilet facilities

&RQVLGHUHG DV VDQLWDU\ WRLOHW IDFLOLW\ DUH ZDWHU VHDOHG ÀXVK WR VHZHUDJH system or septic tank and closed pit, whether own use or shared with other households

3URSRUWLRQ RI FKLOGUHQ DJHG 7RWDO QXPEHU RI FKLOGUHQ DJHG \HDUV ROG ZKR DUH QRW DWWHQGLQJ years old who are not attending HOHPHQWDU\ VFKRRO RYHU WRWDO QXPEHU RI FKLOGUHQ DJHG \HDUV ROG elementary school Proportion of children aged \HDUV ROG ZKR DUH QRW DW tending secondary school

7RWDO QXPEHU RI FKLOGUHQ DJHG \HDUV ROG ZKR DUH QRW DWWHQGLQJ VHF RQGDU\ VFKRRO RYHU WRWDO QXPEHU RI FKLOGUHQ DJHG \HDUV ROG

Proportion of households with income below the poverty threshold

3RYHUW\ WKUHVKROG LV HVWLPDWHG E\ LQÀDWLQJ WKH RI¿FLDOO\ UHOHDVHG SRYHUW\ threshold of NSCB for Region or Province using prevailing monthly con sumer price indices (CPI) from NSO for the reference period of the survey

Proportion of households with income below the food (subsis tence) threshold

)RRG VXEVLVWHQFH WKUHVKROG LV HVWLPDWHG E\ LQÀDWLQJ WKH RI¿FLDOO\ UHOHDVHG food (subsistence) threshold of NSCB using prevailing monthly consumer price indices (CPI) from NSO for the reference period of the survey

Proportion of households that experienced food shortage

Total number of households that experienced food shortage over total number of households

Proportion of persons who are unemployed

Considered as members of the labor force are 15 yeard old and above who are employed and those who are unemployed but actively seeking for work.

Proportion of persons who are victims of crimes

Household member became a victim of murder, theft, rape, abuse, or physi cal injury regardless of place of occurrence of the crime

Source: Philippine Institute for Development Studies

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RI 3RSXODWLRQ FKLOGUHQ KRXVHKROGV HWF Purok 1

Purok 2

Purok 3

Purok 4

Total

Income Expenditure Tree Data to be Gathered : Sources of Livelihood and Type of Expenditures (Barangay Economy) Sectoral Planning Group : Economic Development Sector The barangay economy is a simple presentation of the sources of livelihood and types of expenditures in the barangay. An analysis of the economy can be facilitated by the use of Seasonality Diagrams for agriculture and fishing, and the discussion on the Income Expenditure Tree. The Income Expenditure Tree shows the sources of income of the barangay (ugat or roots) and the expenditures (branches). This can be used to plan for the following: a. Support to increase further the identified sources of income of people. b. Support to decrease the identified expenditures of people.

OBJECTIVES

HOW TO DO IT

1. To identify the most important sources of income of the barangay and issues connected with these 2. To identify the most important expenditures of the barangay and issues connected with these 3. To come up with recommendations on how the barangay can enhance income and lessen expenditures.

1. Identify major source of income of people in the barangay. Rank the sources according to importance. 2. Identify alternative sources of income of people in the barangay (those not mentioned in letter a) 3. Identify expenditures of people in the barangay. Rank them according to importance.

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4. Ask the participants to think of problems in connection with the identiﬁed income, resources (priorities) and expenditures (prioritized 1-5) Include the problems in the issues and concerns for barangay planning so that solutions can be identiﬁed.

Production Flow Chart Sectoral Planning Group : Economic Development Sector The ﬂow chart is a tool to show the different steps that each product goes through from production up to marketing. It can also show the different ways of producing and selling the product. During the discussion, problems in each step may surface and the barangay can provide solutions to the problems mentioned while doing the ﬂow chart.

HOW TO DO IT 1. Make a ﬂow chart for each major product in the community 2. Start with production. What is the initial process in making the product? For example, palay starts with land preparation 3. Plot the next steps. Show the succession of steps by placing an arrow in each step. 4. Follow the process until the marketing system – or until the product reaches the end consumer. Show the different ways of selling the product to consumers and describe the problems, threats, opportunities in each system. 5. In each step, place the expenses (if any) and revenues (if any). This will give an estimate of the proﬁt or income in each step of the process.

6. Show the problems and opportunities while doing the ﬂow chart. Which of

Sample Production Flow Chart

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the steps are costly? Why? Are there problems in selling the products?

Venn Diagram of Roles of Organizations Sectoral Planning Group : Culture and Peace Sector The Venn diagram helps study relationships in the community. For this purpose, it shows the role played by institutions present in the community in its development process.

OBJECTIVES 1. To identify the institutions in the community that exert inﬂuence in its day-to-day affairs 2. To show which institutions should be given importance based on the help they extend to the community.

COMMUNITY

POs

Barangay Council

PTA

HOW TO DO IT 1. Prepare circles of different sizes made of cartolina or colored paper. On manila paper, draw a large circle to show the community. 2. Ask the participants to write the names of the institutions on other circles. The bigger the organization, the bigger the circle. Smaller organi-

zations should be depicted as smaller circles. 3. Ask the participants to position the circles in the community. The more inﬂuential the institution, the nearer it is to the center of the community. 4. After all the institutions have been placed inside the community circle,

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explain that the institutions near the center are the ones that are easy to approach and have provided much help to the community. Make a listing of important organizations and institutions which can be involved in the development process.

Venn Diagram 'DWD WR EH *DWKHUHG ,QWHUQDO DQG ([WHUQDO 6RXUFHV RI &RQÀLFW Sectoral Planning Group : Culture and Peace Sector OBJECTIVE This tool helps planners identify sources of conﬂict and classify them according to their origin: internal or external to the community.

EXTERNAL

HOW TO DO IT 1. Draw a big circle on manila paper (or other flat surface). 2. Label the inside portion of the big circle as Internal Sources of Conflict and label the outside portion of the circle as External Sources of Conflict. 3. Explain the Venn Diagram symbols and the concept of internal and external conflict to the planners 4. Hand out metacards to the planners 5. Instruct planners to identify source of conflict. Allow them some time to think and to write.

INTERNAL

6. When the participants are ready, let them post their metacards on the Venn Diagram. 7. When everyone has posted their metacards on the Diagram, facilitate a discussion for each metacard.

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8. The facilitator can also write down ideas on the metacards for participants who are not able to write.

Conflict Evaluation Ranking 'DWD WR EH *DWKHUHG ,QWHUQDO DQG ([WHUQDO 6RXUFHV RI &RQÀLFW Sectoral Planning Group : Culture and Peace Sector This tool helps planners prioritize sources of conflict that they have earlier identified.

HOW TO DO IT 1. In one huge flat surface (manila paper, black board, etc) draw the matrix as illustrated below and list down the sources of conflicts that were earlier identified by the planners. 2. Orient the planners on the purpose and methodology of the session. 3. Facilitate consensus building around the criteria for ascertaining/prioritizing the sources of conflict. Allow ideas to surface from the planners themselves. From their ideas, summarize the discussion by highlighting the agreed criteria. Suggested criteria are as follows: ƌɄ Propensity to Cause Displacement ƌɄ Propensity to Cause the Loss of Life

&RQÀLFW (YDOXDWLRQ 0DWUL[ INTERNAL AND EXTERNAL SOURCES OF CONFLICT

DISPLACEMENT 1LDNDDZD

LOSS OF LIFE 1LDZD RU EDGDQ

PROPERTIES 7DPRN

&20081,7< 5(/$7,216+,3 .DSDJLVD LVD

SCORE

Politics

)DPLO\ &RQÀLFW

Drug Abuse

Sabong

Sugal

Legend:

1 – 2 = Low Intensity

3 = Medium Intensity

ƌɄ Propensity to Cause Damage to Properties ƌɄ Propensity to Destroy Good Community Relationship 4. Tackling one source of conﬂict at a time, let the participants agree on what rating they will give to the issue using a scale of 1 to 5, with one as the

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5 = High Intensity

lowest and five as the highest score. 5. After all the sources of conflict have been rated, summarize the scores. 6. Identify top sources of conflict. 7. Facilitate a discussion on the planners’ recommendations on how to address the top five sources of conflicts.

Peaceability Ranking 'DWD WR EH *DWKHUHG ,QWHUQDO DQG ([WHUQDO 6RXUFHV RI &RQÀLFW Sectoral Planning Group : Culture and Peace Sector This tool helps planners identify local human resources that are essential in implementing a peace program in the community.

HOW TO DO IT 1. Post the prepared matrix (see illustration) on a wall where everyone could can see. 2. Explain the focus of the discussion and the three elements of community peaceabilities. 3. Facilitate a discussion, going through each peace issue one at a time. Chart the responses of the planners on the matrix 4. After the matrix has been ﬁlled up, gather the planners’ observations on the data and prompt the planners to connect these to the peace challenges that the community is facing.

Peaceability Matrix PEACE ISSUES

TRAITS AND TRADITIONS

+20(*52:1 675$7(*,(6

Settling neighborhood disputes

Ijma and taritibs, Islamic laws, or govern ment laws

But preferably amicable settle ments

Settling hand disputes

Shariah Law or Government Law

Amicable settlement

Bridging differences between tribes

Elder’s usually initiate do stop the feuds and made some arrangement to ease the warring tribes

But preferably amicable settlement

Settling marriage problems

Ijma and taritib relatives, or both parties of the male and female

Usually the parents will do the agreement

Solving problems related to farming

Bayanihan in harvesting crops

Helping each other

Overcoming natural disasters

Bayanihan, helping each other in solving the problem, if its too services

Bayanihan

Overcoming problems related to evacuations

Giving arms to the barangay folks giving them security and provide them with food and shelter

Help them manually

Community defense

We have the local militia to give us defense from any lawless elements

Barangay Patrol

Treatment of strangers

We are hospitable to friendly visitors; we ac commodate them with security and shelter

Show them friendly gestures

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Organizational Rating Matrix Data to Be Gathered : Barangay Government Sectoral Planning Group : Institutional Development Sector The Organizational Rating Matrix (ORM) shows the performance of the barangay council as rated by the group. The members of CSO organizations can also use the tool to rate their own organizations. Remember that the ratings are only the perception of those making the ratings. The organizational rating matrix shows the strength and weakness of: N Sangguniang Barangay N Barangay Development Council N Other barangay organizations (NGOs, POs, PTA, etc.)

OBJECTIVES

HOW TO DO IT

1. To identify the important roles and functions of the barangay organization 2. To determine the perceptions of participants on the performance of these roles and functions 3. To determine the areas where the organization would need capacity development

1. Narrate the objectives of the rating activity. Explain that this is for strengthening or enhancing performance of barangay officials rather than putting down anybody or showing anyone in a negative light.

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2. List down what areas should be rated and develop a rating scale (see sample on the following page).

3HUIRUPDQFH $FWLYLWLHV

² 3RRU WR 8QVDWLVIDFWRU\ (Mahina)

² 6DWLVIDFWRU\ (Katamtaman)

² 9HU\ 6DWLVIDFWRU\ WR Outstanding (Mahusay)

Functions of the organization:

1. Formulating ordinances on taxation, welfare, and other services

2. Approval of supplemental budget

3. Maintenance of equipments

4. Forwarding resolutions to the Sangguniang Bayan

5. Help in organizing cooperatives

6. Providing needs of Lupong Tagapamayapa

7. Organize lectures, programs on community problems 8. Provide for delivery of basic services 9. Conduct barangay general assembly twice a year 5DWLQJ NH\ 3RRU WR 8QVDWLVIDFWRU\

6DWLVIDFWRU\

9HU\ 6DWLVIDFWRU\ WR 2XWVWDQGLQJ

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Performance Gap Analysis Data to be Gathered : Barangay Government Sectoral Planning Group : Institutional Development Sector Review the ratings given in the table above. Those rated 1 are indicative of a performance gap which should be addressed. Discuss the causes of poor performance, and recommend a capacity development intervention (training, logistical support, facilities, etc.).

Performance Gap Analysis 3HUIRUPDQFH *DS

&DXVHV 5HDVRQV IRU WKH *DS

5HFRPPHQGHG &DSDFLW\ ,QWHUYHQWLRQ

1. Formulating ordinances

Lack of knowledge to formulate ordinances

Training in legislative function

2. Help in organizing cooperatives

No listing of organizations

Prepare directory of CSOs

3. (Other)

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Focus Group Discussion Data to be Gathered : Barangay Government Sectoral Planning Group : Institutional Development Sector Focus Group Discussion is a methodology for collecting data which involves putting together the ideas of 7 to 10 participants. The participants are relevant/ knowledgeable persons in the community who can express their aspirations, and can make an immediate assessment of community conditions. The following are the requirements in an FGD: 1. A facilitator who will lead the discussion. He or she should encourage all participants to contribute to the discussion (nobody should monopolize) and should ensure that the discussion is really focused on the topics desired; 2. A documenter who will write down the minutes of the discussion. The documenter is ideally the rapporteur if the group wants to be updated on what has transpired and should have the responsibility of keeping the

records of the discussion. It would be helpful if a board is used to write down comments, suggestions, etc of the participants so that reactions can at once be noted. If a board is used, an assistant recorder is assigned for the board work. 3. Since the FGD is used extensively in Development Administration, the following guide may be used:

FGD GUIDE FOR INSTITUTIONAL DEVELOPMENT SECTOR 1. How do you assess the capacity of the following entities in discharging their functions? ƌɄ Punong barangay ƌɄ Members of the Sangguniang Barangay

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ƌɄ Barangay treasurer ƌɄ Barangay secretary ƌɄ Members of the Barangay Development Council ƌɄ Members of the Lupong Tagapayapa ƌɄ Barangay Tanod ƌɄ Sangguniang Kabataan 2. If the above entities have poor performance, what are the causes or reasons for their performance? 3. What capacity development interventions would you recommend for each of the above mentioned officials and members? 4. What improvements would you introduce to barangay governance to make it more responsive to its constituents?

MASTERING SITUATIONAL ANALYSIS The planners analyze the local barangay situation in order to identify issues that have to be addressed and to establish the bases for the objectives and strategies of the Barangay Development Plan. Among the objectives for undertaking a community situational analysis are the following:

1. To identify the primary challenges facing the community in the ﬁeld of peace and human security as well as the major factors for growth; 2. To objectively deﬁne and examine the strengths as well as the weaknesses of the community;

3. To identify the underlying factors of the weaknesses and the facilitating factors in the strengths of the community. It is best to present the Situational Analysis in a thematic fashion, supporting analytical statements with concrete data.

Matrix for Peace -Focused BDP through PRA Sample Sector: Social Development Sector SOCIAL DEVELOPMENT SECTOR '$7$ 72 %( *$7+(5(' Barangay Population Number of males Number of females Number of male children Number of girl children Senior citizens Persons with Disabilities

2%-(&7,9( Know the total population of the barangay and its distribution based on the said categories

FOCUS QUESTIONS What is the population of the barangay How many percent are females? How many percent are males? Percent of male/girl children? Percent of senior citizens? Percent of Persons with Disabilities (PWDs)?

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TOOLS Social Census Map or Pie Chart (Information to be col lected from secondary data)

'$7$ 72 %( *$7+(5('

2%-(&7,9(

FOCUS QUESTIONS

List down basic services in the barangay

Know the basic services available in and out of the barangay .QRZ WKH TXDOLW\ RI EDVLF VHUYLFHV LGHQWL¿HG

What are the basic services available in the barangay?

TOOLS Service Map

What are the basic services available outside the barangay (that could be accessed by barangay members)? Are these basic services being offered by government agen cies? Are there any other organizations offering these basic ser vices (eg church, NGOs, Pos) What can you say about these basic services? Note to facilitators: In getting the information on each of the basic services, list down all services like health center, day FDUH FHQWHU VFKRRO ZDWHU VRXUFH ZDWHU V\VWHP HWF DQG ¿QG out their state and quality.

48(67,216 )25 +($/7+ 6(59,&(6 Know the health services in the barangay health center

What are the health services that are given by the Health Center?

Know what other medical help the barangay residents need, from children, men, women, senior citizens, and handi capped

To whom are these services open to? What are the particular programs for children? Babies? (e.g. QXWULWLRQ SURJUDPV YDFFLQDWLRQV FKHFN XSV

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Service Map A Health Services Pie Chart may be made out of the services given by the Health center and KRZ PDQ\ DUH EHQH¿WLQJ from these.

'$7$ 72 %( *$7+(5(' GENDER RELATED Health services for women

2%-(&7,9(

FOCUS QUESTIONS

Know if there are RH programs and of what kind are they

Are there Reproductive Health Programs given by the barangay? What are the health services for women? How many are pregnant? Lactating? On and after pregnancy, are there any health services open to them? Where do pregnant mothers go during labor? (Hospital, NRPDGURQD /\LQJ LQ FOLQLF Are there family planning programs in the barangay?

Know the particular services for women, men, children, and other special sectors

TOOLS Health Services Pie Chart

Discuss one by one the health services for the following $UH WKHUH KHDOWK SURJUDPV IRU PHQ" H J SURVWDWH FKHFN XSV For children (and what are these) LGBT Elderly Are there medicines given by the health center? Are these enough? Where do the residents get the medicine? Common illnesses, diseases, and other health problems

Know the medical status of the barangay population

Know the common diseases of the barangay population. You may start from the illnesses of children and up to the elderly.

Seasonality Chart on the Illnesses of Children

Know the reasons why diseases occur and what the barangay does for this

What are the most common illnesses of children?

Seasonality Chart on the Illnesses of the Elderly

Ready the Seasonality Chart. Discuss one by one the diseases mentioned. In a year, when does this disease most commonly occur? What are the common reasons? Does the barangay have medicine available for this disease? How do health service providers counter this? How do resi dents counter this? Then, know the common sicknesses of the elderly, with the same procedure.

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'$7$ 72 %( *$7+(5('

2%-(&7,9(

Status of the barangay’s rest areas

Know the status of the yards of the barangay residents to know how clean the barangay is

FOCUS QUESTIONS What kind of rest areas do houses in the barangay have?

Service Map

How many use a water sealed CR, open pit and antipolo type CR?

You may want to have a Social Census Map and Pie Chart on Kinds of Rest Areas

Are there any without their own rest areas? Potable water resources

Know if the barangay has access to clean and safe water

TOOLS

Note: Parallel the questions to what kind of water system the barangay has. Where do the barangay residents get their drinking water? If there is no water system What kind of source do residents get their drinking water? Do all residents have access to drinking water? How many use the same source of water? How far is this source to the homes of the residents? Who usually goes to get the water? $UH WKHUH DQ\ VSHFL¿F WLPHV ZKHQ WKH ZDWHU VKRXOG EH WDNHQ" Is this source still available during the rainy season? If there is a water system What kind of water system does the barangay have? Where does the water come from? Do all the houses have faucets? Since when had the water system been open/ Who manages the water system? Who collects the bill? How much is the bill? When is it paid?

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Service Map Social Census Map and Pie Chart on Kinds of Rest Areas

'$7$ 72 %( *$7+(5(' Proper waste management

2%-(&7,9(

FOCUS QUESTIONS

Know the ways by which the barangay disposes of its waste

How do the barangay residents dispose of their wastes? Is there waste segregation? Recycling? Do residents have compost pits? As for recycling, where do recyclable materials go to? Is there any income out of this? Of the said ways in disposing garbage, what percent of people use which way? (discuss each one by one, then basing from the results of the pie chart, know the reason why residents prefer the highest percentage)

48(67,216 )25 ('8&$7,21$/ 6(59,&(6 Different kinds of schools (Day care, elementary, highschool, college, vocational)

Know the educational need of residents

What educational institutions are in the barangay? What are the conditions of these?

Know how many children have been educated

Are they in good condition?

Know if the number of teachers are suf ¿FLHQW

What facilities are there in the barangay schools? (class rooms, chairs, tables, library, toilet, playground, etc)

See if facilities are enough

How many of the residents are studying? Males? Females? What grades / levels are there in the schools? For each grade and section, how many students are there? How many teachers? Are the teachers enough to cover all of the students? Are the classrooms enough for all the students? $UH WKHUH GURS RXWV" 0DOHV" )HPDOHV" :KDW JUDGH OHYHOV DUH PRVW SURQH WR GURS RXWV"

- 149 -

TOOLS Matrix Ranking / Pie Chart on Garbage 'LVSRVDO

'$7$ 72 %( *$7+(5(' Education level of the barangay residents

2%-(&7,9(

FOCUS QUESTIONS

Know the literacy level of the residents

TOOLS

What is the common education level of the residents? At ZKDW OHYHO KDYH WKH\ ¿QLVKHG"

Know if facilities are enough or not Number of residents without HGXFDWLRQ XQ¿QLVKHG HGXFD tion

+RZ PDQ\ ZRPHQ KDYH ¿QLVKHG HGXFDWLRQ" 0HQ" Know the reasons why residents have XQ¿QLVKHG HGXFDWLRQ

:KDW DUH WKH FRPPRQ MREV RI UHVLGHQWV ZLWK ¿QLVKHG HGXFD tion in the barangay? 2I WKH UHVLGHQWV ZLWK XQ¿QLVKHG HGXFDWLRQ ZKDW LV WKH PRVW common reason for this? For those with no education, what is the most common reason for this?

48(67,216 )25 +286,1* 6(59,&(6 Kinds of housing in the barangay

What kinds of housing are there in the barangay?

Know the current condition of housing in the barangay

'LVFXVVLRQ IURP 6RFLDO Resource Map

Are there any housing programs in the barangay? Know if this is temporary or permanent GENDER RELATED Information on who has access, EHQH¿W RQ EDVLF VHUYLFHV RQ times of calamity

.QRZ ZKR JHWV SULPDU\ DFFHVV WR EHQH¿WV in times of calamity

Who has access to the services mentioned?

Service Map

Note to facilitators: For each item mentioned, know if this is open to men, women, children, etc. If it is, have symbols to show if it is open to men / young males, women / young females *(1'(5 5(/$7(' 48(67,216

Gender

Workload of men and women

Know the opinions of residents on the roles of men and women in the family and community.

What are the characteristics of men and women?

Know the potential of men and women in different roles, activities, and jobs

What are the common roles of men and women in the barangay?

:KDW DUH WKHLU VSHFL¿F UROHV LQ WKHLU IDPLOLHV WKHLU FRPPXQL ties?

- 150 -

:RUN 'LYLVLRQ 0DWUL[

'$7$ 72 %( *$7+(5('

2%-(&7,9(

Decision making

FOCUS QUESTIONS

TOOLS

:KR XVXDOO\ GRHV WKH GHFLVLRQ PDNLQJ LQ WKH IDPLO\" What are the reasons why (men / women) always do the decisions? Why are they followed?

Cases of Abuse

Know and see cases of abuse in the barangay

Have there been any cases of abuse in this barangay that the residents know of?

Find a solution to counter this

What are these?

)RFXV *URXS 'LVFXVVLRQ

To whom does this happen? When, and where does this happen? How is this being answered?

After the data from the PRA and other sources have been gathered, do analysis using the following guide questions:

1. What did you see from the data gathered? What does it mean? 2. What problems and opportunities are identiﬁed?

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3. What are the trends and patterns from each tool used? What do they mean?

REFERENCES INTRODUCTION 1.

Local Governance in ARMM: Walking the Tightrope Between Peace and Development Challenges and Break Throughs, Letty C. Tumbaga, ed. 2000 National Statistics Coordination Board, 2006 Census Report

MODULE 1: THE BARANGAY AND LOCAL GOVERNANCE 1.

“A Guide to the Local Government Code” Manuel S. Tabunda and Mario M. Galang pp. xiv-xvi; Chapter I p. 55-65 Mary Go Educational Supply Manila. 1992.. Barangay Governance and Development Program – Local Government Academy

3. 4. 5.

6. 7.

1987 Constitution of the Republic of the Philippines, Article X MMA 25 (Muslim Mindanao Autonomy Act 25) Sections 382-393; MMA 25 Implementing Rules and Regulations Articles 152-159; Art. 178; Art 212 ; Art. 297 RA 7160 (Local Government Code of 1991), Sections 14-33 RA 6734 as amended by RA9054 (Organic Act for the Autonomous Region in Muslim Mindanao) Streamlining Barangay Governance: A Step by Step Guide in the Implementation of the Expanded Barangay Development Council and Barangay Peace and Order Committee – DILG Calabarzon Region 2008.

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MODULE 2: ISLAMIC BRIDGING LEADERSHIP FOR SOCIAL CHANGE 1.

Bridging Differences and Building Collaboration: The Critical Role of Leadership. A Concept Paper by Steven Pierce. Bridging Leadership for Barangay Governance by Hannbal Bara, Ph.D. Paper presented during an LGSPA workshop conducted June 23-25, 2007, Davao City. Selected Khutba: A Guide to Social Development for Muslim Communities in the Philipppines, Local Governance Support Program in ARMM, Davao City, Philippines. 2008. (www. lgspa.org.ph)

02'8/( /2&$/,=,1* 3($&( BUILDING IN ARMM 1.

5. 6. 7.

Local Government Code Book III Title 1 Chapter 7 Katarungang Pambarangay “Localizing the Justice System in Six Peace Zone Areas in the ARMM: A Guidebook for Mainstreaming Indigenous Conﬂict Resolution in ARMM LGUs” LGSPA and SALIGAN,”. 2004 “Workshops on the Katarungang Pambarangay Law, Laws on Women and Children, and on Mediation: Trainers Guide”.2008 DILG-Local Government Academy. MMAA 25 (Muslim Mindanao Autonomy Act, the ARMM Local Government Code) RA 7160 (Local Government Code of 1991) Chapter 7 Sections 399-422 RA 8371: Indigenous Peoples’ Rights Act (IPRA) RA 9054: ARMM Organic Act (Article III Sec 2; Article VIII Sec 19; Article X, Sec 4; Act Article XIV Sec 2 b)

MODULE 4: PARTICIPATORY BARANGAY DEVELOPMENT PLANNING 1.

Department of Budget and Management. “PRIMER on Barangay Budgeting”. (Manila: 2001) Gender-Based Effectiveness Skills Training for Agrarian Reform Beneﬁciaries: A GuideBook for Trainers Asian Women in Co-operative Development Forum (AWCF) and Department of Agrarian Reform.”.. 2002 GeRL (Gender-Responsive LGU) KA BA? Self Assessment Manual of Administration Department of the Interior and Local Government and National Commission on the Role of Filipino Women. ”, 2005. Local Governance Support Program in ARMM. “Manual on the Local Planning Process. Focus on the Comprehensive Development Plan – Executive Legislative Agenda (CDPELA). Revised Ed, 2008. Manual on Barangay Development Planning Through Participatory

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Learning and Action” Institute of Politics and Governance , 2007. Participation in Development: The Question, Challenges and Issues. A Symposium Background Paper. Participation in Development: The Question, Challenges and Issues a Symposium Background Paper. Kenny, Michael (1997) Available from http://eprints.nuim .ie/233/; accessed October 13, 2008. Philippines-Australia Local Sustainability Program (PALS). “Barangay Development Planning Methodology Manual” .2006. The World Bank Participation Source Book. Participatory Rural Appraisal. Collaborative Decision-Making. Community-Based Method. Available from http://www.worldbank.org/ wbi/sourcebook/sba104.htm; accessed October 13,2008. Transparent Accountable Governance (TAG) Project. The Asia Foundation. “Facilitator’s Manual on Barangay and Municipal Planning and Budgeting”. 2005.

10. United Nations Development Programme. “Barangay Development Planning Manual: Using the Rights Based Approach in Localizing the Millennium Development Goals”. 2007

MODULE 5: A SIMPLE APPROACH TO MANAGING BARANGAY DEVELOPMENT PROJECTS 1.

Haynes, Marion E. Project Management Revised Edition.Crisp Publications Inc., California. 1986. Taylor, James. The Project Management Workshop: A Trainer’s Guide

ANNEXES (ON CD) Annex A Lecture Notes on Barangay and Local Governance

Annex G Guide Questions on the Video on Mediation Annex H LGSPA Survey on Local Conﬂict Resolution Mechanisms

Annex B Streamlining Barangay Governance

Annex I

Annex C Bridging Leadership for Barangay Governance by Hannbal Bara, PhD.

Annex J Participatory Rural Appraisal

Annex D Bridging Differences and Building Collaboration. The Critical Role of Leadership. A Concept Paper by Steven Pierce, Synergos Institute Annex E Structured Learning Exercise: Review Quiz on the Katarungang Pambarangay Law Annex F Lecture Notes on Katarungang Pambarangay Law

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Participation and Development

Annex K Gender and Development Annex L Checklist of Data to be Gathered (By Sector) Annex M Structured Learning Exercise: Basketball Game Annex N Municipal and Barangay Development Planning Interface Points Annex O How to Formulate a Barangay Budget

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