Republic of the Philippines

LAGUNA STATE POLYTECHNIC UNIVERSITY

Siniloan (Host) Campus
Integrity, Siniloan, Laguna
Professionalism,
Innovation

COLLEGE OF AGRICULTURE

A Narrative Report
Submitted to Mr. Jayson N. Olayta, MRD

In Partial Fulfillment
Of the Requirements for the Degree of
Bachelor of Science in Agricultural Education
Major in Agriculture and Fishery Arts

GERALDINE A. JAMILANO
 BSAgEd 4B

VISION, MISSION, GOALS, AND OBJECTIVES

Vision
The Laguna State Polytechnic University shall be a center for sustainable development

transforming lives and communities

Mission
Laguna State Polytechnic University provides quality education through responsive

instruction, distinctive research, sustainable extension and production services for improved quality

of life towards nation building.

Goals

The College of Agriculture is committed to produce high quality general manpower

equipped with necessary skills, right knowledge and attitudes in the various fields of agricultural

entrepreneurship, agricultural engineering, agricultural education and business management and

to train trainors in its area of distinctive competence to effectively respond to the increasing

demands, challenges and opportunities for global competitiveness.

General Objectives

The Bachelor of Science in Agricultural Education Program aims to produce highly

qualified and competitive teachers equipped with new trends and innovations in Agricultural

Education; it also aims to provide students through knowledge and competencies in their major

field of specialization.

Specific Objectives:
1. Prepare students for careers in teaching, supervision in schools and colleges, extension,

agriculture-related business firms and industries, trade and professional associations, research

firms, government services as well as for further studies for advanced degrees;

2. Plan and conduct a program and career exploration and guidance and provide hands-on

learning experiences in technical agriculture including animal, crop and fishery sciences,

agricultural and natural resources, and agricultural economics and in conducting research in

agricultural education and management for future application in their careers;

3. Provide effective and relevant instructions, pre-service trainings, seminars and practical

activities for well-rounded development of personality;

4. To extend learning experiences for students beyond the classroom through outreach

programs and supervised participation in the community activities;

5. Develop students analytical and critical thinking skills in the conduct of research in

education and agriculture;

6. Prepare students to become successful professionals and teachers with management

capability leadership, job-entry competency and social and ethical responsibility.

I. Introduction
 Seven oclock in the morning of the 28th day of November, 2016, my classmates and my batch

mates gathered at the University Function Hall for the preparation of our seminar about Education Towards

Sustainable Development Through Young and Adult Learning. By that time, we started accepting

participants for the registration.

At exactly 8 oclock, we started our program. We begin with invocation together with singing the

national anthem and of course the opening remarks of our adviser Mrs. Lydia R. Chavez. We made this

seminar for the completion of our subject which is Education 90.

Plate 1. Opening Remarks of Mrs. Lydia R. Chavez

Our speaker was introduced by one of our facilitator. Mr. Jayson N. Olayta, MRD started discussing

his topic about the Participatory Technology Development. He defined and gave us the content of that topic.
Plate 2. Mr. Jayson N. Olayta, MRD was discussing Participatory Technology Development

Plate 3. After a 15 minutes break, he was continued his discussion.

 Plate 4. Awarding the Certificate of Recognition to our Resource Speaker

Heres the copy of the letters that we disseminate for the preparation of our seminar as well as the
attendance sheet, invitation program and the certificate.

Plate 5. A request letter for Dr. Lolita L. Beato

Plate 6. A request letter for Campus Director together with his approval to used the University Function Hall
 Plate 7. A request letter with the approval of Mr. Rex V. Diaz

Plate 8. A letter request for our good teacher in Agricultural Extension 11 which is Mr. Jayson N. Olayta
together with his approval as our good resource speaker.
 Republic of the Philippines
Laguna State Polytechnic University
Siniloan (HOST) Campus
Siniloan, Laguna

Seminar on:

EDUCATION TOWARDS SUSTAINABLE

DEVELOPMENT THROUGH YOUNG AND ADULT
LEARNING

7:00AM
NOVEMBER 28, 2016
University Function Hall

MR. JAYSON N. OLAYTA, MRD

This serves as an invitation

Plate 9. Front page of the invitation program for the speakers.

 PROGRAMME

PART I.

I. REGISTRATION . 7:00am

II. INVOCATION . DARWIN

ALEJANDRINO

III. NATIONAL ANTHEM JUDY ANN

CORDA

IV. OPENING REMARKS Dr. LOLITA

L. BEATO

Dean,
College of Agriculture

V. INSPIRATIONAL MESSAGE . Dr. NESTOR

M. DE VERA

University President

PROF. ROMULO C.
BALLESTEROS

Campus Director
VI. INTRODUCTION OF THE

RESOURCE SPEAKER .. MIKEE V.

LAMINERO AND
JEROME MENDOZA

VII. RESOURCE SPEAKER MR. JAYSON N.

OLAYTA, MRD

Program Head, BAT

Talk on: EXTENSION ACADEMIC
PRACTICES

MRS. MARY ODELIND O.

PADUA
Teacher III, TLE
Department Talk on: TEACHING AND
LEARNING INTHE 21ST
CENTURY
CURRICULUM

VIII. OPEN FORUM .

------------------------------------- LUNCH BREAK ---------------------------------------

PART II.
 I. INTRODUCTION OF THE

RESOURCE SPEAKER MICHELLE ICARO

II. RESOURCE SPEAKER MR. REX V. DIAZ

Part Time
Instructor, LSPU
Talk on: EXTENSION
IN TERMS OF MEDIA

APPLICATION IN ACADEMIC PRACTICES

III. SPECIAL NUMBER .. MR. RAINIER
JOHN HERMOSA

IV. OPEN FORUM

V. CLOSING REMARKS .. MS. JESSA C.

SANGLAY

Coordinator, BSAgEd
Program

Master of Ceremony

MR. JAYVEE RELATIVO AND MS. MARJORIE REDOR

Plate 10. Content of the program

 Plate 11. A certificate of participation

Republic of the Philippines

Laguna State Polytechnic University
Siniloan (HOST) Campus
Siniloan, Laguna

COLLEGE OF AGRICULTURE
Bachelor of Science in Agricultural Education

Award this
CERTIFICATE OF APPRECIATION
to

GERALDINE A. JAMILANO

For serving as FACILITATOR in the seminar entitled: EDUCATION TOWARDS SUSTAINABLE

DEVELOPMENT THROUGH YOUNG AND ADULT LEARNING, held on the 28th day of November 2016 at
the University Function Hall, Laguna State Polytechnic University, Siniloan, Laguna.

LYDIA R. CHAVEZ JESSA C. SANGLAY

Adviser Coordinator, BSAgEd Program

LOLITA L. BEATO, Ph. D.

Dean, College of Agriculture

Plate 12. A certificate of Appreciation as a Facilitator

Figure 13. Attendance sheet of first year.

Figure 14. Attendance of second year.

 Figure 15. Attendance of third year.

Figure 16. Attendance sheet of fourth year student.

II. Observation

During our seminar I observed that our speaker has enough knowledge about the topic he is

discussing. I also observed that they have a freebie for the students to participate in their discussion

and question answer portion. I observed that all students are interested to the topic discussed and

participating with the speaker and listen enough to learn.

III. Recommendation/Suggestion

I suggest that they provide a hand outs for all the participants of the seminar so that the

participants or all students have notes to be compile and use it while the seminars going on so

that they dont need to copy instead they will have focused on listening to the speaker.
 AGRICULTURAL AND
FISHIRIES EXTENSION
APPROACHES: A
CASE COMPILATION
RATIONALE

An extension approach is an organized and coherent combination of strategies and methods,

designed to make rural extension effective in a certain area. Strategies are approaches and methods

chosen or developed to reach a particular set of goal; used to define the operational design by means of

which a national government, or other sponsoring organizations, implements its policies.

Extension approaches are presented in terms of their most important organizational forms and their

respective goals. The goal system reflects the power positions of various groups of actors. Therefore,

without an understanding of the historical development and of the interest groups involved, present

achievements and shortcomings of extension approaches cannot be evaluated.

The primary concern of an extension office/agency is the approach and method to be used in

disseminating a particular technology. It is not enough that a technician knows the technology. One must be

able to select and use the most appropriate and effective approaches and methods to ensure high

percentage of technology adoption.

NAME OF THE EXTENSION APPROACH

COST SHARING APPROACH

Basic assumption: any NFE program is more likely to achieve its goals if those who benefit from it share

some part of the cost; program would be more likely fit to local situation; personal would be more likely

serve interest of client if cost are shared between outside sponsors and inside target group; commitment

of learners to participate if they pay some part of the cost.

Purpose: to help farm people learn those things they need to know for self-improvement and increased

productivity; to funding of agricultural extension affordable and sustainable both at central and local levels.

Program Planning: shared by various levels paying the cost but must be responsive to local interest in order

to maintain cooperative financial arrangements; local people tend to have strong voice in program

planning.

Measure of Success: farm peoples willingness and ability to provide some share of the cost, individually or
through their local government units

Advantages: some measure of local control of program planning increases relevance of program content

and methods to needs and interest of clientele; higher adoption rates; effective communication between

local people and extension personnel; lower cost to central government and local people.

Disadvantages: more difficult for central government to control either program or personnel

SAMPLE CASE

Tef is the main Ethiopian cereal grown on 2.5 million hectares annually, and serves as a staple food

for more than 50 million people. The major constraint in tef husbandry is its susceptibility to lodging (where

the plant is unable to support its own weight and may fall over or snap) that results in low productivity, about

an average of 1 ton per hectare. Scientific research on improved varieties and management practices of tef

have, until recently, been little adopted by farmers. The improved higher yielding varieties tend to produce

dark seeds, that are unappealing to consumers. In addition to poor extension work, farmers have been

reluctant to adopt the improved varieties.

Debre Seit Agricultural Research Centre (DZARC) developed a hybridization by crossing 2 improved pure-

line varieties (DZ-01-974 and DZ-01-196). The resulting hybrid, Quncho combines popular a white seed

colour from DZ-01-196 with the higher yields from DZ-01-974. From 2006 to 2009 the number of farming

households using Quncho increased from 300 to 7,741[1] due to the development of a variety better suited to

farmers preferences and improved agricultural extension.

DZARC and their partners also developed and used a novel agricultural extension approach to

improve adoption rates. First, a complete package of recommended cultural management practices along

with the new variety was provided, rather than just the seeds alone. An important part of the package was

training provided to farmers by DZARC, with regular follow-up sessions and supervision. Second, the new

variety was demonstrated on-farm in large plots of hectare using a fast 1-year extension approach, rather

than using small demo plots over 3 to 4 years, so that farmers were able to see the impact of the new

variety and methods on yields more immediately. Farmers were given the initial seed by DZARC on a
revolving seed loan, a scheme that permits them to repay in equivalent amounts of seed after harvesting.

This way, the farmers receive not only seed, but also a guarantee against the uncertainties regarding the

performance of the new crop and associated technology.

LESSON LEARNED

The most important organizational forms are goal because goal reflect the power position. In that

case, without an understanding of the development, present achievement and extension cannot be

evaluated. The farmers or farm people are willing to share the cost, individually or through their government

units.

FARMING SYSTEM DEVELOPMENT APPROACH

Basic Assumption- technology, which fits the needs of farmers particularly small farmers, is not available

and needs to generated locally.

Purpose: to provide extension persons, and through their farm people, with research results tailored to

meet the needs and interest of the local farming system conditions.

Program Planning: evolve slowly during the process, and may be different for each ages, climatic farm eco-

system type since the program must take into account a holistic approach to the plants, animals, and people

in ache particular location; control of program shared jointly by local men and women, agricultural extension

officer, and agricultural researchers.

Implementation: through partnership of research and extension personnel and with local people, taking a

systems approach to the farm; sometimes involves scientific disciplines, however, requires that research

personnel go to the farm, listen to farmers, and in collaboration with them, and the extension personnel,

understand the from as a system.

Measure of Success: extend to which farm people adopt the technologies developed in the program and

continue to use them overtime.

Advantages: some measure of local control of program planning increases relevance of program content

and methods to needs and interests of clientele; higher adoption rates; effective communication between

local people and extension personnel; low cost to central government and local people.

Disadvantages: reporting and administrative control is difficult

SAMPLE CASE

Cassava production was revitalized in Uganda through the introduction of 6 disease resistant

varieties, produced using techniques such as conventional breeding and hybridization with local varieties to

be resistant to cassava mosaic disease (CMD) and brown streak virus, with support from the Maendeleo

Agricultural Technology Fund (MATF), local government and donors. MATF trained farmers to become

trainers themselves whilst providing the new trainers with technical backup throughout the process. From

each group of farmers, 1 contact farmer (CF) and 1 extension link farmer (ELF) were trained. These 2

farmers would then grow demonstration plots of cassava that were also used for multiplication and

distribution of cassava to the other farmers.

The project led to increased knowledge amongst farmers on improved production methods,

including soil and water conservation. Farmers reported that they had come to know each other better and

their relationships became more reciprocal, suggesting the project helped to build build social capital.

Furthermore, CFs and ELFs provided a platform for other NGOs to disseminate information on a range of

subjects such as HIV/AIDS, gender equality, and conservation. Women in particular reaped financial

benefits through the sale of cassava, and 43% of new adopters during a 1-year extension phase were

women. The resulting increase in income was invested in other household needs, such as school fees for

their children and poultry projects.

LESSON LEARNED

I learned in this case that to increase the productivity and production of a particular commodity we really

concentrate to one crops. And we the help of group extension, the whole system will be productive.
TRAINING AND VISIT APPROACH

General Nature: highly disciplined and patterned; with fixed schedule for training of village extension

workers, SMS, and scheduled visits by extension workers to farmers.

Basic Assumption: extension personnel are poorly trained; not up-to-date and tend not to visit farmers, but

stay in their offices; management and supervision is not adequate; two-way communication between

research and extension units and between extension staff and farmers can be achieved through this

discipline.

Purpose: to include farmers to increase production of specified crops decided upon professionals and

program is delivered down to farmers; program planning follows cropping pattern of priority crops.

Implementation: relies basically on visits by extension workers to small groups of farmers or to individual

contact farmers; fortnightly training and dependent on central resources; more adequate transportation

capability for field personnel.

Measure of Success: increase in yield, and total production of the crops being emphasized.

Advantages: pressure on governments to recognize a large number of small agricultural extension units

into one integrated service brings discipline to the system, VEWs become more up-to-date with information;

closer technical supervision.

Disadvantages: high long-term costs to governments due to expanding size of VEWs; lack of actual two-

way communication; technology that is relevant to the farmers is not integrated; lack of flexibility to change

programs as needs and interests of farmers change; field staff tires to vigorous, patterned activities without

appropriate rewards.

SAMPLE CASE

The paper reviews the limitations of the Training and Visit (T&V) system, which was vigorously

promoted by the World Bank in the years 1975-1998 in over fifty (50) third world countries. The significant

challenges facing the T&V system as discussed in this paper includes; poor linkages between research and

extension, reduced frequency of regular training of extension staff and/or failure to hold such training(s),
higher ratio of farmers -to- extension agent, increased use of mass media as a complimentary channel for

technology diffusion along with the T&V effort and, high cost of implementing the system among other

challenges. From the challenges highlighted, the paper deduced some implications for extension service

delivery in Nigeria and concludes that development practitioners in Nigeria should always evaluate new

approaches critically and, properly guide the Nigerian government to adopt only when such evaluation

studies provide sufficient evidence that the nation has what it takes to fully implement and sustain the new

approach.

Agricultural extension is defined as the entire set of organizations that support and facilitate people

engaged in agricultural production to solve problems and to obtain information, skills and technologies to

improve their livelihoods and well-being. They are provided by a variety of agencies in the public,

commercial and voluntary sectors (1; 7). Akinnagbe and Ajayi (7) viewed extension as a service to extend

research-based knowledge to the rural sector to improve the lives of farmers. It thus included components of

technology transfer, broader rural development goals, management skills and non-formal education. The

traditional view of extension in Africa was very much focused on increasing production, improving yields,

training farmers and transferring technology. Todays understanding of extension goes beyond technology

transfer to facilitation; beyond training to learning and includes assisting farmers to form groups, dealing with

marketing issues and partnering with a broad range of service providers and other agencies (12; 7). Nigeria

probably has the most elaborate extension system in Sub-Saharan Africa (SSA), with a population of over

140 million and 71 million hectares of arable land (20). Akinnagbe and Ajayi (7) revealed that agricultural

research system in Nigeria comprises of 17 commodity-based research institutes, national extension

institute, over 45 faculties of agriculture in conventional federal, state and private universities, three

universities of agriculture, and several colleges of agriculture/polytechnics. It also includes three

international agricultural research centers viz: International Institute of Tropical Agriculture (IITA), a sub-

station of International Crop Research Institute for Semi- Arid Tropics (ICRISAT) and a substation of

International Livestock Research Institute (ILRI). (17; 7). They further stated that these institutions

collectively or individually serve as the fountain of agricultural innovations for both public and private
agricultural extension service providers. Over the years several agricultural extension approaches of

agricultural extension have evolved and one of such approaches is the Training and Visit (T & V) system.

Although the T & V system was aimed at overcoming some of the limitations that characterized the

conventional extension approach, the system has come under serious criticism by numerous writers in

recent time. This paper therefore was aimed to:

i. Review the limitations of the T&V extension system

ii. ii. Analyze its implications for agricultural extension service delivery in Nigeria.

LESSON LEARNED

I learned that instructive of development practitioners in Nigeria should always evaluate new

approaches critically and, properly guide the Nigerian government to adopt only when such evaluation

studies provide sufficient evidence that the nation has what it takes to fully implement and sustain the new

approach. Thus, development approaches should not be swallowed hook, line and sinker.

AGRICULTURAL EXTENSION PARTICIPATORY APPROACH

General Nature: concerned with a broad range of agricultural subject, shifting its local focus from time to

time as village problems change or change or as needs arise.

Basic Assumption: farming people have much wisdom regarding production of food from their land to their

levels of living and productivity could be improved by learning more from what is outside; that there is an

IKS, different from the scientific knowledge system, but there is much to be gained from the interaction of

the two; participation of the farmers, as well as research and related services; that there is a reinforcing

effecting group learning and group action; that extension efficiency is gained by focusing on important points

based on expressed needs of farmers.

Purpose: to increase production of farming people; increase consumption and enhance the quality of life of

rural people.
Program Planning: controlled locally, often by farmers associations.

Implementation: features many meetings and discussions of farmers problems and exploring situations with

extension officers.

Resources Required: extension workers who are not technically trained but are also not formal educators,

animators, and catalysts.

Advantages: increase production of farming people and increase the consumption and enhance quality of

life of rural people; participation in program [planning increases exposure to different sources of information;

awareness of new information and practices; confidence on new practices and in oneself; initiative and

adoption rate and productivity. extension workers not only agricultural educator, but also animators and

catalysts to stimulate farmers to organize group effort; success is measured on the continuity of local

extension organizations, benefits to the community, extent to which agricultural research personnel and

others actually participate in both planning and implementation; cost less because local associations

facilitate communication making whole system more efficient.

Disadvantages: lacks central control of program which may lead to competition and confusion; difficult to

manage central reporting and accounting since program shift as local conditions change; The issue whether

participation of local people actually influences management decisions

SAMPLE CASE

In the face of global challenges, South -South Cooperation is very important to deepen and

broaden the process of strengthening Southern voices. This horizontal partnership is based on trust, mutual

benefit, and equity. This study analyzes one of SSC activity: TRAINING OF TRAINERS FOR

PARTICIPATORY TRAINING PROGRAM ON AGRICULTURAL EXTENSION METHODOLOGY. This project

was done three consecutive years by Government of Indonesia. JICA supported this activity by providing

additional fund.

Focus of this project is agricultural development. Agricultural development and democratization are

two issues faced by developing countries today. At the beginning, Ministry of Agriculture Republic of
Indonesia and JICA had conduct two projects related with this issue: Projects for Improvement Extension

and Training System and Project for Training of Agricultural Extension Officers on Improvement of Farm

Management. Through these two projects, Ministry of Agriculture discovered a new method in agricultural

extension: Participatory Agricultural Extension Methodology.

This is a participatory, democratic and sustainable approach for agricultural development. After

successfully applied in Indonesia, Government of Indonesia offered this approach to ASEAN countries.

Then, Government of Indonesia and Government of Japan agree to share this experience to other

developing countries.

This case showed this training is a good arena to change experience among participants. They

also have opportunity to see how agricultural development applied in Indonesia. The also discussed with

farmers and agricultural officers at many levels.

This training also a good example to demonstrate cooperation between Ministry of Agriculture,

Ministry of Foreign Affair, and State Secretary Republic of Indonesia. JICA, as co funding of this project, also

gave freedom to Ministry of Agriculture to organize this training.

However, this project had no systematic mechanism to monitor impact of the training. Even though

the participant was asked to make action plan during the training, there was no mechanism to monitor if the

plan was executed or not.

To improve this training, there should be a sound and continuous mechanism to monitor if the

result of the training was applied in the participants respective counties. This mechanism is very important

to strengthen South-South Cooperation.

International cooperation is needed to overcome many problems faced by developing countries.

Interlinked financial, economic, energy, food, climate problems are occurred all over the world. South South

Cooperation (SSC) has proven that can be effective in a more horizontal cooperation among countries. SSC

is a complementary to the existing North-South Cooperation and other bilateral and multilateral cooperation

modalities. SSC is support provided by developing countries whose development has advanced in certain

fields to the development effort of other developing countries. That is why this cooperation is called
triangular cooperation. Triangular cooperation is intended to be used as an alternative and fishable

horizontal partnership. However, there is a question whether the triangular cooperation is a good approach

for international cooperation. One of the projects under SSC is Training of Trainer for Participatory Training

Program on Agricultural Extension Methodology. This article will look into critical area and challenges of

South-South knowledge sharing under SSC.

1.to explain background and implementation of Training of Trainers for Participatory Training

Program on Agricultural Extension Methodology

2.to analyze ownership and accountability of the training

3.to analyze transparency of the training

4.to analyze development challenges to be tackle by the training

This case study used participatory approach to collect and analyze data. Meaning, data was collected

through participatory inquiry, and then the result was also discussed with stakeholders. The case study used

the

following steps:

1.Desk study. Many publications from JICA, Ministry of Agriculture, National Planning Board, State

Secretary of Indonesia were used to understand the objectives, policies and activities of these stakeholders.

2. In-depth interview. Some senior officials of JICA, Ministry of Agriculture, National Planning

Board, and State Secretary of Indonesia were interviewed to know their perspectives.

3.Questionnaire. A set of questionnaires were sent to participants of the trainings, through

electronic mail. However, only two of them responded it.

4. Peer review. During process of data analyses, a series of discussion were done among

researchers.

LESSON LEARNED

The training was initiated and conducted by Ministry of Agricultural Republic of Indonesia.

However, there is no mechanism to know need of the recipient countries prior to the training. Fortunately,

this training was relevant for the participants and their countries. To conduct better SSC activity, there is a
need to conduct learning needs and resources assessment. Firstly, developing countries should collect

their training needs. Secondly, they should make a list which country has capability (resources person,

organizer, etc.) to conduct the training. By using these two lists, we will know what learning need and who

can provide it. It will ensure that the training is relevant and the provider is capable.