extension

Supporting Documents

Well-defined Objectives

CSU EXTENSION PHILOSOPHY

The guiding philosophy of CSU Extension Program is herein stated as follows:

The ultimate measure of the effectiveness of the CSU Extension Program is its impact on the lives of people and the community it serves.
CSU views the family as the basic unit for the wise use and development of the natural resources of the region.
Extension that is anchored on strong research that responds to the actual needs and requirements of its service area for sustainable socio-economic and rural development through dissemination and proper adoption of knowledge designed to enhance rural development and resource utilization and conservation.
Extension programs that relate and supplement the extension program of other agencies/institutions at the provincial and regional levels and support national programs on countryside development and poverty reduction.

CITTE GOALS

To produce skilled, innovative, competitive, and upright teachers and technologists.

The Bachelor of Technical Vocational Teacher Education (BTVTEd) program aims to:

Develop highly competent and motivated teachers in technical and vocational education in their area of specialization.

Shall impart a body of knowledge, skills, attitudes, values, and experiences that will provide prospective Grade 9-10 TLE Teachers, Senior HighS chool teachers for the Tech-Voc Livelihood track, TVET Trainers/Instructors, and faculty members in higher education institutions with the necessary competencies essential for effective teaching.

Satisfy the TESDA requirement for Trainers' Methodology.

Adequate and Relevant Projects/ Activities to Achieve Objectives

CSU RDE PROGRAMS (2016-2022)

Guided by the University’s Vision, Mission, Goals and Objectives, and anchored to the Research and Extension Agenda, CSU-Cabadbaran Campus (CSUCC) designed and implemented Institutional Extension Programs, the ‘Adopt-a-Barangay’ Extension programs bearing the following themes:

a. ‘Balikatan para sa La Union’ (2010-2015) and

b. ‘Bulig para sa Kalambuan’ or ‘BuKal’ sa Calibunan’ (2016-2020).

These two programs supported poverty alleviation, food security, and sustainable economic self-sufficiency goals of the University and that of the local, national, and international community. To address the issue on climate change and proper environmental management, CSUCC in cooperation with different partner agencies, launched the Cabadbaran Mangrove Ecopark for Livelihood, Environment, Aesthetic and Disaster resilience or ‘CaME-LEAD’ Program (2019-2021).

The Bachelor of Technical Vocational Teacher Education (BTVTEd) program contributed in achieving the goal of ‘BuKal sa Calibunan’- Adopt-a-Barangay extension program by submitting and implementing the project, Light Vehicle Driving and Dressmaking.

Adequate _ Relevant Projects.pdf

Extension and Outreach Activities

Overview

Curricular Complementation of the Extension.pdf

(BTVTED) Extension Project/Activities

Bachelor of Technical-Vocational Teacher Education Extension Projects

Light Vehicle Driving (Batch 1 and 2)

By providing another skill such as Light vehicle Driving, people's burden regarding financial problems can somehow tighten up. Acquiring new and upgraded skills could open new doors for better employment in the industry. ln addition, the acquired skills may help the constituents to cope with the emerging economy amidst the ASEAN integration.

Sample Narrative Report.pdf

SCHOLARLY-WORK.pdf

Dressmaking/Tailoring Phase 1 and 2

These projects would enable nonworking mothers of the adapted community to acquire skills that would alleviate the home economy and of some time could become one of the sources of living in the barangay

1 DRESSMAKING (BuKal sa Calibunan) (1).pdf

Scholarly-work-dressmaking-La-union.pdf

Cabadbaran Mangrove Ecopark - Livelihood, Environment, Aesthetics and Disaster Resilience (CaME-LEAD) (2019-2021)

In response to concerns on climate change and considering the role of the academe in promoting environment protection and stewardship, CSUCC launched Cabadbaran Mangrove Ecopark for Livelihood, Environment, Aesthetic, and Disaster resilience or CaMELEAD Program. This is in partnership with different agencies and peoples organizations namely, the Local Government Units of Cabadbaran City, Barangay La Union and Barangay Calibunan, the adopted barangays of CSUCC, Department of Education (DepEd) Cabadbaran Division, DA-BFAR R-13, FishCORAL, DENR , CENRO-Tubay, and People’s Organizations (PO) such as La Union Mangroves and Fisherfolks Association (LUMFA) and Cabadbaran City Deputized Fish Warden Association, Inc. (CCDFWAI). Central to these combined efforts is to help the local government of Cabadbaran City to sustainably rehabilitate and conserve its mangrove areas using science-based recovery efforts, with end-goals of strengthening communities’ resilience, stimulating eco-tourism, and preserving marine habitat.

Scholary-work-CaME-LEAD-Program.pdf

Systematic and Effective Procedures

The Adopt-a-Barangay Extension program of the Campus follows a cyclic process of planning, implementation and evaluation. Monitoring is iterative in every phase of the process to ensure smooth transfer of information or technology to the target clientele.

Planning phase involves series of extensive and deliberate discussions and consultations by the CSUCC’s representatives with the City Planning Office, and the City Local Government Unit (LGU). The consultative meetings center on the determination of appropriate barangay to be adopted by CSUCC. The determination of the would-be recipient-barangay takes into consideration of the poverty level of the barangay, Campus resources, the recipient-barangay accessibility and safety of the extensionists.

Implementation phase commences once the MOA and project proposals are approved. Extension projects identified by each college are implemented with the shared efforts and involvement of partner agencies. For smooth implementation of projects, good rapport between extensionists and clients, and, between CSUCC representatives and LGU of the adopted barangay, are endeavored to establish and strengthen. Accomplishments, constraints and problems are being monitored periodically thru submission of Progress reports, Terminal reports and yearly assessment facilitated by the Research Development and Extension unit of CSUCC.

Monitoring and evaluation is facilitated to generate feedback from the beneficiaries and verify how the trainings provided by CSUCC positively affect, if any, their socio-economic well-being. Data gathered from evaluation and monitoring are used in revisiting the project and in re-planning phase for possible enhancement of training modules and services rendered to the target clientele. All documentary evidence relative to the implementation of an extension project is then compiled and bound for future reference and review.

Extension Manual of Operations

RDIE efforts in the University, guided by the RDIE Agenda 2016-2020, have to be implemented adopting specific rules and regulations. The set of rules and regulations shall facilitate the smooth operation in coming up with research outputs, and extension and community outreach. Thus, the Operation Manual for RDIE in the University shall serve as the beacon in the overall conduct of RDIE with the end view of addressing information and technological needs of the region.

Extension-Manual-2017-2022.pdf

Extension/Training/Community Engagement Proposals

All proposals of faculty members seeking funding from either local extension funds or from external sources (external funding institutions) shall adopt the process flow shown.

extension 1.pdf

Reasonable Budget

Extension Program Fund

Significant factor in a successful implementation of any extension program, projects and activities is the availability of adequate funds to finance the materials needed in each extension project, transportation expense, meal allowance and other miscellaneous expenses for faculty-implementers, student facilitators and sometimes, even for target beneficiaries. Though specific budget is allocated annually by the University in the performance of its extension mandate, clearly, they are not enough to ensure the timely, efficient and complete implementation of scheduled extension programs, projects and activities. Hence, external funding factors in the successful extension programs implementation.

budget.pdf

Extension Program/Projects

Funding Cost

Sources

Year

CaME-LEAD (Cabadbaran Mangrove Ecopark - Livelihood, Environment, Aesthetics and Disaster Resilience)

5,859,783.20

(CSU Counterpart, 975,465.00)

IGF/RAF

2018 - 2021

Bukal sa Calibunan

Light Vehicle Driving
Dressmaking/Tailoring

117,000.00

93,200.00

GAA/STF

2016 - 2019

Balikatan sa La Union

Dressmaking

14,395.00

30,400.00

GAA/STF

2011

2013

Provision of Materials and Other Resources

The Caraga State University Cabadbaran Campus provides facilities to use in conducting training and activities for the various extension programs of the college. During the extension program, the university used the laboratory/shops, and even tools/equipment, such as desktop computers and tools, for training. Furthermore, the school upgraded its facilities with the addition of a new building, Technovation, which was supported by CHED. 10 million pesos in value.

Reasonable Provision of Materials and OtherResources.pdf

Facilities/Tools/Equipment used in Training and Activities

Participation Of Faculty/ Staff/ Students/ Communities In Major

Projects and Other Extension Activities

The college led a particular projects initiatives that can meet the needs of the community. All projects are duly documented by submitting their proposal and budget. The project was successfully carried out with all three trainings implemented: dressmaking/tailoring, light vehicle driving and CaME-LEAD. The participants was able to learn the basic concepts of driving and sewing as their core competency. Faculty and students took part in the program through participating in the project. Students participated the extension through participating activities and training. Some students were also facilitating in the project.

A. Faculty and Students’ Participation. There is a 100% participation of core faculty members of Bachelor of Technical-Vocational Teacher Education (BTVTED) Program in implementation of extension projects/programs. Select BTVTED students who are involved in extension projects played also crucial role in the implementation. They provided assistance by helping in the preparation of the venue and training materials, in the documentation, encoding, and preparation of reports. But above all, the primary purpose of students’ involvement in the college extension and community engagements is the internalization of the core value, ‘SERVICE’ to the community. The University pushes to imbibe among its faculty and students the Core Values, C-ompetence, S-ervice, and U-prightness (CSU). These are exemplified in the performance of extension and community engagements. Below is the summary of the extension projects and activities implemented by BTVTED Faculty and students.

participation of stakeholders.pdf

Participation Of Faculty 1.pdf

B. Community and Local Government Units’ (LGU). Participation of the community and the Local Government Units (LGUs), as well as, the People’s Organizations in the implementation of extension programs, is evident through the presence and active involvement of their representatives in consultative meetings and conferences, stakeholders’ forum, partners’ forum, and attendance in culmination programs in some trainings and seminars. The provision of venues during meetings held in the barangay is another indicator of the active involvement of the LGUs in extension projects. Communities’ participation is evident on their willingness in providing required information during surveys on the demographic profile and monitoring.

A meeting was conducted with all CSUCC extension workers together with the CEIT and CITTE Dean last April 14, 2016, at the accreditation room for the stakeholders’ forum, action planning, and launching of the extension projects.

The CSUCC Research and Extension unit organized the Stakeholders’ Forum and Action Planning at Brgy. Calibunan Gymnasium, Cabadbaran City last July 18, 2016. The said forum and action planning were conducted in preparation for the implementation of the different projects of the CSUCC BuKal sa Calibunan Extension Program. Representatives from different agencies such as DOST, NEDA, DENR, DENR-CENRO, TESDA, DTI, City Planning, City Mayor, DSWD, CSWD attended the said forum and gave comments and suggestions for the different projects presented.

Distinctions, Achievements, and Grants of this Program

To show appreciation of all the efforts and assistance provided by the University in improving the quality of life of the people in its adopted communities, through the implementation of institutional extension programs which include the extension projects implemented by BTVTED Faculty and Students, the Local Government Units (LGUs) of concerned barangays and a partner agency, accorded CSU Cadbadbaran City Campus the certificates and plaque of Recognition. These gestures hopes to help uplift the spirit of extension project/program implementers and drive them to further enhance the services they offer to the clientele. .

Best Practices

As public Higher Education Institution (HEI), Caraga State University (CSU) is mandated to engage with the community and perform extension programs that somehow can help uplift the socio-economic well-being of the people in the region and even beyond its borders. Through the years, CSU particularly Cabadbaran City Campus (CSUCC), has identified some extension practices which it considers as key factors in the successful implementation of extension programs. These practices helped in making CSUCC’s community engagements more sustainable and impactful to the target beneficiaries, hence considered as the Campus’ best practices. These same best practices are the ones adopted and supported by all Colleges and by their respective attached departments including the Department of Teacher Education. Among the identified best practices in the conduct of extension programs are as follows:

A. “One-for-All, All-for-One” Extension Programs;

B. Building and Fostering good rapport;

C. Peer critiquing of extension and project proposals;

D. Year-end assessment of extension activities;

E. Recognizing exemplary contributions.

BEST PRACTICES.pdf

A. “One-for-All, All-for-One” Extension Programs;

Extension Program. To maximize its limited human, material and financial resources, CSU Cabadbaran City Campus (CSUCC), traditionally adopts one barangay at a time and design one institutional extension program for all colleges to work on. Such that, each college shall focus its resources and expertise of their faculty to attain the- all-for- one main purpose of extension program- that is to help improve the quality of life of the people in the adopted barangay.

b) Building and fostering good rapport ;

Every group of faculty and students under any curricular program who are implementing an extension project/s, tried to build rapport and kept good relationship with the beneficiaries and partner agencies. Extension project implementers kept the contact numbers of their clients and made themselves available to any related issues and assistance even after the training. The concern and dedication shown by faculty and students during the implementation built camaraderie between the extensionists and beneficiaries. Such helps the latter to sustain in the training and increases the chances of technology adoption by the beneficiaries.

c) Peer critiquing of extension project proposals

All program/ project proposals are presented before peers and colleagues for critiquing in avenue and forum created for the purpose. The main objective is to help the proponents improve and polish their proposals before submitting for approval. Such activity promotes openness, continuously enhances the capability of extension implementers in terms of proposal preparation, and ensures that the project/s are responsive to the needs of the target beneficiary.

d) Year-end assessment of extension activities;

To monitor and evaluate if the services extended to the clientele are responsive, sustainable, and timely implemented, the Research, Development and Extension Office holds an annual year-end assessment of the current year’s research and extension undertakings. This annual activity provides the faculty-extension implementers a chance to revisit their implementation plan vis-a-vis actual progress of extension activities.

e) Recognizing exemplary contributions;

Every year, the University holds the Program on Awards and Incentives for Service Excellence (PRAISE) to recognize personnel who have displayed praise worthy performances in various fields. Among the awardees are the faculty extension implementers who exhibited commendable performance in the implementation of their respective extension projects. They received the Special Presidential Citation Award in recognition of their contribution to the University’s effective and efficient implementation of extension programs and in carrying out its mandate. The award of recognition serves dual purpose- as the University’s way of expressing its gratefulness to the extensionists and at the same time, encouraging them to persist doing better than what they have just accomplished.

OTHER RELEVANT EVIDENCE

Area VI Extension.mp4

Page updated

Report abuse