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Extension Function of HEIs

This paper sought to determine the nature of extension programs of selected higher educational institutions (HEIs) in Batangas in terms of extension programs, users and outputs for the period 2009-2011. It also sought to understand the meaning of extension based on the articulation of extension managers.

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Juvy Mojares
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0% found this document useful (0 votes)
237 views

Extension Function of HEIs

This paper sought to determine the nature of extension programs of selected higher educational institutions (HEIs) in Batangas in terms of extension programs, users and outputs for the period 2009-2011. It also sought to understand the meaning of extension based on the articulation of extension managers.

Uploaded by

Juvy Mojares
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Batangas State University – Malvar, Poblacion, Malvar, Batangas, Philippines

College of Public Affairs and Development, University of the Philippines Los Baños, College,
Laguna, Philippines

Received January 18, 2015 This paper sought to determine the nature of
Received in revised form May extension programs of selected higher education
26, 2015 institutions (HEIs) in Batangas in terms of extension
Accepted June 15, 2015 programs, users, and outputs for the period 2009­
Available online June 30, 2015 2011. It also sought to understand the meaning of
extension based on the articulation of extension
managers. The paper used a survey instrument to
gather data from the four HEI categories in
extension Batangas.
extension programs Results showed that extension was defined as
extension users a social responsibility and an approach to provide
extension outputs
service, transfer knowledge and improve quality of
lives of the community. Extension programs were
predominantly dole out activities or focused on
Batangas State University – literacy campaigns while the most common
Malvar extension beneficiaries were children and the urban
Poblacion, Malvar, poor communities. Factors negatively affecting the
Batangas, Philippines conduct of extension were limited financial
[email protected] resources and conflict of schedule between teaching
(J. G. Mojares) and extension work.

“university extension or “extension


of the university” was used in
The Higher Educational Institutions Britain in the 1840’s though it was
(HEIs) play a central role in the said to have been institutionalized
development of human resources. in Trinity college in the years 1867­
These institutions are potent 68 when James Stuart gave lectures
partners in the development process to women’s associations and men’s
given the range of specialization clubs in North of England (Van den
engaged in by its constituents. Ban and Hawkins, 1996 in
HEIs are mandated to perform Baconguis, 2010). Other universities
teaching, research and extension followed suit and Cambridge
(Aniedi & Effiom, 2011). The term University described extension as
“any educational innovation done areas such as Agriculture,
outside the university” (Maunders, Holrticulture, Local Food Systems
1972) where most of the and Nutrition and Health, a
interventions focused on literary, program for Spanish Communities,
agriculture and social topics (Gwyn Home and Families, 4H and Youth,
and Garforth, 1997). Seaman Asahel Schools on line, Extension and
Knapp, an American educator, Outreach Initiative, Community
farmer and editor of The Farmers’ Economic Development, Natural
Journal and one of those who Resources and Development and
drafted the Hatch Act of 1887, was Energy
one of the early figures who (http://web.extension.illinois.edu/s
popularized weekend lectures on tate/index.cfm) and that of the
new scientific agricultural practices University of Missouri’s program
for farmers (Seevers, 1997). With areas range from Agriculture,
the passage of the Smith Lever Act Natural Resources, Lawn and
of 1914 in the United States of Garden, Home and Consumer Life,
America, the Land Grant Nutrition and Health, Family and
Universities were assured of federal Relationships, Community and
grants for its extension activities Leadership, Business and Workforce
directed towards surrounding and Emergency Management
agricultural communities. (http://extension.missouri.edu/ind
Today, extension in the State ex.aspx)
Colleges and Universities in the Extension in Agricultural
United States refers to a range of Asian Universities had likewise
educational opportunities that is expanded from a purely agricultural
committed to the vision of production concern to a broader aim
productive involvement in their of rural development (Sasaki 2006)
locale (Bonnen 1998; Kellogg which includes school support
Commission 1999). While the programs such as agricultural
interest was primarily agricultural, education before school age and
extension function in higher school age children which includes
education has expanded in terms of conduct of science fairs,
interest and coverage. A cursory collaborative teaching program with
review of the extension programs of science high school teachers and
different Universities in the US community service programs
proves this point. For example, (Tajima et al. 2006). Bogor
Extension Community Development Agricultural University promotes
programs of Purdue University student community service (Yahya
covers provision of educational and Herlina 2006) while University
opportunities and interventions of Putra Malaysia has refocused its
along the line of economic impact extension service unit to a business
analysis and decision making, center unit (Othman et al. 2006).
economic and business The Office of Extension
development, local and regional Coordination in UP Diliman defines
development, leadership, civic extension as “those that include
engagement and collaboration and services utilizing expertise and
natural environmental resources talent related to one’s discipline
management outside instruction and research,
(http://www.purdue.edu). The such as non­degree training
Extension Program of the University seminars, workshops, conferences,
of Illinois covers twelve (12) review classes, advisory/technical
programs areas which includes the information services, exhibits and
traditionally oriented agriculture performances, consultancy,
networking, advocacy, and this, Lero further avers that HEIs in
volunteer community work” (in the country view extension in
Tojos 2009). The definition different ways with the most
accommodates various activities common form as dole out assistance
that may range from conduct of to communities struck by calamities
survey, implementation of and other community outreach
community­based programs, activities like coastal clean up. These
conduct of training program, various views on extension imply
workshops, organizing conferences, that extension as a function of HEIs
production and dissemination of is not well­infused into the
information, education and consciousness of the entire
communication IEC materials, institution as Lero (2010) claimed. In
technology promotion and project addition, Alcala (2011) claimed that
implementation of specific concerns, the concept of academic extension is
such as natural resource misunderstood by many universities
management or health or illiteracy, in the country for thinking that any
poor sanitation, environmental community service done by the staff
problems, community of a college or university is
organizational management academic extension which is
problems, and curriculum seriously flawed. Thus, must be
improvement in basic education, corrected.
intermediary functions such as This further leads to the
networking, volunteer activities and confusion as regards what extension
even consultancies. Moreover, the should be and how extension ought
Kellogg Commission states that to be performed. The gap appears
more than transferring knowledge to be connected not only with the
to the community, which is the importance attached to extension
common understanding of what but also to the nature and practice of
extension function is, Universities extension in HEIs. This study aimed
have a responsibility to engage with to determine how extension as a
the community. This further function is understood by extension
expands the concept of what managers and how the function is
extension function really is and carried out by the HEIs they
could indeed cover all other represent. Extension programs are
functions conducted by HEIs that those that refer to interventions of
are not classified under instruction HEI respondents that aim to make a
or research. However, this kind of positive contribution to community
simplification actually leads to members. This definition has been
confusion for HEI leaders as to what adopted to accommodate the
to emphasize and therefore activities conducted by HEIs along
contribute more to their institutions extension. The study sought to
effectiveness. determine how extension managers
Despite the wide range of define extension and investigated
what can be considered “extension”, the extension thrusts and activities,
it is a mistake to conclude that there users, and outputs of extension as
are many who engage in this well as factors that may affect the
function. Lero (2010), in his study of conduct of these programs.
extension education function in state This research employed a
colleges and universities in the qualitative approach in the form of a
Philippines, articulates that case study. To get a good
extension function is the least representation of the HEIs, a desired
understood and marginalized sample size was first computed. A
function among HEIs. Because of semi­structured questionnaire
which asks questions as to how three HEI categories. These nine
extension managers define HEIs represent the population based
extension, issues and problems on the criteria used in the selection
related to conduct of extension, was of HEIs. These HEIs are Batangas
prepared for extension managers State University (BatStateU) for
and secondary data regarding SUC, Saint Bridget College (SBC) –
details of the extension programs Batangas City, La Consolacion
were gathered. Content analysis College of Tanauan (LCCT), Santa
was employed to define extension Teresa College (STC), and De La
from the point of view of extension Salle College – Lipa (DLSL) for PS,
managers while qualitative statistics and University of Batangas (UB) –
was employed to summarize data Batangas City, Lipa City Colleges
from the questionnaire. Given the (LCC), Lyceum of the Philippines
nature of the study, results cannot University (LPU) – Batangas, and
be generalized to all other HEIs but First Asia Institute of Technology
can be a source of learning to infer and Humanities (FAITH) for PNS.
possible policy implications. These HEIs were selected based on
the presence of an extension office
and programs. A survey
questionnaire was administered to
The locale of the study was Batangas nine extension managers. A content
province, one of the provinces in the analysis was done to identify the
CALABARZON undergoing rapid issues and problems related to the
urbanization because of its growing conduct of extension and the
population living in urban areas and meaning of extension among
increasing industrial and economic extension managers which were all
opportunities (Mojares 2013). To asked in an open ended question.
produce the manpower
requirements of industries in
Batangas, higher education
institutions play a vital role.
Batangas had a wide range of
educational institutions from public Nine extension officers were
universities and colleges and private surveyed and interviewed. Table 1
universities and colleges. shows the common title of the
The HEIs in the Philippines designated extension officer of the
are grouped into major sectors, four institution. Two of the most
of which are the state universities common titles used are coordinator
and colleges (SUC), the local and director. Three HEIs used
universities and colleges (LUC), the coordinator for three different
private sectarian (PS), and the names of office for extension,
private non­sectarian (PNS) (Ables namely: Social Orientation and
1996). There are 40 HEIs in Batangas Community Involvement (SOCI) for
falling into these four categories. FAITH (PS), Student Affairs and
Based on desired sample size of External Program/Community
30%, the actual sample size was 11. Extension Services (SAEP/CES) for
Following this criteria on the UB (PNS), and Community Action
selection of HEIs, only nine (9) HEIs Program for SBC (PS). FAITH is
qualified. No LC qualified as they under a bigger umbrella of the
had no history of conducting Office of the Vice­President for
extension programs as of the date of Academics and Research. This kind
the survey. Thus, this study of structure is already questioned by
considered nine HEIs based on the the PACUCOA saying that there
should be a director, not just a
coordinator for extension. As
coordinator, she receives allowance
aside from the salary for being a
fulltime faculty member. UB, on the
other hand, has Coordinator for
extension which is under Student
Affairs. It has no separate unit for
extension.
There are three HEIs also
which use director for the office,
namely: Director of Mother Rita
Barcelo Community Extension for
LCCT (PS), Director for Extension
Services for BatStateU (SU), and
Director for Office of Community
Extension and Alumni Affairs for
LCC (PNS). STC (PS) has no 2008. However, despite the recent
extension unit yet but its extension establishment of extension, many of
is under the office of Research and the HEI respondents revealed that
Development. On the other hand, there were already
two HEIs have extension under a outreach/extension activities prior
bigger office of the Vice Chancellor to their formal establishment. LCCT
for Mission for DLSL (PS) and Vice (PS) for example, though its
President (VP) for Institutional extension program called Mother
Affairs for LPU (PNS). However, Rita Barcelo Community Outreach
during the interview, the VP has just Program was introduced in 1992
occupied the position, that’s why, which adopted depressed barangays
questionnaire for her as head of in Tanauan. In addition, teachers
extension was filled out by the reached out to the larger community
program leader who had been in the by visiting prisoners and
position for many years. participating in mobilized activities
in defense of human rights while
high school students were sent out
for exposure to prisons, hospitals,
and squatters' area as early as 1969.
Establishment of extension function The case of BatStateU (SUC)
was relatively recent, although is the same. Though extension
history showed that extension was a function formally started in 2006,
traditional function of all the the Extension Trade Training
surveyed HEIs. Several reasons Program where faculty members
were obtained from the interview: 1) gave a 200­hour skills training for
some institutions started as basic out­of­school youth in practical
education institutions, not HEIs, 2) electricity, automotive, mechanics,
only instruction was the main focus food trades and woodcraft started in
then, 3) administrators then did not 1997.
give much attention to extension, 4) The case of SBC (PS) having
institutionalization resulted only the oldest extension function is also
when the Commission on Higher worth mentioning. As early as 1971,
Education (CHED) required for a SBC through Saint Bridget’s
functional extension program as Community Center, has been
stipulated in CMO no. 8 series of providing free education to poor but
2008. In fact, STC (PS) extension deserving children.
function was established only in
function mandated by CHED ought
to be performed in order to extend
service that brings transformation of
the community served.
Extension is a social
responsibility of HEIs to
communities (LPU, and UB). It is a
public service, community
assistance program of HEIs to the
less fortunate members of the
society. It is a social responsibility
Though extension is defined and with the purpose of sustaining the
described in different ways at development of a community
different contexts, basic description through available resources. It is a
or understanding of extension is a means of translating expertise and
must for extension officers holding resources of academic institutions
such office as one of the tri­functions into something that is socially
mandated by CHED. relevant (STC, LCC, and UB).
Table 2 shows the major Extension is the utilization of
descriptions of extension by resources of the school including
extension heads. Using content manpower and facilities to
analysis, different responses from implement projects that would help
the open­ended question of defining community to become self­reliant
extension were analyzed. Five major (FAITH and SBC).
descriptions appear from the To summarize the results, a
responses. These are extension as concept map was drawn as shown
transfer of knowledge, function of in Figure 1. The two most common
HEIs, a social responsibility, means descriptions of extension are
of translating expertise, and extension as a means, and a social
utilization of resources. responsibility.
Extension as defined by As a means of translating
CHED is the transfer of knowledge knowledge, it seeks to make useful
and technology to specific sectors the knowledge generated in the
and target clienteles. This is also the research and class outputs such that
definition given by the extension it can be used by the community.
director of BatStateU. This transfer As a responsibility, it is
of knowledge is done through expressed as HEIs’ mission, social
different skills and livelihood conscience, commitment, corporate
training with the aim of improving social responsibility, social
production, community life and awareness, social justice and social
eventually quality of life. Transfer of responsiveness. As a function, it is
technology is done through ought to be performed with equal
disseminating research outputs importance as of instruction and
especially those product extension. As a function, it is
development studies and prototypes required and expected that
of student researches which are necessary resources and knowledge
shared individuals, organizations or be translated to help peoples and
groups of people. communities. As a provider of
Extension as a function of services, it seeks to come up with
HEIs is one of the most common projects and goods that can be
answers among extension heads useful to the community.
(DLSC, and STC). Extension is a From these constructs,
extension can be defined a function,
a social responsibility and a means lives of the people, to have a quality
of Higher Education Institutions to: living worth as part of this human
Provide service. Extension is race.
characterized as bringing together Combining all of the
resources and contributions towards descriptions, a general definition of
the attainment of the set goal, the extension among HEIs in Batangas
desired direction. In providing can be constructed as a function, a
program of service, mutual and joint responsibility and that aims to
venture between the institution and provide service and/or transfer
the served community is expected. knowledge to improve the quality of
Transfer knowledge. It is not lives of community members.
just about simple learning but a
more enduring education that can
effect changes in knowledge,
aspirations, skills, attitudes and These refer to the actual courses of
practices (KASAP). Extension action taken by the HEI respondents
translates expertise and resources in delivering extension services.
into building knowledge and skills Table 3 presents the extension
in order to empower people. programs conducted by the HEI
Ultimately, the aim is to respondents.
improve the quality of lives of Based on the responses of
community people. As such, the extension managers, the
programs, projects and activities of extension programs can be classified
extension are geared towards the as direct service provision,
attainment of this goal­ improve the individual skills training and
like the “Boosts Our Products”.
Literacy or educational programs
include free day care, computer
literacy, and tutorials. BatStateU has
computer education, engineering
design and technology, tutorial
services, and kasambahay literacy
training. DLSL and UB have almost
the same programs catering
“Education for all” and “Share a
Book, Wake a Thought programs,
aside from math and science clinic,
computer awareness and literacy.
LPU gives support for the pre­
school reading readiness,
kasambahay life skills, tutorials on
book keeping and high school math,
and computer literacy training.
Livelihood programs include
seminars and training. BatStateU,
DLSL, LCC, LPU and UB provide
baking and food processing
seminars and trainings to OSY and
women. For domestic/ community
community based interventions. violence reduction, DLSL and LPU
Direct service provision provided seminars on peace
(dole out) is the most common education seminars and crime
extension program. Most of the prevention. For disaster risk
HEIs have given this type of management LPU conducted
extension program. Also, most of seminars on mangrove planting,
them have feeding programs as the “Environmental Control Today and
most common dole out. BatStateU Beyond” and proper management of
has medical/dental mission, blood waste. For food and nutrition LCC
letting, tree planting, distribution of has the most number of programs
relief goods, and gift­giving every from vegetable to candy making
Christmas. DLSL and UB have processes. For parenting, only
Share­a Toy, distribution of relief BatStateU, LCCT, and LCC provide
goods, Christmas Gift­Giving in the programs. Health care activities
Orphanage. LPU has also the same, include free dental and medical
in addition of clean up drive, check­up, health and sanitation
barangay beautification and medical seminar. Some of the programs
mission. conducted by BatStateU, LCCT,
For skills training, it can be LCC and LPU are stool examination
divided into: agricultural and deworming, health education
production strategies, literacy and on intestinal parasitism, radiological
educational campaigns, livelihood, examination of chest, rehabilitation
domestic/ community violence of patients with muscular skeletal
reduction, disaster risk disorders, multiple physical injuries
management, food and nutrition, and hypertension, preventive dental
parenting and healthcare. Only services, and healthy lifestyle
BatStateU has program for seminar.
agricultural production strategies This findings support the
result of Lero (2010) study which
revealed that literacy and contributing significant milestones
educational campaigns, skills in rural learning and development
training and livelihood seminars work (Cardenas, et al. 2009). Some
and small­scale business building of these projects that have gained
were the top programs of HEIs in national and international
the Philippines from 1997­2007. recognitions are the Community­
For community based Based Participatory Extension
interventions, these are community Management (CBPEM) Model,
organizing, community research Ugnayan ng Pahinungud, Farmers’
and capacity building on Scientist Training Program (FSTP)
community empowerment. and the BIDANI program.
Community organizing includes It can be noticed that these
Community Awareness day, projects which are research based
Wellness activities and clean and are the least common extension
green program. Only LPU carried programs of HEIs in Batangas. HEIs
out a community research on have low community research as
Tourism Sustainability Review. explained by low research and
Most HEIs offer micro financing extension linkage.
seminar, training program for OSY, Based on the survey, there
gender and development. BatStateU are three modes of extension
conducted seminars on delivery (Figure 2): University wide
environmental awareness and where all constituents are
empowerment of faculty members encouraged to take part, per college
and LGU personnel. DLSL had as part of its function based on
youth leadership and planning and CHED mandate and through service
seminar on solid waste learning as managed by individual
management. LPU initiated faculty members, particularly
seminars on EQ: its role in self through National Service Training
management, role of social Program (NSTP) where first year
awareness in emotional intelligence, students are the primary actors in
and social competency and the extension program. BatStateU,
emotional intelligence. LPU, and FAITH have university­
The results show that the wide or institutional extension
most dominant activities are about programs like Coastal Cleanup for
providing service to the community BatStateu, Community Awareness
members. However, Davidson Day and Christmas Gift­Giving for
(2007) claimed that extension’s new LPU, and Fun Run for Wellness and
challenge is to make extension more Clean and Green campaign for
inclusive and responsive to the
needs, integrating individual
expectations with the wider socio­
economic, political, and
geographical environment.
Similarly, Guevarra & Patella (2000)
asserted that effective extension
activities tend to improve the
standard of living of the people
through empowerment and
technology diffusion.
This challenge has been
accepted by other HEIs like UPLB. It
has undertaken several action­
researches and extension projects
direct service provision model
which can be illustrated in Figure 3.

Clienteles of extension refer to the


beneficiaries, target groups, and
served/adopted/serviced
individuals or communities of the
HEI respondents’ extension. Table 4
FAITH. Most of the HEIs presents the actual number of users
(BatStateU, LCC, LPU, UB and between 2009­2011 based on the
FAITH) have extension projects by responses of the HEIs. However,
college. For example, BatStateU has only four extension officers have the
Auto Mechanic Training for OSY actual count of their users as the
from the College of Industrial others do not have actual record of
Technology. LCC has Squash Candy their beneficiaries. The table shows
making initiated by the College of that children, urban and rural poor
Hospitality Management and Zero community members were the most
interest capital lending by the common beneficiaries mostly on gift
College of Business Education and giving, medical and health missions.
Accountancy. LPU has Stool Students (secondary and
Examination and Deworming, primary) and out of school youth
Health Education on Intestinal (OSY) were likewise beneficiaries of
Parasitism, Radiological HEI extension activities through
Examination of Chest, and computer literacy training and as
Preventive Dental Services from the participants of seminars on drug
College of Allied Medicines. addiction, and climate change. This
Moreover, the dominant data differ slightly with that of
model in extension delivery is the Lero’s (2010) survey were the top
three extension users of HEIs were
families, out­of­school youth (OSY)
and children.
BatStateU conducted
Kasambahay Literacy Training for
housemaids, distribution of relief
goods to disaster­ stricken families,
gift­giving to Philippine National
Railways Community (PNRC)
beneficiaries and livelihood training
for women.

Extension output refers to the


changes in knowledge, skills,
attitudes, and practices; influence in
institutional policy and research
agenda or increase in production.
This portion is based on the semi
structured interview with Extension
Managers. Table 5 shows that
majority of extension output of HEIs
is a change in knowledge, skills,
attitudes and practices (KSAP),
followed by policy made and
increase in production. HEIs
extension managers believe that the
capacity building activities which
include seminars, workshops,
training programs, lecture series all
lead to changes in KSAP. LCCT
conducted exposure, tutorial
program, immersion, free day care
center, adopt a child, scholarship,
catechism classes, while SBC had
tutorial classes, and STD/HIV
prevention seminars. In addition,
LCC carried out seminars on Health
& Sanitation and Solid Waste
Management. For gift giving and for
distribution of relief goods, clean up
activities, they all believe that this
positively affects the affective level
as they influence attitudes towards
altruism and environmental care.
For the change in policy,
extension output influenced the
formulation of the BatStateU
Extension Manual. It has also
influenced the CIO (Community
Involvement and Outreach) Manual
of DLSL (PS). There is also an
increase in production of the
agricultural products processed by
BatStateU like the “Boosts our
Products”. It has also increased the
production for the “paiwi” project
of LCC (PNS).
Based on the answers of
extension managers, determination
of outputs was a difficult question to
answer as monitoring and
evaluation of extension programs is
not practiced. Hence, the answers
here were mostly what the extension
managers recall.

Issues and concerns refer to


problems and difficulties
encountered by the extension heads
in the implementation of extension.
The extension managers were asked programs of UNP Extension office.
what affects the conduct of their Unlike the universities from
extension programs. Based on their the United States, there is no
response, the issues were grouped dedicated extension staff among the
into five: administration, resources, universities surveyed. Lack of full­
client, program and personnel time personnel is not just a problem
related (Table 6). among HEIs in Batangas, it is also a
In this study, all extension problem of HEIs nationwide (Lero
officers agreed that limited funding 2010).
is the leading problem in extension The lack of administrative
program implementation. They support influences the direction or
counter that once a faculty goes out lack of extension program. For the
to implement an extension program, administration factors, BatStateU
it would require the use of resources has mentioned two problems,
– travel expenditure and snacks for namely: weak support for extension
target community members if it is a programs and organizational
training, production of IEC culture, structure and policies. He
materials or gifts if gift giving. On explained that culture is not
the other hand, STC lacks necessary conducive to extension since among
office facilities for the conduct of the three functions, extension is the
extension. Financial insufficiency least prioritized. This is also true
and inadequacy of certain among HEIs in the country as
equipment like audio­visual, and revealed by Lero (2010). He
print essential to successfully explained that lack of institutional
implement an extension project are mindset for extension was one of the
also the problems encountered in major existing concerns of HEIs
universities in Thailand, (Prakongsri extension. Also, the extension
1985) and in the Philipines (Lero managers concur that the lack of
2010). common understanding and
On the other hand, schedules agreement on what constitutes
of personnel affect the conduct of extension coupled with the changes
extension as it is conducted over in leadership in extension renders
and above the teaching load. The the term dependent on the
most common problem related to is interpretation of the current
the conflict of time between leadership and not what it is all
teaching, doing research and about.
conducting extension. In BatStateU Coordination with the
for example, during the first targeted community members is
semester a regular faculty member likewise a problem as it takes time
may have a teaching load of 24 units to seek common time of community
plus an overload of 12 units. With members and match this with that
this 36 unit load, a faculty member of the members of the academe.
has to stay 46 hours in a week in the Passivity, lack of participation of
school. This kind of schedule surely clients and difficulty in influencing
makes the conduct of research and or changing existing practices were
extension more challenging and three major challenges identified.
constrains the conduct of long term
and sustained interaction between
community members and the
academe. In the study of Tacbas, de Extension managers defined
Vera, & Romo (2010) personnel and extension as a function or
staff capability also significantly responsibility and an approach to
affects the implementation of provide service, transfer knowledge
and improve quality of lives of the
community.
Four HEIs have actual CHED must consider the creation of
records of extension programs and a clear extension mandate. This
users. Moreover, most programs recommendation is necessary to
were about direct service delivery guide HEIs all over the country. As
and dole out and was revealed in this study, and that
literacy/educational campaigns, of Lero’s study (2010), HEIs do not
making children the most common have a common understanding of
extension users. Extension output is what constitutes extension. It would
more on change in knowledge, be better if a primer or a brochure
skills, attitudes, and practices on extension fundamentals be
(KSAP). communicated among all HEIs
The inadequacy of resources nationwide to create a clear
and lack of extension personnel understanding of what really is
constrain the conduct of HEIs’ extension. It would also be better if
extension programs. participatory extension be promoted
HEI extension managers to make extension programs
consider extension from a utilitarian sustainable.
perspective in that they view CHED should also
extension as a means and a spearhead the capability program of
responsibility that could lead to a HEI Extension Managers to
better situation of the community strengthen the extension function.
members. However, within HEIs, CHED should strengthen the
the challenge of addressing the Search for Best Extension Programs
tripartite function of instruction, not just through attractive incentive
research and extension becomes and rewards system but through a
complex as faculty members guideline promoting high impact
struggle with competing tasks and and long term sustainable extension
responds naturally to the most program.
immediate and demanding task of
instruction. Research takes a second
lead as merit promotion requires the
conduct of research and Conduct of an impact analysis of
corresponding load for research is HEI extension or the contributions
given for those who are engaged in of extension to community
funded research. The extension development is also recommended.
function is conducted either as part
of a class (i.e. through the National
Service Training Program) or
College­ based activities like clean
Up or Gift Giving as a means to
meet the requirement for the
conduct of extension.
For extension to truly impact
on the lives of the people, policy
reforms should be a priority.

With the foregoing results of the


study, the following are therefore
recommended:

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