BEED - Area VI - Parameter D

Republic of the Philippines CAMARINES NORTE STATE COLLEGE F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines Ret. Judge Antonio C. Entienza Campus Extension Services Unit There is a vital role that colleges and universities play in the development of communities, especially the underserved and depressed. The higher education institutions in the country recognize this, thus, extension is one of the major functions of State Universities and Colleges (SUCs). As stated in the Extension Services Manual of Operations, CNSC is ONE (Onward to Excellence) in the quest for the realization of inclusive growth embodied in the Philippine Development Plan (PDP) 201-2016. The Camarines Norte State College as SUC is then committed to perform this function, thus, implements various extension projects. The college is guided with its agenda, Delivering Inclusive Service through Knowledge sharing, and Application of Research-Based Technology to Empower communities (DISKARTE) in implementing its extension services. Under this agenda are the Livelihood Initiatives for the Needy in the Grassroots to Alleviate Poverty (LINGAP) and the Kolehiyo at Komunidad, Katuwang sa Pag-unlad (KKK) programs in which the extension projects of the different campuses are aligned. The LINGAP program includes trainings based on needs assessment survey of rural appraisal. The activities under this program are livelihood development suited for the particular industry in a specific area. The primary stakeholders of CNSC Extension Services are the marginalized sectors of the community. Like any other delivery units of CNSC, Entienza Campus is also mandated to perform instruction, research, extension and production functions. It is also committed in supporting the Research and Extension Services programs mentioned, the LINGAP and KKK. The said campus then implements extension projects that intends to contribute to community development. The CNSC Entienza Campus was established on June 13, 2007 and is the youngest among the seven delivery units of the college. During the first decade of its operation, the campus had implemented several extension projects but is more on outreach programs. The CNSC Extension Services Unit provided a project which is the result of the top needs of the community. The office also provided technical assistance, and consultations requested by the community. There are also activities conducted by the campus in response to the request and needs of the community.



Republic of the Philippines CAMARINES NORTE STATE COLLEGE F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines Ret. Judge Antonio C. Entienza Campus EXTENSION SERVICES UNIT PARTICIPATORY RAPID RURAL APPRAISAL (PRRA) Key Informant Interview (KII) and Review of Secondary Data Barangay Tabugon, Sta. Elena, Camarines Norte September 7, 2021 (Morning Session) During the morning session, the CNSC Research and Extension Services Unit conducted an interview with Hon. Noel V. Mayo (Barangay Kagawad), Mr. Roy V. Mercado (Barangay Secretary), and Ms. Rosalinda A. Abarca (Barangay Secretary). It was facilitated by Dr. Fernando H. Coratchea (Campus Director), Dr. Jofhiline F. Dygico (Dean), Ms. Julie Rose P. Portugal (Extension Coordinator) and Mr. Jesus P. Santillan (Research Coordinator)

Republic of the Philippines CAMARINES NORTE STATE COLLEGE F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines Ret. Judge Antonio C. Entienza Campus EXTENSION SERVICES UNIT PARTICIPATORY RAPID RURAL APPRAISAL (PRRA) Focus Group Discussion (FGD) Barangay Tabugon, Sta. Elena, Camarines Norte September 7, 2021 (Afternoon Session) During the afternoon session, the Extension Services Unit of CNSC Entienza Campus conducted the Focus Group Discussion (FGD) to identify the needs of the community. The activity was spearheaded by Dr. Jofhiline F. Dygico and facilitated also by the Campus Director, Research, Extension, and Production Coordinator of CNSC Entienza Campus. The activity was actively participated by the Barangay Officials, and representatives of different community sectors such as Educational, Women, Youth, Elderly, Business, and Agricultural sectior of Barangay Tabugon.

Republic of the Philippines CAMARINES NORTE STATE COLLEGE F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines Ret. Judge Antonio C. Entienza Campus EXTENSION SERVICES UNIT TRANSECT WALK AND INITIAL INTERVIEW Barangay Tabugon, Sta. Elena, Camarines Norte August 25, 2021 Dr. Jofhiline F. Dygico (Campus Director), Mr. Jesus P. Santillan (Research Coordinator), and Ms. Julie Rose P. Portugal (Extension Coordinator) conducted a transect walk and visit in the Barangay Tabugon and Tabugon Elementary School as an initial part of Participatory Rapid Rural Appraisal (PRRA)

Republic of the Philippines CAMARINES NORTE STATE COLLEGE F. Pimentel Ave., Brgy. 2, Daet, Camarines Norte – 4600, Philippines Ret. Judge Antonio C. Entienza Campus PARTICIPATORY RAPID RURAL APPRAISAL: AN APPROACH IN THE DEVELOPMENT OF RESEARCH AND EXTENSION PROGRAM OF ENTIENZA CAMPUS, D NARRATIVE REPORT OF PRRA RESULTS INTRODUCTION The Camarines Norte State College (CNSC), as State College and University, is mandated to accelerate development and contribute to the attainment of the Sustainable Development Goals (SDGs). The institution is guided with DISKARTE or Delivering Inclusive Services through Knowledge sharing, and Application of Research-Based Technology to Empower communities as its agenda. Under this agenda are the Livelihood Initiatives for the Needy in the Grassroots to Alleviate Poverty (LINGAP) and the Kolehiyo at Komunidad, Katuwang sa Pag-unlad (KKK) which are seen to fulfill the mandated extension function of the college. This implies a participatory approach in the delivery of extension services of the college, thus, identification and formulation of various extension programs, projects and activities should involve the stakeholders. This is necessary particularly in acquiring the necessary the needed information which can be conducted through research with the participation of the community. The role of participatory approach in development is always highlighted particularly in the project implementation. An evidence to this claim is presented by the Asian Development Bank (2014) in one of their projects emphasizing the critical role of research in addressing challenges in development (www.adb.org). A research-based program then ensures that interventions to be implemented are relevant to the needs of the community. In this way, there is a greater possibility to achieve a positive impact to people. As cited by Homan (2008), Community Needs Assessment (CNA) is defined by McKillip (1987) as a process for identifying the range of community’s inadequately addressed requirement for more clearly understanding a particular unmet need. This is important before any intervention in the community as what the community wants may not always be the same as what it needs (www. ilcommunityschools.org). The CNA develops people’s understanding of the gaps and needs that exist in the community and in analyzing community assets and resources that exist in the community (www.ilcommunityschools.org). By conducting the CNA, there is a greater possibility of providing interventions that are consistent to the development needs of a community, in this case, Brgy. Tabugon, Sta. Elena, Camarines Norte. The Entienza Campus is the youngest among CNSC’s delivery units and despite of this, the campus also aims to contribute in attaining the vision of the institution particularly in its fourfold mandated functions such as instruction, research, extension and production. Just recently, the AACCUP Level 1 Accreditation was conducted. All three program offerings, the Bachelor of Secondary Education (BSEd), Bachelor of Elementary Education (BEEd) and Bachelor of Science in Entrepreneurship (BS Entrep), were evaluated. The BS Entrep is now AACCUP Level 1 Accredited while the two other programs are scheduled for a revisit specifically Area VI (Extension) for BSEd and Areas V (Research) and VI (Extension) for BEEd. The above result of the AACCUP visit calls for an extra effort on the end of the campus to be more active in conducting research and extension. It was also emphasized during the AACCUP visit that research and extension programs to be implemented should both needs-based and is relevant to the program offering at the same time. To ensure that both are achieved, a Needs Assessment can be used to guide the campus in the development of relevant research extension program. Relevant research and extension program means that interventions in these aspects will contribute not only in

Republic of the Philippines CAMARINES NORTE STATE COLLEGE F. Pimentel Ave., Brgy. 2, Daet, Camarines Norte – 4600, Philippines Ret. Judge Antonio C. Entienza Campus improving the performance of the campus in its fourfold functions but also ensuring that the needs of the community are being catered. Moreover, faculty researchers and extension implementers will also be guided in identifying specific research and extension projects and activities that are aligned in their field of specialization that are relevant to the community at the same time. With this, a CNA, through the Participatory Rapid Rural Appraisal (PRRA) was then conducted in Brgy. Tabugon, Sta. Elena, Camarines Norte where representatives from different sectors of the community served as participants. OBJECTIVES This study aimed at the following objectives: a. Determine the training needs of the community through the PRRA; and b. Develop a research and extension program that is relevant to the needs of the community and are aligned to the field of expertise of the campus. METHODOLOGY The CNA was conducted on September 7, 2021 at the barangay hall of Tabugon, Sta. Elena, Camarines Norte. The said CNA employed PRRA in identifying the resources and needs of the Brgy. Tabugon. Various PRRA tools were used such as transect walk, focus group (FG), key informant interview and review of secondary data. These various methods were employed for triangulation to be able to validate the gathered data from various sources. The transect walk was done by the PRRA facilitator, with the extension coordinator and research coordinator to have familiarity of the barangay. The campus is located within Brgy. Tabugon, however, the faculty are not too familiar in most parts of the barangay. A review of secondary data was also done to gather basic information about the barangay particularly its profile and other necessary information on health, education, environment and livelihood The KII was also used to gather other information about the barangay like resources and their current problems. Here, the barangay secretary, on behalf the barangay captain, was interviewed The next method was FG where representatives from various sectors of the community participated. These include the barangay officials, health workers, senior citizens, Sangguniang Kabataan, 4Ps, elementary and high school teachers, farmers, and entrepreneurs. During the FG, participants were assigned to do social mapping and resource mapping. Another activity was problem identification on different aspects such as health, environment, livelihood, and education. This was followed by prioritization through the use of pairwise ranking. Specific problems for each aspect were identified as basis of the problem tree and solution analysis. The data were processed and after which, validation of data was done with specific sectors where the campus could possibly extend its initial research and extension programs based on the field of specialization of faculty members of the campus and also considering other pool of experts from different delivery units of CNSC.

Republic of the Philippines CAMARINES NORTE STATE COLLEGE F. Pimentel Ave., Brgy. 2, Daet, Camarines Norte – 4600, Philippines Ret. Judge Antonio C. Entienza Campus RESULS AND DISCUSSION From the various PRRA methods and tools used, the CNSC Entienza Research and Extension team was able to gather some data and information that can serve as basis in developing future research and extension program and projects. Based on secondary data and statements from the KII participants, there are 535 households with a total population of 2300 as of December 2020. Baragay Tabugon has a land area of 295 hectares. Based on the observations during the transect walk and from the inputs of the participants in the resource and social mapping, the barangay has a rolling terrain with most of their lands are utilized as agricultural particularly coconut farming as the major crop in the barangay with small portions allotted to citrus, vegetable and rice production. In the barangay proper are the business establishments like gasoline stations and food establishments along the highway. The churches of Iglesia ni Cristo and Roman Catholic and a public elementary school are also situated in the barangay proper. Household areas are mostly located near the highway with a few scattered households in the inner sitios of the barangay. During the KII and FG, other sets of information were gathered from the participants particularly on the different aspects like health, livelihood/employment, environment, agriculture, education, gender and development. In terms of health, the concerns include teenage pregnancy, availability of supplies, equipment and facilities and malnutrition. According to the participants, there are many cases of teenage pregnancy at age 14. The barangay is also concerned with the lack of funds to procure supplies, facilities especially on the onset of CoViD 19 pandemic. Moreover, malnutrition is another concern despite their efforts in the feeding program. For livelihood/employment, coconut faming is the primary livelihood of households in the barangay but not all households own a coconut farm, thus, some operates small food businesses along the highway to cater travelers. Most of the food businesses are franchising of small food stalls like Franks Burger, sari-sari stores, three grocery stores in the area. There is also a large restaurant in the barangay which is the Barrio Meals. There are also two gasoline stations in the barangay. Some of the concerns on this aspect are the lack of trainings and seminars that will enhance people skills towards the development of livelihood projects and incidences of child labor wherein some children are assigned as storekeepers of food stalls owned by their parents. This, accordingly, leads to the non- accomplishment of their assigned tasks by the school. Regarding environment, the major problem is solid waste management. The participants associate their local problem on waste management to people’s lack of discipline and absence of Material Recovery Facility (MRF). Also according to the participants, the worse problem they have are the wastes from travelers that are thrown along the highway. In terms of agriculture, the lack of planting materials, fertilizers and equipment for coconut farmers. In terms of education, one of their problems is decreasing enrollment rate due to CoViD 19 pandemic where parents opted to enroll their children in schools near their residences which is the same case for elementary and high school. Another specific problem encountered in high school are working students who, in the long run, drop out from classes being unable to balance their time for their studies and their work. Another problem in education is the lack of faci-teachers that supposed to assist students and parents on the modules. The major problem shared by the teachers who participated in the FG is the increasing number of struggling readers both in elementary and high school. According

Republic of the Philippines CAMARINES NORTE STATE COLLEGE F. Pimentel Ave., Brgy. 2, Daet, Camarines Norte – 4600, Philippines Ret. Judge Antonio C. Entienza Campus to them, they have reading intervention program, however, they encountered problems in the implementation because of low participation of parents and students. In terms of gender and development, there are reported cases of domestic violence in the barangay, however, there is no filed Violence against Women and Children (VAWC) cases as couple choose to resolve their problems after being guided by the barangay officials. From the above inputs from the participants, prioritization was done using the pairwise ranking where the top priority of the participants is health followed by education and the third is livelihood and employment. This is favorable to the research and extension team of the campus as an educational institution that offers Teacher Education courses and BS Entrepreneurship as core problems were already identified on the priority areas and can be a basis of the Problem Tree and Solutions Tree Analyses where the Logical Framework can be developed and be translated to an extension program or projects of the campus. Prepared by: JOFHILINE F. DYGICO, PhD Campus Director/PRRA Facilitator Noted: JULIE ROSE P. PORTUGAL Extension Coordinator