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.
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. 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...