level of importance for terrestrial and inland water areas (Ong, P.S. et. al., 2002). It is also the .... making such as bag, banig, and bayong weaving made from pandan and buri. The province is .... financial support for rehabilitation and improvements. ...... Integrative and Development Studies, and Foundation for the Philippine.
ISBN 978-971-94317-8-7
Publication by: Research, Extension and Training Office Romblon State University Odiongan, Romblon 5505 Philippines Website: www.rsu.edu.ph
Suggested Citation: Lucidos, J.G. (2015). Tûb-oy: Building self-reliant communities for Romblomanons. Romblon, Philippines: Romblon State University. 39pp.
All rights reserved, except for educational purposes with no commercial interests. No part of this publication may be reproduced without prior permission from the Office of Research, Extension and Training, Romblon State University.
Design and Layout: Dennis M. Salvador
TÛB-OY “Building Self-Reliant Communities for Romblomanons”
Juniel Galido Lucidos, MSA
2015
ACKNOWLEDGEMENTS The completion of this Re-entry Action Plan (REAP) on the extension agenda of Romblon State University (RSU) would not be realized without the collective efforts of different people. First and foremost, the author would like to thank Dr. Arnulfo F. De Luna, President of the Romblon State University, for recommending and endorsing him to the Development Academy of the Philippines to be part of the Flagship Course on the Management of Extension Services in SUCs. He is thankful for the support and insights while conceptualizing and developing the University Extension Agenda. He especially acknowledges Dr. Arthur R. Ylagan, Vice President for Research, Extension and Training (RET) Office and the rest of the team for providing and collecting the necessary data needed for the formulation of the extension agenda; the extension coordinators of the colleges and campuses, for actively participating and sharing their expertise in the workshop on assessing the extension environment in the University. A special thanks to Dr. Borromeo B. Motin for suggesting the use of Tûboy philosophy as a guiding principle of the extension agenda of RSU and for all the bright ideas and suggestions in order to improve the extension agenda. He owes Prof. Jonas Soriano, the author’s mentor, for giving direction to this re-entry and action plan. The author personally admires the wisdom and knowledge shared by Dr. Maria Corazon Tapang-Lopez who comprehensively summarized the course learnings and outputs through the EDPS Extension Framework; to Sir Bobs, Sir Ed, and Father Jovic for all the ideas and insights they shared to help craft the University’s extension agenda. He is also thankful to the members of the Development Academy of the Philippines Course Management Team for developing this one of a kind executive development program specifically for SUC extension managers and for inviting knowledgeable and competent resource speakers for all the sessions. The classmates in the flagship course have been very supportive. He would like to express his heartfelt gratefulness for the knowledge and ideas shared to him being the youngest in the class and in the university extension service. He personally appreciated the friendship developed in the whole duration of the course. Through this Re-entry Action Plan, may the University be closer to the community and contribute to the national development, in general.
MESSAGE FROM THE OFFICE OF THE GOVERNOR Province of Romblon
One of the primary objectives of extension programs that Romblon State University is attaining its vision for beneficiaries to be self-reliant in their livelihood activities, after they have been trained in their respective fields of interest. Tûb-oy: Building Self-Reliant Communities for Romblon will surely revolutionize the communities into achieving a defined goal that would build better communities were people are actively engaged in activities that give them fulfillment of their dream which is sustainable development. As communities grow, there is a corresponding demand for more progressive development programs that would address emerging economic concerns of people in these times of global crises. Tûb-oy is a timely program for a developing community like ours. The provincial government is ready to support this advocacy.
EDUARDO C. FIRMALO, MD Governor
MESSAGE FROM THE OFFICE OF THE UNIVERSITY PRESIDENT
I would like to offer my warmest felicitations to the University’s Office of Research, Extension and Training for coming up with the RSU’s Action Plan and Projects (APP), Tûb-oy: Building Self-Reliant Communities for Romblon. I commend your Office for your firm and steadfast commitment to provide our dear Institution strong emphases on areas of innovation and technology, arts and culture as well as on scientific research and development. This is a strong manifestation of your full support to the University’s pledge to promoting research culture and generating new ideas as we continue to achieve and maintain competitiveness in a knowledge-based economy. Congratulations! GOD speed!
ARNULFO F. DE LUNA, Ph. D. SUC President II
ABSTRACT This is the plan and extension agenda of Romblon State University following the guiding principle of tûb-oy, a local term for self-help and empowerment through capability building. The development and formulation of this university extension agenda had undergone series of workshops among extension coordinators from colleges and campuses. Consultation meetings with different stakeholders were also conducted to have a unified approach in contributing to provincial development. The University Extension Agenda was developed in response to the call for national development, poverty reduction and empowerment of the poor, climate change adaptation, and gender equality. The Romblon State University will focus its extension services in agricultural development, marine conservation and fishery, environment and eco-tourism. The University Extension Center (UEC) is also advocating the engendering of all extension efforts of the University to provide genderequal services for the communities. In implementing the agenda, participatory project development management and collaborative and integrated approach will be applied in up-scaling the plans. Tûb-oy will be the heart and soul of Romblon State University in bringing the University closer and part of the community.
EXECUTIVE SUMMARY
The extension agenda of Romblon State University called “Tûb-oy” provides a holistic and integrated guide in providing quality extension services to the community. It was formulated based on the vision, mission, mandate, thrusts, and objectives of the University considering the plans and goals of the Commission on Higher Education (CHED) and the Public Higher Education Reform (PHER) Roadmap. The agenda was formulated from the general mandate of the university which states that “the University shall primarily provide advanced education, higher technological and professional instruction and training in agriculture and fishery, forestry, science and technology, education, arts and sciences and other relevant fields of study. It shall also undertake research and extension services.” The university extension agenda embodies the philosophy of “tûb-oy”, a local term for self-help, helping others to help themselves, and empowerment through capability building. It will mainly focus on sustainable development, poverty reduction and empowerment of the poor, and gender equality. The priority areas based internal and external environment assessments are agricultural development, marine conservation and fishery, environment and eco-tourism, and the incorporation of gender and development across the different thematic areas. The university has strong advocacy on engendering all of the extension services to build a gender responsive and self- reliant communities through training and livelihood programs, technical assistance and advisory services, communication and information services, community extension services, technology transfer, utilization and commercialization, and other programs such as advocacy and disaster response programs. The university extension services will focus on fisherfolks and their families, farmers and their families, the indigenous people communities, and women. This will be the concrete plan and agenda of Romblon State University (RSU) in bringing the Institution closer and part of the community.
TABLE OF CONTENTS Chapter I. Introduction
1
Chapter II. The Environment of Extension Program
3
A. External Environment Assessment B. Internal Environment Assessment C. SWOT Analysis Summary Chapter III. SUC Extension Agenda Formulation A. B. C. D. E.
Articulation of the EDPS Extension Framework Extension Agenda Thematic Areas Vision and Mission for RSU Extension Services Objectives, Key Result Areas and Performance Measures RSU Extension Agenda Strategic Formulation
Chapter IV. Implementation Plan A. B. C. D.
Development of Extension Programs and Projects Convergence in Community Development Capability Building Conduct of Extension Research
3 8 15 17 17 20 24 25 26 28 28 29 29 29
Chapter V. Personal Reflection and Learning Experiences
30
Appendix A Extension Service and Action Plan (2014 – 2016) Appendix B College and Campus Extension Activities (2013)
31 31
References
33
Introduction
Chapter I
Romblon State University History The Romblon State University started as an intermediate farm school established in June 1915 which was called as Odiongan Farm School with 113 local pupils trained in agricultural arts so as to attain food sufficiency in the islands of Romblon, which was then a sub-province of Capiz. In June 1916, it offered secondary course in farming for boys and housekeeping for girls (RSU Annual Report, 2010). In 1929, the Odiongan Farm School was converted to Odiongan Rural High School offering complete secondary training courses. In 1947, it was changed to Odiongan High School and then in 1956, it was converted into Odiongan National Agricultural School by virtue of Republic Act No. 1381 offering a complete secondary vocational agricultural curriculum. The status remained for some time until the name was changed to Romblon National Agricultural School under General Appropriation Act of 1958. In 1962, the then Congressman Jose D. Moreno authored Republic Act No. 4286 converting the school into Romblon National Agricultural College. In 1969, it was changed to Romblon Agricultural College, and in 1983 by virtue of Batas Pambasa Blg. 393 signed by President Ferdinand Marcos converting Romblon Agricultural College to Romblon State College (RSU Annual Report, 2010). Finally, in 2009 it became Romblon State University by virtue of Republic Act No. 9721 integrating satellite campuses in the municipalities of San Fernando and Cajidiocan in Sibuyan Island; San Agustin, Calatrava, San Andres, Santa Fe and Santa Maria in Tablas Island; and Romblon in Romblon Island (RSU Annual Report, 2010). These satellite campuses, except for the campuses in San Fernando and Romblon, were former Romblon College of Fisheries and Forestry (RCFF) which brought comparative advantage in fishery courses. For now, RSU is offering courses on agriculture, fishery, education, engineering, business and accountancy, hotel and restaurant management, information technology, criminology, biology, public administration, political science and other vocational courses. The mandate of the Romblon State University is anchored on national development including the Commission on Higher Education’s vision and mission and guided by the goals stipulated in the Public Higher Education Reform Roadmap to significantly contribute to the urgent tasks of alleviating poverty, hastening the pace of innovations, creating new knowledge and functional skills, and increasing the productivity of the workplace and the dynamism of communities (CHED, 2012). The
RSU aims to “provide advanced education, higher technological, professional instruction and training in agriculture and fishery, forestry, science and technology, education, arts and sciences, and other relevant fields of study and to undertake research and extension services” (RA No. 9721, Sec. 2, 2009). As a lone University, relative to its mandate, RSU has vital roles in the development and progress not only in the province of Romblon, but also in the development of the MIMAROPA region and the country in general.
University Extension Agenda In response to the call for national development, poverty reduction and empowerment of the poor, climate change adaptation and gender equality, the Romblon State University developed a holistic and integrated approach in alleviating poverty and building gender responsive and self-reliant communities for Romblomanons. The University, together with the different key players, identified and crafted a possible approach on how to contribute for provincial development. The university extension agenda embodies the philosophy of “tûb-oy”, a local term for self-help, helping others to help themselves, and empowerment though capability building. The priority areas based internal and external environment assessments are agricultural development, marine conservation and fishery, environment and eco-tourism, and the incorporation of gender and development across the different thematic areas. The University has strong advocacy on engendering all of the extension services to build a gender responsive and self- reliant communities through training and livelihood programs, technical assistance and advisory services, communication and information services, community extension services, technology transfer, utilization and commercialization, and other programs such as advocacy and disaster response programs. The university extension services will focus on fisherfolks and their families, farmers and their families, the indigenous people communities, and women.
The Environment of Extension Program Chapter 2
A. External Environment Assessment Geographical Condition The Romblon province is popularly known as the “marble capital” of the Philippines. It is a cluster of 20 islands situated at the center of the Philippine Archipelago. It lies on the Sibuyan Sea between the islands of Masbate on the East, Mindoro to the West, Marinduque to the North and Panay to the South. It is approximately 187 nautical miles from Manila and it is accessible only by sea transportation except for Tablas where a domestic airport is located in the municipality of Alcantara.
Figure 1. Map of the province of Romblon
It has seventeen municipalities distributed in three major islands and seventeen small islands with a total of 219 barangays. Nine municipalities are located in Tablas, three are in Sibuyan Island and the other five are island municipalities of Romblon, Banton, Concepcion, Corcuera and San Jose. Tablas Island plays an important role in the province’s development because it is the center of province’s business and trade. It used to be a well-wooded island at the turn of the nineteenth century, but now, it is one of the biodiversity conservation priority areas in the Philippines (Ong, 2002). It is also identified as a priority area for conservation and research for arthropods, classified extremely high for amphibians and reptiles, extremely high for marine, very high for birds and very high biological level of importance for terrestrial and inland water areas (Ong, P.S. et. al., 2002). It is also the home of the Tablas Drongo (Dicrurus menagei) that according to reports in 1997 and 1998, respectively, were considered extinct (del Hoyo, Elliott, & Christie, 2009; Allen, 2006). The Romblon province has a total land area of approximately 135,590 hectares and municipal water area of approximately 646,809 hectares. A total of 92 thousand hectares land or about 69 percent is non-forest area which is utilized for human settlements, agricultural lands, pasture and grasslands, and others. On the other hand, 32 percent of the total land area of 135,590 hectares is classified as forest land (OPAg, 2012). This proportion of land use is threatening to the existence of globally significant and critically endangered biodiversity species.
Economic Condition of Romblon Based on the Millennium Development Goals (MDG) Status Report (2010), Romblon ranked 10th in the list of the poorest provinces in the Philippines in 2000 but in 2003 and 2006 it had improved to rank 25th among the 81 provinces of the country. In 2007, records of the National Statistical Office revealed that the population of Romblon has reached a total of 279,774 persons with an average population density per km2 of 203. The highest density was obtained by Corcuera of 525 persons/km2 while the least was obtained by San Fernando with only 110 persons/km2. The estimated population in 2013 which computed from 2007 NSO report of the province’s annual increase of 0.78% is about 293,125 and projected to reach 300,038 by 2016 (OPAg 2012). The NSO Labor Force Survey in 2001 and 2002, respectively, showed that the agriculture sector employed the largest bulk of working personnel in Romblon with 48.6 percent while the service and industry sectors had only 36.2 percent. The province of Romblon is known for its marble industry, but in reality, it relied primarily on its agricultural-based economy with productive farmlands stretching from north to south (OPAg 2012).
The province of Romblon is a third class province while the seventeen municipalities are classified as follows: Odiongan and Romblon have the highest classification, second and third class respectively; Cajidiocan, Looc, San Agustin and San Fernando, fourth class; Alcantara, Calatrava, Corcuera, Magdiwang, San Andres, Santa Fe and Santa Maria, fifth class; Concepcion, Ferrol and San Jose, sixth class – the lowest classification. The proportion of population below poverty threshold is 68% and more than half (55.68%) of the population are living below food threshold (MDG Report, 2010). The MDG Status report (2010) also noted that the underlying cause of widespread poverty in the province is due to low economic returns, despite of the high rate of employment because majority of the people are marginal farmers and fishermen with very little income from traditional farming and fishing. However, the proportion of population experiencing food shortage is just 3.02%, due to the fact that Romblon is blessed with abundant natural resources. Food can be gathered in the forest, in the rivers and in the vast surrounding seas.
Agriculture Resources Generally, the terrain of the whole province is mountainous and colored green the whole year round but it imports food from neighboring islands. About half of rice consumption is imported from Mindoro, Masbate and Capiz islands while poultry meat, vegetables and fruits are supplied mostly by Luzon (Provincial Profile, 2012). Ironically, the province’s major sources of livelihood are agriculture, fishery and forestry. Besides the marble industry, the vegetation of the province is also suited for agricultural crops. The island economy is agricultural-based with vast productive farmlands stretching from North to South. The fertile soil nurtures varied agricultural crops like coconut, rice, corn, bananas, rootcrops, fruit trees, vines and many others. Due to the increase of demands, farmers have engaged in crop production and intensified planting of various crops. Many upland farmers integrate rice production with the planting of corn, mongo, peanut and vegetables (OPAg, 2012).
Fishery Resources Aside from marble industry, agriculture and forestry, Romblon is also known for fisheries due to its archipelagic condition. Fishing is one of the major industries, second to coconut production. It lies on a migratory path of fishes from Sulu and Visayan Seas passing the Tablas Strait, Sibuyan Sea and Romblon Pass (Provincial Profile 2012). But fisher folks have observed continuing decline of catch since 1960’s due to excessive and destructive fishing methods introduced in 1970s (Amar et al., 2013) and the increasing pressure for food proportionate to constant growing population. Conservation efforts had been initiated in each municipality by establishing marine protected areas (MPAs) and by maintaining fish sanctuaries. In support to the
said efforts, each Local Government Unit (LGU) had passed ordinances protecting municipal fishing grounds and fishery resources. Included in the stipulation of aforementioned laws are the prohibitions of destructive activities such as use of compressor, dynamite and other obnoxious substances in fishing and in collecting fishery resources (Amar, et al. 2013). Unfortunately, most of these MPAs are technically “on paper” or “for compliance” of the Republic Act No. 8550. Assessment of MPAs in Tablas Island revealed that the “lack of ownership and collaborations of communities” are among the primary reasons why maintenance of MPAs had generally failed (Amar, et al. 2013). Research also found out that the participation of stakeholders is a very important factor in ensuring and nurturing ownership and collaboration of community members. Stakeholders should be involved starting from site selection, formation and training of Bantay-dagat members, operation, maintenance and implementation of plan and activities and evaluation (Amar, et. al. 2013). Out of the eight municipalities in Tablas, only the municipality of Looc was characterized as successful in the implementation and maintenance of MPA. Their experiences are noteworthy to be documented as best practices.
Environmental Condition
1. Biodiversity The Philippines has been Figure 2. Verde Island Passage Map recognized as one of the world’s megabiodiversity centers for terrestrial and near-shore marine fish fauna as well as a hotspot (Alcala, et al., 2006). The province of Romblon has been blessed with abundant natural resources, yet has difficulty harnessing its development due to limiting factors, such as: being dispersed and archipelagic in nature with erratic weather conditions, complacent attitude Source: of people, governed by politically http://www.conservation.org/resources/maps/Pages/verde_island_passage_map.as motivated development agenda, limited px expertise of faculty to conduct experiments and to utilize resources; and lack of academe-industry-community collaboration, institutional linkages and administrative support, cooperation among stakeholders, laboratory facilities, and overloaded teaching assignments, among others. The province of Romblon harbors very rich biological resources both in marine and in terrestrial. For instance, the islands of
Concepcion, Banton, and Corcuera along with the portion of Batangas, Mindoro Occidental, Mindoro Oriental, Quezon and Marinduque are parts of Verde Island Passage which was declared as the world’s “center of the center of marine shore fish biodiversity (Carpenter & Springer, 2005). Figures 2 shows the location of Verde Island Passage. The crescent-shape Sibuyan Island was declared as Key Biodiversity Area due to its unique set of species of plants and animals (Heaney & Regalado, 1998) and one of the world’s highest rate of endemism and biodiversity in which some 54 species of trees are found nowhere else in the world (Goodland & Wicks, 2008). The extensive fishing and use of destructive fishing methods, such as: dynamite, electrocution and poisoning are among the major threats to the marine resources. Mining operation in a vulnerable and biodiversity rich island like Sibuyan jeopardizes not only the life of rare and endangered species, but also the life of future generations. Based on the data of Department of Environment and Natural Resources (DENR), the province has watersheds and protected areas such as Mt. Guiting-Guiting Natural Park, CALSANAG Protected Area Landscape, and the Ipil Watershed rich in different flora and fauna. 2. Eco-Tourism In addition to erratic conservation efforts is the problem of sustainability. The provincial plan to develop tourism industry is hoped to open economic opportunities and to use such as mechanism to sustain the conservation efforts. Romblon is designing to be a catchment of tourist from world known Boracay Island and nearby tourist destination provinces. The twenty islands and islets of Romblon are endowed with exotic blend of sun, sea and forest. Its white beaches, secret coves and serene islets, waterfalls, historic sites, old churches and caves have inherent beauty of its kind. Some of the serene beaches in the province are the Aglicay White Sand Beach, Tablas Fun Resort, Paksi Cove, Binukot Beach, and many more. The Mt. GuitingGuiting Natural Park in Sibuyan Island is a good site for mountain climbing due to its majestic peaks and diversity of plants, endemic and endangered flora and fauna species, rare and vulnerable birds, mammals and reptiles. Unknown to the community, is the newly discovered “blue hole” located in Brgy. Cawayan, San Agustin which is believed to be harboring unique diversity. The possible areas for eco-tourism identified by the Department of Environment and Natural Resources (DENR) are the trail from barangay Tampayan, Magdiwang to the Camp Site (Mayo’s Peak), trail from sitio Olango, Espana, San Fernando to Summit of Mt. Guiting Guiting, Cantingas River, Verio cave, Mangrove Sanctuary in Corcuera and many more. This discovery opens opportunities and challenges to local and international scientists to explore. In addition to its natural beauty, the entire province is also noted for peaceful and friendly people which could be a comparative advantage in attracting tourists.
Local Opportunities and Industries Aside from the marble industry, the province has potentials on fish and seaweed production wherein the province is currently second to Palawan in terms of seaweeds culture in the MIMAROPA region. Other industry is native handicrafts making such as bag, banig, and bayong weaving made from pandan and buri. The province is also near the island of Boracay which is a potential market of the products of Romblon. Recently, the 2Go Travels opened the route from Manila-to-Romblon-toCebu and vice versa offering wide opportunities for the province to trade the products to other provinces in the Visayas. It is also surrounded with undiscovered beautiful beaches and coves that are potential for eco-tourism. The whole province is also a big laboratory on biodiversity both in marine and terrestrial sites.
National Opportunities The University Extension Council has established linkages with national agencies as far as extension services are concerned. Extension research collaborations can be utilized and can be intensified with Philippine Rice Research Institute, National Coffee Research and Development Center, Bureau of Fisheries and Aquatic Resources, Asian Institute of Tourism, and other national agencies and established universities.
B. Internal Environment Assessment The internal analysis of the environment inside the University will also help in developing quality extension services catering for the needs of the stakeholders and different target communities. This part will evaluate the University’s mandate and current capabilities including manpower, the facilities, and the management. The University will also take the lead in advocating gender equality in every sector in the province as provided for in Republic Act. No 9710 or the Magna Carta of Women recognizing the role of women in nation building and ensures the substantive equality of women and men (Magna Carta of Women, 2010). The university extension office in close partnership with the gender and development office will develop and implement gender responsive extension programs.
University Manpower 1. Faculty Composition Of the nine campuses Figure 3. Faculty Composition located in the three islands in the province of Romblon, the main campus in Odiongan has the highest number of faculty consisting 59% out of 180 members. The main campus is composed of seven colleges and institutes. It is followed by San Fernando campus in Sibuyan Island with 15% and San Agustin campus in Tablas Island, 8%. The Romblon campus, has the biggest number of students but has only 2% or three regular faculty members. Figure 3 indicates the details of faculty composition. Tables 1 and 2 indicate the number of regular faculty, number of programs offered per college/campus and the corresponding number of students in the last three academic years. Table 1 shows the data of main campus which consists of the following details: Out of seven colleges and institutes, the Institute of Public Safety, the youngest unit, in four years of existence, has the least number with four regular faculty members followed by each of the following: Institute of Information Technology (IIT), College of Engineering and Technology (CET), College of Arts and Sciences (CAS), College of Business and Accountancy (CBA), College of Agriculture, Fishery and Forestry (CAFF) and College of Education (CED) with 21 faculty members. In terms of the number of programs, the College of Engineering has the highest number of course offerings, followed by CAS and CBA with 4 and 3 programs, respectively. These data revealed that the conduct of research is very difficult particularly to those who belong in colleges with several course offerings and major fields due to overloaded teaching assignments, academic and extra-curricular activities.
Table 1. Number of Regular Faculty and Programs Offered per College College CAFF CAS CBA CE CED IIT ICJE Total
Regular Faculty 19 14 16 12 21 9 4 95
Programs Offered 2 4 3 7 2 2 1 21
AY 2010-11
AY 2011-12
AY 2012- 13
159 716 781 747 569 696 NA 3,668
195 505 740 833 661 560 340 3,834
160 517 774 846 663 573 367 3,900
2. Distribution of Faculty The situation in satellite campuses is worse than any college in the main campus, except in San Fernando. The number of regular faculty is ranging from four to eleven members. The Romblon campus has only five regular faculty members, but has the highest number of programs and consistently has the highest number of students. Satellite campuses like San Andres, Santa Maria, Cajidiocan and Santa Fe have practically shared same situation to Romblon Campus with three and four course offerings. Among the lesser ones, the campuses in San Agustin and Calatrava are considered tolerable offering four courses handled by 10 and 11 regular faculty members, respectively. Part-time faculty are hired to fill up the gaps particularly to campuses with bigger number of enrollees but to those who have lesser number of students, the subjects are distributed among themselves who undeniably are suffering the quality of instruction and well-being of faculty. Table 2. Number of Regular Faculty and Programs Offered per Campus Campus Calatrava San Andres San Agustin Santa Fe Santa Maria Cajidiocan San Fernando Romblon Total
Regular Faculty 11 4 10 6 4 5 32 5 77
Programs Offered 4 3 4 4 3 3 4 5 30
SY-2010-11
SY 2011-12
SY 2012-13
188 163 225 114 133 414 642 784 2,663
188 149 231 120 134 515 826 877 3,040
147 197 291 157 230 669 1,009 1,143 3,843
Despite of the limitations, faculty from different campuses are trying their best to bring the university closer to the community through their individual and personal understanding of extension services.
3. Age of Faculty Innovative strategies will be developed by turning the weaknesses into strengths. Human resource is the most important factor that the management of the University must prioritize and develop. Among weaknesses that deter the delivery of quality extension services are the growing numbers of retireable faculty. Figure 4 shows the age of faculty members in the main campus which are grouped into five-year difference.
Figure 4. Age of Faculty
The highest number of faculty members belongs to the middle aged group, 4650 with 18% followed by 51-55 with 17%; 41-45 and 31-35 with 13%, respectively; 5660 and 36-40 with 12%, respectively; 61-65, 8% and 26-30, 7%. In the next ten years, about 20% of senior faculty will be retiring or about 8% in the next five years. On the other hand, about the same number of faculty belongs to trainable age group, 26 to 35 years old. And about 43% of faculty members belong to middle age and productive brackets: 36-40, 41-45, 46-50 who have good potentials if they are properly tapped, trained and morally uplifted. Training of younger faculty will be conducted to develop them into second line leaders and lead faculty-extension managers.
4. Length of Service of Faculty Figure 4 contains information of the length of service of faculty members in the University. Only one percent belongs to age bracket 31-up while three percent of faculty members belong to bracket 26-30 years of service and 27% for 21-25 years. The data show that most of the faculty members have been in the Institution for a long time and have little work experiences or no experience at all outside the University. This means that the probability of in-breeding is very high and innovation
subsequently, is low due to limited Figure 4. Length of Service exposure outside of their realm. It is also expected that resistance to change by majority of faculty members 26-30 31-up is also high. This explains why most of 1% 3% 21-25 0-5 27% the faculty members are passive to 16% conduct extension service and lack the 6-10 interest because they have been in the 20% 16-20 business of teaching for a long time 15% and it seems alright – able to master their craft and survive. Some 11-15 articulated that they are no longer 18% interested to do extension works because they are about to retire. The university extension center will capacitate and expose the faculty to universities with mature and quality extension programs in order for them to duplicate in Romblon State University. The UEC will also encourage the faculty and employees to imbibe the culture of service and volunteerism in community development efforts of the university.
University Facilities The nine campuses of Romblon State University that are strategically located in the three major islands of the province have good research facilities and experimental stations that can produce quality research outputs which can be utilized by the UEC and be transferred to the community. The main campus in Odiongan has about 18 ha agricultural, forest and inland fishery while the campuses in San Andres, Calatrava, San Agustin, Santa Maria and Santa Fe are potential for marine and inland fishery studies. The campuses in Sibuyan Island are good for biodiversity, forestry and related studies and business and trade for Romblon campus. But in terms of equipment and laboratory facilities, the nine campuses need financial support for rehabilitation and improvements. Laboratory and experimental stations can be established through collaborative efforts of different government and funding agencies. The buildings are dilapidated and no internet connectivity, except in the main campus in Odiongan, but it is very slow. Books and other references are also outdated; and so, it needs to subscribe in remote and on-line database and journals. Computers or laptops are very limited to be used in documentation and production of reports, journals and research and development outputs. Office and laboratory supplies are also limited, inappropriate, sometimes defective and substandard. No convenient training rooms particularly at the campuses can be used for sharing of information and transfer of knowledge to students and communities for extension service purposes.
Institutional Supports The institutional support to provide quality extension services to the communities is a very important factor and a determinant of extension accomplishments. It facilitates the undertaking of extension programs/projects and it encourages faculty members to get out of their comfort zones. Since its conversion into a University in 2009, same in research, the appreciation of faculty and employees in extension had just started and stirred up. The approval of the Board of Regents of the Extension Operation Manual and the Research Operation Manual opens opportunities for faculty to undertake extension programs/projects. It provides guidelines and incentives including deloading teachers of teaching assignments and other administrative functions. The mandate and functions of the Research, Extension and Training (RET) office was defined, recognized and respected as clearing house rather than report mill of “sugar-coated” extension outputs. Institutional budgetary allotment for research and extension activities to colleges and campuses is announced and promoted. Series of trainings, workshops and seminars had been conducted to enhance the technical capability to write and to develop extension project proposals for institutional and external funding. The faculty are also encouraged to make an extension cum research projects and present them to conferences. The administration is also supportive in any membership to extension associations such as the Philippine Extension and Advisory Services Network (PhilEASNet), Philippine Association of Extension Program Implementors (PAEPI), and the newly organized SUC Extension Managers Network Incorporated. This is to open and to widen the linkage opportunities as far as extension services are concerned. However, these developments are just a fraction of the desired institutional supports needed to fully implement and to achieve the desired targets of extension outputs and the expected service delivery of an academic institution to the 21 st century society. Bureaucracy was developed and designed for effective, efficient, relevant, professional and impersonal delivery of equal services; but in actual practice in Romblon State University, a throat choking and personalized policy was intermittently imposed. Other administrative issues that hinder the development of extension culture are as follows: a) very slow bidding and award process in purchasing supplies and equipment necessary for the conduct of research and extension; b) insufficient incentives to reward faculty conducting extension; c) lack of institutional linkages to undertake collaborative extension efforts; d) no provision for hiring regular extension specialist to support faculty who also are tasked to do extension services in addition to teaching and administrative functions.
University Management Generally, supports to extension is explicitly expressed by the President down to faculty members; however, just like any other government agency in the Philippines,
it is different in a day-to-day activities. All campuses have to operate in limited resources and the release of proposal-based budgetary allotment is through firstcome-first-serve basis. The efforts to fulfill the mandate of the University have been made but hampered by numerous limitations needed to be addressed in order to attain the desired targets, such as the following: a) no clear college/institute/campus extension agenda where their limited resources could be focused, b) presence of small and dispersed campuses offering the same program with very limited resources and consequently distributing faculty members thinly from 4 to 31 members resulting to overload teaching assignment and several administrative functions, c) improper distribution of teaching loads to good teachers with potentials to conduct quality extension programs being tied-up and the former handling more than the required maximum load while others are under load, d) inappropriate merit for NBS points where some faculty are promoted even without extension demoralizing those who strive to carry out extension service for the community, e) lack of transparency of some campus directors in handling research and extension funds.
Courses Offered The Romblon State University was established to develop professionals in the field agriculture and fisheries. But based on the general mandate of the University, aside from agriculture and fisheries, we also offer courses, such as: engineering, education, accountancy, hotel and restaurant management, business administration, political science, biology, public administration, information technology and vocational courses.
Research Direction It is very important that research and extension are working together in delivering quality extension programs that are based on research. The university research agenda is also focusing on poverty reduction, sustainable development, and environmental integrity in different thematic areas which are in agriculture, marine conservation, and environment and biodiversity. The university research will also focus in developing innovative and multi-disciplinary research culture of faculty by undertaking collaborative research projects on integrated organic upland farming, indigenous root crops and leguminous crops, conservation of marine and terrestrial biodiversity and other related studies to address food insufficiency problem of the province. The extension efforts of the University will also be in harmony with research in order to deliver extension services with strong basis and impacts based on research.
C. Summary of SWOT Analysis In order to come up with a functional university extension and research agenda, the RET office conducted a workshop for all extension and research coordinators to assess the strengths, weaknesses, opportunities, and threats as far as research and extension are concerned. Table 3. SWOT analysis of extension environment in Romblon
Strengths Pool of experts in their respective fields of specialization. Strong support of the current administration on extension efforts With clear mandate, thrust, and objectives as an agricultural university The RSU has 9 campuses located in the 3 major islands of the province Opportunities Available funding for extension works from different line-agencies Presence and potential linkages to other agencies doing development works such as PhilRice and UPLB Supportive and vibrant provincial government towards community development The province is one big laboratory on marine and terrestrial biodiversity
Weaknesses The faculty have hard times in developing and writing extension proposals Teaching overload of faculty Increasing number of retireable faculty that have less interest in extension
Threats Romblon is geographically divided Vulnerable to impact of climate change such as drought and sea level rise Poor internet connection in the province
Opportunities
Table 4. Internal and External Analysis Strengths
Weaknesses
SO Convergence4ComDev
WO Capability Building
1. Develop collaborative or unified extension programs appropriate to the local conditions based on the needs of the community. 2. Collaborate with institutions that are already established and well-experienced in extension works. 3. Encourage the university extension managers to practice the 4Ps (PublicPrivate-People-Partnership) in community development 4. Enhance and encourage faculty to present their extension outputs in national and international extension conferences Strengths
Threats
ST Team Approach 1. Utilize the local extension funds to develop quality extension projects based on the needs of the community 2. Develop extension proposals which are strongly supported by research outputs 3. Develop extensions which are based on the resources in agriculture, fisheries, environment and eco-tourism 4. Encourage faculty to be members of different extension associations locally and abroad. 5. Collaborations between senior and junior faculty extension workers (Buddy-buddy system)
1. Capacitate both its faculty and partners in crafting quality extension services. 2. Link and initiate collaborations with established institutions in developing and implementing quality extension programs/projects. 3. Capacitate the faculty in implementation, evaluation, and monitoring of extension projects. 4. Close coordination with the extension coordinators on the extension efforts of the college or campus
SUC Extension Agenda Formulation Chapter 3
In formulating the extension agenda of the Romblon State University, different factors and aspects were considered. The extension agenda is based on the university mandate, internal and external environment assessment, and anchored on one of the thrusts of the Commission on Higher Education which is sustainable development, poverty reduction and empowerment of the poor, and the integrity of the environment. The extension agenda will also guide the faculty in engendering all the extension services of the University in response to Republic Act No. 9710. A. Articulation of the EDPS Extension Framework
Figure 6. The EDPS-SUC Extension Framework Extension Conceptual Framework
The figure above shows the Executive Development Program for State Universities and Colleges Extension Framework showing the strong integration of the trilogic functions of the University which are Instruction, Research and Extension. The inner core explains the goal of Higher Education Institutions (HEIs) to develop faculty and staff reaching their full potentials as individuals who are proactive and responsible citizens and informed change agents, with distinctive Filipino identity in the global context. The three smaller circles inside the core connote the characters to be instilled to every member of the University to develop the culture of excellence, the desire for life-long learning and service for the common good. All of those aspects are anchored on and guided by the four Filipino values which are Maka-Diyos, Maka-Tao, MakaBayan, and Maka-Kalikasan. The three integrated circles show the inter-twining of the three major functions of a university which is Instruction (blue), Research (green) and Extension (purple). The instruction brings in existing knowledge of people and organizations covering structures, systems and methods. Research develops and creates new knowledge drawn from the University’s effort to innovate, to improve and to create. Extension, being the heart of the university, brings in the agenda on how communities may be helped through an informed process of situation analysis, gap identifications, consensus building, as well as the orchestration of the purposive, collaborative efforts to execute the University’s agenda. The connection between research and instruction is knowledge building, the link between instruction and extension is the application of mature knowledge/technologies and the synergy between extension and research is putting into practice developed knowledge or technologies. Focusing on the extension services, the university cannot develop and implement quality extension programs without webbing together the functional expertise of people of the faculty, the university researchers and the extension providers. With these three, interconnected with each other, the university extension service can respond to the needs of different stakeholders and communities. In general, the SUC Extension framework follows the Filipino concept of collaborative effort which is the “Bayanihan System”. The concept of this EDPS Extension Framework was the output of the students of the Flagship Course on the Management of SUC Extension Services offered by Development Academy of the Philippines (DAP) in partnership with the Commission on Higher Education (CHED) and the Philippine Association of State Universities and Colleges (PASUC). The insights, ideas and concepts were summarized, organized, harmonized and enhanced by Dr. Maria Corazon Tapang-Lopez.
Operational
Figure 7. SUC Operational Extension Framework
The EDPS students came up with an operational extension framework (Figure 7) anchored on the EDPS Conceptual Extension Framework. This is to show the flow on how university extension services will operate starting from the input, process, output, outcome, impact and the feedback mechanisms. The inputs are the mature knowledge from the instruction and the new knowledge from the results of researches; thus, all parts of the university including its mandate, manpower (faculty, researchers, and extension workers with different fields of specialization and expertise), materials (facilities and equipment, Information Education Communication materials), moment or time invested by the faculty in providing and implementing quality university extension programs/projects, and management including the administration. These inputs are managed together applying the strategies in mainstreaming the extension programs, the methods, the program itself and the different effective modalities to produce actual extension programs conducted in response to the different accrediting bodies such as: the normative financing, the performance based bonus, and the AACCUP. The outcome is divided into two parts. One is the external such as: the behavioral change and the enhancement of KAPS (Knowledge, Attitude, Practice, and Skills), and the internal such as: the improvement of instruction and research. The impact covers the improvement of the community based on the Millennium Development Goals, socio-economic conditions, environment, governance, and cultural impacts of the extension services implemented in the communities. The result of the entire process is fed back to the inputs to improve the delivery of the university extension services to stakeholders and the communities.
B. Extension Agenda Thematic Areas The University Extension Center (UEC) of Romblon State University is the official arm of the institution in carrying out its extension function. RSU implements its functions using convergence and interdependent approaches. It ensures that these programs are responsive to social, cultural, economic, and developmental needs of the local community focusing on agricultural development, marine conservation and fishery, environment and eco-tourism, and the incorporation of gender and development across thematic areas. The UEC is directed to conduct capability-building activities to equip the extension coordinators and faculty; thereby, enhancing delivery of services to partner communities and other stakeholders. The UEC also strengthens its procedures, networks and linkages which made the University a valued partner and provider of quality services that are anchored on the philosophy of the socially responsive institution in making communities and stakeholders economically developed, empowered, and self-reliant.
Tûb-oy: RSU Extension Philosophy The UEC embodies the philosophy of “Tub-oy,” a local term for self-help and empowerment through capacity building. It is a Romblomanon language usually used by farmers during planting season or harvest time to help the other farmers in carrying a sack of rice or a plentiful harvest of vegetables and by fisherfolks after having a bountiful fish catch where one fisherman helps another carry a load full of fish. RSU Extension Framework and Thematic Areas
Figure 8. RSU Extension Framework: Vehicle Towards Sustainable Development Community Development
The RSU Tûb-oy will apply the extension framework as shown in Figure 8. It is based on the EDPS conceptual and operational frameworks suited to the needs of the communities in the province of the Romblon. The framework looks like a jeepney symbolizing the noble, humble and sincere intention of the University in helping the communities towards sustainable development. This will be the vehicle of RSU in bringing the university closer and part of the community and in contributing to its development. The UEC provides and transfers all the knowledge, technologies, and expertise to communities and helps them to be progressive and self-reliant and to share those with other developing communities. Based on the internal and external environment assessment, agricultural development, marine conservation and fishery, environment and eco-tourism, and gender and development will be the priority thematic areas of the extension services of Romblon State University. The university extension philosophy includes the following programs: 1. Training and Livelihood Programs (TLP) - This is composed of nondegree capability building programs conducted by faculty in their respective fields of specialization that will address the needs of the community. This will be in collaboration among colleges and campuses and with other agencies. Some of these are Farmer Field Schools (FFS), Science and Technology Based Farming (STBF), and Community-based approach programs. 2. Technical Assistance and Advisory Services (TAAS) – Technical assistance and services such as: pest and disease identification and management, consultancy, expert services being resource speakers, technology clinic and mobile campaign, and the like are its composition. 3. Information, Education, and Communication Services (IECS) – These services include development, promotion, and awareness campaign through IEC materials done by the colleges and campuses based on the current situation and needs of the communities. The knowledge and information will be packaged in print (comics, brochures, leaflets), posters, and audio-visual (CD or DVD) formats to effectively communicate with the target groups. 4. Unified Extension Service – This refers to the development of unified extension programs that will cater the needs of the community in general like livelihood system, trainings, health and malnutrition services, among others. 5. Technology Transfer, Utilization and Commercialization – These are the technologies and research outputs that will be disseminated and transferred to potential users and partners.
6. Other Programs: Advocacy – This is a deliberate process of being heard or making a stand on important issues and concerns that directly affect people’s lives. The UEC priority areas for advocacy are: (a) climate change, (b) environmental conservation and rehabilitation, (c) indigenous people’s rights, (d) sustainable community development, (e) safe and healthy foods, (f) gender and development. Disaster Response – This is a rapid and pro-active response operation to save lives and properties before, during, and after the disaster. The UEC will conduct the following actions: (a) pre-disaster training and preparations, (b) phycho-social processing, (c) temporary accommodation (d) response on immediate needs of the victims and survivors.
Agricultural Development For agricultural development, RSU will collaborate with the Office of the Provincial Agriculture Office (OPAG), Agricultural Training Institute (ATI), and the Local Government Units to continue to capacitate the farmers through the Farmers Information and Technology Services (FITS) Centers focusing on different commodities such as vegetables, coconut, banana, and other high valued crops, the conduct of Technology Clinic (Techno-Clinic), and Science and Technology BasedFarm (STBF) Demonstrations to provide and to update the farmers for new technologies that will help increase the yield and productivity of their farms. Being an academic institution, RSU will also educate the farmers and transfer the knowledge from instruction and research through Farmer Field Schools (FFS). RSU will partner with the Philippine Rice Research Institute, OPAG, and LGU to conduct Season-long training on Palaycheck System (Irrigated lowland rice areas), and the Palayamanan System (upland/rainfed areas) to increase productivity in water-scarce areas in the province as part of coping mechanism on the effect of climate change. The university extension center in close collaboration with the university research center, OPAG, DOST, and LGU will also help in promoting and conserving the province indigenous crops and livestocks, such as: traditional upland rice, root crops, native pigs, native chicken, and other indigenous resources of Romblon. The research group will collect and will conduct researches on this aspect, and then the extension group will help in promoting through adaptability trials and field demonstration. Product development and diversification of these different indigenous resources will provide the communities possible sources of income through livelihood programs provided by the extension center of RSU.
Marine Conservation and Fishery In the area of marine conservation and fishery, still a multi-agency and convergence approach will be applied. The RSU will partner with the Bureau of Fishery and Aquatic Resources (BFAR), NGOs, and the LGUs to develop a community-based approach in mangrove rehabilitation through information dissemination and capability building for the local people, Bantay Dagat and fish sanctuary managers. RSU will initiate the establishment of Marine Conservation Information Center (MCIC) in every coastal municipality to keep the fisherfolks and the community informed of the importance of marine conservation for the province. The municipal MCIC provides Information Education and Communication (IEC) materials like brochures, posters, leaflets, books, and journals on marine conservation for the awareness not only of the fisherfolks but also even students in particular and the community in general.
Environment and Eco-tourism The province of Romblon has many potential eco-tourism sites and has diverse environments. In order to conserve and develop the areas for eco-tourism, RSU will partner with the Provincial Tourism Office (PTO), Department of Environment and Natural Resources (DENR) and possible collaboration with the Asian Institute of Tourism in UP-Diliman. The university will also package promotional IEC materials to promote and to advertise the eco-tourism areas. The University has an on-going partnership with the program on National Convergence Initiatives (NCI) with the Department of Agrarian Reform (DAR), Department of Science and Technology (DOST), Department of Trade and Industry (DTI) and other line agencies in the ridge to reef project in CALSANAG Watershed in the municipalities of Calatrava, San Andres and San Agustin. This watershed mainly supplies the water in three municipalities. Some of the activities in the areas are organizing the indigenous people, community-based nursery management, livelihood, capability building, and sustainable upland farming.
Gender and Development Being an academic institution, the University has also recognized the contribution of women on national development. The UEC, in close partnership with the University Gender and Development Office, will make sure that all extension programs and projects are gender sensitive and responsive based on the checklist developed by National Economic and Development Authority (NEDA) and Philippine Commission on Women (PCW) entitled “Harmonized Gender and Development Guidelines for Project Development, Implementation, Monitoring and Evaluation”. The document sought to assist line or implementing agencies in complying with Republic
Act. No. 7192, known as the Women in Development and National Building Act, integrating a gender and development perspective in development planning processes and various stages of the project cycle; and in addressing the issues of inadequate sex-disaggregated data and statistics for development planning and programming (NEDA and PCW, 2010). The UEC and GAD office will collaborate with the UPLB Gender Center, UP Center for Women Studies, and other GAD advocates in conducting capability building in engendering extension projects and programs. In Republic Act No. 9710, the term marginalized refers to the basic, disadvantaged, or vulnerable persons or groups who are mostly living in poverty and have little or no access to land and other resources, and basic social and economic services. These include, but not limited to, women, namely: fisherfolks, indigenous people, small farmers and rural workers.
C. Vision and Mission of RSU Extension Services Upon the conversion of the University through Republic Act No. 9721, it includes the duty and responsibility of doing quality instruction, research, and extension guided by its vision and mission. The specific vision and mission of the University Extension Center (UEC) was anchored on the Romblon State University guiding principles in general.
University Extension Vision Making the Romblon State University a gender responsive higher learning institution, a valued partner and provider of quality services to build self-reliant communities for the Romblomanons. University Extension Mission Developing committed, gender sensitive, and service-oriented university extension managers to provide quality extension services to communities and stakeholders in specialized fields of agriculture, fishery, environment, and other relevant fields of study. The advocacy of promoting gender and development across different sectors is also one of the missions of the center to build self-reliant communities for the Romblomanons.
D. Objectives, Key Result Areas and Performance Measure
Objectives The Romblon State University aims to enhance and provide quality extension services to stakeholders and communities setting the following objectives:
To develop and enhance extension capability and service culture for the University’s academic staff to stakeholders, partners, and the communities
To develop and implement extension programs and activities that are gender responsive and based on the needs of the stakeholders and communities
To strengthen functional linkages with National Government Agencies, Local Government Units, Non-Government Organizations, and People’s Organization as part of an integrated approach in building self-reliant communities for Romblomanons
To regularly monitor and evaluate the extension programs and services implemented by the University in existing and new partner communities
To strengthen partnership with the communities and nurture the culture of service and social responsibility by helping other communities towards development
Key Result Areas and Performance Measures This extension agenda and plan will be implemented until 2016 applying the following key result areas and performance measures based on the following objectives: 1. Development of multidisciplinary and unified extension programs/projects for farmers, fisherfolks, and women (GAD). In the first year, the UEC will form core groups in developing unified programs for farmers, fisherfolks and women. Implementation and monitoring of at least 3 extension programs for the 3 groups in the second and third year. 2. Intensify existing and look for new linkages with established extension programs. The UEC and the core groups will have at least 10 linkages in three years.
3. Conduct relevant trainings on capability enhancement of faculty-extension managers and other university extension providers. Two capability trainings on first year and 2-4 retooling trainings in the second and third year. 4. Conduct, assess and monitor university extension programs and projects. The organized monitoring team will have an evaluation and monitoring reports. The summary of the extension service action plan (2014-2016) is presented in Appendix A.
E. RSU Extension Agenda Strategic Formulation This university extension agenda is developed as a response of the University to its mandate, thrusts, and objectives to the province’s problems on food insufficiency, threats to its rich biodiversity resources, and effect of climate change. Generally, the process used in the formulation of RSU extension agenda is the triangulation method in determining strategies appropriate to the distinct organization culture of the University, the response of people to change and the environmental condition of the province of Romblon. The Research, Extension, and Training Office initiated an institutional assessment conducted last November 26-27, 2013 by the research and extension coordinators from different colleges and campuses using the SWOT analysis method. During the SWOT analysis, different issues, problems, and concerns were extracted specifically on human resources, facilities, institutional support, and the management. In order to have an accurate and precise assessment, aside from SWOT, human resource records, workshop proceedings, extension operation manual, RSU five-year development plan, and interviews from close partner of the UEC such as the gender and development office were conducted. In doing the external environment assessment, review of related literatures using primary and secondary data were collected and consolidated from different reliable and official sources, such as: the provincial development plan, data from provincial line-agencies (OPAG, PENRO, BFAR-Romblon), Key Informant Interviews and official communications, and the personal observation and experiences as a true born Romblomanon. In formulating the strategic options, both the internal and external environment assessment was considered by pairing the strength and opportunities (SO) wherein its strategies on how to utilize the strengths to take advantage of the opportunities, weaknesses and opportunities (WO) strategies on how to manage and address the weaknesses to become strength and to take advantage of the opportunities, and strength and threats (ST) it strategies on how to use the strengths to overcome the
threats. The strategic options identified in SO is the Convergence for Community Development (CCD), WO is the Capability Building and ST will be a Team Approach. After considering the entire university mandate, thrusts and objectives, and analyzing the internal and external environment, the university extension agenda of Romblon State University will help in addressing sustainable development, poverty reduction and empowerment of the poor, and gender equality. The priority areas based on internal and external environment assessments are agricultural development, marine conservation and fishery, environment and eco-tourism, and the incorporation of gender and development across the different thematic areas. The University has strong advocacy on engendering all of the extension services to build a gender responsive and self- reliant communities through training and livelihood programs, technical assistance and advisory services, communication and information services, community extension services, technology transfer, utilization and commercialization, and other programs such as advocacy and disaster response programs. The university extension services will focus on fisherfolks and their families, farmers and their families, the indigenous people communities and women.
Implementation Plan Chapter 4
This university extension agenda is designed to guide the faculty and employees in developing, implementing, and monitoring of quality extension services as part of the efforts of bringing the University closer to the community. It aimed to develop vibrant, collaborative, gender responsive, and service-oriented faculty members in providing gender responsive extension services in the fields of agricultural development, marine conservation and fishery, environment and eco-tourism. The results from researches and from mature knowledge of instruction will be used as inputs to conduct extension services wherein the outputs of extension will contribute in building self-reliant communities (external/social development) and will also help in validating the output of research and enhance the instructions (internal development). The best practices in extension service will be documented and packaged and presented in extension forums. The UEC will also come up with its own extension journal showcasing the high quality/best extension programs of the colleges and campuses. In order to implement quality extension services, the UEC will encourage the use of Convergence in Community Development (CCD) approach, Capability building both for the faculty-extension specialist and the community partners, and the team-effort in delivering services. The UEC will also form a monitoring and evaluation team who will religiously check and evaluate the implementation and postimplementation phases of the programs. This will be composed of technical, social, and economic people from the University and also from other national agencies in the province.
A. Development of Extension Projects/Programs In the formulation and development of quality extension programs, the extension worker must apply the Participatory Project Development and Management (PPDM). The UEC or the Extension Managers will identify which LGU or group based on the data of the Department of Social Welfare and Development (DSWD), Department of Agriculture (DA), BFAR, DENR and Provincial Tourism Office (PTO) has the potential for agricultural development, fish and marine culture or eco-tourism base. The UEC is also advocating the engendering of all extension projects and programs of the University. In order to do it, the gender and development checklist
developed by NEDA and PCW will be used in developing gender sensitive and responsive extension services.
B. Convergence in Community Development Applying the Public Private People Partnership or 4Ps in community development, the UEC will partner with national government agencies (NGAs), nongovernment organizations (NGOs), private sector groups, and people’s organization (POs) in order to develop holistic and integrated extension programs and projects for the community.
C. Capability Building The UEC will capacitate both its faculty and partners for development in crafting quality extension services. The UEC will link and initiate collaborations with established institution in developing and implementing quality extension programs/projects. The Buddy-Buddy system will be applied in conducting extension services where the faculty with strong extension service backgrounds will partner with young and budding extension managers.
D. Conduct of Extension Researches The University will partner with established institutions in conducting developmental researches to improve the approaches, modalities, and strategies in delivering extension services for the community. The UEC will partner with PhilRice in developing effective modalities in delivering the current rice and rice-based technologies in upland areas and for communities vulnerable to impact of climate change. The UEC will tapped the College of Education to develop effective and interested modules on farmer and fisherfolks field schools (FFS) while the Institute of Information Technology will develop multi-media presentations and promotional videos to make the learning in FFS interesting and effective.
Personal Reflection and Learning Experience Chapter 5
Being the youngest faculty and Extension Director of the Romblon State University, many things must be discovered and learned in terms of managing and leading everyone in bringing the University closer to the community. The author personally appreciated the efforts and leadership of the Development Academy of the Philippines in including the extension group in the Executive Development Program for SUC (EDPS). The series of classes, lectures, workshops, discussions, and sharing in every session was a big help in starting and redirecting the direction of extension efforts of Romblon State University. Three of the biggest accomplishments of the group were the development of the SUC Extension Framework, the Extension Agenda of each university, and the organization formed as SUC extension managers of the country. Aside from the serious part of the course, the laughter, the smiles, the happy moments and the special friendship developed among the students of the course. In the Field Exposure Trip, all the learnings and knowledge shared during the classes were observed and experienced in the communities. The benchmarking activity was very rewarding. A lot of insights were gained like holistic development of the partner community and linking with various stakeholders for maximum participation in the area. The author was assigned in Bicol, one of the typhoon prone regions in the Philippines, for the trip. The extension efforts of Bicol University were very commendable because of the strong support of the University President and the Province of Albay. It was notable that some of their extension programs can be duplicated in the province of Romblon, helping the author put the ideas into actions. This development course was physically, mentally and intellectually demanding. The training and experience in coming up with this University Extension Agenda was one of a kind, yet fulfilling to work for the University and for the Community.
References Alcala, A.C., Alcala, E.L., Buot, I.E., Jr., Diesmos, A., Dolar, M.L., Fernando,… Talaranza, B. (2006). Philippine biodiversity: Ecological roles, uses, and conservation status. Transaction Natl. Acad. Sci. Tech. Philippines, 28 (1), 203214. Allen, D. (2006). New records and other observations of birds on the island of Tablas, Philippines. Folktail, 22, 77-84. Amar, M. R., Motin, M. A., Manzano, Z. T., Gervacio, R. Ll., Mantes, B. G., Magracia, E. M.,... Visca, M., Jr. (2013, September). Assessment of sui generis marine protected area management system in Tablas Island. Paper presented at International Conference on Sustainagility of Watershed, Bicol University, Albay. Commission on Higher Education. (2012). Roadmap of public higher education reform. Commission on Higher Education. Strategic development plan for 2011-2016. De Luna, A.F. & Motin, B.B. (2015). Salida Romblon: A journey towards MIMARO’s Lead University. Romblon, Philippines: Romblon State University. Del Hoyo, J., Elliott, A., & Christie, D. A. (Eds.). (2009). Handbook of the birds of the world, (Vol. 14). Barcelona, Spain: Lynx Edicions. National Economic and Development Authority (NEDA) and Philippine Commission on Women (PCW). (2010). Harmonized gender and development guidelines for project development, implementation, monitoring, and evaluation. Office of Provincial Agriculturist. (2012). Romblon rice self-sufficiency plan 2011-2016. Ong, P. S., Afuang, L. E., & Rosell-Ambal, R.G. (Eds.). (2002). Philippine biodiversity conservation priorities: A second iteration of the National Biodiversity Strategy and Action Plan. DENR-PAWB, Conservation International Philippines, Biodiversity Conservation Program-University of the Philippines Center for Integrative and Development Studies, and Foundation for the Philippine Environment, Quezon City, Philippines. Romblon State University. (2010). Annual Report 2009-2010. Romblon State University. (2011). Five-year development plan. Status report on the Millennium Development Goals (MDG) using CBMS Data. (2010). Province of Romblon. The Magna Carta of Women Implementing Rules and Regulations. (2010). Republic Act No. 9710.
Ylagan, A.R. & Motin, B.B. (2015). Bugsay: Rowing progress for Romblon. Romblon, Philippines: Romblon State University.
