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 Tûb-

oy 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 gender-

equal 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 3 B. Internal Environment Assessment 8 C. SWOT Analysis Summary 15

Chapter III. SUC Extension Agenda Formulation

17

A. Articulation of the EDPS Extension Framework 17 B. Extension Agenda Thematic Areas 20 C. Vision and Mission for RSU Extension Services 24 D. Objectives, Key Result Areas and Performance Measures 25 E. RSU Extension Agenda Strategic Formulation 26

Chapter IV. Implementation Plan

28

A. Development of Extension Programs and Projects 28 B. Convergence in Community Development 29 C. Capability Building 29 D. Conduct of Extension Research 29

Chapter V. Personal Reflection and Learning Experiences 30 Appendix A Extension Service and Action Plan (2014 – 2016) 31 Appendix B College and Campus Extension Activities (2013) 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

recognized as one of the world’s mega-

biodiversity 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

of people, governed by politically

motivated development agenda, limited

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

Source:

http://www.conservation.org/resources/maps/Pages/verde_island_passage_map.as

px

Figure 2. Verde Island Passage Map

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. Guiting-

Guiting 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-to-

Cebu 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

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.

Figure 3. Faculty Composition

Table 1. Number of Regular Faculty and Programs Offered per College

College Regular Faculty

Programs Offered

AY 2010-11 AY 2011-12 AY 2012- 13

CAFF 19 2 159 195 160

CAS 14 4 716 505 517

CBA 16 3 781 740 774

CE 12 7 747 833 846

CED 21 2 569 661 663

IIT 9 2 696 560 573

ICJE 4 1 NA 340 367

Total 95 21 3,668 3,834 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 Regular Faculty

Programs Offered

SY-2010-11 SY 2011-12 SY 2012-13

Calatrava 11 4 188 188 147

San Andres 4 3 163 149 197

San Agustin 10 4 225 231 291

Santa Fe 6 4 114 120 157

Santa Maria 4 3 133 134 230

Cajidiocan 5 3 414 515 669

San Fernando 32 4 642 826 1,009

Romblon 5 5 784 877 1,143

Total 77 30 2,663 3,040 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.

The highest number of faculty members belongs to the middle aged group, 46-

50 with 18% followed by 51-55 with 17%; 41-45 and 31-35 with 13%, respectively; 56-

60 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

Figure 4. Age of Faculty

subsequently, is low due to limited

exposure outside of their realm. It is

also expected that resistance to

change by majority of faculty members

is also high. This explains why most of

the faculty members are passive to

conduct extension service and lack the

interest because they have been in the

business of teaching for a long time

and it seems alright – able to master

their craft and survive. Some

articulated that they are no longer

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.

Figure 4. Length of Service

0-516%

6-1020%

11-1518%

16-2015%

21-2527%

26-303%

31-up1%

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 21st 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 first-

come-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 Weaknesses

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

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

Opportunities Threats

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

Romblon is geographically divided

Vulnerable to impact of climate change such as drought and sea level rise

Poor internet connection in the province

Table 4. Internal and External Analysis

Strengths Weaknesses

Op

po

rtu

nit

ies

SO Convergence4ComDev

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 (Public-Private-People-Partnership) in community development

4. Enhance and encourage faculty to present their extension outputs in national and international extension conferences

WO Capability Building

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

Strengths

Th

reats

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)

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, Maka-

Bayan, 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 non-

degree 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 Based-

Farm (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 post-

implementation 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), non-

government 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.

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