Appraisal of the social responsiveness of the community extension service programs of higher educational institutions in Batangas : implications to school administration / Edgar L. Bautista. 6

Thesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 2000.;A dissertation presented to the Graduate School of Arts, Sciences, Education and Nursing (GSASEN) in partial fulfillment of the requirement for the degree Doctor Education major in Educational Administration. 56

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ABSTRACT: Higher Educational Institutions in Batangas are expected to perform vital roles not just in preparing the needed manpower in response to the thrust of CALABARZON's development efforts but also for the development of the disadvantaged, deprived, and underdeveloped communities. School's mission statement and philosophy shall gear towards improvement of instruction, research and extension services and be responsive to the needs of the needy barangays. With the ongoing development of the province, Higher Educational Institutions in Batangas have a great role to perform. Through the community extension program, the entire academic community of Higher Educational Insitutions in Batangas is not only provided opportunities to be aware of, and understand the needs and problems that are prevalent on both local and national levels, but also opportunities to involve itself in activities designed to develop the community and the less privileged. The program therefore serves as an instrument by which the institution instills in the mind of its own community specially its clientele, the concept of social responsibility. Moreover, the program serves as a springboard for a closer linkage between the school and the community. Furthermore, as the school actualizes the community extension program activities, it simultaneously operationalizes its mission statement. In order to upgrade services extended to the communities, an appraisal of the social responsiveness of the community extension service programs (CESPs) of Higher Educational Institutions (HEIs) in Batangas is performed to realistically assess the school administration policies of HEIs; described the existing CESPs of HEIs in aspects of economic, health and socio-cultural; conducts environmental scanning of the communities served by HEIs in relation to their pre-program status; describe the delivery system of the CESP, and; assess the status of concern the schools have for providing CES. In initiating the development of a prototype action plan on HEIs community extension services, the researcher was guided by Stuflebeam's theory of evaluation or the Context-Input-Process-Product (CIPP) approach as the model in appraising the social responsiveness of the CESPs of HEIs in Batangas. The model emphasized the provision of information useful in decision-making. In the appraisal of the social responsiveness of the CESPs of HEIs in Batangas, the researcher utilized the results of surveys and informal interviews with the students, school administrators, faculty, program beneficiaries from the communities served and key informants. The weak points of HEIs and their CESPs are considered in order to upgrade services extended to the communities.

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