COPAR is a community development approach that aims to transform apathetic communities by promoting participation, empowerment, and addressing exploitation through collective action. It involves mobilizing communities to identify their needs and take sustained action to improve their conditions through participatory and experiential learning processes. The COPAR method includes phases of entry, organizing, sustaining participation, and eventually transitioning control to community organizations.

2.  COPAR is a social
development approach that
aims to transform the
apathetic, poor into dynamic,
participatory and politically
responsive community.

3.  a collective, participatory,
transformative, liberative,
sustained and systematic
process of building people's
organizations by mobilizing
and enhancing the capabilities
and resources of the people for
the resolution of their
exploitative conditions (1994
National Rural CO
Conference).

4.  A process by which a community
identifies its needs and objectives,
develops confidence to take action in
respect to them and in doing so,
extends and develops cooperative
and collaborative attitudes and
practices in the community (Rose
1967).

5.  A continuous and sustained process
of educating the people to
understand and develop their
critical awareness of their existing
conditions, working with the people
collectively and efficiently on their
immediate needs toward solving
their long-term problems.

7. COPAR is an important tool for
community development and
people empowerment as this
helps the community workers
to generate community
participation in development
activities.

8. COPAR prepares people to
eventually take over the
management of a development
program in the future. COPAR
maximizes community
participation and involvement;
community resources are
mobilized for health
development services.

10. 1. People, especially the oppressed,
exploited and deprived sectors are
open to change, have the capacity to
change and are able to bring about
change.
2. COPAR should be based on the
interests of the poorest sectors of the
society.
3. COPAR should lead to a self-reliant
community and society.

12.  Which begins in small, local
and concrete issues identified
by the people and the
evaluation and reflection of
and on the action taken by
them.

13.  Through experiential learning is
central to the COPAR process
because it places emphasis on
learning that emerges from
concrete action and which
encircles succeeding action.

14. Because it is primarily
directed towards and
biased in favor of the poor,
the powerless and the
oppressed.

15.  And not leader centered.
Leaders are identified,
emerge and are tested
through action rather than
appointed or selected by
some external force or entity.

17.  PRE-ENTRY
 ENTRY
 ORGANIZING
 SUSTENANCE AND
STRENGTHENING
 PHASE-OUT

18.  THE INITIAL PHASE OF THE
ORGANIZING PROCESS WHERE
THE COMMUNITY ORGANIZER
LOOKS FOR COMMUNITIES TO
SERVE OR HELP. IT IS THE MOST
COMPLEX PHASE IN TERMS OF
ACTUAL OUTPUTS, ACTIVITIES,
AND STRATEGIES AND TIME
SPENT FOR IT.

19.  STATEMENT OF OBJECTIVES,
AND REALIZATION OF COPAR
GUIDELINES.
 LAYING OUT THE SITE CRITERIA.
 SITE SELECTION.

20.  MEETING AND COURTESY CALL TO THE
LOCAL GOVERNMENT UNIT OF THE
SELECTED SITE.
 COURTESY CALL TO THE BARANGAY
LEVEL.
 MEETING W/ THE “WILL BE” FOSTER
PARENTS OF THE HEALTH CARE
STUDENTS.

21.  IS THE COMMUNITY IN NEED OF ASSISTANCE?
 DO THE COMMUNITY MEMBERS FEEL NEED
TO WORK TOGETHER TO OVERCOME A
SPECIFIC HEALTH PROBLEM?
 ARE THERE CONCERNED GROUPS AND
ORGANIZATIONS THAT THE NURSE CAN
POSSIBLY WORK WITH?
 WHAT WILL BE THE COUNTERPART OF THE
COMMUNITY IN TERMS OF COMMUNITY
SUPPORT, COMMITMENT AND HUMAN
RESOURCES?

22.  BEFORE ACTUAL ENTRY INTO THE
COMMUNITY, BASIC INFORMATION
ABOUT THE AREA IN RELATION TO THE
CULTURAL PRACTICES AND LIFESTYLES
OF THE PEOPLE MUST BE KNOWN.
 ESTABLISHING RAPPORT AND
INTEGRATING WITH THEM WILL BE MUCH
EASIER IF ONE IS ABLE TO UNDERSTAND,
ACCEPT OR IMBIBE THEIR COMMUNITY
LIFE.

23.  LIVING WITH THE PEOPLE,
UNDERGOING THEIR
HARDSHIPS AND PROBLEMS
AND SHARING THEIR HOPES
AND ASPIRATIONS HELP BUILD
MUTUAL TRUST AND
COOPERATION.

25.  RECOGNIZE THE ROLE AND POSITION OF
LOCAL AUTHORITIES.
 ADAPT A LIFESTYLE IN KEEPING W/ THAT
OF THE COMMUNITY.
 CHOOSE A MODEST DWELLING WHICH
THE PEOPLE, ESPECIALLY THE
ECONOMICALLY DISADVANTAGED WILL
NOT HESITATE TO ENTER.

26.  AVOID RAISING EXPECTATIONS OF THE
PEOPLE. BE CLEAR W/ YOUR OBJECTIVES
AND LIMITATIONS.
 PARTICIPATE DIRECTLY IN PRODUCTION
PROCESS.
 MAKE HOUSE CALLS AND SEEK OUT
PEOPLE WHERE THEY USUALLY GATHER.
 PARTICIPATE IN SOME SOCIAL ACTIVITIES.

27.  SOMETIMES CALLED THE IMMERSION
PHASE AS IT THE ACTIVITIES DONE HERE
INCLUDES THE SENTIZATION OF THE
PEOPLE ON THE CRITICAL EVENTS IN
THEIR LIFE, MOTIVATING THEM TO SHARE
THEIR DREAMS AND IDEAS ON HOW TO
MANAGE THEIR CONCERNS AND
EVENTUALLY MOBILIZING THEM TO
MAKE COLLECTIVE ACTION ON THESE.

28.  COURTESY CALL TO MAYOR, OR THE
LOCAL GOVERNMENT LEADER OF THE
SELECTED SITE.
 COURTESY CALL TO THE BARANGAY
LEVEL.
 MEETING WITH THE FOSTER PARENTS.
 APPRECIATING THE ENVIRONMENT.

29.  MEETING WITH COMMUNITY
OFFICIALS AND RESIDENTS.
 GENERAL ASSEMBLY.
 PREPARATION OF SURVEY
FORMS.
 ACTUAL SURVEY.
 ANALYSIS OF THE DATA
GATHERED.

30.  THE FORMATION OF MORE FORMAL
STRUCTURES AND THE INCLUSION OF
MORE FORMAL PROCEDURES OF
PLANNING, IMPLEMENTING AND
EVALUATING COMMUNITY-WIDE
ACTIVITIES. IT IS AT THIS PHASE WHERE
THE ORGANIZED LEADERS OR GROUPS
ARE BEING GIVEN TRAININGS TO
DEVELOP THEIR ASK (ATTITUDE,
KNOWLEDGE AND SKILLS) IN MANAGING
THEIR OWN CONCERNS/PROGRAMS.

31.  MEETING WITH THE OFFICIALS.
 IDENTIFYING PROBLEMS.
 SPREADING AWARENESS AND
SOLICITING SOLUTION OR
SUGGESTION.
 ANALYSIS OF THE PRESENTED
SOLUTION.

32.  PLANNING OF THE ACTIVITIES.
 ORGANIZING THE PEOPLE TO
BUILD THEIR OWN
ORGANIZATION.
 REGISTRATION OF THE
ORGANIZATION.
 IMPLEMENTING OF THE SAID
ACTIVITIES.
 EVALUATION.

33.  OCCUR WHEN THE COMMUNITY
ORGANIZATION HAS ALREADY BEEN
ESTABLISHED AND THE COMMUNITY-
WIDE UNDERTAKINGS. AT THIS POINT,
THE DIFFERENT COMMITTEES SET-UP IN
THE ORGANIZATION-BUILDING PHASE
ARE ALREADY EXPECTED TO BE
FUNCTIONING BY WAY OF PLANNING,
IMPLEMENTING AND EVALUATING THEIR
OWN PROGRAMS, W/ THE OVERALL
GUIDANCE FROM THE COMMUNITY-WIDE
ORGANIZARION.

34.  MEETING WITH THE
ORGANIZATIONAL LEADERS.
 EVALUATION OF THE PROGRAMS.
 RE-IMPLEMENTING OF THE
PROGRAMS. (FOR UNMET GOALS)

35.  EDUCATION AND TRAINING.
 NETWORKING AND LINKING.
 IMPLEMENTATION OF LIVELIHOOD
PROJECTS.
 DEVELOPING SECONDARY LEADERS.

36.  THE PHASE WHEN THE HEALTH CARE
WORKERS LEAVE THE COMMUNITY TO
STAND-ALONE. THIS PHASE SHOULD BE
STATED DURING THE ENTRY PHASE SO
THAT THE PEOPLE WILL BE READY TO FOR
THIS PHASE. THE ORGANIZATIONS BUILT
SHOULD BE READY TO SUSTAIN THE TEST
OF THE COMMUNITY ITSELF BECAUSE THE
REAL EVALUATION WILL BE DONE BY THE
RESIDENTS OF THE COMMUNITY ITSELF.

37.  LEAVING THE IMMERSION SITE.
 DOCUMENTATION.

38.  The community health worker
keeps a written account of
services rendered, observations,
condition, needs, problems and
attitude of the client in
community activities,
accomplishments made and, etc.

39.  Community workers takes
responsibility to disseminate
pertinent information to appropriate
authorities, agencies, and most
especially to the client. At the same
time, the community worker
develops the people’s capabilities to
keep/maintain their recording and
reporting system.

40.  RECORDS – refer to forms on which
information pertaining the client is
noted.
 REPORTS - refers to periodic
summaries of the services/activities
of an organization/unit or the
analysis of certain phases of its
work.

42. 1. Measure service/program directed
to the clients.
2. Provide basis for future planning.
3. Interpret the work to the public and
other agencies, community.
4. Aid in studying the conditions of the
community.
5. Contributes to client care.