NSTP MODULE 11: INTRODUCTION TO COMMUNITY-BASED

MANAGEMENT

Community organization and mobilization is a critical process that is required to

improve the capacity of the local community to participate in the community-
based management planning and other decision-making processes. Effective
management is best accomplished by a participatory process of planning,
implementing, and monitoring sustainable uses of the project through collective
action and sound decision-making. Community-based or co-management
approaches are based on the principles of involving local communities in
managing the resources upon which they depend.

ANALYZING COMMUNITY NEEDS

Giving back to your community and furthering your mission is one of the greatest
joys of being a volunteer management leader. Creating a dedicated program for your
community is a popular method of focusing on those efforts. But before your
organization implements a new internal program, you may want to conduct a
community needs assessment.

A community needs assessment is a tactical way of analyzing gaps in community

services. It also determines the strengths and assets available in that community. The
results from a community needs assessment helps you better understand what your
program has to accomplish and the steps volunteers need to take.
volunteer management strategy some key tools However, creating a valuable
assessment and managing the program is no easy feat— it requires a dedicated as well
as to help you facilitate the program.

What are community needs?

Community needs are gaps between what services currently exist in a community and
what should exist. It may be helpful to categorize gaps based on these four types of
community needs:
·  Perceived needs are based on what individuals feel their needs are. Perceived
needs are very subjective, and the standard may change based on each point of view.
However, it’s important not to dismiss perceived needs as just opinion. Taking into
account the feelings and concerns of community members is an essential component
of your assessment.
·  Expressed needs are defined by what individuals have already voiced as a need.
For instance, community members may have complained to local officials about
broken street lights. These complaints are expressed needs and can help guide you to
what needs to be accomplished. However, make sure you’re mindful of the false
assumption that all people with needs seek help.
·  Absolute needs are deemed universal, including those for survival (i.e., food,
water, safety, and clothing). If community members don’t even have clean, running
water, this absolute need should be a top priority to consider.
·  Relative needs are rendered necessary based on equity and depend on current
circumstances and the norm. The standard may also vary based on population
differences and social context. For instance, providing students with access to
computers isn’t necessary. But with digital literacy now so important to education, the
lack of computers might be deemed a relative need.
When you conduct your assessment, you work to identify gaps and make conclusions
about the needs that will ultimately help to fill them. Categorizing these needs with
the above can help you better prioritize your actions.

What is a community needs assessment?

“A community needs assessment identifies the strengths and resources available in the
community to meet the needs of community members. The assessment focuses on the
capabilities of the community, including its citizens, agencies, and organizations. It
provides a framework for developing and identifying services and solutions and
building communities that support and nurture children and families.”
Put simply, the outcomes of a community needs assessment guides how your
organization and volunteers help the community. The outcomes of a community needs
assessment usually fall into one of three main categories:
· 1. Policy Change. This involves laws and regulations designed to guide or influence
behavior. These can be both, legislative or organizational. Policy changes can include
raising the age limit to buy cigarettes.
· 2. Systems Change. This involves a change that affects all aspects of the
community. This includes the social norms of an organization, institution, or system,
and often goes hand in hand with policy change. These changes can include
prohibiting smoking in public places.
· 3. Environmental Change. This involves physical, social, or economic factors that
influence people’s practices and behaviors. Physical includes structural changes, like
building specific smoking-only structures. Social factors include changes in attitude
and behavior, like a need for more no-smoking areas. Lastly, economic factors
include financial disincentives or incentives to encourage a desired behavior like
raising the pr ce of cigarettes.

Why is conducting a community needs assessment important?

volunteer program you createA community needs assessment is a key tool that can aid
any . By conducting an assessment before you develop a program, you ensure a firm
grasp on a community’s gaps. After all, your program works to fill those gaps through
resources and services.
The assessment plays a critical role in guiding decision-making and priority-setting
for your program while involving community members in the process. By following
this method, you’ll build your program around the most vital services for your
community members.
Who should be involved in the community needs assessment?
When you begin conducting the assessment, you need to figure out exactly who to
reach out to in your community to help facilitate the assessment. Here’s who will
likely be involved:
·  Community members who feel the direct effects of a gap in services or resources.
Make sure you hear a myriad of voices and concerns in your community to better
serve them.
·  Expert community leaders like members of a school board, local government
officials, human service providers, and other professionals in the field.
·  A team of stakeholders, including community members, to oversee and carry out
the assessment and guide your program planning.
The Basic Steps of a Community Needs Assessment
Conducting a community needs assessment requires ample preparation and a
dedicated focus for the results and the subsequent program created to have any
genuine effects.
Follow along below for how to best prepare and carry out your community needs
assessment.
· 1. Define your community.
Defining your community can give you a sense of why gaps may exist. It also helps
identify the group(s), or sub-communities, that tend to feel the effects the most. You
can define the community with:
·  Population. While the lives of those in your community are unique, needs are
often felt by groups of individuals. Your goal is to understand the culture and social
structure of your community to better target your program. If you’re addressing
homelessness rates among veterans, you’ll want to analyze those who are the most at-
risk for homelessness. Doing so will help you delve deeper into the systemic issues
that contribute to a need felt by the community. Further analyze your population
through demographics such as age, gender, race, income level, ethnicity, and more.
·  Place. Communities and sub-communities tend to center around place: where
people live, play, work, and gather. Places can include schools, senior centers,
shelters, parks, religious establishments, and other infrastructure. Consider the
physical places and attributes that matter to members. How will your program address
and respect those important places? What infrastructure exists? Is there an attribute of
the place that should be addressed or improved?
·  Attitudes and Values. This is about what drives your community. What do the
people you serve care about? What beliefs are important to consider and respect?
What are the locale attitudes toward certain issues? What biases may some hold?

Defining the places and values that are important to the populations of your
community is an imperative first step in the assessment process. This way, you form a
comprehensive foundation on the needs that exist, helping you increase awareness of
the driving forces behind your community and approach community members with
sensitivity and respect for their needs.
· 2. Decide on scope.
Community needs are often interconnected and complicated. For instance,
homelessness has many underlying causes and effects.
· The types of community needs you choose to address will ultimately depend on
your organization’s expertise and core mission. Does your organization address gaps
in community health? In education? You may want to address homelessness and its
many causes, or you may focus your resources on a smaller group that is
disproportionately affected by a gap in services.
· It can be tempting to want to assess and address all the needs in your community.
But by identifying community needs based on your available expertise and resources
and narrowing your scope accordingly, you can better concentrate your efforts on
what will achieve the most impact. That’s why it’s important to define the intended
reach or scope of your program from the outset.
· Your scope should largely depend on the resources available in your community,
with more available resources allowing for a wider scope. While it’s helpful to set
lofty goals, it’s also important to know your scope and set achievable goals—and seek
growth as your program becomes more established.
· · 3. Identify assets.
It’s important to figure out the types of assets you’ll need in your community needs
assessment to create your program. These assets, also referred to as resources, are
necessary for your program’s success. Assets can include:
· ·  Organizations
·  People (volunteers, community members, and experts)
·  Funding
·  Policies
It’s helpful to start by identifying the assets that are readily available to you. This can
include community organizations and individuals who already provide services or
financial support to assess needs and address them.
· Nonprofit and other service-learning organizations also often look to other
communities with similar demographics that have successfully addressed similar
needs. Look at the resources that drove their progress and consider taking a similar
approach.
· · 4. Make connections.
To pull off your community needs assessment, you need to know the right people. As
you learned above, some of your greatest assets are just people, from students to
governors.
· To get started, you should gather your contacts and reach out to community leaders.
Let’s say your organization is looking to develop programming for veterans. Reach
out to leaders by visiting the gathering places of your community’s veterans, contact
the congressional affairs office, and get in touch with a health center.
These connections can help you assess needs and play a key part in helping you
address them. It’s important to have resources, support, and ample expertise available
to you before implementing a program.
· 5. Collect data.
To conduct a community needs assessment, you need data.
Your data will include statistics, but the numbers aren’t enough, especially when
you’re dealing with real people who have real needs that go beyond what is
quantitative. You should also collect qualitative data, like the thoughts and knowledge
of community members.
Considering qualitative data in conjunction with quantitative data will give you a
broader sense of the types of gaps in the community. You’ll be able to better identify
whether needs are perceived or relative, for example, and therefore shape your
program more effectively.
Collecting Data for your Community Needs Assessment
The data you collect plays a direct role in the results of your community needs
assessment and can help define the actual program you create. However, how you
find this data and use it can be confusing.
·  Data collection methods
As you now know, the main takeaway from your assessment should be a clear
understanding of the impact, intensity, and distribution of services needed for your
program. Collecting qualitative and quantitative data will help inform that decision
making.
· Here are the types of information you’ll want to collect:
· ·  Interviews, focus groups, and surveys: Speak to those at ground level, experts,
and community leaders about what they observe and experience in the way of needs.
·  Listening sessions and public forums: Listening and participating in community
gatherings like town meetings are top ways to learn about perspectives on local issues.
·  Direct or participatory observation: Visit your community’s spaces, like senior
centers, shelters, and schools to observe, speak with those at the ground level, and
participate in programs that already exist.
·  Existing quantitative data
Gathering quantitative data can be especially time-consuming and costly. Luckily,
there is plenty of community-based data available to you already. You may look for
statistics regarding demographics, as well as incident rates, prevalence rates, and
growth over time specific to the needs that emerge. The following resources are
popular places to start:
· ·  Census
·  Public health data
·  School district records
Many local libraries house a wealth of information specific to your community.
Whether you’re looking to address graduation rates or community health, quantitative
data can support qualitative findings and validate anecdotal evidence.
·  Analyze your findings
Once you have a great resource of data, including notes from your interviews,
surveys, and observations, it’s time to analyze it.
· Take that data and try to look for patterns and trends. For the best analyses that can
help you plan your program, separate your key findings into the following groups:
· ·  Strengths. What are the existing strengths of your community? For instance,
let’s say you find that robust community partnerships are successful with low-income
youth as graduation rates increased 22% over the past five years. This can give you a
starting point for your program.
·  Gaps. Where do you see lags in your findings? Identifying gaps can help guide
the creation of your new program. For instance, you may see that youth programs tend
to halt after graduation, and there is a lack of follow-up support for low-income
women above school age. Perhaps your program focuses on post-graduation
mentorship for women.
·  Challenges. Are there any common challenges that affect your community’s
needs? For instance, you might notice that time constraints for working individuals
lead to disinterest in public programming. How can your new program combat these
challenges?
·  Opportunities. Are there any known opportunities that you can take advantage
of? For instance, you may find that programs directed toward low-income women in
similar communities experienced an increase in funding last year. Maybe your
program could focus on low-income women since you know that has found success
before.
·  Present your findings
· After conducting a needs assessment, organizations typically produce a community
needs assessment report. This report is used to demonstrate findings and make the
case for program funding. The report generally includes the following sections:
· 1. Key Players: Overview of needs assessment participants and program partners
involved.
· 2. methods used to collect dataMethodology: Description of the .
· 3. Participation: Describe the demographic and number of individuals represented
in the data collected, i.e., How many individuals responded to your survey? How
many focus group sessions were held?
· 4. Strengths and Limitations of Assessment: What are the strengths of the needs
assessment and its results? How are the assessment and results limited? What
challenges were faced during the process of conducting a needs assessment?
· 5. Key Findings: This section should make up the bulk of your report. Discuss the
gaps, strengths, and challenges discovered in the community needs assessment results.
Present data and case studies. What opportunities did you uncover?
· 6. Recommendations and Next Steps: Based on your results and key findings, what
are your recommendations for addressing community gaps and needs? How will your
proposed program address these needs? What information do you want to
communicate to stakeholders?

Community Needs Assessment: Developing a Program

create a dedicated volunteer program for itOnce you conduct your community needs
assessment and produce a comprehensive and insightful report, it’s time to use those
findings and .
Here are your next steps to consider:
·  Draft your mission statement.
The first thing you need is a clear and specific mission statement. A mission statement
defines the purpose of your program and what exactly it intends to accomplish.
· The mission statement should be written collaboratively with your team and
presented to your board, funders, program recipients, and volunteers. Writing a clear
mission statement will help you define the needs you hope to address and establish a
focus on the work you need to move forward.
· ·  Create an action plan.
Creating an action plan involves the exact steps and activities you want to take. This
is deeply rooted in the findings of your community needs assessment.
· Choose the key findings you want your program to focus on. For each key finding,
list your intended activity or response. These activities should all work towards
addressing the need.
· Activities can include securing funding or convening a regular meeting with
partners. Denote a person (or team) responsible for carrying out the activities and
establish clear deadlines.
· Finally, determine indicators of success. Indicators of success should tell you that
you have completed the activity or accomplished a goal. Use a table like this to help
organize your plan:
PERSON(
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KEY FINDINGS RESPONS E NE RESPON SUCCESS
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·  Communicate your program.
You’ve listened to what’s important to your community. You’ve developed a plan.
Now it’s time to implement your program!
Gather volunteers, reach out to donors, issue a press release, and discuss your new
program at the next town meeting or on your social media channels. Bolster
engagement with your cause, and you’ll hit the ground running.
Successful community-based organizations understand the importance of community
assessment. When organizations like yours assess needs within a community, you
develop a deeper understanding of what matters to its members and the improvements
they want to see.
Knowing how to conduct a community needs assessment will help your organization
highlight the strengths of your community and allow you to more effectively enact
positive change.

SOCIAL MOBILIZATION
Social mobilization is the process of bringing together all societal and personal
influences to raise awareness of and demand for community care, assist in the
delivery of resources and services, and cultivate sustainable individual and
community involvement.
In order to employ social mobilization, members of institutions, community partners
and organizations, and others collaborate to reach specific groups of people for
intentional dialogue. Social mobilization aims to facilitate change through an
interdisciplinary approach.
Social mobilization is the cornerstone of participatory approaches in rural
development and poverty alleviation programs. It is a powerful instrument in
decentralization policies and programs aimed at strengthening human and institutional
resources development at local level. Social mobilization strengthens participation of
rural poor in local decision-making, improves their access to social and production
services and efficiency in the use of locally available financial resources, and
enhances opportunities for asset-building by the poorest of the poor.

Social mobilization:
·  Gives exclusive attention to building national consensus and carrying out a broad
educational process through all possible channels (McKee 1992).
·  Involves all regular segments of society, from policy and decision makers to
religious associations, professional groups, opinion leaders, communities and
individuals.
·  Is a decentralized process that seeks to facilitate developmental change through a
wide range of players engaged in interested and complementary efforts (Ling and
Wilstein 1998).
·  Calls for a coalition among various partners in order to effectively transform
development goals into societal actions.

Stakeholders in social mobilization effort:

·  National policy makers: those who can make program decisions, as well as
allocate needed resources for services
·  Media: those which can help create and sustain public support for social product
and can also encourage public vigilance
·  Traditional leaders and religious leaders: those who can set up information
exchange systems within the community and can also play important roles in ensuring
g cooperation among members of the community
·  Local leader: those who can push the concerns of social development through
allocation of local funding in support of the programs and can also come up with
policy and program decisions in favor of social mobilization objective
·  Service providers: those who have direct access to the intended beneficiaries and
are often credible sources of information on the programs
·  Program administrators: those who can chart the course of action of the program
and put in more sources such as additional, funding and increased manpower
·  Program planners: those who can influence program directions and can integrate
various services in existing programs, which explains their being key actors in the
process
·  Parents/family members: the critical participants in the program since they are
the ultimate users of the social product
· 5 Main Approaches to Social Mobilization (McKee 1992)
· 1. Political mobilization is an approach which aims at “winning political and policy
commitment” for major goal and the necessary resource allocations to realize that
goal.
· 2. Government mobilization aims at eliciting the cooperation of service providers
and other government organizations which can provide direct or indirect support to
the program.
· 3. Community mobilization aims at gaining the commitment of political, religious,
social traditional leaders, as well as local government agencies, non-government
organizations, women’s group and non-cooperatives.
· 4. Corporate mobilization aims at securing the support of national or international
companies in promoting development goals, either by contributing needed resources
or carrying out the advertising function.
· 5. Beneficiary mobilization involves informing and motivating the program
beneficiaries through trainings, establishment of community groups, and
communication through traditional and mass media.

Component Strategies in Social Mobilization:

 Advocacy
·  Involves convincing, persuading, and motivating individuals and entities that
there is a problem and that there are appropriate policies and strategies which could be
adopted for solving such a problem. (Valdecanas, et.al., 1996).
·  Targets the different actors capable of creating a positive environment for the
program such as political leaders, legislators, planners, administrators in various
sectors, media organizations and NGOs (Heffner 1998).
 Information education and communication (IEC)
·  Its activities main purpose is the generation of information or the release of
ready-made information and distribution through all available communication
methods. (Heffner 1998)
·  It should not be regarded as a mere information campaign or a communication
project but a long-term program built into the sectoral programs of a community.
(Stuart 1995)
·  Examples of IEC strategies are the design, packaging, and production of
appropriate radio/TV programs, news, spots, shows, documentary films, newspaper
articles, posters, books, newsletters, leaflets, pamphlets, stickers, or even messages on
particular items like t-shirts, caps, plastic bags, etc.
·  Entertainment has also been used for educational purposes. Song, radio and TV
shows/plugs, serial dramas or soap operas and the like were proven to helpful in
making developmental messages more appealing to the general public. (Piotrow,
et.al., 1997)
·  Enter-educate approach involves activities that entertain and educate
simultaneously.

The 9 Ps of Enter-Educate
·  PERVASIVE: entertainment is everywhere from village fairs to cable television,
from songs and dances to drama and talk radio.
·  POPULAR: people voluntarily seek entertainment. They like it and eagerly pay
attention to it.
·  PERSONAL: entertainment can bring the audience right into a character’s
intimate thoughts and actions. Audiences identify with characters as if they were real.
·  PARTICIPATORY: people participate in entertainment themselves through
songs, dances and sports by following the lives of characters, writing fan mails, and
discussing messages from entertainment with friends and family.
·  PASSIONATE: entertainment stirs emotions. When emotions are aroused,
people remember, talk to others, and sometimes change their behavior.
·  PERSUASIVE: in entertainment, people can see the consequences of wise and
foolish behavior. They identify with role models and may imitate them.
·  PRACTICAL: entertainment infrastructures and performers already exist and are
looking for dramatic themes such as health, love, sex, and reproduction.
·  PROFITABLE: entertainment can pay its own way, generating sponsorship,
support for collateral materials and financial returns to producers and performers.
·  PROVERN EFFECTIVE: people acquire knowledge, change attitudes, and act
differently as a result of messages in entertainment.
The 9 Ps as simply reflected:
Sing and the world will sing with you. Lecture and you lecture alone.
 Community organizing
·  Aims to empower local leaders, parents, families, groups and the whole
community. (Stuart 1995)
·  Its basic element of mobilization is at grassroots level.
·  The bottom line in social mobilization is that individuals and community groups
are able to get a sense of what they can do themselves to improve their situation.
(Valdecanas, et. al., 1996)
·  It is an essential element in encouraging community participation.
·  Helps develop people’s capabilities for problem solving, decision making, and
collective action thus, developing and strengthening their networks.
·  Through its activities, people are enabled to perceive the problem, recognize
what they can do, and eventually work their way out of it.
 Training/capability building
·  Can be directed both towards the program implementers themselves and towards
the beneficiaries/intended audience.
·  Used to enhance people’s knowledge, appreciation of, and skills in advocacy,
mobilization, and community organizing of people empowerment.
·  Develop people’s competencies in dealing with their networks, in resource
sharing, problem-solving, decision-making, and collective action.
·  Enhances continuous expansion of the network of advocates and mobilizers, thus
contributing to the sustainability of the whole social mobilization process.
 Networking and alliance building
·  The common thread that runs through all the other social mobilization elements.
·  Adds to the success of any social mobilization activity by identifying those who
can actually and potentially act on the problem and establishing close collaboration
with them.
·  They have the first hand understanding of the local issues thus, can respond
quickly to educate, motivate and mobilize for action at the community level.
·  They may be also helpful in securing the support and commitment of government
officials, be it at the local or national level.
 Monitoring and evaluation
·  It measures the efficiency of program implementation and the effectiveness of the
strategies taken in achieving defined goals.
·  It is the meter stick used for periodic checks on the progress of the program as it
moves towards its ultimate goals.
·  Focus in monitoring: things that serve as indicators in determining whether or not
there is discrepancy between where you are and where you should be.
· -Level looks at the stage of the project where you are against, where you should
already be.
· -Timing says how long you have already been working on the activity vis-à-vis the
allotted time.
· o Depends on the factors such as:
·  Decision-making needs
·  Pre-identified purposes of evaluation
·  Work cycle of those involved in the activity
· -Effectiveness looks into what has been accomplished so far.
·  Evaluation is a process which determines whether the program objectives were
met – that is whether the intended audience changed their knowledge, attitudes or
behavior.
· -It is an assessment on whether or not the program or strategies, actually, worked
out.
· -It involved activities such as information gathering and analysis and discussion
with program staff, sponsors, and decision-makers which as a process can be done
before, during, or after the program implementation.
· -It has the following types:
· o Formative evaluation – is the gathering of evaluation relevant to decision-making
during the planning or implementation stages of a program. It is sometimes known as
context evaluation, needs assessment, situational analysis, or diagnostic research.
· o On-going evaluation – is done during the project implementation phase. It
involves analysis of the program in terms of continuing relevance, outputs,
effectiveness, and impact.
· o Summative evaluation – is apparently carried out at the latter part of a program or
after its completion. It aims to sum up the accomplishments, impacts, and lessons
learned.
Interrelatedness of Social Mobilization Elements:
Advocacy ensures the continuation of support. IEC sustains the awareness of the
problems and solutions. Community organizing allows the community to unify and
seek solutions to problems. Training maintains the commitment and cooperation of
program implementers as it integrates new techniques and approaches in the solution.
Alliance building identifies relevant individuals and groups who can contribute to the
achievement of the goals of the program. Monitoring and evaluation shows us how to
improve out techniques. It gives us the feedback we need – are we solving the
problem or not.
FORMULATING PLANS FOR COMMUNITY-BASED PROJECT
A community project is a term applied to any
(<https://en.wikipedia.org/wiki/Community>)community-based project. This covers a
wide variety of different areas within a community or a group of
(<https://en.wikipedia.org/wiki/Social_network>)networking entities. Projects can
cover almost anything, including the most obvious section of concern to any
community, the (<https://en.wikipedia.org/wiki/Welfare>)welfare element. Welfare
community projects would for example be, a locally run and locally funded
orphanage; a Christmas dinner kitchen for the homeless. Another important sector of
importance to the community would be
PLANNING INCLUDES:
·  Convening a planning group in your community that consists of:
· Key officials
· Grassroots leaders
· Representatives of key sectors
· Representatives from all parts of the community, including diverse ethnic, cultural,
and socioeconomic groups
·  Listening to the community
·  Documenting problems that affect healthy youth development
·  Identifying risk and protective factors
·  Developing a framework for action
·  Becoming aware of local resources and efforts
·  Refining your group's vision, mission, objections, and strategies
·  Refining your group' s choice of targets and agents of change
·  Determining what community sectors should be involved in the solution
·  Developing a tentative list of changes to be sought in each sector
·  Building consensus on proposed changes
·  Outlining action steps for proposed changes
·  Documenting progress on bringing about community and system changes
·  Renewing your group' s efforts along the way
Regardless of the complexity of the problem at hand within your community,
planning helps you:
·  Understand the community’s perception of both the issue at hand and its potential
solutions.
·  Assure inclusive and integrated participation across community sectors in the
planning process.
·  Build consensus on what can and should be done based on the community’s
unique assets and needs.
·  Specify concrete ways in which members of the community coalition can take
action.
NATIONAL SERVICE RESERVE CORPS (NSRC) OVERVIEW
The NSTP, with the mandate to promote and apply the college’s primary goal to serve
the people and the nation by espousing the spirit of volunteerism and social
responsibility within and outside the NCST community, established the National
Service Reserve Corps (NSRC) as an organization mandated by law. The NSRC was
created by virtue of RA 9163 or the NSTP Act of 2001 in order to provide a trained,
motivated, and organized manpower reserve that can be tapped by the State for
DRRM, civic welfare, literacy, national emergency, environmental protection and
other similar endeavors in the service of the nation.
As included in the Implementing Guidelines and Procedures of NSRC “the NSRC
NCST School Office shall be responsible for the development, organization, training,
administration and operation of the School-based NSRC.”
The NCST NSRC Unit has the following vision:
To produce graduates:
·  With a high level of socio-cultural, economic, political and environmental
consciousness, aware of the relevant and timely issues on civic welfare and nation-
building;
·  That are active and sustained engagement in civic welfare and nation-building
activities, equipped with adept skills, enabling competencies, right mindset and an
attitude that is critical, caring, creative, humble and liberating; and
·  Who shares, instills and develops skills, competencies, right attitudes and values
that rouse collective actions and empower the citizenry for nation-building and civic
welfare.