GOOD PRACTICE OPTIONS OF ACADEME

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GOOD PRACTICE OPTIONS OF ACADEME COMMUNITY
LINKAGE TOWARDS POVERTY ALLEVIATION

• WILFREDO G. OLANO, Ph.D.
• SUC Pres. III, CSSAC
• CELY S. BINOYA, Ph.D., PROF. 6

Paper presented during the Senior Educators
Assembly on Environmental Protection and
Management of PATLEPAM on Oct. 13-14, 2005 in
Tagaytay.
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Objectives of the Presentation

• Describe some poverty alleviation programs
  carried out by CSSAC in partnership with the
  community
• Highlight the good practices
• Present accomplishments
• Provide learning insights in program
  implementation

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Coverage of the Paper

1. Curriculum Based Approach To Rural Education
   And Training For Poverty Alleviation (1997
   date)
2. Dual System of Vocational Training (1997-2002)
3. Community Learning Program (2002- date)
4. Technology Approach to Poverty Alleviation
5. Carabao Development Program (1994 date)
6. Sloping Land Management Program (2002 date)
7. BALIKATAN PROJECT (1998-1999)

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Curriculum Based Approach To Rural Education
And Training For Poverty Alleviation (1997
date)

• Program Description
• The Bachelor of Science in Agriculture (BSA)
  major in Agricultural Extension was offered to
  carry out effective rural education and training
  in rural communities.
• Its goal is to develop graduates who are
• Effective change agents
• Experts in the use of extension delivery
  approaches and methodologies
• Can encourage farmers and entrepreneurs to adopt
  appropriate farming technologies that can
  increase farm productivity and improve their
  quality of life
• Can assist in alleviating poverty among the poor
  clients the farmers.

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• The BSA major in Agricultural Extension
  curriculum is a 4-year course.
• The first two years include the study of general
  education subjects
• The last two years are concentrated on
  Agricultural Extension as a major field.
• There are 46 units of major subjects, which
  include 6 units of Internship or Field Practicum
  course.
• No major student is allowed to go out on
  internship if he fails in any major subject.

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Teaching Learning Process

• Educational strategies are designed to provide
  students with theoretical and technical /
  practical skills in extension delivery systems
• Relates theory with practice.
• Internship was required to give students the
  opportunity to participate in actual development
  undertakings and farm activities in the rural
  communities.

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Objectives of the Internship

• Acquaint the students with the actual farm /
  community conditions to enable them to integrate
  theoretical knowledge and principles learned in
  the classroom with actual farm/community
  situation
• Provide the students opportunities to work with
  varied people in the agriculture industry and
  practice leadership in the community
• Enable the students to demonstrate the
  application of sustainable technologies in
  farming

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Objectives of the Internship

• Enable the students to learn supervisory
  practices and managerial skills through
  familiarization of the various phases in the
  project development cycle
• Enable the students to resolve problems that
  beset projects, the agricultural industry and the
  community and
• Serve as basis for assessing the strengths and
  weaknesses of the curriculum.

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GOOD PRACTICES

• The venue of students internship/immersion are
  the selected Non-Government Organizations (NGOs),
  Local Government Units (LGUs) and Peoples
  Organizations (POs) or private cooperators,
  especially when there are employment
  opportunities for the graduates.
• Immersion covers a period of three months giving
  the students ample time to practice their field
  of specialization in the community before
  graduation and learn from such experience.

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• Only those who are officially enrolled in AGEX
  200 and have satisfactorily completed
  pre-internship orientation trainings are allowed
  to go on internship. These ensured the readiness
  of the students to undertake immersion
  activities
• Accomplishment of the following forms before
  immersion are also required to ensure success of
  students embarking on the activity Medical
  certificate Consent of parent of guardian
  (notarized)

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• Student pledgeGroup insuranceNotarized Waiver
• Memorandum of Agreement between the College and
  the community should be signed first before
  fielding.
• Officials of the cooperating LGUs and barangays
  or NGOs are invited on the last day of the
  Internship
• ORIENTATION on partners roles and MOA signing
  follows.
• Each student and all partners are given copies of
  the MOA as guide during the whole duration of
  internship.

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• Internship activity is holistic and covers the
  following areas
• Situational analysis
• Action Planning
• Partnership / Linkage Development
• Project Proposal Preparation
• Capability Building / Training
• Resource Generation and Mobilization for
  Enterprise Development and Management

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• Participation in Local Governance and promotion
  of local ordinances
• Development of Home and Community Values
• Bayanihan (teamwork and cooperation)
• Thrift
• Spirituality
• Self-reliance
• Promotion of Sustainable Agriculture technologies
  / practices

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• Gender and Development
• Training for skills development of women
• Training for skills development of men
• Assistance to Day Care activities
• Environmental Management
• Tree planting
• Composting
• Zero Waste Management
• Monitoring and Evaluation of Development
  Interventions

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Highlight of Accomplishments
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Pictorials
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Learning Insights

• Partnership and linkage development is necessary
  to maximize the use of limited resources of the
  interns and the community. This also ensures
  complementation of activities of the interns with
  other development organizations that are already
  serving the area.
• The learning experiences of the students in the
  field reinforce those that they learn in school.

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Learning Insights

• Through internship, the students are able to
  validate the effectiveness of various extension
  approaches and methodologies in achieving the
  goals of extension work.
• The students interaction with the people in the
  rural communities, particularly in addressing
  their day-to-day problems in farming is indeed
  very rewarding.

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Learning Insights

• The students sharpen not only their manipulative
  and technical skills, but more so, their
  managerial and entrepreneurial abilities.
• While learning and undergoing hands-on experience
  on the various activities in the project
  development cycle, the students and teachers are
  also given the rare but most wanted opportunity
  to serve the poorest sector of society, the
  farmers and help alleviate poverty in the service
  community.

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The Dual System of Vocational Training (DSVT)

• The DSVT is a dual system of education for
  micro-enterprise development
• Carried out in partnership with Kolping Society
  of the Philippines
• It is an alternative educational system that
  combines both the formal and the non-formal
  system of education.
• The classroom is where the farms are, not limited
  to the confines of the school.

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• Lecture / discussion is limited to giving tips on
  the how tos and on things not very clearly
  understood by the learners, who are usually
  adults.
• Lecture-demonstration, learning by doing,
  analyzing result of a farm practice, cross visits
  to peer - farms and peer teaching are some
  effective teaching strategies used in the DSVT.

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Objectives of the Program

• Provide educational opportunity to the out-of
  school youth, farmers and rural women to study
  for a more gainful employment
• Provide knowledge and skills for graduates of
  other courses who opted to concentrate on farming
  as their livelihood activity and
• Inculcate the value of hard work, diligence,
  self-reliance, self-discipline, among others.

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Good Practices in Program Implementation

• The curriculum is a 2-year course with three
  major fields of specialization Animal
  Production, Horticulture, and Food Technology.
• Each semester is a terminal course
• Students earn a certificate of completion at the
  end of the semester.

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General Education Subjects in the Curriculum

• English for Specific Purpose
• Applied Mathematics
• Values Education
• Computer Education
• Farm Management
• Sustainable Agriculture
• Soil Science

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Major Subjects
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Conduct of Classes and Teaching Strategies

• Formal classes are conducted once a week, every
  Saturday
• Morning session for GE courses
• Afternoon for technical/major subjects
• On weekdays, learners are given tasks to be done
  in their own farms or in cooperators farm
• Teacher conduct field visit /evaluation once a
  month or when necessary

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Teaching Strategies

• Participatory planning (for identifying course
  content)
• Lecture / discussion - limited to giving tips on
  the how to in farming
• Lecture-demonstration
• Learning by doing
• Field practice analysis, comparative studies
• Cross visits to peer farms
• Peer teaching
• Peer group as learning team
• Peer evaluation

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Developing a Learning Team

• Learners organized to a society/coop
• Opened display stores in one area
• Organized agri-trade fairs on special occasions
• Helped each one in improving and promoting their
  products
• Joined healthy competitions conducted by the DA
  and other organizations along landscaping, floral
  arrangements, etc.

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The Teachers

• Retired teachers with agribusiness projects are
  preferred
• Experienced Professors known for their skill and
  competence in operating an agribusiness
• activity becomes part of his community or
  extension service.

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Monitoring and Evaluation

• Attendance of learners and faculty are regularly
  checked using prescribed forms
• Common evaluation criteria is followed by the
  faculty in all major fields
• Students with at least 85 of the required study
  period is given certificate of completion at the
  end of the semester
• Attendance to the 4-semester course graduates
  with a diploma

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Accomplishments

• Pictorials

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Learning Insights

• The curriculum which is anchored on the VMGO of
  the university or college should include courses
  / subjects that would build the capability and
  competence of learners in running a business
  while in school, more so after graduation.
• Support institutions like DOST and other agencies
  can be tapped for funding students
  entrepreneurial activities. Policies along this
  line should be properly formulated and
  implemented for best results.

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• Advisers should emphasize development of
  entrepreneurial skills and favorable
  characteristics among the student entrepreneurs
  to ensure that they will really stay in the
  business that they have started.
• Subject matter content of the college curricula
  should include values formation and hands-on
  activities for students to develop appreciation
  towards enterprise development as an employment
  alternative.

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• Support facilities and services, other than
  credit, should be made available to student
  entrepreneurs to ensure project success.
• Community support is necessary to sustain the
  learning needs of their scholars in the DSVT.