Bayanihan Learning Community Program

November 2, 2017 Teaching

ASSESSMENT OF BAYANIHAN LEARNING COMMUNITY PROGRAM (BLCP) OF CAMARINES SUR STATE AGRICULTURAL COLLEGE (CSSAC) EXTENSION SERVICES OFFICE JANET H. DE LA RAMA MS AGED STUDENT A RESEARCH PROPOSAL SUBMITTED TO THE FACULTY OF THE INSTITUTE OF GRADUATE AND POLICY STUDIES, CAMARINES SUR STATE AGRICULTURAL COLLEGE, IN PARTIAL FULFILLMENT OF THE REQUIREMENTS IN AGRE 215 (AGRICULTURAL RESEARCH) CELY S. BINOYA, Ph. D. SUBJECT PROFESSOR FEBRUARY 2010 CHAPTER I INTRODUCTION All State Universities and Colleges (SUC’s) are mandated to perform the four pillars such as instruction, research, extension and production.

Extension is an intrinsic function of the college with the purpose of initiating, inciting and nourishing the progress of selected agropolitan and other assisted communities, line agencies and other development-oriented linkages using the colleges’ expertise, research outputs and available resources for both academic and non-academic pursuits. Responding to its mandate, the Camarines Sur State Agricultural College (CSSAC) Extension Services is dedicated to develop the total quality of life of the rural poor.

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It has four (4) program components, a) Community Learning Program; b) Continuing Education and Training Program; c) Communication Materials and Publication Development Program; and d) Corporate Linkages and Special Project Program. One of the extension models under the Community Learning Program is the Bayanihan Learning Community (BLC). It is a people-centered and community-based approach to countryside development where the development efforts of stakeholders congregate.

The “bayanicracy” concept of sustainable development is the core of this model where all stakeholders are actively involved. It has five components, namely: Bayanihan Pangkabuhayan (Livelihood), Bayanihan Pangkalikasan (Environment), Bayanihan Pangkakayahan (Capability-building), Bayanihan Pangkarangalan (Character Development), and Bayanihan Pangkalusugan (Health). All the development interventions in the pursuit of sustainable community are being catered by those components.

As part of Community Learning Program, BLC aims to develop extension models and approaches using the learning experiences, enhance the knowledge and skills of the people in the rational use of community resources, cultivate the “bayanicracy” spirit among sectors, organize strong and committed stakeholders to spearhead sustainable development and improve the quality of life in the service areas. It is also expected to transform the communities from passive observers to active stakeholders who directly participate in important decision-making activities of the government.

There were series of trainings and workshops conducted for BLC leaders and stakeholders to determine their strengths, weaknesses and expectations before it was operationalized. After which, it came up with an Action Plan of the direction and guidelines for implementation. The program was started in June 2006 with eleven (11) pilot barangays in five (5) municipalities from Second and Third Districts of Camarines Sur. Municipalities from the Second District are Gainza, Pili, Ocampo, while Bula and Baao are from the third district.

The eleven (11) BLCs are Barangay Namuat in Gainza, Caroyroyan in Pili, Guinaban in Ocampo, Balaogan, Fabrica, Lubgan, Sagrada, San Jose and Sto. Domingo in Bula, San Isidro and Sta. Teresita in Baao, Camarines Sur. Each BLC has an assigned coordinator from the Office of CSSAC Extension Services to coordinate with the stakeholders and line agencies for program and project implementation. It is also his role to mobilize the Research, Development and Extension (RD&E) coordinators of the different institutes and departments of the college to assist the facilitation of the Action Plans.

Every Institute has an adopted BLC for the implementation of their extension programs. In more than a year of implementation, there are numerous activities that have been successfully conducted such as livelihood seminars and trainings, establishment of techno demo on agricultural production, facilitated the artificial insemination particularly on cows and carabaos, assisted and facilitated the drafting of some project proposals. However, there are activities that were not achieved that were in the Action Plan made during the planning workshop.

Some of the program components of BLCP were not completely implemented. This study will assess the effectiveness of the BLC Program of CSSAC Extension Services in delivering, initiating and nourishing the progress in the eleven (11) pilot barangays (BLCs). STATEMENT OF THE PROBLEM This study intends to asses the effectiveness of the BLCP of the CSSAC Extension Services in the community and aimed to answer the following questions: 1. What is the socio-economic status of the respondents? 2.

Is the community well-oriented of the CSSAC Extension Services Bayanihan Learning Community Program? 3. Has the conceptualized Action Plan been accomplished? 4. What components in the BLCP Action Plan did the community failed to accomplish? 5. Is the CSSAC Extension Services BLC Program appreciated in the community? 6. What are the factors that affect the effectiveness of the BLCP in the community? OBJECTIVES OF THE STUDY Generally, this study aims to assess the BLCP of CSSAC Extension Services in 11 pilot barangays (BLCs). Specifically, this study aims to: 1. etermine the socio-economic status of the respondents; 2. determine if the BLCs are well-oriented of the CSSAC Extension Services’BLC Program; 3. determine if the Action Plan is accomplished; 4. identify which among the BLCP components the community failed to accomplish; 5. determine the level of appreciation of the community in the CSSAC Extension Services BLC Program; and 6. identify the factors that affect the effectiveness of the BLCP in the community. SIGNIFICANCE OF THE STUDY This study is deemed significant to the following: CSSAC ES/Program Implementers

This study could serve as their basis for improvement and employ new approaches and strategies in the effective implementation and sustainability of BLCP. Stakeholders They would know how to integrate their programs in helping the facilitation and effective implementation of CSSAC Extension Services’ Bayanihan Learning Community Program. Barangay Officials They would be aware of the strength and weaknesses of their barangays so that they could plan and employ appropriate and responsive approaches and strategies in the effective implementation of their development programs. Students

This study could serve as a source of information on the adopted barangays (BLCs) served by CSSAC Extension Services, particularly students who are majoring in Agricultural Extension, who have their community internship in various municipalities and barangays. Researchers Findings of this study could be useful for future studies and researches on Bayanihan Learning Communities. SCOPE AND LIMITATION OF THE STUDY This study will focus on the assessment of the effectiveness of CSSAC Extension Services BLCP in the eleven (11) pilot barangays in five (5) municipalities in Camarines Sur, from the period June 2006 to December 2007.

DEFINITION OF TERMS The following terms will be used in the study and are operationally defined as follows: BLCP– Bayanihan Learning Community Program; one of the extension modalities of CSSAC Extension Services. BLCs – Bayanihan Learning Communities, the adopted barangay served by CSSAC Extension Services. Bayanicracy/bayanihan – is one of the Filipino values which is characterized with team working and cooperation or joint action; partnership/collaboration/ concerted efforts between and among the members of the community and the partner or assisting institutions/organizations.

Stakeholders – these are the line agencies and partner organizations in the operationalization and implementation of the Bayanihan Learning Community Program. Bayanihan Pangkabuhayan (Livelihood) – is the first component of BLCP which aims to improve the livelihood of the farm families in the BLCs. Bayanihan Pangkalikasan (Environment) – is the second component of the BLCP that places high regard on the environment and aims to improve the environment. Bayanihan Pangkakayahan (Capability-building) – is the third component of BLCP that offers assistance in developing the skills and capabilities of the community people.

Bayanihan Pangkarangalan (Character Development) – is the fourth component of BLCP which aims to regain dignity and pride in the tradition of bayanihan. Bayanihan Pangkalusugan (Health) – is the fifth component of the BLCP that recognizes the importance of physical ability. CHAPTER II REVIEW OF RELATED LITERATURE Republic Act 8435 (Sec. 90) better known as the Agriculture and Fisheries Modernization Act (AFMA), mandates that SUCs shall primarily focus on the improvement of the capability of LGU extension service.

Battad (1997) stated that Agricultural Extension remains one of the essentials to agricultural and rural development. With the current challenges brought about by global competition, new research breakthroughs and advances in sciences and technology, the agricultural sector and the millions of Filipino farmers need to be equipped with the knowledge and skills to increase their productivity and income. The need for such knowledge and skills is even more important in view of the fast deteriorating and depleting natural resources from which their source of livelihood largely depends.

Undan (1998) stated that “increasing farm/fishery productivity, income and improving the quality of life of the rural poor is the universal and ultimate objectives of extension work. ” In the Philippines, efforts to reach out to the rural families had been made in the past and continuous to be one of the concerns of government and non-government organizations. Undeniably, such efforts have yielded positive results. However, much remains to be desired and often times, the idea of what and how to do it is easier said than done. IIRR, (2003) The Bayanihan Learning Community Program (BLCP) is one of the many recognized approaches in extension.

It was conceived as an approach for discovery through collaborative and mutual learning; demonstration through teaching by showing; training through learning by doing; and human reconstruction not as a relief but release. CSSAC Annual Report (2004) there were five (5) Bayanihan Learning Communities (BLCs) had been established. These are Barangay Caroyroyan in Pili, Barangay Sta. Teresita in Baao, Barangay Guinaban in Ocampo, and Barangay Balaogan and Lubgan in Bula, all in the province of Camarines Sur. The initial step was consultations with members of the Barangay Council and sectoral representatives in each of the five BLCs.

These were conducted by the Core Team of the Extension Services Division (ESD). Focus Group Discussion (FGD) was employed as a technique for gathering initial information regarding agricultural production, education, local governance (political), health and nutrition, eco-environmental and socio-cultural aspects. Various trainings, technical assistance and consultancy services were likewise provided in order to strengthen involvement and cooperation among members of the community towards making them progressive, productive and self-reliant communities.

CSSAC Annual Report (2005) stated that there were ten (10) Barangay Learning Communities established in 2005. These were: Barangay Caroyroyan in Pili, Barangay Sta. Teresita in Baao, Barangay Guinaban in Ocampo, Barangays Balaogan, San Jose, Sto. Domingo, Fabrica, Sagrada and Lubgan in Bula, and Namuat in Gainza, Camarines Sur. Capability enhancement activities, such as sustainable agriculture and learning systems approaches was made to improve farm productivity.

It also explored the possibility of income generating projects for the barangay families to increase income. ASSESSMENT OF BAYANIHAN LEARNING COMMUNITY PROGRAM (BLCP) OF CAMARINES SUR STATE AGRICULTURAL COLLEGE (CSSAC) EXTENSION SERVICES OFFICE Figure 2. CONCEPTUAL FRAMEWORK HYPOTHESES OF THE STUDY HA:The effectiveness of the CSSAC Extension Services Bayanihan Learning Community Program (BLCP) is affected by the CSSAC Program Implementers, barangay officials, funding, values of the community people, political intervention and otherstakeholders.

HO:The effectiveness of the CSSAC Extension Services Bayanihan Learning Community Program (BLCP) has no significant relationship to the CSSAC Program Implementers, barangay officials, funding, values of the community people, political intervention,and other stakeholders. ASSUMPTION OF THE STUDY The effectiveness of the CSSAC Extension Services Bayanihan Learning Community Program (BLCP) is affected by the CSSAC Program Implementers, barangay officials, funding, values of the community people, political intervention and other stakeholders. CHAPTER III METHODOLOGY A. RESEARCH METHODS AND DESIGN

Assessment of the CSSAC Extension Services Bayanihan Learning Community Program (BLCP) will be done through an area survey, observation and face to face interview of selected barangay and SK officials, member of an existing organization and the community people. B. LOCATION OF THE STUDY This study will be conducted in the eleven (11) pilot barangays of CSSAC Extension Services BLCP. The eleven (11) barangays are in five (5) municipalities in Camarines Sur namely; Namuat in Gainza, Caroyroyan in Pili, Guinaban in Ocampo, Balaogan, Fabrica, Lubgan, Sagrada, San Jose and Sto.

Domingo in Bula, San Isidro and Sta. Teresita in Baao, Camarines Sur. C. RESPONDENTS OF THE STUDY A total of fifty-five (55) respondents will be selected from the eleven (11) BLCs or 5 respondents from each BLC. D. SAMPLING PROCEDURE Purposive sampling procedure will be used. There would be five (5) respondents in each BLC, it would be consisted of one (1) barangay official, one (1) SK official, one (1) from a selected organization, and two (2) from the common people in the barangay. E. INSTRUMENTATION Survey questionnaire will be used as a tool for data gathering. F.

DATA COLLECTION PROCEDURE The study will be utilizing both primary and secondary data. The primary data will be gathered directly from the respondents through personal interview with use of an structured questionnaire. Secondary data will be gathered from the different sources such as books, articles, journals, accomplishment reports, internet, and unpublished manuscripts. ANALYSIS OF DATA The tabular and descriptive method of analysis will be used to analyze and interpret the data gathered. BIBLIOGRAPHY Cruzana, Salvador, Jr. Moving on with Bayanihan Spirit. Magbayanihan Kita!

Newsletter. Vol. 1. Camarines Sur State Agricultural College, Pili, Camarines Sur. January-March 2007. pp. 5-6. CSSAC Annual Report. Extension Services. The Community Learning Program. 2005. pp. 25-27. CSSAC Annual Report. Extension Services. The Community Learning Program. 2004. pp. 22-25. R. A. 8435 (Sec. 90) Agriculture and Fisheries Modernization Act (AFMA. 200 . Talay, Rita N. BLC News and Updates. Convergence Towards Sustainability. The Countryside Perspective Journal. Vol. 2. Camarines Sur State Agricultural College, Pili, Camarines Sur. July-December 2004. pp. 5-6.

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