INFORMANT’S PROFILE

Analee B. Andrada, RGC

Is a full-time Registered Guidance Counselor of Capiz State University

Pontevedra Campus.

CAPIZ STATE UNIVERSITY

Capiz State University (CAPSU) is a state university with a distinct

history. On December 4, 1980, Pres. Ferdinand E. Marcos signed Batas Pambansa Blg.

91 which merged the Mambusao Agricultural and Technical College (MATEC) in

Burias, Mambusao and Capiz Agricultural and Fishery School (CAFS) in Bailan,

Pontevedra to become the Panay State Polytechnic College (PSPC). The integration of

Capiz Institute of Technology in Roxas City on October 25, 1999 and Sigma College of

Science and Technology in Sigma, Capiz on December 19, 2000 paved the way for the

conversion of the state college into a state university. Thus, with the signing by Pres.

Gloria Macapagal-Arroyo of Republic Act No. 9273 on March 21, 2004, PSPC was

converted into Capiz State University.

The Charter (RA 9273) mandates that Capiz State University “shall primarily

provide advanced instruction and professional training in agriculture, fishery and forestry,

science and technology, arts and humanities, education and other related fields.” It is also

mandated to “undertake research, extension and production activities and provide

progressive leadership in its areas of specialization.”

CAPSU, a research university is committed to become the center of academic

excellence delivering quality service to all. That all personnel is committed to provide

advanced knowledge and innovation, develop skills, talents and values, undertake
relevant research, development and extension services, promote entrepreneurship and

environmental consciousness and enhance industry collaboration and linkages with

partner agencies.

For curricular offerings, the University is mandated to “offer undergraduate,

graduate and short-term courses within its areas of specialization and according to its

capabilities, as the Board of Regents may deem necessary to carry out its objectives, in

order to meet the needs of the Province of Capiz and the region.”

The University is governed by the Board of Regents (BOR) which is composed of

the CHED Chairperson or Commissioner as the Chairperson; the University President as

Vice Chairperson; Chairperson of the Senate Committee on Education, Arts and Culture;

Chairperson of the House of Representatives Committee on Higher and Technical

Education; Regional Director of the National Economic Development Authority

(NEDA); Regional Director of the Department of Agriculture (DA); Regional Director of

the Department of Science and Technology (DOST); President of the Federation of

Faculty Associations; President of the Federation of Alumni Associations; President of

the Federation of Student Councils; and two (2) prominent citizens of the province of

Capiz.

The school’s vision mainly revolve to be the Center of Academic Excellence Delivering

Quality Service to All with a mission to provide advanced knowledge and innovation,

develop skills, talents and values, undertake relevant research, development and

extension services, promote entrepreneurship and environmental consciousness, enhance

industry collaboration and linkages with partner agencies. The institution’s goals is to

create Globally competitive graduates, Institutionalized research culture, Responsive and

sustainable extension services, Maximized profit of viable agro-industrial business

ventures, Effective and efficient administration GUIDING PRINCIPLES, Academic

Freedom, Responsibility, Academic Standards. In addition, the core values of the

institution revolves on God- centeredness; Excellence; Integrity; Transparency and

Accountability and; Dedication to Quality Service (RACE) Responsive, Accessible,

Courteous, and Effective Public Service.

Raphah Cortel

Full time under College of Arts and Sciences and an adviser of Filamer

Christan University Psyche Organization. She is also the acting program

coordinator of the Psychology Department of the university. Ms. Raphah tops the

2018 Board Licensure Examination for Psychometrician as the 10th placer.

FILAMER CHRISTIAN UNIVERSITY

Brief History

1Filamer Christian University, founded in 1904, is adorned with multicolored

centenarian history. With a legacy of more than 100 years of Christian education, the

school remains steadfast in its commitment to provide holistic and relevant education to

its clientele.

Situated on a hilly terrain, the school site covers more than five hectares with the

Main Campus located at Roxas Avenue. Several buildings are interconnected by steps

and cemented walks, and the surrounding century-old trees provide a healthy “pollution-

free” environment conducive to learning. Since the school continues to acquire properties

and construct new buildings, the Annex Campus which is situated in Barangay Punta
Tabuc, was developed which accommodated the Elementary, Technology, and Library

buildings. It is also in this site that the Kindergarten Building and the University

Dormitory will soon rise.

The 17-hectare Dinginan property of the University, which is strategically located

near the vicinity of a multimillion landscape, is currently being developed to become an

Organic Farm that will showcase natural farming and ecologically-sound practices. Once

the Dinginan Organic Farm is developed, this will also serve as one of the travel

destinations in Capiz.

At present, Filamer Christian University enjoys the distinction of being the first

and the only private university in the province of Capiz. It was granted Deregulated

Status by the CHED last 2009 until 2015. Last April 2016, Filamer was elevated to the

highest status, AUTONOMOUS, also by the CHED. FCU is one of the only two higher

education institutions in Region VI which was granted with this status. Deregulation and

Autonomy is awarded to private higher education institutions that have consistently

shown exemplary performance in the provision of education, research and extension

services.

In 2014, the CHED short-listed Filamer as one of the Top 20 schools in the

country to participate in the Association of Southeast Asian Nations’ (ASEAN)

International Mobility for Students starting 2015.

Majority of the programs offered by the University undergo accreditation by the

Association of Christian Schools, Colleges and Universities - Accrediting Agency Inc.

(ACSCU-AAI) for quality assurance. The ACSCU-AAI is under the umbrella

organization of accrediting agencies in the country which is the Federation of Accrediting

Agencies of the Philippines. The Bachelor of Secondary Education and Bachelor of

Elementary Education programs were granted with highest accreditation level which is

Level IV; while Nursing, Business Administration, Liberal Arts, Elementary, and High

School programs were awarded Level III. Other programs of the University are

Accredited Level II.

Filamer's College of Teacher Education was identified "Center of Excellence

Satellite Institute" in Roxas City by the CHED in recognition of the contribution of the

College in the training of quality teachers.

The University is a participating member of the Association of Christian

Universities and Colleges in Asia (ACUCA), University Mobility in Asia and the Pacific

(UMAP) students exchange programs, and the Association of Christian Schools, Colleges

and Universities.

All course offerings of the University operate with government permits and

recognitions.

VISION

  A globally-linked Christian university nurturing people and communities for

transformative leadership and nation building.

MISSION:

FCU commits to:

1. Instil Christian values among people and communities through holistic education;

2. Innovate models of development through research, knowledge management and

community building;

3. Inspire transformative leadership and exemplary lives;

 4. Initiate collaborative linkages and partnership with national and international

organizations.

GOALS:

1. Perpetuates the Christian heritage of the school as a Church-related institution

maintaining an ecumenical stance;

2. Demonstrates Christian love by reaching out and participating in the society building

through community service;

3. Designs research-based development models on knowledge management and

community building;

4. Establishes institutional self-sufficiency and sustainability;

5. Strengthens collaborative regional and international partnerships and linkages.

Core Values

SPIRITUALITY: Commitment to Christian faith.

SERVICE EXCELLENCE: Commitment to academic and administrative excellence.

SOCIAL RESPONSIBILITY: Commitment to research and community development.

Rosanna G. Billones

Rosanna G. Billones is an esteemed research extension specialist at the Colegio de la

Purisima Concepcion, Roxas City. She is also a master’s degree holder in Business
Administration and Public Administration. She had stayed in the same institution for over
two decades. Aside from being the head of the extension office, she also teaches statistics
in college level.
Brief History
Colegio de la Purisima Concepcion, a learning institution of the Archdiocese of
Capiz, guided by Catholic ideals and relying on the patronage of the Blessed Virgin
Mary, envisions itself as a center of academic excellence, through its commitment to the
development of the total person, by offering relevant and responsive academic programs.
 CPC is an extension of a Catholic home, and the Catholic Church. It trains
students to assume religious, civic, and social responsibilities. By exposing them to the
discipline of arts, mathematics and science, and by cultivating their abilities and talents,
CPC fulfills its continuing mission to the religious, civic, intellectual and moral life of the
students. In this process, it integrates Catholic education with academic competence for
needed leadership in national development.
The College is a member of the Catholic Educational Association of the
Philippines (CEAP) and several professional organizations, such as: the Philippine
Association of Graduate Education (PAGE), the Philippine Association of Collegiate
Schools of Business (PACSB), the Center for Educational Measurement (CEM), Private
Schools National Association of Non-Formal Education (PRISNANFE) , and others.

Religion is the core of all courses. The College centers on the theme of Christian
Formation being an integral part of man, as it seeks to instill moral values through
academic offerings, liturgical services, and the extension of privileges to deserving and
capable students. CPC is an extension of a Catholic home, and the Catholic Church. It
trains students to assume religious, civic, and social responsibilities. By exposing them to
the discipline of arts, mathematics and science, and by cultivating their abilities and
talents, CPC fulfills its continuing mission to the religious, civic, intellectual and moral
life of the students. In this process, it integrates Catholic education with academic
competence for needed leadership in national development.

Apart from the Main Campus in Arsobispo St., beside the Roxas City Cathedral,
CPC also has a U-shaped building at Arnaldo Boulevard, which houses the Colleges of
Marine Education, Engineering and Technology, as well as the IT Department of the
College of Business and Management. A separate 2-storey building in the Boulevard
Campus houses the pre-school and elementary departments.

Vision

Colegio de la Purisima Concepcion would have meaningful contributed to an

empowered citizenry who can create, think critically, act positively, and contribute to the
full development of society through responsive and relevant academic programs that shall
be addressed to healthy, economic, political, socio-cultural, religious, scientific, and
technolological needs and challenges.
 Mission

Colegio de la Purisima Concepcion, a catholic institution of learning of the

Archdiocese of Capiz, believes in a witnessing community of Christians who are maka-
Diyos, maka- tao, maka-bayan, and maka-kalikasan. It commits itself to an evangelizing
and liberating education for young Filipino men and women into becoming creative,
decisive, competitive, critical thinkers and active individuals who shall contribute to:

1. the attainment of political maturity, economic stability, and equitable social

progress;

2. the cultivation and inculcation of moral and spiritual foundations;

3. and the realization of a Filipino identity and strong sense of national pride.

COLLATED REPORT

Based on our gathered data, our respondents define career development as a

comprehensive developmental program designed to assist individuals in making informed

educational and occupational choices. It also involves the preparation of an individual (or

student) to enter, stay and progress in his/ her chosen field of work. Furthermore, they

had considered career development as a lifelong process in developing one’s self to form

an identity that enhances their work related skills. Since our key informants came from
the academe, they responded that in general, their services mainly cater the youth sector

which they aim to prepare for learning and future possible jobs.

In addition, the services offered by their Office of Student Affairs is also

considered by the informants as an avenue for the development of the youths’ job related

skills. These projects includes the exposure of students to different seminars, conferences,

symposia and, forums. They added that when a student graduates from the institution,

they provide referrals of their graduates to different organizations or companies that suits

to their skills and ability.

Moreover, one of our respondents who handles the extension services of a school

adds that they provide leadership training/ seminar to community leaders sector. Through

this, they can extend the development of skills that is crucial for the career development

of community leaders. There is also a needs assessment of their partner community in

order to strengthen their linkages and further develop programs that is helpful for the

community. These services serves as a bridge for the community leaders to enhance and

apply their learnings from the programs created by the extension office to their

subordinates in the community.

The extension office also involves their faculty, staff, students, and community

regarding the different programs of the extension office in order to extend their

participation and apply their skills. Through this involvement, the people inside the

institution was able to see a glimpse of the needs of the community thus, giving them

more ideas on developing more programs on how to improve the partner community.
There is also a monitoring and evaluation of the different extension services of each

department to ensure that there is a successful transfer of learning from the school to the

community setting.

It is also the same with our respondent who works in the guidance and counselling

department. They conduct Career Occupational Placement Survey to their graduating

students in order to guide the students in clarifying their values which eventually affects

their application for a potential job.

As a whole, the informants mainly focuses on the possible application of the skills

that had been acquired inside the institution to the community or work setting. All

informants, expressed that they are forming the students’ abilities in order for them to be

ready when they graduate from their respective schools and find a suitable job that does

not only value their acquired skills but also value them as workers.

The above mentioned services for career development of the three informants also

faces varying challenges that they need to attend. First, the issue of financial aid for the

different programs that is planned to be made. There are some programs that cannot be

pushed through because of lack in financial assistance.

The linkages that they had outside the school can offer them a wide array of skills

development programs which can enhance the skills and abilities of their students but

since they are dependent on the allocated annual budget or from the tuition fees of the

students, it is hard for them to create or participate in different programs.

Another factor is the amount of unemployment rate of their graduates. It is not

uncommon for the informants that although they create linkages outside the institution,

there are still some graduates that finds it difficult to land a job. This is also the same for
the extension services where they also find it a challenge to provide the people in their

adopted community a program that they can use as a source of income.

It is clear to us that even in a national perspective the issue of unemployment rate

is also a problem that should be dealt with. In the case of our informants, they respond to

this challenge through empowering their students with skills, knowledge, and values to

pass the board exam so that their graduates will have a greater chance in landing the

employment line.

In addition, in the case of the extension services office, our informant responded

that they are exposing the students to the different part of the community in order for

them to have a glimpse of what the real world is. Each of the department shall have an

extension program that is related to the field of the students so that the students will be

able to grasp the different jobs that they can land after their graduate from college.

Furthermore, they added that strengthening the relationship to the outside linkages

of the institution will greatly solve the challenge of unemployment that they are facing.

There is also the conducting of career placement tests that will greatly guide the

counselors and department heads in assisting the students for the possible occupation that

they can take.

The way some offices is being run was also seen as a problem by the informants,

such as the lack in man power for each offices affect their performance. The lack in

manpower pushes some of the office staff to fulfill other jobs that are not part of their

own job descriptions. All participants expressed that they need more manpower in

different departments in order to attend properly and comprehensively to the needs of the

students and community.

 Moreover, the hiring of staff must also include proper screening to ensure that the

employee being hired is really apt for the position being applied to. The informants also

stated that the school must see to it that there are qualified faculty and staff because they

have important role in molding the skills and abilities of the students. Providers of career

development services, like these office, need to be more proactive, work for more

linkages and visionary of services to become effective. They stated that they can

coordinate with employers outside by asking what professionals they need so the student

services could plan out and integrate in the activities to prepare the student.

Career development services can also be made more effective through improving

the organizational structure of the organization. The respondents said that the

organizational structure must clearly say the how the flow of information must go in

order for them to properly address the issues that they are facing. They also stated that the

qualifications for the needed position must be met in order to properly cater the needs of

the organization and that it will save them more money if they invest in more qualified

employees.

Lastly, the informants enumerated factors that are vital to a more effective,

efficient career development services and support to student needs in their institution.

These factors are reorganization/improvement in categorizing the student services

clarifying responsibility and accountability, provision of adequate service

providers/personnel (ex. Guidance counselor, Psychometrician, Psychologist, social

worker), and adequate facilities.