GEMS 123
Community Engagement Prepared and compiled by: Leonor Petra Elepaño
Philippine Women’s University School Year 2013-2014
Course Description: 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. Using information highways relevant tool for self and social development.
General Objectives: At the end of the course, the students should 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 one’s community and recommend solution 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.
Course Description: 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. Using information highways relevant tool for self and social development.
General Objectives: At the end of the course, the students should 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 one’s community and recommend solution 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.
COURSE OUTLINE Introduction Module 1 Lesson 1 Lesson 2 Lesson 3
Community and Social Identities What is a Community Kinds of Communities and Identities Community Building Skills and Values A. Pride in Community Heritage B. Respect for Law, Promoting Peace & Order
Module 2 Lesson 1
Civic Consciousness Consciousness Community Problems and Concerns: Socio-Economic , Political and Environmental Community Participation and Governance: Understanding Power & Authority Democracy in Action: Participation and Decision Making
Lesson 2 Lesson 3 Module 3 Lesson 1 Lesson 2
Dynamics in the Community Group Discussion and Collaboration Skills Community Mobilization Skills and PWU Legacy in Community Development
Module 4 Lesson 1
Global Citizenship Role of International Agencies in Addressing Global Community Problems and Concerns: Socio-Economic , Political and Environmental Ethics in Globalization and Information Technology Cross-Cultural Communication and Understanding
Lesson 2 Lesson 3
Community and Social Identities What is a community? The concept of a community; the first step in considering the meaning of community is to understand that, fundamentally, it is a fluid concept. What one person calls a community may not match another person’s definition. However, those interested in working 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 a member 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 it’s a feeling, to some people it’s relationships, to some people it’s a place, to some people it’s 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
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 community’s 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.
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 the community, 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 with common interests 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
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 community’s 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 wellbeing 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
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, Steckler’s C ODAPT model, for "Community Ownership through Diagnosis, Participatory Planning, Evaluation, and Training (for Institutionalization)," suggests that when community participation is strong throughout a program’s 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 individual’s 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 among community 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
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.
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 to work 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 [Website http://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.
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 each other’s rights and 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 UNV’s focal point in a given country. Cooperating organizations are either a Department within the Ministry of Foreign Affairs, such as theDevelopment Cooperation in Belgium, or the national volunteer sending agency, e.g. Voluntary Service Organization (VSO) in the UK. The descriptions about the agencies are taken from their websites. For more 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 achieve shared 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 Cooperation Austrian 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 Union and in international committees (EU, UN, OECD, IFIs). Two policy pill ars of bilateral and multilateral development cooperation are the Millennium Development Goals and the Paris Declaration.
Belgium The Belgian Development Cooperation Belgium strives for a peaceful and secure world where poverty is a thi ng of the past and
where there are development opportunities for all. Our efforts therefore complement those of 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 all peoples are entitled to the knowledge and skills necessary to contribute to a more equitable world. Our mission is to foster human development and global understanding through education and training.
Canada's Civilian Reserve (CANADEM) Established in 1996 with startup funding from the G overnment of Canada, CANADEM is a non-profit agency dedicated to advancing international peace and security through the recruitment, screening, promotion and rapid mobilization of Canadian expertise. CANADEM helps the United Nations agencies, international organizations, government agencies, consultancy firms and NGOs to identify experts for their projects and offices all over the world. CANADEM's roster is the only roster worldwide whose primary mandate is to assist UN recruitment.
Centre for International Studies and Cooperation (CECI) The mission of CECI is to combat poverty and exclusion. To thi s end, CECI builds the development capacities of disadvantaged communities. CECI supports peace building, human rights, and equity initiatives. CECI mobilize resources and promote exchanges of knowledge.
China Agency for Volunteer Services (AVS) AVS, founded in 1970, is a non profit organization mainly financed by funds from the Government of the Hong Kong Special Administrative Region, The Community Chest of Hong Kong and The Hong Kong Jockey Club Charities Trust. With the vision to build a civil society and caring community, AVS is dedicated to playing a proactive and pivotal role in the promotion and development of volunteerism, and to develop partnership with all sectors of the community to provide value added and q uality volunteer service.
Cuba
Minesterio para la Inversión Extranjera y l a Colaboración Económica (MINVEC)
*in Spanish only* MINVEC es el organismo de la administración central del estado a cargo de la promoción de las inversiones foráneas en el país. El MINVEC también di rige y controla el proceso de negociaciones para constituir las diferentes formas de asociaciones económicas con participación extranjera.
Czech Republic
Czech UNV National Focal Point Since 1995, Czech volunteers have been actively involved in UN development programmes and peace missions. More then 190 Czech volunteers in total have operated in developing countries and crises areas throughout the world so far. Around 20 volunteers are sent every year to Africa, Asia and the Balkans; 35 per cent of th em are women.
Denmark Mellemfolkeligt Samvirke (MS) - ActionAid Denmark MS ActionAid Denmark fights poverty by promoting the pol itical empowerment of the world’s poor. MS supports long-term development work, education programmes and campaigns as well as exchange of experience and knowledge between people. MS is part of ActionAid International.
Finland
The Ministry of Foreign Affairs The Ministry for Foreign Affairs concentrates on foreign and security policy, trade policy and development policy as well as on significant foreign poli cy issues and international relations in general. The Ministry also assists other branches of government in the coordination of international affairs.
France Ministry of Foreign Affairs The Ministry of Foreign Affairs in the government of France is the chief foreign affairs ministry in the country. The Ministry handles France's relations within the United Nations.
General Association of Retired Volunteers for Cooperation and Development (AGIRabcd) AGIRabcdis a non-profit, non-governmental organization, including retired or pre- retired
members. Apolitical and non-confessional, it has been recognized as an Association of Public Interest.
Germany
Federal Ministry for Economic Cooperation and Development The 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 material hardship. With this aim in mind, the German government is seeking with its development policy to help make globalisation an opportunity for all. The sectors that German development cooperation will focus on in particular in the future will be education, health, rural development, good governance and sustainable economic development. The guiding principle 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 for personnel cooperation. Since its formation in 1963, DED has assigned over 16 000 experienced and commited technical advisers to improve the living conditions of people in Africa, Asia and Latin America. Together with its local partners DED works towards reducing poverty, achieving self-determined sustainable development and securing natural resources. With some 2 000 technical advisers currently working in 47 countries, DED is working on behalf 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 Aid Irish Aid is the Government of Ireland’s programme of assistance to developing countries. Ireland’s development cooperation policy is an integral part of Ireland’s wider foreign policy. Our aid philosophy is rooted in our foreign policy, in particular its objectives of peace and justice. Our development cooperation policy and programme reflect our longstanding commitment to human rights and fairness in international relations and are inseparable from Irish foreign policy as a whole.
Italy
The Ministry of Foreign Affairs (Ministero Affari Esteri) The Ministry of Foreign Affairs in the government of Italy is the chief foreign affairs ministry in the country. The Ministry handles Italy's relations within the United Nations.
Volontari nel mondo (FOCSIV) *in Italian only* FOCSIV è la Federazione di 64 organizzazioni non governative (Ong) cristiane di servizio internazionale volontario impegnate nella promozione di una cultura della mondialità e nella cooperazione con i popoli dei Sud del mondo, con l’obiettivo di contribuire alla lotta contro ogni forma di povertà e di esclusione, all’affermazione della dignità e dei diritti dell’uomo, alla crescita delle comunità e delle istituzioni locali.
Coordinamento delle Organizzazioni non governative per la cooperazione Internazionale allo Sviluppo (COCIS) *in Italian only* Il COCIS associa attualmente 25 organizzazioni non governative laiche e progressiste che operano in diversi settori della cooperazione allo sviluppo, condividendo un'etica basata sulla promozione dell'autosviluppo, la solidarietà tra i popoli e l a centralità della persona. Il COCIS promuove la proposta politica delle ONG associate, rappresentando per esse il luogo di 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 organization of voluntary senior experts. Their mission is to support short-term advisory services provided by senior volunteers in different areas of intervention such as agriculture, industrial design, manufacturing processes, banking, energy, infrastructures, social and health services, and urban requalification.
Japan The Ministry of Foreign Affairs The Ministry of Foreign Affairs in the government of Japan i s the chief foreign affairs ministry 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 programmes abroad at a grassroots level. The JOCV Program is one of Japan International Cooperation Agency's (JICA's) principal activities as part of its international cooperation carried out on behalf of the Japanese government.
Korea, Republic of The Ministry of Foreign Affairs and Trade The The Ministry of Foreign Affairs of the Government of the Republic of Korea is in charge of diplomacy, external economic policy, overseas Korean nationals, i nternational situation analysis and overseas promotional affairs.
Korea International Cooperation Agency (KOICA) KOICA was founded as a government agency on April 1, 1991, to maximize the effectiveness of Korea's grant aid programs for developing countries by implementing the government's grant aid and technical cooperation programs.
Luxembourg Ministere de la Cooperation et de l'Action Humanitaire *in French only* La coopération luxembourgeoise au développement se pl ace résolument au service de l’éradication de la pauvreté, notamment dans les pays les mo ins avancés. Ses actions se conçoivent dans l’esprit du développement durable compris dans ses aspects sociaux, économiques et environnementaux - avec l’homme, la femme et l’enfant en son centre. Ces actions s’inscrivent prioritairement dans la mise en œuvre - d’ici 2015 - des objectifs du Millénaire pour le développement. Ainsi, les principaux secteurs d’intervention de la coopération relèvent du domaine social : la santé, l’éducation, y compris la formation et l’insertion professionnelles et le développement local intégré. Les initiatives pertinentes dans le domaine de la microfinance sont encouragées et appuyées, que ce soit au niveau conceptuel ou au niveau opérationnel.
Myanmar The Ministry of Labor
The Ministry of Labour in Myanmar aims to promote fair bour practices between employers and porkers and to actively participate in the ional development endeavours through rendering 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 3,000 skilled New Zealanders on volunteer assignments overseas since 1962.
Norway
The Ministry of Foreign Affairs The essential task of the Ministry of Foreign Affairs is to work for Norway’s interests internationally: to safeguard the country’s freedom, security and prosperity. The United Nations have always been a mainstay of Norway’s participa tion in the international community. Norway gives priority to the efforts to make the UN a strong and effective organization that serves as a cornerstone for an international legal order and a worldwide security system. An important issue for Norway is the progress of achieving the Mil lennium Development Goals. Today, Norway is one of the five largest voluntary contributors to the United Nations development efforts. The Ministry of Foreign Affairs handles Norway’s relations within the United Nations.
Portugal
Instituto Português de Apoio ao Desenvolvimento (IPAD) *in Potrugese only* A política de Cooperação Portuguesa e de Ajuda Pública ao Desenvolvimento é coordenada, supervisionada e dirigida, desde Janeiro de 2003, pelo Instituto Português de Apoio ao Desenvolvimento, I.P. (IPAD). O IPAD, I.P. tem por missão propor e executar a polí tica de cooperação portuguesa e coordenar as actividades de cooperação desenvolvidas por outras entidades públicas que participem na sua execução.
Oikos cooperação e desenvolvimento Founded in 1988 in Portugal, it is an internationally recognized non-profit, NonGovernmental Organisation working for development. It coordinates its actions with public and private entities that share its values and the objective t o eradicate poverty and to develop sustainable solutions so that everyone can have a dignified life. Since 1992, i t is recognized as an 'entity of public utility' by the Portuguese Government. In 2000 it was granted Consultative Status by the United Nations Economic and Social Council (ECOSOC). It has its headquarters in Portugal and delegations in Africa and Latin America. –
It works in the areas of humanitarian action, sustainable development and global citizenship.
Poland The Ministry of Foreign Affairs The two departments constitute the development co-operation branch of the Ministry of Foreign Affairs of the Republic of Poland. The Development Co-operation Department is responsible for planning development co-operation activity, while the practical implementation of the projects and their monitoring, as well as the volunteering programme, is the responsibility of the Department of Implementation of Development Programmes.
Slovakia
Slovak/UNDP Trust Fund Five-year period of successful development cooperation partnership between the Government of the Slovak Republic and Bratislava Regional Centre of the Uni ted Nations Development Programme (UNDP) resulted in 2008 in a new i nitiative focused on strengthening the Slovak ODA system, enhancing programming and monitoring capacities, sharing best practices and expertise of Slovak experts and enabling the Slovak ODA professionals to gain international development cooperation experience. This initiative also provides new opportunities for strengthening relationships between Slovakia as a new donor and its target recipient countries while using UNDP’s programmatic and administrative capacities.
Slovenia
The Ministry of Foreign Affairs The mission of the Ministry of Foreign Affairs is to implement foreign policy and perform tasks stipulated by the Foreign Affairs Act (Ur. l. RS, No. 45/2001), as well as other regulations and acts.
Spain Agencia Española de Cooperacion Internacional para el Desarrollo (AECID) *in Spanish only* La Agencia Española de Cooperación Internacional para el Desarrollo (AECID), es una Entidad de Derecho Público adscrita al Ministerio de Asuntos Exteriores y de Cooperación a través de la Secretaría de Estado de Cooperación Internacional (SECI). Es, como establece la Ley 23/1998, de 7 de julio, de Cooperación Internacional para el Desarrollo, el órgano de gestión de la política española de cooperación internacional para el desarrollo, y su objeto, según el Estatuto de la Agencia Española de Cooperación Internacional para el Desarrollo, es el fomento, la gestión y la ejecución de las políticas públicas de cooperación internacional para el desarrollo, dirigidas a la lucha contra la pobreza y la consecución de un desarrollo humano sostenible en los países en desarrollo, particularmente los recogidos en el Plan Director en vigor cada cuatro años.La lucha contra la pobreza es el objetiv o final de la
política española de cooperación internacional para el desarrollo. Esta, es parte de la acción exterior del Estado y está basada en una concepción interdependiente y solidaria de l a sociedad internacional. La Declaración del Milenio y los Objeti vos de Desarrollo del Milenio (ODM) configuran una agenda y metodología común en la lucha contra la pobreza, por lo que son el principal referente de la política española de cooperación internacional.
Sweden The Swedish International Development Cooperation Agency (SIDA) SIDA works according to directives of the Swedish Parliament and Government to reduce poverty 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. To achieve this, it collaborates with 200 Swedish member organisations and thousands of organisations and networks worldwide. It strives to strengthen civil society via development cooperation, advocacy and forming of opinion, as well as skills and methods development. It has offices in Africa, Asia, Europe and Latin America. Its main office is i n Stockholm.
Switzerland The Swiss Agency for Development and Cooperation (SDC) SDC is Switzerland’s international cooperation agency within the Federal Department of Foreign Affairs (FDFA). In operating with other federal offices concerned, SDC is responsible for 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 to International Cooperation (IC). cinfo was established as a foundation in 1990 by the Swiss Agency for Development and Cooperation (SDC). cinfo supports SDC in its mandate to inform the Swiss public about professional opportunities in IC.
Swiss Political Affairs Division Political Affairs Division IV, Human Security: Peace, Human Rights, Humanitarian Policy, Migration is responsible for implementing measures to promote peace and strengthen human rights in the world. The concept of human security focuses on the safety of individual human beings and protecting people against political violence, war and acts of arbitrary violence. It is based on the recognition that peace poli cy, human rights policy and humanitarian policy are closely interlinked.
Turkey Turkish International Co-operation Agency (TIKA) TIKA is the Turkish Government’s Development Cooperation Agency. TIKA has coordination offices in 20 countries and operates in many countries across Africa, Asia and Europe, delivering development assistance to partner countries through i ts projects and activities.
UK
Volunteer Service Organisation (VSO) VSO is the world’s leading independent international development organisation that works through volunteers to fight poverty in developing countries. VSO's high-impact approach involves bringing people together to share skills, build capabilities, promote international understanding and action, and change lives to make the world a fairer place for all.
USA
Peace Corps The Peace Corps traces its roots and mission to 1960, when then Senator John F. K ennedy challenged students at the University of Michigan to serve their country in the cause of peace by living and working in developing countries. From that inspiration grew an agency of the federal government devoted to world peace and friendship. Si nce that time, nearly 200,000 Peace Corps Volunteers have served in 139 host countries to work on issues ranging 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 new Volunteers as a part of the President's Emergency Plan for AIDS Relief. Peace Corps Volunteers continue to help countless individuals who want to build a better life for themselves, 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 of one’s 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 g roup’s design for living,
the shared set of socially transmitted perceptions about the nature of the physical, social, and spiritual world, particularly as it relates to achieving life’s 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 are consistent with a people’s and community’s cultural framework" (Airhihenbuwa, 1995, p. 7).
An individual’s 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 which that 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 health promotion, health protection, and disease prevention. The impact of programs that target individual behavior change is often transient and diluted unless effo rts 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 where previously 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.
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 community’s 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. Before individuals 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
· 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 citizenship education developed in Module 7. It also draws on the ideas about experiential, enquiry
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 sustainable future 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 t ake 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 through Community 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?
(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?
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?
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?
What changes resulted?
To what extent are these changes the same as the vision?
How were barriers overcome?
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