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100			_e _e _aRobles, Hernando Dionisio. _d _b4 _u _c0 _q16
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245		0	_a _aCommunity extension services program of selected technical and vocational schools in Region IV : _d _ban evaluation / _n _cHernando Dionisio Robles. _h6 _p
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300			_e _e _c28 cm. _a205 pages _b
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500			_a _aThesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 1993.;A dissertation presented to the faculty of Graduate School of Arts, Sciences, Education and Nursing in partial fulfillment of the requirements for the degree Doctor of Education major in Educational Administration. _d _b _c56
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520			_b _b _c _aABSTRACT: STATEMENT OF THE PROBLEM: The study was undertaken to evaluate the existing Community Extension Services Program of Selected Technical and Vocational Schools in Region IV, to determine their resources and identify their problems. More specifically, this study sought to answer the following questions: 1. What is the present status of the Community Extension Services Program of Selected Technical and Vocational schools in Region IV in terms of: 1.1 Organization Management 1.2 Organization Climate 1.3 Personnel Management? 2. What are the resources of selected technical and vocational schools in Region IV in terms of: 2.1 Manpower Resources 2.2 Financial Resources 2.3 Physical Plants and Facilities 2.4 Networks and Linkages? 3. What are the problems of selected technical and vocational schools in Region IV in the implementation of Community Extension Services Program in terms of: 3.1 Manpower 3.2 Financial 3.3 Physical Plant and Facilities? 4. What relevant programs and projects have been transmitted to the community by the Community Extension Services Program of Selected Technical and Vocational schools in Region IV? 5. Are there significant differences between the evaluation responses of personnel of Agriculture, Trade and Fishery Schools regarding the Community Extension Services Program in terms of: 5.1 Objectives 5.2 Organization 5.2.1 Organizational Management 5.2.2 Organizational Climate 5.3 Resources 5.3.1 Manpower 5.3.2 Finance 5.3.3 Physical Plant and Facilities 5.4 Problems 5.4.1 Manpower 5.4.2 Finance 5.4.3 Physical Plant and Facilities? NULL HYPOTHESIS: 1. There are no significant differences in the evaluation responses of Agriculture, Trade and Fishery schools personnel of their Community Extension Services Programs in terms of: 1.1 Objectives 1.2 Organization 1.2.1 Organizational Management 1.2.2 Organizational Climate 1.3 Resources 1.3.1 Manpower 1.3.2 Finance 1.3.3 Physical Plant and Facilities 1.4 Problems 1.4.1 Manpower 1.4.2 Finance 1.4.3 Physical Plant and Facilities PROCEDURE: The study used the descriptive-normative type of research with the use of questionnaire. There were three sets of questionnaires utilized. The first set for instructors and secondary school teachers with vocational specialization, the second set for administrative officers, the third set for the supply officers of fifteen (15) selected Technical and Vocational schools in Region IV, specifically in the provinces of Cavite, Laguna, Batangas, Quezon and Oriental Mindoro. Vocational school superintendents, administrators and principals of the said schools were interviewed to solicit insights and ideas regarding their schools community extension services program. Of the target 300 respondents, 285 responded and included in the study or a 95 per cent of the target had been used. TREATMENT OF DATA To interpret the data based on the evaluation responses of the respondents, the study made use of percentage, weighted mean to determine the degree of adequacy in some items. Verbal descriptions were provided to qualify results. The One Way Analysis of Variance (ANOVA) was used to test the hypotheses. FINDINGS: 1. The Community Extension Program's mission and objectives of the respondent schools are adequate, well defined and in accordance with the national, regional and local government development plans. Accordingly, the program objectives are directed to countryside development. 2. The Technical and Vocational schools in Region IV included in the study have an existing organizational structure in accordance with the hierarchical structures of the national bureaucracy. Duties and responsibilities are well specified, delineated and delegated. Organizational management follows the bureaucratic structure even in the smallest department, sector programs or projects. Internal control is rigid. 3. The organizational climate is positive. There is an existing harmonious relationship between and among Administrators, faculty and Non-teaching Personnel. Their years of experience, strong family ties through consanguinity, affinity and friendship contributed in the strong sense of good working relationship. Considerable members of employees from the schools included are residents of that community and commitment to the schools' development become cognizant to community development. 4. Lack of personnel direct involvement in the extension work. Majority of the respondents are indirectly involved in the school's extension program. No plantilla item specified in the Personnel Service Itemization (PSI) as Extension Worker or Extension Specialist. 5. Physical facilities were generally adequate but their utilization were centered in delivery of instruction. Other facilities in relation to the delivery of extension services are inadequate and need further improvement. Technical and vocational schools infrastructure programs are well planned and with support from funding agencies. Other plants and facilities were not used to maximum capacities. Being vocational schools, respondent schools have a vast area for production and livelihood projects in agriculture, trade and fisheries. 6. On manpower resources, there were considerable number of teachers specialized in different production-oriented courses in Agriculture, Trade and Fisheries. However, proper utilization of their expertise were not fully utilized due to lack of training in community extension work. Lack of community immersion also contributed for weak extension program. Manpower training still needs to be conducted. 7. On financial resources, there was inadequacies in financial resources being utilized directly to finance community extension program and projects. Funds were inadequate to improve community projects. Livelihood projects financial requirements came from grants and loans. No other compensation were provided to extension workers. Schools involved have enough funds to support salaries for teachers and employees. Maintenance and other operating expenses (MOOE) does not include allocation for extension program. 8. On network and linkages, schools included have enough network and linkages with other public and private institutions. Tie-up regarding consultancy, manpower training, technology transfer, on-the-job training, research and development. Schools have close link with the business and industry through Regional Industry Linkages Council (RILC) and Technology Advisory Council (TAC) where members come from business sectors, national and local government. 9. The problem in manpower was considered a major problem. Considering the available personnel with vocational specialization, only few were directly utilized in the delivery of extension work. No specific item in the plantilla for head of extension, extension specialist and extension worker. Manpower requirements in doing extension work become only available for community extension whenever free from instruction activities. Manpower has no formal training in extension work. Knowledge and information about extension work were received through experience, attending conferences, and reading notes. 10. Financial problems were also considered as major one. No specific amount to finance community projects. Financial necessities and requirements of the community extension program depend on savings in MOOE and through loans and grants from foreign funding agencies and rural banks. Financial requirements for community extension program was not included in the programs of expenditures of the schools and in their budget proposals. 11. Physical facilities directly related and utilized in CESP was considered major problems. Insufficiency to such facilities as motor vehicle, audio-visual aid and other technology transfer equipment were perceived as impediment in effective extension work. Transportation facilities were considered major problem due to incapacity of the personnel in reaching out to far barangays and for greater mobility in doing extension work and services.
520			_a CONCLUSION: Based on the foregoing findings on the evaluation of the community extension service program of selected Technical and Vocational schools in Region IV, the following conclusions were drawn: 1. The mission, goals and objectives of the community extension service program of the schools are in accordance with the national thrust and regional development in community development. However, program objectives should be directed to specific clientele demands in the agriculture areas and villages. 2. The community extension service program of the Technical and Vocational schools in Region IV are attuned to the national development effort in increasing the activity in the rural communities to be productive and self-reliant. 3. Technical and Vocational schools are capable of improving the lot of the people, their service barangays through utilization of their resources. 4. Physical facilities of the respondent schools are adequate enough to suit the demand of the community for livelihood training and income-generating endeavor. 5. Financial resources of the school if allocated wisely will be of great help in the effective delivery of Institute Research and Extension Services. 6. Manpower training in extension delivery, planning and management will help in the implementation of the program. 7. Manpower resources of the schools possessed expertise that is needed in production-oriented activities in the barangays. However, training in the methods of technology transfer is still to be desired. 8. The administrators, faculty and non-teaching personnel are committed to community development. 9. Instruction is considered as the main functions of the Technical and Vocational schools which research and extension services considered extra function. The delivery of function is not balanced. 10. Livelihood projects, promotion of technology and informatio _u
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