SERVICE LEARNING

Chapter 2

LEARNING OUTCOMES
At the end of this chapter, the learners should be able to:
a) Justify how service-learning leads to effective community intervention and active
participation;
b) Determine the strategies applied or adopted in community service and interventions; and
c) Formulate programs or campaigns that reinforce service-learning and community
involvement.

Service-learning provides students the opportunity to work with others, gain valuable insights,
and acquire different skills. Through varied community projects, they can apply what they have been
taught in class by formulating appropriate solutions to the problems they encounter in their chosen
communities.
As enrollees of NSTP-CWTS 2, students can use the insights they gain in the classroom and
provide solutions to real-life problems in the community. They become bona fide members of their
assigned communities as they render services and perform acts, such as the following:
1. Students can analyze the effects of natural disasters and use a kit to gather important items
during disaster preparation. Elementary students can design and distribute these kits to the
members of the community.
2. High school students can closely monitor the effects of poor nutrition and lack of exercise of
certain individuals by organizing health-related activities, concocting nutritious recipes, and
putting up fruit and vegetable stands in schools in the community.
3. Biology majors can study the complexity and diversity of wetlands to eliminate invasive
aquatic species. Streams can also be monitored, and the results may be presented to the
class.
4. University students can help struggling local nonprofit organizations cope with difficult
economic conditions. Students who are enrolled in communication-related courses can
provide varied public relations services with community partners, develop press kits, and
provide assistance in holding events.

 CHARACTERISTICS OF SERVICE-LEARNING
The common characteristics of service-learning are as follows:
1. It brings good, substantial, and practical results for the participants.
2. It promotes cooperation rather than competition, wherein the skills associated with
teamwork and active community involvement are developed.
3. It gives appropriate rather than simplified solutions to problems that seriously affect the
community.
4. It provides real-life experiences for students to gain knowledge from a particular
community engagement activity rather than from a textbook. Service-learning allows the
students to develop critical thinking by being provided with opportunities and relevant
learning that emerge from community issues (Chavez-Yenter, Badham, Hearld, &
Budhwani, 2015).
5. It gives students a deeper understanding of concepts and real-life situations in the
community through immediately observable results.
6. Through an immediate understanding of a situation in the community, service-learning
becomes a more significant experience for students, thus, leading to their emotional and
social development and cognitive learning.

 WHAT SERVICE-LEARNING IS NOT

There are various misconceptions in conducting service-learning. In his article, Andrew Furco
(1996) explains that service-learning is not defined as follows:
1. An occasional volunteering activity
2. An additional unit or credit in a degree course as a requirement for graduation
3. Number of hours of community service as a prerequisite for graduation.
4. Rendering makeup community services imposed by university administrations
5. Applies only to students enrolled in tertiary level
6. Beneficial to the students and the beneficiaries of the community services
 The elements of service-learning improved the community services that gained popularity in
the academe and the community, which, in turn, have an impact on their development (National
Service-Learning Cooperative, 1999), Service- learning impacts the dynamic process of the students’
personal and social growth in the academe, as well as their cognitive advancement. According to
Eyler and Giles (1999), the service-learning model enhances understanding and leads to more
effective action.

 SERVICE-LEARNING THEORY
The service-learning theory is based on the idea that experience is the foundation of learning.
Experience becomes the basis for learning the different forms of community service (Morton &
Troppe, 1996). Service-learning refers to applying theories and classroom learnings to daily
experiences, which will result in reflection among the students (Mabry, 1998). Through these
different experiences and deeper reflections, the goal of community services to develop skills is
achieved in the community services (Eyler, Giles, Stenson, & Gray, 2001).

 LEGAL BASES OF SERVICE-LEARNING

Service-learning is based on R.A. No. 8292, also known as the Higher Education
Modernization Act of 1997. This law reiterates Section 2(1) of Article XIV of the 1987
Constitution by declaring that it is the policy of the state to “establish, maintain, and support a
complete, adequate, and integrated system of education relevant to the needs of the people society.”
This policy can be attained through the trilogy of functions-academics (teaching-learning), research,
and extension (community service) – of HEls and their keeping in mind of their legal responsibility to
act as effective agents of change and development.

 HEI’s ON SERVICE-LEARNING
One of the trifocal functions of a university is community extension. According to Tariman
(2007), its duty to the youth is to make them literate and functional so they can make good decisions
regarding the problems affecting their health, families, and duties and responsibilities to the
community. Students should be provided with opportunities for cooperative undertakings that affect
the welfare of the entire community, so they can develop into young men and women who look upon
their own interests in terms of the welfare of others.

 BENEFITS OF SERVICE-LEARNING
Service-learning has potential benefits to students, faculty members, and communities.
Students in service-learning classes can benefit academically, professionally and personally. Through
service-learning, they can achieve the following:
1. Increase their understanding of the topics discussed in class
2. Gain firsthand experience (possibly leading to a future internship or job)
3. Question or defend values and beliefs
4. Have the opportunity to act on values and beliefs
5. Develop critical thinking and problem-solving skills
6. Increase their knowledge of diverse cultures and communities
7. Learn more about social issues and their causes
8. Improve their ability to handle difficult situations
9. Be open to change and become more flexible
10. Develop or enhance their skills, especially in the areas of communication, collaboration,
and leadership
11. Test out the skills, interests, and values required in a potential career path, and learn more
about their fields of interest
12. Connect with professionals and community members who will also learn from the service-
learning program (SLP)
13. Grow a professional network of people that they can contact later for career growth
14. Be encouraged in joining public service or social organizations

There are several personal and professional benefits that faculty members can derive from
integrating service-learning into the courses they handle. Their decision to teach service-learning
classes can help them to:
1. Promote interactive teaching as well as reciprocal learning between them and their
students
2. Provide new concepts and subjects that will enrich their classes
3. Open up new areas of concern for research
4. Motivate their students to engage in active learning and be exposed to varied teaching
styles
5. Enable their students to learn more and further develop themselves
 6. Increase enrollment by giving the proper motivation to highly engaged and active students
7. Enhance the leadership potential of their students
8. Expose their students to networking activities with active faculty members in other
disciplines professionally
9. Promote quality relationships between them and the members of the community or the
institution that facilitates collaborative endeavors
10. Offer firsthand information, concepts, and opportunities for community involvement that will
help them understand and resolve issues

Community partners involved in service-learning can:

1. Receive additional human resource assistance that can expedite the achievement of
organizational goals
2. Inspire a higher level of enthusiasm, perspective, and energy
3. Improve the organization’s pool of volunteers, as students engaged in service-learning will
boost their own morale, thus, prompting them to share their experiences with their
classmates and friends
4. Enhance public awareness regarding significant issues confronting the community
5. Ensure future support for the organizational career
6. Clarify the right information with the learner on community issues and problems so learn
7. Prepare the youth of today, particularly students, to become tomorrow’s responsible
community leaders
8. Establish strong networks with partners in other organizations and agencies
9. Gain access to other resources of the university, and strengthen collaborative ties with its
faculty members, students, and staff

The objectives of service-learning provide stakeholders, especially the implementers of

different programs and activities, with opportunities for reflection and assessment of personal values,
skills, and knowledge.
The following are significant and helpful steps in effectively implementing service-learning:
1. Assess the community resources.
After selecting a project, the available resources of the community must be assessed or
evaluated. This includes looking into opportunities to establish partnerships with the local
leaders, out-of-school youth, businessmen, women leaders, and youth leaders regarding
community issues and problems.
2. Establish partnerships and linkages.
Establishing partnerships with different service-oriented organizations is necessary to make
the delivery of community services more effective. Maintaining and improving existing
affiliations and developing potential partnerships are important in ensuring that an
organization’s needs and limitations can be met and worked on.
3. Indicate the specific learning objectives in the syllabus.
Specific learning objectives should be clearly stated in the syllabus. The objectives must be
a dominant component that can be easily identified in the SLP organized by community-
based organizations. Assessment tools should be devised and used to evaluate student
performance with regard to the application of the subject. The service outcomes may differ
from what is initially expected.
4. Initially plan according to the chosen program.
In selecting the program, the initial stage of planning is of utmost importance. Planning
should be done according to the expected goals. Identify the human, financial, physical,
and intellectual resources needed, including the additional student leaders who can
provide assistance, in executing and coordinating the different activities that are prepared
for the community.
5. Plan the details of the program.
Prepare the program with all the important things in mind such as the rationale, timeline,
budget, and list of assignments. The partners must be involved in this process. The
community project must have the following components: a thorough plan; a schedule or
time frame; a benchmark; a budget evaluation and assessment, and tools and
processes to identify, document, and address problems and issues that can
potentially take place.
6. Look for funds.
It is necessary to look for adequate funding sources such as tie-ups with local
businessmen, national corporations, faith-based organizations, NGOs, government
agencies, and other local community organizations.
 7. Implement and manage the program.
The plan of action must be properly implemented. The right intervals for assessment must
be set, and the partners must be involved in the process. This, in turn, will enhance the
program.
8. Organize reflection activities.
Carefully design activities that give students the chance to better understand community
service. Through this, the students’ knowledge and perceptions will be continuously
reinforced. Students must be permitted to record all their experiences, including their
assignments, in a journal. This also helps in further improving the program.
9. Assess and evaluate the program.
It is imperative to include the active involvement of the community or institution in
assessing community service outcomes. The active participation of individual students and
organizations in the SLP must also be properly documented. This signals the readiness for
future community projects.
10. Celebrate the achievement.
Appreciating and recognizing the students active involvement in community projects will
develop their lifelong interest in service involvement. Student names can be posted in
bulletin boards. The presence or attendance of community leaders in recognition programs
is necessary for inspiring students and other active participants to join future community
projects.

—GUIDELINES AND PROCEDURES—

A. Preparatory Stage
Faculty members interested in conducting service-learning must see to it that the SLP is
indicated in the syllabus.
1. Both students and faculty members are responsible for the selection of the community or
institution. However, institutions or communities with already existing memorandums of
agreement with the school or university are the most appropriate choices.
2. The faculty member must submit a letter of intent to the college dean, through the chairman
or the head of the SLP. The letter should come with the program or activity design
indicating the rationale, objectives, time frame, evaluation process (rubrics and
reflection papers), and schedule of activities.
3. The faculty member will write a letter of intent and request for permission to conduct an
SLP on the selected community or institution. The letter must be noted by the dean
through the program coordinator or head.
4. The students who will join the SLP must secure a waiver from the Office of Student
Affairs (OSA), which is to be signed by their parents or guardians. The faculty member will
collect the waivers a day before the actual activity. Students without signed waivers will not
be allowed to join the SLP.
5. The faculty member must conduct a classroom briefing about the program and activities
before the implementation of the SLP.

B. Implementation Stage
1. The students and the supervising faculty member of the SLP are required to wear the
prescribed school identification card (ID) and college shirt, and observe proper
decorum while in the community or institution. Smoking and engaging in other vices while
in the community or institution whether before, during or after the SLP are strictly prohibited
for both faculty members and students
2. The students and faculty member included in the SLP shall cover their respective
transportation, communication and meal expenses during the period. Other logistical
requirements shall be based on those indicated in the activity design approved by the
college dean
3. The faculty member or the assigned group leaders shall take responsibility for all forms of
communication ion and coordination with the partner community or institution in relation to
the SLP. They are also in charge of ensuring the safety and security of the students while in
the community.
4. The college dean or the head of the program will conduct spot monitoring or follow-ups of
students involved in the SLP to determine the actual and current status of the program.
5. In case the faculty member in charge of the SLP will be absent, he or she must inform and
ask permission from the college dean to find a substitute faculty member to supervise the
students. Any SLP activity without the supervision of an assigned faculty member shall be
considered unofficial.
C. Post-activity Evaluation Stage
1. The students must submit a narrative report with pictorial documentation and a reflection
paper to the faculty member. The report must be hardbound, must follow the required
format, and be submitted 15 days after the SLP activity.
2. The faculty member will evaluate the students’ narrative reports using an assessment tool
or rubrics designed for the activity. There are two evaluation results to be combined and
then divided into two (Nugroho, 2010). The SLP activity constitutes ten percent (10%) of
the computed grade for the term for every subject with an SLP.
3. The college or university, through the chairman or head of the program, must conduct an
exit conference with the community or institution beneficiaries and leaders to assess the
SLP implemented.
4. A certificate of SLP completion shall be issued by the college or university upon the written
request of the faculty member in charge.
5. The college or university shall issue a certificate of appreciation to the cooperating
community or institution upon the completion of the SLP activities.
 COMMUNITY IMMERSION
Chapter 3

LEARNING OUTCOMES
At the end of this chapter, the learners should be able to:
a) Analyze the different steps involved in community immersion:
b) Associate the nature of community development to its approaches: and
c) Design a community immersion program with activities compliant with the protocols of
intervention.

The saying “Experience is the best teacher” is the simplest way to describe the necessity of
community immersion among college students today, particularly for NSTP-CWTS 2 students who
study how communities function and develop in different aspects.

—COMMUNITY IMMERSION—
Community immersion inculcates civic consciousness and defense preparedness in the
youth. Students should be ready to engage in different community activities to be aware of
community concerns, dynamics, and lifestyles.
It is only through immersion in an actual community that one gets to know the social, political,
and economic situation of the people belonging to that community.
When students go to a community, they associate with the people whom they intend to work
with as their partners or allies. Forms of community immersion include home visits, living with
selected families, informal discussions and include at me groups, sharing in household and
community activities, attendance in social gatherings, and assistance in production work.
Community immersion is a strategy that goes beyond acquainting students with
community concerns; it also makes possible the participation of student with communication. It is
also devised as a strategy in molding students to become socially aware and responsible citizens.
This type of activity transforms the lives not only of students but also members of the community.
Students gain benefits from their participation in community Immersion. The learners can
understand the daily living of the community on a grassroots level, and they will learn how to build
community relationships (Torres, 2010). In community immersion, the learner develops skills, such
as conducting asset mapping and other life skills, and social awareness and consciousness in
pressing conditions faced by the community. Community immersion offers students an avenue to
identify and understand issues that will help solve problems in communities affecting the entire
nation.

 COMMUNITY IMMERSION
One of the strategies of organizing a community is through immersion. It involves the
extensive exposure of students to various community activities so that they may become responsible
members of the society where they belong. Students are also trained to become socially, morally, and
civically conscious individuals on the areas of sports, literacy, health, livelihood, environmental
services, values, and other social welfare services.
Community immersion, as a voluntary and participatory approach to developing a wholesome
and ideal society, is reflected on the following student learning activities:
 Determining the economic, psychosocial, and political status of the people as students
immerse in actual community life
 Identifying the community’s interests, and other concerns
 Gaining personal development through acquiring additional knowledge on real-life
situations and giving importance to good values and life skills
 Recognizing people’s dignity by letting students participate in community programs and
help determine appropriate courses of action for community problems
 Realizing that student participation yields contributions for the welfare of the community
and that community participation, in turn, gives meaning to the holistic development of
students.

—SERVICE- LERANING FROM COMMUNITY IMMERSION—

Labuguen et al. (2008) describe how the community immersion aspect of NSTP-CWTS 2
benefits not only the communities served but also the students who are provided with the
following advantages:
 Have the opportunity to appreciate other people’s
 Lives through living, identifying, and associating with the people
  Gain social acceptability through the implementation of community services and activities in
building a good relationship
 Enhance their experiences in conducting resource and community inventory mapping,
particularly identifying geographic coverage, pointing out resources and their uses, and
determining the relationships of people with the existing resources
 Establish rapport and relationships with different people who may be of help to them in the
future
 Develop the skills and ability to solve issues and problems regarding the indifference of the
people in the community
 Acquire firsthand experience in dealing with community intervention and services
 Learn life skills that will enrich and improve them as persons

—COMMUNITY DEVELOPMENT WORK—

One might think that a community is something external to life or something supplementary,
like that of having a car, owning a home, having a stable job, working with supportive coworkers, or
having thoughtful neighbors. However, a community involves every connection one has with the
world, which sustains his or her way of life.
A community does not include only those people who live next door or who work in the same
office as someone but also those people who construct roads; those who work at markets, factories,
and malls; and those who plant wheat, grow crops, and raise livestock.
Community development work is the process by which efforts of the people at the
grassroots level are united with those of the government to improve the socioeconomic and
cultural conditions of the community. Community development works can be referred to as efforts
to improve the economic or structural conditions of a community.
Such efforts may focus on business or job creation and physical or infrastructure development.
It must be emphasized that community development work in general is a social learning process that
serves to empower individuals and involve them in collective activities aimed at socioeconomic
development.
Moreover, community development works are actions that seek to build social capital, promote
interaction, and empower community residents to alleviate their living conditions. The building of
social capital is important in solving community problems, as the people who live, work, and interact
in particular community enable their own community to function effectively.
Community development works operate on two models. The first model refers to effort that
develop within the community and are led by community members. The second model refers
to effort that are instigated and run by professionals from outside the community.

—APPROACHES TO COMMUNITY DEVELOPMENT WORK—

Community work is often confused with community-based work. Their similarity is that they
both fall under the classification of approaches to community development. To differentiate,
community work requires the efforts of the people in greater or larger degrees, whereas community-
based work involves the community but in a smaller scale from what is essential in community work.
For instance, a group of young students selling homemade cookies to families in a
neighborhood and using the profit to fund extra books to be donated to their school library is likely to
be typed as community- based work. Community development approaches are defined by the
following:
1. Sustainability (e.g., long- or short-term)
2. Area of concentration (e.g., local, national, global, or overseas
3. Field or specialization (e.g., education advancement or religion affairs)
4. Objectives, vision, and mission (e.g., social security or rural domination with the use of
kindness).

The approaches listed above are not guaranteed absolute, for, community development work
itself is still broad. In addition, the list provided below serves as a supplementary compilation of
approaches to community development work.
 TECHNICAL ASSISTANCE APPROACH
 SELF-HELP APPROACH
 CON APPROACH
 STRUCTURAL OR BRICK-AND-MORTAR APPROACH
 SOCIAL JUSTICE AND HUMAN RIGHTS APPROACH
 ECOLOGICAL OR ENVIRONMENTAL APPROACH
 MULTI-METHOD APPROACH
 —PRINCIPLES AND CONSIDERATIONS FOR PLANNING COMMUNITY PROJECTS—
According to Luna and Bawagan (2009), the following principles and consideration are
relevant when planning for community work:
 Recognize the individual leadership skills of the community people and strengthen the
lacking resources.
 Provide opportunities in which people can participate.
 Plan according to the needs of the community based on their issues and problems.
 Train community leaders during the planning stage.
 Document all plans being undertaken.
 Mobilize resources from the community as well as external resources.
 Be realistic about the plans to be achieved
 Be flexible upon the occurrence of unforeseen circumstances events.
 Monitor and evaluate the planned activity, and learn from past mistakes.
 Coordinate with other groups and individuals involved in the planning process.

—COMMUNITY DEVELOPMENT PROJECT—

A community development project is also known as a community-based project with a
wide range of sectorial coverage within the network of community stakeholders (Chaskin, 2001).
Examples of community development projects are those implemented by different government
agencies or departments; civil societies such as service organizations, mass organizations,
and cooperatives: or local or international development agencies that may work together from time
to time.
Project development is a long-term goal to respond to the needs and challenges of
communities. Most of the projects adopt a community-based approach because of the inherent
objectives of the people’s empowerment.

—COMMUNITY CAPACITY PROJECT—

Community building is the creation of a community composed of individuals within an
area or with a common interest.
Community capacity refers to the interactions of humans, social capital and
organizational resources within a community that are leveraged to solve collective problems and
maintain or improve the community.
It is important to provide the community with opportunities to enhance their resiliency for when
future natural and manmade calamities occur (Faudy-Bisri, 2010).

Community Capacity-Building Practices According to Chaskin (2001), there are three

classifications of community capacity- building activities. These are as follows:
1. Development of skills, and providing of learning and training opportunities for individuals
and groups.
2. Development of the organizational structure and strengths of community groups and
networks.
3. Development of support to enhance the skills structure.

The 2002 Community Work Forum of the Community Development National Occupational
Standards mentions the following indicators for good community capacity- building programs
(Faudy-Bisri, 2010):
1. Reflect the values of community development
2. Driven by the community’s priorities
3. Take the existing strengths and talents within the community as the starting point for
development
4. Benefit the individuals directly involved and their own wider community
5. Empower people to act on behalf of their community
6. Learn from the best practices of other communities
7. Establish and strengthen new and existing networks
 COMMUNITY NEEDS ASSESSMENT
Chapter 4

LEARNING OUTCOMES
At the end of this chapter, the learner should be able to:
a. determine the concept of community;
b. apply the purpose of a community needs assessment in building a community program;
and
c. demonstrate the process of conducting a community needs assessment.

INTRODUCTION
This chapter presents the concept of community and community needs assessment. It
primarily focuses on conducting a community needs assessment, which is necessary for determining
areas for improvement, solving problems, and developing goals.

KNOWING THE COMMUNITY

Community is simply defined as a group of people with common interests living together in
the same place. This term is derived from the old French word comunité and the Latin term
communitas, which are broad terminologies for fellowship, commonness, unstructured society, or
organized society.
The most common and simplest definition of community is that it is an aggregation of
families and individuals who have settled in a compact and contiguous geographical area and
share significant elements of common life, as shown in their manners, customs, traditions, and modes
of speech. For Manalili (2009), a community refers to an organization of people who can undertake
projects based on its members' experiences, resiliency, motivation, and willingness to learn.
In archaeology, community is understood in two ways. First, it is a place where people
physically reside in, which is an idea similar to the concept of ancient settlements. Second, it is a
group of individuals who live near and interact with each other. An active community is an who
strategize, conceptualize, implement, and evaluate a program (Bunagan, Acibo, Villasoto, &
Rodriguez, 2009). The definition of community may vary, but certain commonalities are noticeable
when explaining and describing its concept (Norman, 1998).
In Genesis 1:27 of the Old Testament, the word community encompasses all of God's
creation in the universe, including man and woman, whom He created in His own image. He
allowed them to have dominion over all living things and other natural creations. In addition, God
placed the first man and woman in the Garden of Eden so that it could be guarded and cultivated.
Man and woman are not created to live in isolation from one another. The first framework established
in understanding the essence of a community concentrates on the relationship of the Lord with His
creation.

SOCIOLOGICAL CONCEPT OF A COMMUNITY

Sociologically speaking, the family is the smallest unit of a society. It is composed of
immediate and non- immediate members, whereas a community is composed of different families
who live in the same place and share the same interests. The activities of a family that are also
conducted by a community include sharing common resources, working for the common good, and
building harmonious relationships.
These central qualities of a family are also the basic building blocks of any community. It
is believed that stronger families help develop stronger communities. An individual person can form a
family, a family can form a community, and a community can form a nation.

AESTHETIC AND MORAL VALUES OF A COMMUNITY

The aesthetic and moral values of a community consist of the ideas that its members hold
(e.g., how they know what is good from bad, beautiful from ugly, and right from wrong). The
justifications for the set values of communities are necessary in explaining their actions.
As a community develops, its values change. A change in values may result from innovations
in technology or the social hierarchy. Examples of values include solidarity, commitment,
mutuality, and trust. It was Greek philosopher Aristotle who first postulated the concept of
community as a group established by people with shared values. That initial definition has been
refined and expanded throughout the years. It has been recognized, for example, that people can
belong to different types of communities: (1) communities of place, in which people are linked in
the geographical sense (2) communities of memory, in which people who may technically be
strangers share a morally significant history; and (3) communities of face-to-face personal
interaction, in which people are governed by sentiments of trust, cooperation, and altruism (Boyles,
1998). How, then, can a community be understood at the beginning of the 21st century? How will it be
understood in the future?
COMMUNITY NEEDS ASSESSMENT
A community needs assessment is a process in which the problems, issues, and concerns
of a community are identified through the use of several tools. A needs assessment, social
analysis, or community diagnosis is a concrete basis for the formulation of programs. It reflects the
sentiments, needs, aspirations, and recommendations of the community.
It becomes significant when it is conducted as the students get immersed with the people.
Assessing the needs of a community is a prelude to effective program implementation. It helps solve
the problems, issues, and concerns of the people in the locality.

In determining the areas for improvement in a community, the following steps should be
performed:
1. Gather information about the community’s attitudes and opinions in order of importance.
2. Determine how the citizens rank local issues, problems, and opportunities.
3. Give the citizens a voice in determining policies, goals, and priorities.
4. Evaluate the community’s current programs and policies.
5. Speculate on what the people are thinking and what they may really want.

Steps in Conducting a Community Needs Assessment

1. Establish a working committee to solicit community involvement, and develop a plan of
action.
2. List the important aspects or areas that need to be analyzed.
3. Identify the population to be surveyed.
4. Determine the information needed.
5. Select a random sample of people to survey.
6. Develop and pre-test a questionnaire.
7. Collate the information gathered.
8. Analyze the data.
9. Go back to the community to validate the results or findings.
10. Finalize the report.

Data Gathering Methods for Community Needs Assessment

1. Focus group discussion (FGD) by key informants
The key informants of a community are the people who holds socially relevant positions,
such as educators, public officials, clergymen, business representatives, or volunteers.

2. Community forum or assembly

This involves holding group events that include the entire community. Such events give
visibility to the leaders and raise the status of the community; however, they require
extensive planning and publicity. Participatory action research uses this method effectively.

3. Public records
Public records, such as the national census, provide social and demographic data of the
community. The data include the profile of the population, such as age and gender,
educational level, among others.

4. Survey
Surveys and questionnaires involve asking individuals in the community about their
everyday needs. These can be implemented through the following:
1. Mailing questionnaires to randomly selected members of the community
2. Doing telephone surveys
3. Handing out questionnaires during assemblies
4. Posting questionnaires on the internet

Needs Assessment Survey

A needs assessment survey is conducted to identify community needs that are necessary for
subsequent actions. This survey contains a set of questions to be answered by the people in the
community through personal or telephone interviews, online or face-to-face surveys, or email or
written correspondences. The following data are gathered in a needs assessment survey:
1. Historical data
2. Geographical data
3. Political and legal data
 4. Demographic data (e.g., age, size, race, growth patterns, and population distribution)
5. Economic data (e.g., the nature of the economic base in relation to the social, cultural,
educational, moral, and cultural superstructure)

Roles of a Community in a Needs Assessment

1. Help identify interest groups and citizens who can be a part of working committees
2. Facilitate a group discussion to determine important issues and priorities
3. Select the sample to be surveyed, and design a system to identify the respondents
4. Provide a pool of questions from which the working committees will draw upon addressing
issues and concerns
5. Design a way of distributing and collecting survey questionnaires and encoding and
analyzing the resulting data
6. Provide summary reports of data
7. Suggest programs whereby results can be reported and strategies on community
involvement can be solicited
8. Work with citizens to come up with well-informed courses of action