Community Needs
10 Grade 10 Community Service Learning questions on Community Needs, with worked marking schemes. 10 questions are available on this topic in full.
Question 1
3 marksDescribe three methods a Grade 10 group could use to gather information during a community needs assessment.
(3 marks)
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1 markA group wants to establish what the most pressing need is in the village next to their school. Which method will give them the most reliable picture?
A. Adopting the list of needs identified by last year's Grade 10 group
B. Listing what the group members themselves think the village lacks, since they pass through it daily
C. Choosing the need that will be the easiest and cheapest for them to address
D. Holding discussions with residents, village elders and the chief, and observing the area themselves
(1 mark)
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3 marksExplain three reasons why a community should be involved in identifying its own needs rather than having outsiders decide for it.
(3 marks)
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1 markDuring a needs assessment in a fishing community along Lake Victoria, the learners interview only the boat owners at the beach. What is the main weakness of this approach?
A. The findings will not represent women, youth and other groups whose needs may differ
B. Boat owners are not usually permanent residents of the community
C. Interviews take much longer to conduct than written questionnaires
D. Boat owners are unlikely to tell the truth about conditions in their own community
(1 mark)
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4 marksOutline four factors a CSL group should consider when prioritising which community need to address.
(4 marks)
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4 marksGive four reasons why two communities in the same sub-county may have very different priority needs.
(4 marks)
Marking scheme
1 mark per valid reason, maximum 4. (i) Differences in physical environment and climate — a dry area may prioritise water while a wetter area prioritises drainage or soil erosion control. (ii) Differences in economic activity — a fishing community, a tea-growing community and a trading centre face different problems. (iii) Differences in available infrastructure and services — one may already have a health centre, piped water or electricity while the other does not. (iv) Differences in population make-up — a community with many young people may prioritise youth unemployment or sports facilities. (v) Differences in past interventions by the national government, the county or non-governmental organisations. (vi) Cultural differences and the different value placed on particular services. Accept any four.
Question 7
1 markIn a community needs assessment, what is meant by a community's assets?
A. The problems that the community has so far failed to solve on its own
B. The resources, skills, groups and facilities the community already has that can be used to meet a need
C. The money the community expects to receive from the county government
D. The land and buildings owned by the wealthiest households in the community
(1 mark)
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2 marksState what is meant by a community need.
(2 marks)
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1 markA trading centre in a semi-arid part of Kitui reports these problems: no reliable water in the dry season, litter around the market, poor mobile network, and unemployment among school leavers. A Grade 10 CSL group has one term, a small budget and no technical equipment. Which need is the most appropriate for this group to take on as their own project?
A. The litter around the market, because it harms the traders' health and is within the group's capacity
B. Unemployment, because it affects the most people over the longest time
C. The mobile network, because better communication would improve business for everyone
D. The dry-season water shortage, because water is the most basic human need
(1 mark)
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5 marksA Grade 10 group finds that households in a village near their school lose many maize cobs to poor storage after harvest. Suggest three practical actions the group could take under CSL to address this need, and state two ways they would know that their project had succeeded.
(5 marks)
Marking scheme
Award 1 mark for each practical action, maximum 3. Examples: (i) Organise a demonstration, with an agricultural extension officer, on drying maize properly before storage. (ii) Help households build or improve raised, ventilated cribs using locally available materials. (iii) Prepare posters or hold a baraza talk on safe use of storage chemicals and on airtight storage bags. (iv) Help clean and treat existing stores before the harvest is put in. (v) Link the households to a local agrovet or cooperative that supplies suitable storage bags. Award 1 mark for each measurable indicator of success, maximum 2. Examples: a fall in the quantity of spoilt or weevil-damaged maize reported by households compared with the previous season; the number of households that adopt the improved storage method; follow-up visits showing the cribs still in use at the end of the term. An indicator must be observable or countable to earn its mark.
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