Conscientization is the process of developing critical awareness through reflection and action. It involves assessing community needs, setting goals and objectives, identifying and developing leaders, mobilizing resources, working with community groups, resolving conflicts, program planning, implementation, and monitoring and evaluation. The key aspects are developing awareness through reflection and action, empowering communities to enact change, and using a participatory process to address issues and improve living standards.
2. Conscientization
■ According to Paul Freire,
■ The process of developing a critical awareness of one’s social reality through
reflection and action. Action is fundamental because it is the process of
changing the reality.
■ Conscientization is a neologism, coming from the Spanish
word conscientización.It conveys the idea of developing, strengthening, and
changing consciousness
■ It is not enough for people to come together in dialogue in order to gain
knowledge of their social reality. They must act together upon their environment
in order critically to reflect upon their reality and so transform it through further
action and critical reflection.
4. Conscientization – Processes
Working with
various
groups and
resolving
group
conflicts
Programme
planning
Service
delivery or
Implementation
processes
through
peoples
participation
Monitoring and
Evaluation
5.
6. Asessing Community needs
■ Community Needs Assessments seek to gather accurate information representative of
the needs of a community. Assessments are performed prior to taking action and are
used to determine current situations and identify issues for action, establishing the
essential foundation for vital planning. The process is an invaluable tool for involving the
public in solving problems and developing goals.
■ Needs assessments are an extension of strategic planning
■ The community needs assessment process is an invaluable tool for involving the public
in solving problems and developing goals
■ A Focus Group is an informal technique used to help assess the needs and feelings of
participants on particular subjects. Participants engage in informal discussions about the
particular study area(s). Focus groups are typically small in size and usually range
between six to twenty participants. They are commonly used during the needs
assessment process
7. Assessing the needs of the
community
■ Surveys are a particular form of data collection utilized during the needs
assessment process. Types of surveys commonly applied are person-to-person
interviews, drop-off and pick-up questionnaires, mail questionnaires and
telephone interviews.
■ SWOT Analysis evaluates the Strengths, Weaknesses, Opportunities and
Threats of an organization. "SWOT analysis is a broad overview of the most
important internal Strengths and Weaknesses and the most important external
Opportunities and Threats"
8. Setting up the Goals and objectives
■ A community can have multiple goals; however, one goal should be the priority.
The goal should be something that directly achieves value for the community
people and the organization.
■ The main goal or objective of Community Development Programmes is to
improve the standard of living of the village people.
■ Goals and objectives are different concepts, but they work in harmony to help
you achieve the desired results and maximize your team’s productivity. Creating
goals without clear objectives leads to goals that never get accomplished.
■ To make goals actionable, they need to be broken down into objectives and
KPIs (key performance indicators).
9. Setting up goals and objectives
■ Objectives are the specific measurable results of the initiative. Objectives specify how
muchof what will be accomplished by when.
Process objectives.
These are the objectives
that provide the
groundwork or
implementation
necessary to achieve
your other objectives.
Behavioral objectives.
These objectives look at
changing the behaviors
of people (what they are
doing and saying) and
the products (or results)
of their behaviors.
Community-level
outcome objectives.
These are often the
product or result of
behavior change in
many people. They are
focused on change at
the community level
instead of an individual
level
10. When you should create goals and
objectives
■ The organization wants to address a community issue or problem, create a service, or
make a community change that requires:Several years to complete.
1. Several years to complete. For example, your child health organization might hope
to increase the percentage of students who finish high school - a task that may take
several years to complete.
2. A change in behavior of large numbers of people. For example, your organization
may be trying to reduce risks for cardiovascular diseases, and one of your objectives
may be to increase the number of adults who engage in physical activity in your
community
3. A multi-faceted approach. For example, with a problem as complex as substance
abuse, your organization may have to worry about tackling related issues, such as
access to drugs, available drug rehabilitation services, legal consequences for drug
use, etc., as well as reducing the prevalence (how often or how much) of drug use.
11. Identifying and developing leaders
■ community leaders has been consistent with more organizationally based
models of leadership; specifically, that leadership has been required to mobilize
the resources necessary to achieve a common goal or set of goals (Pigg,
1999).
■ leaders influence their networks and contacts, although they may not have any
formal leadership role.
■ Throughout the organizing process, leaders have been shown to actively
facilitate cooperation and teamwork (Yukl & Nemeroff, 1979)
■ effective leaders also tend to be sensitive to conditions and respond accordingly.
For example, leaders have been found to have an ability to align the purpose of
the group to the environment and provide direction accordingly
12. ■ There are five primary methods for identifying leaders in the community:
■ (a) positional approach -this method identifies leaders who are in positions of authority
■ (b) reputational approach-this method uses members of the target audience to identify
well-informed members of the community who should be engaged
■ (c) opinion leadership approach- this method identifies leaders who set examples in
the community.
■ (d) decision-making approach -this method identifies leaders who are actively
participating in formal decision-making in the community.
■ (e) social participation approach - this method identifies leaders through their
participation in voluntary organizations in the community. (Boone et al., 2002)
13. Developing leaders
■ Assist communities in developing practical skills and programs for effectively involving
and empowering local citizens to become more effective leaders
■ Provide conceptual-based skills for successfully bringing people together
■ Work with and assist communities with the development and implementation of
methods, approaches and practices for successfully engaging groups and
organizations in community-based development that allows them to create and
implement purposeful desired community change, form effective relationships and
sustain community vitality.
■ Community is a fundamental building block of society.
■ Leadership development enhances leaders.
■ People have the capacity to collectively chart their future by creating, developing and
building their community.
■ The most effective community development requires building relationships among
people.
14. Resource Mobilization
Resource mobilization refers to all activities involved in securing new
and additional resources for your organization. It also involves
making better use of, and maximizing, existing resources
Resource mobilization is actually a process of raising different types
of support for your community programme
Strategic communications are essential to mobilizing resources
effectively.
■ Human Resource
■ Materail or Financial Resource
■ Natural Resource
■ Knowledge Resource
15. Proper Utilization of resources
■ Resources utilization definition: this measures ‘how’ effectively your organization
is making use of the available resources
■ Using the resources to the fullest and effieciently
■ Resource Allocation is also the important part of any project implementation
without proper allocation of mobilized resources, there will be a lack of project
completion
16. Working with groups in the
community
■ Social group work is a method ofsocial work which helps individuals to enhance
their social functioning through purposeful group experiences, and to cope more effectively with
their personal, group or community problems
■ working with groups involves engaging with, and seeking to enhance,
interactions and relationships within a gathering of two or more other people.
■ group work provides a context in which individuals help each other; it is a
method of helping groups as well as helping individuals; and it can enable
individuals and groups to influence and changepersonal, group, organizational
and community problems
17. Types of Groups in Urban Community
■ Urban Community basically comprises of
■ Urban poor (Slums)
■ Migrant workers community
■ Fishermen communities
■ Squatters settlements
WOMEN
CHILDREN
ADOLSCENTS
YOUTH
MEN
ELDERLY PERSON
TRANSGENDERS
SEX WORKERS
18. Resolving Group Conflicts
■ Group conflicts are common. Every group
has its own problems and conflicts among
group members. That can be solved and
make them to understand the group
culture.
■ Define the problem
■ Determine causes – Analyse the problem
■ Develop alternative approaches –
Generate possible solutions
■ Assess the consequence – Evaluate the
solutions
■ Develop the action plan – Implementation
of the solution
19. Problem characterstics
■ the group should also address specific characteristics of the problem.
■ Five common and important characteristics to consider are
■ Task difficulty,
■ Number of possible solutions,
■ Group member interest in problem,
■ Group member familiarity with problem, and
■ The need for solution acceptance (Adams & Galanes, 2009).
20. ■ Task difficulty. Difficult tasks are also typically more complex. Groups should be prepared to
spend time researching and discussing a difficult and complex task in order to develop a shared
foundational knowledge.
■ Number of possible solutions.There are usually multiple ways to solve a problem or complete
a task, but some problems have more potential solutions than others.
■ Group member interest in problem. When group members are interested in the problem, they
will be more engaged with the problem-solving process and invested in finding a quality
solution. Groups with high interest in and knowledge about the problem may want more
freedom to develop and implement solutions, while groups with low interest may prefer a
leader who provides structure and direction
■ Group familiarity with problem. Some groups encounter a problem regularly, while other
problems are more unique or unexpected.
■ Need for solution acceptance.In this step, groups must consider how many people the
decision will affect and how much “buy-in” from others the group needs in order for their
solution to be successfully implemented.
21. Programme Planning
■ Planning is a vital part of the programme and project management process. A plan is basically the route-
map through the programme or project from start to finish
■ Programme planning is also a procedure of working with the people in an effort to recognize
unsatisfactory situations or problems, and to determine possible solutions, or objectives or goals.
■ Programme: Programme is a written statement which describes
proposeddevelopmental activities, the problems they address, the actions, and
resourcesrequired.
■ Plan:Plan is schedule of development work outlining different activities in aspecific
period. It answers the questions like what, why, how, and when as wellas by whom and
where the work is to be done.
■ Programme planning: Programme planning is the process of making decisionsabout
the direction and intensity of development education efforts to bring aboutdesirable
change among people /community.
22. ■ Important objectives of having a programme planningas per Kelsey and Hearne
(1966) are as follows.
■ i)To ensure careful consideration of what is to be done and why.
■ ii)To furnish a guide against which to judge all new proposals.
■ iii)To establish objectives toward which progress can be measured and evaluated.
■ iv)To have a means of choosing the important / deep rooted from incidental /minor /
less important problems and the permanent from the temporarychanges.
■ v)To develop a common understanding about the means and ends betweenvarious
functionaries and organizations.
23. ■ )To ensure continuity during changes in personnel.
■ vii)To help develop leadership.
■ viii)Avoid wastage of resources, money and promote efficiency
■ .ix)To justify expenditure and ensure flow of funds.
■ x)To have available a written statement for public use.
24. NEED IDENTIFICATION IN PROGRAMME
PLANNING
■ Successful programme planning is one of identifying accurately
what peoplewant, think they need, and actually getting these
items converted into a realisticwell organized and concerted
series of forceful developmental activities- thismay properly
called a programme.
■ Effective programmes to promote change aredeveloped through
finding people’s needs and arranging action that helps
meetthem. Hence, a clear understanding of the nature and role
of people’s needs inprogrammes is essential to the urban
development workers like you.
Urban
programmesdevelope
d based on the
needsbythe people,
forthe peopleandofthe
people have
bestchances of
succes
25. Principles of Programme planning
■ Programme-planning should be based upon a careful analysis of a factualsituation.
■ ii)Problems for action are selected on the basis of recognized needs of people.
■ iii)Objectives and solutions are to be feasible and offer satisfaction.
■ iv)Programme should be permanent and flexible to meet a long-term situation,short-
term changes, and emergencies.
■ v)Programme should have both balance and emphasis.
■ vi)Programme should have a definite plan of work.vii)Programme planning is a
continuous and coordinating process.
■ viii)Programme planning should be educational and directed towards bringingabout
desirable change
■ .ix)Programme planning should have a provision for the evaluation o
26. PROGRAMM
E
PLANNING
PROCESSE
S
These three phases have the following 8 sub-
processes
Collection of facts and analysis
ii)Identification of problems
iii)Determination of objectives
iv)Developing the plan of activities
v)Carrying out the activities
vi)Continuous checking
vii)Evaluation of results
viii)Reconsideration
Three phases involved
in programme planning
process are:
i)Programme
formulation
ii)Programme
execution
27. IMPLEMENTATION
■ the process of putting a decision or plan into effect; execution.
■ Implementation is the process that turns strategies and plans into actions in order to accomplish
strategic objectives and goals
■ he implementation part of the community development process takes
everything that has been done during planning and puts it into motion
28. ■ The steps to implement process and tools in an organization.
■ Step 1: Assess Development Organization. ...
■ Step 2: Plan Process Implementation. ...
■ Step 3: Execute Process Implementation. ...
■ Step 4: Evaluate Process Implementation Effort.
29. Monitoring &Evaluation
■ Monitoring and evaluation provide:
■ information on what an intervention is doing, how well it is performing and
whether it is achieving its aims and objectives;
■ guidance on future intervention activities;
■ an important part of accountability to funding agencies and stakeholders.
■ Plans for monitoring and evaluation should be made at the beginning of an
intervention development process.
30. Monitoring
■ Monitoring
■ Monitoring is the regular collection of information about all project activities. It
shows whether things are going to plan and helps project managers to identify
and solve problems quickly. It keeps track of project inputs and outputs such as:
■ activities;
■ reporting and documentation;
■ finances and budgets;
■ supplies and equipment.
■ Monitoring is an ongoing activity that should be incorporated into everyday
project work.
31. ■ Who should be involved in monitoring and evaluation?
■ Monitoring
■ Monitoring is routinely carried out by project staff, project partners and peer
educators as they keep track of their work.
■ Monitoring can involve specially designed activities, such as regular meetings
32. ■ Methods
■ Both monitoring and evaluation can use a variety of quantitative, qualitative and
participatory methods. Quantitative measurement enables easy comparison of
changes over time, and qualitative methods are useful for obtaining insights into
community perceptions and processes of change.
■ Simple participatory tools can be developed to facilitate community involvement
even if the participants are not literate, e.g. the use of maps, beads, charts,
pictures or colour codes.
33. Evaluation
■ Evaluation is a process that critically examines a program. It involves collecting
and analyzing information about a program’s activities, characteristics, and
outcomes. Its purpose is to make judgments about a program, to improve its
effectiveness, and/or to inform programming decisions (Patton, 1987).
34. Types of Evaluation
Formative
■ Formative evaluations are
conducted during program
development and implementation
and are useful if you want
direction on how to best achieve
your goals or improve your
program
Summative
■ Summative evaluations should be
completed once your programs
are well established and will tell
you to what extent the program is
achieving its goals.
35. Who should be involved in
evaluation
■ Evaluations can be performed by external agencies or by project staff, peer
workers and stakeholders, or by a combination of the latter three groups and
external agencies. External involvement lends technical expertise and objectivity
to evaluations. However, the use of project staff and peer networks in an
evaluation builds their capacity and provides a sense of ownership of the
results.
36. Conclusion
■ Conscientisation happens when a critical awareness is formed. The application
of this sense of awareness leads to collective action.This concept can
individually fostered through community groups, specifically dialogue and direct
action experience
