A Field Guide - Barangay Governance and Planning

A Field Guide: Barangay Governance and Planning for ARMM Communities Copyright © 2009 Local Governance Support Program in ARMM (LGSPA)

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TECHNICAL TEAM

Writer

Local Development Planning AdvisorDivina Luz Lopez

Editorial and Creative DirectionMyn Garcia

EditorSef Carandang

Technical Review Team

Eva K. TanDr. Imelda SorianoDivina Luz LopezMerlinda HusseinCecille IsubalWihelmina MorallasMyn Garcia

ContributorMags Maglana

Technical CoordinationSef CarandangMaya Vandenbroeck

Art Direction, Cover Design and LayoutJet Hermida, creativejet

BARANGAY GOVERNANCE AND PLANNING A Field Guide

FOR ARMM COMMUNITIES

FOREWORD i

ACKNOWLEDGMENTS iii

PREFACE v

INTRODUCTION 1

7

9

23

31

39

41

107

MENU OF PRA TOOLS 123

REFERENCES 153

ANNEXES (CD)

CONTENTS

- f -

Foreword

- i -

Assalamo Alaikum Warahmatullahi Wabarakatuho!

The Department of the Interior and Local Govern-

ment (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 pub-

lications on governance processes at the barangay level,

this Field Guide is distinctive in a number of respects.

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 mem-

bers of the Municipal Technical Working Group as Field

Guide users; and by identifying interface points between

barangay development processes and that of the mu-

nicipality, it is strengthening the relationship between

municipal and barangay LGUs. These two levels of

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 autono-

my serves as a context of, and driver for improved leader-

ship, responsive planning, inclusive peace and develop-

ment initiatives, and appropriate conflict response at the

barangay level.

Third, it promotes responsiveness and relevance by

incorporating Islamic Bridging Leadership and the the-

matic 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

- ii -

aspirations of citizens to be “free from fear, want and humilia-

tion” by concretely mainstreaming poverty reduction, gender

equality, cultural integrity, and environmental sustainability,

among others.

DILG-ARMM is proud to feature and make available A Field

Guide: Barangay Governance and Planning for ARMM Com-

munities among the knowledge resources in its Local Gover-

nance 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.

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

- iii -

This 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.

The Local Governance Support Program in ARMM (LG-

SPA) would like to thank …

… the Barangay Officials, Municipal Technical Working

Groups (MTWG), Local Planning and Development Co-

ordinators, Local Legislative Councils, Local Government

Operations Officers, Civil Society Organizations and com-

munity representatives and the rest of the technical staff

of barangay governments in ARMM who formulated and

implemented their barangay development plans

… Local Resource Partners and On-Site Coaches who

helped barangay governments in formulating and imple-

menting their barangay development plans. Without their

expertise, LGSPA would not have been able to successful-

ly implement its initiative in strengthening local develop-

ment planning process in ARMM

… the technical team of this publication who were so com-

mitted to developing and seeing through the completion

of the Field Guide

… LGSPA managers and staff who contributed in many

ways to the completion of this Field Guide and in promot-

ing an integrated local development planning process

at the barangay level that is able to make a difference in

promoting good governance in ARMM

Acknowledgments

- iv -

- v -

PrefaceA

Field Guide: Barangay Governance and Planning

for ARMM Communities is a resource on an ap-

proach to developing governance capacities at

the barangay level. It covers both concepts and meth-

odologies that can be used to strengthen barangay local

governance.

There is a wealth of guides and manuals developed

by other governance programs for training and coach-

ing 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 integra-

tion 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 iden-

tify interface points between barangay and municipal

development planning processes. Finally, the Field Guide

is uniquely placed within the context of autonomy in Mus-

lim 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.

The first part looks at the barangay as the basic local gov-

ernance 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 Gover-

nance and Planning for ARMM Communities to key users

such as the Municipal Planning and Development Coordi-

nators, Municipal Local Government Operations Officers,

- vi -

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, equi-

table and ethical governance among the barangays of ARMM.

Local Governance Support Program in ARMM (LGSPA)

- 1 -

Introduction

The Autonomous Region in Muslim Mindanao was cre-

ated in 1989 with the enactment of Republic Act 6734.

Originally composed of four provinces during its cre-

ation, 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.

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-

nium Development Goals (MDG) indicators, made the conclu-

sion 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:

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.

The average annual household income (2000) is only 57% of

the national (P81,519 for ARMM compared to P144,039 for the

whole country)

Infant mortality (1995 ) is 63 per 1,000 live births compared to

the national average of 49 per 1,000 live births

Maternal mortality (1995 ) is 320 per 100,000 live births com-

pared to the national average of 180 per 100,000 live births

PEACE IN ARMM

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Net enrolment rate in primary education (2001) is 82% com-

pared to the national average of 96.4%

Net enrolment rate in secondary education (2001) is 39.2%

compared to the national average of 72.2%

The report also cites three critical factors that contributed to this

human development condition in ARMM. These are:

Extreme poverty makes it more difficult for households and

communities to meet their basic needs

Continuous, though sporadic, armed conflict has prevented

the regular delivery of basic services for health and education

The political and economic history of ARMM has been

marked by exclusion and instability, limiting both institution-

al and human capital on which to build on the foundations for

accelerated human development.

In Walking a Tightrope Between Peace and Development (Tum-

baga, 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.

Armed conflicts are a festering problem. After the peace accord

with the Moro National Liberation Front (MNLF), the govern-

ment 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 de-

livery 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 inter-

faced with the development planning of the municipality and the

province is seen as one important step towards a flourishing and

independent ARMM.

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 Mus-

lim 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,

- 3 -

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.

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 agen-

cies, eight line agencies that are not devolved but with field of-

fices 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.

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

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 formula-

tion 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 su-

pervision 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 so-

cial 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 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

- 4 -

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 responsibil-

ity of national line agencies to respond to requests for help from

provinces and municipalities.

Section 102 of MMAA No. 25 states that “the regional autono-

mous 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 designat-

ed by the Speaker of the Assembly; and representatives made up

of professionals, youth, and religious clerics.

PRESENT DEVELOPMENT THRUST OF ARMM ON BARANGAY GOVERNANCE

The ARMM Regional Government (ARG) has the following

thrust for development administration and governance in its

ARMM Regional Executive Agenda.

“The ARG shall adopt effective, transparent, proactive, and re-

sponsible 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, includ-

ing the barangay as a local government unit of ARMM. Specifi-

cally, the aim is to:

Strengthen regional governance; Improve regional fiscal

management;

Enhance capabilities in legislation, planning, policy formula-

tion, and implementation monitoring and evaluation;

Strengthen the public information system promoting citizen-

ry participation in regional governance; and

Improve cooperation of LGUs in regional governance.

Barangay development planning that is effectively interfaced

with the development planning of the municipality and the prov-

ince is seen as one important step towards a flourishing autono-

mous region that is the ARMM.

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 Sup-

port Program Phase II (LGSP II) in 2001- 2005 and the Local

- 5 -

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 capaci-

ties of barangay development councils and peoples organiza-

tions in participatory methods of barangay planning. In a base-

line 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 implementa-

tion, and monitoring of projects.

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 Devel-

opment 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.

ENDNOTES

1 National Statistics Coordination Board, 2000 Poverty Estimates2 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 “provinces, 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.

PART 1Peace-Promoting Barangay Governance

7

Module 1 The Barangay and Local Governance

Module 2 Islamic Bridging Leadership

Module 3 Localizing Peacebuilding in ARMM

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 over-

arching 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 develop-

ment planning in ARMM.

MODULE ONEThe Barangay and Local Governance

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OVERVIEW

TPARTICIPANTS

Sectoral government agency representativesRepresentatives from Civil Society Organizations (CSOs, i.e., peoples organizations,

resentatives, religious groups, private sector organizations, and informal groups)

The ideal maximum number of participants

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 func-

tions.

Note to Facilitators

of the participants are composed of sectoral CSO representatives; there

should also be gender balance.

- 10 -

Specifically, at the end of one day, the par-

ticipants will be able to:

1. Know and understand the basic con-

cepts in barangay administration;

2. Demonstrate how to conduct barangay

assemblies and regular Sanggunian

meetings in accordance with parlia-

mentary 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 be-

tween the Sangguniang Barangay and

the Barangay Development Council.

CONTENT

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)

TOTAL TIME REQUIRED

Seven (7) hours

SESSION 1

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Roles, Powers, and Authority of the Barangay OBJECTIVES

At the end of a one-hour session, the par-

ticipants 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.

METHODOLOGY

Interactive lecture and discussion

Small group workshop

TIME REQUIRED

One (1) hour

MATERIALS NEEDED

4 -6 pcs. manila papers

Notebooks

2 pcs. coloredof cartolina cut into idea

cards

Writing pens

Masking tape

Bond paper

Pentel pens

Name tags

SUGGESTED READINGS AND REFERENCES

1. 1987 Constitution of the Republic of

the Philippines, Article X

2. RA 7160 (Local Government Code of

1991), Sections 14-33

3. MMAA No. 25 (Muslim Mindanao

Autonomy Act No. 25) Sections 382-

393;

4. MMAA No. 25 Implementing Rules

and Regulations Articles 152-159; Art.

178; Art 212 ; Art. 297

5. RA 6734 as amended by RA9054

(Organic Act for the Autonomous

Region in Muslim Mindanao)

6. Barangay Governance and Develop-

ment Program – Local Government

Academy

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ANNEXES

1. Annex A. The Barangay and Local

Governance

2. Annex B. Streamlining Barangay

Governance: A Step by Step Guide in

the Implementation of the Expanded

Barangay Development Council and

Barangay Peace and Order Commit-

tee – DILG Calabarzon Region. 2008.

HOW TO DO IT

1. Ask a participant how her/his

barangay was created, and the legal

basis for its creation. Process the in-

formation with the other participants

for correctness. Refer to RA 7160 and

MMA No. 25.

2. Divide the participants into two

groups. Using idea cards of one

color, ask the participants in the first

group to write down the basic servic-

es 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 al-

lowed to do under the Local Govern-

ment 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.

3. Prepare 2-3 pcs. manila papers for

each group where the participants

can paste their answers. Post the an-

swers of the first group together, and

those of the second group together.

4. Conduct an open forum. Fill in the

other information that the groups

missed using the suggested readings

and by referring to the Local Govern-

ment Code and Muslim Mindanao

Autonomy Act No. 25.

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SESSION 2

OBJECTIVES

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.

METHODOLOGY


TIME REQUIRED

Two (2) hours

MATERIALS NEEDED

Barangay organizational structure on

manila paper

Idea cards


1. Constitution of the Republic of the

Philippines, Article X


1991), Sections 14-33; Sec 48

3. RA 6734 as amended by RA 9054

4. MMAA No. 25 (Muslim Mindanao

Autonomy Act 25) Sections 382-393;

5. MMAA No. 25 Implementing Rules

and Regulations Articles 152-159; Art.

178; Art 212 ; Art. 297; Sec 55

6. “A Guide to the Local Government

Code” by Manuel S. Tabunda and

Mario M. Galang, Mary Go Educa-

tional Supply Manila. 1992.

Note to FacilitatorsIt is not expected for participants to have read the suggested read

ings and references of each session.

have reasonably familiarized them

is recommended that these materials be on hand during the sessions for

ready reference.

- 14 -

HOW TO DO IT

1. Prepare barangay organizational

structure on manila paper

2. Ask each of the barangay officials

present to put their name in the

boxes shown.

3. Call those whose name appear on

the boxes and ask each of them to

enumerate their roles and responsi-

bilities. For time management, ask

only two (2) of the councilors (i.e.

kagawads) to represent the rest of

the council.

4. Supplement their answers with other

functions not mentioned.

5. Ask the participants to write on idea

cards the different committees and

councils in the barangay that they

are aware of.

6. Process the cards by going through

each item one by one and checking

these against the suggested read-

ings. Supplement the given structure

by enumerating the other commit-

tees and councils that are important

for barangay affairs such as:

Barangay Development Council

Lupong Tagapamayapa

Barangay Peace and Order

Council

Barangay Anti-Drug Abuse

Council

Barangay Disaster Coordinating

Council

Barangay Tanod/Bantay Bayan

Barangay Council for the Protec-

tion of Women and Children

Barangay Nutrition Council

Barangay Physical Fitness and

Sports Dev. Council

Barangay Ecological Solid Waste

Management Committee

Barangay Agrarian Reform Com-

mittee

Sanggunian Kabataan

Others (specify)

7. Mention current efforts by the DILG

to rationalize barangay-based insti-

tutions, as outlined in the manual

entitled “Streamlining Barangay

Governance: A Step by Step Guide in

the Implementation of the Expanded

Barangay Development Council and

Barangay Peace and Order Com-

mittee”. Show the organizational

structure that embodies this rational-

ization effort. Refer to Annex A.

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SESSION 3

OBJECTIVE

At the end of the session, the par-

ticipants would appreciate and use the

Parliamentary Rules and Procedures in

the conduct of barangay assemblies and

meetings.

METHODOLOGY


Role playing

Playing

TIME REQUIRED

Two (2) hours

MATERIALS NEEDED

Documentation or minutes of the lat-

est meeting of barangay officials

Checklist of the parts of a barangay

meeting (to be distributed to partici-

pants who will act as observers in the

role playing)

Parts of the barangay meeting written

on idea cards

Masking tape

HOW TO DO IT

1. Draw from the participants what they

think is the importance of effective

barangay assemblies and meetings.

2. Ask the participants: When was your

latest Barangay Assembly?”. Or

“When was your last barangay meet-

ing?” Ask them to briefly describe

how it was conducted, i.e., did it go

well or not? Why or why not?

3. Ask the participants why it is im-

portant to have effective barangay

assemblies/meetings.

4. Ask the participants to describe

the different parts of their latest

barangay meeting. Using previously

prepared idea cards, supplement

their answers with inputs on the

parts of a model meeting. Post the

idea cards (see list below) in a promi-

nent place (not visible to those who

will do the actual role playing but

visible to observers to the role play).

- 16 -

5. Role playing (1 hour, including pro-

cessing).

Ask a barangay chairperson to

volunteer for role playing the

conduct of a barangay meeting

from the start to the end. If only

one barangay chairperson is

present, call on her/him. As-

sume that the sole purpose of

the meeting is to form a plan-

ning team for the upcoming

barangay development plan-

ning exercise. The output of the

meeting should be a resolution

designating the members of the

planning team. (Use minutes of

the latest barangay meeting for

the Reading and Consideration

of Previous Minutes.)

Assign half of the participants to

act as barangay kagawads who

are participating in the meeting.

Assign the other half to act as

observers. Distribute to the ob-

servers the checklist of the parts

of a barangay meeting.

Allow the barangay chairperson

five (5) minutes to internalize the

instructions. While the chairper-

son is preparing for the role play,

provide instructions to the kaga-

wads and observers. Ask the as-

signed kagawads to realistically

portray their role as kagawads in

a regular barangay meeting. Us-

ing the checklist given to them,

observers will note whether the

parts of the meeting are conduct-

ed in the proper sequence, and/

or if any parts are missed.

Give 15 minutes for the role play

6. Processing the role play

Ask the participants what ap-

propriate steps were successfully

demonstrated by the barangay

chairperson.

CONTENT OF IDEA CARDS(One idea per card)

CALL TO ORDERROLL CALL READING AND CONSIDERATION OF PREVIOUS MINUTESREADING AND APPROPRIATE ACTION ON COMMUNICATIONS RECEIVEDCOMMITTEE REPORTSCALENDAR OF BUSINESS

b. Business for the day

tion

posed resolutions

posed ordinancesc. Unassigned business

may assign measures that have not yet been referred, or assigned, to a particular committee.

ANNOUNCEMENT (Optional)ADJOURNMENT

- 17 -

Then ask the participants what

were missed steps or areas need-

ing improvement.

Supplant the missing steps or

statements overlooked by the

barangay chairperson or Punong

Barangay and the participants.

Remind the participants of the

following important issues con-

nected to barangay meetings:

Need for a quorum

Ordinance and resolutions

Decorum during sessions

Voting and motions

Ask one representative from the

kagawads, from the observers,

and lastly, the barangay chair-

person to share their insights on

the activity. One insight from


Facilitators should reassure role players that the activity is a LEARNING exercise for

their personal skills in conducting meetings

to create an environment “safe” from criticism and judgment for the role players. If the participant is obviously not comfortable nor adequately prepared for role playing,

carefully to avoid giving the impression of criticizing practices. Avoid using the

“mungkahi” (suggestion) or phrases like “baka mapaunlad pa ito sa pamamagitan ng…” (this could be further enhanced by...

changes to observed behavior.

each.

7. End the activity by saying

that parliamentary proce-

dures are meant to concret-

ize democracy in motion by

encouraging participants in

a meeting to observe certain

decorum so that the objec-

tives of a meeting will be met

in an efficient manner, and

that participants are able to

put forward their ideas ef-

fectively.

8. Thank the participants, espe-

cially the barangay chairper-

son, for their cooperation and

insights.

- 18 -

- 19 -

SESSION 4

OBJECTIVES

At the end of the session, the partici-

pants should be able to:

1. Identify the role of csos in barangay

governance;

2. Know and appreciate the different

avenues for participation in local

governance; and

3. Know the role of the barangay de-

velopment Council in planning and

programming for the barangay.

METHODOLOGY


TIME REQUIRED

Two (2) hours

MATERIALS NEEDED

Idea cards

White board/blackboard/manila pa-

pers with easel or masking tape

Whiteboard markers/ chalk/pentel

pens



1991)


Code” by Manuel S. Tabunda and Ma-

rio M. Galang pp. xiv-xvi; Chapter I

p. 55-65 Mary Go Educational Supply

Manila. 1992

HOW TO DO IT

1. Begin the session by saying that the

process of “governing” is not merely

the task of elected officials or those in

government. There is no government

if there are no people to be governed.

The responsibility of governance is

on the shoulders of both the govern-

ing and the governed. In a democracy,

a government is “of the people, by

the people, and for the people”. Real

political power rests on the people.

- 20 -

They only assign this power to those

they elect. If the source of power is

the people, it follows that government

should be for the purpose of develop-

ment that benefits the people. If the

real power rests on the people, it is

just fitting that they participate in the

process of governance.

2. Divide the participants into two

groups: CSOs and barangay officials.

For the CSO group:

Ask the participants from CSOs to

share their experiences in working

with government, if any, using the

following thought guides:

a. What was the program/project/

activity all about;

b. What was the specific role of the

CSO.

Based on the sharing of experiences,

ask the CSO participants to write on

idea cards their role/s in barangay

governance. These could be ex-

pressed in terms of opportunities or

venues for participation.

For the barangay officials group:

Ask the barangay officials to write on

idea cards the role/s they expect the

CSOs to play in barangay gover-

nance. These could be expressed in

terms of opportunities or venues for

participation.

3. Paste the idea cards of both groups on

manila paper. Based on their answers,

write key words that capture the forms

of CSO participation.

Examples of these may be member-

ship in local special bodies, delivery

of basic services, joint undertakings,

funding from LGUs for NGO/PO/

Cooperative projects, fishery rights;

franchises, mandatory consultation,

consultations, public hearings, initia-

tives and referendum, public hearings,

among others.

4. Process their answers by connecting

them to:

a. The legal framework for partici-

pation of CSOs in local gover-

nance (Constitutional and LGC

provisions)

b. The modes of participation of

CSOs in local governance. (See

RA 7160 Sections 34-38 on Rela-

tions with People’ and NGOs;

Sections 69-75 on Recall; Sections

120-127 on Local Initiative and

Referendum)

c. The levels of participation that

citizens and CSOs could engage

in

d. The different Local Special Bod-

ies (See Sections 98-101 on Local

School Boards; Sections 102-105

on Local Health Boards; Sections

106-115 on Local Development

Councils; Sec 116 on Local Peace

and Order Council)

- 21 -

5. Ask if the Barangay Development

Council is functional. When was the

last meeting, if any? Ask participants

who the members of the BDC are, and

what its primary role is. Supplement

their answers with tasks stated in the

Local Government Code.

6. As a way to synthesize the discussion,

conclude by saying that by participat-

ing through the different avenues

provided for by law, citizens ensure

that governance genuinely responds

to people’s best interests.

7. End the session by saying that au-

tonomy and participation cannot

be separated from each other; they

complement each other. The trans-

fer of powers from higher levels of

government to local governments has

been proven all over the world to has-

ten the process of development. This

is premised on the belief that citizens

at the local level know best what their

needs are and how best to address

those needs.

8. Thank the participants for their inputs

and participation.

- 22 -

- 23 -

MODULE TWO

OVERVIEW

This stand-alone module is designed

as a half-day session to provide

a conceptual framework which

situates barangay development planning

as a mechanism or vehicle for democratic

barangay governance as espoused by

Islamic leadership principles.

The module hopes to inspire barangay

leaders and stakeholders in addressing

societal divides by leading collaborative

action to bring about social change.

This module also promotes Bridging

Leadership as an approach in addressing

barangay concerns. The use of multi-stake-

holder processes and collaborative action

in addressing issues for social transforma-

tion has been found to be effective in many

cases. Convening of stakeholders and

conducting of dialogues are encouraged

for constituents to participate and get in-

volved in barangay governance. At the end

of the module is a paper on Bridging Lead-

ership, meant to facilitate the introduction

of Islamic precepts into the discussion of

leadership.

This module may be used as a guide to

promote Islamic Bridging Leadership for

Social Change and may be included in

other trainings as appropriate.

PARTICIPANTS

Elected barangay officials

Civil society organization represen-

tatives, including women and youth

leaders

Religious leaders

Council of Elders, if applicable

- 24 -

OBJECTIVES

This module aims to orient barangay

leaders on the concept and functions of

leadership.

At the end of the half day session, partici-

pants will:

1. Be oriented on basic Islamic leader-

ship;

2. Know and understand leadership

qualities for effective barangay gover-

nance;

3. Know and understand the Bridging

Leadership framework; and

4. Integrate Islamic values to leadership.

CONTENT

Session 1: Definition and Approaches to

Leadership (1 hour)

Session 2: Qualities of an Effective Leader

(1 hour)

Session 3: Islamic Bridging Leadership

(2 hours)

TOTAL TIME REQUIRED

Four (4) hours

SESSION 1

- 25 -

OBJECTIVES


pants will be able to:

1. Define their life’s mission

2. Relate their role as leaders to God’s

plans

METHODOLOGY

Oral reading

Individual testimonies

TIME REQUIRED

One (1) hour

MATERIALS NEEDED

Prepared quotation on leadership

(boxed below) written in manila paper

Idea cards

Pentel pens

Manila paper

Ballpens

Notebooks/journal

SUGGESTED READINGS

Selected Khutba: A Guide to Social

Development for Muslim Communi-

ties in the Philipppines, Local Gov-

ernance Support Program in ARMM,

Davao City, Philippines. 2008. (down-

loadable from www.lgspa.org.ph)

ANNEXES

1. Annex C. Bridging Leadership for

Barangay Governance by Hannbal

Bara, Ph.D. Paper presented dur-

ing an LGSPA workshop conducted

June 23-25, 2007, Davao City.

2. Annex D. Bridging Differences and

Building Collaboration: The Critical

Role of Leadership. A Concept Paper

by Steven Pierce. June 2002

HOW TO DO IT

1. Ask the barangay chair this question:

“What is your personal mission in

order to accomplish God’s vision for

your barangay?” After the chair-

- 26 -

man has given his testimony, ask a

kagawad to do the same. Allow 10

minutes per testimonial.

2. Process the testimonials by provid-

ing different definitions of leadership

as provided by Dr. Bara and Steven

Pierce (Annexes B & C).

3. Synthesize the session by reading

the quotation pre-written on manila

paper:

4. End the session by thanking the par-

ticipants for their sharing, especially

those who gave their testimonies.

Show appreciation through an in-

novative clap or a phrase collectively

said.

The purpose of Islamic leadership is to secure peace, justice and human security for the entire mankind. These three goals sum up the meaning of peace in Islam.

the leader should be morally sound and intellectually capable to

requires strong leadership and

(Dr. Hannbal Bara)

- 27 -

Qualities of an Effective LeaderSESSION 2

OBJECTIVES


pants would be able to:

1. Identify the qualities of a good

leader

2. Relate their performance to accept-

able standards of leadership

METHODOLOGY

Self reflection

Testimonials

Sharing and interactive discussion

TIME REQUIRED

One (1) hour

MATERIALS NEEDED

Prepared quote in manila paper (see

box below)

Idea cards

Masking tape

SUGGESTED READINGS


Development for Muslim Communities

in the Philipppines, Local Governance

Support Program in ARMM, Davao City,

Philippines. 2008. (downloadable from

www.lgspa.org.ph)

ANNEXES










HOW TO DO IT

1. Ask the participants to write on idea

cards the qualities that they expect

from a good leader (one quality per

card). These are to be pasted on a

manila paper.

- 28 -

2. Process the qualities using the cat-

egories given by Dr. Bara

3. Synthesize the session by reading the

paragraph pre-written on a manila

paper. “The leader is the servant of the people”. He is to serve

his master honestly. He should be dependable, sensitive and responsive to the call of his people. Imam Khu

“as one who champions the needs of the society”. To champion the needs of the people, the leader should be at the forefront in the affairs of the community. He

as amanat or trust of Allah. Hazrat Umar said: “the best leader is that the people nd prosperity and the worst leader is that the life of the people becomes miserable”.

- 29 -

SESSION 3

OBJECTIVES



1. Appreciate the importance of bridg-

ing leadership

2. Understand the process in bridging

leadership

METHODOLOGY

Interactive discussion

Self reflection

Testimonials

TIME REQUIRED

2 hours

MATERIALS NEEDED

Prepared prayer on Bridging Leadership

SUGGESTED READINGS


Development for Muslim Communities

in the Philipppines, Local Governance

Support Program in ARMM, Davao City,

Philippines. 2008. (downloadable from

www.lgspa.org.ph)

ANNEXES










HOW TO DO IT

1. Begin the session by saying that

Bridging leadership is a leadership ap-

proach in addressing complex issues.

It is applicable in situations that:

cannot be solved by one sector

alone (or by barangay govern-

ment alone)

need the collaborative action of

three sectors (government, pri-

vate sector and civil society)

require shared resolutions to

issues

- 30 -

need a bridge to bring together

the different stakeholders to own

the issues and their resolutions

2. Ask the participants to reflect on

a situation they found difficult to

resolve using the following thought

guides:

the period when this happened

the general circumstances

the stakeholders involved

the challenges presented by the

situation

3. Request three participants to share

their testimonies. Allow 10 minutes

per testimony.

4. Introduce the concept of bridging

leadership by giving a short defini-

tion pre-written on a manila paper:

Bridging leadership is a style of

leadership that focuses on creating

and sustaining effective working

relationships among diverse actors

and stakeholders. By "bridging"

different perspectives and opinions

often found across the breadth of

different stakeholders, a common

agenda can begin to be developed

and shared in order to find solutions

to social and economic problems.

5. Ask a participant to talk about the

Prophet Mohammad as the first

bridging leader. Allow 10 minutes for

this talk.

6. After the talk, describe the 3 pro-

cesses involved in bridging leader-

ship: ownership, co-ownership, and

co-creation. (See boxed text)

7. Ask 2-3 participants to share their

insights on bridging leadership. (1-2

sentences each). After each sharing,

acknowledge and show appreciation

by asking the rest of the participants

for an innovative clap.

8. Thank those who gave testimonies,,

and all the participants for their

inputs and sharing. Ask the partici-

pants to do an innovative clap for

everyone.

9. End the module by reading a pre-

prepared prayer that asks Allah to

help each one to become a Bridging

Leader, no matter under what capac-

ity, issue or circumstance.

Bridging Leadership has 3 processes:

Ownership

temic analysis and recognizes the interest of its stakeholders, and makes a personal response to the issue.

convenes the stakeholders through a process of dialogue and engagement and, collectively, they arrive at a shared vision and shared response. The vision is an outcome aspired for by everyone.

is adopted and carried out through

Such arrangements become formal structures and processes over time

to stakeholders’ participation and responsive institutions. The Bridging

- 31 -

MODULE THREE

OVERVIEW

This module is meant to provide the

link between peace and develop-

ment planning. Local development

happens best where conditions of relative

stability and peace are present. Peace is

possible when grievances and injustices

are addressed in the most culturally-ap-

propriate and accessible manner.

One of the mechanisms for accessing

justice at the lowest levels is the Barangay

Justice System (BJS) or the Katarungang

Pambarangay. The Katarungang Pam-

barangay was institutionalized through

Presidential Decree 1508, promulgated in

1978, and integrated in the Local Govern-

ment Code of 1991 as a strategy for mak-

ing the justice system more responsive to

the needs of communities. This module

discusses the Katarungang Pambarangay

Law’s salient features and the basic steps

in mediation.

In addition to the Katarungang Pamba-

rangay, this module also discusses local

conflict resolution mechanisms (LCRMs),

which are unique to the Autonomous Re-

gion in Muslim Mindanao.

These two major mechanisms (Katarun-

gang Pambarangay and LCRMs) are dis-

cussed as concrete avenues for peacebuild-

ing and promoting good governance at the

grassroots level.

PARTICIPANTS Punong barangays

Barangay secretaries

Barangay development planners

Actual or potential members of the

lupon tagapamayapa

Traditional and religious leaders

Leaders of informal groups in the ba-

rangays.

- 32 -

OBJECTIVES

The general objective of the module is to

orient Lupong Tagapamayapa members,

barangay officials and CSO representatives

on the Katarungang Pambarangay and to

surface other dispute resolution practices

in their localities.

At the end of a one day session, the partici-


1. Review the salient features of the Kata-

rungang Pambarangay law;

2. Be oriented on the general process,

steps and skills on mediation; and

3. Describe local dispute resolution

practices and mechanisms operating

in their community.


If the Lupon Tagapamayapa is not yet constituted, the facilitator could encourage the Punong Barangay to

good judgment. As much as possible, gender and sectoral balance should be achieved.

If participants are not members of the Lupong Tagapamayapa (eg.

CSOs), focus on salient features of the

strengthen the barangay justice system. Encourage the Punong Barangay to activate the Lupong Tagapamayapa by appointing members to it, having them trained, and by delegating disputes resolution to the Lupon or to

nisms as much as possible.

CONTENT

Session 1. Salient Features of the Katarun-

gang Pambarangay Law and

Mediation (4-6 hours)

Session 2: Local Conflict Resolution

Practices and Mechanisms (1-2

hours)

TOTAL TIME REQUIRED

Five (5) to eight (8) hours

SESSION 1

- 33 -

OBJECTIVES

At the end of the session, participants

would be able to review the salient fea-

tures of the Katarungang Pambarangay

(KP) Law.

METHODOLOGY

Structured learning exercise


TIME REQUIRED

Four (4) hours (without video-showing)

Six (6) hours (with video -showing)

MATERIALS NEEDED

Sets of cartolina cards with A, B, C

and D written on them. The number

of sets will depend on the number of

the participants.

White/ black board

Whiteboard marker/ chalk

Masking tape

Prepared manila paper/ metacards

where salient points of the topics are

written (for faster and efficient presen-

tation) or LCD projector and Power-

Point presentation of the topics

Optional

Video on Mediation

VCD player/computer with CDR

Television with remote control

Guide questions (Annex G)

Handouts on mediation

Visual aid on mediation road-

map

Bond paper, cut into 1/2 strips

lengthwise (2 per pax)

Pentel pens (1per pax)

Colored metacards (5 different

colors)


1. Local Government Code Book III

Title 1 Chapter 7 Katarungang Pam-

barangay

2. “Localizing the Justice System in Six

Peace Zone Areas in the ARMM: A

Guidebook for Mainstreaming Indig-

- 34 -

enous Conflict Resolution in ARMM

LGUs” LGSPA and SALIGAN,”. 2004

3. “Workshops on the Katarungang

Pambarangay Law, Laws on Women

and Children, and on Mediation:

Trainers Guide”. 2008 DILG-Local

Government Academy.

ANNEXES

1. Annex E. SLE: Review Quiz on the

Katarungang Pambarangay Law

2. Annex F. Lecture Notes on Katarun-

gang Pambarangay Law

3. Annex G. Guide Questions on Video

on Mediation

HOW TO DO IT

1. Structured Learning Exercise (SLE)

for review/ refresher on the partici-

pants’ knowledge about Katarun-

gang 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.

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 mem-

bers. 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.

Once organized, each group

shall be given a set of cartolina

cards (with A, B, C and D written

on them)

The facilitator shall read ques-

tions and their corresponding

multiple choice answers pertain-

ing to KP (see Annex E). Each

group shall respond by raising

the cartolina stating the group’s

answer on the count of three.

The facilitator then gives out

the correct answer and writes

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 lecture-

discussion.

2. Lecture-discussion: Give a short

lecture lecture on the salient features

of the Katarungang Pambarangay,

using Annex F.

3. Video Showing (optional). Show the

video on mediation to illustrate the

basic steps in mediation. (30 min-

utes). After the video, select a few

questions from the video’s discus-

sion guide (See Annex G)

4. Divide the participants into five

groups.

5. Assign a major step for each group

Group 1 – Mediators Opening

Remarks (Pambungad

na Pananalita ng Taga-

pamagitan)

- 35 -

Group 2 – Sharing of Perspec-

tives (Pagbibigay ng

Pananaw ng Bawa’t Isa

Tungkol sa Problema)

Group 3 – Mediator’s Summary

of Issues (Pagsusuma

ng Tagapamagitan sa

Mahahalagang Punto

ng Pag-uusap)

Important Reminders

Before the presentation of the video, it is important that the Katarungang

2.

participants to see).

other formats such as DVD player or VCD player, a remote control is desir

delivering your interactive lecture beforehand.The facilitator has the option to present the video in its entirety in one go, or

Group 4 – Generation of Op-

tions (Paglutas ng

Problema sa Bawa’t

Isyu)

Group 5 – Selection of Op-

tions and Closure/

Writing the Agree-

ments (Kasunduan

at Kasulatan ng

Kasunduan)

6. Give each member of the group one

strip of bond paper (1/2 length wise),

and one pentel pen

7. Instructions for participants:

Observe the major step assigned

to you. Note down your observa-

tions 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

Write down your observations

in bold letters in each metacard/

strip of bond paper; (maximum

of five words per card/paper)

8. 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

- 36 -

Proseso ng Mediation), Objectives

of Mediation (Mga Layunin ng

Mediation), Steps in Mediation (Mga

Hakbang sa Mediation). Distinguish

the four major steps from the sub-

steps 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 appropri-

ate heading.

10. Allow as many observations as

possible within the prescribed time

limit. Cluster the observations ac-

cording to the appropriate headings:

Qualities and Attitudes of a

Mediator (pasensyoso, mahina-

hon, may diplomasya, patas ang

pagtrato sa mga partido, etc)

Characteristics of the Process

of Mediation (mahaba, madali/

mahirap, madetalye, nakakatuwa

dahil nagbibigay solusyon sa

paraang madali at hindi magas-

tos, akma sa kulturang Pinoy, etc)

Objectives of Mediation

Steps in Mediation (filing the

complaint, summoning com-

plainant and respondent, etc)

11. Invite the participants to answer

some of the additional guide ques-

tions on the video on their own.

12. End the session by saying that medi-

ation is a concrete way for promoting

peace at the barangay. Katarungang

Pambarangay helps to address griev-

ances and conflicts at the lowest

levels, thus helping maintain peace

and order in the barangay.

- 37 -

SESSION TWO

OBJECTIVES

At the end of the one-hour session, par-

ticipants are able to:

1. Describe local conflict resolution

practices in their communities; and

2. Identify ways to enhance complemen-

tation between local conflict resolu-

tion mechanisms and the Katarun-

gang Pambarangay

METHODOLOGY

Workshops in small groups

Story telling


TIME REQUIRED

Two (2) hours

MATERIALS NEEDED

Prepared matrix on local conflict resolution

practices


1. MMAA No. 25 (Muslim Mindanao Au-

tonomy Act, the ARMM Local Govern-

ment Code)


1991) Chapter 7 Sections 399-422

3. Republic Act 8371: Indigenous Peoples’

Rights Act (IPRA)

4. Republic Act 9054: ARMM Organic

(Article III Sec 2; Article VIII Sec 19; Ar-

ticle X, Sec 4; Act Article XIV Sec 2 b)

5. Localizing the Justice System in Six




LGUs. LGSPA and SALIGAN-Mind-

anaw. March 2004. Davao City

ANNEX

Annex H. LGSPA Survey on Local Con-

flict Resolution Mechanisms.

HOW TO DO IT

1. Divide the participants into the fol-

lowing groups: 1) cultural/traditional

leaders; 2) formally elected barangay

officials and Lupong Tagapamayapa

members; 3) civil society represen-

tatives. Assign reporters and docu-

menters.

- 38 -SESSION 1Module One

2. Ask them to discuss particular dis-

putes that they know were resolved

by a community member(s) who was/

were NOT elected barangay officials,

barangay officials nor Lupong Taga-

pamayapa members. Describe the

issue and disputants, and who helped

resolve the disputes. Each group

should be able to cover 1-3 cases each.

3. Ask them to describe the processes

and steps used.

4. Ask them to report on and share their

stories to the plenary

5. Process the sharing of groups by:

Filling in the matrix (see ex-

ample).

Citing the stories and the matrix,

say that there are community

leaders, practices, and modes,

aside from that of the Katarun-

gang Pambarangay, who and

which have been helping fa-

cilitate the resolution of conflicts

even before the promulgation of

the Katarungang Pambarangay

Law, using traditional values, reli-

gious teachings and practices.

6. 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 May-

or’s Council of North Upi, Jumpoc in

Barira, Maguindanao, Bleye Kitab in

South Upi, Municipal Peace Commit-

tee in Kapatagan, Lanao del Sur, and

the Barangay Justice Advocates and

Big Book Initiative of Tawi-Tawi.

7. Ask the participants how these tra-

ditional modes of conflict resolution

could best complement the Katarun-

gang Pambarangay. Some examples

of possible answers: by religious and

customary leaders volunteering to be

members of the Lupong Tagapamay-

apa, coordinating with the Lupon

on conflicts they are handling, and

helping train Lupon Tagapamayapa

members.

8. End the session and the module by

saying that the Katarungang Pamba-

rangay and the local conflict resolu-

tion mechanisms and practices both

contribute valuably in promoting

peace and conflict transformation in

communities in ARMM. By maintain-

ing relative stability, these local con-

flict 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.

Marital dispute Husband and wife (both Muslims)

Imam Counseling through religious teachings

Boundary dispute Tedurays and MorosKatutubo (Indigenous Person) and another Katutubo

Traditional Leader / Elder Arbitration

(other)

39

Module 4 Barangay Development Planning

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.

While Part 1 of the Field Guide provided the general backdrop under which successful barangay develop-

ment in ARMM can occur, Part 2 takes the facilitator and barangay planners through the various steps of the

barangay development planning process itself.

Towards a Peace-Focused Barangay Development PlanPART 2

- 41 -

MODULE FOUR

OVERVIEW

Today’s ARMM barangays are faced

with the challenges of securing

peace and development for their

communities. This module not only pro-

vides 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 pro-

cess, as well as in the pre- and post-planning

phases. It sets the bases for determin-

ing barangay priorities by establishing a

barangay profile that includes, among oth-

ers, 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 participa-

tory 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

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 Leg-

islative 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-

- 42 -

nent municipalities and the province, are

operationalized.

PARTICIPANTS

Barangay Development Council (BDC)

members

Barangay officials and community

working groups tasked with develop-

ing 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 at-

titudes needed in facilitating participatory

barangay development planning through

PRA. At the end of the planning process,

participants would have:

1. Understood the Planning Road Map

2. Gained an appreciation of the basic

principles and concepts of gender and

development participatory develop-

ment, and peace and development

3. Developed basic skills in barangay

development planning using partici-

patory methods

4. Identified interface points between

barangay development planning and

municipal development planning

5. Produced a barangay development

plan using participatory methods

CONTENT

Session 1: Principles and Concepts in Par-

ticipatory Development Planning (1 day)

1. Participatory Planning

2. Gender and Development

3. Five Key Development Areas

Session 2: Preparing to Plan: Overview

of The Planning Road Map and an In-

troduction to the 12 Steps of Barangay

Development Planning (1 day)

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)

Step 4 Problem/Situational Analysis by

Sector (1/2 day)

Step 5 Prioritizing Issues (2 hours)

Step 6 Vision, Mission and Goal-Setting

(1/2 day)

Step7 Identifying Programs, Strategies,

and Implementing Mechanisms

(4 hours)

Step 8 Setting the Three-year Barangay

Development Plan (1/2 day)

Step 9 Setting Next Year’s Annual In-

vestment Plan (1/2 day)

Step 10 Linking the Budget with the Plan

(2 hours)

Session 5: Adopting the BDP

Step 11 Presenting the BDP to the

Barangay General Assembly (1/2

day)

Step 12 Drafting the Barangay Resolu-

tion and Adopting the Barangay

Development Plan (1/2 day)

Session 6: Packaging and Communi-

cating the Results of the BDP (1 day)

TOTAL TIME REQUIRED

10-11 days

- 43 -

SESSION 1

OBJECTIVES

At the end of the one-day session, partici-

pants would have:

1. Appreciated the concept of participa-

tion in development planning

2. Appreciated the concepts of gender

and development

3. Known the five key development ar-

eas in planning and the data require-

ments for each

METHODOLOGY

Interactive lectures

Structured learning exercises

TIME REQUIRED

One (1) day

MATERIALS NEEDED

Participatory Planning

Handouts on Participatory Plan-

ning

Handouts on PRA Tools

Gender and Development

Poster containing the words

“Sa pinagsama-samang galing

ng babae at lalaki, kaunlara’y

mararating” (Provide transla-

tion in the appropriate ARMM

language)

List of statements to be used for

the exercise

Five Key Development Areas

Visual Aid on Five Key Develop-

ment Areas


1. Gender-Based Effectiveness Skills

Training for Agrarian Reform Ben-

eficiaries: A GuideBook for Trainers

Asian Women in Co-operative Devel-

opment Forum (AWCF) and Depart-

ment of Agrarian Reform. 2002

2. 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.

3. Manual on Barangay Development

Planning Through Participatory

Learning and Action, Institute of

Politics and Governance, 2007.

- 44 -

4. 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/; ac-

cessed October 13, 2008.

5. The World Bank Participation Source

Book. Participatory Rural Appraisal.

Collaborative Decision-Making.

Community-Based Method. Avail-

able from http://www.worldbank.org/

wbi/sourcebook/sba104.htm; ac-

cessed October 13,2008.

6. Towards a Peace and Human-Secu-

rity Focused Barangay Development

Planning by Isabelo Julio Cesar

Benitez (see Annex I)

ANNEXES

1. Annex I. Participation and Develop-

ment

2. Annex J. Participatory Rural Ap-

praisal

3. Annex K. Gender and Development

HOW TO DO IT

Participatory Planning

1. Start this topic by saying we of-

ten 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 citi-

zens. 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 partici-

pate but they are made as “rubber

stamps” to get their support for a

particular program or process that is

being handed down to them.

2. Give a short lecture on participation

and development.

3. Give a short overview on Participa-

tory Rural Appraisal.

4. Give an overview on the Tools for

Participatory Rural Appraisal.

Semi-strucuredstructured inter-

view/workshop and Focus Group

Discussions

Group Mapping

Charts and Graphs

Time Lines

Transect Walks

Seasonal Calendars and Dia-

grams

Matrix Scoring or Ranking

5. Mention that the tools for PRA will

be explained by the facilitators to

each of the sectoral group who will

undertake the activities. The objec-

tives, 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 hand-

kerchief or piece of cloth. Ask the

volunteers to stand in an area where

there is enough space to move eight

- 45 -

(8) steps forward, and where every-

body 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 state-

ment 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 con-

cerns on the family

g. I can ask from a loan without

the consent of my spouse.

h. My work is oftentimes paid

5. 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).

6. Let the participants silently reflect

on the activity

7. 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 develop-

ment as persons”.

8. Show a poster that contains the

words:

“Sa pinagsama-samang galing ng

babae at lalaki, kaunlara’y mararat-

ing” (Provide translation in the ap-

propriate ARMM language

Maranao: “So kiyapag-isa isa o

katao o bae ago datu na so kapak-

ausor 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:

- 46 -

The 24 Hour Clock

Objectives

(gendered division of labor)

time

munity

Activity

tivities. If an activity does not have a

the activity

the house

outside the house

the communityRest and recreation

of the house and in the community.

Notes for the facilitatorThe individual group should discuss and reach a consensus on the daily activitiesThe groups are free to list all relevant activitiesIf you notice a time gap, ask the group to to clarify what is happening here

sing color coded metacards for house activities, outside the house, community, etc) will help everyone see where activities are being undertaken

MaterialsLarge paper for each group, pencils,

cards

“A Day in the Life of Men and Women”

Drama techniques can be a comfortable method of communication, transmitting clear

standing through discussing the roles played.

to project feelings, beliefs and behaviours in

Objectives

Activity

that they choose

role play

activity

- 47 -

The Five Key Development Areas

1. Explain the five key development

areas briefly:

A. Social Development Sector

This sector is concerned with improv-

ing the state of well-being of the local

population and upgrading the quality

of social services such as health, edu-

cation, 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 Gov-

ernment 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 favor-

able climate for private investments.

Through a combination of policies

and public investments, the barangay

government enables community-

based 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 Re-

sources Sector

This sector consolidates the environ-

mental implications of all develop-

ment proposals within the barangay

and provides mitigating and preven-

tive measures for their anticipated im-

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 devel-

opment 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 of-

ficials to plan and manage the baran-

gay’s territory and serve its constitu-

ency. Relevant capability building

programs/projects include those of

fiscal management, responsive legis-

lation, program and project manage-

ment, and monitoring and evaluation.

The development of appropriate

structures and recruitment of suitably

qualified staff for the barangay gov-

ernment is also an important concern

of this sector. Membership in different

functional and sectoral committees

- 48 -

(and even professional leagues, when

appropriate) and participation in

their planned activities is also encour-

aged and supported by this sectoral

area. The involvement of voluntary

groups or civil society organizations

is likewise promoted in the prepara-

tion, implementation, monitoring and

evaluation of the different sectoral

programs, projects and activities as a

vital component of this sector’s devel-

opment plan.

E. Culture and Peace Sector – This

sector focuses on enhancing the

peace and order situation, with ap-

propriate 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 main-

stream 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 resolu-

tion mechanisms such as the Katarun-

gang 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 di-

vided 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 ad-

dressed and are taken into consider-

ation in the planning process. Doing

so will enable the barangay develop-

ment 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 develop-

ment, 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 under-

standing of these concepts through

experiential learning methods has

been facilitated by this session, and

hopefully will be internalized and con-

sciously applied by the participants

throughout the planning process.

- 49 -

SESSION 2

OBJECTIVES

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 12-

Step BDP process

METHODOLOGY

Interactive lecture

Structured learning exercises

Focus group discussions

Use of participatory rapid appraisal

tools

TIME REQUIREMENT

One (1) day

MATERIALS NEEDED

For the SLE: three paper balls or any

light balls of the same size

Manila paper illustration (or Power-

Point presentation) of the Planning

Road Map

Manila paper illustration (or Power-

Point presentation) of the 12 Steps to

BDP

Visual aid on roles and functions of

team members

Base map of barangay

Computer, printer and LCD projector,

if possible

List of data sets

Manila papers

Pentel pens

Masking tapes

Kraft papers

One candle and box of matches


1. Department of Budget and Manage-

ment. “PRIMER on Barangay Bud-

geting”. (Manila: 2001)

2. Institute of Politics and Governance.

“Manual on Barangay Development


Learning and Action”. 2007.

3. Local Governance Support Program

in ARMM. “Manual on the Local

Planning Process. Focus on the

- 50 -

Comprehensive Development Plan –

Executive Legislative Agenda (CDP-

ELA). Revised Ed, 2008.

4. Philippines-Australia Local Sustain-

ability Program (PALS). “Barangay

Development Planning Methodol-

ogy Manual” .2006.

5. Transparent Accountable Gov-

ernance (TAG) Project. The Asia

Foundation. “Facilitator’s Manual on

Barangay and Municipal Planning

and Budgeting”. 2005.

6. United Nations Development Pro-

gramme. “Barangay Development

Planning Manual: Using the Rights

Based Approach in Localizing the

Millennium Development Goals”.

2007

ANNEXES

1. Annex L. Checklist of Data to be

Gathered, by Sector

2. Annex M. Structured Learning Exer-

cise (Basketball Game)

3. Annex N. Municipal and Barangay

Development Planning Interface

Points

4. Annex O. How to Formulate a

Barangay Budget

HOW TO DO IT

1. Start the session with the following

statements:

“Before the start of actual plan-

ning, 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”.

2. Ask a participant why they need to

plan for the barangay. Enhance par-

ticipants’ answers by emphasizing

the advantages of planned develop-

ment. 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).

3. Define “planning” as: “an organized,

deliberate and sustained effort to

choose the best way to obtain a de-

sired end. It is a systematic process of

analysis and choosing among many

possible alternatives, activities, or

actions that would address identified

needs and problems to attain devel-

opment goals”.

4. Elicit from the participants the pos-

sible consequences of lack of plan-

ning. Process their responses by go-

ing 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).

Note to Facilitators:

Translate key concepts to the nearest applicable terms in the local language, and use the most common examples of planning done by participants in their everyday lives. Be creative in concocting acronyms and metaphors.

- 51 -

5. Sharing in dyads/triads. Ask the

participants to recall what particular

planning activity they have under-

gone that was particularly successful.

Request them to share to each

other these successful plan-

ning 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 success-

ful (10 minutes)

In plenary, ask one member of

dyad/triad to:

Summarize the endeavors

shared (2 sentences each)

Share key factors that made

the endeavors successful

6. Processing of sharing in plenary.

Process the answers by using the

following categories of a successful

planning process:

Realistic assessment of the situ-

ation

SMART (specific, measurable,

attainable, resource-based and

time bound)

GREAT (gender-responsive,

equality-oriented, aware of social

economic and gender differ-

ences, targeted stakeholders)

objectives

Prioritizes needs

Clear assignment of roles and

responsibilities

Educational value

Flexible and adapting to chang-

es in the environment

7. Show the Planning Road Map. Ex-

plain each stage briefly

8. Show the 12 steps in barangay devel-

opment planning that will be under-

taken by the group. Explain each

step briefly.

ACTUAL PLANNING

Starting Point:PREPARING TO PLAN

PARTICIPATORY MONITORING AND

EVALUATION

PLAN IMPLEMENTATION

ACTIVITIES

Results of the BDP

- 52 -

9. Twelve Steps in Barangay Development Planning (BDP)

Step 2 Forming Sectoral Planning Groups

Planning Groups

by Sector

Setting Step 7 Formulating Strategies, Iden

tifying Programs, and Implementing Mechanism

Step 8 Setting the Three Year Barangay Development Plan

Step 9 Setting Next Year’s Annual Investment Plan

Plan

Barangay General Assembly

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

Separating those that are already

in the 12 steps, or

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: Bas-

ketball Game. (See Annex M)

13. Processing the SLE. Ask the partici-

pants the following questions:

What factors helped the winning

team, win?

What can you say about the

way each member of that team

played? What can you say about

their teamwork?

What do you think is the mes-

sage 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 com-

ponents 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 facilita-

tor, documenter, process observer.

- 53 -

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:

Be advocates and practioners of the

participatory nature of the BDP;4

Be committed to the development of

the community

Have the ability to motivate sustained

peoples’ participation in the process

Has minimum knowledge and under-

standing of the sectoral issues of the

community

Is open-minded and willing to learn

Displays basic skills in the use of

participatory planning tools

The Municipal Planning Group5

ing responsibilities: it convenes the barangay planning team, assists the barangays in the

plan document is updated. It ensures that the BDP is a product of a participatory exercise,

plans.

The Municipal Planning Group is headed by either the Municipal Planning and Develop

GOO). Since the mandate to assist barangays in formulating their Barangay Development

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

sentative, Sangguniang Bayan Representative, and the MPDC and the MLGOO.

From among the members of Municipal Planning Group, facilitators, documenters and pro

characteristics.

Roles and Functions of the Planning Team

- 54 -

15. Show visual aid on the expected roles

and functions of team members.

Facilitators:

a. Acts as moderator during barangay

sectoral groupings and plenary dis-

cussions

b. Explains the process and the objec-

tive of the activity

c. Ensures that the discussions are in

the right context, towards the attain-

ment of the objectives

d. Moderates the discussion so that all

participants are provided equal op-

portunity 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, fa-

cilitators and participants are written

b. Documents the discussion and its

results:

Time started and finished

Highlights of the discussion per

issue

Questions raised

Disagreements

Decisions made

c. Transfers the tools from the manila

papers to a notebook or pad paper

d. Safekeeps the tools and other docu-

ments

e. Documents the outputs (tools, prob-

lem situations identified, needs priori-

tization) of the sector for presentation

during the Barangay Development

Council meeting

Process Observer:

a. Helps the facilitator and the docu-

menter in ensuring the quality of the

discussions and the process

b. Observes the process including what

is said by the facilitator and the reac-

tion 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.

16. From among the Municipal Planning

Group members that is now facili-

tating 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 facilitat-

ing 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 communi-

ty stakeholders can provide the particu-

lar information. The preparation of the

checklist must be done by the BDP team

before the actual BDP. Gender, peace and

human security, environmental sustain-

ability (including natural disaster risks

and effects), poverty reduction and other

special concerns are considered in the

preparation of the checklist of data.

Present the list of data sets needed for

the planning process. (See Annex L)

- 55 -

Collection of Secondary Data

Once the team has identified the data

needed for the focus group discus-

sions, relevant secondary data are also

gathered and cross-checked with the

checklist of data. Initial analysis and

familiarization with the existing second-

ary 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 Gov-

ernance Performance Management Sys-

tem (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. Informa-

tion may not be filed with the LGU, but

may be found with NGOs and donors

and are good sources of secondary data.

Present the Interface Points in Col-

lecting Secondary Data. (See Annex

N). These are the meeting points

between municipal and barangay

developing planning, and data col-

lection. The value of understanding

interface points is in the harmoniza-

tion of barangay and municipal plans,

including the baseline data on which

plans are based.

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-

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 con-

currence 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 accommo-

dation of the facilitators and other stake-

holders. 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.

- 56 -

Invitation letters to the target partici-

pants should be sent at least one week

before the target date of the activity. The

invitation letter should include informa-

tion 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 availabil-

ity of participants.

ENDNOTES

4 Taken from the “Manual on Barangay Development Planning Through Participatory Learning and Action”, Institute of Politics and Governance. 2007.

5 During the LGSPA Phase 2, this group was referred to as Municipal Technical Working Group or MTWG. For the purpose of this Field Guide, this group is being referred to as the Municipal Planning Group, to distinguish it to the Barangay Planning Team and the Barangay Sectoral Working Groups.

6

- 57 -

Starting to PlanSESSION 3

Step 1 - General OrientationThis session focuses on the first two steps of the Barangay Development Process: Step 1- General Orientation, and Step 2- Form-

ing Sectoral Working Groups

OBJECTIVES

At the end of the half day session, partici-

pants 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.

METHODOLOGY

Barangay assembly or meeting

TIME REQUIRED

½ day

MATERIALS NEEDED

Visual Aid on Objectives of the Plan-

ning Activity

Visual Aid on Key Concepts of Par-

ticipatory Development

Visual Aid on the 12 Steps of BDP

Visual Aid on the Five Key Develop-

ment Areas

Handouts on the Five Key Develop-

ment Areas

Visual Aid on Team Compositions

and Functions

HOW TO DO IT

Step 1: General Orientation

1. To prepare for the General Orienta-

tion, first draw up a list of invitees/

participants. This may consist of the

following:

- 58 -

Barangay officials

Members of the Barangay Devel-

opment Council

Representatives of the Munici-

pal government and agencies

concerned

Representatives of puroks

Representatives of civil society

organizations or sectoral repre-

sentatives

(Note: Gender and sectoral balance

should be achieved)

2. Draft a general program for the Gen-

eral Orientation. The program may

look like this:

Opening Program

National Anthem

Gathering Ritual/Prayer

Welcome Remarks

Introduction of Participants and

Facilitators

Objectives (of the Orientation)

Concept of Participatory Devel-

opment, context of the BDP

Presentation of the 12 Steps of

the BDP

Sectoral Planning Groups For-

mation (Step 2 below)

Presentation/ Brainstorming on

Schedule of Activities

3. 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 logis-

tical concerns, etc.

4. 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)

5. Conduct the General Orientation

as planned. Revise the plan accord-

ing to feedback generated from the

General Orientation.

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

Step 2 - Forming Sectoral Planning Groups

1. 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

2. Among the members of the Munici-

pal Planning Group, reiterate who

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 mem-

bers of the secotral planning groups

themselves on their assigned fa-

cilitator, documenter, and process

observer).

- 59 -


Plans are also more sustainable under these circumstances.

Social Development Sector Population (size, growth, distribution)

recreation)SchoolsSocial welfareProtective servicesHistory of the barangayGender equity concernsSpecial concerns (senior citizens, indigenous peoples, others)

Barangay health workerTeacher in elementary school at the barangayMother’s group representative“Hilut” or traditional healerDay care workerParent’s Teachers Association representativeWomen’s group representativeBarangay Kagawad assigned to social development concerns

Economic Development Sector AgricultureIrrigation systemsLivestockFisheriesManufacturingElectricityWater supply

TransportationTourismCooperativesCottage industries and EnterprisesOther sources of income

Women’s representativeCooperative organization chairpersonVendors’ group representativeBarangay kagawad assigned to economic development concerns

- 60 -

Environment and Natural Resources Sector

Current use of landWater sourceWaste managementDisaster risk and preparedness

People’s Organization representativeWomen’s group representativeBarangay Kagawad assigned to environment and natural resources concernsDisaster preparedness group/NGO representativeEnvironmental group/NGO representative

Institutional Development Sector Organization and managementFiscal managementLegislative output

People’s Organization representativeWomen’s group representativeBarangay chairperson Barangay kagawad Purok leadersCouncil of Elders representative

Culture and Peace Sector Peace and order

Human security Peace process: peace advocacy, community peace building, social justice, programs for reconciliation, reintegration ,rehabilitation and developmentCulture and traditionsAncestral domain and land tenure

Religious leaders (Ulama/Ustadz/Aleem/Aleema)Traditional leaders/Indigenous Peoples representative/tribal leaderLupong Tagapamayapa representativeBarangay kagawad assigned to Peace and Order Council or CommitteeCVO/CAFGU/Barangay TanodYouth leaderWomen’s group representative

3. Explain to the sectoral planning

groups the tasks of facilitators, docu-

menter and process observers, as well

as the tasks of the rest of the team.

4. 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

5. Facilitate a ritual of commitment to

signify the participant’s commitment

to begin the planning process. En-

sure that all facilitators and observ-

ers 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, reli-

gious, and gender-sensitive.

- 61 -

Example of a Ritual of Commitment:

Instruct the participants to do the follow-

ing:

Draw a big map of your

barangay on a manila paper.

Spread this paper on the floor

with a lighted candle at the cen-

ter of the map. There shall then

be one map for the whole group.

Indicate the locations of the pu-

roks in the barangay, particularly

those puroks represented by the

participants

Arrange the chairs around the

big map and ask the participants

including all the facilitators and

documenters to take their seats

Ask each one to put in the

map something which repre-

sents their commitment to the

barangay development planning.

Tell them they could put some-

thing which they wear or some-

thing from their bags. Request

them to give reasons why they

chose that object.

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).

6. Close the session by saying

“We all have said our commitments

to the Barangay Development Plan-

ning by putting on the map symbols

of our contributions. This is the begin-

ning of a journey towards develop-

ment and peace in our barangays.

The journey starts with ourselves.

How we will start the process of devel-

opment 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 lo-

cal song with the theme of working

together in unity)”.

- 62 -

- 63 -

Actual PlanningSESSION 4

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

OBJECTIVES

At the end of 2-3 days, it is expected that

barangay planners would have:

1. Identified community problems writ-

ten on metacards

2. Identified opportunities that would

come up from discussions

3. Assigned a reporter from the sec-

toral planning groups that would

present the group’s output in a ple-

nary session

4. Assigned a documenter for the

cross-sectoral validation session

METHODOLOGY

Use of Participatory Rural Appraisal

tools

Secondary data collection

TIME REQUIRED

2-3 days

MATERIALS NEEDED

Visual Aid on the Outline for the

Packaged BDP

Materials for each PRA Tool

HOW TO DO IT

1. 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.

- 64 -

Introduction

Geographical locationHistorical highlights

CCT situation

Municipal base map, LGU

Geographical and Physical Characteristics

Barangay Boundaries and Sitios Municipal base map, LGU

Topography and climatic conditions Topography and Climate Maps

Natural resources and its condition

Land uses Barangay Land use/ resource map; municipal recordsComprehensive Land Use Plan (CLUP)

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

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

- 65 -

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

Education Status chart of barangay educational services

Types and condition of educational facilities

Ratio of teachers to pupils

Distance of secondary and tertiary schools to barangay

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

Important events celebrated PRA – Historical timeline

Distinct cultural characteristic of barangay PRA – Historical timeline

Religious services (Masjid, Madrasah)

Inventory of Local Production Resources Resource and Land Use Map

Income and Expenditure Patterns

Sources of income and expenditure PRA – Income –Expenditure tree; HH survey

Primary source of incomeSecondary sources of income

Household income patterns (gender disaggregated) PRA

Expenditure patterns

Biggest expenses/ proportion PRA, Census Data

- 66 -

Employment CBMS; Venn Diagram of Existing Livelihood

Farming

Rice and Corn; Coconut; other crops

Fishing

Environment and Natural Resources Sector

Forest conditions

Rivers and lakes

Basic Infrastructures Land Use Map, Road Map

Other infrastructure services

Relationship of barangay to municipal government

Joint projects undertaken

Government services provided Status chart of government. services

Infrastructure

Condition of infrastructure

Peace and security

Size of police force

Performance of barangay administration

External linkages

Organizations Status chart of BDC

- 67 -

Types and number of organizations in the barangay PRA – Venn diagram

Assistance given by organizations PRA – Venn diagram

E. Culture and Peace

Council of Elders and other formsCVO/Tanod

3. Additional problems addressed in the Executive and Legislative Agenda

A. Vision, Mission, and Goals

B. 3 Year Development Plan

C. Annual Investment Program (or Plan)

D. Resource Mobilization Plan

2. When the sectoral planning groups

have been formed, collection of data

can now begin.

As much as possible, collect second-

ary 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 syn-

chronization between the municipal

and barangay planning) in collecting

secondary data

If data needed are not available us-

ing secondary sources, these may be

generated through PRA tools which,

if done right, will make it easier to

surface problems and opportunities

in the community. PRA methodolo-

gies allow community members to

discuss and analyze their present sit-

uation. PRA is also seen as a method

that facilitates the community’s own

in-depth look at themselves and

- 68 -

enables them to articulate needs and

concerns in their own colorful, mean-

ingful, useable and realistic way.

3. To speed up the process, sectoral

planning groups may simultane-

ously conduct PRA. The Municipal

Planning Group guides the com-

munity sectoral planners throughout

the process.

4. Collection of data becomes fun and

enjoyable if community members

participate using PRA tools. Facilita-

tors should keep in mind the objec-

tives of data collection which is to

surface community problems and

opportunities.

5. It is also important that the Munici-

pal Planning Group keep in mind

their respective roles as facilitators,

documenters, and process observers.

6. 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 collect-

ed 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 participatoryMaintain a pleasant and even fun atmosphere in the use of the PRA toolsEncourage community members to discuss on their situations

Let the participants accomplish the toolsCollect only those data that are important for planning

Facilitate a deeper analysis through a more comprehensive discussion of issues so as to effectively surface problems and opportunitiesPrepare all materials needed before data collection starts

Notes to Documenters

Make sure to copy each PRA tool as accomplished

Transfer to metacards problems and opportunities that surfaced out of the discussions after each sessionSafe keep each PRA tool. File them in one place.

Notes to Process Observers

Ensure that the facilitator maintains a participatory processObserve if all of the participants are able to participate actively in the discussions; be sensitive to their behavior and body language

for breaks or ice breakers

Notes to all members of the Municipal Planning Group

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.

- 69 -

Step 4- Problem/Situational Analysis by SectorDuring the Participatory Rural Appraisal, each group has collected data and made some situational analysis on their areas of con-

cern. It is now important to bring together all the participants in a plenary sharing session.

OBJECTIVES

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 com-

munity problems

3. Constructed a needs tree of commu-

nity problems

4. Prioritized the community’s needs.

METHODOLOGY

Interactive group discussion

Use of Problem Tree analytical tool

Use of Needs Tree analytical tool

TIME REQUIRED

1/2 day

MATERIALS NEEDED

Idea cards

Manila paper

Masking tape and pentel pens

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 (di-

agnosis). Participants may view anal-

ysis 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-

munity. If the analysis of the situa-

tion is wrong, the resulting plan will

also be ill-fitting.

2. Recall that collection of data, either

through PRA or secondary data

collection, is expected to result in

identification of problems and op-

portunities in the community. The

identified problems will be used in

the construction of a Problem Tree

analysis, to determine sectoral goals

and objectives. Identified opportuni-

ties and strengths, on the other hand,

will be used in identifying strategies.

3. For each sector, review all the tools

that were used and accomplished.

4. Line-up all the identified problem

cards generated from the data gath-

ering.

5. Guide the community in construct-

ing a Problem Tree.

- 70 -

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 ap-

propriate sector. If not, this could

be passed on to the appropriate/rel-

evant sector.

8. Cluster all similar problem cards and

re-state them into a new card, if neces-

sary.

9. To start off the process, choose one

starter card that the community

views as most prevalent in the com-

munity (eg., low harvest)

10. Clarify if this is a problem of the ma-

jority of residents in the community

(it is possible that the problem writ-

ten 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 sec-

tor 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 con-

structing a Needs Tree

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 refer-

ence in formulating sectoral goals

and objectives.

- 71 -

Some Examples of a Problem Tree:Example 1: Culture and Peace Sector

Lupon Tagapamayapa

reconstituted

Council of Elders and religious leaders do not

have opportunity to meet

Little conception of Culture of Peace

High incidence of violence due to rido

Poor peace and order situation

Di mapuksang peste sa pananim

Mababang ani Kaunting huli ng isda

Pagmomonopolisa ng Pagkasira ng mga Laganap na iligal na pangingisda

Kakulangan sa gamit pansaka

Mahinang pagpapatupad ng batas pangisdaan

Kakulangan sa gamit pangingisda

Kakulangan sa kaalaman sa pagsasaka

Example 2: Economic Development Sector

- 72 -

Mapuksa ang mga peste

Mapataas ang ani Maparami ang huling isda

Mapigilan ang pagpasok rehabilitation pangingisda

Mapataas ang kita ng mga

Magkaroon ng sapat na kagamitan sa

pangingisda

Mahigpit na pagpapatupad ng mgabatas pampangisdaan

Magkaroon ng sapat na kagamitan sa pagsasaka

Magkaroon ng sapat na kaalaman sa agricultural technology

Example 2: Economic Development Sector

Examples of a Needs TreeExample 1. Culture and Peace Sector

Resolution Mechanism

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

Decrease incidence of violence due to rido

Develop a Culture of Peace among barangay residents

Constitute the Lupon Tagapamayapa

Improve the peace and order situation in the barangay

- 73 -

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 Assem-

bly for validation

1. Social Development 1. High prevalence of of malnutrition among children

2. (Other)

Lack of knowledge on proper nutrition among parents

Stunted growth and limited opportunities for development of children

Increased health risks

Improve knowledge of parents on proper nutrition through intensive IEC

2. Economic Development 1. Lack of irrigation system

2. (Other)

Lack of facilities/funding Low income of farmers

Out migration (to seek greener pastures)

Low contribution of agriculture to economic growth

Local government should provide funding for facilities and equipment

3. Environment and Natural Resources

1. Frequent occurrence of

2. (Other)

tation of plants, properties and even loss of lives

control

- 74 -

4. Institutional Development

1. Low level of locally generated revenues and dependence on IRA

2. (Other)

Limited information campaign on tax collection

Update and/or amend local tax ordinance

Intensify tax mapping collection efforts

Intensive IEC

5. Culture and Peace 1. Practice of private burial grounds

2. (Other)

Indigenous traditional practices Environmental and health problems /contamination of ground water

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

OBJECTIVES

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 solu-

tions in an intersectoral plenary

session.

Step 5 - Prioritizing Issues

METHODOLOGY

Interactive group discussion in sec-

toral planning groups

Interactive group discussion in ple-

nary session

Pairwise ranking and/or matrix

ranking

Intersectoral validation

TIME REQUIRED

1/2 - 1 day

MATERIALS NEEDED

Idea cards of needs statements

Matrix template

Manila paper

Pentel pens

Masking tapes

- 75 -

HOW TO DO IT

1. 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 mem-

bers would find it difficult to imple-

ment projects.

LGUs exist to create order in the com-

munity and address arising needs.

However, due to its limitations, the

barangay can not address all the

needs at the same time. Funds and re-

sources are limited. Addressing some

needs may require big investments.

Projects or programs that could ad-

dress the needs may be important

but not that urgent, or it may require

input from the outside because the

resources of the barangay could not

provide its requirements.

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.

2. Explain that the Pair-Wise Rank-

ing 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 prior-

ity to the least priority of needs. This

is often used if the community mem-

bers find it difficult to formulate a set

of criteria to appropriately evaluate

competing needs.

3. Explain the process that would be

undertaken.

4. Write each need on separate idea

cards.

5. Construct the matrix template.

6. Place all the need statements in the

first column of the chart with as-

signed 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.

7. Decide on the criteria for selection

with the participants

8. Match each need with the other

needs.

Compare by pairs (Need #1 vs.

Need #2, Need #1 vs Need #3

etc). The most important ques-

tion is why one was prioritized

over the other.

Allow for a free flowing dis-

cussion until a consensus is

reached. Always cross-check

opinions with others. If the

facilitator thinks that others are

still not fully convinced, encour-

age the group to continue the

discussion.

- 76 -

Write the reasons why one need

is prioritized over the other.

When all needs have been paired

and compared, count the number

of times one item has been pri-

oritized. 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:

Number of people that would be

affected , e.G. The more people

affected, the higher the degree of

importance of the issue at hand

Urgency

Capacity of the barangay (re-

sources)

Other criteria may be used.

13. Agree on a rating system. For in-

stance, 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 high-

est points should be made the high-

est priority, and so on.

16. Community members may use peb-

bles or seeds for indicating points

for each item.

17. Present the prioritized problems and

needs in the recommended Problem-

Solution Matix Form

Intersectoral Validation

18. Assign one facilitator and docu-

menter for this session.

19. Convene the representatives of the

sectoral planning groups and the

PRA Team in a plenary session.

20. Explain the objective of this particu-

lar activity. One of the basic tenets of

PRA is cross-checking and triangula-

tion. Intersectoral validation may be

one of the ways that this principle

could be adhered to. This is being

done to identify data gaps, and vali-

date data and information gathered

by the different sectors. Through

intersectoral validation, inconsisten-

cies in data and analysis are identi-

fied 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.

- 77 -

24. Get the consensus of the group

regarding each comment and recom-

mendation.

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, partici-

pants would have:

1. Drawn a vision map or a picture of

an alternative future;

2. Formulated a Vision Statement

3. Formulated a Mission Statement;

and

4. Formulated Goals and Objectives for

the next 5 years.

METHODOLOGY

Vision statement formulation: work-

shop in plenary

Mission statement formulation:

individual reflection and workshop in

small groups

TIME REQUIRED

½ day

MATERIALS NEEDED

Resource and Land Use Map (from

PRA)

Crayons (black, blue, yellow and

green) or pentel pens

Manila papers/kraft papers

Idea cards

HOW TO DO IT

1. Open the session with the following

statements:

A Vision is the hoped for (dream) situ-

ation or aspiration, which the people

of the barangay will work to attain

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:

- 78 -

2. Prepare a Resource and Land Use

Map of the barangay. Color the exist-

ing land use green.

3. 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:

How do you see your barangay

in the future?

(or) What do you want your

barangay to become in the

future?

Formulating the Vision Statement

4. 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

states in words the description of

this picture.

5. 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:

What do you see the residents in

your barangay becoming?

Peaceful environmentElders 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

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

What do you see in their situa-

tion and environment?

What do you see in the barangay

government?

What do you see in the nearby/

contiguous areas or higher levels

of LGU?

6. 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.

- 79 -

7. Flash these key words and descrip-

tions. From these key words and

descriptions, ask the participants to

formulate their vision statement for

their barangay. Example of a vision

statement:

8. 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 state-

ment of the agreed commitment and

roles of the different community

stakeholders/sectors in order to

achieve the Vision. It should reflect

the following:

What is the role of the barangay

as a government, and as an orga-

nization to achieve the Vision?

What is the role of citizens of the

barangay and the community to

achieve our Vision?

What are we here to do together?

What is our “reason for being”

(why are we here?) in relation to

the Vision?

peaceful and economically stable

vironment guided by the frame

Barangay Condaraan, Bayang, Lanao del Sur “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

the people may be expressed, crystallized, and considered, and

The Mission Statement answers the

question “Why does an organization

exist, and what is its purpose?” The Mis-

sion provides the motivation and reason

for being of the barangay in its continu-

ing 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:

- 80 -

10. If the participants wish to formulate

a mission different from that pro-

vided 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:

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.

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 Mis-

sion Statement that combines as

individual’s ideas.

Ask each group to write in meta-

cards their agreed on formula-

tion of the Mission. Paste each

metacard on the board/wall.

Group Consensus. From these

metacards, formulate a sentence

that would combine all commit-

ments of all groups.

Example of a Mission Statement for

a barangay that is different from the

mandate provided for by the Local

Government Code:

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 aspira-

tion 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 out-

comes 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

“We shall pursue our mission through the joint effort of the

and God fearing community of Barangay Oring”– Mission Statement of Brgy. Oring, Buldon, Maguindanao

- 81 -

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 fund-

ing 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 resi-

dents and those of adjoining areas.

b. 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 as-

sisted the barangay in the purchase

of tables, chairs, and other needs of

the center.

c. Barangay Bubong in Tugaya, Lanao

Sur is one of the sources of Maranao

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 Improved housing for 50% of the resi-

dents of the barangay.

Increased access to secondary educa-

tion for 40% of the student population

Economic Development Sector Increased productivity of the agricul-

tural sector by 2%

Decrease in rate of unemployment by

5%

- 82 -

14. Explain the difference between Goals

and Objectives

An objective enables the commu-

nity to accomplish their Sectoral

Goals. Sectoral Objectives are clearer

statements of the specific activi-

ties required to achieve the Goals.

Objectives reflect the current status

and specify what the members of the

community will be able to do, or per-

form, to achieve the Goal. Another

way to view objectives is that they

are goals stated in terms of perfor-

mances 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, eco-

nomic and gender differences

T – Targeted stakeholder

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:

Increase by (how many percent?)

the rice harvest of (how many

farmers?) in (how many years?)

Increase by (how many percent?)

the fish catch of (how many fish-

erfolk?) in (how many years?)

15. Explain that as partners of the nation-

al government, local governments are

expected to play a major role in help-

ing 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.

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:

- 83 -

Group back into their sectors,

and retrieve their respective

Needs Trees.

Analyze the needs in the upper

portion of the Needs Tree and

select those that cover the gen-

eral concern of the sector which

can be converted into a Sectoral

Goal.

Formulate the need into a

Sectoral Goal, using the charac-

teristics of Goal Statements as a

guide.

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.

The remaining cards can be

used later in the planning as

Projects or Activities to achieve

particular sectoral objectives.

17. Encourage the participants to de-

velop Success or Outcome Indicators

instead of input or activity type of

indicators. Success or outcome indi-

cators measure the extent of achieve-

ment of desired results. They are

needed for both Goals and Objectives

and can be expressed either qualita-

tively or quantitatively. Examples of

Success Indicators are:

Health and Nutritionnormal weights

Infant mortality rates

Morbidity rateMaternal mortality rateMortality rate

Education Secondary school completion rateTertiary school completion rateVocational school completion rateLiteracy rate

Housing and Basic Utilities Per centage of households living in informal settlements or makeshift houses

Per centage of households with sustainable potable water supply

Percentage of households with sanitary toiletsPercentage of households with electricity

Peace and Security Incidence of index crimes

- 84 -

18. Explain that for poverty reduction

goals, the Core Local Poverty Indi-

cators (CLPI), derived through the

Community-Based Monitoring Sys-

tem 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

At the end of the ½ day session, sectoral

planning groups would have:

1. Identified priority programs, and

2. Identified implementing mecha-

nisms for priority programs

METHODOLOGY

Lecturette

Short lecture

Workshop in small groups

TIME REQUIRED

½ day

MATERIALS NEEDED

Visual Aids on the Vision and Mis-

sion Statements

Visual Aids on the Needs Trees for

each sector

Visual Aid of Problems and Opportu-

nities identified from the PRA

Visual Aid on Characteristics of Effec-

tive Strategies

Idea cards (yellow, green, orange,

blue)

Manila papers

Pentel pens

HOW TO DO IT

Formulating Strategies Per Sector

1. 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 weak-

nesses, take advantage of external

opportunities, and avert external

threats. Failure to make satisfactory

- 85 -

progress towards accomplishing

objectives signals a need for correc-

tive actions, thus periodic review of

strategies are essential.

2. Give a short lecture on characteris-

tics of effective Strategies, as follows:

Based on existing social, politi-

cal, and economic conditions

Allows for future scenario-build-

ing

Considers internal capacities

Operating within certain organi-

zational tasks, systems, struc-

tures and defined objectives

An acceptable course of action

based on people’s dreams, values

and preferences

Focused efforts and interven-

tions

Within a chosen time frame

Feasible and doable

Ability to be flexible and respon-

sive

Has capacity to yield desired

results

A very useful tool in strategy formula-

tion is the SWOT analysis. The SWOT

analysis is a tool for analyzing Strengths

and Weaknesses of the barangay, the

Opportunities that could enhance the po-

tential 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 char-

acteristics that show the barangay’s

resources and capacities, while Weak-

nesses are negative characteristics that

show the barangay’s gaps or insufficien-

cies 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.

3. Steps in conducting SWOT Analysis

Participants will need idea cards

of four different colors, manila

paper and pentel pens, the Vi-

sion and Mission Statements

written on manila paper, and

problems and opportunities

culled during the PRA

Group the participants per sec-

tor

Ask the participants to

Review the Vision and Mis-

sion statements and the

problems and opportunities

identified per sector

List down in yellow meta-

cards the strengths of the

barangay

List down the weaknesses

of the barangay in green

metacards

Paste the metacards on the

board/wall based on their

categories (Strengths, Weak-

nesses). Read the metacards

and ask the participants to

explain each idea.

- 86 -

Cluster similar ideas to-

gether.

Then ask the participants to

list down Opportunities and

Threats according to their

assessment of the political,

social, cultural, economic

and environmental condi-

tions.

Ask them to write in orange

metacards the Opportunities

and in blue metacards the

Threats. Ask them to paste

them on the board.

Read the metacards and ask

the participants to explain

each idea. Cluster similar

ideas together.

Remember that some

conditions could contain

both positive and negative

aspects. In such situations,

let the participants agree on

whether its a strength, weak-

ness, opportunity or threat.

Number each idea card S1,

S2, S3, S4, W1, W2, W3, W4,

O1, O2, O3, O4, and T1, T2,

T3, T4).

Strengths Weaknesses

S1 A health center was established by the ASF and LGSP

W1 There is a lack of medicines for common illnesses

S2 The community has indigenous knowledge of herbal medicines

W2 The nearest hospital is at the Poblacion, and sick residents often do not get treated in time due to bad roads

Opportunities Threats

O1 There is an NGO that teaches alternative and herbal medicine

T1 There is a dengue epidemic in the next barangay

O2 ASF intends to allocate funds for a Botica sa Barangay program that the barangay can access

T2 There is no doctor for the barangay

4. In formulating Strategies, it is impor-

tant to examine the Strengths, Weak-

nesses, Opportunities and Threats

that will affect the barangay’s perfor-

mance 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:

Option 1: Using Strengths to

take advantage of Opportunities

Option 2: Using Strengths to

minimize or block Threats

Option 3: Minimizing or elimi-

nating Weaknesses by taking

advantage of Opportunities

Option 4: Eliminating Weakness-

es to minimize or block Threats

- 87 -

5. Instructions for formulating Strate-

gies based on SWOT Analysis

Per sector, review the identified

Strengths, Weaknesses, Oppor-

tunities and Threats.

Answer the following questions:

Among the Strengths, which

one/s can be harnessed so

that existing Opportuni-

ties could contribute to the

barangay’s development?

Among the Strengths, which

one/s can be harnessed so

that imminent Threats that

might hinder the baran-

gay’s development could be

avoided?

Among the Weaknesses,

which one/s should be ad-

dressed so that Opportuni-

ties are taken advantage of?

Among the Weaknesses,

which one/s should be ad-

dressed so that imminent

Threats could be minimized?

Formulate Strategies based

on the above questions. Try to

achieve consensus among the

sectors. Use the characteris-

tics 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 multistake-

holder partnerships involving the

barangay LGU, faith-based NGOs,

and the ASF through the Municipal

LGU”.

(In planning format, this could simply

be reduced to “Strengthen Barangay

Health Center”)

6. When Strategies per sectoral plan-

ning group have been formulated,

convene the planning groups in Ple-

nary and present all strategies per

sector. Allow for a discussion and

obtain consensus until the Strategies

had been agreed upon by everyone.

7. Display the Strategies in prominent

sites of the workshop area.


The formulation of Strategies may prove to be too cumbersome or complicated for some barangays.

undertake or dispense of this step.

barangay planners may proceed immediately to Identifying Programs, Projects and Implementing Mechanisms.

- 88 -

Identifying Programs, Projects, and Implementing Mechanisms

1. Explain that this step takes off from

the formulated Sectoral Goals and

Objectives

2. Explain that Programs or Projects

address the Objectives. Programs are

continuing services that barangays

are mandated to carry out through-

out 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.

3. 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

Programs or Projects: – What are

programs or projects and legislation

that could contribute to each objec-

tive? List these down. The Needs

Tree, and the Strategies identified

through SWOT Analysis may again

assist the participants in identify-

ing programs and projects. Existing

programs or projects can also be

integrated into the list.

Sifting Projects and Programs8 –

Convene the participants in plenary.

Sift programs and projects according

to the following creens:

Repetitive or redundant propos-

als could be consolidated

Reject obviously impractical or

undesirable project proposals

and

PROJECTS OR PROGRAMS

points with calendar dates

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 functions and tasks are only slightly different from past

efforts.

and scheduleMaximum work is performed within the annual budget ceiling

Prediction of annual expenditures is relatively simple

ments or organizations which may change from one life cycle to another.

Rate and type of expenditures constantly changing Relatively constant rate and type of expenditure

Basically dynamic in nature Basically steady state in nature

- 89 -

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

1.0 Increased farm yield 1.1 Intensify production support services

1.1.1 Develop gravity irrigation *

1.1.2 Install communal pump irrigation *

1.1.3 Increase water yield of aquifer *

1.1.4 *

1.2facility

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 *

2.0 Better prices of farm produce

2.1 Competitive pricing by traders

2.1.1 Encourage competition *

2.1.2 Regulate prices *

2.1.3 Improve market infrastructure *

2.2mation

2.2.1market

*

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

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”

- 90 -

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 * *

2.2.1System

*

3.1.1 Land Suitability Analysis * *

3.1.2 * * *

3.2.2 *

4.1.1 Short Course in Entrepreneurship *

4.1.2 *

4.1.3 Transport and Communication System Modernization * *

Sifting projects by ownership is illustrated by the following example:

5. Rank proposed projects by level of

urgency. Planning groups could be

further guided by the following cat-

egories of and criteria for urgency:

Urgent – Cannot be postponed;

would remedy conditions dangerous

to public health, safety & welfare;

needed to maintain critically needed

programs; needed to meet emergen-

cy situations

Essential - required to complete or

make usable a major public improve-

ment; required to maintain mini-

mum standards as part of on-going

programs; desirable self-liquidating

projects; external funding is available

Acceptable - Can be postponed

without detriment to present opera-

tions if budget cuts are necessary

Deferrable - Recommended for

postponement or elimination from

immediate considerations in the cur-

rent LDIP; questionable in terms of

over-all needs, adequate planning or

proper timing.

6. 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 concep-

tualization, 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:

- 91 -

PCIA Screen:a. Is the peace and order situation favor-

able for project implementation?-

Are there perceived threats of mili-

tary operations? Or eruption of clan

feuds? Or threats from lawless ele-

ments?

b. Will the project contribute to social

cohesion, support the development of

POs/CSOs/private sector or contrib-

ute 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


planning groups would have drafted

their three-year barangay development

plan.

METHODOLOGY

Short lecture

Workshop in sectoral planning

groups

TIME REQUIRED

½ day

MATERIALS NEEDED Manila papers

Pentel pens

Pad paper or bond paper

Ballpens

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

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 vi-

sion. It is in this context that develop-

ment plans should directly address

particular needs and respond to

particular problems so that programs

and projects are relevant.

Planning is an organized and con-

tinuous attempt to select the most

effective way to achieve desired ob-

- 92 -

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 com-

munity’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 of-

ficials 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 Develop-

ment Plan.

ObjectivesProgram/

ProjectResources

Needed

Key Result Areas and Needed Budget

RemarksYear 1 Year 2 Year 3

KRA Cost KRA Cost KRA Cost

THREE-YEAR BARANGAY DEVELOPMENT PLAN

Barangay__________________________

Municipality_______________Province _________

Year ______ to _______

Sector:_______________________________________________________

Goal:

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

Programs (including Legislation) or

Projects – What are programs, projects

and legislation that can address the ob-

jectives? The Needs Tree formulated dur-

ing the previous session would provide

the input on this. Existing programs or

projects that have been implemented can

also be integrated into the plan.

- 93 -

Resources – What are the resources

needed in order to implement each pro-

gram 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 transporta-

tion, labor, equipment, communication,

etc.)?

Remarks – This could include potential

donors and other information that could

help facilitate the completion of the pro-

gram or project within the year.

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

OBJECTIVE


planning groups would have defined the

Barangay’s Annual Operational and

Investment Plans for the next year.

METHODOLOGY

Short lecture


groups

TIME REQUIRED

½ day

MATERIALS NEEDED

Manila papers

Pentel pens


Ballpens

Masking tape

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.

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 an-

nual 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

- 94 -

consistently aligned with the AOP,

and like the AOP, should be com-

pleted for each sector.

2. Distribute copies of the Annual

Operational Plan and Annual Invest-

ment Plan formats to each sectoral

planning group, and discuss the

guides in formulating both.

Program or Project

Objective Tasks Needed Resources

Timeframe Responsible Person

Annual Operational Plan

Barangay _______________

Sector: _______________________________

Guide in Formulating the Annual Operational 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

Tasks – What are specific steps/activities

that need to be done/conducted to attain

the particular objective?

Guide in Formulating the Annual Investment Plan:

Program or Project – refer to the pro-

gram or project indicated in the AOP

Brief Description – short description

of the project, including the number of

beneficiaries and other information on

the program or project.

Location – details on where the program

or project will be implemented, such as

street, sitio, purok, barangay.

Status – is the project ongoing, rehabili-

tation of an old project, or a new project?

Sources of Funds – Where will project

funds come from?

- 95 -

Period of Implementation and Budget –

Indicate how much will be needed for the

project every quarter (three months). The

Barangay Development Council must ap-

prove the disbursement of funds.

Total Cost – Sum of the quarterly project

costs.

Program/Project

Brief

tion

Location

Status Sources of

Funds

Period of Implementation and Funds Needed

Total Amount

Remarks

Q1 Q2 Q3 Q4

ANNUAL INVESTMENT PLAN

Barangay______________________

Year: ___________

Remarks – Other requirements for the

implementation of the program or proj-

ect, and/or other details that need to be

taken into consideration or kept in mind

by the project implementers.

- 96 -

OBJECTIVE

At the end of a half day session, partici-

pants would have:

1. Been oriented on the barangay bud-

geting system;

2. Understood the link between the

just-formulated investment plan and

the barangay budget

METHODOLOGY

Short lecture


groups

TIME REQUIRED

½ day

MATERIALS NEEDED

Figures on IRA and revenues from

taxes and other barangay income

(should be obtained from the

Barangay Treasurer prior to the work-

shop)

Manila papers

Pentel pens


Ballpens

Masking tape

HOW TO DO IT

1. Provide an orientation on the

Barangay Budgeting System in

broad strokes. The Municipal Budget

Officer can serve as a resource per-

son; otherwise the facilitator should

be ready to discuss this.

A barangay budget is a blueprint for

the financial policy decisions that

the barangay will implement dur-

ing 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.

2. Discuss the sources of barangay

income

a. Tax Revenue

Share of Real Property Tax

Share of Community Tax

Share of Internal Revenue Allot-

ment

Share from quarrying of sand

and gravel

Share from the National Wealth

b. Operating and Miscellaneous

Income

Business Permit

Barangay Clearance Fees

Step 10: Linking the Budget with the Plan

- 97 -

Operations of Barangay Facili-

ties

Fines/Penalties

c. Grants/Subsidies/Loans

Subsidy of the Municipality/

Province

Borrowings from Banks

Other Donations

3. If there is interest from the partici-

pants, discuss Scope of Taxing Pow-

ers of Barangays and Community

Tax Sharing Schemes. Otherwise,

skip this portion.

4. Discuss the link between the

Barangay Development Plan and the

local budget. Highlight its impor-

tance by mentioning that this is the

basic principle behind the “harmo-

nized planning (and budgeting)

system” being pursued thru the Joint

Memorandum Circular # 1 involving

the DBM, DILG, NEDA and DOF.

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 allocation

Budget Execution Plan is used as basis for scheduling programs, projects, and activities implementation

Budget Accountability Plan is used to measure performance /accomplishment for Budget Year

5. Ask the participants to compute for the fund allocation for priority projects

Computation of Budget Allocation from 20% IRA for Barangay Development

Fund

TOTAL AMOUNT

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

- 98 -

6. Ask the participants to compute for the Annual Barangay Plan and Budget

Consolidation of Annual Barangay Plan and Budget

TOTAL

A. Maintenance of basic services

Barangay NurserySalary of Nursery WorkerSeedlings, pots, etc.

Barangay Day Care CenterSalary/wage of Day Care WorkerMaintenance of ClassroomBooks, supplies and materials

Library/Information Center

Infrastructure Maintenance

Facility Maintenance (dryers, talipapa etc)

B. Executive and Legislative Services

Electric and Water Bills

Transportation/Travel Expenses

Communication Expenses

Other MOOE

Outlays

- 99 -

TOTAL

C. Expenditure for Development Projects

D. Mandatory AllocationsSK FundGAD FundCalamity FundDiscretionary FundLIGA Fee

E. Grand Total

G. Grand Total

H. Total Available Income

I. Unappropriated Balance

ENDNOTES8 Adapted from the Rationalized Planning System Guidebook of

the Department of of the Interior and Local Government

- 100 -

- 101 -

SESSION 5

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 addi-

tional information and rally their sitio/

purok constituencies for support for the

Step 11- Presenting the BDP to the Barangay Assembly

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 resi-

dents 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

the Barangay Development Plan by the

Barangay Assembly

MATERIALS NEEDED

Clean copies of the tools and the

three year barangay development

plan

Clean copy on manila paper or on

PowerPoint slides of the Vision and

Mission statements

Masking tape

Sounds system

- 102 -

HOW TO DO IT

1. Draft a program or flow of presenta-

tion

2. Tape all tools and outputs at the

walls of the barangay hall or around

the immediate environment where

the Assembly will be conducted

3. Conduct the Preliminaries (National

Anthem, Opening Prayer, Opening

Remarks, Recognition of Participants

to the Barangay Development Plan-

ning Process)

4. Turn over to the barangay captain

the responsibility of presiding over

the Barangay Assembly

5. Let a community reading of the Vi-

sion and Mission Statements take

place. Allow for feedback and com-

ments. Conduct a ritual that would

symbolize approval (bagsak or clap)

of the Vision and Mission by the

Barangay Assembly

6. Let Sectoral Representatives report

on their Sectoral Plans. Ensure that

reporters are community residents.

After sectors have finished report-

ing on their plans, open the floor

for feedback. Make sure that these

feedback are documented

7. The barangay captain, formally ap-

proves the plan and formally pass

it on to the Barangay Development

Council for passing a resolution to

adopt it.

8. Conduct closing ritual (closing

prayer and community singing).

Immediately after the approval by the

Barangay Assembly of the Barangay

Development Plan, the Barangay De-

velopment 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.

Step 12 - Drafting the Barangay Resolution Adopting the Barangay Development Plan

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

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 pro-

cess to present their plans. This would

help the BDC in reviewing the plans and

- 103 -

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 pro-

posed allocation of the barangay bud-

get and the projected income of the

barangay for the implementation, moni-

toring, 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 WORKSHOP AND BUDGETING CONDUCTED AT ________________ ON _____________________________.

nance Support Program in ARMM through its Barangay Governance and Planning Field Guide;

_________________________;WHEREAS, the barangay development Vision and Mission Statements, Strategies, Goals and Objec

RESOLVED, as it is hereby resolved, that the outputs of the Barangay Development Planning Workshop be adopted as the ___________ Barangay Plan and Budget and Investment Plan.

for their information, reference and appropriate action. UNANIMOUSLY APPROVED.

________________________________ Barangay SecretaryAttested by:

_________________Punong Barangay Captain

- 104 -

- 105 -

SESSION 6

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 to-

gether with some community stakehold-

ers 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 mobiliza-

tion purposes and as reference for future

planning and direction setting. Copies of

the document are provided to the Mayor,

Vice Mayor, and the Municipal Plan-

ning 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-

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 Develop-

ment 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 munici-

pal and barangay development plans is

facilitated and substantially carried out.

- 106 -

- 107 -

MODULE FIVE

OVERVIEW

This module covers the basic prin-

ciples of project management in-

cluding a simplified project cycle,

and provides templates for project propos-

als 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.

PARTICIPANTS

This module is intended for barangay lead-

ers and citizens who are potential project

managers of select barangay development

projects. The ideal number is not more

than 15 participants.

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.

- 108 -

CONTENT

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 Evalu-

ation (3 hours)

TIME REQUIREMENT

Eight (8) hours

SESSION 1

- 109 -

OBJECTIVES

At the end of the session, participants

would be able to

1. Define what a project is

2. Know and understand the basic proj-

ect life cycle

METHODOLOGY

Individual reflection

Workshops in small groups

Interactive lectures

Practical exercises .

TIME REQUIRED

2.5 hours

MATERIALS NEEDED

Hand out/ questionnaire on self re-

flection on projects (next page)

Prepared idea cards with headings

on the four major steps of the Project

Cycle


1. Haynes, Marion E. Project Manage-

ment Revised Edition.Crisp Publica-

tions Inc., California. 1986.

2. Taylor, James. The Project Manage-

ment Workshop: A Trainer’s Guide

HOW TO DO IT

1. 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 com-

pleted 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 ques-

tions:

- 110 -

a. When did you first get the idea

for the project? How much time

elapsed and what steps were in-

volved 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 sup-

plies 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 every-

thing 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 equip-

ment 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 im-

provements could be made in the

management of the project? If not,

take a few minutes now and write

down some ideas for improve-

ment. (5 minutes)

______________________________

______________________________

______________________________

______________________________

2. Sharing in small groups (optional,

3 minutes per person, maximum 10

minutes total). Group the partici-

pants into groups of 3. Ask them to

share their answers to the group. As-

sign reporters and documenters.

3. Plenary reporting (3 minutes per re-

port, maximum 15 minutes). Ask the

reporter of each group to summarize

the results of their sharing.

4. 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.

- 111 -

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 estab-

lished 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.

Project Management brings together

and optimizes the resources necessary to

successfully complete the project. These

resources include:

Skills, talents and cooperative effort

of a team of people;

Facilities, tools and equipment;

Information, systems and techniques;

Money

5. 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 ques-

tion #4 Monitoring; and responses

to question #5 Evaluation

6. Present the basic project cycle using

either of the following illustrations:

The Project Cycle

DevelopmentClose out and

Evaluation

Selection and Conceptualization

Implementation and Monitoring

Activities:Analyze strategic goals and objectivesFinancial analysisRank projectsChoose projects to pursue

Activities:Gather dataAnalyze requirementsDetermine project scopeDevelop work breakdown schedule (WBS)Organize project teamKick off meeting

Activities:

Develop schedulesDevelop plansWrite project proposal

Activities:Implement control processMonitoring

Activities:Project scope

Technical auditFinancial audit

Evaluation

The Project Management Model: Life Cycle Phases of a Project

- 112 -

6. Explain that the four phases – Con-

cept, Development, Implementation

and Close-out – make up a life cycle

representative of most projects.

7. 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

8. 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

9. 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 manage-

ment 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

Project Selection Development Phase

Close Out Implementation Phase

Concept Phase

Project Development and Implementation Process

- 113 -

SESSION 2

OBJECTIVE

At the end of the 2-hour session, partici-

pants would have been able to prepare a

simple project proposal.

METHODOLOGY


Interactive lecture

Practical exercises

TIME REQUIRED

2.5 hours

MATERIALS NEEDED

Handout on Template for a project

proposal

Template for a project proposal writ-

ten on manila paper

List of projects from the BDP

Ballpens

Manila paper

Masking tape

HOW TO DO IT

1. Open the session with the following

statements: “The Barangay Devel-

opment Plan includes the priority

projects to be implemented by the

barangay. These projects or interven-

tions can be developed into project

proposals”.

2. Define a project proposal. You may

use this definition: “A project pro-

posal is a blueprint of the ideas of

the barangay in implementing the

project. It contains the activities

which will realize the objectives of

the project”.

3. Discuss the major parts of a pro-

posal. Present the project proposal

template (see next page). Give plenty

of illustrations per part that are ap-

propriate to the participants’ circum-

stances.

4. Proposal preparation in small

groups: Begin the workshop with the

following statement:

“Funding agencies (both local and

international) have different re-

quirements and formats for project

proposals. Before writing one, be sure

that you are aware of the sectoral

priorities and formats of the agency

- 114 -

to which you will address the pro-

posal. 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 provid-

ed 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 follow-

ing instructions:

Fill in the relevant spaces for

LGUs

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, brain-

storm and agree on a project

they would like to implement in

their barangay). No two project

should be alike

Discuss among yourselves and

fill in the project proposal tem-

plate.

Republic of the PhilippinesAUTONOMOUS REGION IN MUSLIM MINDANAO

Province of _____________Municipality of _____________

BARANGAY _________________

PROJECT PROPOSAL

(Name of project to be implemented)

2. Project Proponent: _____________________________________________________________________ (Name of the Barangay)

________________________________________________________________________________________

Geographical area and the population affected _______________________________________________________________________________________________________________________________________

Why there is still a need to implement the project.____________________________________________________________________________________________________________________________________

2. ______________________________________________________________________________________

PROJECT PROPOSAL TEMPLATE

- 115 -

________________________________________________________________________________________________________________________________________________________________________________

Position Title Name of Person Agency/NGO Function

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

Activity

8. Budget Requirements:

Description Quantity Unit Cost Amount

Submitted by:________________________Punong Barangay

PCIA Screen:

project implementation? Are there perceived threats of military opera

tions? Or eruption of clan feuds? Or threats

vate sector or contribute favorably to develop

in government processes?

tion?

community and feasible to ensure its sustainability?

ness of human responsibility to protect their

PCIA Screen:

prescribed timeframe and budget? Is there adequate compensation or incentive given to staff?

among project implementers and stakehold

dence in government’s sincerity to respond to community needs?

enhancement of both formal or informal community structures?

- 116 -

- 117 -

SESSION 3

OBJECTIVE

At the end of the 2-hour session, partici-

pants would have been able to;

1. Differentiate between Monitoring and

Evaluation;

2. Know the basic principles of Project

Monitoring and Evaluation.

METHODOLOGY


Interactive lecture

Practical exercises

TIME REQUIRED

3 hours

MATERIALS NEEDED

Handout on Project Monitoring and

Evaluation

Ballpens

Manila paper

Masking tape


1. Marion E. Project Management Re-

vised Edition.Crisp Publications Inc.,

California. 1986.



HOW TO DO IT

1. Open the session with the following:

“Monitoring is a systematic gather-

ing of information on the progress of

project implementation. It is purposely

conducted to put formative or correc-

tive measures while the project is being

implemented.

Evaluation is the systematic gather-

ing of information on the changes or

impacts on the people and the environ-

ment caused by the implementation of

a certain project. It is conducted at the

end of a project, or after the implementa-

tion is completed. This ensures that any

- 118 -

negative impact will immediately be cor-

rected, and positive impacts enhanced.

It also provides lessons for more effec-

tive implementation of projects in the

future.

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 imple-

mentation of the project.

3. Discuss the Steps in Monitoring

a. Identify the people who can be

members of the Barangay Monitor-

ing and Evaluation Team. This

team should be a multi-sectoral

body in the barangay.

b. Hold a focused group discussion

so that the team will have a com-

mon understanding of the project

being monitored.

c. Develop a monitoring plan and a

monitoring form based on the proj-

ect work plan being monitored.

Activity Name of Monitor

MONITORING PLAN (M and E Form 1)

Name of Barangay: _______________________Project to be monitored: ___________________

Activity

Name of monitor

activity– the time that the team

member is supposed to collect his monitoring data

– the time that the team

has collected

- 119 -

Activity Schedule of Implementation

% completed Quality of work Remarks

MONITORING INSTRUMENT (M and E Form 2)

Project to be Monitored: _________________________Project Location: ______________________

Name of Monitor: ______________________

Activity

submitted by the project. Ex. Drilling of hole

Schedule of implementation

Percent completed

completed based on the ocular observation of the monitoring team.

Quality of work – refers to the assessment of

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 implementing group.

2. Recap on the Definition of Evalua-

tion and its difference with Monitor-

ing.

3. Discuss the Objectives of Evalua-

tion:

a. To determine the effect (both

positive and negative) of proj-

ects and their activities

b. On day to day activities of

people (both males and females)

c. On the quality of the environ-

ment (water, natural resources,

etc.)

d. To determine if the project has

any impact on poverty, spe-

cifically 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

4. Discuss the Steps in Conducting

Project Evaluation:

a. As in monitoring, it is important

for the team to have a common

- 120 -

understanding of the project be-

ing evaluated. Those assigned

to interview should have ade-

quate 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 infor-

mant or KI is a person who is

knowledgeable about the project

being evaluated. Choose the

KI carefully. There are politi-

cal implications to this. The KI

should be an impartial member

of the community. Try to inter-

view 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 conversa-

tion. The interviewer can add

more questions which he/she

thinks is important to the evalu-

ation.

d. Analyze the results by compar-

ing 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.

PCIA Screen:

from the project?

ensure project sustainability?

erupt during project implementation? Were tensions lessened because of the project?

the intervention (either activity, training or project) to the community? Who

the project promote social cohesion or

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.

- 121 -

SAMPLE QUESTIONNAIRE (M and E Form 3)

Project to be Evaluated: ______________________________Name of Key Informant: ______________________________Sex: Male________ Female _________Name of Interviewer: ______________________________

(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.)

Unit of measurement Before After

Children sick of diarrhea # of children sick

Pesos spent

Frequency of baths # of times

# of times

# of hours

_______________________________________________________________________________________________________________________________________________

- 122 -

5. Synthesize the session with the fol-

lowing statements:

“ The goal of a project is to deliver an

outcome for the barangay. Project Man-

agement focuses on a project.

It is important to the success of a proj-

ect that it be clearly defined before it is

undertaken.

A successful project produces an out-

come 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. Frequent-

ly, policies and procedures are required

to clarify how the team is to function

during the project.

The Project Manager has many respon-

sibilities. 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 devia-

tions occur, corrective action must be

undertaken. Also, project managers are

expected to provide feedback to team

members, negotiate for materials, sup-

plies or services, and help resolve differ-

ences 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.

Wish the participants good luck with

their chosen projects.

Thank them for their participation.

Ask a participant to lead a prayer or a

ritual to end the session.

123

MENU OF PRA TOOLS

- 124 -

OBJECTIVES

1. To establish the history of the

barangay through a chronological

description of events;

2. To identify people and their char-

acteristics who were pillars in the

building up of the community;

3. To obtain the viewpoint of what

men and women see as important in

the history of their community using

past experiences

4. To analyze if there are issues and

problems that can be related to or

caused by the history of the com-

munity.

Data to be Gathered : Barangay History Sectoral Planning Group : Social Development Sector

HOW TO DO IT

1. Identify the people who can be key

informants (usually the most senior

members of the community).

2. Hold a focused group discussion so

that they can help each other “recall”

important events.

3. The guide questions can be as fol-

lows:

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?

c. What other events took place?

Arrange these in chronological

order. These can be:

Major political changes:

leaders during specific years,

election held, sultan/datu

installed, etc.

Environmental changes:

floods, typhoons, fire, earth-

quakes or other man-made

calamities like massacre,

rebellion, etc.(see Violence

and Peace below)

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, be-

comes the history of the barangay.

TIMELINE

- 125 -

Basic social services: awards

won, organizations estab-

lished, epidemics. These

can also be schools built,

hospitals built, playground,

church/mosque built, gym-

nasium or basketball court

constructed.

Economic events: factory

or plantation established,

land reform implemented,

mass lay-off in factory, log-

ging concession started

operations, use of fertilizer/

pesticides, road opened, fish

landing constructed, boat or

jeepney operations started.

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. Cross-

check present issues and problems. Fa-

cilitate 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 in-

come 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

1968- Road opening (RP road) for easier

logging operations

1972- Introduction of HYV rice; logging

operations stopped

1974- Creation of 4 Barangays; resump-

tion of logging operations

1980- Construction of rural health clinic

1982- Outbreak of typhoid fever; earth-

quake

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 histori-

cal transect. The whole process is called

historical profiling.

- 126 -

Historical Transect

Data to be Gathered : Barangay HistorySectoral 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 cross-

cutting 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

1. To show if there are changes over

time in the important physical,

social, economic, and environmental

aspects of the barangay (with em-

phasis on cross-cutting themes)

2. To identify the reasons and causes of

the changes

3. To come up with a list of issues and

concerns for planning

HOW TO DO IT

1. This is done through a small group

discussion among the most senior

participants (or who has the longest

residency in the barangay)

2. 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)

3. Ask the participants to illustrate the

changes over time through drawings

- 127 -

1. Environment 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

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

Crop Production High production even without use of fertilizer and pesticides

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

Indigenous Fauna Deer can be hunted in the forest. Rivers No more deers in the forest. Species of

2. Gender Women leaders No women leaders in the area There are some women in the barangay council

Traditional occupations

Before, women only stay at home as homemakers at home

Marriage Arranged marriage was the norm Women now has a say in choosing a partner women

3. Culture and Peace

Family feuds Peace in the community There is “rido” between clans

Number of arms, weapons

Many families have arms to protect themselves

No need due to peace talks. No more arms military

Rebel groups Some men recruited from here No more rebel groups

Crime incidence No problems Some but not reported

4. Poverty No. of poor families

Not so evident. People can eat 3 times a day

Many people are obviously poor

SAMPLE HISTORICAL TRANSECT

- 128 -

Transect MapData to be Gathered : Barangay TopographySectoral 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 ge-

ography 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

2. To gather data on the type of flora

and fauna (crops, livestock, etc.) in

the barangay

3. To identify problems and opportuni-

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

2. The team should bring a base map of

Type of soil Sandy 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 Fish, shells

Problems Decline in soil fertility during hot season

Kaingin, illegal logging

Erosion of the soil due to the absence of trees

the barangay as reference

3. 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 agricul-

tural, forest, coastal, idle land etc.

4. Use the following matrix to record

the observations.

- 129 -

Community Mapping

Sectoral Planning Group : Social Development SectorCommunity 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 differ-

ent groups of people for different

reasons.

2. Ask participants why maps are im-

portant and what they are used for.

3. Divide the group into men and

women

4. Participants draw a map of their

community, showing main roads,

land and utilities and other impor-

tant landmarks / features that they

think are important. Participants can

use their own symbols and colors.

5. Participants also identify which land-

marks / features they want to change

using their own symbols and colors.

6. Gallery viewing and reporting.


Ensure that participants understand

they are able to interpret infor

Some prompt questions: What are the important areas? Why?What are the problematic areas? Why?What are the areas that are af

mental calamities?

- 130 -

Point Land Use and Resource MapData to Be Gathered : Natural Resources and its conditionsSectoral 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, com-

mercial, 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

x- cemetery - river -forest

- bridge - school -rice land

5. (see HLURB legends)

6. Review the resource and land use

map. Check if the placements/dis-

tance/direction are correct. (orienta-

tion 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 infrastruc-

ture are found in the barangay. Are

these social resources enough to sus-

tain 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.

- 131 -

Point Land Use and Resource Map of Barangay

- 132 -

Social Census Map or Household Survey

Data to Be Gathered : Population and Social ServicesSectoral 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 corre-

sponding number.

2. Prepare a household survey form that

would enable the collection of the fol-

lowing data for each house:

Names of household head,

spouse, children, and extended

family (grandmother, grandfa-

ther, etc.)

For each name, get the sex, ages,

civil status, educational attain-

ment, and occupation

Household income and expen-

diture

Primary and secondary source of

income

Household with or without

toilets

Household with or without elec-

tricity

Source of water

Sickness during the past 5 years

Source of health service

HH members with disability

3. Summarize the data at the barangay

level to show a quantitative descrip-

tion 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

- 133 -

Community Based Monitoring System (CBMS Indicators)

Barangay Survey Sheet for ___________________

# of Puroks: _____________ Total # of Households: _____________ Total Population _______________

Based Monitoring System (CBMS). This

is divided into three groups:

1. Survival – includes indicators on

health, nutrition, and water and sani-

tation

2. Security – includes indicators on shel-

ter 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 situa-

tions reaching alarming levels.

Purok 1 Purok 2 Purok 3 Purok 4 Total

years old who diedDeath occurred after birth up to the age of 5 years. This excludes fetal deaths

Proportion of women who

causesnant or within 42 days of termination of pregnancy, irrespective of the cause of death

years old who are malnourished

Proportion of households living in makeshift housing

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

- 134 -

Purok 1 Purok 2 Purok 3 Purok 4 Total

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 without access to safe water supply

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

system or septic tank and closed pit, whether own use or shared with other households

years old who are not attending elementary school

Proportion of children aged

tending secondary school

Proportion of households with income below the poverty threshold

threshold of NSCB for Region or Province using prevailing monthly consumer price indices (CPI) from NSO for the reference period of the survey

Proportion of households with income below the food (subsistence) threshold

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 physical injury regardless of place of occurrence of the crime

Source: Philippine Institute for Development Studies

- 135 -

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.

Income Expenditure Tree

OBJECTIVES

1. To identify the most important

sources of income of the barangay

and issues connected with these

2. To identify the most important ex-

penditures of the barangay and issues

connected with these

3. To come up with recommendations

on how the barangay can enhance

income and lessen expenditures.

HOW TO DO IT

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.

4. Ask the participants to think of prob-

lems in connection with the identified

income, resources (priorities) and

expenditures (prioritized 1-5) Include

the problems in the issues and con-

cerns for barangay planning so that

solutions can be identified.

- 136 -

Production Flow ChartSectoral 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 succes-

sion of steps by placing an arrow in

each step.

4. Follow the process until the market-

ing system – or until the product

reaches the end consumer. Show the

different ways of selling the product

to consumers and describe the prob-

lems, 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 in-

come in each step of the process.

6. Show the problems and opportunities

while doing the flow chart. Which of

the steps are costly? Why? Are there

problems in selling the products?

Sample Production Flow Chart

- 137 -

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.

Barangay CouncilPOsCOMMUNITY

PTA

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.

HOW TO DO IT

1. Prepare circles of different sizes made

of cartolina or colored paper. On ma-

nila 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,

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 list-

ing of important organizations and

institutions which can be involved in

the development process.

- 138 -

Venn Diagram


OBJECTIVE

This tool helps planners identify sources

of conflict and classify them according

to their origin: internal or external to the

community.

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 exter-

nal 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.

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.

EXTERNAL

INTERNAL

8. The facilitator can also write down

ideas on the metacards for partici-

pants who are not able to write.

- 139 -

Conflict Evaluation Ranking


This tool helps planners prioritize sources of conflict that they have earlier identified.

HOW TO DO IT

1. In one huge flat surface (manila pa-

per, 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/priori-

tizing the sources of conflict. Allow

ideas to surface from the planners

themselves. From their ideas, sum-

marize the discussion by highlighting

the agreed criteria. Suggested criteria

are as follows:

Propensity to Cause Displace-

ment

Propensity to Cause the Loss of

Life

Propensity to Cause Damage to

Properties

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

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 plan-

ners’ recommendations on how to ad-

dress the top five sources of conflicts.

INTERNAL AND EXTERNAL SOURCES

OF CONFLICT

DISPLACEMENT LOSS OF LIFE PROPERTIES SCORE

Politics 1 3 5 3 12

2 3 1 5 11

Drug Abuse 2 2 2 2 8

Sabong 1 1 3 2 7

Sugal 1 1 3 2 7

Legend: 1 – 2 = Low Intensity 3 = Medium Intensity 5 = High Intensity

- 140 -

Peaceability Ranking

HOW TO DO IT

1. Post the prepared matrix (see

illustration) on a wall where ev-

eryone could can see.

2. Explain the focus of the discus-

sion 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’ observa-

tions on the data and prompt the

planners to connect these to the

peace challenges that the com-

munity is facing.


This tool helps planners identify local human resources that are essential in implementing a peace program in the community.

PEACE ISSUES TRAITS AND TRADITIONS

Settling neighborhood disputes

Ijma and taritibs, Islamic laws, or government laws

But preferably amicable settlements

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 accommodate them with security and shelter

Show them friendly gestures

Peaceability Matrix

- 141 -

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:

Sangguniang Barangay


Other barangay organizations (NGOs, POs, PTA, etc.)

OBJECTIVES

1. To identify the important roles and

functions of the barangay organiza-

tion

2. To determine the perceptions of par-

ticipants on the performance of these

roles and functions

3. To determine the areas where the

organization would need capacity

development

HOW TO DO IT

1. Narrate the objectives of the rat-

ing activity. Explain that this is for

strengthening or enhancing perfor-

mance of barangay officials rather

than putting down anybody or show-

ing anyone in a negative light.

2. List down what areas should be

rated and develop a rating scale (see

sample on the following page).

- 142 -

(Mahina) (Katamtaman) 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

- 143 -

Performance Gap AnalysisData to be Gathered : Barangay GovernmentSectoral 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. Dis-

cuss the causes of poor performance, and recommend a capacity development intervention (training, logistical support, facilities,

etc.).

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)

Performance Gap Analysis

- 144 -

Focus Group DiscussionData to be Gathered : Barangay GovernmentSectoral Planning Group : Institutional Development Sector

Focus Group Discussion is a methodol-

ogy for collecting data which involves

putting together the ideas of 7 to 10 par-

ticipants. The participants are relevant/

knowledgeable persons in the commu-

nity 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 discus-

sion. He or she should encourage all

participants to contribute to the dis-

cussion (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 fol-

lowing 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?

Punong barangay

Members of the Sangguniang

Barangay

Barangay treasurer

Barangay secretary

Members of the Barangay Devel-

opment Council

Members of the Lupong Tag-

apayapa

Barangay Tanod

Sangguniang Kabataan

2. If the above entities have poor perfor-

mance, what are the causes or reasons

for their performance?

3. What capacity development interven-

tions would you recommend for each

of the above mentioned officials and

members?

4. What improvements would you intro-

duce to barangay governance to make

it more responsive to its constituents?

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Matrix for Peace -Focused BDP through PRA

Sample Sector: Social Development Sector

SOCIAL DEVELOPMENT SECTOR

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 strate-

gies 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;

FOCUS QUESTIONS TOOLS

Barangay PopulationNumber of malesNumber of femalesNumber of male children Number of girl childrenSenior citizensPersons with Disabilities

Know the total population of the barangay and its distribution based on the said categories

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

Social Census Map or Pie Chart(Information to be collected from secondary data)

3. To identify the underlying factors of

the weaknesses and the facilitating

factors in the strengths of the com-

munity.

It is best to present the Situational Analy-

sis in a thematic fashion, supporting

analytical statements with concrete data.

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List down basic services in the barangay

Know the basic services available in and out of the barangay

What are the basic services available in the barangay?

What are the basic services available outside the barangay (that could be accessed by barangay members)?

Are these basic services being offered by government agencies?

Are there any other organizations offering these basic services (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

out their state and quality.

Service Map

Know the health services in the barangay health center

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

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

To whom are these services open to?

What are the particular programs for children? Babies? (e.g.

Service Map

A Health Services Pie Chart may be made out of the services given by the Health center and

from these.

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GENDER RELATEDHealth services for women

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

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

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,

Are there family planning programs in the barangay?

Discuss one by one the health services for the following

For children (and what are these)LGBTElderly

Are there medicines given by the health center?Are these enough?Where do the residents get the medicine?

Health Services Pie Chart

Common illnesses, diseases, and other health problems

Know the medical status of the barangay population

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

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

What are the most common illnesses of children?

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 residents counter this?

Then, know the common sicknesses of the elderly, with the same procedure.

Seasonality Chart on the Illnesses of Children

Seasonality Chart on the Illnesses of the Elderly

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Status of the barangay’s rest areas

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

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

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

Are there any without their own rest areas?

Service Map

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

Potable water resources Know if the barangay has access to clean and safe water

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 systemWhat 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?

Is this source still available during the rainy season?

If there is a water systemWhat 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?

Service Map

Social Census Map and Pie Chart on Kinds of Rest Areas

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Proper waste management 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)

Matrix Ranking / Pie Chart on Garbage

Different kinds of schools (Daycare, elementary, highschool, college, vocational)

Know the educational need of residents

Know how many children have been educated

Know if the number of teachers are suf

See if facilities are enough

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

Are they in good condition?

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

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?

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Education level of the barangay residents

Number of residents without

tion

Know the literacy level of the residents

Know if facilities are enough or not

Know the reasons why residents have

What is the common education level of the residents? At

tion in the barangay?

common reason for this?

For those with no education, what is the most common reason for this?

Kinds of housing in the barangay

Know the current condition of housing in the barangay

Know if this is temporary or permanent

What kinds of housing are there in the barangay?

Are there any housing programs in the barangay?Resource Map

GENDER RELATEDInformation on who has access,

times of calamity

in times of calamityWho has access to the services mentioned?

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

Service Map

Gender 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?

ties?

Workload 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?

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Decision making

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

Find a solution to counter this

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

What are these?

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 gath-

ered? What does it mean?

2. What problems and opportunities are

identified?

3. What are the trends and patterns from

each tool used? What do they mean?

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REFERENCES

INTRODUCTION

1. Local Governance in ARMM: Walk-

ing the Tightrope Between Peace

and Development Challenges and

Break Throughs, Letty C. Tumbaga,

ed. 2000

2. National Statistics Coordination

Board, 2006 Census Report

MODULE 1: THE BARANGAY AND LOCAL GOVERNANCE


Code” Manuel S. Tabunda and Ma-

rio M. Galang pp. xiv-xvi; Chapter I

p. 55-65 Mary Go Educational Supply

Manila. 1992..

2. Barangay Governance and Develop-

ment Program – Local Government

Academy

3. 1987 Constitution of the Republic of

the Philippines, Article X

4. MMA 25 (Muslim Mindanao Au-

tonomy Act 25) Sections 382-393;

5. MMA 25 Implementing Rules and

Regulations Articles 152-159; Art.

178; Art 212 ; Art. 297

6. RA 7160 (Local Government Code

of 1991), Sections 14-33

7. RA 6734 as amended by RA9054

(Organic Act for the Autonomous

Region in Muslim Mindanao)

8. Streamlining Barangay Gover-

nance: A Step by Step Guide in the

Implementation of the Expanded


and Barangay Peace and Order

Committee – DILG Calabarzon

Region 2008.

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.

2. Bridging Leadership for Barangay

Governance by Hannbal Bara, Ph.D.

Paper presented during an LGSPA

workshop conducted June 23-25,

2007, Davao City.

3. Selected Khutba: A Guide to Social

Development for Muslim Communi-

ties in the Philipppines, Local Gov-

ernance Support Program in ARMM,

Davao City, Philippines. 2008. (www.

lgspa.org.ph)

- 154 -

BUILDING IN ARMM

1. Local Government Code Book III

Title 1 Chapter 7 Katarungang Pam-

barangay

2. “Localizing the Justice System in Six




LGUs” LGSPA and SALIGAN,”. 2004

3. “Workshops on the Katarungang

Pambarangay Law, Laws on Women

and Children, and on Mediation:

Trainers Guide”.2008 DILG-Local

Government Academy.

4. MMAA 25 (Muslim Mindanao

Autonomy Act, the ARMM Local

Government Code)


1991) Chapter 7 Sections 399-422

6. RA 8371: Indigenous Peoples’ Rights

Act (IPRA)

7. 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 Manage-

ment. “PRIMER on Barangay Bud-

geting”. (Manila: 2001)

2. Gender-Based Effectiveness Skills

Training for Agrarian Reform Ben-

eficiaries: A GuideBook for Trainers

Asian Women in Co-operative Devel-

opment Forum (AWCF) and Depart-

ment of Agrarian Reform.”.. 2002

3. 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.

4. Local Governance Support Program

in ARMM. “Manual on the Local

Planning Process. Focus on the

Comprehensive Development Plan –

Executive Legislative Agenda (CDP-

ELA). Revised Ed, 2008.

5. Manual on Barangay Development


Learning and Action” Institute of

Politics and Governance , 2007.

6. 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/; ac-

cessed October 13, 2008.

7. Philippines-Australia Local Sustain-

ability Program (PALS). “Barangay

Development Planning Methodol-

ogy Manual” .2006.

8. The World Bank Participation Source

Book. Participatory Rural Appraisal.

Collaborative Decision-Making.

Community-Based Method. Avail-

able from http://www.worldbank.org/

wbi/sourcebook/sba104.htm; ac-

cessed October 13,2008.

9. Transparent Accountable Gov-

ernance (TAG) Project. The Asia

Foundation. “Facilitator’s Manual on

Barangay and Municipal Planning

and Budgeting”. 2005.

- 155 -

Annex G Guide Questions on the Video

on Mediation

Annex H LGSPA Survey on Local Con-

flict Resolution Mechanisms

Annex I Participation and Develop-

ment

Annex J Participatory Rural Appraisal

Annex K Gender and Development

Annex L Checklist of Data to be Gath-

ered (By Sector)

Annex M Structured Learning Exercise:

Basketball Game

Annex N Municipal and Barangay De-

velopment Planning Interface

Points

Annex O How to Formulate a Barangay

Budget

ANNEXES (ON CD)

Annex A Lecture Notes on Barangay

and Local Governance

Annex B Streamlining Barangay Gover-

nance

Annex C Bridging Leadership for

Barangay Governance by

Hannbal Bara, PhD.

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 Katarun-


Annex F Lecture Notes on Katarun-


10. United Nations Development Pro-

gramme. “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 Manage-

ment Revised Edition.Crisp Publica-

tions Inc., California. 1986.



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A Field Guide - Barangay Governance and Planning

Documents

governance processes

municipal planning

armm lgspaunit

creativejetbarangay

muslim mindanao armm

armm communities copyright

local actors

barangay development