September 04, 2023 4th Floor, Conference Hall Office of the Municipal Mayor LGOO II Joseph Gabriel L. Ariate LGOO II Neil R. De Ocampo LGOO II Beverly V. Villaruel Terminal Report 55th Batch Apprenticeship Program for LGOOs II and III A Policy Brief Presentation Managing Learning Event No. 1 CATALYZING LASTING CHANGE Enhancing Local Governance for Sustainable Development
TERMINAL REPORT I. TITLE CATALYZING LASTING CHANGE: ENHANCING LOCAL GOVERNANCE FOR SUSTAINABLE DEVELOPMENT II. INTRODUCTION In order to communicate the findings of the SFW Apprentices’ assessment on the five areas of local government operations and present their identified policy recommendation, the Apprentices conducted their Oral Presentation of their policy brief during the 3rd Quarter Municipal Development Council last September 04, 2023. Further, this activity is one of the identified SFW Requirements in the DILG-LGA Memorandum dated July, 12, 2023 Section 3.3.3.2 which provides guidelines in the conduct of their Supervised Field Work. As it had been identified in their study, creating a Local Development Roadmap through the formulation of the Comprehensive Development Plan, provides extensive impact on the various sectors of local government operations. It ensures consistency in mainstreaming thematic and sectoral concerns which will be directed towards the achievement of the strategic objectives and sectoral goals. This policy recommendation, however, entails support from the Municipal Government of Rosario, not only from its elected local officials but also from its department/office heads, Local Development Council and even from various stakeholders. And in recognizing that, the Apprentices identified that there is also a need to conduct a learning event that is targeted on improving the capacity and enhancing the appreciation of the local government unit on local development planning. Hence, the Apprentices also injected sessions that discussed the importance of local development planning, its legal basis, the overview of the Comprehensive Development Plan which also tackles the horizontal linkages between the local development plan to sectoral plans and its vertical linkages also to higher-LGU plans. III. LEARNING OBJECTIVES The general objective of the learning activity is to present to the identified stakeholders the policy recommendation of the analysis conducted by the SFW Apprentices. Specifically, at the end of the learning activity, the participants are expected to: 1. Determine the current realities in the LGU vis a vis the five areas of local government operations 2. Identify the core problem in local development planning which directly confronts the LGU 3. Determine through the policy options presented the proposed solutions which shall contribute in addressing the core problem identified; Page 1 of 131
4. Identify the capacity development intervention necessary in adopting the policy recommendation; 5. Explain the Comprehensive Development Planning, its rationale, importance and salient features. 6. Define the scope of the implementation of the policy recommendation and its requirements. IV. METHODOLOGY The training was conducted in-person to facilitate effective engagement and interaction among participants. The methodology employed for this training session incorporated various adult learning concepts and principles, ensuring that the learning experience was engaging and meaningful. The following methodology was applied: 1. In-Person Modality: The training was conducted in a physical setting to enable face-to-face interactions and active participation among the participants. This modality encouraged real-time engagement and the opportunity for immediate clarification of doubts or concerns. 2. Open Forum: This is an adult learning strategy wherein the participants were presented with an issue and, for this case, a policy recommendation, and they were given the opportunity to interact with other participants (their co-members of the Municipal Development Council) to reach to a particular step or course of action to resolve the issue presented. This also provided them a safe avenue to voice out their opinions and regards to the presented policy options. Opening the floor to plenary discussion catered a more comprehensive view of how the ideas presented are being viewed in their perspective. 3. Advanced High Impact Presentations: To facilitate effective communication of complex concepts, advanced high-impact presentations were used as visual aids during the training sessions. These presentations incorporated multimedia elements, graphics, and interactive content to engage participants and enhance comprehension. By combining in-person interaction, adult learning strategy and advanced visual presentations, the training methodology created a dynamic and immersive learning environment. This approach ensured that participants not only acquired knowledge but also had the opportunity to apply it, collaborate with peers, and engage with visually stimulating content for a comprehensive and impactful learning experience. Page 2 of 131
V. HIGHLIGHTS Topics Discussed Table 1 Activity Session Guide and Schedule Profile of Participants There were a total of 76 target participants for the activity. Out of 76 target participants, 54 attended the learning activity details are as follows: Table 2 List of Participants Name Position Gender Male Female Hon. Leovigildo K. Morpe Municipal Mayor Hon. Teodoro Karr Luansing Committee On Finance, Budget And Appropriation Absent Hon. Isagani Laroza Abc President Absent Hon. Lianda Bolilia Congresswoman, 4 th District Absent Page 3 of 131 Discussion Proper 01:30- 02:00 AM Session 1: Contextual Analysis LGOO II Neil R. de Ocampo 02:00- 02:15 AM Session 2: Context of the Core Problem LGOO II Neil R. de Ocampo 02:16 - 02:46 AM Session 3: Critique of Policy Options LGOO II Beverly V. Villaruel 02:47 – 03:01 AM Session 4: Policy Recommendation LGOO II Joseph Gabriel L. Ariate 03:01 – 03:31 AM Session 5: Overview of the Comprehensive Development Planning Process LGOO II Beverly V. Villaruel 03:32 – 04:00 AM Session 6: CDP Implementation Action Plan LGOO II Joseph Gabriel L. Ariate 04:01 – 04:30 AM Open Forum Closing Program Secretariat
Name Position Gender Male Female Atty. Ron Jayson Garcia Municipal Administrator Mr. Samsom L. Isaga Executive Assistant Ms. Guilliane B. Arias Municipal Accountant Mrs. Nancy I. Carandang Local Finance Committee Member Mrs. Criselda E. Maranan Municipal Engineer Ms. Myralyn A. Luistro Mpdc & Mdc Secretariart Elizabeth M. Morpe Women Empowerment In Rosario For Inclusivity Solidarity And Equality (We Rise), Inc. Ramon Patulay Rosario (Batangas) Market Vendors Association (Romavea), Inc Jaime Andal Rosario Batangas Federation Of Senior Citizens Association Inc. Samuel Luansing Municipal Federation Of Person With Disabilty Maria Merlinda Barbosa Rosario Municipal Employees’ Cooperative (Romeco) Lea Briones Akapin Batangan, Inc. Anna Joyce C. Briton Rotary Club Of Rosario District 3820 Absent Reynaldo Inandan Pagtutulungan Bilang Alalay Serbisyo Association (Pbas), Inc. Absent Jimmy Quizon Civic Organization Batangas Radio Assistance Group (Cobra), Inc. Marissa L. Lingao Nature Science Multi-Purpose Cooperative Rosario Satellite Office Jervic Yroll M. Inandan Patrol Police Force Multipliers Inc. Michael Tibayan Sulong Repormang Pangkabuhayan Absent Bernardo Simbahan Jesus For The World Agri Farmers Association Inc. Sherill D. Villanueva Soroptimist International Of Rosario Francisco V. Castillo Kbnet Malaya Batangas, Inc. Page 4 of 131
Name Position Gender Male Female Richard G. Acar React Philippines, Inc. – React Tombol Hill Group Of Rosario Batangas Absent Rosalie M. Rivera Mamamayan Susulong Association Absent Romeo P. Macailao Batangas Transport Cooperatives Danilo G. Pasigan Punong Barangay, Alupay Rudy M. Endencio Punong Barangay, Antipolo Absent Delia M. Ganias Punong Barangay, Bagong Pook Michael T. Alday Punong Barangay, Balibago Eleodoro A. Carandang Punong Barangay, Bayawang Rodelio M. Endaya Punong Barangay, Baybayin Absent Fidel P. Ramos Punong Barangay, Bulihan Dante A. Alday Punong Barangay, Cahigam Juana F. Zara Punong Barangay, Calantas Prudencio R. Barbosa Punong Barangay, Colongan Absent Melinda R. Zulueta Punong Barangay, Itlugan Crispo A. Custodio Punong Barangay, Leviste Isagani C. Laroza Punong Barangay, Lumbangan Absent Enrico M. Sianquita Punong Barangay, Maalas-As Absent Toribio P. Carandang Punong Barangay, Mabato Absent Jacinto A. Almarez Punong Barangay, Mabunga Edwin H. Sarmiento Punong Barangay, Macalamcam A Adele P. Papio Punong Barangay, Macalamcam B Evelyn B. Roallos Punong Barangay, Malaya Rosemarie A. Manimtim Punong Barangay, Maligaya Absent Jonathan A. Fortus Punong Barangay, Marilag Page 5 of 131
Name Position Gender Male Female Ruel H. Montales Punong Barangay, Masaya Virgilio A. Dapoc Punong Barangay, Matamis Absent Maximino S. Alagar Punong Barangay, Mavalor Liza M. Aquino Punong Barangay, Mayuro Leonardo M. Carandang Punong Barangay, Namuco Arsenio I. Rosales Punong Barangay, Namunga Eva D. Tapay Punong Barangay, Nasi Antero K. Bathan Punong Barangay, Natu Absent Artemio B. De Chavez Punong Barangay, Palakpak Michael B. Alvarez Punong Barangay, Pinagsibaan Emilio J. Aranda Punong Barangay, Poblacion A Eden C. Becina Punong Barangay, Poblacion B Marlon A. Pitel Punong Barangay, Poblacion C Renato B. Calderon Punong Barangay, Poblacion D Conrado T. Austria Punong Barangay, Poblacion E Rowel S. Gamab Punong Barangay, Putingkahoy Edwin B. Manguiat Punong Barangay, Quilib Absent Luzviminda P. Austria Punong Barangay, Salao Margarito E. Reyes Punong Barangay, San Carlos Erwin A. Pural Punong Barangay, San Ignacio Mena B. Almero Punong Barangay, San Isidro Serenato I. Ilagan Punong Barangay, San Jose Francis P. Kalalo Punong Barangay, San Roque Absent Shirley C. Corachea Punong Barangay, Santa Cruz Absent Page 6 of 131
Name Position Gender Male Female Donjun B. Alcaraz Punong Barangay, Timbugan Absent Adan R. Pasia Punong Barangay, Tiquiwan Bernardo V. Mendoza Punong Barangay, Tulos Absent TOTAL 35 19 Figure 1 shows that the majority of the participants/ members of the Municipal Development Council (MDC) who were present during the activity are male which comprises 64.8% of the participants while the remaining 36.2% are female. Page 7 of 131
Figure 2 illustrates that the majority of the participants/MDC Members present during the learning activity are the Punong Barangays in the municipality which comprises 64.2% while the CSO Representatives comprises 22.6% of the attendees and the remaining are LGU Department Heads and the Municipal Mayor/MDC Chairperson. From this data, the SFW Apprentices were able to interpret that the majority may have little background on local development planning which is the target area on local government operations of the Oral Presentation. However, there is a good distribution of CSO representatives which promotes participative process in the learning activity. Discussion Workshop Process (Materials used) For the discussion proper, the apprentice/facilitator utilized a PowerPoint presentation to engage the audience and improve their focus on the topics being discussed. To gather inputs from the participants and maximize their understanding of the sessions presented, open forum was also used as a learning method after the Oral Presentation to generate insights and ideas from each member of the group, making their outputs a collective effort. The material used applied the principles of advanced high impact presentations in content, structure and delivery. The materials utilized graphics that will strongly relate the participants to the particular topic being discussed by each slide. It gives a strong visual and clear text that enhances comprehension and retention of the gist of each topic, hence facilitating understanding and successful transfer of knowledge from the facilitator to the participant. Page 8 of 131
Actual Expenses Expenses for the activity were covered by the Municipality of Rosario, Batangas, charged against the MOOE of the Office of the Municipal Planning and Development Coordinator including the food and supplies with the details below: Table 3 Schedule of Expenses ITEM REMARKS Training Supplies These came from the existing office supplies of the Municipality of Rosario, Batangas PM Snacks X 60 Pax Php 100.00 each for 80 participants = Php 8,000.00 TOTAL Php 8,000.00 VI. ISSUES, CONCERNS AND RECOMMENDATIONS Participants There had been no issues raised from the participants after the Oral Presentation, but rather it had been observed that they were enlightened on the data presented by the SFW Apprentices with regards to the analysis of the LGU operations, the performance gaps identified and the policy options provided. Further, Hon. Leovigildo K. Morpe, upon being informed of the various local plans that were lacking in the LGU, instantly expressed his concerns to the Municipal Administrator and instructed him to ensure that what had been presented will be complied. The participants were very intent and keen on the policy recommendation of the SFW Team to update the Comprehensive Development Plan of the Municipality of Rosario, Batangas. Afterwards, Hon. Rowel S. Gamab, Punong Barangay of Barangay Putingkahoy, Rosario, motioned to adopt the policy recommendation of the SFW Apprentices which was duly seconded by Mrs. Elizabeth Marquez Morpe, President of the Women Empowerment in Rosario for Inclusivity, Solidarity and Equality (WE RISE) Inc. Hence, the policy brief was accepted by the Municipal Development Council and was endorsed for implementation. Page 9 of 131
Trainee’s Viewpoint As Training Management For the entire conduct of the learning activity, the SFW Apprentices as the Training Management had the following reflections on the role of an LGOO as the Tranining Management (as a Training Coordinator, Facilitator, Administrative Coordinator, Evaluator and Documentor): First as a Training Coordinator, having a strategic plan in place is necessary in managing a learning event, especially the highly technical ones, such as the presentation of a Policy Brief which utilized various context analysis tools that may have been unfamiliar with the participants. Having a concrete strategic plan allows the training manager to identify actions, strategies, and resources needed to come up with a successful activity. The following are the key factors that is important to consider when managing events of the same topic: ● Knowing your Audience This should always be the first thing to consider in training management. Knowing your audience allows the facilitator in choosing the most appropriate language, learning methodology, and learning style. ● Choosing the Right Venue The learning environment greatly affects the mood of participants during the activity. They are the heart of every learning event that is why it is necessary to ensure that participants are always in their most comfortable state. ● Managing Time Since the Comprehensive Development Plan formulation requires many discussions, group workshops and other activities, it is necessary that all factors are considered when allocating time for every discussion/workshop in order to have better learning experience for the participants. Taking over-all responsibility for identifying and seeing to provide physical and training requirements related to training activity is a tall order especially when an LGOO is in the LGU. However, being able to acquire the leadership skill that allows him to plan work and manage teams, the Apprentices were able to collaborate with the Key Office (MPDO) and Local Special Body (MDC) with whom their policy recommendation is focused. This provided them the leverage of implementing strategic directions towards the attainment of the activity’s goals. This also provided them with support necessary towards the successful implementation of the learning activity. Second as a Training Facilitator, the SFW Apprentices realized the importance of knowing your audience prior to the implementation of the learning activity. They have been able to identify the participants prior to the conduct of the activity. Page 10 of 131
They had a series of consultative meetings with the MDC Secretariat as to the learning needs and capacities of the members of the Municipal Development Council and solicited recommendations from her and from the SFW Supervisor, MLGOO Brian B. Ballon, on how they can communicate the technical process of context analysis and system thinking that they have used in their study. They devoted time in ensuring that their Oral Presentation will promote a learning climate wherein the participants will be able to fully understand and absorb the discussion delivered in a language comprehensible to them. They simplified the delivery of the contextual analysis. It is at this stage, that they were able to apply the theories and lessons learned from their Foundational Course on Learning Activity Cycle and Learning Activity Implementation particularly the profound principles of Adult Learning Strategies and Advance High Impact Presentations. Third, they understand the importance of gaining mastery of the subject matter that each of them will be handling for the learning event. They were self-aware that their knowledge on local development planning is limited and the process of Comprehensive Development Plan formulation is rather highly-technical and very well structured. Through this self-awareness, they were compelled to collect learning materials and study the references from the Department and the Local Government Academy. They have compiled all the related DILG issuances on local development planning and attended a learning activity conducted by the DILG Regional Office entitled “Planning 4A Better Future”: A Webinar Series on Local Planning and Sustainable Development, Session 1: Rationalized Planning System. The resource persons in the said activity is no less than Ms. Angela P. Mamuyac, EnP, Chief of Local Development Planning Division of DILG Bureau of Local Government Development and Dr. Ricardo Sandalo, Dean of University of the Philippines-College of Human Ecology and author of the Ridge to Reef Approach in Local Development Planning. Further, they also had a pep talk with MLGOO Celio Francia who also shared valuable insights on Comprehensive Development Plan formulation and providing technical assistance to LGUs for its updating. Hence, the pre-implementation phase of the learning activity also was a milestone learning experience for the SFW Apprentices. Lastly, as the Policy Recommendation was endorsed by the Municipal Development Council, their Action Plan which was focused on the implementation of the recommendation was revised to include a monitoring framework that will ensure that this learning activity and the consequent learning event that they will conduct will achieve the ultimate goal which was to create a local development roadmap for the LGU. Third, as Administrative Coordinator, realizing that our C/MLGOOs are really a one-man team when assigned in the Field Office, the SFW Apprentices had the experience to manage, facilitate and administratively coordinate the learning event. These tasks rolled into one entailed them to observe time management, discipline and teamwork. Not only did the learning activity provide them with insights and learnings on technical proficiency but it also provided them an opportunity to learn the value of working with a team and camaraderie. Page 11 of 131
On top of the multiple roles that only the three of them are to play, the Apprentices found solace and drew strength from each other. They were able to manifest the leadership competency of developing and inspiring others by being able to delegate and manage assignments, provide instruction and guidance and ultimately provide motivation to each other as they go about not only on this learning event but throughout their Supervised Field Work. Fourth, as an evaluator, the apprentices realized that it is very important to establish an evaluation instrument of framework to determine the goal achievement of any undertaking. Lastly, as they also played the role of documenter, they had experienced the responsibility of documenting the proceedings of the training activity. This seemingly mundane task is actually one of the tedious tasks whose importance is often overlooked upon. They have been able to manifest keenness on their training materials accuracy, completeness and appropriateness to their target participants which rendered a very productive learning activity both to the participants and the SFW Apprentices. VII. EVALUATION RESULT AND ANALYSIS Monitoring and Evaluation plays a crucial role in the achievement of goals and objectives. It serves as a tool for the Facilitators to determine if the learning objectives are met or not. It also provides avenues for the participants to highlight unclear points in the discussion. It provides data on the difficulties experienced, if any, by the participants which will ultimately improve the teaching strategy of the facilitator. For the SFW Apprentices, the results of the evaluation will also help them in assessing their performance and scientifically measure learning progress of their participants which will be helpful in future program planning. Thus to effectively measure the participants’ evaluation on the the activity’s attainment of objectives, level of knowledge, and assessment of the activity design and management which includes the Activity Structure, Activity Content, Resource Materials and Instructional Aids used, Secretariat and Training Management Team, Venue, Food and Resource Speakers, the Apprentices distributed pre and post-evaluation forms. Page 12 of 131
The evaluation forms utilized a Likert Scale and to help the participants identify the corresponding description of the weights, the following adjectival ratings were used: Table 4 Interpretation of Average Rating Weighted Average Rating Verbal Description On Attainment of Objectives On Level of Participant’s Knowledge On Assessment of Activity Design and Management 4.51-5.00 Strongly Agree Very High Excellent 3.51-4.50 Agree High Very Satisfactory 2.51-3.50 Neutral Average Satisfactory 1.51-2.50 Disagree Low Fair 1.00-1.51 Strongly Disagree Very Low Poor Evaluation Results One Hundred percent (100%) of the participants who attended the learning activity provided their feedback through the submission of accomplished forms. Also, all forms accomplished and submitted to the Training Secretariat were completely filled-out. The distribution of participants who provided their feedback according to gender is illustrated below by Figure 3. Page 13 of 131
Further, the succeeding discussion provides the other assessment results from the Post-Activity Evaluation which includes the following: A. Attainment of Objectives B. Level of Knowledge C. Activity Design and Management a. Activity Structure b. Activity Content c. Resource Materials and Instructional Aids used d. Secretariat and Training Management Team e. Venue f. Food g. Resource Speakers A. On Attainment of Objectives The respondents were requested to rate if the objectives of the activity had been achieved. In the form they were asked to provide a rating between the scale of 1-5 where 5 corresponds to Strongly Agree; 4 to Agree; 3 Neutral; 2 to Disagree and 1 if Strongly Disagree. The general weighted average was then computed to determine the overall rating for each of the six objectives set for this learning activity. Figure 4 shows the average rating of the activity’s objectives. Over-all the participants Strongly Agree that the objectives of the Learning Activity was attained with a general average rating of 4.64. Ranked accordingly, the participants Strongly Agree that through the learning activity they were able to define the scope of implementation of the policy recommendation and its requirements with an average rating of 5.00. They also Strongly Agree that through the activity, they were able to identify the capacity interventions necessary to adopt the SFW Apprentices’ policy recommendation, 4.77. Page 14 of 131
Third, they Strongly Agree that through the activity, they were able to determine the policy options presented which serves as the proposed solutions which shall contribute in addressing the core problem identified, 4.65. They also Strongly Agree that through the activity, they were able to explain the Comprehensive Development Plan, its rationale, importance and salient features, 4.55. Fifth is that they also Strongly Agree that through the conduct of the activity, they were able to identify the core problem in local development planning which directly confronts the LGU of Rosario, Batangas, 4.53 and lastly, they also Agree that through it, they were able to determine the current realities in the LGU vis a vis the five areas of local government operations, 4.33. A. On Level of Knowledge The respondents were requested to rate their level of knowledge to the five topics to be discussed in the learning activity. This was provided to them in the Pre-Activity Evaluation form and also a part of the Post-Activity Evaluation Forms that were distributed to the participants. In the forms they were asked to provide a rating between the scale of 1-5 where 5 - Very High; 4 - High; 3-Average; 2-Low and 1-Very Low. The general weighted average was then computed to determine the overall rating for each of the topic covered in the learning activity. Based on Figure 5, it can be interpreted that the level of knowledge of the respondents increased before and after the conduct of the learning activity. From a Low level of Knowledge on CDP Implementation, average rating of 2.00 they rated to achieve Very High level of knowledge on it after the discussion with an average rating of 4.85. Second, with a variance of 2.28 their level of knowledge on the Policy Recommendation improved from Low with an average rating of 2.3 to Very High with an average rating of 4.58 Page 15 of 131
Third, with a variance of 1.97 their level of knowledge on the Overview of the Comprehensive Development Plan Process improved from Low with an average rating of 2.3 to Very High with an average rating of 4.58. Meanwhile, with a variance of 1.4 their level of knowledge on Contextual Analysis improved from Average with a rating of 3.0 to Very High with an average rating of 4.4. Lastly, with a variance of 1.04 their level of knowledge on Critique of Policy Options improved from Average with a rating of 3.5 to Very High with an average rating of 4.54. From the results above, it can be interpreted that the activity had been successful in improving the level of knowledge of the participants which was actually the primary aim of the conduct of the learning activity. B. On Assessment of Activity Design and Management The respondents were requested to rate the design and management of the activity. In the form they were asked to provide a rating between the scale of 1-5 where 5-Excellent; 4-Very Satisfactory; 3-Satisfactory; 2 to Fair and 1 if Poor. The general weighted average was then computed to determine the overall rating for each of the activity design and management indicators set for this learning activity. C. 1 Activity Structure Table 5 Assessment of Activity Structure Assessment Area (Activity Structure) Percentage of Respondents Average Rating E (5) VS (4) S (3) F (2) P (1) Scheduling 72.22% 27.78% 0% 0% 0% 4.72 Sequencing of Topics 50.00% 43.59% 7.41% 0% 0% 4.43 Tota Weighted Average 4.58 Table 5 shows the data collected from the responses of the participants in the Post Activity Evaluation which identifies the perception of respondents in the Activity Structure particularly in the Scheduling and Sequencing of Topics. Over-all the participants rated the Activity Structure Excellent as interpreted from the general weighted average of 4.58. It shows that the participants rated an Excellent activity scheduling with the average rating of 7.42 and Very Satisfactory Sequencing of Topics with an average rating of 4.43. Page 16 of 131
C. 2 Activity Content Table 6 Assessment of Activity Content Assessment Area (Activity Content) Percentage of Respondents Average Rating E (5) VS (4) S (3) F (2) P (1) Clarity of Content 77.78% 22.22% 0% 0% 0% 4.78 Relevance of topics to present work and functions 83.33% 16.67% 0% 0% 0% 4.83 Suitability of exercises/activities 72.22% 18.52% 9.26% 0% 0% 4.63 Sufficiency of discussion (Adequacy of time allotted for topics/sessions) 87.04% 12.96% 0% 0% 0% 4.87 Tota Weighted Average 4.78 Table 6 shows the data collected from the responses of the participants in the Post Activity Evaluation which identifies the perception of respondents in the Activity Content particularly in the Clarity of Content, Relevance of Topics To Present Work And Functions, Suitability of Exercises/Activities and Sufficiency of Discussion which pertains to the adequacy of time allotted for the topics and discussion. Over-all the participants rated the Activity Content Excellent as interpreted from the general weighted average of 4.78. It shows that the participants rated Excellent in all the sub-indicators namely Clarity of Content, Relevance of topics to present work and functions, Suitability of Exercises/Activities and Sufficiency of Discussion with the average ratings of 4.78, 4.83, 4.63 and 4.87 respectively. This provides the overall assessment that the learning activity had been successful in ensuring that the contents of the activity had been well-prepared and well-delivered. Page 17 of 131
C. 3 Resource Materials and Other Instructional Aids Table 7 Assessment of Resource Materials and Other Instructional Aids Assessment Area (Resource Materials and Other Instructional Aids) Percentage of Respondents Average Rating E (5) VS (4) S (3) F (2) P (1) Availability of resource materials 85.19% 14.81% 0% 0% 0% 4.85 Adequacy of content 53.70% 42.59% 03.70% 0% 0% 4.50 Effectiveness as aid to instruction 79.63% 18.52% 01.85% 0% 0% 4.78 Tota Weighted Average 4.71 Table 7 shows the data collected from the responses of the participants in the Post Activity Evaluation which identifies the perception of respondents in the Activity’s Resoruce Materials and Other Instructional Aids used, particularly its availability, adequacy of content and effectiveness as aid to instruction. Over-all the participants rated the Activity’s Resource materials and other Instructional Aids Excellent as interpreted from the general weighted average of 4.71. It shows that the participants rated Excellent in all the sub-indicators: availability, adequacy of content and effectiveness as aid to instruction with the average ratings of 4.85, 4.50, 4.78 and 4.87 respectively. This provides the overall assessment that the training management has also been successful in devising and preparing the appropriate resource materials. Page 18 of 131
C. 4 Secretariat/Training Management Team Table 8 Assessment of Secretariat/Training Management Team Assessment Area (Secretariat/Training Management Team) Percentage of Respondents Average Rating E (5) VS (4) S (3) F (2) P (1) Helpfulness 100% 0% 0% 0% 0% 5 Courteousness 100% 0% 0% 0% 0% 5 Punctuality 100% 0% 0% 0% 0% 5 Tota Weighted Average 5 Table 8 shows the data collected from the responses of the participants in the Post Activity Evaluation which identifies the perception of respondents in the Activity’s Secretariat and Training Management Team. Over-all the participants rated it Excellent as interpreted from the general weighted average of 5.00. It shows that the participants rated Excellent with all the sub-indicators garnering an average rating of 5.00. This,when interpreted, shows that the SFW Apprentices as the Secretariat and Training Management Team had been very courteous, helpful and punctual in the duration of the activity which also constributed in its successful implementation. Page 19 of 131
C. 5 Venue Table 9 Assessment of Venue Assessment Area (Venue) Percentage of Respondents Average Rating E (5) VS (4) S (3) F (2) P (1) Spacious 83.33% 09.26% 07.41% 0% 0% 4.76 Quality of sound system 68.52% 14.81% 16.67% 0% 0% 4.52 Quality of lighting 77.78% 16.67% 05.56% 0% 0% 4.72 Ventilation 83.33% 07.41% 09.26% 0% 0% 4.74 Tota Weighted Average 4.69 Table 9 shows the data collected from the responses of the participants in the Post Activity Evaluation which identifies the perception of respondents in the Activity’s Venue. Over-all the participants rated it Excellent as interpreted from the general weighted average of 4.69. It shows that the participants rated Excellent with all the sub-indicators namely Spacious, Quality of Sound System, Quality of Lighting and Ventilation garnering average ratings of 4.76, 4.52, 4.72 and 4.74. This when interpreted shows that the Training Management had chosen well to conduct the learning activity at the Conference Room, Office of the Municipal Mayor because the place was conducive to learning. Although, improvement can still be provided for the sound system that is inside the venue itself to ensure that future learning activities and other events will be conducted seamlessly. Page 20 of 131
C. 6 Food Table 10 Assessment of Food Assessment Area (Food) Percentage of Respondents Average Rating E (5) VS (4) S (3) F (2) P (1) Quality 70.37% 29.63% 0% 0% 0% 4.70 Quantity 87.04% 12.96% 0% 0% 0% 4.87 Tota Weighted Average 4.79 Table 10 shows the data collected from the responses of the participants in the Post Activity Evaluation which identifies the perception of respondents in the Activity’s Food provided to the participants. Over-all the participants rated it Excellent as interpreted from the general weighted average of 4.79. It shows that the participants rated Excellent with all the sub-indicators pertaining to the quantity and quality of food provided to them. The food provided to them were sufficient and were above satisfactory appealing to their taste and their preference with an average rating of 4.87 and 4.70 respectively. Page 21 of 131
C. 7 Resource Speakers This figure encapsulates the response of the participants in the performance of the Resource Speakers of the Learning Activity. As can be interpreted the participants affirmed that the Resource Speakers are Excellent in terms of their Mastery of the Subject Matter, their personal qualities that made them an excellent facilitator and their ability to manage the time allotted for them. All of these sub-indicators were given the average rating of 5.00. This part of the evaluation manifests the technical proficiency of the Apprentices as Resource Speakers. Having shown immense knowledge on their respective topics and skill as facilitator, they were able to conduct a learning activity that was able to transfer valuable knowledge to the participants. Page 22 of 131
C. Level of Satisfaction Figure 7 illustrates the distribution of responses that captures the level of satisfaction of the participants in the conduct of the learning activity. It shows that the majority, 79.6%, of the participants rated the activity Excellent. On the other hand, the remaining 20.4% rated the activity as Very Satisfactory. This overall appreciation of the activity is an assessment of how the participants viewed the learning event. Page 23 of 131
Prepared and Submitted by: Approved by: LGOO II JOSEPH GABRIEL L. ARIATE Apprentice 1 LGOO II NEIL R. DE OCAMPO Apprentice 1 LGOO II BEVERLY V. VILLARUEL Apprentice 3 09/07//2023 Date Submitted LGOO VI BRIAN B. BALLON MLGOO 09/07//2023 Date Approved Page 24 of 131
LIST OF ANNEXES Annex A : Learning Needs Assessment Annex B : Learning Activity Design Annex C : Learning Plan Annex D : Learning Materials Annex E : List of Participants Annex F : Evaluation Questionnaire Annex G : Pictorials Annex H : Learning Activity Output Annex I : Proceedings Annex J : Certificate of Completion Page 25 of 131
Annex A Catalyzing Lasting Change: Enhancing Local Governance for Sustainable Development (Policy Brief Presentation) LEARNING NEEDS ANALYSIS I. Background or Rationale Being a newly-minted Municipal Mayor, Hon. Leovigildo K. Morpe, is steadfast in resolving existing local government operation concerns in the Municipal Government of Rosario with the hope to steer the municipality towards the realization of its vision under the stewardship and concerted effort of an effective, efficient and competent public service delivery. As most of his programs are characterized by his tagline “Mas Maigeng Serbisyo”. Further, he has been very vocal of his aspiration for the Municipal Government of Rosario to be conferred with the Seal of Good Local Governance. Timely to the current administration's efforts is the deployment of the 54th and 55th Batch of LGOO Apprentices who were assigned to undergo their Supervised Field Work in the municipality under the direct supervision of LGOO VI Brian B. Ballon, MLGOO-Rosario, Batangas. LGOO II Joseph Gabriel L. Ariate, LGOO Neil R. de Ocampo and LGOO II Beverly V. Villaruel reported to duty last July 17, 2023 with the primary task of providing the Municipal Government of Rosario with a policy recommendation which will be derived from analysis of the five areas of local government operations. This contextual analysis shall involve the systems thinking, processes and tools that they were taught during their Foundational Course. As specified in the Memorandum Circular dated 12 July 2023 Guidelines for the Apprenticeship Program for Local Government Operations Officers II and III (Batch 55) Supervised Field Work (SFW) Section 3.3.3.2.1: the Apprentices shall submit a Policy Brief on how the Local Government Code is implemented in the different Local Government Operations (development planning, local legislation, local fiscal management, community mobilization and performance monitoring and evaluation) of the assigned municipality and its implication to the mandate of the Department on capacity development. The SFW Apprentices were able to provide a general analysis of the local government operations and were able to identify three policy options for each identified performance gap. Ultimately, they were able to come up with the policy recommendation of Creation of Local Development Roadmap through formulation of the Comprehensive Development Plan. In view of this, the Apprentices conducted a Learning Needs Assessment on how to communicate the results of their assessment of the Local Government Unit’s Operations not only to enable them to comply with the requirements of their Supervised Field Work but more importantly to guide the LGU on addressing the identified performance gaps. Page 26 of 131
II. Objectives The main objective of this learning needs analysis was to identify the learning needs of the Local Government Unit of Rosario that will also aid the Apprentices to communicate the results of their Assessment of LGU Operations. More specifically, it aims to: 1. Determine the current realities in the LGU vis a vis the five areas of local government operations 2. Identify the core problem in local development planning which directly confronts the LGU 3. Determine through the policy options presented the proposed solutions which shall contribute in addressing the core problem identified; 4. Identify the capacity development intervention necessary in adopting the policy recommendation; 5. Explain the Comprehensive Development Planning, its rationale, importance and salient features. 6. Define the scope of the implementation of the policy recommendation and its requirements. III. Scope and Limitations The study was conducted in the Municipality of Rosario, Batangas, the LGU field assignment of the LGOO Apprentices undergoing the Supervised Field Work. They focused on collecting data and analyzing the same to determine how the provisions of the Local Government Code is being implemented in the different Local Government Operations (development planning, local legislation, local fiscal management, community mobilization and performance monitoring and evaluation) of the Municipal Government of Rosario. The study utilized a qualitative method for research. The data they collected were from the period covering 2022-2023 . It involved three major stages of data collection which included document review, focus group discussions with local government functionaries and in-depth individual interview with key LGU Department Heads and LGU elective officials who had been identified as Key Informants. Key Informants are those critical groups/roles that have the competencies from which valuable data can be collected to the furtherance of the study being conducted. The study revolved mainly around the Municipal Government’s compliance on the mandates of the Local Government Code focusing on the five areas of local government operations in attaining the LGU’s Strategic Directions, Vision, Mission and Goals. Page 27 of 131
IV. Data Gathering Methodology The Apprentices employed the qualitative method of data collection, more specifically, the triangulation method. According to Patton (1999) Triangulation method refers to the use of multiple methods or data sources in qualitative research to gain a comprehensive understanding of a certain phenomena. It is a research strategy that tests the validity of data through convergence of information from various sources. More particularly, the apprentices used the data source triangulation method which implored the use of document review, focus group discussion (FGD) and In-depth Individual Interviews (IDI) as its method. Below is the table of the tools/instrument administered for each method of data collection: Data Collection Method Instrument Used Process Description Document Review Checklist LGU documents (i.e plans, inventories,reports, legislations, executive issuances) Focus Group Discussion Process Guide Discussion with multiple participants who share one (some) common characteristic(s) that is (are) meaningful from the research perspective. (Bassel, 2017) Selection of Participants: Convenience Sampling Method In-depth Individual Interview Questionnaire One individual interviewee who represents a very personal and distinct characteristic of importance from the research perspective (Bassel, 2017) Selection of Participants: Purposive Sampling Method Page 28 of 131
V. Findings and Observations From the results of the contextual analysis and the solution finding framework and tools used, the Apprentices were able to identify appropriate the following learning needs which will allow the Apprentices to implement their policy recommendation: Interventions and Ways Forward: From the identified learning needs, the Apprentices hereby recommends the conduct of the Policy Brief Presentation with sessions on the importance of local development planning in the context of LGU Operations. Page 29 of 131 Identified Gap Learning Need Non-Learning Need Lack of technical competency on local development planning Low appreciation on the importance of local development plans Low functionality of sectoral committees Low coordination among LDC, LSBs and LGU Department Heads Training on Local Development Planning and Investment Programming Refresher Course on Evidence-Based Policy Making and Local Development Planning in the context of LGU Operations ReOrientation on the Sectoral Development Planning and Roles and Responsibilities of Sectoral Committees Conference on Whole of Government Approach on Local Government Operations
ANNEX B Catalyzing Lasting Change: Enhancing Local Governance for Sustainable Development (Policy Brief Presentation) LEARNING ACTIVITY DESIGN I. BACKGROUND Rosario, Batangas is a continuously growing and progressive 1 st class municipality with a commitment to upholding good local governance and creating a positive impact in the community. Despite its achievements, certain issues, particularly the updating and creation of mandated plans, especially the Comprehensive Development Plan (CDP), may hinder the continuous growth of the municipality. This has been a result of the contextual analysis conducted by the LGOO Apprentices who are undergoing their Supervised Field Work in the Municipality of Rosario, Batanags as part of their Apprenticeship Program. The Apprentices, utilizing different analysis tools, have come up with a clear understanding of the current realities in the LGU. Hence, after thorough study of the five areas of local government operations, they identified the absence of mandated local plans as a core problem in local development planning and provided clear context that emphasizes the need for the Local Government Unit (LGU) of Rosario to address these issues to further improve the delivery of basic services and ensure sustainable progress. In their solution seeking, they were able to come up with three policy options: Formulation of Various Sectoral Plans, Improving Capacities on Local Legislation in the Context of the PDP Framework, Creation of Local Development Roadmap through the Formulation of the Comprehensive Development Plan. However, after careful critiquing of the said options, their study strongly recommends the Creation of Local Development Roadmap through the Formulation of the Comprehensive Development Plan as the priority policy recommendation for the LGU to adopt. By adopting the said policy recommendation, the LGU of Rosario, Batangas, can overcome challenges related to planning and governance, and propel the municipality towards sustainable development. II. TARGET AUDIENCE/ PARTICIPANTS The target participants are the local elective officials of the Municipal Government of Rosario, Batangas, the respective Department and Office Heads, the Local Development Council and other relevant stakeholders. Said participants were selected to represent the social, economic, infrastructure, environmental and institutional sectors of the LGU. Additionally, the Local Development Council was selected considering that the said local special body has the sole role and responsibility of ensuring that local development plans are in place in the LGU. Page 30 of 131
III. LEARNING OBJECTIVES The general objective of the learning activity is to present the policy recommendation of the policy analysis conducted by the SFW Apprentices to the identified stakeholders. Specifically, at the end of the learning activity, the participants are expected to: 1. Determine the current realities in the LGU vis a vis the five areas of local government operations 2. Identify the core problem in local development planning which directly confronts the LGU 3. Determine through the policy options presented the proposed solutions which shall contribute in addressing the core problem identified; 4. Identify the capacity development intervention necessary in adopting the policy recommendation; 5. Explain the Comprehensive Development Planning, its rationale, importance and salient features. 6. Define the scope of the implementation of the policy recommendation and its requirements. IV. DELIVERY MODE This activity is designed to be a face-to-face presentation and lecture session which will also be bookended by identification of each sector’s key datasets which are required to be collated. It will be conducted in a physical setting to enable face-to-face interactions and active participation among the participants. This modality encouraged real-time engagement and the opportunity for immediate clarification of doubts or concerns. Page 31 of 131
V. LEARNING PLAN DATE/TIME LEARNING OBJECTIVES CONTENT METHODOLOGY MATERIALS/ RESOURCES 01:00- 01:30 AM Opening Preliminaries Prayer National Anthem Acknowledgement of Participants Opening Remarks Activity Overview AVP Presentation Flag, AVP Program Flow 01:30- 02:00 PM Determine the current realities in the LGU vis a vis the five areas of local government operations Session 1: Contextual Analysis This Session will discuss to the participants the analysis of the data collected by the SFW Apprentices using the triangulation method: Document review, Interview and Focus Group Discussion. It will provide a comprehensive report of the analysis of the current realities of the five areas of local government operations: local development planning, local fiscal resource management, local legislation, community mobilization and monitoring and evaluation. Discussion, PowerPoint Presentation Problem Finding Matrix, the LGU Capacity-Perfor mance Matrix Page 32 of 131
DATE/TIME LEARNING OBJECTIVES CONTENT METHODOLOGY MATERIALS/ RESOURCES 02:00- 02:15 PM Identify the core problem in local development planning which directly confronts the LGU Session 2: Context of the Core Problem This session will explain to the participants the identified core problem on the most critical area of local government operations that the SFW Apprentices have been able to generate after contextual analysis. It will present the tools used and the results of each which allowed them to objectively identify the core problem. Discussion, PowerPoint Presentation Problem Tree Causal Loop and the Problem Finding Matrix, LGU Capacity-Perfor mance Matrix 02:16 - 02:46 PM Determine through the policy options presented the proposed solutions which shall contribute in addressing the core problem identified; Session 3: Critique of Policy Options This session will provide the three policy options that the SFW Apprentices have come up with in seeking solutions for the identified core problem. It will also explain how the Apprentices arrived at the policy options, the tools used and the criteria in prioritizing the options to propose the most beneficial policy recommendation. Discussion, PowerPoint Presentation Capacity Change Matrix, Impact-UrgencyPriority Matrix Page 33 of 131
DATE/TIME LEARNING OBJECTIVES CONTENT METHODOLOGY MATERIALS/ RESOURCES 02:47 – 03:01 PM Identify the capacity development intervention necessary in adopting the policy recommenda tion Session 4: Policy Recommendation This session will discuss the most beneficial policy option after the prioritization has been made. It will explain both the advantages and the requirements of implementing the recommendation should the Local Development Council recommend its adoption and refer it for implementation. Discussion, PowerPoint Presentation Policy Brief 03:02 – 03:33 PM Explain the Comprehensi ve Development Planning, its rationale, importance and salient features Session 5: Overview of the Comprehensive Development Planning Process This session will provide the participants a background on the process of formulating a Comprehensive Development Plan, its legal bases, importance and the steps in the CDP process as illustrated in the CDP Illustrative Guide. It will also describe each step according to what is being expected of it content-wise, quality-wise and its vertical alignment to higher LGU plans and national plans and its horizontal linkage to the sectoral plans. LGOO II Beverly V Villaruel CDP Illustrative Guide, CDP Assessment Tool Page 34 of 131
DATE/TIME LEARNING OBJECTIVES CONTENT METHODOLOGY MATERIALS/ RESOURCES 03:33 – 04:03 PM Define the scope of the implementati on of the policy recommenda tion and its requirements Session 6: CDP Implementation Action Plan This will provide the participants a detailed work plan on how the respective stakeholders will contribute in implementing the policy recommendation should it be accepted and recommended by the council for implementation. This will also give the participants the requirements of the policy recommendation and the specific activities that will be conducted throughout. Discussion, PowerPoint Presentation CDP Implementation Action Plan 04:04 – 04:30 PM Open Forum This will allow the participants to provide an avenue to raise their feedback, recommendations and/or response to the SFW Apprentices’ policy recommendation. Closing Program Awarding of Certificates Closing Remarks Post Activity Evaluation Page 35 of 131
VI. STRATEGY OF IMPLEMENTATION The learning event shall be designed and implemented by the apprentices of the Local Government Academy (LGA) with the supervision of the Municipal Local Government Operations Officer of the Municipality of Rosario, Cavite. The target participants will also be coordinated to the Office of the Municipal Mayor and the Office of the Municipal Planning and Development Coordinator as the Municipal Development Council Secretariat. VII. VENUE AND SCHEDULE OF IMPLEMENTATION The learning shall be held on September 04, 2023 at the 4th Floor Conference Room, Office of the Municipal Mayor. The venue was selected based on the capacity of the venue to hold the total number of participants with good ventilation and learning-conducive environment. VIII. LEARNING EVALUATION The Office of the MLGOO and the MPDC will tie-up in managing the Monitoring and Evaluation of the activity. The M&E shall focus on the attainment of the goal of the activity which is to implement the policy recommendation- Updating of the Comprehensive Development Plan. The tools which will be used to monitor the said policy implementation will be through the Comprehensive Development Planning Illustrative Guide and the Comprehensive Development Plan Assessment Tool which is the same tool used by the CDP TAC in assessing the CDPs of component cities and municipalities. For the Orientation on the Comprehensive Development Planning, the training management will administer the Pre and Post Activity Evaluation Forms to collect the participants’ feedback and suggestions on the delivery of the sessions of the learning activity and future capacity development interventions that may also be provided to supplement the learnings gained from this learning activity. This will allow the team to gauge the participants’ level of knowledge, assessment of the relevance of the topics, quality of the resource materials used in the sessions, appropriateness of the learning methodologies implored and the level of satisfaction among other factors. An activity feedback form will also be administered at the end of the learning activity, to allow the SFW Apprentices to identify the appropriate and subsequent learning activity that will ensure the successful implementation of the policy recommendation. It will also capture both the learning and non-learning needs that the relevant stakeholders foresee in its implementation. Page 36 of 131
IX. RESOURCE PLAN & BUDGETARY REQUIREMENTS The activity shall be managed by a Training Management Team composed of the Municipal Local Government Operations Officer of Rosario, Batangas, the Officer-in-Charge of the Municipal Planning and Development Office and the three (3) Supervised Field Work Apprentices assigned in the municipality. Table 1 Task Delegation Role Apprentice Team Leader (Training Coordinator) ● Takes over-all responsibility for identifying and seeing provision of physical and technical requirements related to the Training activity; ● Prepares the workplan for the conduct of the Training ● Has Overall management of the activity; LGOO II Joseph Gabriel L. Ariate Documenter ● Over-all responsible for documenting the proceedings of the Training Activity; ● Makes sure that master copies of all training materials, outputs, etc. are maintained; ● Prepares the Terminal Report for the Training in coordination with Training Coordinator; and ● Proofreads all training materials LGOO II Beverly V Villaruel Evaluator ● Responsible for reviewing existing evaluation instruments and designing new evaluation schemes; ● Designs the evaluation scheme for the training activity; ● Prepares evaluation instruments; and ● Prepares evaluation reports LGOO II Neil R. de Ocampo Page 37 of 131
Expenses for the activity shall be covered by the Municipality of Rosario, Batangas, charged against the MOOE of the Office of the Municipal Planning and Development Coordinator including the food and supplies with the details below: Table 2 Schedule of Expenses ITEM REMARKS Training Supplies These came from the existing office supplies of the Municipality of Rosario, Batangas PM Snacks X 60 Pax Php 100.00 each for 80 participants = Php 8,000.00 TOTAL Php 8,000.00 Page 38 of 131
Prepared and Submitted by: JOSEPH GABRIEL L. ARIATE LGOO II/Apprentice NEIL R. DE OCAMPO LGOO II/Apprentice BEVERLY V. VILLARUEL LGOO II/Apprentice Approved By: LGOO VI BRIAN B. BALLON MLGOO, DILG Rosario Page 39 of 131
ANNEX C Catalyzing Lasting Change: Enhancing Loca(Policy Brief PLearninDATE SEPTEMBER 04, 2023 DURATION 04 HOURS 00 MINUTES TERMINAL OBJECTIVES To present the policy recommendaField Work (SFW) Apprentices to thDAY NO. 01 TIME OBJECTIVES SUBJECTMATTER/ACTIV01:00- 01:30 AM Opening PreliminPrayer National AntheAcknowledgemeParticipantsPre-Activity EvaluOpening RemaActivity Overvie
al Governance for Sustainable Development Presentation) ng Plan ation of the policy analysis conducted by the Supervised he identified stakeholders. Page 40 of 131 VITY METHODOLOGY RESOURCE PERSON REFERENCE MATERIALS naries em ent of uation arks ew AVP Presentation LDC Secretariat Flag, AVP Attendance Sheet, Program Flow, Pre-Activity Evaluation Form
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