EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE
AT THE AETA COMMUNITY OF SITIO KANAYNAYAN,
BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
Dr. David Cababaro Bueno
Dean, Graduate School
Dr. Elmer Madriaga
Director, CESO
Introduction
Republic Act 7722, otherwise known as The Commission on Higher
Education mandates institutions of higher learning like State Universities and
Colleges (SUCs) and Private Colleges and Universities to respond to the call for
societal transformation. The aim is to serve the poorest of the poor, the less
privileged, the deprived and the oppressed (Elman1998).
In order to serve and improve community life, Columban College though the
Community Extension Service Office (CESO) offers a wide variety of extension
programs and services. These are designed primarily to increase the security of
livelihood, alleviate poverty, reduce illiteracy, improve health and nutrition, creates
a system of governance that promotes supports and sustains human development
and protecting and preserving the environment. For the poor to benefit, they must
be empowered in mind, body and resources. To augment their voice and make
government responsive to their needs and aspiration, good governance demands for
their greater participation. Hence, good governance increases their opportunity to
participate in decision making, institution building and social life.
The purpose of the Extension Community Development Program is to
improve the quality of life in communities. Community Development program
focuses on creating social and economic systems by building social and human
capital, creating partnerships and increasing community access to resources.
Community development (CD), informally called community building, is a
broad term applied to the practices and academic disciplines of civic leaders,
activists, involved citizens and professionals to improve various aspects of local
communities. Community development seeks to empower individuals and groups
of people by providing these groups with the skills they need to affect change in
their own communities. These skills are often concentrated around building
political power through the formation of large social groups working for a common
agenda. Community developers must understand both how to work with
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EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
individuals and how to affect communities' positions within the context of larger
social institutions.
Evaluation is one of the most important elements of success in the
management process. In the social welfare setting, this period is a very critical
phase. It is like opening the book once again to allow critical analysis of the impact
of social welfare programs and possibly to make rooms for adjustment if
necessary. But despite this critical process, there is one common goal why
evaluations are done – that is to improve the agency’s delivery of services for the
maximization and advantage of its beneficiaries.
The Community Extension Service Foundation of Columban College, as a
community-assisting agency likewise must undergo this process. The CESO or
Community Extension Service Office (CESO) is the social arm of the academe in
delivering services and welfare aid to the indigent communities identified by the
program. CESO upholds the vision, mission and goal of the college in producing
students who are to become community service oriented individuals. CESO
facilitates community empowerment and development through professional and
community-based approach. All community intervention programs are inclined to
the core values of servitude promoted by the Columban College as a Catholic
institution. CESO strongly upholds the vision, mission and goal of the college in
producing students who are to become community service oriented individuals.
CESO’s main function and objective is the formation of individuals, groups,
communities that is committed to serve in uplifting their situation. CESO
facilitates the collaboration among Columban administrators, faculty, staff and
students in their involvement in promoting quality life to the client communities.
The main support groups of CESO are the students who are taking up their
National Service Training Program (NSTP) subject at St. Columban College.
This study presented the program components of the CESO such as training
and capability building,
advocacy, community organizing, nutrition, and
livelihood that are currently implemented and analyzing how it directly affects the
beneficiaries in the partner communities for sustainable for aeta community at Sitio
Kanaynayan, Brgy. San Pablo, Castillejos, Zambales.
Framework of the Study
Extension is one of the three major functions of higher education. In line
with the present Administration’s thrust to mobilize knowledge and technology
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EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
towards enhancing productivity, generating employment and reducing poverty,
Columban College has been actively conducting research and extension programs
to contribute to the attainment of the country’s development goals (CMO No. 8,
s2010)
The study was premised on the concept that State Universities and Colleges
(SUCs) and Private Colleges and Universities in the Philippines are mandated by
law to serve the communities. This mandate is fulfilled by exercising the functions
of the school. One of the functions is to meet social needs or to provide the social
services needed to combat social and economic ills of society. Therefore, CC has
to move ideas along the road to action, to develop knowledge needed, and to apply
useful knowledge in the solution of society’s major problems. This is carried on
through the establishment of the extension programs and services.
In response to the mandate and the strong emphasis to sustain community
development, CC extended its programs and services to the different communities.
These services are focused on capability building through education, the conduct
of livelihood skills training to adults who are unemployed, underemployed or who
wanted to upgrade their skills, out-of-school youth, technical assistance to support
programs of government, and the transfer of technology to the depressed barangays
where resources were available. In view of the mandate, CC extended the
following programs and services to the community and which looked into this
study namely: education, livelihood generation, health and nutrition, good
governance, and environmental awareness.
Many Extension programs are designed to enhance the capacity of
organizations, including small businesses, local community development
organizations, and youth groups, to define and reach their goals. Improving
capacity in organizations usually involves changing the process by which members
of an organization work together and make decisions.
Evaluating the effectiveness of extension programs has emerged as a critical
issue. For programming that entails immediate behavioral changes and/or
improvements in individual skill levels, appropriate evaluation techniques are
widespread (Gentry-Van Laanen & Nies, 1995; Earnest, 1999; Stevens & Lodl,
1999). However, capacity-building involves collective behavior, not simply the
individual behavior of participants. Changes in organizational behavior may not
occur for several years. Furthermore, measuring changes in organizational process
and decision-making are problematic.
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EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
Figure 1. Paradigm of the Research Process
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EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
There is a need among extension educators for a new set of simple and
systematic evaluation tools that capture the impact that their programming has in
producing organizational change.
Community extension service is a human responsibility of the university that
needs to understand and know the community they want to serve in order to build
relationships between the school and the people.
For many years now, CESO has been continually giving assistance to
partner communities. From time to time, it is for the best interest of the
program and the beneficiaries likewise to have an evaluation and
analysis of the services delivered vis-à-vis the goals of establishing
the projects. Through this research, concerned parties will have
an overview of the complete programs components and how communities respond
to it.
According to Worthen, Saders and Fitzpatrick (1997), responsive
evaluation “orients more directly to program activities than to
program intents; responds to audience requirements for information;
and if the different value perspectives present are referred to in success and failure
of the program.”
It is very important for any social welfare agency, be it government
sponsored or private body to encourage partner or beneficiaries
participation in program management and development through feedback
and evaluation. Any intervention concerning the people must be
discussed openly and allow suggestions coming from the beneficiaries
themselves for effective service delivery.
Figure 1 shows the paradigm of the research process that starts from
the overview of the whole CESO objective followed by CESO program
components showing the interrelationship of projects belonging to that
program. The researchers looked into the programs and services of CESO, and it
gave them chance to review its programs and services. There was
an evaluative analysis on the impact and translated these into conclusions and
recommendations for more effective program management with the end goal
of better service delivery and sustainable community for the beneficiaries.
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EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
CESO staff helped and facilitated the gathering of data from the areas of
operation. The researchers also utilized the existing resources and the documented
integration of the CESO staff in working with the beneficiary communities.
Statement of the Problem
The study was focused on the assessment of implementation of community
extension services of Columban College, Inc. for effective intervention towards
sustainable community development of the Aeta Community at Sitio Kanaynayan,
Brgy. Pablo, Castillejos, Zambales.
Specifically, it seeks to answer the following questions:
1. What is the profile of the respondents in terms of:
1.1 Civil Status;
1.2 Average Monthly Income ; and
1.3 Educational Attainment?
2. How may the CESO programs be described in terms of the following:
2.1 Type of Programs;
2.2 Liked Most CESO program; and
2.3 Frequency of Visit of CESO Staff to the Project ?
3 How may the CESO beneficiaries at the Aeta Community describe the
impact of the CESO in terms of:
3.1 Relevance and responsiveness;
3.2 Efficiency and effectivity;
3.3 Sustainability?
4. What implications can be drawn from the sharing of the beneficiaries to
further strengthen CESO service delivery and towards sustainable community?
Assumptions
The following are the researchers’ assumptions for this study:
1. The goals and objective of CESO are being advanced through
community partnership and empowerment however, an evaluative tool is
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EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
necessary to measure the direct impact to every individual who are
beneficiaries of the project for verification purposes.
2. There is a need to evaluate the impact of the CESO programs and
services to maintain its standard in accordance with Columban
College’s goals and mission and allow change in CESO strategy if
necessary for effective program delivery in the future.
3. The analysis of the programs and services of CESO will help us
point out the strengths and weaknesses in the effectivity of
implementation and provide for more opportunities for community
development in the future.
Significance of the Study
The findings revealed in this study may also prove useful to:
Columban College Administration. The college will have an
overview of the whole extent of the CESO program and the services
provided to the beneficiary communities and how it directly affects
the lives of the people.
Community Extension Service Office. The CESO staff will have a chance
to
evaluate
its
program
considering
the
feedback
of
the
beneficiaries themselves as to how the program benefited them & that
CESO may be able to continue their effective intervention & improve
program strategies.
Social Work Students. The field of social welfare services is broad
but understanding the function and objectives of a particular social
welfare agency like CESO will give the future social workers an
understanding as to how agencies operates and the importance of
evaluating programs and services from time to time.
Columban Students. This study will be an avenue for students to learn
about the different programs and services offered by the institution
to marginalized communities and learn to appreciate the goals of the
college in building service oriented individuals.
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EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
Beneficiaries of CESO. So that may review the programs implemented in
their respected communities and examine the impact in their behavior and the lives
of the community people.
Other social welfare agencies. So that through this evaluative
analysis they will learn to strategize for more effective means of
delivering welfare services to their own beneficiary groups.
Scope and Delimitations
This study focused on the attainment of goals and objective of the CESO
programs of Columban College and the specific components of the community
development program of CESO. This research tried to point out the
strong and weak points of the program to allow a more effective
program planning and implementation in the future if necessary.
This study was only concerned on the evaluative analysis of the CESO
programs and services on its impact to the Aeta community who are part of
the program and it does not concern the other social problems existing
in the community that is not related to the CESO program.
However, the study only shows the profile of the respondents in terms of
their personal background including civil status, educational attainment, monthly
income and other basic information and the type of CESO programs they are
involved with. Moreover, it also identified the relevance and responsiveness of the
program in their area, the effectivity and efficiency in the implementation of the
programs and the sustainability concerns for the projects.
Definition of Terms
For a clearer understanding of the terms used in the study, the following are
defined based on its conceptual definition:
Beneficiaries. It refers to the persons and/or communities that utilize and as
recipient of the CESO programs. They are the Aetas at Sitio Kanaynayan, Brgy.
San Pablo, Castillejos, Zambales.
CESO (Community Extension Service Office). It is the social
development arm of Columban College in delivering social services to partner
communities around Olongapo, Subic and Castillejos.
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EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
Community Development. It is a structured intervention that gives
communities control over the conditions that affect their lives. Community
development is a skilled process and part of its approach is the belief that
communities cannot be helped unless they themselves agree to this process.
CESO Programs and Services. These refer to the set or collection of
projects being implemented to the community relative to livelihood, advocacy,
literacy, capability trainings/ seminars, community organizing and nutrition
(feeding program).
Research Method
In the process of gathering data, the descriptive method of analysis and
research was utilized in this study. Bueno (2006) defined descriptive research as
the method that describes systematically the characteristics of a given population
or area of interest, factually and accurately. The characteristic of this research are
accumulating a database to describe a situation, event or entity. The purpose of the
survey studies are to collect detailed factual information that describes existing
phenomena; to identify problems or justify current conditions and practices; to
make comparison and evaluations; and to determine what others are doing with
similar problems or situations and benefit from their experiences in making plans
and decisions.
This research included the collection of data from relevant sources and the
actual experiences of the beneficiaries who have directly received the services of
CESO through its project in the community. The descriptive research utilized the
survey questionnaire in gathering important facts from the respondents and gave
imperative output through face to face interview and interaction with the
beneficiaries.
Respondents
The group of respondents was the 40 beneficiaries of the extension programs
and services of the College at the Aeta Community of Sitio Kanaynayan, Brgy. San
Pablo, Castillejos, Zambales. They were the recipients of the five extended areas
considered in this study. These beneficiaries were chosen based on the record of
the extension workers who knew well on their participation, attendance as well as
their performance during the conduct of the said programs.
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EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
Instrument
The study employed questionnaire and unstructured interview as the
instruments for data gathering. Questionnaires for the beneficiaries were stated in
tagalong for easy understanding.
The questionnaire consisted of three parts. Part 1 was the profile of the
beneficiaries such as gender, civil status, educational attainment, and monthly
family income. Part II, solicited the perceptions of the respondents on the
implementation and involvement of the extension programs and services. Part 3
was focused on the evaluation of the CESO programs in terms of relevance and
responsiveness, efficiency and effectiveness, and sustainability. Lastly, the
respondents will be encouraged to make recommendations for the improvement
and better service delivery of CESO.
The researcher used 5-point scale parameters and the data obtained were
interpreted as to the degree of agreement on each item on the questionnaire.
Data Gathering Procedure
The researchers proceeded in gathering the necessary data by distributing the
survey questionnaire to the respondents. The questions are in “Tagalog Version”
for the better understanding of the respondents. Every question was explained by
the researchers in comprehensive manner. A total of four weeks was devoted in the
conduct of the data collection including documentation and presentation of the
data.
Treatment of Data
All data gathered by the instrument were tallied, tabulated, analyzed and
interpreted accordingly. The data were treated using the following statistical tools:
1. Percentage. This was used to determine what proportion of the
respondents belongs to a specific category in relation to their personal profile.
2. Mean. This was used to determine the final weight of each item in the
assessment of the CESO programs.
The following were used to facilitate the interpretation of the findings
relative to the scales and descriptive rating used:
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EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
Scale
Mean (X)
Descriptive Rating
5
4
3
2
1
4.20 – 5.00
3.40 – 4.19
2.60 – 3.39
1.80 – 2.59
1.00 – 1.79
Strongly Agree (SA)
Agree (A)
Moderately Agree (MA)
Disagree (D)
Strongly Disagree (SD)
Presentation of Data and Findings
This part presents the data and findings of the study:
1. Profile of the Beneficiary-Respondents
The profile of the beneficiaries is described relative to civil status, monthly
income, and education.
1.1 Civil Status
Exposed in Table 1 is the civil status of the beneficiaries. As shown, 52.5%
are married, 42.5% are single, and 5% are separated. It means that the programs
and services of the CESO are provided to all beneficiaries regardless of gender.
1.2 Average Monthly Income
The distribution of the beneficiaries according to monthly income is shown
in Table 1. The data revealed that majority (70%) are enjoying less than 5,000
pesos monthly income, 7.5% are having 5,000 – 9,999 pesos, while only one
family is enjoying more than 10,000 pesos a month. It is sad to not that there are
20% of the families who do not have any income.
A family of five with total monthly income of less than P10, 000 is
considered poor, according to a new estimate of the National Statistics
Coordination Board (NSCB). In 2006, the same family is considered poor if its
household income is no more than P8, 569 per month.
The NSCB explained that the new income threshold covers only basic needs
like food, clothing, shelter, and transportation and does not include spending for
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EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
recreation. This, however, has already taken into account the recent surge of prices
in oil, rice, and other commodities.
Thus, financial aspect of the family is vital important to sustain the daily
living. This is one of the challenges being faced by the CESO as part of its
objective to alleviate the living condition of the beneficiaries.
Table 1
Profile of the Beneficiaries
Profile of the Beneficiaries
Frequency
%
Total
17
21
2
40
42.5
52.5
5
100
Total
8
28
3
1
40
20
70
7.5
2.5
100
Total
5
9
7
5
9
5
40
12.5
22.5
17.5
12.5
22.5
12.5
100
Civil Status
Single
Married
Separated
Monthly Income (Pesos)
None
4,999 - pababa
5,000 - 9,999
10,000 - 14,999
Educational Attainment
None
Elementary Undergraduate
Elementary Graduate
HS Undergraduate
HS Graduate
College Level
1.3 Educational Attainment
The educational attainment of the beneficiaries is revealed in Table 1. As
revealed, 12.5% are college graduate, 22.5% are high school graduate, 12.5% are
high school undergraduate, 17.5% are elementary graduate, and 22.5% are
elementary undergraduate. The Table further reveals that 12.5% did not attend any
schooling.
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EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
Several factors were brought out why many of the respondents were not able
to pursue with their studies. Among these are economic stress and environmental
conditions which are also prime considerations in the social service setting.
Common observation is that, the higher education you have, the more likely
it is that you will find a good job, so a higher level of education often leads to an
increase in income.
When families are involved in their education, children may experience
greater success once they enter elementary school (Miedel & Reynolds, 1999). We
define educational involvement as activities that parents conduct at home and in
early childhood settings to directly or indirectly support their children's learning.
These activities can be conducted individually or through parent peer networks.
Research on parenting also has shown that parent education is related to a
warm, social climate in the home. Klebanov et al. (1994) found that both mothers’
education and family income were important predictors of the physical
environment and learning experiences in the home but that mothers’ education
alone was predictive of parental warmth. Likewise, Smith et al. (1997) found that
the association of family income and parents’ education with children’s academic
achievement was mediated by the home environment. The mediation effect was
stronger for maternal education than for family income.
2. The CESO Program
The implementation of the CESO programs of the College can be described
relative to the types of program involvement of the beneficiaries, the most liked
programs by the beneficiaries, and the frequency of CESO staff visit to the
community.
2.1 Type of CESO Program Involvement
Table 2 reflects the involvement of the beneficiaries to various community
extension programs and services of CC. From the various programs and services,
livelihood program (55%) topped in the list, followed by nutrition/ feeding
program (25%), literacy program (22.5%), community organizing/ development
(20%), and capability trainings/ seminars (12.5%). The Table further reveals that
no one from the beneficiaries in the Aeta Community is involve in advocacy.
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EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
This means that from all the programs and services, livelihood is the well
implemented as supported by the percentage of involvement by the beneficiaries.
Table 2
Implementation of the CESO Program
Implementation of the CESO Program
Frequency
Type of CESO Program Involvement: (Multiple Responses)
Livelihood
22
Advocacy
0
Literacy
10
Capability Trainings/ Seminars
5
Community Organizing/ Development
8
Nutrition/ Feeding Program
9
Most Liked CESO Program
Livelihood
31
Advocacy
0
Literacy
3
Capability Trainings/ Seminars
0
Community Organizing/ Development
2
Nutrition/ Feeding Program
4
Total
40
Frequency of Visit of CESO Staff per Month
1 – 2 Times
35
3 – 4 Times
5
Total
40
%
55
0
25
12.5
20
22.5
77.5
0
7.5
0
5
10
100
87.5
12.5
100
2.2 Most Liked CESO Program
Table 2 reflects the most liked CESO program by the beneficiaries. As
shown. Livelihood program (77.5%) is the most liked, followed by nutrition/
feeding program (10%), literacy (7.5%), and least like in community organizing/
development (5%).
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EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
2.3 Frequency of Visit of CESO Staff to their Project
Table 2 also reflects the frequency of visit of CESO staff to the community.
As shown. Majority (87.5%) of the beneficiaries mentioned that they are being
visited by the staff 1 – 2 times a month, and only 12.5% said 3 – 4 times a month.
There are several factors considered by the CESO as to the frequency of
monitoring visits to partner communities, among these considerations include how
establish the community is already, and if the leaders are functioning well, CESO
can then limit the number of visit and focus with other partner communities who
are not yet established.
Monitoring visits are important to have an update in the community and to
check if there is progress as slated in the plan of action for the community project.
3. Impact of the CESO Programs and Services
The implementation of the CESO programs and services is evaluated by the
beneficiaries relative to relevance and responsiveness, efficiency and effectivity,
and sustainability.
3.1 Relevance and Responsiveness
Table 3 depicts the relevance and responsiveness of the CESO programs and
services as viewed by the beneficiaries themselves. The beneficiaries strongly
agree that the CESO staff explained clearly their objectives/ purposes of help; the
CESO staff helped them understand their roles & responsibilities as members of
the CESO project; they enjoyed and liked the strategies of CESO in implementing
the programs; and the strategies utilized in implementing the programs are
effective. While they agree that they understood the objectives & purposes of
Columban CESO when they joined CESO activities; the strategies used by CESO
are in line with their needs, and answered the needs of their selves and their family
members, and the community as a whole. Thus, the CESO program has helped in
the whole aspects of their human beings.
The overall assessment of the beneficiaries as to the relevance and
responsiveness of the CESO programs and services gained a mean rating of 4.08
with a descriptive rating of “Agree”.
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EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
Table 3
Relevance and Responsiveness of the CESO
Programs and Services
Relevance and Responsiveness of CESO Programs
and Services
1. The CESO Staff explained to me clearly their objectives/
purposes of help.
2. I understood the objective & purpose of Columban
CESO when I joined CESO activities.
3. The CESO staff helped me understand my roles &
responsibilities as a member of the CESO project.
4. I enjoyed and liked the strategies of CESO in
implementing the programs.
5. In my opinion, the strategies utilized by CESO in
implementing the programs are effective.
6. The strategies used by CESO are in line with our needs.
7. The CESO program has answered my self need.
8. The CESO program has answered the needs of my
family.
9. The CESO program has answered the needs of my
community.
10. The CESO program has helped in my overall aspects as a
human being.
Ave. Mean
X
DR
4.21
SA
4.00
A
4.32
SA
4.27
SA
4.31
3.89
3.97
SA
A
A
3.89
A
4.00
A
4.02
A
4.08
A
Relevance of the programs and services is very important in determining the
direct result of the CESO projects. It is a criterion to every social welfare agencies,
and as recommended, there should be regular inquiries as to the relevance of the
projects in any given community. Checking out the relevance will help the CESO
redefine its goals and plan of action.
Responsiveness of an interactive system describes how quickly it responds
to user input. A major concern in any development oriented program is to see to it
that the type of intervention programs will fit the needs of specific community and
how will the people respond to it.
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EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
3.2 Efficiency and Effectivity
Efficiency is the proper use of resources in such a way as to maximize the
production of goods and services while effectivity is the measure of intended result
which indicates a change in the behavior or attitude of target groups.
Table 4
Efficiency and Effectivity of the CESO
Programs and Services
Efficiency and Effectivity of The CESO Programs
and Services
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
The CESO project in our area/community brings
positive impact to my personality.
The CESO project in our area/community brings
positive impact to my family.
The CESO project in our area/community brings
positive impact to my community.
Careful use of resources and thriftiness were promoted
by CESO upon the implementation of the projects.
CESO taught us to be efficient and cautious when it
comes to utilization of resources especially money.
The impact of CESO to my self is useful in my
everyday life.
There is a positive change in my social interaction with
others after I joined CESO projects
I feel the sense the good objective of CESO for our
community.
If given a chance, I would like to strengthen my
participation to the CESO programs in the future.
In my personal view, the support given by CESO to our
project at present is enough and sufficient.
Ave. Mean
X
DR
4.57
SA
4.21
SA
4.45
SA
4.23
SA
4.34
SA
4.00
A
4.32
SA
4.59
SA
4.72
SA
4.00
A
4.34
SA
Table 4 shows that efficiency and effectivity of the CESO programs and
services implemented. As perceived by the beneficiaries, they strongly agree that
the CESO project in the area/community brings positive impacts to their
personality, family members, and the community as a whole; careful use of
17
EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
resources and thriftiness were promoted by CESO upon the implementation of the
projects; CESO taught them to be efficient and cautious when it comes to
utilization of resources especially money; there is a positive change in their social
interaction with others after they joined CESO projects; they felt the sense the
good objectives of CESO for their community; and If given a chance, they would
like to strengthen their participation to the CESO programs in the future.
The beneficiaries simply agree that the impact of CESO to themselves is
useful in their everyday life; and the support given by CESO to our project at
present is enough and sufficient.
Thus, the overall assessment of the beneficiaries relative to the efficiency
and effectiveness of the CESO programs and services is 4.34 with a descriptive
rating of “strongly agree”.
3.3 Sustainability
Sustainable development means preserving a pattern of life standards to
meet the needs of the beneficiary groups not only for the present but also for future
generations. Sustainable development of communities is what CESO is envisioning
also for every partner community. It binds together the carrying capacity of
individuals and groups amidst social problems facing them.
Table 5 portrays the sustainability aspects of the CESO programs as
perceived by the beneficiaries themselves. They strongly agree that the CESO
enhanced and sustained the capacity of their group; improved their relationship
with other people in the community. Moreover, they are also willing to share their
learnings from the projects to other individuals.
Likewise, when the CESO services will be terminated, they know
themselves or the community project can stand on its own believing now that they
can contribute to the development of other individuals in their community, and
continue the good project in their community with the help of themselves and other
people. However, they strongly believed also that the CESO still needs to
strengthen its services to benefit more people in the future.
The beneficiaries agree to their capacities and potentials and they ready to be
independent even the CESO programs is already terminated.
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EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
Table 5
Sustainability of the CESO Programs and Services
Sustainability of The CESO Programs
and Services
X
DR
1. CESO enhanced and sustained the capacity of our group.
2. CESO improved our relationship with other people in the
community.
3. The things I learned from the CESO project will be
useful for myself in the future.
4. I am willing to share my learnings from the projects to
other individuals.
5. The things I learned from joining the CESO project will
be useful in other aspects of my life.
6. When the CESO services will be terminated, I know
myself or the community project can stand on its own.
7. After I joined the CESO program, I believe now that I
can contribute to the development of other individuals in
my community.
8. I believe in my own capacity and potentials and I am
ready to be independent even the CESO programs is
already terminated.
9. I will continue the good project in my community with
the help of myself and other people.
10. In my opinion, CESO needs strengthen its services to
benefit more people in the future.
4.57
SA
4.32
SA
4.71
SA
4.34
SA
4.21
SA
4.34
SA
4.46
SA
4.00
A
4.34
SA
4.32
SA
Ave. Mean
4.37
SA
The overall assessment of the beneficiaries gained a mean rating value of
4.37 with a descriptive rating of “strongly agree”.
The CESO programs’ sustainability can be achieved only if the community
develops its own vision and plan of action. There is no single definition of
sustainable community development because every community has its own unique
characteristics and challenges. Yet sustainable communities share common themes
and concerns: economic security through livelihood projects, literacy programs,
environmental protection, health status, social justice, and a commitment to the
welfare of future generations.
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EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
Sustainable communities recognize that their economic and social structures
and the health of the local environment are intertwined. They understand that
programs and policies that foster only one aspect of development, be it economic
growth, literacy and social gain, or environmental protection. Natural resource
managers consider the capacity of the community in terms of not just natural
capital, but human, social, and physical capital capacity to maintain the population
when they make their decisions. Leaders look beyond short-term outcomes and
conflicts to identify and build upon the long-term shared interests among their
members.
4. Recommendations for Sustainable Community Extension Programs
Table 6 depicts the recommendations for sustainable community extensions
programs and services of the College from the viewpoints of the beneficiaries.
Table 6
Recommendations from Beneficiaries
Recommendations from Beneficiaries
Frequency
%
26
65
19
47.5
11
27.5
7
17.5
2
5
2
5
1
2.5
(Multiple Responses)
1. Increase materials for farming: carabao,
seedlings, organic fertilizer & herbal spray,
spray tank and for transportation of goods.
2. Continue sustain the programs (Literacy and
Livelihood).
3. Construction of store and road for easy
transportation goods and services.
4. Construction of school/classrooms and
provision of teacher and other school
supplies.
5. Increase visit of CESO staff.
6. Construction of house/ housing project and
electricity line.
7. Opening of hospital and other health-related
facilities.
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EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
As exposed, the beneficiaries themselves recommend the increase of
materials for farming (65%) such as carabao, seedlings, organic fertilizer & herbal
spray, spray tank and for transportation of goods; continue sustain the programs
such as literacy and livelihood (47.5%); construction of store and road for easy
transportation goods and services (27.5%); construction of school/classrooms and
provision of teacher and other school supplies (17.5%); increase visit of CESO
staff (5%); construction of house/ housing project and electricity line (2.5%); and
opening of hospital and other health-related facilities (2.5%).
A livelihood comprises the capabilities, assets (including both material and
social resources) and activities required for a means of living. A livelihood is
sustainable when it can cope with and recover from stresses and shocks and
maintain or enhance its capabilities and assets both now and in the future, while
not undermining the natural resource base (DFID, 1999).
Key components of the sustainable extension program for analyzing the
livelihoods of individuals and the community are their capital assets, their
vulnerability context and the transforming structures (layers of organizations both
in the private and government sectors) and processes (laws, policies, incentives)
which shape and influence the livelihood strategies which they adopt.
The capital assets are grouped as: Natural Capital: The natural resource
stocks from which resource flows useful for livelihoods are derived (including
land, water, wildlife, biodiversity, environmental resources). Social Capital: The
social resources upon which people draw in pursuit of livelihoods (i.e. networks,
membership of groups, relationships of trust, access to wider institutions of
society). Human Capital: The skills, knowledge, ability to labor and good health
important to the ability to pursue different livelihood strategies. Physical Capital:
The basic infrastructure (transport, shelter, water, energy and communications) and
the production equipment and means which enable people to pursue their
livelihoods. Financial Capital: The financial resources which are available to
people (whether savings, supplies) and which provide them with different
livelihood options.
In addition, it is vital to understand the structures and processes which define
people’s livelihood options. These structures and processes are critical in
determining who gains access to the various assets, and in influencing the effective
value of each asset.
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EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
The livelihood strategies which individuals adopt reflect their choices in
building on their assets: gaining more from a livelihood through increased
agricultural production (more outputs per unit area with increased capital or labor
inputs), or by cultivating more land.
Alternatively, there may be opportunities to diversify into off-farm incomeearning activities, or to seek a livelihood by moving away temporarily or
permanently. These combinations of activities which make up a livelihood strategy
are known as a ‘livelihood portfolio’. A portfolio will be diversified over time, and
between households, communities and generations; hence the composition of
livelihood strategies is a dynamic element of sustainable livelihoods.
The transport sector is associated largely with improvements in physical
capital. However, access to transport and other services such as schools, health
clinics and markets is integral and contributory to the development of all the
capital assets; hence transport practitioners have a significant role to play in
understanding and supporting sustainable livelihoods as part of a multi-sectoral
analysis of community life.
In summary, the implementation of a sustainable livelihoods approach
requires the active participation of all sectors which have a vested interest in
increasing the capital assets of communities.
In order to implement a strategy for sustainable development, members of
the community must believe that they have the capacity to resolve their own
problems and shape their own future. A spider's web looks fragile, but it can
withstand extraordinary force with little damage. Strengthening the community's
capacity is like weaving a web that creates a social network throughout the
community, providing support for all and extending and strengthening cooperation
and collaboration among people, institutions, organizations, and businesses.
Even if it starts small, the network expands and incorporates more and more
of the stakeholders. The network increases community cohesion and resilience
through innovative partnerships, increased collaboration, and a shared vision of the
future.
Sustainable community initiatives, like the one in the Aeta Community, deal
with global issues at the local level. There are many paths to sustainable
development, as many as there are communities.
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EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
The following steps may help the community build and implement a
sustainable vision of its own:
1. Get agreement on implementing a sustainability program.
2. Conduct a community assessment.
3. Create a community vision and develop a roadmap for reaching that
vision.
4. Develop sustainability indicators to measure progress.
5. Identify sources of help.
6. Carry out projects and monitor, evaluate, and make adjustments as
needed.
Conclusions
Based form the findings, the researchers concluded that following:
1. The programs and services of the CESO are provided to all beneficiaries
regardless of gender. The beneficiaries with total monthly income of less than P10,
000 are considered poor. Majority are high school graduate and elementary
undergraduate.
2. Livelihood program topped in the list of the involvement and the most
liked by the beneficiaries relative to various community extension programs and
services followed by nutrition/ feeding program. The beneficiaries are visited by
the staff 1 – 2 times a month.
3. The relevance and responsiveness of the CESO programs and services as
viewed by the beneficiaries themselves gained a rating of “agree”, while efficiency
and effectiveness, and sustainability are rated “strongly agree’.
4. The beneficiaries recommend the increase of materials for farming such as
carabao, seedlings, organic fertilizer & herbal spray, spray tank and for
transportation of goods; continue sustain the programs such as literacy and
livelihood; construction of store and road for easy transportation goods and
services; construction of school/classrooms and provision of teacher and other
school supplies; and increase visit of CESO staff.
5. Key components of the sustainable extension program for analyzing the
livelihoods of individuals and the community are their capital assets, their
23
EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
vulnerability context and the transforming structures and processes which shape
and influence the livelihood strategies which they adopt.
Recommendations
Based form the conclusions, the researchers recommended that following:
1. The programs and services of the CESO should be equally sustained
provided to all beneficiaries regardless of gender, educational attainment and
monthly income.
2. Other programs and services such as advocacy and capability trainings/
seminars should be looked upon and implemented. Likewise, literacy, community
organizing and feeding programs should be strengthened. There is also a need to
increase the visit of the CESO staff to the various projects for purposes of
monitoring.
3. The CESO should do massive information dissemination relative to the
objectives/ purposes to its beneficiaries. Specific strategies should be made felt to
them and responsive to the needs of family and community as a whole. Likewise,
capacity building should be explored for technology transfer to other beneficiaries.
4. The CESO should implement a more massive strategies to: increase the
materials for farming such as carabao, seedlings, organic fertilizer & herbal spray,
spray tank and for transportation of goods; continue sustain the programs such as
literacy and livelihood; construction of store and road for easy transportation goods
and services; construction of school/classrooms and provision of teacher and other
school supplies; and increase visit of CESO staff.
5. The key components of the sustainable extension program for analyzing
the livelihoods of individuals and the community are their capital assets, their
vulnerability context and the transforming structures and processes which shape
and influence the livelihood strategies which they adopt should be immediately
explored.
24
EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
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Appendix A
EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE
AT THE AETA COMMUNITY OF SITIO KANAYNAYAN,
BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
(Survey-Questionnaire)
I. Personal na Impormasyon Tungkol sa Tagapagsagot
Pangalan:______________________________________________Edad : ______________
Estado:
____Walang asawa
____ May Asawa _____Hiwalay ____Biyuda/Biyudo
Buwanang Kita: ______Php 25,000 – pataas
______Php 20,000 – 24,999
______Php 15,000 – 19,999
_____Php 10,000 – 14,999
_____Php 5,000 – 9,999
_____Php 4,999 – pababa
Antas ng Pinag-aralan:
____Hindi Nakatapus ng Elementarya
____Nakatapus ng Elementarya
____Hindi Nakatapus ng Sekondarya
____Nakatapus ng Sekondarya
____Nakatapus ng Kolehiyo
Programa ng CESO na kinabibilangan
____
____
____
____
____
____
livelihood/pangkabuhayan
adbokasiya
literacy/edukasyon
capability trainings/seminars
community organizing
feeding program/nutrisyon
Alin sa mga Programa ng CESO ang iyong pinakagusto?
____
____
____
____
____
____
livelihood/pangkabuhayan
adbokasiya
literacy/edukasyon
capability trainings/seminars
community organizing
feeding program/nutrisyon
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EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
Gaano kadalas bumibisita ang mga CESO Staff sa aming lugar/proyekto
sa loob ng isang buwan?
_____ 1-2 beses _____3-4 beses _____5-6 beses _____7-8 beses
II. Ebalwasyon sa Programa ng CESO
Direksyon: (Lagyan ng “tsek (√) ang napiling kasagutan. Anumang impormasyong
inyong ibibigay ay ituturing na konpidensiyal. Gamitin ang mga sumusunod sa
pagsagot:
5
4
3
2
1
- Labis na Sumasang-ayon
- Sumasang-ayon
- May Pag-aalinlangan
- Hindi Sumasang-ayon
- Lubhang Hindi Sumasang-ayon
RELEVANCE AND RESPONSIVENESS
1. Naipaliwanag ng sapat mga taga CESO sa amin ang
kanilang layunin ng pagtulong.
2. Nauunawaan ko ang mga layuning ito ng Columban CESO
sa aking pagsali sa gawaing ito.
3. Naippaunawa ng mga CESO staff ang aking tungkulin
bilang kabahagi ng proyekto ng CESO.
4. Nagugustuhan ko ang mga pamamaraan ng CESO sa
pagpapatupad sa programa.
5. Sa aking palagay, epektibo ang ginagamit na pamamaraan
ng mga CESO staff sa pagpapatupad ng programa.
6. Ang pamamaraan na ginagamit ng CESO ay naaayon sa
akin/aming pangangailangan.
7. Natugunan ba ng CESO ang mga pangangailangan ko sa
aking sarili?
8. Natugunan ng CESO ang mga pngangailangan ko sa aking
pamilya.
9. Natugunan ng CESO ang mga pangangailangan ko sa aking
komunidad.
10. Sa kabuuan, nakatulong sa aking buong pagkatao ang aking
pagsali sa proyekto ng CESO sa komunidad.
5
4
3
2
1
EFFICIENCY AND EFFECTIVITY
1. Ang proyekto ng CESO sa aming lugar/pamayanan ay may
mabuting epekto sa aking pagkatao.
2. Ang proyekto ng CESO sa aming lugar/pamayanan ay may
mabuting epekto sa aking pamilya.
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EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
3. Ang proyekto ng CESO sa aming lugar/pamayanan ay may
mabuting epekto sa aking komunidad.
4. Naging matipid at maingat ang CESO sa implemetasyon ng
mga proyekto sa komunidad.
5. Itinuturo ng CESO ang pagging matipid at maingat sa
paggastos sa mga tinutulungan nito.
6. Ang epekto ng CESO sa saking sarili ay nagagamit ko sa
aking pang-araw-araw na buhay.
7. Mayroon nagbago sa aking pakikisalamuha sa ibang tao
nang mapabilang ako sa proyeckto ng CESO.
8. Nararamdaman ko ang kabutihan sa layunin ng CESO sa
aming komunidad.
9. Kung bibigyan ng pagkakataon, nais ko bang mas palakasin
pa ang aking partisipasyon sa CESO programs at services?
10. Sa aking pananaw, ang suporta ng CESO sa aming proyekto
sa ngayon ay sapat sa aming pangangailangan.
SUSTAINABILITY
1. Napalakas ng CESO ang pagiging buong grupo namin sa
komunidad.
2. Napalakas ng CESO ang aming relasyon sa ibang mga tao
sa komunidad.
3. Magiging kapaki-pakinabang sa hinaharap ang mga
natutunan ko sa pagsali sa CESO programs.
4. Handa akong ibahagi ang aking nalaman mula sa proyekto
sa iba pang mga tao.
5. Ang akin natutunan mula sa mga proyekto ay magagamit ko
sa ibang aspeto ng aking buhay.
6. Kapag natapos na ang program cycle ng CESO sa aming
komunidad/lugar sa paglipas ng taon, ang aming proyekto
ay kaya ng tumayo sa kanyang sarili?
7. Sa aking pagsali sa programa ng CESO, masasabi ko na
handa na ba akong tumulong sa ikauunlad ng ibang tao sa
aking barangay.
8. Ako ay naniniwala na sa aking sariling kakayahan at
handang maging “independent” matapos man ang project
assistance ng CESO.
9. Maipagpapatuloy ko ba ang nasimulan ng CESO sa aming
komundad sa tulong ng aking sarili at ibang mga tao?
10. Sa aking palagay, dapat pagbutihan pa ang “service
delivery” ng CESO.
32
EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
Ano pa ang iyong mga rekomendasyon
pagpapatupad ng mga CESO programs?
upang
mapa-unlad
ang
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EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
CURRICULUM VITAE
DAVID CABABARO BUENO, Ed.D.
P.R.C License #: 0646650
121 Rodriguez St., San Marcelino, Zambales, Philippines 2207
* +639997064865 * *+639278911745 *
bueno_dave@yahoo.com
SUMMARY OF QUALIFICATIONS
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Baccalaureate degree in General Science with Courses for Professional Education.
Masterate degree in education with a concentration in Science Education.
Doctorate degree in education with a concentration in Educational Management and
Administration.
One year of experience teaching in a private secondary school.
Fifteen years of experience teaching tertiary in a private college.
Eleven years of experience teaching in masterate and doctorate programs.
Eleven years of experience as thesis/dissertation adviser.
Eleven years of experience as statistician.
Six years of experience managing Sciences laboratories.
Nine years of experience as Science and Mathematics coordinator.
Twelve years of experience as reviewer (Licensure Examination for Teachers).
Extensive training on practical activities in Biology, Chemistry, Physics, laboratory
skills for Chemistry teachers, and laboratory techniques in Biology.
Extensive training and experience as thesis/ research adviser and statistician.
One year of experience as Research and Development Director
Dean, Graduate School: 2009-Present
EDUCATION
Columban College Inc., Olongapo City
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Doctor of Education Major in Educational Administration, March 2000
Master of Arts in Education Major in Science Education, March 1998
AB, General Science and Professional Education Units, March 1996
SPECIAL COURSES
University of the Philippines, Quezon City
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Laboratory Techniques in Biology, November 2002
Basic Laboratory Skills for Chemistry Teachers, July 2001
S-T Course in Modern Physics, October 1997
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EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
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S-T Course on Practical Activities in Inorganic Chemistry, January 1997
S-T Course on Practical Activities in Organic/ Biochemistry, Nov 1996
PUBLICATIONS
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Bueno, David C. Essentials of Biological Sciences, Syneraide Research and
Publications, March 2006.
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Bueno, David C. Fundamentals of Physical Science, Syneraide Research and
Publications, March 2006.
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Bueno, David C. and Enriquez, Ricky C. Essentials of Inorganic Chemistry,
Syneraide Research and Publications, March 2006.
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Bueno, David C. Elements of Research and Thesis-writing, Syneraide Research
and Publications, October 2006.
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Bueno, David C. Introduction to Human Biology, Syneraide Research and
Publications, January 2007.
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Bueno, David C. Essentials of Statistics, Syneraide Research and Publications,
January 2007.
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Bueno, David C. and Matriano, Eric A. Environmental Science: Issue-Based
Approach, Syneraide Research and Publications, June 2007.
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Bueno, David C. and Callo, Elmer F. Principles of Microbiology (Integrated with
Basic Nutrition), Syneraide Research and Publications, June 2007.
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Bueno, David C. Alegoria, Susan P., and Callo, Elmer F. Principles of Food Safety
and Sanitation, Syneraide Research and Publications, June 2007.
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Bueno, David C. Biological Science for College Students. Books Atbp. Publishing
Corp. Manila. 2011.
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Bueno, David C. Physical Science for College Students. Books Atbp. Publishing
Corp. Manila. 2011.
SPEAKERSHIP
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Research and Development Seminar-Workshop Trainer.
Central Luzon College of Science and Technology, Olongapo City, December
2001.
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Lecturer on the “SCOUT II Class 03-2001: Philippine National Police Special Action
Force School”.
Naval Mag., Subic Bay Metropolitan Authority, Olongapo City. June 2001.
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Lecturer on the “The Basics of Action Research: Imperative to Entrepreneurial
Success”.
SIFE Philippines: Changing the World, Columban College Chapter, College of
Business Administration, January 2005.
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EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
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Institutional Research Presenter on the “Human Asset Management (HAM) Practices
as Perceived by College Faculty: A Case of CC for Policy Revision”.
Research Capability Building Seminar: Writing Action Researches for
Business and Education. Columban College, Olongapo City, October 23,
2010.
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Lecturer on the Research Capability Building Seminar (The Research Methods and
Designs, and Writing the Research Proposal): Writing Faculty Researches.
Research Capability Building Seminar: Writing Faculty Researches.
Columban College, Olongapo City, October 27, 2010.
CERTIFICATE OF MEMBERSHIP
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Philippine Association for Graduate Education-III
Registered Member in March 2002
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Philippine Association for Teacher Education, Region III Chapter
Registered Member in December 2003
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Graduate Education Association of Chartered Colleges and Universities of the
Philippines (GEACCUP), Region III
Registered Member in 2004
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Research and Educational Development Training Institute
Registered Lifetime Member
PERSONAL DATA
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Date of Birth
Civil Status
Nationality
Religion
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June 30, 1974
Single
Filipino
Roman Catholic
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EXTENSION SERVICES PROGRAMS OF COLUMBAN COLLEGE AT THE AETA COMMUNITY OF SITIO KANAYNAYAN, BRGY. SAN PABLO, CASTILLEJOS, ZAMBALES
CURRICULUM VITAE
ELMER M. MADRIAGA, MAED
SUMMARY OF QUALIFICATIONS
EDUCATION
SPECIAL COURSES
PUBLICATIONS
SPEAKERSHIP
CERTIFICATE OF MEMBERSHIP
PERSONAL DATA
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Date of Birth
Civil Status
Nationality
Religion
:
:
:
:
Married
Filipino
Roman Catholic
37