COMMUNITY EXTENSION SERVICES IN THE PHILIPPINES

I. INTRODUCTION

The ever-growing social inequities is confronts most low- and middle income
countries as many people still have insufficient access to proper education and
training. This problem results in citizens lacking the necessary skills for
employment or disempowered to engage in entrepreneurial pursuits. As higher
education institutions (HEIs) are concerned with delivering extension programs to
reach development goals, it is paramount that academic institutions should also
monitor and evaluate the outcomes of their community programs at the grassroot
level.

In the Philippines, universities and colleges have been mandated by the

Commission on Higher Education (CHED) to extend their educational and civic
services to the communities. An example of such policies is the Republic Act
9163, otherwise known as the “National Service Training Program (NSTP) Act of
2001”, which highlights the commitment of HEIs to provide, promote and sustain
community service. It is noteworthy to understand that is similar to the United
States’ community service-learning programs under the US National and
Community Service Act of 1990 (Markus, Howard, & King, 1993). Recently,
the Commission has initiated efforts to re-direct extension programs under CHED
Memorandum Order 52, series of 2016. The policy provides some guidelines on HEI
community extension programs for the “provision of space to discover practical,
evidence- and science-based answers that can address real-world social, economic,
and environmental challenges of partner citizens and communities.” As producers of
knowledge or hubs of innovations, the new extension policy posits that HEIs are in a
strategic position to work in partnership with communities, business, and industry in
facilitating the transfer of knowledge or technology on specific developmental areas.
University extensions “or the “extensions of the universities” are ‘any

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educational innovations done outside the university” (Mounders, 1972). These
innovations mainly focus on literary, agricultural and social topics.

Partnerships between HEIs and the community should be mutually beneficial.

Research and technology-transfer activities by the academe, should have the
potential to improve curriculum and pedagogy. For students, extension programs
help to instill the value of citizenship in a manner that traditional classroom
teaching is unable to provide. Such engagements can also add new ideas and
insights to the intellectual process and give broader meaning to the work and
world of academics (Soska & Butterfield, 2013). Concomitantly, community
stakeholders gain more understanding of relevant issues and are empowered to make
decisions to alleviate their present conditions.

The modalities of extension program delivery by HEIs vary. There are delivery
methods that focus on involving students to assist local organizations and other
methods that involve faculty and staff programs to address community
development in the form of educational cohorts, social service, public health, and
livelihood and technical training, consultations and direct application of R&D output.
The more common examples of extension activities are livelihood (Daquis,
Flores, & Plandez, 2016; Felicen, Mendoza, & Buted, 2014; Peprah et al., 2017),
health promotion (Daquis et al.,2016; O’loughlin et al, 1999; Rocha & Soares, 2010)
and computer literacy programs (Daquis et al., 2016).

Despite higher education community extension practice are available, there

is inadequate literature on the evaluation of its impact or outcome. While there
is no single assessment that gauges social impact of community programs (Felicen
et al., 2014; O’loughlin et al., 1999; Peprah et al., 2017; Rocha & Soares, 2010), most
published studies focus on measuring impact on student development (Astin &
Sax, 1998; Astin et al., 2006; Lambright & Lu, 2000; Llenares & Deocaris,
2015; Llenares & Espanola,2015; Rhoads, 1998; Wang & Rodgers, 2006).
Moreover there are limited publications that investigate the long-term gains and
social impact of extension programs (Felicen et al., 2014; Soska & Butterfield, 2013).

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 With the dearth of information on the broader social impact of higher education
extension on communities and residents served, monitoring behavioral data can
provide a useful guide for extension workers in preparing cost-effective programs
that would have the highest societal value. Hence, this study aims to present an
approach in evaluating community outreach efforts that focus on the perceived
changes in attitude, behavior, and lifestyle of local community residents who have
attended the community outreach program during the 6-year period, from extension
program development to outcomes to the assessment of the outcomes.

OBJECTIVES

a. Discuss what is Community Extension Services

b. Explain the impact of Community Extension Services in the Philippines
c. Discuss notable learning institutions’ Community Extension Programs in the
country

II. DISCUSSION (BODY)

A. COMMUNITY EXTENSION SERVICES

Community Extension Services (CES), which is under the Academic Development
Office, takes the lead in implementing research-based community extension programs
of the learning institutions of the Philippines. It also serves to coordinate, monitor,
and evaluate the extension services rendered by the various institutes/programs in the
partner communities of each institution or school.
The Community Extension Services Office aims to live out the distinctive Christian
character through its partnership with marginalized communities outside of the
learning institutions. The program is a school-wide task where the entire University,
college or school constituencies shall have the opportunity to respond actively by
contributing their resources and expertise to the communities being served.

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 1. Advised Vision and Mission of Community Extension Services in the
Philippines

VISSION
Dynamic communities with residents bonding and working together to create and
achieve a conducive and sustainable development, a balanced ecology and a
“people-centered” development where persons become personalities enjoying
self-reliant and strong communities.

MISSION
a. To promote a sustainable urban community development;
b. To facilitate partnerships among faculty and staff, students and other university
resources in support of strengthening community relationships;
c. To promote the importance and belief in the power of individual families,
groups and organizations to act collectively to develop a meaningful life and
livelihood that is rooted in spirituality and richness of our culture and nature;
d. To develop committed and dedicated community leaders who put premium on
the common good, bridging social divides and fragmentation; and
e. To advance knowledge through research work and apply the concept of Service
Learning in improving the quality of human life in responding effectively to social
changes and conditions.

B. GENERAL OBJECTIVES OF COMMUNITY EXTENSION SERVICES IN

THE PHILIPPINES

1. Unify both the perceptions of the community being served and the constituents in
terms of the community outreach development framework from a humanitarian
perspective. Simply stated, what is seen here is the virtual merger of learning
communities and collaborative pedagogy. This is where the youth and adults in
the community as well as school administrators, faculty and staff, and students are
one in making the community feel their responsibility to face their problems and

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 build on their own capacity to develop a community through shared knowledge,
services and responsibility.

2. Implement the mission statements, particularly the following three which are
fundamental in community outreach:

a. become responsible stewards of God’s creation and resources;

b. be responsive to Philippine needs and conditions; and
c. provide education that will enhance the development of Christian
character. Community service learning increases the level of social
responsibility, develops critical thinking, and examines values, beliefs and
understanding of self and others.

C. Community Programs and Service Learning

In Service-Learning, the University Community Extension Services Office, the
Service-Learning Unit and the Community are considered the learning partners.
Service-Learning combines community service with academic instruction as it
focuses on critical reflective thinking and civic and social responsibilities of the
learners. It involves students in organized community service. It is pedagogy of
teaching by which students learn and develop through active participation in
organized community service. It is dedicated to meeting local community needs,
while developing their academic skills, civic responsibility and commitment to the
community.

Therefore, it integrates academic study with community service to enrich learning,

teach civic and social responsibility and at the same time strengthen communities,
while students reflect upon their experiences, learn and benefit from them.

The University or School Community Extension Office adheres to providing

meaningful and sustainable service to the adopted communities and the meaningful
learning to the students. Therefore, the office serves as a link to establish

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relationships with communities and organizations where proper coordination exists
between the Service-Learning Unit and the communities.

The Community Evaluation Survey serves to measure the impact of a community

based service-learning program on the community partners and the participating
students.

The extension program is an essential component of quality education. It imparts

skills and technological training to many of those who have limited access to formal
education. The extension is designing activities that affect behavior change through
constituent-driven programs focused on outcome-based objectives using varieties of
educational processes and techniques over a continuum time (Wilkins, 2000).
Today’s challenge for extension work is a multi-faceted educational initiative to
link technology, expertise, and resources of government and non- government
institutions to the issues and concerns of individuals and society in general. This
entails continuing the task of capacity building for the Filipino people and
communities towards self-reliance and empowerment for human development,
within the context of poverty and a deteriorating level of human development. The
extension program causes the educational institution to have linkages with and
serve the bigger community that makes the institution real and alive in the hearts
and minds of stakeholders on real-life situations and scenarios. Hence, in line with
the Vision/ Mission of the school which is an upliftment of the quality of life,
distinct trademarks of the school’s culture of excellence, employees and students
possess its skills and competencies that enable the institution in performing well
within the school and the community. As employees and students imbibe within
themselves the core values of the institution, extending services at their utmost
ability in the community is one way of manifesting the desire to become socially
aware and be involved in community development. Thus, MCNP believes that
change is inevitable giving us the reason to be catalysts of change with a unified
goal to serve the community and larger society leading to the upliftment of their
quality of life enclosed with these essential elements; Service-oriented, Leadership

6
 and Character Building. The approach to community engagement of the school
includes three characteristics, and these are Access, Participation, and Relevance.
The institution specifically the Office of the Community Extension Services,
therefore, makes it self-available to the community through staff/ students who
channels the institution to other agencies and or community and the access through
the institution which directly links the school to other agencies and community. The
institution’s participation refers to varying roles of the school and the community in
programs and projects that may be classified as service-oriented as the school
provides support to the community; through mutual exchange wherein the school
and the community share both their resources and information; through cooperative
engagement where both the school and the community work together in the
implementation of specific projects; and through transformative engagement
wherein the community takes the lead in decision- making as the school provides
necessary support to sustain the engagement. Henceforth, all activities, programs,
and projects to be conducted should have its relevance to the development priorities
taking into consideration institutional competency in response to the needs of the
community.

D. INSTITUTIONAL AND LEGAL UNDERPINNINGS OF CEP AND STI’s CEP

Social Responsibility

It refers to one’s duty and obligation to perform actions that are focused on giving
concern and sensitivity for the benefit of others, especially the disadvantaged.

Corporate Social Responsibility

Social responsibility of business/school is the result of the essential function it

performs for a variety of stakeholders and the immense influence it has over the lives
of stakeholders.

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PAASCU

“The college or university in educating for citizenship operates not just intramuros,
through the academic and professional programs and through the pursuit of the
fundamental objectives of total human formation which include a necessary social
dimension. It must also operate extra-muros, beyond its walls. A college or university
enhances its dignity and integrity, extends its identity beyond its walls and achieves a
larger goal.”

Executive Order No. 117

Section 3: Declaration of Policy. – It is hereby declared as a basic State policy that the
education system shall make a maximum contribution to the attainment of national
development goals; that the State shall promote and maintain equality of access to
education and enjoyment of the benefits thereof by all citizens, and that the State shall
use education as an instrument for the development of the cultural communities of the
nation and the deprived community to enrich their participation in the community and
national life and to unify all Filipinos into a free and just nation.

Letter of Instruction No. 606

Whereas, there is a need for the State colleges and universities to intensify their efforts
in their present endeavors to transfer to the community their expertise, scientific and
technological knowledge so that the barangays will be able to benefit from these
expertise and advance scientific and technological knowledge relevant to their
communities.

Letter of Instruction No. 607

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 Whereas, private schools, colleges and universities, in view of their altruistic and
public service orientation, may find it propitious to join cause with the government in
these programs for our least fortunate communities and share with them the expertise
and technology which is available in these educational institutions.

Article XIV Sec. 2 Par. 4 (1987 Constitution)

“Encourage non-formal, informal, and indigenous learning systems, as well as self-

learning, independent, and out-of-school study programs particularly those that
respond to community needs.”

F. IMPACT OF COMMUNITY EXTENSION SERVICES IN THE PHILIPPINES

Community development is used both as a tool and process to address the challenges faced by
the respective communities. The community development paradigm in the early 1970s
focused on helping the poor at the community level within the context of existing social and
economic structures. This model means that decisions and programs are defined by
“outsiders” rather than by the local community members themselves. Being top-down
and bureaucratic, many viewed this process as an efficient way of achieving specific national
socio-economic goals (Morgan, 1965).

More recently, the bottom-up approach for community development has gained popularity
(Dore & Mars, 1981). Unlike the top-down model which is mainly defined by
“outsiders,” the bottom-up paradigm invokes the role of the local people in
determining the type of intervention, priority setting, and implementation of the
community programs. Also, this development paradigm concentrates on community
empowerment (Flora & Flora, 1993; Mendes, 2009) and operates at the grassroots and not on
the policy level (Brocklesby
& Fisher, 2003).

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 Community development is a process where government, non- government
organizations, the volunteer sector, and even private corporations work together to
empower communities economically, socially and even politically (Perkins et al., 2004).
Some scholars view this as a means of mobilizing positive societal change by
alleviating poverty, strengthening families and values, addressing specific social
problems (e.g., increasing crime rate, etc.) and promoting democracy and inclusive
development (Campfens,
1997; Paiva, 1977; York, 1984). According to Tan (2009), community development
efforts benefit the most marginalized people to overcome imposed societal barriers.
Overall, community development practice is often described as being distributive,
participative, and focused on human development (Pandey, 1981). Schiele (2005) perceives
community development as a collective problem-solving, self-directed and empowerment
pursuit. Issues of drug addiction, for example, are handled not only by the community leaders
and local government but also by the community members and families themselves in
developing solutions. This model makes the public better to further appreciate the
process of community development.

Thus, the involvement of civic members represents an active component in community

development. This as a driving force accrued from the collective interest among
individuals and groups, provides a platform for cooperation among different players, e.g.,
community workers, government officials, educational leaders, non- government organization
leaders and community people.

G. EXAMPLES OF EXEMPLARY COMMUNITY ESTENSION SERVICE

PROGRAMS OF LEARNING INSTITUIONS IN THE PHILIPPINES
1. Far Eastern University
FEU Aspiration 2020 focuses on biodiversity and sustainability, urban renewal, and cultural
preservation and dissemination. From the Aspiration 2020 of the University, the four CES
Key Program Areas were derived – people empowerment, socio-economic upliftment,
environmental education, and cultural heritage conservation. People empowerment covers
the health-related services, as well as the psycho-educational, media, and literacy programs.
Socio-economic upliftment can be achieved through small scale business seminars,

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entrepreneurship trainings, and livelihood programs. Environmental concern include
programs on urban renewal, food hygiene, and sanitation trainings. And cultural heritage
conservation consist of activities on preservation of cultural heritage sites and promotion of
Filipino customs.

CES programs have their origins in community-based researches and are carried out,
principally by the faculty. Programs inspired by research findings are administered by
various university stakeholders – staff, students, alumni, and other faculty. CES key
programs will also facilitate a more holistic approach towards helping the partner
communities improve their lives and develop into a sustainable community.

CES Framework
The CES framework reflects the collaborative efforts exerted by all sectors of the university.
It has four layers that are geared toward attaining sustainable community development.
Hence, continuous, collaborative, research-based, and aligned efforts among all stakeholders
will serve as a way of building a sustainable partner community.

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 Figure 1. FEU Community Services Extension Program Framework

2.Univerity of Batangas
Higher education institutions are mandated to render extension service hand in hand with
instruction, research and production. This is in recognition of the vital role colleges and
universities play in the development of communities, espe- cially the underserved and the
depressed.
The Batangas State University, as a leading institution of higher learning in the province, is
committed to carry out its extension service function with the creation of the Office for
Community Development Services, Office for Institu- tional and Industry Development
Services and Office for Gender and Development, all under the Office for Extension Services,
with the primary goal of achieving sustainable partnership with the government and private
organizations in poverty alleviation. The University can now respond more adequately to the
training needs of communities, industries, public and private agencies/ organizations and to
the members of the academe.

It is envisioned that the people of the community, the main focus of the University’s
extension services program,, can be uplifted from helplessness to self

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 – reliance, from ignorance to increased awareness, from indifference to positive
involvement, and from aimlessness to commitment. These shall be realized through the
effective implementation of the University’s Extension Service Program, under the umbrella
of SULAMBI.
“Sulambi” is a Tagalog word which means an extension of a house built to accommodate a
need that has cropped up. Each Sulambi, then, has its own purpose for being there. However,
its essence remains the same, i.e., to respond to a need. Sulambi, therefore, is a fitting symbol
for BatStateU’s Extension Service, the Uni- versity’s arm in carrying out its mandate of social
responsibility.
Each Sulambi has its own story to tell, like each altruistic activity under- taken by the
Extension Service Office of BatStateU, which is anchored on the phi- losophy of rendering
selfless service in behalf of others.

CSE FRAMEWORK
a. To develop and implement a viable Extension Service Program for the
University
b. To enhance the delivery of extension services to target clientele
c. To improve the quality of life at the grassroots level
d. To meet the needs of faculty members, administrators and non-teaching
personnel in learning basic technical, vocational technological skills as
well as in the areas of health and recreation

3. Philippine Christian University

In Service-Learning, the University Community Extension Services Office pf the

Philippine Christian School, the Service-Learning Unit and the Community are
considered the learning partners. Service-Learning combines community service with
academic instruction as it focuses on critical reflective thinking and civic and social
responsibilities of the learners. It involves students in organized community service. It is
pedagogy of teaching by which students learn and develop through active participation
in organized community service. It is dedicated to meeting local community needs,
while developing their academic skills, civic responsibility and commitment to the
community.

Therefore, it integrates academic study with community service to enrich learning, teach
civic and social responsibility and at the same time strengthen communities, while
students reflect upon their experiences, learn and benefit from them.

The University Community Extension Office adheres to providing meaningful and

sustainable service to the adopted communities and the meaningful learning to the
students. Therefore, the office serves as a link to establish relationships with

13
communities and organizations where proper coordination exists between the Service-
Learning Unit and the communities.

The Community Evaluation Survey serves to measure the impact of a community based
service-learning program on the community partners and the participating students.

The Community Relations Committee and the Community Development

Service Center take care of community outreach. Community Outreach in the
University is now integrated – all the different departments/colleges should be able to
participate:

a. College of Education and Allied Profession and College of Arts, Sciences and

Social Work

 Leadership training
Tutoring/values education for the pre-school and the youth
Adult education for mothers, parenting, stewardship of our natural abundance, and
others
Enriching family life
Enriching and enjoying spiritual life
Stress and conflict management
Drug prevention
b. College of Computer Studies and Information Technology Department

 Computer literacy for pre-school

Computer enhancement for the youth
c. College of Nursing and Allied Health and Hotel and Restaurant Management

 Health education like breast feeding, immunization, cleanliness, etc.

Cooking tips
Putting up/starting up a small sari-sari store, etc.
d. College of Business Administration and Accountancy

 Entrepreneurship
Livelihood/putting up small businesses

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 Marketing strategies
Basic Accounting/Bookkeeping
e. University Health Services Office

 Medical and Dental mission

Sickness prevention
Tips to stay healthy
f. Athletics Office, General Services Office and Accounting Office

 Sports Development Program

g. Registrar’s Office, Personnel and HRD and CRIM

 Documentation
Preparation of hand-outs, brochures, etc.
h. Chaplaincy

 Spiritual upliftment and enhancement

i. Student Services Office

 Training involving the faculty advisers and student organizations in community

extension services
Guidance and counseling needs
j. Graduate Programs

 Enhance and strengthen the organizations in the community

Conduct seminar on conflict management
Organize conflict management core group who will handle conflict management in the
community
Conduct entrepreneurial activities
k. Alumni Affairs Office and PCU Alumni Association

 Assist or provide Scholarship Programs

Provide assistance for the livelihood programs of the community.

III. SUMMARY

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Extension program is an essential component of quality education. It imparts skills
and technological training to many of those who have limited access to formal
education.

Extension is designing activities that effect behavior change through constituent-

driven programs focused on outcome- based objectives using variety of educational
processes and techniques over a continuum time (Wilkins, 2000). Today’s challenge
for extension work is multi- faceted educational initiative to link technology,
expertise and resources of government and non- government institutions to the issues
and concerns of individuals and society in general. This entails continuing task of
capacity building for the Filipino people and communities towards self- reliance and
empowerment for human development, within the context of poverty and
deteriorating level of human development.

Extension program causes the educational institution to have linkages with and serve
the bigger community that makes the institution real and alive in the hearts and minds
of stakeholders on real life situation and scenarios.

As employees and students imbibe within themselves the core values of the
institution, extending services at their utmost ability in the community is one way of
manifesting the desire to become socially aware and be involved in community
development.

Thus, learning institution believes that change is inevitable giving us the reason to be
catalysts of change with a unified goal to serve the community and larger society
leading to the upliftment of their quality of life enclosed with these essential
elements; Service oriented, Leadership and Character Building.

The approach to community engagement of the school includes three characteristics,

and these are Access, Participation and Relevance. The institution specifically the
Office of the Community Extension Services therefore makes its self-available to the
community through staff/ students who channels the institution to other agencies and
or community and the access through institution which directly links the school to
other agencies and community. The institution’s participation refers to varying roles
of the school and the community in programs and projects that may be classified as
service-oriented as the school provides support to the community; through mutual
exchange wherein the school and the community share both their resources and
information; through cooperative engagement where both the school and the
community work together in the implementation of specific projects; and through
transformative engagement where in the community takes the lead in decision-
making as the school provides necessary support to sustain the engagement.

16
 Henceforth, all activities, programs and projects to be conducted should have its
relevance to the development priorities taking into consideration institutional
competency in response to the needs of the community.

IV. EVALUATION
Test I. OPEN ENDED QUESTIONS: Answer the following questions and expound your
answers.(5 points each)

1. What is Community Extension Services?

2. What is the importance of conducting Community Extension Services?

3. Name the three General Objectives of all CSE’s in the Philippiness.

a.
b.
c.
4. Give and explain two legal underpinnings of CSE’s for every Unoversity of
learning institution in the Philippines.
a.
b.
Test II. Create a sample CSE Framework for a school. State your Objective and Plan
of Activities.
MISSION VISSION OBJECTIVES PROPOSED
PROGRAMS

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