Community Engagement Module

8/11/2019 Community Engagement Module

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GEMS 123

Community Engagement

Prepared and compiled by:

Leonor Petra Elepao

Philippine Womens University

School Year 2013-2014


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Course Description:[Baguio, Jones Claire]

Understanding traditional, modern and contemporary communities; its functions

and implications to socio-economic, political enterprise affecting national and global

phenomenon, developing civic consciousness, strong sense of volunteerism and community

participation. Power, authority, good governance and respect for the law. Usinginformation highways relevant tool for self and social development.

General Objectives:

At the end of the course, the students should be able to:

1. Differentiate a community from a group or organization

2. Describe and compare different kinds of communities.

3. Actively participate in public affairs and promote democracy as a way of life

4. Survey pressing needs, problems & concerns in ones community and recommendsolution s to community problems

5. Apply decorum and collaborative attitude in group discussion and community

work.

6. Describe PWU engagements in community development

7. Appreciate the value of community mobilization and develop appropriate skills

8. Explain globalization and cite its contributions to Filipino culture and society

9. Discuss ethical problems and issues arising from globalization and information

technology and explain the world response to such problems

10. Describe nature of information technology, international relations, protection

and security in digital age, and the international policy dynamics and regulation of

dataflows

11. Determine and apply significant values and opportunities in cross-cultural

communication within the university and beyond

12. Develop awareness on internationalization of higher education and importance

of cross-cultural communication.


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COURSE OUTLINE

Introduction

Module 1 Community and Social Identities

Lesson 1 What is a CommunityLesson 2 Kinds of Communities and Identities

Lesson 3 Community Building Skills and Values

A. Pride in Community Heritage

B. Respect for Law, Promoting Peace & Order

Module 2 Civic Consciousness

Lesson 1 Community Problems and Concerns: Socio-Economic , Political

and Environmental

Lesson 2 Community Participation and Governance: Understanding Power

& Authority

Lesson 3 Democracy in Action: Participation and Decision Making

Module 3 Dynamics in the Community

Lesson 1 Group Discussion and Collaboration Skills

Lesson 2 Community Mobilization Skills and PWU Legacy in Community

Development

Module 4 Global Citizenship

Lesson 1 Role of International Agencies in Addressing

Global Community Problems and Concerns: Socio-Economic ,

Political and Environmental

Lesson 2 Ethics in Globalization and Information TechnologyLesson 3 Cross-Cultural Communication and Understanding


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Community and Social Identities

What is a community?

The concept of a community; the first step in considering the meaning of communityis to understand that, fundamentally, it is a fluid concept. What one person calls a

community may not match another persons definition. However, those interested inworking with a community must first have a clear picture of the entity they are trying to

address. Understanding the dimensions of the concept of community will enable those

initiating engagement processes to better target their efforts and work with community

leaders and members in developing appropriate engagement strategies.

How, then, can communities be defined? We can answer this question from two

viewpoints a broader sociological or systems perspective as well as a more personal,individual perspective. In either case, central to the definition of a community is a sense of

"who is included and who is excluded from membership" (IOM, 1995). A person may be amember of a community by choice, as with voluntary associations, or by virtue of their

innate personal characteristics, such as age, gender, race, or ethnicity (IOM, 1995). As a

result, individuals may belong to multiple communities at any one time. When initiating

community engagement efforts, one must be aware of these complex associations in

deciding which individuals to work with in the targeted community.

From a sociological perspective, the notion of community refers to a group of people

united by at least one common characteristic. Such characteristics could include geography,

shared interests, values, experiences, or traditions. John McKnight, a sociologist, once said

that if one were to go to a sociology department in search of a single, simple definition of

the word community, one would "...never leave. To some people its a feeling, to somepeople its relationships, to some people its a place, to some people its an institution"(CBC, 1994).

Communities may be viewed as systems composed of individual members and

sectors that have a variety of distinct characteristics and interrelationships (Thompson et

al., 1990). These sectors are populated by groups of individuals who represent specialized

functions, activities, or interests within a community system. Each sector operates within

specific boundaries to meet the needs of its members and those the sector is designed to

benefit. For example, schools focus on student education, the transportation sector focuses

on moving people and products, economic entities focus on enterprise and employment,

faith organizations focus on the spiritual and physical well-being of people, and health care

agencies focus on prevention and treatment of diseases and injuries. In reality, these

sectors are a few of the many elements that comprise the overall community system.

A community can be viewed as a living organism or well-oiled machine. For the community

to be successful, each sector has its role and failure to perform that role in relationship to

the whole organism or machine will diminish success. In a systems view, healthy


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communities are those that have well-integrated, interdependent sectors that share

responsibility to resolve problems and enhance the well-being of the community. It is

increasingly recognized that to successfully address a communitys complex problems and

quality of life issues, it is necessary to promote better integration, collaboration, and

coordination of resources from these multiple community sectors.

One useful way to describe the community and its sectors is through a technique

known as mapping(Kretzmann et al. 1993). As shown in the following diagram, someone

interested in describing the bounds of a community can map it by identifying primary,

secondary, and potential building blocks, or human and material resources. Each of these

resources has assets that can be identified, mobilized, and used to address issues of

concern and bring about change.


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Again, from the systems perspective, another way to understand and describe a

community might involve exploring factors related to:

People (socioeconomics and demographics, health status and risk profiles, cultural

and ethnic characteristics)

Location (geographic boundaries)

Connectors (shared values, interests, motivating forces)

Power relationships (communication patterns, formal and informal lines of

authority and influence, stake holder relationships, resource flows) (Adapted from

VHA, 1993).

Similarly, we can define the community from a broader sociological perspective by

describing the social and political networks that link individuals and community

organizations and leaders. Understanding the nature and boundaries of these networks is

critical to planning engagement efforts. For example, tracing individuals social ties may

help those who are initiating a community engagement effort to identify leaders within a

community, understand community patterns, identify high risk groups within thecommunity, and strengthen networks within the community (Minkler, 1997).

Beyond the collective definitions of community that researchers and organizers can

apply, an individual also has her or his own sense of community membership. The presence

or absence of a sense of membership in a community may vary over time and is likely to

influence participation in community activities. This variation is affected by a number of

factors. For example, persons at one time may feel an emotional, cultural, or experiential tie

to one community; at another time, they might believe they have a contribution to make

within a different group. At yet another time, they may see membership in a third distinct

community as a way to meet their own individual needs (Chavis et al., 1990). Of course,

they may also have this sense of belonging to more than one community at the same time.Before beginning an engagement effort, it is important to understand that all these

potential variations and perspectives may exist and influence the work within a given

community.

Other definitions of Community

Merriam-Webster:

a unified body of individuals: as

a:STATE,COMMONWEALTH

b:the people withcommoninterests living in a particular area; broadly:the area

itself c:an interacting population of various kinds of individuals (as species) in a common

location

d:a group of people with a common characteristic or interest living together within a

larger society

e:a group linked by a common policy

f:a body of persons or nations having a common history or common social, economic, and

political interests
http://www.merriam-webster.com/dictionary/statehttp://www.merriam-webster.com/dictionary/statehttp://www.merriam-webster.com/dictionary/statehttp://www.merriam-webster.com/dictionary/commonwealthhttp://www.merriam-webster.com/dictionary/commonwealthhttp://www.merriam-webster.com/dictionary/commonwealthhttp://www.merriam-webster.com/dictionary/commonhttp://www.merriam-webster.com/dictionary/commonhttp://www.merriam-webster.com/dictionary/commonhttp://www.merriam-webster.com/dictionary/commonhttp://www.merriam-webster.com/dictionary/commonwealthhttp://www.merriam-webster.com/dictionary/state


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g:a body of persons of common and especially professional interests scattered through a

larger society

Community Building Skills and Values

Pride in community heritage; the important role that history plays in the future of

our communities. The place where you live has its own heritage, rich with local history and

traditions. This special past is unique to you and your neighbors, giving your town an

appeal all its own. By unearthing your roots you create a fertile environment in which to

plant the seeds of your communitys future.

Respect for law, promoting peace and order, involves providing people with an

understanding of the principles of and respect for the world that is at the same time unique

and diverse. It implies a collective rejection of violence and chaos. It is also a dynamic set

of relationships of coexistence and co-operation among and within peoples, characterized

by the respect for the human values with the concern to provide the greatest possible well-

being for all.

Promote peace goals as the dominant factor in all forms of art and promote

responsibility for the well-being of the local and global community.

Civic Consciousness

Community Problems and Concerns

Community problems concerns arise because of great economic and social

inequalities that divides the community, and by contempt for basic human rights and the

dignity of the individual which require a greater effort to overcome. Power, creates a

bigger is also a big issue, whether it be political power, social, environmental or cultural. A

community head may have all the best intentions for everyone but given the uncertainty of

his position as the leader, can push him to a different course of action.

Community Participation and Governance; Democracy in Action

Concepts concerning community participation offer one set of explanations as to

why the process of community engagement might be useful in addressing the physical,

interpersonal, and cultural aspects of individuals environments. The real value of

participation stems from the finding that mobilizing the entire community, rather than

engaging people on an individualized basis or not engaging them at all, leads to more


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effective results (Braithwaite et al., 1994). Simply stated, change "... is more likely to be

successful and permanent when the people it affects are involved in initiating and

promoting it" (Thompson et al, 1990, p. 46). In other words, a crucial element of

community engagement is participation by the individuals, community-based

organizations, and institutions that will be affected by the effort.

This participation is "a major method for improving the quality of the physical

environment, enhancing services, preventing crime, and improving social conditions"

(Chavis et al., 1990, p.56). There is evidence that participation can lead to improvements in

neighborhood and community and stronger interpersonal relationships and social fabric

(Florin et al., 1990). Robert Putnam notes that social scientists have recently "...unearthed a

wide range of empirical evidence that the quality of public life and the performance of

social institutions...are...powerfully influenced by norms and networks of civic

engagement." Moreover, "researchers in...education, urban poverty,...and even health have

discovered that successful outcomes are more likely in civically engaged communities"

(Putnam, 1995, p.66). For example, Stecklers CODAPT model, for "Community Ownership

through Diagnosis, Participatory Planning, Evaluation, and Training (forInstitutionalization)," suggests that when community participation is strong throughout a

programs development and implementation, long-term program viability, i.e.,

institutionalization, is more likely assured (Goodman et al., 1987-88).

The community participation suggests that:

People who interact socially with neighbors are more likely to know about and join

voluntary organizations.

A sense of community may increase an individuals feeling of control over the

environment, and increases participation in the community and voluntary

organizations.

Perceptions of problems in the environment can motivate individuals (and

organizations) to act to improve the community (Chavis et al., 1990).

"When people share a strong sense of community they are motivated and empowered to

change problems they face, and are better able to mediate the negative effects over things

which they have no control," Chavis et al., (1990, p. 73) write. Moreover, "a sense of

community is the glue that can hold together a community development effort" (Chavis et

al., 1990, p. 73-74). This concept suggests that programs that "...foster membership,

increase influence, meet needs, and develop a shared emotional connection amongcommunity members" (Chavis et al., 1990, p. 73) can serve as catalysts for change and for

engaging individuals and the community in health decision-making and action.

Dynamics in the Community


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Group discussions and Collaboration Skills

The ability to communicate or work effectively with others on a common task;

taking actions which respect the needs and contributions of others; contributing to and

accepting the consensus; negotiating a win-win solution to achieve the objectives of the

team

Class norms represent the behavior expectations that support the core concepts of

trust, sharing, belonging and respect. Collaborative skills are the specific ways in which

students are expected to behave in order to achieve class norms. After norms have been

developed, collaborative skills are assessed, prioritized and taught.

Collaborative skills that we have identified as promoting the core concepts and

supporting class norms are listed below. This list of collaborative skills has been used

successfully by instructional teams to identify skills that address the ways students and

teachers should interact to realize class norms. The list is not exhaustive and some

classrooms may have to add skills to fully meet their needs.

Behavioural indicators include:-

Building and Maintaining Relationships

Give and receive feedback from peers or other team members in order to perform

the task.

Share credit for good ideas with others.

Acknowledge others' skill, experience, creativity, and contributions.

Listen to and acknowledge the feelings, concerns, opinions, and ideas of others.

Expand on the ideas of a peer or team member.

State personal opinions and areas of disagreement tactfully.

Listen patiently to others in conflict situations.

Define problems in a non-threatening manner.

Support group decisions even if not in total agreement.

Achieving the task

Give and seek input from others (in formulating plans for recommendations).

Assist others in solving problems and achieving own goals.

Share information, ideas, and suggestions.

Ask for help in identifying and achieving goals and solving problems. Check for agreement, and gain commitment to shared goals.

Notify others of changes or problems in a timely manner.

Make procedural suggestions to encourage progress towards goals.

Check for understanding.

Negotiate to achieve a "win-win" outcome.


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Community Mobilization Skills and PWU Legacy in Community Development

The community must be involved not only in the identification of problems, but also

in the actions which solve them. Communities and other interested parties can agree towork together to plan for the future.

Community mobilisation will only happen after a careful developmental process

that involves participation of community people in making decisions, establishing common

ground (values), and describing and agreeing on everyone's rights and responsibilities in

the process.

Like PWU, its legacy is passed on to the students through the rules and regulations,

curriculum and especially with this course. These are the things the university teaches the

students for them to be ready to face the problems of the communities and help develop it

through the members, the students.

Global Citizenship

Role of Agencies

United Nations [Websitehttp://www.un.org/]

The United Nations is an international organization founded in 1945 after the

Second World War by 51 countries committed to maintaining international peace and

security, developing friendly relations among nations and promoting social progress, better

living standards and human rights.

Due to its unique international character, and the powers vested in its founding

Charter, the Organization can take action on a wide range of issues, and provide a forum for

its 193 Member States to express their views, through the General Assembly, the Security

Council, the Economic and Social Council and other bodies and committees.

The work of the United Nations reaches every corner of the globe. Although best

known for peacekeeping, peacebuilding, conflict prevention and humanitarian assistance,

there are many other ways the United Nations and its System (specialized agencies, funds

and programmes) affect our lives and make the world a better place. The Organization

works on a broad range of fundamental issues, from sustainable development,environment and refugees protection, disaster relief, counter terrorism, disarmament and

non-proliferation, to promoting democracy, human rights, gender equality and the

advancement of women, governance, economic and social development and international

health, clearing landmines, expanding food production, and more, in order to achieve its

goals and coordinate efforts for a safer world for this and future generations.
http://www.un.org/http://www.un.org/http://www.un.org/http://www.un.org/


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The UN has 4 main purposes:

1.

To keep peace throughout the world;

2. To develop friendly relations among nations;

3.

To help nations work together to improve the lives of poor people, to

conquer hunger, disease and illiteracy, and to encourage respect for eachothers rightsand freedoms;

4.

To be a centre for harmonizing the actions of nations to achieve these goals.

Cooperating agencies

These are bodies or organizations designated to act as UNVs focal point in a givencountry. Cooperating organizations are either a Department within the Ministry ofForeign Affairs, such as theDevelopment Cooperationin Belgium, or the nationalvolunteer sending agency, e.g. Voluntary Service Organization (VSO) inthe UK. The descriptions about the agencies are taken from their websites. Formore information, please visit the organization's respective website.

Australia

Australian Volunteers International (AVI)AVI connects people and organisations internationally to learn from each other and achieveshared goals within our strategic priorities. AVI's work in people-centred development,particularly through volunteering, is central to this. AVI works with individuals,organisations and communities in response to locally identified priorities.

Austria

Austrian Development CooperationAustrian Development Cooperation (ADC) pursues its goals of reducing global poverty,ensuring peace and human security and preserving the environment in an international

framework. The policies and programme parameters are agreed on with the European Unionand in international committees (EU, UN, OECD, IFIs). Two policy pillars of bilateral andmultilateral development cooperation are the Millennium Development Goals and the ParisDeclaration.

Belgium

The Belgian Development CooperationBelgium strives for a peaceful and secure world where poverty is a thing of the past and
http://diplomatie.belgium.be/en/policy/development_cooperation/index.jsphttp://diplomatie.belgium.be/en/policy/development_cooperation/index.jsphttp://www.vso.org.uk/http://www.vso.org.uk/http://www.google.com/url?sa=t&source=web&cd=1&ved=0CBYQFjAA&url=http%3A%2F%2Fdiplomatie.belgium.be%2Fen%2Fpolicy%2Fdevelopment_cooperation%2F&rct=j&q=the%20belgian%20development%20cooperation&ei=uDhITLvkL8WN4Qb-tuz3DA&usg=AFQjCNHYNQ3rvbdpJAmswtniV2ma1NdkWQhttp://www.google.com/url?sa=t&source=web&cd=1&ved=0CBYQFjAA&url=http%3A%2F%2Fdiplomatie.belgium.be%2Fen%2Fpolicy%2Fdevelopment_cooperation%2F&rct=j&q=the%20belgian%20development%20cooperation&ei=uDhITLvkL8WN4Qb-tuz3DA&usg=AFQjCNHYNQ3rvbdpJAmswtniV2ma1NdkWQhttp://www.entwicklung.at/en/http://www.entwicklung.at/en/http://www.australianvolunteers.com/http://www.australianvolunteers.com/http://www.vso.org.uk/http://diplomatie.belgium.be/en/policy/development_cooperation/index.jsp


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where there are development opportunities for all. Our efforts therefore complement thoseof the international community to achieve sustainable development and a fair world.

Canada

World University Service of Canada (WUSC)WUSC is a network of individuals and post-secondary institutions who believe that allpeoples are entitled to the knowledge and skills necessary to contribute to a more equitableworld. Our mission is to foster human development and global understanding througheducation and training.

Canada's Civilian Reserve (CANADEM)Established in 1996 with startup funding from the Government of Canada, CANADEM is anon-profit agency dedicated to advancing international peace and security through therecruitment, screening, promotion and rapid mobilization of Canadian expertise. CANADEMhelps the United Nations agencies, international organizations, government agencies,consultancy firms and NGOs to identify experts for their projects and offices all over theworld. CANADEM's roster is the only roster worldwide whose primary mandate is to assistUN recruitment.

Centre for International Studies and Cooperation (CECI)The mission of CECI is to combat poverty and exclusion. To this end, CECI builds the

development capacities of disadvantaged communities. CECI supports peace building,human rights, and equity initiatives. CECI mobilize resources and promote exchanges ofknowledge.

China

Agency for Volunteer Services (AVS)AVS, founded in 1970, is a non profit organization mainly financed by funds from theGovernment of the Hong Kong Special Administrative Region, The Community Chest ofHong Kong and The Hong Kong Jockey Club Charities Trust. With the vision to build a civilsociety and caring community, AVS is dedicated to playing a proactive and pivotal role inthe promotion and development of volunteerism, and to develop partnership with all sectorsof the community to provide value added and quality volunteer service.

Cuba

Minesterio para la Inversin Extranjera y la Colaboracin Econmica(MINVEC)
http://embacuba.cubaminrex.cu/Default.aspx?tabid=6077http://embacuba.cubaminrex.cu/Default.aspx?tabid=6077http://www.avs.org.hk/main/eng/http://www.avs.org.hk/main/eng/http://www.ceci.ca/en/http://www.ceci.ca/en/http://www.canadem.ca/home/http://www.canadem.ca/home/http://www.wusc.ca/http://www.wusc.ca/


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*in Spanish only*MINVEC es el organismo de la administracin central del estado a cargo de la promocin delas inversiones forneas en el pas. El MINVEC tambin dirige y controla el proceso denegociaciones para constituir las diferentes formas de asociaciones econmicas conparticipacin extranjera.

Czech Republic

Czech UNV National Focal PointSince 1995, Czech volunteers have been actively involved in UN development programmesand peace missions. More then 190 Czech volunteers in total have operated in developingcountries and crises areas throughout the world so far. Around 20 volunteers are sent everyyear to Africa, Asia and the Balkans; 35 per cent of them are women.

Denmark

Mellemfolkeligt Samvirke (MS) - ActionAid DenmarkMS ActionAid Denmark fights poverty by promoting the political empowerment of theworlds poor. MS supports long-term development work, education programmes andcampaigns as well as exchange of experience and knowledge between people. MS is part ofActionAid International.

Finland

The Ministry of Foreign AffairsThe Ministry for Foreign Affairs concentrates on foreign and security policy, trade policy and

development policy as well as on significant foreign policy issues and international relationsin general. The Ministry also assists other branches of government in the coordination ofinternational affairs.

France Ministry of Foreign AffairsThe Ministry of Foreign Affairs in the government of France is the chief foreign affairsministry in the country. The Ministry handles France's relations within the United Nations.

General Association of Retired Volunteers for Cooperation andDevelopment (AGIRabcd)AGIRabcdis a non-profit, non-governmental organization, including retired or pre-retired
http://www.diplomatie.gouv.fr/en/http://www.agirabcd.org/http://www.agirabcd.org/http://www.diplomatie.gouv.fr/en/http://formin.finland.fi/public/default.aspx?culture=en-US&contentlan=2http://formin.finland.fi/public/default.aspx?culture=en-US&contentlan=2http://www.ms.dk/http://www.ms.dk/http://www.nkmunv.polytechna.eu/en/czech-united-nations-volunteers-contact-point/http://www.nkmunv.polytechna.eu/en/czech-united-nations-volunteers-contact-point/


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members. Apolitical and non-confessional, it has been recognized as an Association of PublicInterest.

Germany

Federal Ministry for Economic Cooperation and DevelopmentThe aim of development cooperation is to give people the freedom to shape their own lives,by making their own decisions and taking responsibility for them, without suffering materialhardship. With this aim in mind, the German government is seeking with its developmentpolicy to help make globalisation an opportunity for all. The sectors that Germandevelopment cooperation will focus on in particular in the future will be education, health,rural development, good governance and sustainable economic development. The guidingprinciple in all efforts is the protection of human rights.

German Development Service (DED)The German Development Service is one of the leading European development services forpersonnel cooperation. Since its formation in 1963, DED has assigned over 16 000experienced and commited technical advisers to improve the living conditions of people inAfrica, Asia and Latin America. Together with its local partners DED works towards reducingpoverty, achieving self-determined sustainable development and securing natural resources.With some 2 000 technical advisers currently working in 47 countries, DED is working onbehalf of the German Federal Ministry for Economic Cooperation and Development (BMZ)and cooperating in a range of different ways with other national and international

development cooperation organisations.

Ireland

Irish AidIrish Aid is the Government of Irelands programme of assistance to developing countries.Irelands development cooperation policy is an integral part of Irelands wider foreign policy.Our aid philosophy is rooted in our foreign policy, in particular its objectives of peace andjustice. Our development cooperation policy and programme reflect our longstandingcommitment to human rights and fairness in international relations and are inseparable

from Irish foreign policy as a whole.

Italy
http://www.irishaid.gov.ie/http://www.irishaid.gov.ie/http://www.ded.de/http://www.ded.de/http://www.bmz.de/en/http://www.bmz.de/en/


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The Ministry of Foreign Affairs (Ministero Affari Esteri)

The Ministry of Foreign Affairs in the government of Italy is the chief foreign affairs ministryin the country. The Ministry handles Italy's relations within the United Nations.

Volontari nel mondo (FOCSIV)*in Italian only*FOCSIV la Federazione di 64 organizzazioni non governative (Ong) cristiane di servizio

internazionale volontario impegnate nella promozione di una cultura della mondialit e nellacooperazione con i popoli dei Sud del mondo, con lobiettivo di contribuire alla lotta controogni forma di povert e di esclusione, allaffermazione della dignit e dei diritti delluomo,alla crescita delle comunit e delle istituzioni locali.

Coordinamento delle Organizzazioni non governative per la cooperazioneInternazionale allo Sviluppo (COCIS)*in Italian only*Il COCIS associa attualmente 25 organizzazioni non governative laiche e progressiste cheoperano in diversi settori della cooperazione allo sviluppo, condividendo un'etica basatasulla promozione dell'autosviluppo, la solidariet tra i popoli e la centralit della persona. IlCOCIS promuove la proposta politica delle ONG associate, rappresentando per esse il luogodi confronto, elaborazione, collaborazione e rappresentanza congiunta.

Seniores Italia - Partner per lo Sviluppo ONLUS

Seniores Italia - Partner per lo Sviluppo ONLUS is the leading Italian non-profit organizationof voluntary senior experts. Their mission is to support short-term advisory servicesprovided by senior volunteers in different areas of intervention such as agriculture,industrial design, manufacturing processes, banking, energy, infrastructures, social andhealth services, and urban requalification.
http://www.senioresitalia.it/http://www.senioresitalia.it/http://www.modins.net/myanmarinfo/ministry/labour.htmhttp://www.modins.net/myanmarinfo/ministry/labour.htmhttp://www.focsiv.org/http://www.focsiv.org/http://www.esteri.it/mae/ithttp://www.esteri.it/mae/it


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Japan

The Ministry of Foreign AffairsThe Ministry of Foreign Affairs in the government of Japan is the chief foreign affairsministry in the country. The Ministry handles Japan's relations within the United Nations.

Japan Overseas Cooperation Volunteers (JOCV)*in Japanese only*JOCV was established in 1965 to provide official Japanese overseas assistance programmesabroad at a grassroots level. The JOCV Program is one of Japan International CooperationAgency's (JICA's) principal activities as part of its international cooperation carried out onbehalf of the Japanese government.

Korea, Republic of The Ministry of Foreign Affairs and TradeThe The Ministry of Foreign Affairs of the Government of the Republic of Korea is in chargeof diplomacy, external economic policy, overseas Korean nationals, international situationanalysis and overseas promotional affairs.

Korea International Cooperation Agency (KOICA)KOICA was founded as a government agency on April 1, 1991, to maximize theeffectiveness of Korea's grant aid programs for developing countries by implementing thegovernment's grant aid and technical cooperation programs.

Luxembourg

Ministere de la Cooperation et de l'Action Humanitaire*in French only*La coopration luxembourgeoise au dveloppement se place rsolument au service delradication de la pauvret, notamment dans les pays les moins avancs. Ses actions seconoivent dans lesprit du dveloppement durable compris dans ses aspects sociaux,conomiques et environnementaux - avec lhomme, la femme et lenfant en son centre. Cesactions sinscrivent prioritairement dans la mise en uvre - dici 2015 - des objectifs duMillnaire pour le dveloppement. Ainsi, les principaux secteurs dintervention de la

coopration relvent du domaine social : la sant, lducation, y compris la formation etlinsertion professionnelles et le dveloppement local intgr. Les initiatives pertinentesdans le domaine de la microfinance sont encourages et appuyes, que ce soit au niveauconceptuel ou au niveau oprationnel.

Myanmar

The Ministry of Labor
http://deu-bonn.mofat.go.kr/eng/eu/deu-bonn/main/index.jsphttp://www.modins.net/myanmarinfo/ministry/labour.htmhttp://www.modins.net/myanmarinfo/ministry/labour.htmhttp://cooperation.mae.lu/frhttp://cooperation.mae.lu/frhttp://www.koica.go.kr/english/main.htmlhttp://deu-bonn.mofat.go.kr/eng/eu/deu-bonn/main/index.jsphttp://www.jica.go.jp/volunteer/http://www.jica.go.jp/volunteer/http://www.mofa.go.jp/http://www.mofa.go.jp/


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The Ministry of Labour in Myanmar aims to promote fair bour practices between employersand porkers and to actively participate in the ional development endeavours throughrendering its services to both employers and workers.

New Zealand

Volunteer Service Abroad (VSA)VSA is a home-grown Kiwi volunteering organisation and has placed more than 3,000skilled New Zealanders on volunteer assignments overseas since 1962.

Norway

The Ministry of Foreign AffairsThe essential task of the Ministry of Foreign Affairs is to work for Norways interestsinternationally: to safeguard the countrys freedom, security and prosperity. The UnitedNations have always been a mainstay of Norways participation in the internationalcommunity. Norway gives priority to the efforts to make the UN a strong and effectiveorganization that serves as a cornerstone for an international legal order and a worldwidesecurity system. An important issue for Norway is the progress of achieving the MillenniumDevelopment Goals. Today, Norway is one of the five largest voluntary contributors to theUnited Nations development efforts. The Ministry of Foreign Affairs handles Norwaysrelations within the United Nations.

Portugal

Instituto Portugus de Apoio ao Desenvolvimento (IPAD)*in Potrugese only*A poltica de Cooperao Portuguesa e de Ajuda Pblica ao Desenvolvimento coordenada,supervisionada e dirigida, desde Janeiro de 2003, pelo Instituto Portugus de Apoio aoDesenvolvimento, I.P. (IPAD). O IPAD, I.P. tem por misso propor e executar a poltica decooperao portuguesa e coordenar as actividades de cooperao desenvolvidas por outrasentidades pblicas que participem na sua execuo.

Oikos cooperao e desenvolvimentoFounded in 1988 in Portugal, it is an internationally recognized non-profit, Non-Governmental Organisation working for development. It coordinates its actions with publicand private entities that share its values and the objective to eradicate poverty and todevelop sustainable solutions so that everyone can have a dignified life. Since 1992, it isrecognized as an 'entity of public utility' by the Portuguese Government. In 2000 it wasgranted Consultative Status by the United Nations Economic and Social Council(ECOSOC). It has its headquarters in Portugal and delegations in Africa and Latin America.
http://www.ipad.mne.gov.pt/http://www.oikos.pt/http://www.oikos.pt/http://www.ipad.mne.gov.pt/http://www.ipad.mne.gov.pt/http://www.regjeringen.no/en/dep/ud.html?id=833http://www.regjeringen.no/en/dep/ud.html?id=833http://www.vsa.org.nz/http://www.vsa.org.nz/


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It works in the areas of humanitarian action, sustainable development and globalcitizenship.

Poland

The Ministry of Foreign AffairsThe two departments constitute the development co-operation branch of the Ministry ofForeign Affairs of the Republic of Poland. The Development Co-operation Department isresponsible for planning development co-operation activity, while the practicalimplementation of the projects and their monitoring, as well as the volunteeringprogramme, is the responsibility of the Department of Implementation of DevelopmentProgrammes.

Slovakia

Slovak/UNDP Trust FundFive-year period of successful development cooperation partnership between theGovernment of the Slovak Republic and Bratislava Regional Centre of the United NationsDevelopment Programme (UNDP) resulted in 2008 in a new initiative focused onstrengthening the Slovak ODA system, enhancing programming and monitoring capacities,sharing best practices and expertise of Slovak experts and enabling the Slovak ODAprofessionals to gain international development cooperation experience. This initiative alsoprovides new opportunities for strengthening relationships between Slovakia as a new donorand its target recipient countries while using UNDPs programmaticand administrativecapacities.

Slovenia

The Ministry of Foreign AffairsThe mission of the Ministry of Foreign Affairs is to implement foreign policy and performtasks stipulated by the Foreign Affairs Act (Ur. l. RS, No. 45/2001), as well as otherregulations and acts.

Spain

Agencia Espaola de Cooperacion Internacional para el Desarrollo (AECID)*in Spanish only*La Agencia Espaola de Cooperacin Internacional para el Desarrollo (AECID), es unaEntidad de Derecho Pblico adscrita al Ministerio de Asuntos Exteriores y de Cooperacin atravs de la Secretara de Estado de Cooperacin Internacional (SECI). Es, como establecela Ley 23/1998, de 7 de julio, de Cooperacin Internacional para el Desarrollo, el rgano degestin de la poltica espaola de cooperacin internacional para el desarrollo, y su objeto,segn el Estatuto de la Agencia Espaola de Cooperacin Internacional para el Desarrollo,es el fomento, la gestin y la ejecucin de las polticas pblicas de cooperacin internacionalpara el desarrollo, dirigidas a la lucha contra la pobreza y la consecucin de un desarrollohumano sostenible en los pases en desarrollo, particularmente los recogidos en el PlanDirector en vigor cada cuatro aos.La lucha contra la pobreza es el objetivo final de la
http://www.aecid.es/web/eshttp://www.aecid.es/web/eshttp://www.mzz.gov.si/enhttp://www.mzz.gov.si/enhttp://europeandcis.undp.org/home/ed/show/94A579B0-F203-1EE9-BE60BFB656463280http://europeandcis.undp.org/home/ed/show/94A579B0-F203-1EE9-BE60BFB656463280http://www.polishaid.gov.pl/http://www.polishaid.gov.pl/


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poltica espaola de cooperacin internacional para el desarrollo. Esta, es parte de la accinexterior del Estado y est basada en una concepcin interdependiente y solidaria de lasociedad internacional. La Declaracin del Milenio y los Objetivos de Desarrollo del Milenio(ODM) configuran una agenda y metodologa comn en la lucha contra la pobreza, por loque son el principal referente de la poltica espaola de cooperacin internacional.

Sweden

The Swedish International Development Cooperation Agency (SIDA)SIDA works according to directives of the Swedish Parliament and Government to reducepoverty in the world. The overall goal of Swedish development cooperation is to contribute

to making it possible for poor people to improve their living conditions.

Forum Syd*in Swedish only*Forum Syd works to reduce poverty by challenging oppression and discrimination. Toachieve this, it collaborates with 200 Swedish member organisations and thousands oforganisations and networks worldwide. It strives to strengthen civil society via developmentcooperation, advocacy and forming of opinion, as well as skills and methods development. Ithas offices in Africa, Asia, Europe and Latin America. Its main office is in Stockholm.

Switzerland

The Swiss Agency for Development and Cooperation (SDC)SDC is Switzerlands international cooperation agency within the Federal Department of

Foreign Affairs (FDFA). In operating with other federal offices concerned, SDC is responsiblefor the overall coordination of development activities and cooperation with Eastern Europe,as well as for the humanitarian aid delivered by the Swiss Confederation.

Centre for Information, Advice and Training (cinfo)cinfo is the Centre for Information, Counselling and Training for Professions Relating toInternational Cooperation (IC). cinfo was established as a foundation in 1990 by the SwissAgency for Development and Cooperation (SDC). cinfo supports SDC in its mandate toinform the Swiss public about professional opportunities in IC.

Swiss Political Affairs DivisionPolitical Affairs Division IV, Human Security: Peace, Human Rights, Humanitarian Policy,Migration is responsible for implementing measures to promote peace and strengthenhuman rights in the world. The concept of human security focuses on the safety ofindividual human beings and protecting people against political violence, war and acts ofarbitrary violence. It is based on the recognition that peace policy, human rights policy andhumanitarian policy are closely interlinked.
http://www.eda.admin.ch/eda/en/home/dfa/orgcha/sectio/pad/pad4.htmlhttp://www.eda.admin.ch/eda/en/home/dfa/orgcha/sectio/pad/pad4.htmlhttp://www.cinfo.ch/http://www.cinfo.ch/http://www.sdc.admin.ch/http://www.sdc.admin.ch/https://www.forumsyd.org/Default_ForumSyd.aspx?id=1900https://www.forumsyd.org/Default_ForumSyd.aspx?id=1900http://www.sida.se/English/http://www.sida.se/English/


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Turkey

Turkish International Co-operation Agency (TIKA)TIKA is the Turkish Governments Development Cooperation Agency. TIKA has coordinationoffices in 20 countries and operates in many countries across Africa, Asia and Europe,

delivering development assistance to partner countries through its projects and activities.

UK

Volunteer Service Organisation (VSO)VSO is the worlds leading independent international development organisation that worksthrough volunteers to fight poverty in developing countries. VSO's high-impact approachinvolves bringing people together to share skills, build capabilities, promote internationalunderstanding and action, and change lives to make the world a fairer place for all.

USA

Peace CorpsThe Peace Corps traces its roots and mission to 1960, when then Senator John F. Kennedychallenged students at the University of Michigan to serve their country in the cause ofpeace by living and working in developing countries. From that inspiration grew an agencyof the federal government devoted to world peace and friendship. Since that time, nearly200,000 Peace Corps Volunteers have served in 139 host countries to work on issuesranging from AIDS education to information technology and environmental preservation.Today's Peace Corps is more vital than ever, working in emerging and essential areas such

as information technology and business development, and committing more than 1,000 newVolunteers as a part of the President's Emergency Plan for AIDS Relief. Peace CorpsVolunteers continue to help countless individuals who want to build a better life forthemselves, their children, and their communities.

Ethics in Globalization and Information Technology

Cross-cultural Communication and Understanding

Cultural influences suggests that health behaviors are influenced directly by elements ofones culture. As a result, social norms and other elements of community culture provide a

potential tool for disease prevention and health promotion. Culture involves "the

integrated pattern of human knowledge, belief, behavior, and material traits characteristic

of a social group" (Braithwaite et al., 1994, p.409). Another way to understand this concept

is to think of culture as the "luggage" we always carry with us "the sum of beliefs,

practices, habits, likes, dislikes, norms, customs, rituals . . . that we have learned from our

families" (Spector, 1985, p. 60). Cultural identity influences "the groups design for living,
http://www.peacecorps.gov/http://www.peacecorps.gov/http://www.vso.org.uk/http://www.vso.org.uk/http://www.tika.gov.tr/en/http://www.tika.gov.tr/en/


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the shared set of socially transmitted perceptions about the nature of the physical, social,

and spiritual world, particularly as it relates to achieving lifes goals" (Airhihenbuwa, 1995,p. 5). Therefore, those who wish to work with community members should carefully

examine the differences and similarities in cultural perceptions, so that engagement

activities are appropriate for that particular cultural context. This appropriateness, often

referred to as cultural sensitivity, means that programs are developed "in ways that areconsistent with a peoples and communitys cultural framework" (Airhihenbuwa, 1995, p.7).

An individuals culture influences his or her attitude toward various health issues,

including perceptions of what is and is not a health problem, methods of disease

prevention, treatments for illness, and use of health providers. As Spector (1985, p. 59)

notes: "We learn from our own cultural and ethnic backgrounds how to be healthy, how to

recognize illness, and how to be ill . . . meanings attached to the notions of health and illness

are related to basic, culture-bound values by which we define a given experience and

perceptions." Individuals initiating community engagement activities should understand

belief systems held by community members, especially if they are different from their own.Cultural experiences also can influence how individuals and groups relate to each other and

to people and institutions of other cultures. Efforts to address these elements of a

community could concentrate on affecting the landscape of information and ideas in whichthat community operates.

General Conclusions about the Power and Usefulness of Community Engagement

There is a consensus that engaging and supporting the empowerment of the

community for community health decision-making and action is a critical element in healthpromotion, health protection, and disease prevention. The impact of programs that target

individual behavior change is often transient and diluted unless efforts are also undertaken

to bring about systematic change at multiple levels of society (Braithwaite et al., 1994).

Scholars have described several trigger activities that might begin the community

engagement process. Some of these trigger activities are tied to legislative or program

mandates, while others involve special initiatives, such as those of public health

departments, grant makers, health service providers, or existing community groups and

coalitions. Once triggered, the community engagement process itself can take many forms.

It can range from cooperation, where relationships are informal and where there is not

necessarily a commonly-defined structure, to collaboration, or partnerships wherepreviously separated groups are brought together with full commitment to a common

mission (Mattessich et al., 1992).

The organizational concepts from the literature discussed in this section of the

document lead to a number of general conclusions about what lies at the heart of successful

community engagement efforts. These conclusions, which follow here, provide a useful

segue to the community engagement principles outlined in Part 2.


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community engagement efforts should address multiple levels of the social environment,

rather than only individual behaviors, to bring about desired changes.

Health behaviors are influenced by culture. To ensure that engagement efforts are

culturally and linguistically appropriate, they must be developed from a knowledge

and respect for the targeted communitys culture.

People participate when they feel a sense of community, see their involvement and

the issues as relevant and worth their time, and view the process and organizational

climate of participation as open and supportive of their right to have a voice in the

process.

While it cannot be externally imposed on a community, a sense of empowerment

the ability to take action, influence, and make decisions on critical issues is

crucial to successful engagement efforts.

Community mobilization and self-determination frequently need nurturing. Beforeindividuals and organizations can gain control and influence and become players

and partners in community health decision-making and action, they may need

additional knowledge, skills, and resources.

Coalitions, when adequately supported, can be useful vehicles for mobilizing and

using community assets for health decision-making and action.

Participation is influenced by whether community members believe that the

benefits of participation outweigh the costs. Community leaders can use their

understanding of perceived costs to develop appropriate incentives for

participation.

Contributing to the Success of Community Engagement Efforts

Environmental

History of collaboration or cooperation in the community

Collaborating group (and agencies in group) seen as leader in community Favorable

political and social climate

Membership

Mutual respect, understanding, and trust

Appropriate cross-section of members Members see engagement in their self-interest benefits of engagement as offsetting

costs

Ability to compromise

Process/Structure

Members feel ownership share stake in both process and outcome

Every level in each organization in collaborating groups participates in decision-making


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Flexibility of collaborating group

Clarity of roles and guidelines

Ability to sustain itself in midst of changing conditions

Communication

Open and frequent interaction, information, and discussion Informal and formal channels of communications

Purpose

Goals clear and realistic to all partners

Shared vision

Unique to the effort (i.e., different at least in part from mission, goals or approach of

member organizations)

Resources

Sufficient funds

Skilled convener

(Based on a review of the literature and excerpted from Mattessich and Monsey, 1992)

For Preliminary Exams and Final Exams

PRELIMINARY EXAM

Document a community engagement you have done to help solve a community problem

and concern. Please indicate the following:

What is the community problem? Brief background.

Why you chose that specific problem to address?

Please attach a video of you in the community engagement (not less than 10 minutes) or

pictures of not less than 5 photos with you in it.

The text should be not less than two pages of letter size paper single space, font 12 and fly

page should be in a separate paper with name and title.

FINAL EXAMS

INTRODUCTION

This module introduces Community Problem Solving as a teaching and learning strategy.

As such, it is the practical application module that builds on the ideas for citizenshipeducation developed in Module 7. It also draws on the ideas about experiential, enquiry


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and values education, Future Problem Solving and learning outside the classroom in other

modules.

Community Problem Solving provides students with an opportunity to practice the skills

that are needed to participate in finding solutions to the local issues that concern them.

This helps to develop the important citizenship objectives of learning for a sustainablefuture and integrates skills for both students and teachers of using experiential and

enquiry-based strategies. It also integrates skills in the planning of values clarification and

values analysis with the possible solutions so students can take action to help achieve a

sustainable future.

OBJECTIVES

To develop an understanding of Community Problem Solving, especially as it may be used

in education for sustainable futures.

To identify the skills students need to participate in Community Problem Solving.

To explore questions and issues that may be encountered when teaching throughCommunity Problem Solving.

To identify teaching and learning strategies that may be used as part of a Community

Problem Solving project.

Activity 1

Q1:List five problems you are concerned about in your community.

1.

2.

3.

4.

5.

Q2:What skills or experience do you have that might be helpful in finding a

solution to any of these problems?

Q3:What are you currently doing to help address any of these problems?


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(Succeeding questions are for the Students of the community of PWU)

Exploring Community Problem Solving

Name a problem in your community that you think students would be interested in

solving.

Selecting a problem

Why is this important to your community?

Do your students have the skills to be able to tackle this problem at the present

time?

Do you have time to undertake the entire Community Problem Solving process for

this problem, or might a smaller problem be better to begin with?

Evaluating and developing student skills

What skills do your students need to undertake Community Problem Solving?


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What kinds of guidance might you need to provide?

Investigating

What is the current status of this problem in the community?

Are there any conflicts of interest among groups in the community over this

problem? If so, what are they?

How can decisions be made to resolve the issue?

Developing visions

What are students visions for the future in relation to this problem?

What are the alternatives?

Which vision do they prefer and why?


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Planning actions

What changes will bring the situation closer to their visions of a sustainable future?

What barriers must be overcome to allow these changes to take place?

List the steps that must be taken to make the changes. This is the plan of action.

1.

2.

3.

4.

5.

Others

How can the plan of action be evaluated?

Taking actions

How will the planned actions solve the problem?

What is the role of students in deciding on these actions?

Evaluating actions and changes

What actions were taken?


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What changes resulted?

To what extent are these changes the same as the vision?

How were barriers overcome?

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Documents

Community Engagement Module