PART II – CONDUCT OF THE TECHNICAL SESSION

In the conduct of any type of session, thorough planning and preparation are important – from
the trainers to the participants, the topics, materials, venue and finances. In this part of the
Manual, preparatory activities are proposed in conducting the OSH-WIND Technical Session.

PREPARATORY ACTIVITIES

The preparation before the actual conduct is a crucial aspect in securing the success of the
Technical Session. The selection of participants, venue and schedule of the session, as well as the
materials and methodology to be used are all principal details to be put in order. The succeeding
pages discuss the steps to be followed for the preparatory activities:

1. Selection of Participants
Participants must be couples who grow rice. Couples are the rightful participants because
they are the primary decision-makers in their household. The total number of participants
in each batch must not exceed thirty (30) individuals (or fifteen (15) couples). To ensure
proper selection of participants, the following may be undertaken:
• Visit to the target agrarian reform community;
• Conduct of a focused group discussion to ensure that the target community is
indeed in need of the OSH-WIND Technical Session;
• Selection of the Agrarian Reform Beneficiaries (ARBs) couples (EP/CLOA or
Leaseholders4) who produce rice and have interest in the adoption of OSH;
• Presentation of a short talk on the objectives and the processes of the Technical
Session to ensure that participants will finish the course.
Two weeks before the actual conduct of the session, invitations must be distributed to
those who are expected to attend. After the delivery of the invitations, follow-up must be
done and reminders must be given to ensure the participants’ presence.

2. Familiarization and Evaluation of Participants

Becoming acquainted with the participants is essential, helping the facilitators to evaluate
their attitude and mind-set. This will also aid the facilitators in their deliberation in
identifying the OSH-WIND Paratechnician5. This is done by recording their data with the
use of information sheets. Information sheets may include the following data:
• Full name and nickname;
• Address;
• Sex;
• Status;
• Number of children;
• Language/s spoken;

4
EP/CLOA stands for Emancipation Patent/Certificate of Land Ownership Award. These are land titles awarded to
the beneficiaries under the Comprehensive Agrarian Reform Program.
5
The OSH-WIND Paratechnician is a group of leaders of beneficiaries of agrarian reform who uphold the practice
of OSH in homes and workplaces of families in the ARCs. Details on the formation of this group are discussed in
the third part of this Manual.

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 • Educational attainment;
• Occupation;
• Land area and type of produce;
• Affiliations and positions held in organizations.
Data gathered from the information sheets must be consolidated by the facilitators as
these will serve as a reference for the participants’ profile.

3. Venue
Two weeks before the scheduled Technical Session, the site of the seminar must be
identified and reserved. The session may be done in a barangay hall, health center,
school, church or house of any of the participants. In choosing the appropriate place, the
following must be considered:
• Free from noise;
• Uninterrupted by any nuisance like passersby;
• Safe and comfortable for participants;
• With proper ventilation, big enough for the number of participants, facilitators and
equipment to be used;
• With appropriate lighting; and
• Provision for power interruptions.
The considerations above must also be used for choosing the house for the observation of
the OSH setting. It must be in close vicinity to the seminar area.

4. Program Schedule
In arranging the schedule of the Technical Session, choose the time when the target
participants are not busy with their work and other activities. When targeting farmers, do
not schedule the session during the planting or harvest seasons.

5. Materials and Session Kit

Materials and other needs for the session must be prepared in advance. The session kits
for the participants include a notebook and pen, among other things. The materials for the
facilitators must also be prepared such as Manila paper, markers, masking tape, screen
and other visual aids.

Information sheets, name tags, evaluation forms, checklists, action plan forms,
participants’ profile, attendance sheets and certificates of completion must also be
prepared beforehand.

6. Documents and Reference Materials

A significant component of an organized session is the reproduction of handouts, reading
documents and other IEC materials. This will help in supplementing the knowledge
acquired from the session upon completion of the training.

Participatory learning activities and energizers must also be prepared which will facilitate
the learning process both for the facilitators and trainers.

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 7. Trainers, Facilitators and Training Management Staff
Two weeks before the conduct of the Technical Session, resource persons who will serve
as trainers, facilitators and training management staff must be identified. They must
convene to clarify their respective roles and responsibilities. Duties such as head trainer,
head facilitator for small and big groups must be assigned during the meeting. People
must also be assigned for documentation and other administrative tasks such as materials
and handouts reproduction and venue preparation.

Trainers, facilitators and training management staff must:

• Come to the session venue ahead of time. If session starts at 8:00 in the morning,
the team must arrive at 6:00 A.M. or if possible, a day in advance. Participants are
requested to come 30 minutes before the scheduled start;
• Prepare the needed materials, visual aids, handouts, and equipment such as
overhead projectors;
• Place a table and enough number of chairs for the participants. These must be
arranged in a way that will help in the discussion and activities for the day;
• Arrange chairs for visitors, observers and special guests. These must be fixed in a
way that will not distract the participants during the flow of the session;
• Use a language/dialect that is understandable for the participants;
• Solicit feedback from participants and ensure that they are comfortable enough to
openly communicate their thoughts.

It is also important that before the actual conduct of the Technical Session, key learning
points in identifying important events and issues during the project are clarified.

ACTUAL CONDUCT OF THE TECHNICAL SESSION

This program provides information on occupational safety and health and its significance to the
informal sector in general, and the agricultural sector in particular. This imparts guidance and
direction to the participants on how they can practice the knowledge they acquire from the
Program. It is the primary concern of the facilitating team to conduct the session in an organized
and enthusiastic manner, to encourage the participants to adopt OSH practices.

First Part : OPENING ACTIVITY

Objectives
• Open the session formally;
• Provide an occasion for participants to be acquainted with each other;
• Provide opportunity for participants to express their expectations on the topics,
methodology, facilitators and co-participants; and
• Make the participants understand the general objectives of the session.

Materials Needed
• Name tags
• Opening Program

6
 • Schedule of the program printed on transparencies or any visual aid
Strategies Used
• Guided Discussion
• Group work

Time Allotment
• Not to exceed fifteen (15) minutes

Particulars
• Invite local officials such as the barangay chairman or the health center head to
give opening remarks.
• Socialize with the participants so that rapport may be established with the
couples.
• Ensure that all participants are able to fill up the information sheets and name tags
and session kits are distributed to them.

Topic and Instructional Approach

The Technical Session may be formally opened in the form of a prayer. This may be
followed by the address of opening remarks from the invited barangay or health center
official.

1. Self-introduction and Expectation Setting

Even with the use of name tags, it is only appropriate for participants to introduce
themselves through some participatory activity. This will also help them to be
comfortable with the facilitators.

This may be conducted in a number of ways depending on the culture, familiarity of

the participants with each other even before attending the session.

Instructions/Procedure:
• Ask the participants to stand and form a circle.
• Begin the introduction by asking the first participant to mention their name and a
characteristic of a good farmer that starts with the same letter as his/her name.
This may be expressed whether in English or Filipino. Example, the participant’s
name is Mario. The first letter is M and so the characteristic of a good farmer
must start with the letter M like “masipag” or industrious.
• After stating his/her name and characteristic, he/she will express his/her
expectations of the program, people and processes of the session.
• These instructions may be written in metacards or any type of visual aid to guide
the participants.
• The participant to the right will follow but before stating his/her name, he/she
must say the name and characteristic of the preceding person. The process will be
repeated until all participants have been given the chance.
• A person from the team must be assigned to jot the expectations stated by the
participants.

7
8
2. Consolidation and Presentation of Expectations
After the introduction, the facilitator will summarize the expressed expectations
regarding the topics and method of instruction. Aspects related to participants,
facilitators and over-all output of the session may also be looked at. From these, the
facilitator should identify the expectations that may be accomplished by the Technical
Session. The objectives of the program will then be discussed by the facilitator.

3. Presentation of the Timetable

This will serve as the facilitator’s guide in presenting the topic outline and the
timetable.

ACTIVITY TIME DETAILS

Registration
Opening Activity
Training on the Use of the
Farmers’ Checklist
Discussion on Living Situation
Discussion on Working
Condition
Action Planning
7:00 A.M. Preparation of the venue
7:30 A.M. Registration of the participants
8:00 A.M. Invocation / Opening prayer
Opening remarks
Introduction of participants,
facilitators and trainers
Presentation of expectations
Presentation of the training
rationale, objectives and schedule
8:30 A.M. OSH-WIND Orientation
Orientation on the use of the
farmers’ checklist
9:15 A.M. Observation on the conditions in
the household and farm
Individual evaluation using the
farmers’ checklist
Focused group discussion
Exchange of exercise (optional)
SNACK
10:30 A.M. Group report on the three sound
aspects and points for
improvement in the observed
household
11:00 A.M. Lecturette
LUNCH
1:00 P.M. Group report on the three sound
aspects and points for
improvement in the observed
workplace
1:30 P.M. Lecturette
2:30 P.M. Trainer’s Orientation
2:45 P.M. Discussion of individual family’s
living and working conditions
3:15 P.M. Presentation of selected families

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 SNACK
Closing Activity 4:00 P.M. Conclusion
Training synthesis
Short response from selected
participant
4:10 P.M. Distribution of certificates of
completion to participants
4:20 P.M. Short address from the following:
• Coordinator
• Representative from the local
government unit

Second Part : OSH-WIND PROGRAM: PRIMARY GOALS AND GUIDELINES

Objectives
After the allotted time, the participants should be able to:
• state the importance of OSH-WIND in farming; and
• explain the key guidelines of OSH-WIND specifically on the living and working
conditions in the community.

Materials Needed
• Overhead projector
• Transparencies or flipcharts

Strategies Used
• Guided Discussion
• Lecturette

Time Allotment
• Not to exceed fifteen (15) minutes

Particulars
• Review the reading material in the introduction of the Manual.
• Get acquainted with the participants by reviewing the information sheets.
• Research on other related information that may help in the discussion of the
topics.

Content Areas and Instruction/Procedure

1. Show a ‘trigger picture’ like the samples provided to aid in explaining the concept of
OSH-WIND. Ask the participants to describe the picture and the reason why such
situations occur. From their answers, discuss the meaning of OSH and the purpose of
the OSH-WIND Program.

Occupational Safety and Health refers to the assurance to the conditions of

occupation wherein workers can accomplish their tasks safely and will not lead to

10
 sickness whether in the short or long term. This is also a guarantee that workers,
including those in the informal sectors, like farmers who use dangerous machinery,
will be given appropriate training on the proper use of these tools.

Sample Trigger Pictures

The OSH-WIND is a program requiring the whole ARC neighborhood’s cooperation.

This program is a response to the need for comprehensive information on disease and
accident prevention brought about by incorrect practices at home and on the field.

2. Discuss the importance of OSH-WIND to the participants’ daily life.

Living condition pertains to the basic needs of the family like food, shelter, education,
and health. The working condition, on the other hand, is concerned on the condition
of the workers in their occupation.

In the rural areas, farmers usually lead impoverished lives. Most of them are
underprivileged, not only in material wealth but also in knowledge and skills. These
are hindrances in earning more income for basic necessities of a comfortable and
decent lifestyle.

The working conditions of many minor farmers are disheartening. Most of them are
ignorant of the ways and means of improving their production or increasing their
harvest without sacrificing their health and safety. It is clear how farmers do not mind
the accidents,6 illnesses, and other health issues brought by inappropriate working
techniques in the field.

One’s living and working conditions are of great significance for the individual and
his/her family. This is the reason why every person strives to raise his/her standard of
living. It is the responsibility of both the father and the mother, as the leaders of the
family, to make a resolve and put effort in advancing the living and working
6
One case happened in the province of Bohol. The pesticide kept in one of the farmer’s kitchen was misused during
cooking. The incident took the life of a number of young students.

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 conditions of the whole family. This is the rationale in targeting couples in this
Program.

The OSH-WIND Program seeks to assist couples in order to simultaneously improve

the state of living and working conditions of farmers, their families and the
community they belong.

The OSH-WIND Program strives for the participants’ deeper understanding on the
importance of respectable living and working conditions towards increased
productivity. Likewise, at the end of the Training Program, the participating farmers
are expected to:
• Have a high regard for health and safety;
• Learn simple, practical and low-cost means of improving living and working
conditions;
• Carry out ways to improve their living and working conditions; and
• Value the need for regular meetings and open discussions on matters that will
improve the living and working conditions in the community.

The OSH-WIND suggests three ideas in the fulfillment of these goals:

• Start with simple, practical and low-cost measures;
• Use materials that are available locally; and
• Carefully review how changes may be made gradually.

3. Discuss the OSH-WIND Principles.

• Provide people the capability for sustaining a modest living.
This guideline is important for farmers to understand the need for enhancing their
living conditions. It is the responsibility of each member of the neighborhood to
raise the quality of life in their community. Each farmer must care for his/her
health, prevent any form of danger, be cautious to avoid illnesses, and strive to
increase their family’s income for an improved lifestyle.

To foster their awareness, a family may assess their daily routines in the house as
well as in the fields.

The facilitator may use the examples stated in Annex A : Rule 1950 for
Fertilizers and Pesticides.

• Emphasize simple and local examples.

Stressing the importance of the changes that a farmer is able to implement,
whether minor and simple, will encourage them to actualize these changes.
Through this, the principles and concepts of OSH will proliferate to all members
of the community. The application of OSH need not be expensive; instead,
farmers should find means that are readily available.

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• Simultaneously improve the living and working conditions of ARB
households.
This guideline communicates to the farmers the message that the solution to the
daily problems in production lies on how much they can improve their living and
working conditions. A systematic workplace and an organized household will
result to higher quality and quantity of production.

• Gradually perform economical modifications.

The advocacy of modern learning is not always given focus. To answer this need,
a Technical Session on Occupational Safety and Health through Work
Improvement in Neighborhood Development is implemented in the ARCs. This
session makes use of clear guidelines, home and workplace visitations, use of a
checklist, discussions and group presentations, action planning and assistance in
the implementation of practical and low-cost solutions as strategies.

The ‘learning by doing’ strategy is advantageous for many reasons. This gives the
participants the opportunity to initiate the changes that they can continuously
practice on their own. By the time it is completed, the participants would also
have outlined convenient steps leading to positive changes. These steps may be
accomplished by the participants on their own pace, depending on their capacity
and experience.

The facilitator may use the examples stated in Annex B : Job Hazard
Analysis

• Share positive experiences with neighbors.

One valuable way of propagating the OSH principles and reinforce development
is through the conduct of experience sharing sessions among the community
members. This is an important guideline to encourage the inherent capability and
competence of the people for immediate change. By decorous dialogue with
neighbors and the exchange of views and ideas, everyone will learn practical
solutions for the improvement of living and working conditions in the community.

• Exercise cooperation and support one another.

Because of the rich daily experiences, farmers and their families are very
conversant on their situation. The cooperation among farmers is very important in
the achievement of change.

The farmers’ attitude as well as their families’ is important in ensuring their

participation. They should understand the aims of OSH-WIND and the outcome
that it may possibly instigate.

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Third Part : TRAINING ON THE USE OF THE FARMERS’ CHECKLIST

Objectives
After the allotted time, the participants should be able to:
• accomplish the checklist for examining living and working conditions;
• specify good examples gathered from observed households and workplaces;
• enumerate points to be modified encouraging them to implement the necessary
changes.

Materials Needed
• Copies of the checklist (Sample is provided in Part 5 of this Manual.)
• Guidelines on the use of the checklist
• Illustration of a road in cartolina
• Manila paper, four (4) pieces
• Markers, four (4) pieces
• Cut-outs of the following: flowers, cross mark, light bulb
• Overhead projector
• Pen or any writing material
• Transparencies

Strategies Used
• Discussion
• Household and workplace observations
• Small and big group work

Time Allotment
• Not to exceed two (2) hours

Particulars
• Review the checklist and key learning points for study.
• Ensure that a household and workplace has been chosen for the training on the use
of the checklist one week before the scheduled session. Consider the following in
selecting the home and workplace:
o House and workplace is owned by one of the participants;
o Status of the couple is average and representative of other participants’
condition;
o The house and workplace, including the field, is close to the venue of the
Technical Session;
o The family allows all participants to observe their living and working
conditions.
• Orient the volunteer couple on the process of the exercise and discuss their tasks
to:
o answer the inquiries of other participants;
o escort the participants in the observation of their home and workplace; and

14
 o share their insights and experiences in the current arrangement of their
household and workplace and its effect on their health and safety.
• To avoid the participants’ discomfort due to overexposure to sunlight, ensure that
the observation of the household and workplace is finished before lunch time.
Make a vehicle available if the venue is distant to the place of observation.

Content Areas and Instruction/Procedure

1. Orientation on the Use of the Checklist
• Distribute copies of the checklist for each couple.
• Explain the parts of the checklist namely, the living condition inspection and the
working condition inspection.
• Explain the meaning of each item and the manner of checking the items. Instruct
the participants on the training on the use of the farmers’ checklist to be
conducted in the selected household and workplace of one of the participants. The
participants will have to group into two and each will have to assign a leader.
• Each participating couple must observe according to the guide and requisites of
the checklist. They are expected to cooperate in answering each item before
leaving the place of observation.
• If any of the participants lack the capacity to read, a member of the facilitating
team must give assistance.
• Explain to the participants that the right use of the checklist is a primary
requirement in the Program because of the following reasons:
o The training on the use of the checklist is basis for the succeeding discussions,
group work and sharing;
o The checklist is the starting point of the plans to be proposed later in the
Program. The same checklist will be used by the couples for their own homes
and workplaces.
• Give the participants enough time to accomplish the checklist to yield positive
results from the exercise.
• Divide the participants into two groups. The first group should consist of seven
(7) couples and the other group should have eight (8). The first group will observe
the living condition while the second will focus on the working condition. After
the observation and interview with the owners, each couple will accomplish the
checklist. Ensure that each item is answered. The facilitator should avoid giving
his/her own opinion during the exercise.

2. Accomplishment of the Checklist

• Simultaneous examination of living and working conditions.
Using the checklist form, the two groups assigned for observing the living and
working conditions will observe with the owners.
The group assigned to observe the living condition will inspect the home. They
will be accompanied by one of the owners. Simultaneously, the other group
assigned to observe the working condition will proceed to the field and other
facilities for inspection. They will be accompanied by one of the couples as well.
During observation, the participants are free to pose questions.

15
 • Alternative Exercises on the Use of the Checklist
o Interview
Each member will observe based on his/her personal inspection and on the
dialogue with the owner. After the observation, each group will be given
ample time to converse ideas and opinions based on their answers in the
checklist. They will discuss and determine their overall answer which will be
presented in the plenary.
o Focused Group Discussion
The focused group discussion is performed by asking the owner of the house
questions itemized on the checklist. The group will choose a facilitator to ask
the questions and a note-taker. Observation may be done before or after the
group discussion.
o Exchange of exercises
The two groups may exchange tasks if there is enough time to accomplish
them. Each couple will accomplish the checklist based on their observations.
The owner, likewise, will answer the checklist.

3. Group work
After the observation and accomplishment of the checklist, distribute the cut-outs
with illustrations of flower, cross mark and light bulb. Instruct the group with the
following directions:
• Give three situations in the living and working conditions gathered from the
observation that is remarkable and can be exemplified by others. Write the
example on the flower cut-outs.
• Give three points for improvement from the observed living and working
conditions. Write the answer on the cross mark cut-outs.
• Give three suggestions for enhancing the said points for improvement. Write each
suggestion on the light bulb cut-outs provided by the facilitator.
Choose one recorder to take down notes and to give a summary after the discussion.
Choose a speaker to report the activities of the group. Before starting the activity,
explain the following concepts:

Why choose only three examples?

The group will choose three (3) from the list of good examples as priorities in
their implementation of occupational safety and health measured within the
specified time.

Why use the term “points for improvement”?

Based on positive practices, negative terms must be avoided. It is more
appropriate to use the term “points for improvement.” This has a positive
connotation and motivates participants to truly practice and live the principles of
OSH. This will also be their basis in conceptualizing their vision statement.

4. Group report on the results of the exercise

16
 After the observation of the chosen household and rice field, ask the participants to
return to the session venue and start the group reports. Start with the report on the
living condition. Put the drawing of a road on the board. Paste the following while the
group is reporting:
• Cut-out flowers wherein the remarkable aspects are written. These flowers, which
are considered decorations, are to be pasted at the side of the road.
• Cut-out cross marks wherein the “points for improvement” are written. These
cross marks are like road blocks.
• Cut-out light bulbs wherein suggestions are written. These light bulbs will be
pasted beside the road blocks.
The reporting will require the participants’ true opinions regarding the Technical
Session. The facilitator must ensure that the discussion is light and pleasant. Clapping
of hands to show appreciation may be encouraged by the facilitator. They may also
give suggestions when the reporting and discussion becomes dull or irrelevant.
After the group reports, the trainer will give a summary of the discussion by
mentioning the similar answers as well as the unique and distinctive ones. Emphasize
that by this inspection, the health and safety of their families at home and at work are
given focus and attention.

Fourth Part : DISCUSSION ON THE TECHNICAL CONTENT

Objectives
After the allotted time, the participants should be able to:
• view and understand the good examples that will serve as models in the
improvements to be undertaken.

Materials Needed
• Overhead projector
• Transparencies or any prepared visual aid (Use the pictures provided in the fifth
part of this Manual.)

Strategies Used
• Guided Discussion
• Lecturette

Time Allotment
• Not to exceed one (1) hour for each Technical Session

Particulars
• Prepare the visual aids illustrating the good examples gathered that can be
exemplified by the participants.
• Study the pictures carefully for an organized presentation.
• Ensure that the arrangement of the pictures are correct and in order of the
Technical Session.

17
 Content Areas and Instruction/Procedure
1. Lecturette on the Technical Content
• The trainer will discuss the Technical Content focused on the living condition first
and then followed by the Technical Content on the working condition. The
process of discussion is similar in both areas.
• The Technical Session will show good examples that may be imitated. Through
this, the participants will be encouraged to undertake changes using local
examples.
• Inform the participants that the session aims to show and make them understand
the different ways and means of enhancing the family’s living and working
conditions by the use of pictures. These illustrations that may be imitated.
Mention the focus of the discussion as follows:
Living Conditions
o Maintenance of clean and healthy eating and safe drinking water
o Maintenance of clean environment and toilets
o Sustenance of neatness of the household
o Keeping the family members healthy and safe
o Livelihood planning and cooperation with the community
Working Condition
o Care and management of tools and animals for farming
o Use and storage of hazardous chemicals
o Storage and management of harvest
o Health and safety of farmers

In discussing the topic, the trainer must ensure that the visual aids are clear and
recognizable to show the good examples to be imitated. Emphasize that the
imitation of these practices will improve the living and working conditions.
These practices will also increase the level of knowledge and skills of the
farmers in the field of occupational safety and health.

Breaks in between Technical Session are necessary in the OSH-WIND

Program. Breaks must not exceed ten (10) minutes. The participants are
encouraged to rest and get acquainted with their fellow participants during this
time. The distribution of snacks and lunch will be greatly appreciated by the
participants.

• Give the participants the time to assess their own living and working conditions
using the Checklist. Provide each couple with a checklist form to answer before
ending this part. This will be the basis of their action planning. This may also be
done in their homes but with the supervision of the trainer.

Fifth Part : PRESENTATION OF ACTION PLANS

Objectives
After the allotted time, the participants should be able to:

18
 • identify actions that will help in the improvement of their living and working
conditions.

Materials Needed
• Checklist of each couple (If accomplished before the end of the fourth session.)
• Illustrations of plant roots in two (2) different lengths: short and long
• Manila paper, two (2) pieces
• Markers
• Overhead projector
• Transparencies of the action planning forms

Time Allotment
• Not to exceed one (1) hour

Particulars
• Brace the participants’ mindset on the task at hand on planning for goals regarding
the living and working conditions.
• Give each couple a piece of Manila paper and marker for the activity.
• Provide a clear instruction on the planning process.

Content Areas and Instruction/Procedure

Implementation of Changes
The facilitator will provide measures in the improvements to be undertaken in the
household and workplace. The session will also emphasize the important changes that
may already be carried out by some farmers. The couples must choose the improvements
that require simple and low-cost ways and means. This will help them to voluntarily
practice OSH.

Targeting of Goals
1. Present the Action Plan form.

COUPLE’S NAME
ACTION PLANS FOR HEALTH AND SAFETY
SHORT TERM LONG TERM
(3-6 months) (6-12 months)
1. 1.
LIVING
2. 2.
CONDITION
3. 3.

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 1. 1.
WORKING
2. 2.
CONDITION
3. 3.

Emphasize these in the session:

• The OSH-WIND Champions and Paratechnicians will oversee the implementation
of the action plans.
• An OSH-WIND Help Desk is available to provide guidance regarding the
implementation of goals.

2. Each family will outline their goals using the action plan form. Goals must:
• Not exceed three (3) short term activities which can be accomplished within three
(3) months;
• Not exceed three (3) long term activities which can be accomplished in six (6) to
twelve (12) months.

3. Ask the participants to write their goals on cut-outs with the illustration of plant roots
in the following manner:
• Short term goals on the shorter roots
• Long term goals on the longer roots
Collect the output for the summary of the session.

Presentation of Action Plans

Choose three (3) to five (5) participants to present their plans for the critical assessment
of the whole group.
Ensure that a team member is taking notes of the participants’ outputs and comments.

Sixth Part : CLOSING ACTIVITY

Objectives
After the allotted time, the participants should be able to:
• summarize the discussions and their experiences;
• evaluate the session;
• express their acquired awareness; and
• formally close the technical session with the verbalization of their commitment.

Materials Needed
• Closing program
• Collected illustrations of long and short roots with the written short and long term
goals

20
 • Evaluation forms
• Illustration of a house in cartolina
• Illustration of roads with cut-outs of flowers, cross marks and light bulbs used in
part 3 (See sample on the next page)
• Markers, four (4) pieces
• Masking tape
• Metacards with the following words: OSH-WIND; GUIDELINES OF OSH-
WIND; CHECKLIST; TECHNICAL CONTENT; SIMPLE, PRACTICAL AND
LOW-COST WAYS OF IMPROVEMENT

Time Allotment
• Not to exceed one (1) hour

Particulars
• Review the completed process of the whole session for a comprehensive
summary.
• Distribute the evaluation forms for the session.
• Invite some local officials such as the barangay chairman and the health center
coordinator to give closing remarks.

Content Areas and Instruction/Procedure

Summary
1. Paste the used illustration of road with the cut-outs of flowers, cross marks and light
bulbs used during the reporting of the checklist exercise. This will be used by the
facilitator in summarizing the experiences and discussions of the day. This illustration
also shows the OSH-WIND Technical Session process undertaken.

2. Explain to the participants that undertaking improvements in living and working

conditions is like embarking on a journey.
• This morning, we discussed the concept of OSH-WIND and its primary
guidelines. (Paste the OSH-WIND and the GUIDELINES OF OSH-WIND
metacards at the frontier of the road.)
• Then, we went to the home and field of (name of couple). (Paste the illustration
of a house at the side of the road.) In this home, we observed their living and
working conditions. We evaluated these through the use of our checklist. (Paste
the CHECKLIST metacard on the house.)
• Based on our training on the use of the checklist, we had the opportunity to
identify:
o Good examples that may be imitated by others (Point at the flowers pasted at
the side of the road.); and,
o “Points for improvement” in our living and working conditions as well as
suggestions and solutions to change the said points. (Point at the cross
marks and light bulbs pasted.)
• After our training on the use of the checklist, we discussed the technical
content regarding our living and working conditions. We emphasized that the

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 changes we will undertake must be simple, practical and low-cost like those
done by other farmers. (Paste the metacards TECHNICAL CONTENT and
SIMPLE, PRACTICAL AND LOW-COST WAYS OF IMPROVEMENT.)
• So we can prove our acquired awareness, we allotted time for outlining our own
plans for improving our own living and working conditions. (Paste the short
and long plant roots with the written short and long term goals at the bottom of
large tree illustrations).
Finish the summary by emphasizing the expected advantages and benefits of the
OSH-WIND Program in improving one’s living and working conditions as well as the
community’s. (Point at the fruits of the large prolific trees as symbols of the expected
fruits of OSH-WIND.)

Evaluation of the Program

There are different ways to evaluate. One way is by gathering feedback from the
participants after every topic discussed. Another way is by asking the participants of the
things they have learned or by allowing them to freely express the clear points they
understood as well as the vague points that need more explanation. The manner of
evaluation is insignificant as long as its conduct is ensured after every topic or after the
whole session. This is important so that the training-facilitating team will know if the
participants understand the topics and how these will help them. The following questions
are frequently asked to the participants:
• Did the topics validate any concept, idea or skill that you already know? What are
these?
• What new knowledge and skills did you learn?
• Did the topics oppose any concept, idea or skill that you already know/believe?
What are these?
• What did you feel after the discussion of the topic? Do you have any questions in
mind?
In conducting the evaluation after the whole program, attention must also be given on the
instructional strategies/methodology, speakers, content, cooperation of the participants,
venue and knowledge and skills acquired. The participants may assess their own strengths
and weaknesses. In the end, it is expected that significant suggestions may be presented
by the participants.

At this point, the training-facilitating team may already identify a potential

Paractechnician. They will note this; deliberate his/her output in the exercises and
schedule a separate meeting with him/her.

CLOSING PROGRAM

Make the closing program as simple as possible. Select participants to give brief impressions
regarding their experience. Distribute the certificates of completion of the exercise. The session

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may be ended by a closing remark from a representative of the local government. It may also be
conducted in the following ways:

1. Song with a theme of cooperation or progress

The group will think of a theme song which they will sing before leaving for their own
homes. During their choral singing, they will hold hands as a sign of unity and
cooperation in implementing their action plans in accordance to OSH principles.

2. Signing of a joint contract committing allegiance to the program

The trainer may draft a “pledge of commitment” in a large white cloth. Participants will
read this and will be asked if they approve of the statement. Upon agreement, the
facilitator distributes markers and they will all sign on the said cloth. The cloth will be
posted in their Help Desk area and will serve as a reminder for them.

3. Mural making
In a Manila paper or cartolina, the participants will all together sketch their own vision of
the community that successfully practices the principles of OSH.

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