Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY

Bilar Campus
Zamora, Bilar, Bohol

Vision: A premier Science and Technology university for the formation of a world class and virtuous human
resource for sustainable development in Bohol and the country.
Mission: BISU is committed to provide quality higher education in the arts and sciences, as well as in the
professional and technological fields; undertake research and development, and extension
services for sustainable development of Bohol and the country.

COURSE SYLLABUS

IN

Ag Ext 2
(MANAGEMENT OF EXTENSION PROGRAMS)

ROSEBELLE D. GOCO

A.Y: 2019-2020

First Semester
 Republic of the Philippines
BOHOL ISLAND STATE UNIVERSITY
Zamora, Bilar, Bohol

VISION A premier Science and Technology university for the formation of a world class and virtuous human
resource for sustainable development in Bohol and the country.
MISSION BISU is committed to provide quality higher education in the arts and sciences, as well as in the
professional and technological fields; undertake research and development, and extension services
for sustainable development of Bohol and the country.
COLLEGE 1. Culture of excellence in agriculture, forestry and natural resources (AFNR)
GOALS: 2. Quality research outputs and cutting-edge technology
3. Sustainable livelihoods for marginal communities through research-based knowledge and
technology
4. Socio-ecologically responsive and profitable AFNR income-generating projects
CORE VALUES:
1. Search for Excellence (BISU’s commitment to quality education shall be driven and
characterized by excellence in every output and activity it produces/conducts through
interweaving the technical, fundamental and practical knowledge.)
2. Responsiveness to Challenges (As a newfound institution of higher learning, BISU is faced will
all the challenges demanded particularly the continuing depletion of the national government’s
financial support along the BISU’s desire for upgrading its facilities and human resources. Being
intellectually diverse and entrepreneurial, creative and innovative, BISU shall beat the odds by
capitalizing on creative collaborations with its individual campuses, local government units and
other sectors available.)
3. Student Access (Being a state-owned university, BISU is committed to providing public service,
by becoming a university that is open and accessible to all students who merit entrance. This
value is the most important consideration by BISU in its drive to continuously develop, improve
and upgrade its facilities and seek for more funds.)
4. Public Engagement (Expresses BISU’s commitment to search for knowledge-based solutions
to societal and economic problems particularly of Bohol and of the region. Public engagement
is the interpretation of BISU’s commitment to research and extension by being proactive in
introducing changes that will deeply impact on the improvement of the life of the people.)
5. Good Governance (Alongside the current regime’s objectives of good governance in the
delivery of basic services, BISU shall strive to institutionalize a streamlined, efficient and
effective structure and systems that is supportive of the university’s goals and objectives, sans
bureaucratic practices.)
PROGRAM OUTCOMES:
Common to Agriculture Performance indicators
A graduate of BS Agriculture should be able to: A graduate of BS Agriculture must have:
Common to all programs in all types of schools
1. Articulate and discuss the latest • Explained coherently relevant topics in the field of
developments in the specific field of practice specialization.
(Philippine Qualification Framework or PQF • Identified supervisory and management activities that are
level 6 descriptor) most useful and relevant to educational institutions.
2. Effectively communicate orally and in writing • Conversed using both English and Filipino inside and
using both English and Filipino outside the institution.
3. Work effectively and independently in multi- • Demonstrated flexibility and productivity with people from
disciplinary and multi-cultural teams (PQF different disciplines.
level 6 descriptor) • Adjusted and adapted in dealing with diverse cultural groups
4. Act in recognition of professional, social and • Upheld integrity in academic and non-academic-related
ethical responsibilities situations
• Assumed responsibility in dealing with learners, peers,
subordinates, parents, and other stakeholders
• Interacted professionally and ethically in any situation
5. Preserve and promote “Filipino historical • Engaged in traditional cultural events and its various
and cultural heritage (based on RA 7722) creative expressions
Common to the discipline (Agriculture Education: BS Agriculture, BS Fisheries, BS Forestry and Doctor of Veterinary
Medicine)
6. Generate and share knowledge relevant to
specific fields in the study of agriculture
7. Formulate and implement agricultural
development plans and programs
Specific to sub-discipline and major
8. Apply scientific method in the conduct of
research activities
9. Apply the concepts of agricultural
productivity and sustainability in the context
of national, regional and global
developments
10. Engage in agricultural production and post-
production activities
11. Promote sound agricultural technologies to
various clients and in the manpower
development for agriculture
12. Employ relevant tools in information
technology in solving agriculture-related
problems.
Common to a horizontal type as defined in CMO 46, s 2012
13. An ability to participate in the generation of
new knowledge or in research and
development projects to support national,
regional and local plans
• Innovated socio-ecologically responsive technologies
• Presented research outputs to local public forum
• Prepared sustainable livelihood project proposals
• Conducted extension projects and activities using
participatory approaches
• Written research proposals
• Conceptualized and implemented scientific research
• Conducted seminars and workshops on agricultural
productivity and sustainability
• Written articles on agricultural productivity and sustainability
• Formulated and designed agricultural projects capturing
national, regional and global developmental requirements
• Demonstrated and apply the basic principles in the
production of crops and animals
• Applied basic agricultural management practices
• Practiced and demonstrated sound post-production and
value-adding strategies
• Conducted of farm trials
• Acted as resource persons and facilitators in the conduct of
training programs
• Served as role model in the practice of agriculture as a
profession
• Used of IT tools in instruction, research, extension and
project implementation
• Applied cumulative understanding and skills learned from
course works and practical observation to generate new
knowledge through quality research.

Course Syllabus
Course Component Core Course
Course Code Ag Ext 2
Course Name Management of Extension Programs
Pre-requisite Ag Ext 1, Agricultural Extension and Communication
Course Credits 3 units
Contact Hours/week 2 hours Lecture, 3 hours Laboratory
Course Description The course deals on principles and practices of program development
planning, implementation, monitoring and evaluation for sustainable rural
development. It is designed to provide the students of opportunities for
community needs assessment, planning for community development
based on the results and implementing the program/project. They would
gain wider understanding on how to measure success of the
program/project.

COUSE OJECTIVES IN RELATION TO PROGRAM OUTCOMES

COURSE OBJECTIVES PROGRAM OUTCOMES
1 2 3 4 5 6 7 8 9 10 11 12 13
1. Demonstrated a good working knowledge of E E
program planning and evaluation
2. Determined community survey as a research I I
tool in generating information to development
planning.
3. Demonstrated values in cooperation, E E
responsibility and appreciation of one’s work.
4. Participated in extension and community D D D D
outreach activities
5. Evaluated extension program/project/activity. D
6. Explained newer methods of project evaluation I
Legend: I- Introductory E- Enabling D- Demonstrated

Methodologies Lecture-discussion, brainstorming, reporting, dramatization/simulation, journal

writing, portfolio, preparing rubric, community survey, sharing of experiences, Think-
Pair Share (TPS), small group discussion

COURSE OUTLINE

Course Content/ Subject Matter Time Frame Remarks

I. ORIENTATION
1. Getting to know you
2. Course Syllabus
3. BISU Vision, Mission and Goals
4. Program Objectives and Career Opportunities
5. Class Policies and Discipline
II. INTRODUCTION
1. Basic Concepts in Planning
a. Definition of Planning
b. Types of Planning
Prelim
c. Purposes of the Plan
Week 1-3
d. Stages of Planning Process
e. Planning Approaches
III. GOAL-ORIENTED PROJECT PLANNING (GOPP): THE
LOGICAL FRAMEWORK APPROACH
1. Basic Features of the GOPP: Problem Analysis and
Objective Analysis
Week 4-6
2. How to construct a problem tree
3. How to construct an objective tree
4. Program/project planning matrix
IV. EXTENSION PROGRAMS AND PROGRAM PLANNING
a. Importance of extension program and planning
Midterm
b. Extension programs, types, assumptions and principles
Week 7-9
c. Stages of extension program planning
d. Program development cycle and steps in program planning
V. INVOLVEMENT OF FARMERS AND TOOLS IN PROGRAM
PLANNING
1. Involving Stakeholders in planning extension programs Week 10-11
2. Tools in program planning
VI. THEORIES AND PRACTICE OF AGRICULTURAL EXTENSION
MANAGEMENT Semi-Finals
a. Definition, Theories and Principles of Management Week 12-13
b. Functions of Management
V. MONITORING AND EVALUATION
1. Basic concepts of monitoring and evaluation
2. Definition and objectives of M & E
Week 14-15
3. Types of evaluation, how to collect data
4. Program planning and evaluation
5. Uses of Evaluation
6. Aspects of evaluation
VI. EVALUATION MODELS Finals
1. The Context-Input-Process-Product (CIPP) Model Week 16-17
 2. Merit evaluation
3. Pre and Post-evaluation Model
VII. THE QUANTITATIVE AND QUALITATIVE METHODS OF
EVALUATION Finals
1. The quantitative method of evaluation Week 18
2. The qualitative method of evaluation

Integration of Values: Inquisitiveness, initiative, open-mindedness, self-control, dedication,

conscientiousness, self-worth/esteem, sincerity, optimism, resourcefulness, respect,
interdependence/independence, adaptability, courtesy, flexibility, concern for
others/empathy, honesty, humility, empowerment.
Course Requirements: 1. Active class participation
2. Active involvement in cooperative learning activity
3. Activity Outputs

Suggested Activities
1. Preparation of questionnaire for community survey
2. Conduct of community survey
3. Preparation of questionnaire for a Focused Group Discussion (FGD)
4. Conduct of FGD
5. Problem Tree Analysis
6. Objective Tree Analysis
7. Program Development Planning
8. Preparation of Monitoring and Evaluation Instrument
9. Conduct of Monitoring and Evaluation
10. Analysis and Report Writing
Grading System: 1. 60% passing mark/transmutation of raw scores or cumulative related scores
2. Major Examinations - 30 %
3. Major Outcome-Based Projects
(product or performance) - 30 %
4. Class Standing
(quizzes, class participation/assignments/
other outputs/performances) - 40 %
100 %

References
Corpuz, Brenda. 2003. Manual on Community Immersion and Integration, Lorimar Publishing Company, Inc.
Department of Primary Industries. Planning for Regional Development, Queensland: Department of Primary Industries.
Linao, Rex. 2004. Community Immersion Toward Becoming Agents of Community Empowerment. Quezon City: Great
Books Trading.
Learning Guide and Book of Readings 2006 in Project Management, Australia: University of Queensland.
Learning Guide and Book of Readings 2006 in Program Evaluation, Australia: Uni of Queensland.
Learning Guide and Book of Readings 2006 in Facilitating Learning, Australia: Uni of Queensland.

Designed by:

ROSEBELLE D. GOCO
Course Instructor

Checked by:

WILSON U. LLEGUNAS, Ph.D.

Chairperson, Agriculture Department

Approved by:

NOEL T. LOMOSBOG, Ph.D.

Dean, CANR