PHILIPPINE NORMAL UNIVERSITY EXTENSION MANUAL€¦ · Philippine Normal University Extension Manual 5 ICT Information, and Communication Technology IPHERDS Institute of Physical Education,

PHILIPPINE NORMAL UNIVERSITY

EXTENSION MANUAL

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Copyright 2016

By

Community Partnership and Extension Offi ce (CPEO), Philippine Normal University, Taft Avenue, Manila

All rights reserve.

No part of this publication may be reproduced, stored in retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise,

without the prior written permission of the publisher.

Printed in the Philippines

Published by the Philippine Normal University

Printed by the University Press

ISBN: ______________________

http://www.pnu.edu.ph

3Philippine Normal University Extension Manual

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4 “Nurturing Innovative Teachers”

DEFINITION OF TERMS

ASQUE Adopt-a-School for Quality Education

3NS National Network of Normal Schools

AACUP Accrediting Agency of Chartered Colleges and Universities in the Philippines

ACTLIFE Adopt-a-Community through Literacy Initiatives for Empowerment

ASEAN Association of Southeast Asian Nation

BECEd Bachelor of Early Childhood Education

BEE Bachelor of English Education

BEED Bachelor of Elementary Education

BSSE Bachelor of Social Science Education

CGSTER College of Graduate Studies & Teacher Education Research

CHED Commission on Higher Education

CMO CHED Memorandum Order

COE Center of Excellence

CPEO Community Partnership and Extension Offi ce

CTD College of Teacher Development

DBM Department of Budget and Management

DEAR Disaster Emergency Assistance and Relief

DSWD Department of Social Welfare and Development

ECE Early Childhood Education

EGTE Environmental and Green Technology Education

EPRDC Educational Policy Research and Development Center

FAL Faculty of Arts and Languages

FBeSS Faculty of Behavioral and Social Sciences

FES Faculty of Education Sciences

FGSTER Faculty of Graduate Students and Teacher Education Research

FSTeM Faculty of Science, Technology and Mathematics

FTD Faculty of Teacher Development


ICT Information, and Communication Technology

IPHERDS Institute of Physical Education, Health, Recreation, Dance and Sports

ITL Institute of Teaching and Learning

LCB Leadership Capability Building

MAEd Master of Arts in Education

ME Master of Education

MA-ELT Master in Education Major in English Language Teaching

MOA Memorandum of Agreement

NCTE National Center for Teacher Education

NSTP Nation Service Training Program

OP Offi ce of the President

OSASS Offi ce of Student Affairs and Student Services

OVPRPQA Offi ce of the Vice President for Research, Planning and Quality Assurance

PBDO Promotion Business Development Offi ce

Ph. D Doctor of Philosophy

PNU Philippine Normal University

RCTQ Research Center for Teacher Quality

RECC Research and Extension Services Coordinating Committee

SG Student Government

SOCULCOM Sociocultural Committee

TLE Technology and Livelihood Education

URA University Relations and Advancement

VMGO Vision, Mission, Goals and Objectives

VP Vice President

VPA Vice President for Academics

VPFA Vice President for Finance and Administration

VPURA Vice President for University Relations and Advancement


TABLE OF CONTENTS

Message from the President . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Foreword. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

The Philippine Normal University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Seal of the University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Philosophy, Vision, Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Strategic Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Extension in the University. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

University Extension Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Legal and Other Foundations of University Extension . . . . . . . 15

University Extension Defi ned . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

The Philippine Normal University Extension Framework . . . . . . 17-23

Description of Framework

Adopt-a-Community through Literacy Initiatives for Empowerment (ACTLIFE)

Adopt-a-School for Quality Education (ASQUE)

Leadership Capability Building

Disaster Emergency Assistance and Relief

The Philippine Normal University Organizational Structure . . . 24-34

Offi ce of the University President

Offi ce of the Vice Presidents

The Extension Core Group

The Programs of Community Partnershipand Extension Offi ce

The Director and Staff of the Center

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Community Partnership and Extension Offi ce General Guidelines in Extension Services . . . . . . . . . . . . . . . . . . . . . . . 35-40

Guidelines on Establishing Partnership in Extension Services

Flowchart of Establishing the Partnership

Guidelines in Planning and Implementation of Extension Projects/Activities

Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41-71

A. Paglaum: Isang PNUAN sa Bawat Pamayanan (My Home, My School) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41-43

B. Format of Proposal in Establishing Partnership . . . . . . . . . . . 44

C. Format of Project Proposal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

D. Monitoring Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

E. Application for Funding of Extension Programs/Projects . 47

F. Sample Evaluation Form (English & Filipino) . . . . . . . . . . . . . 48-50

G. Evaluation Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51-52

H. Format of Technical Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

I. The University Extension Agenda . . . . . . . . . . . . . . . . . . . . . . . . 54

J. University Research Agenda in Relation to

Extension Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55-57

K. University Offi cials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58-60

L. PNU Telephone Directory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61-64

M. Accountability Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

N. Hotlines and other Coordinating Agencies . . . . . . . . . . . . . . . . 66-70

O. BOR Approved PNU Organizational Structure 2013 . . . . . . . 71

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Networking is an integral aspect of building the educational system of a nation. The Philippine Normal University, as the National Center for Teacher’s Education, is driven by a compelling vision to raise a new generation of education leaders for the ASEAN nation. The University operates with a specifi c mandate to revolutionize the educational context of the country and has its foundational objectives premised on a powerful and compelling vision of pioneering excellence in all areas of Teacher Education. In line with this, PNU has expanded and built new links with other universities, government agencies, NGO’s, even private sectors locally and

internationally; rendered extension services to fellow institutions; and mapped out projects for future development.

As holder of CHED’s Center of Excellence (COE) in Education, the PNU has seriously taken its commitment to nourish the needs of the TEI’s (Teacher Education Institutions) by sharing available resources and expertise in teacher education, a responsibility carried out by the Center of Linkages and Extension Services. This unit of the university has stepped out of the box and started adopting measures to implement necessary changes in the areas of global community service, capacity building, and networking for continuous relevance. This is to ensure the best practices are upheld and to enable that the best graduates, facilities, and facilities emerge from the institution.

Moreover, this interdependence of academic culture and pedagogy of universities across nations is not only about student mobility but also about our distinguished faculty involvement in academic and research partnerships around the world. At the same time the academe has partnered with renowned institutions to provide our students the opportunity to see fi rsthand the economic, political, and cultural factors that influence Philippines educational practice globally. Furthermore, it provides the opportunity for strengthening academic resources, while retaining the university’s distinct identity.

The pursuit of this kind of agenda bolster the institution’s ability to create a rich and fulfi lling experience for our academic and student communities, and builds bridges between PNU and the rest of the world.

(Signed) ESTER B. OGENA, Ph. D.President

Philippine Normal University

ESTER B OGENA

PRESIDENT’S MESSAGE


COOPERATION, NETWORKING AND COLLABORATION are considered as enabling mechanism for extension services in a higher education institution (HEI). As one of the main functions of a university, extension plays a primal role for social transformation particularly in the marginalized communities.

Extension has been regarded as strong force in bringing about individual and social transformation, professional growth and development. It brings about new knowledge and technologies discovered through collaboration, cooperation and networking. An extension program is also deemed as a set of activities aimed to transfer knowledge or technology, if not provide services to the community in consonance with the programs offered by the academe.

The PNU Extension Manual responds to the challenge of the academe’s role in contributing to sustainable community development efforts of the society through advocacy, academic linkages and community partnership and services. Equally, the Extension program of the University attempts to realize its commitment to a culture of sharing and service.

Intended to provide a framework and guidelines in conducting university extension activities, the Manual presents the processes, duties, responsibilities and expectations on extension programs involving the faculty, administrative staff and the students.

It has fi ve main parts. The fi rst part consists of basic information about the Philippine Normal University – its philosophy, vision, mission and brief history. While the second part consolidates the legal and other foundations in conducting university extension activities, the third part focuses on the extension framework, the fourth part enumerates and discusses the various councils, centers, units and offi ces involved in the university extension program. The fi fth and last part is the guidelines of implementing the varied activities related to university extension.

The Community Partnership and Extension Manual is designed to institutionalize the university’s commitment to a culture of sharing, caring and services through advocacy, academic linkages and community partnerships and services.

FOREWORD


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The Philippine Normal University, then known as the Philippine Normal School and the Philippine Normal College, respectively, is the fi rst institution of higher learning in the country established under the American regime. Created by Act No. 74 of the Philippine Commission to give Filipinos training in the science of teaching, it formally opened on September 1, 1901. During this period, professionally trained American teachers known as the “Thomasites” governed the school.

The conversion of the Philippine Normal School to Philippine Normal College concretized upon the signing of the institution’s Charter. Republic Act. No. 416 authorized the College to grant undergraduate and graduate degree programs in Elementary Education on July 18, 1949. Subsequently, Republic Act. No. 6515 in the 1970’s amended the Charter and authorized the College to grant advanced degrees like Ph. D., Ed. D.and other academic programs relevant to the training of the teachers, school supervisors, administrators, researchers, and other educational leaders.

In 1957 Dr. Macario Naval was installed as the fi rst Filipino president of the institution. Dr. Emiliano C. Ramirez succeeded in 1958, then Dr. Gregorio C. Borlaza 1971, followed by Dr. Bonifacio P. Sibayan in 1972, and Dr. Edilberto P. Dagot in 1981. Dr. Fe T. Otanes served as Offi ce-in-charge in 1990-1991 before the fi rst woman president of the College, Dr. Gloria G. Salandanan took over the helm. On December 26, 1991, the Philippine Normal College was granted full-fledged University status through the Republic Act 7168. After six years, another lady, Atty. Lilia S. Garcia, became president of the University. She was succeeded by Dr.Nilo L. Rosas, then by Atty. Lutgardo B. Barbo. Dr. Ester B. Ogena is the incumbent president.

During Dr.Ogena’s administration she initiated the development of a New Teacher Education Curriculum; convened the National Network of Normal Schools (3NS) where PNU has been designated by CHED as lead shepherd of 3NS and the Center for Teaching Excellence; led the University to achieved the AACUP Level III Accreditation; developed the PNU NCTE Master Plan and initiated a university-wide systems review; converted the four campuses into their specifi c hubs namely; PNU Mindanao – Multicultural Education, PNU North Luzon - Indigenous People’s Education, PNU Visayas - Environmental and Green Technology and PNU South Luzon – Technology and Livelihood Education; launched the new PNU slogan, Nurturing Innovative Teachers; cultivated a rich culture of research in the University; and reformed the PNU’s organizational structure to strengthen its functions and fulfi l its mandate as National Center for Teacher Education (NCTE).

THE PHILIPPINE NORMAL UNIVERSITY


The Torch stands for the Light that illumines the path in building a temple of immortal souls in future generations; the Open Book means that anyone may come to engraft a branch of knowledge into the stock of wisdom; the Laurel Leaves serve as the emblem of victory, of a courageous flight of success. This is the meaning of our seal. Revere it, cherish it, and live by it always.

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OFFICIAL SEAL OF THE UNIVERSITY


PHILOSOPHYThe philosophy of the University is anchored

on “Education for Personal Renewal and Social Transformation”.

Personal renewal and empowerment could bring back the mantle of consciousness that is positive and healthy for Filipinos. Let there be an education wherein the Filipinos would believe in themselves, and be confi dent in their future. Empower them by their heritage, legacy and landmarks to make them stand on an equal footing with other people so that they can contribute to a society that is driven to transform.

PNU shall become internationally recognized and nationally responsive teacher Education University. As the established producer of knowledge workers in the fi eld of education, it shall be the primary source of high-quality teachers and education managers who directly inspire and shape the quality of Filipino students and graduates in the country and the world.

VISION

MISSION

PNU is dedicated to nurturing innovative teachers and education leaders.


STRATEGIC DIRECTIONS

Institutionalize quality assurance mechanism that ensure compliance with national and international standards of excellence in all products and service

Solidify internal stakeholders’ support in pursuit of excellence thru innovation, influence, and impact

Promote a distinct and widely recognized PNU brand as being the source of responsive innovations in teacher education.

Employ proven management technologies and systems as solution to providing quality, reliable, and effi cient academic and administrative support services to sustain the University’s competitiveness.

Optimize collaboration and partnership with public and private institutions and organizations to support effective and effi cient delivery of University functions.

Transform PNU as internationally recognized leader in teacher education.

Respond effectively and innovatively to the needs, demands, and requirements of the different stakeholders to actualize/demonstrate the University’s relevance and leadership.

Develop well planned products and services that are of value to stakeholders.

Ensure an enriching, fair, and healthy work environment which promote professional growth and career advancement for faculty and staff and guarantee a steady supply of highly competent human resource.

Embed in the University system the value of environmental sustainability, continuing growth, and forward thinking.

SHARED VISIONOF EXCELLENCE

QUALITY ASSURANCE

SYSTEMS-BASEDSOLUTIONS

BRANDING

INTERNATIONALIZATION

COLLABORATION AND PARTNERSHIP

PRODUCT AND SERVICE DEVELOPMENT

RESPONSIVENESSTO STAKEHOLDERS

SUSTAINABILITY

HUMAN CAPITAL MANAGEMENT


EXTENSION IN THE UNIVERSITY

University

Extension Activities

University extension programs were held in diverse communities inside and outside Manila. The programs are geared towards one aim and this is to uplift the quality of life of people living in these communities thru literacy programs under Adopt-a-Community through Literacy Initiatives for Empowerment (ACTLIFE), Adopt-a-School through Quality Education (ASQUE), Leadership Capability Building (LCB) and Disaster Emergency Assistance and Relief (DEAR).

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Legal and Other Foundations

of University Extension

1987 Philippine Constitution

The 1987 Philippine Constitution provides that the State shall encourage non-formal, informal and indigenous learning systems, as well as self-learning, independent, and out-of-school study programs particularly those that respond to community needs and provide adult citizens, the disabled and out-of-school youth with training in civics, vocational effi ciency, and other skills (Article XIV, Section 2).

Republic Act 7168

An act converting the Philippine Normal College into a State University to be known as the Philippine Normal University.

Sections 2. The University shall primarily provide higher professional and special instructions for special purposes and to promote research and extension services, advance studies and progressive leadership in education and other fi elds, as may be relevant.

Republic Act 8292

An act providing for the uniform composition and powers of the governing boards, the manner of appointment and term of offi ce of the president of chartered states universities and colleges, and for other purposes.

Section 4: Powers and Duties of Governing Boards

m. To establish research and extension centers of the state universities and colleges where such will promote the development of the latter.

s. To develop consortia and other forms of linkages with local government units, institutions and agencies, both public and private, local and foreign, in furtherance of the purposes and objectives of the institution.

Education Act of 1982

The Education Act of 1982 provides that the educational system shall reach out to educationally deprived communities, in order to give meaningful reality to their membership in the national society, to enrich their civic participation in the community and national life, and to unify all Filipinos into a free and just nation (Part I General Provisions, Chapter 2, Section 4).

Furthermore, the Education Act of 1982 obliges teachers to participate as an agent of constructive social, economic, moral, intellectual, cultural and political change in his school and the community within the context of national policies (Part II Educational Community, Chapter 3, Section 6).


Code of Ethics of Professional Teachers

The Code of Ethics of Professional Teachers cites the signifi cant role of teachers in community development. Every teacher shall provide leadership and initiative to actively participate in community movements for moral, social, educational, economic and civic betterment (Article III, Section 2). It characterizes the teacher as an intellectual leader in the community especially in the Barangay who shall welcome the opportunity to provide such leadership when needed to extend counseling services, as appropriate and to actively be involved in matters affecting the welfare of the people (Article III, Section 6).

The Department of Budget and Management

An extension program is defi ned as a set of activities aimed to transfer knowledge or technology or to provide services to the community in consonance with the programs offered. The extension program is conducted not as part of academic requirement, but as an outreach towards the improvement of the community’s quality of life.

Source: CHED Memorandum Order (CMO)

No. 35; Series of 2010

University Extension Defi ned

It is the University’s main arm in fulfi lling its corporate social responsibility by putting knowledge to work for PNU’s partner communities/ schools in their pursuit of improving their lives and situation.

Extension is recognized as a strong force in bringing about individual and social transformation, professional growth and development. It brings about new knowledge and technologies discovered through collaboration, cooperation and networking. It also provides inputs in making instruction more realistic and relevant to the learner’s lives.

It is also viewed as a discipline that utilizes knowledge that passes through the prism of sociology, economics, anthropology, psychology, management and other disciplines for transfer of appropriate technologies, values, attitudes, knowledge and skills that will ultimately improve the social practice or lives of its clienteles, partners or cooperators.


3The Philippine Normal University Extension Framework

(Approved by the Board of Regents thru BOR Resolution No. U-1996, s. 2013 dated September 18, 2013)

The mission of the Philippine Normal University is primarily “to provide higher professional and special instructions for special purposes, and to promote research and extension service, advance studies and progressive leadership in education and other fi elds as may be relevant”.

With the enactment of RA No. 9647, otherwise known as the “Philippine Normal University Modernization Act of 2009”, PNU is designated as the National Center for Teacher Education (NCTE), thus broadening the functions of the university to be the country’s primary generator of knowledge and information in the fi eld of teacher education.

Along with the expanded and comprehensive mandate as the NCTE, the PNU as an institution of higher learning plays a signifi cant role in responding to the call for societal transformation through established extension programs. To better serve the community, extension programs should complement the curricular offerings of institutions so that PNU can provide technical assistance to all its adopted community and empower the people through literacy programs and services related to teacher education and research.

Literacy is defi ned as the ability to identify, understand, interpret, create, communicate and compute using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, develop their knowledge and potential, and participate fully in community and wider society.1 Literacy is believed to be the entry point to basic education, an essential requirement for lifelong learning, and a means of human development. Literacy develops the 21st century skills such as critical thinking and problem solving, creativity and innovation, ethical awareness, and commitment to engage in responsible individual and cooperative action. With these skills, members of the community can help ensure a sustainable community with better quality of life, healthy environment, effective governance, and economic security.2

The new data released this year for International Literacy Day shows that “Literacy is the fi rst condition for dialogue, communication and integration of new connected societies. Young people need new skills to enter and succeed in the job market: knowledge of several languages, understanding of cultural diversity and lifelong learning. Literacy is the key for acquiring knowledge,


interpersonal skills, expertise and the ability to live together in community - all skills that are the foundations of modern society”.3

PNU’s extension programs through literacy thereby contribute to the attainment of Millennium Development Goals (MDGs) and Education for All (EFA) targets.

Description of the Framework

The Extension Framework of the Philippine Normal University aims to set the direction of Extension to provide more effective, accountable and results-oriented extension programs. The PNU Extension has four major programs, namely: (1) Adopt-a-Community thru Literacy Initiatives for Empowerment (ACTLIFE), (2) Adopt-a-School for Quality Education (ASQUE), (3) Leadership Capability Bui lding, (4) and Disaster Emergency and Relief (DEAR). The fi gure below depicts the University’s Extension Framework.

ASQUE

Sustainable Community Through Literacy

Reading and

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Cultural

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Wellness

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Financial

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Scienti

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Crea

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Infor

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Student

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Enhancement

Civic Literacy

DEAR

Leadership Capability

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ACTLIFE

Qualit

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Being

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Disaster Management

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Adopt-a-Community through Literacy Initiatives for Empowerment (ACTLIFE)

The Adopt-a-Community through Literacy Initiatives for Empowerment (ACTLIFE) is designed for the adopted community of the University, such as the local government unit or barangay. This program envisions a sustainable community and this can achieved through varying context of literacy.

The ACTLIFE program aims to empower the vulnerable members of the community through personal and societal development, equity, human rights awareness and good governance, social networking and organization, and economic and environmental security.


The ACTLIFE Program includes ten dimensions of literacy:

1. Reading and Writing Literacy

This dimension of literacy is for the improvement of the learners’ retention skills obtained from the classroom. It aims to support the knowledge gained by the learners who are attending regular classes.

This dimension also aims to assist learners who are not able to complete basic education. It provides a non-formal learning that will enable the reintegration of the learners into mainstream society. Another objective of this dimension is to bridge the intergenerational gap in literacy between adult and today’s generation that could lead to employability, social inclusion and active citizenry.

2. Cultural Literacy

This dimension of literacy will promote equity, respect and appreciation of culture and history. Learners are taught to respect and appreciate Filipino culture in relation with other cultures and inculcate the learners with deep sense of nationalism.

3. Civic Literacy

This dimension of literacy aims to develop a community that participates effectively in civic life through understanding governmental processes. Members of the community are also informed on how to exercise the rights and obligations to their local community and eventually to our country.

4. Wellness Literacy

This dimension of literacy aims to develop a community with members who are able to manage their own and their family’s well-being, both physical and psychological aspects. Community members realize the importance of good health with an end goal of achieving optimal health and become productive community members in return.

5. Information, Media and Technology Literacy

This literacy aims to develop a community whose members use media and technology tools to access, create, analyze, evaluate and communicate information responsibly and ethically. Members of the community should know to use online resources to improve their education, enhance job skills and fully participate in digital society.


6. Climate Change Preparedness Literacy

This dimension of literacy aims to increase the awareness and understanding of human and environment relationship. It develops the attitudes of appreciation and care for the environment. The end goal is to strengthen the community’s resilience and preparedness to the local impacts of climate disruption.

7. Financial Literacy

This dimension of literacy develops a community whose members are informed consumers and individuals who contribute to the economic vitality of the community through innovation, entrepreneurship and economic development.

8. Scientifi c Literacy

This dimension of literacy is defi ned as “the capacity to use scientifi c knowledge, to identify questions and to draw evidence-based conclusions in order to understand and help make decisions about the natural world and the changes made to it through human activity.” Scientifi c literacy implies that a person can identify scientifi c issues underlying national and local decisions and express positions that are scientifi cally and technologically informed.

9. Creativity and Innovation Literacy

This dimension of literacy encompasses skills and the dispositions to create new and innovative things that are of value to the person, individual, family and community. It involves openness and responsiveness to new ways of thinking. It consists of appreciation for innovation. It also includes the kind of thinking skills that give value to foresight and anticipation of future trends.

10. Leadership Literacy

This dimension of literacy aims to support and strengthen the capacities of community leaders, barangay offi cials and volunteers to be effective initiators and managers of plan of action that promote continuous improvement in the community. It involves commitment, focus and the pursuit of common goal.


Adopt-a-School for Quality Education

The Adopt-a-School for Quality Education program strengthens the link between home education and school education. Community development can be better achieved if there is collaboration of school and community. This program will involve the whole school system- teacher, administration, students and parents.

1. Teacher Quality Program

This program is designed for teachers, para-teachers and other teaching staff. It aims to update teachers’ knowledge of subject matter, teachers’ skills with the new teaching techniques, educational research and other developments in the fi eld.

2. Community-School Partnership

This program will enhance student’s learning at home, in the school and in the community. When families work in partner with school, they can set goals and identify issues and priorities. Likewise, it aims to empower parents with child-rearing skills and capacitate them to be the fi rst teacher of their child.

3. School Governance

This program aims to enhance school governance. It will provide guidance, information and direction to school offi cials on performance evaluation and prioritizing concerns.

4. Student Learning Enhancement

This program involves an intervention and improvement of students’ basic skills in Science, Mathematics, Language and Arts, Reading and Writing, History and Social Science, ICT, etc.


This program aims to strengthen the leadership capabilities of the volunteers to be able to serve the community better. It follows the knowing-doing-being leadership model which advocates that leadership development starts with knowing about leadership, proceeds to doing leadership, and ultimately results in being a leader.4

Likewise, this program aims to enhance students’ c1v1c competence by developing the ethics of service and patriotism. It is also a means for the students to value their signifi cant role in nation building by having a deepened sense of involvement in real life situations in the community.



This program focuses on meeting people’s immediate emergency needs through relief and distribution. It also includes disaster management to improve community’s preparedness and response before, during and after disasters.

Involvement of Centers/ Units/ Faculty in Extension

Adopt-a-Community thru Literacy Initiatives for Empowerment

Activity Suggested Centers/Unit

Reading and Writing Center for Reading and Literacy

FES / FAL / ITL

Cultural Literacy Culture and Sports Development Center

FAL / ITL

Civic Literacy Center for Transformative Education

FBESS / ITL

Wellness Literacy Culture and Sports Development Center / Center for Transformative Education

IPEHRDS / FBESS / ITL

Information, Media and Technology Literacy

Science and Technology and Society Center

FBESS/FSTM/ITL

Center for Transformative Education

Literacy for Creativity and Innovation

CGESTER

Leadership and Accountability Literacy

OSASS / ITL

Adopt-a-School for Quality Education

Activity Suggested Centers/Unit

Teacher Quality Program All Centers and Units

Parent-School Partnership Program

All Centers and Units

School Governance Program All Centers and Units

Student LearningEnhancement Program




CPEO, PBDO, All Centers and Units



Note: These are all suggested centers/unit but this does not refrain from other units to submit proposal under said line Activities.

References:

www.unesco.org

Nitin Nohria and Rakesh Khurana (201 0) Handbook of Leadership Theory and Practice, Harvard Business School Publishing Corporation

R.A. 7168


THE PHILIPPINE NORMAL UNIVERSITYORGANIZATIONAL STRUCTURE

Offi ce of the University President

The Offi ce of the University President is committed to the fulfi llment of the university’s vision, mission and goals. It is responsible for the implementation of the university programs based on the four commitments namely: quality education and excellence, knowledge creation and application, a culture of sharing and service and, growth, effi ciency and excellence.

The University president carries out the general policies laid down by the Board of Regents and the power to act within the limits of the said general policies. The Offi ce of the President also generally supervises all business matters, as well as administrative and fi nancial operations of the University.

Offi ce of the Vice President for University Relations and Advancement

The Offi ce of the VP for University Relations and Advancement is primarily responsible for the extension and linkages (Knowledge sharing and Exchange) functions of the University and the effi cient operation of the campuses. The VPURA is responsible in reaching out to various agencies/groups in need of technical assistance. Likewise, this offi ce is the main arm of the university to partner with other institutions for mutual benefi ts.

To ensure that the PNU operates as ONE system, the VPURA is tasked to oversee and coordinate the smooth run of business, strategies and operations in the campuses. The offi ce is also tasked to assist the campus management team in transforming the campus for specifi ed discipline.

Offi ce of the Vice President for Finance and Administration

The Offi ce of the Vice President for Finance and Administration is primarily responsible for ensuring that the University provides excellent knowledge support management system. It involves governance of the University and management of systems, standards, processes, practices, and procedures designed to create and sustain an environment that promotes innovation in knowledge creation, transfer, sharing, application and exchange.

Offi ce of the Vice President for Research, Planning and Quality Assurance

The Offi ce of the Vice President for Research, Planning and Quality Assurance (OVPRPQA) is primarily responsible for ensuring that the University performs Research (Knowledge Creation). This refers to the function of the

4


University as the source of information on a new theory or its application that could shape education, particularly teacher education, in the country and beyond its borders.

Offi ce of the Vice President for Academics

The Offi ce of the VPA is primarily responsible for ensuring academic excellence. It oversees the knowledge transfer and knowledge application and dissemination functions of the University.

University Research and Extension Council/Committee

As the policy making body on extension programs of the university, the University Extension Council provides the overall framework in setting up the university’s extension structures, priorities, directions and programs.

Functions of the Unit Coordinator • to develop the university’s extension agenda relevant to

advocacy, community services, and media relations;

• to set the structures for the extension programs of the university;

• to identify and coordinate with the university personnel – fi nancial and technical resources among centers, faculties, institutes, units and provosts.

• to defi ne the mechanics for evaluation and approval of individual, unit based and university-wide extension proposals based on identifi ed priorities and logistical prerequisites;

• to set up the mechanism for monitoring and evaluating the extension projects of the various groups in the university;

• to regularly review the university’s extension thrusts and priorities and identify yearly extension agenda.

Research and Extension Service Coordinating Committee Organizational Structure

The President shall be the Chair of Research and Extension Services Coordinating Committee (RECC). The Chair is responsible for the over-all management and evaluation of the university’s research and extension programs.

The Vice President for Research, Planning and Quality Assurance (VPRPQA) and the Vice President University Relations and Advancement (VP-URA) shall be the Co-Chairs of the Research and Extension Services Coordinating Committee. The Co-Chairs shall coordinate and monitor the implementation of the university’s activities relevant to research and extension.


The Deans of College of Graduate Studies and Teacher Education Research (CGSTER) and College of Teacher Development (CTD), the Directors of Educational Policy Research & Development Center (EPRDC), Research Center for Teacher Quality (RCTQ) and Community Partnership and Extension Offi ce (CPEO) shall be the members of Research and Extension Services Coordinating Committee. As member, they shall provide the Committee with the research and extension-related inputs from their respective colleges, centers, and offi ces. They are responsible for implementing and evaluating the university’s research and extension agenda in their units.

Manila Campus

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PNU South Luzon - Technology and Livelihood Education Hub

PRESIDENT

VICE PRESIDENT FOR UNIVERSITY RELATIONS AND ADVANCEMENT

EXECUTIVE DIRECTOR AND PROVOST

DEAN FOR ACADEMICS

DIRECTOR FOR TECHNOLOGY AND LIVELIHOOD EDUCATION

TLE HUBCOORDINATOR

EXTENSIONCOORDINATOR

ALUMNICOORDINATOR

NSTPCOORDINATOR

HOMETECHNOLOGY

INDUSTRIALARTS

ENTREPRENEURSHIP

AGRIFISHERIES ICT

PNU SOUTH LUZON EXTENSION PROGRAM ORGANIZATIONAL STRUCTURE

The Extension Program Organizational Structure of PNU South Luzon is headed by the President; Vice President for University Relations and Advancement;Executive Director and Provost; Dean for Academics; and the Director for Technology and Livelihood Education.

Both the Extension Coordinator , TLE Hub Coordinator, Alumni Coordinator , and the NSTP Coordinator directly reports to the Director for Technology and Livelihood Education; of which the Extension Coordinator manages the Home Technology, Industrial Arts, Entrepreneurship, Agrifi sheries, and ICT.


PNU North Luzon - Indigenous People’s Education Hub

PRESIDENT

VICE PRESIDENT FOR UNIVERSITY RELATIONS AND ADVANCEMENT

EXECUTIVE DIRECTOR AND PROVOST

DEAN, ACADEMICS AND INDIGENOUSPEOPLES EDUCATION

DIRECTOR, FINANCE ANDDEVELOPMENT

DIRECTOR, CENTER FOR INDIGENOUS PEOPLES EDUCATION,LINKAGES AND EXTENSION SERVICES

EXTENSION CORE GROUP

NSTP ADMINISTRATIVEPERSONNEL

STUDENTGOVERNMENT

FTD

Bachelor of Math EducationBachelor of Science EducationBachelor of English EducationBachelor of Filipino EducationBachelor of Physical andHealth EducationBachelor of Social ScienceEducationBachelor of Social ScienceEducationBachelor of ElementaryEducation

CGSTER

Ph. D EducManagementMAEd Educ.ManagementMAEd EnglishMAEdFilipinoMAEd SocialScienceMAEdScienceMAEd PEMAEdMathematics

ALUMNI

PNU NORTH LUZON EXTENSION PROGRAM ORGANIZATIONAL STRUCTURE

Philippine Normal University- North Luzon is committed to perform and implement the University agenda as hub for Indigenous Peoples Education. It is geared towards initiating extension/outreach services and activities in the community primarily in the literacy, nurture and enrichment of indigenous peoples/communities (IPs/ICCs).It also extends its services to teachers and parateachers by providing assistance in the form of material development. pedagogy or research capability training and other activities leading to their empowerment as educational practitioners. It also promotes culture of shared responsibility by linking with government and non-government organizations like the National Commission on Indigenous Peoples (NCIP) for the development of IPs/ICCs, documentation of languages and cultures for perpetuation and the Commission on Human Rights for the promotion, education and massive information dissemination on the promotion and respect of human rights.


PNU Visayas - Environmental and Green Technology Hub

President

VPURA

Execu ve Director and Provost

Academic Dean

Environmental and Green irector

Extension Coordinator

EGTE HUB Coordinator

ALUMNI Coordinator

NSTP Coordinator

Languages Math and Science

Arts and Social Sciences

Educa on CGSTER

The Organizational structure reflects the commitment and responsibility of the Hub in the fulfi llment of the mission, vision and goals in Extension, one of its major functions as a full-fledged University.

Each component unit of the University (NSTP. Administrative Personnel, Student Government, FTD, CGSTER and Alumni) is committed to perform extension works and community outreach activities whose proposals and activities shall be evaluated and duly approved accordingly using the PNU organizational structure.

All project proposals and extension/outreach activity concerns shall be submitted to the Offi ce of the Director of the Center for Indigenous Peoples Education Hub which chairs the Extension Core Group (ECG). The ECG shall be responsible for the evaluation of project proposals and related issues and concerns in all of the University’s extension/outreach activities and shall make appropriate recommendations to the Offi ce of the Dean for Academics and IPED and corollary to the Director for Finance and Administration for the logistic aspect of the project proposal. After which, the Dean shall forward the proposal to the Offi ce of the Executive Director and Provost (EDP) for approval. The Offi ce of the EDP shall forward a copy of the project proposal to the offi ce of the VPURA for comments and suggestions and fi nally the VP URA shall transmit to the Offi ce of the President for the fi nal approval before the commencement of its implementation.


PNU Mindanao - Multicultural Education Hub

President

VP URA

Executive Director and Provost

Dean for Academics/ME Director, Finance and Admin

Director for Multicultural Education,Linkages and Extension Services


LANGUAGES

BEE BFE

MathScience

BME BMSEE

SocialScience

BSSE BSPHE

ECE

BECED

EDUC

BEED

CGSTER

MA ELT MA Fil MA Educ. Mgt. MA Gen. Sci MA PE MA Sped MA Math

Alumni NSTP Staff SG

ChairSOCULCOM

PNU VISAYAS EXTENSION PROGRAM ORGANIZATIONAL STRUCTURE

The PNUVisayas Extension Organizational Structure shows the flow of responsibility, line of function and communication of the different offi ces.

Extension as one of the offi ces under the supervision of the Director of the Center for Environment and Green Technology Education (CEGTE) directs the different extension activities to all the academic units of the university.


PNU-MINDANAO EXTENSION PROGRAM ORGANIZATIONAL STRUCTURE

The Extension Program Organizational Structure of PNU-Mindanao comprises the President of the PNU-System, the Vice-President of University Relations and Advancement, PNU-Mindanao Executive Director and Provost, Dean for Academics and Multicultural Education, Director for Finance and Administration, Director for Multicultural Education, Linkages and Extension Services, and the Extension Coordinator who directly facilitates and works with the respective Program Extension Coordinators in the extension activities that each program has to conduct.

The Languages Program Extension Coordinator facilitates the extension activities of the Languages faculty and student extensionists (BEE and BFE); the Mathematics and Science Program Extension Coordinator facilitates the extension activities of the Math and Science faculty and student extensionists (BME, BMSEE and BSCIEPHY); the Social Science Program Extension Coordinator facilitates the extension activities of the Social Science faculty and student extensionists (BSSE and BSPHE ); the Early Childhood Education (ECE) Program Extension Coordinator facilitates the extension activities of the ECE faculty and student extensionists (BCED); the Education Program Extension Coordinator facilitates the extension activities of the Education faculty and student extensionists (BEED); the Faculty of Graduate Studies and Teacher Education Research (FGSTER) Program Extension Coordinator facilitates the extension activities of the GSTER faculty and student extensionists (MA-ELT, Fil, Educ. Mgt., Gen.Sci., PE, SPED and Math); the Alumni, NSTP and Staff Extension Coordinators facilitate the extension activities of the Alumni, NSTP and Staff extensionists; for the Student Government (SG), the Chair of the Sociocultural Committee (SOCULCOM) facilitates the extension activities of the SG offi cers.


The Director and Staff of the Center

The Offi ce Director. A full-time faculty is designated as Director of Community Partnership and Extension Offi ce. S/he renders forty (40) hours a week of service with full release from teaching assignments. The Director is responsible for the management, operations, and other activities of the center and reports directly to the Vice President for University Relations and Advancement.

The Director has the following duties and responsibilities:

A. TERMS OF REFERENCE AS MEMBER OF THE VPURA MANAGEMENT COMMITTEE AND THE ADMINISTRATIVE COUNCIL 1. Observe generally accepted ethical standards and principles in

handling management decision making process.

2. Adhere at all times to the provisions of the University’s Code of Ethics, particularly on integrity, avoidance of conflict of interest, and protection of the University’s institutional reputation.

B. MANAGEMENT FUNCTIONS AND RESPONSIBILITIES1. Manage the approved University Extension Program.

2. Serve as the University’s focal person for disaster response.

3. Establish partnership with various agencies, groups and communities and create an extension services core group to coordinate and monitor extension programs.

4. Prepare extension program proposals for funding support.

5. Coordinate, support and strengthen the extension activities of the different Faculties, Centers and Units of the University.

6. Manage the national Service Training program (NSTP) of the University to intensify the volunteers program.

7. Monitor, evaluate and measure the impact of the extension programs through the conduct of research with partner communities in coordination with PNU faculty, administrative staff and students.

8. Create an Extension Core Group to coordinate and monitor the extension program and implement responsibilities stated in Memorandum of Agreement with partner communities.

9. Develop an extension operations manual.

10. Facilitate and strengthen the extension research with partner communities and PNU Faculties.

11. Maintain functioning community partnership and extension services database that will serve as basis for accreditation, research and policy formulation.


12. Prepare the annual plan and submit the accomplishment report to the Offi ce of the President through the Vice President for University Relations and Advancement.

13. Perform other related tasks as may be required by the VPURA and other offi cials of the University Executive Committee.

C. STRATEGIC DEVELOPMENT FUNCTIONS AND RESPONSIBILITIES1. Implement the comprehensive community partnership and

extension program based on the PNU Vision, Mission, Goals and Objectives to ensure their translations into expected behaviors, and ensure that PNU VMGO and Strategic Directions are disseminated through different means.

2. Coordinate with the VPPRQA and EPRDC to ensure the implementation of the university research program.

3. Promote compliance with University system within the CPEO domain.

4. Comply with the PNU branding program to promote the CPEO through extension agenda to institutional, national, and international audiences.

5. Initiate public-private partnership for the university’s growth and advancement in the area of community partnership and extension.

6. Design and implement strategic actions relative to community partnership and extension to realize the university’s projected development.

7. Plans, organizes and supervises the implementation of the university extension agenda;

8. Develops extension agenda in coordination with the offi ce of the Vice President for university Relations and Advancement and Extension Council;

9. Prepares university proposals for submission to government and other funding agencies/institutions, both national and international;

10. Coordinates extension activities in the different Centers, Faculties, Offi ces and University Hubs;

11. Conducts extension activities in collaboration with/or funded/commissioned by other government band civil societies, both national and international;

12. Prepares and submits report on the university extension activities to the Offi ce of the president coursed through the Vice President for University Relations and Advancement.



Full-time permanent faculty members may be assigned at the Center as full time extension workers. They compose the Center’s staff and are under the direct supervision of the CPEO Director. The CPEO Faculty members are given three (3) non-teaching loads and two (2) teaching loads.

Specifi cally, their duties and responsibilities include the following:

a. assist the Director in planning, developing and implementing extension program;

b. develop extension proposals relevant to academic and non-academic linkages, community extension services, alumni relations and media relations;

c. coordinate with College Extension Unit Coordinators on implementation of various extension activities, be they university-wide and/or college-wide;

d. participate in extension activities in collaboration with the partner institutions of the university;

e. submits periodic monitoring reports of accomplishment including annual report to their respective Dean, copy furnished the Offi ce of the Vice President for University Relations Advancement and Community Partnership and Extension Offi ce;

f. perform other functions as assigned by the Vice President for University Relations and Advancement;

g. The Offi ce is assisted by a secretarial/administrative unit whose duties include all clerical jobs, taking charge of all communications, records and other related functions.

h. develops/prepares extension agenda/priorities of the center/offi ce aligned with the University Extension Agenda set by the University Extension Council;

i. assists the faculty of the Center/Offi ce in the planning, implementation and evaluation of extension programs;


Community Partnership and Extension Offi ce General Guidelines in Extension ServicesExtension has been regarded as a strong force in bringing about individual

and social transformation, professional growth and development. It carries new knowledge and technologies discovered through collaboration, cooperation and networking. An extension program is also deemed as a set of activities aimed to transfer knowledge or technology, if not provide services to the community in consonance with the programs offered by the academe. (Linkages & Extension Manual, 2005)

Intended to provide guidelines in conducting university extension activities, this proposal presents the processes and expectations on extension programs involving the faculty, administrative staff and students. It aims to institutionalize the university’s commitment to a culture of sharing and services through community services.

I. Fundamental Provisions

1.1. Extension is one of the four-fold functions of the University along with instruction, research and production

1.2. Faculty members, staff, students, and alumni of the university are encouraged to be involved in community extension activ-ities for their personal and professional growth and develop-ment

1.3. Extension programs of the University should cater to the needs of specifi c community or schools adopted by PNU. Adopting a community or school requires a memorandum of agreement.

1.4. The PNU extension activities should be in line with the pro-grams stated in the University Extension Framework namely: Adopt-a-Community for Literacy Initiatives for Empowerment, Adopt-a-School for Quality Education, Disaster Emergency and Relief and Leadership Capability Building.

II. Specifi c Guidelines in Extension Services

The following guidelines shall be used by the unit (College/Faculty/Center/Institute) seeking to establish partnership. It also includes guidelines in planning, implementation, monitoring and evaluation of extension programs and services.

5


Guidelines on Establishing Partnership in Extension Services 1. Initial undertakings should be done by the Faculty/Staff to the

community offi cials prior to the consultation meeting of which the following are to be discussed or presented:

a) Purpose and objectives of the partnership

b) Range of agencies that could be engaged (i.e NGO within the community)

c) Agreement (responsibilities/ task/deliverables)

d) Assessment of needs and actualities to direct PNU extension services

Criteria for the selection of the community: 1. Proximity to PNU for easy supervision, communication and the

provision of technical assistance;

Other locations may be considered provided that the sustainability and impact of the program are ensured.

2. Underserved Barangay with low literacy rate;

3. Peace and order situation for faculty/staff/students’ safety during implementation;

4. High degree of cooperation and interest of the community offi cials and leaders;

5. Available transportation facilities to facilitate faculty/staff/student’s movement within and outside the Barangay for resource linkages

III. Procedures for Partnership

After the community has been identifi ed, a draft of MOA (to be prepared by the requesting group) and proposal (Appendix A) for partnership should be prepared. These documents shall be submitted to both parties for review and initial approval.

The requesting group (faculty and staff) coordinates with the CPEO to conduct an ocular visit to meet the offi cials and leader and to gather baseline information or data on the community.

The faculty/staff shall submit a formal request for partnership address to the University President through proper channels (Head/Institute Directors/Associate Dean/Dean/VP URA/Research and Extension Coordinating Committee). All documents pertinent to the partnership shall be attached.

IV. University Wide Initiated Program

Another type of program implemented aside from faculty spearheaded program is the university wide program such as the “Paglaum: Isang PNUan sa


bawat Pamayanan My Home, My School (Annex A) which will be spearheaded by CPEO.

CPEO will be following the same guidelines and will be submitting request to the President through a recommending approval of the Vice President for University Relations and Advancement (VPURA). CPEO will be the one to coordinate to the different units/centers involvement of the project or activity.

V. Forging of Memorandum of Agreement

Once the proposal has been approved by the university president, forging of Memorandum of Agreement shall be done. Memorandum of Agreement shall establish prior to full implementation of the extension activity.

Flowchart of Establishing the Extension Partnership

I. Preliminaries

1. Consultation meeting with the possible partner community/organization/institution

2. Identifi cation of the following requirements:

a) Purpose and objectives of the partnership.

b) Range of agencies that could be engaged (i.e NGO within the community)

c) Agreement (responsibilities/ task/deliverables)

d) Assessment of needs and actualities to direct PNU extension services

II. Draft the MOA and proposal for partnership and submit to both parties for review and initial approval.

III. Write a formal letter of request for partnership address to the University President through proper channels (Head/ Institute Directors/Associate Dean/Dean/VP URA/Research and Extension Coordinating Committee).

IV. MOA signing

V. Comprehensive Profi ling and Assessment/ resource inventory for Baseline data and the community.

VI. Renewal/Closure Termination of Partnership


Guidelines in Planning and Implementation of Extension Projects/Activities

1. Needs assessment and community profi ling

The CPEO spearheads the needs assessment and community profi ling in the adopted communities of the university with the assistance of the faculty researchers of the Educational Policy Research and Development Center (EPRDC) and the proponent, if it is a college and faculty-wide adopted community.

With regards to university wide adopted community, CPEO will be the one to choose the right unit/center to involved.

2. Development of Extension Proposal

In order to carry out the aspiration of the University to advance extension program, a proposal should be developed and anchored on the University Extension Framework.

2.1. Classifi cation of Extension Activities

Extension activities may be classifi ed according to the proponent of the extension activities.

2.1.1. The university-wide extension services consist of projects/activities designed/planned by the CPEO for the university adopted community. The CPEO may invite faculty/staff/students to conduct the extension services and usually funded by the university.

2.1.2. The College-wide/ Institute extension services are spearheaded by the designated College/Faculty/Institute and/or Faculty members. Any eligible faculty member and/or staff who wish to do an extension services and avail of funding support of the university shall submit a project proposal on the identifi ed priority/concern areas. The extension services may be done to the university adopted community or solely for the college adopted community.


Criteria for Developing Extension Project

The PNU extension program sets the following criteria for planning an extension programs/project:

1. Extension programs and projects are in line with the university vision/mission.

2. Extension programs/projects are relevant and effective. It must be based on a comprehensive analysis of the problem in the community. The impacts and contribution to empowerment, economic security and ecological integrity and its contribution in achieving a better quality of life are the determinants of an effective extension program.

3. Scope of program/projects/ community involvement

3.1. Processing of Project Proposals:

To facilitate the processing of project proposals, the following guidelines shall follow:

1) The proposal shall follow the prescribed format for project proposals (Appendix B).

2) Proponent shall prepare the proposal and submit to the unit head. All proposals must have the endorsement of the unit head and the notation of college dean/head/institute director of the proponent.

3) CPEO shall evaluate the proposal and endorse to the VP URA, otherwise, return to the proponent together with the comments/suggestions/recommendations.

4) VPURA shall endorse the proposal to the Research and Extension Coordinating Committee (RECC) for evaluation. The RECC shall return the proposal to the VPURA if there are recommendations after its evaluation. If the proposal is approved but needs improvement, the VPURA shall return the proposal back to the College with comments and suggestions. After all the refi nement, the proposal will be resubmitted to RECC thru the VPURA.

5) The RECC shall endorse proposal to the University President and return the proposal to the proponent once approved through the college deans for implementation. Copies shall be furnished to CPEO.

6) The proponent with approved funded project proposal shall enter into a contract with the funding unit before funds shall be released for the project.


3.2. Implementation of Program/Project

1) Implementation proceeds as per proposed and approved by the approving council/committee. The project implementers are composed of faculty/staff/students.

2) Follow the existing guidelines on requesting the release of funds and on liquidation of funds released. Liquidation report shall be furnished to CPEO for accreditation purposes.

3) The project implementer shall document the course of implementation of their extension activity (e.g. attendance, pictures, videos, letters, invitation, modules)

4) The project implementer in coordination with the CPEO shall make sure that the set targets are met.

5) At any time during the conduct of the project, the implementers may report and discuss with the CPEO and VPURA the development and problems directly affecting the conduct of the project.

6) Coordination with the local or community leaders shall be done to ensure the security and safety of faculty-volunteers, student-volunteers and staff-volunteers.

7) Student-volunteers should always be accompanied by a faculty and/or staff during service.

3.3. Monitoring and Evaluation of Extension Program/Project

1) The project implementer/s shall submit a progress report within the period specifi ed in the timetable to the Associate Dean/College Dean/Institute Director/CPEO as to the extent of project implementation, fund utilization and resource generation.

2) Project visits shall also be done regularly to actually see the how the project runs.

3) Evaluation of the project shall be done at the end of every activity. Participants evaluate the activity in terms of goals met, process and outcomes.

4) A project technical report shall be accomplished in the prescribed format and which will include all the necessary documents.


6Appendix A

Paglaum: Isang PNUAN sa Bawat Pamayanan

(MY HOME, MY SCHOOL)

A one PNUAN for every one household is an Adopt-A-Community thru Literacy Initiatives for Empowerment Project (ACTLIFE) and

Adopt-a-School for Quality Education (ASQUE) Program

RATIONALE

Involvement of parents in the education of our young people is enshrined in Republic Act 9155, An Act Instituting Framework of Governance for Basic Education, Establishing Authority and Accountability.

Moreover, Basic Education Sector Reform Agenda believed in the principle that stakeholders who are directly involved and affected by school operations are the best persons to plan, manage and improve the school. Key Reform Thrust No.3, in particular, stated that increased social support is needed to attain desired learning outcomes. It underscored the importance of parents’ engagement in school activities in support of children’s development. As parents, they possess the earnest desire to make the school the best place where their children could learn and improve as young people.

In addition to this, our local government unit, our community leaders could also be mobilized to organize parents who could be trained to become parateachers not only of their own children but could also serve as day-care teachers for the Department of Social Welfare and Development. This is an opportunity for concerned citizens of the community to participate actively and effectively in improving the educational program of the schools located in their own communities.

Furthermore, Price-Mitchel & Grijalva, 2009, posited that parents’ involvement in school activities influence both students success and the effectiveness of the entire school and the community.

Epstein also (1995) argues that when families, schools, and communities adopt one another’s practices to benefi t children, learning and caring communities are created.

In sum, MY HOME MY SCHOOL program is anchored on the theory of Joyce Epstein’s (1989) Overlapping Spheres of Influence. She presented it in an accessible and convincing way that conveys to schools the benefi ts of partnerships, the range of involvement activities these partnerships represent,


and the complementary roles of family, school, and community in children’s learning.

PROJECT OVERVIEW

The program is dubbed as: Paglaum: Isang PNUAN sa Bawat Pamayanan (“My Home, My School: My Nanay and Tatay are My First Teachers”.)

It ultimately aims to empower and transform adopted schools and communities by mobilizing all education stakeholders from concerned local government units Barangay offi cials, school supervisors, head, teachers and parents or guardians in adopted communities/schools for one PNUAN for everyone. The idea is to produce a “teacher-parent” in every household with a PNUAN heart.

It has the following phases:

STEP 1. Supervisors and Teachers Empowerment Program

This phase will provide in-service teachers of adopted schools of innovative means and tools in facilitating and managing 21st century learners. While their supervisors and school heads will be trained on innovative ways of leading and managing 21st century basic education schools. Both training/workshops are geared towards increased students’ academic achievement and improved behavioral performance.

This particular phase could be taken care by CGSTER Faculty particularly the Educational Management Faculty. While teachers training could be shared by respective Faculties and Institutes depending on the Needs Assessment results.

STEP 2. Seminar and Training for Effective Parenting

This is a seminar/training for effective parenting designed for parents and guardians of adopted schools and communities. Topics include understanding child and adolescent development, characteristics of children and adolescents, children’s literature and the importance of love and care coming directly from parents. This will be capped by a fun-fi lled Family Day.

This has a special feature to offer for interested parents. PARA-Teachers training can also be facilitated by CGESTER/FES ECED for possible daycare teacher certifi cation for DSWD.

This particular phase could be taken care of by FES Faculty. While teachers training could be shared by respective Faculties and Institutes depending on the Needs Assessment results

STEP 3. Students’ Tutorial for Empowerment Program

A reinforcement program through tutorials. Topics will be based on the least


mastered competencies drawn from the results of the National Achievement Test in the last three years focusing on three academic areas Science, Math and English.

It has also special features, workshops on Arts and Music for interested students.

In sum, this three STEPS Program will be experiential in nature. Concerned groups will go through structured learning experiences facilitated by faculty and student volunteers across colleges, faculties and institutes.

Modular approach will be used for every topic where learning activities will be provided for the participants to be highlighted by the processing of their experiences.

Technical components of the program will be delivered in plenary sessions using lecture demonstration approach with practical examples of teaching strategies that teachers may use in the classroom.

This program will be coordinated by the Community Partnership and Extension Offi ce (CPEO) in relation to the extension component of the project in collaboration with the EPRDC for the needs assessment in community

SPECIFIC OBJECTIVES

This program specifi cally intends to:

1. provide school supervisors and in service teachers of adopted schools with training workshops on updated and localized content knowledge, pedagogical content knowledge, skills, values and ethics provided in RA10533 .

2. equip parents of adopted communities and schools with creative and innovative ways of teaching basic literacies and values formation

3. mobilize Barangay offi cials to create their desired community .


Appendix B

Format of Proposal in Establishing Partnership

Title e.g. Proposed Partnership with Brgy.

Proponent Who is/are involve in the partnership

Locale of the Study

Describe the situation and setting as quantitatively as possible

What resources, values, ecological context, human activities or other factors which are relevant?

Describe the problem in the community.

Overview of Possible Project

Description of the project

Rationale Why this project/activity is important or useful within the concerns of the discipline or course?

Why does this project need to be done?

Tasks/ Deliverables of the Project proponents and recipients

Responsibilities of both parties in MOA

Details Project Objectives Target Performance

Strategy Target Clientele

Date/ Venue

Projected Budget

Monitoring & Evaluation

Prepared by:

Name & Signature Date


Appendix C

Format of Project Proposal

Project Title

Date of Submission

Duration of Project

Involved Center/Unit

Proponent Who is/are involve in the project?

Project Overview

Description of the project

Rationale Why is the project/activity is important or useful within the concerns of the discipline or course?

Why does this project need to be done?

Goals and Objectives

What are the major goal(s) and objectives of the project? Describe the expected outcomes of this project and how success will be measured in the project

Details Activities Objectives Target Performance

Strategy Target Clientele

Time Frame

Monitoring & Evaluation

Line Item Budget

Prepared by:

Name & Signature Date


Appendix D

Monitoring Report

Date of Submission

Project Information Title, Date started and expected completion, amount, proponent

Project Overview Briefly describe the purpose and the underlying need of this project

Progress Summary Describe report period progress, the preliminary results, any concerns that may exist

Progress Status Provide a brief assessment of how the overall project is progressing in terms of accomplishing the objectives and adhering to overall timeline.

Prepared by:

Name and Signature Date

Noted by:

Name and Signature Date


Appendix E

Application for Funding

of Extension Programs/Projects(College/Faculty/Institute Initiated Program)

Lead Proponent:

College/Faculty/Institute

Title of the Program/Project for Extension

Target year of implementation

Classifi cation of Program/Project(ACTLIFE, ASQUE, LCB, DEAR)

Partner School/Community

Location/Address

Target Benefi ciaries

Submitted Attachments Approved Proposal

Endorsement letter from Unit Head

Draft MOA noted by VPFA

Amount being applied: 30,000

50,000

Endorsed by:

(Signature above printed name)

Lead Extentionist:

(Signature above printed name)

Noted by:

(Signature above printed name)Unit Head (Dean/Director)


Appendix F

Sample Evaluation Form (English & Filipino)

Pagtataya sa Programa

Programa / Gawain: ___________________________________________________

Petsa: ________________ Lugar: _______________________________________

Direksyon: Lagyan ng tsek ( ) ang bilog ng tumutugon sa inyong kasagutan batay sa sariling ebalwasyon ng mga gawain.

Pangalan (optional) _________________________________________________

Edad: ___________ Trabaho: _________________________________________

Aytem Lubhang Mahusay

Mahusay Katamta-mang Kahu-

sayan

Hindi Mahusay

A. Kabuuan ng programa

1. Pagkakasunod-sunod ng mga gawain ng kabuoang programa

O O O O

2. Pamamaraan ng pagsasagawa ng programa

O O O O

3. Malinaw, kumpleto at pagkakaugnay ng mga gawain ng buong programa

O O O O

4. Kalidad ng kabuuang program naisakatuparan

O O O O

Lubhang Suma-sang-ayon

Suma-sang-ayon

Hindi Suma-sangayon

Lubhang hindi suma-sang-ayon

B. Layunin

1. Nakamtan ang layunin ng programa

O O O O


2. Nadagdagan ang aking kaalaman sa isinagawang programa

O O O O

3. May malinaw na layunin at sukatan ng tagumpay

O O O O

C. Kahalagahan

1. Naaayon sa mga prayoridad at layunin ng komunidad

O O O O

2. Nakaambag sa pagtupad ng mga simulain at tungkulin ng komunidad

O O O O

3. Tumugon sa pangangailangan ng bawat kalahok

O O O O

4. Maisasagawa at magagamit ang bagong kaalaman sa pang-araw-araw na gawain

O O O O

D. Mga Tagapagsalita

1. Payak, akma at diretsong pananalita

O O O O

2. Maayos at malinaw ang paglalahad ng mga ideya

O O O O

3. Interaktib ang pamamaraan ng pagbabahagi ng ideya

O O O O

4. Gumamit ng angkop na istratehiya upang epektibong maibahagi ang paksa

O O O O


5. Nagsimula at natapos sa takdang oras

O O O O

E. Kagamitan / Kaayusan Lubhang Sapat

Sapat Hindi Sapat Lubhang Hindi Sapat

1. Lugar na pinagdausan

O O O O

2. Kagamitang ginamit

O O O O

3. Oras ng pagsasagawa

O O O O

4. Araw ng pagsasagawa

O O O O

1. Sa papaanong pamamaraan makakatulong ang programa isinagawa? Paano nyo ito ilalapat sa araw-araw na pamumuhay?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Anong maimumungkahi upang lubusang mapabuti ang pagsasakatuparan ng programa?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Ano pa ang nais ninyong gawin sa susunod na ekstensyon ng PNU?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Appendix G

Evaluation Forms

Title of the Program/Activity: ____________________________________________

Date: _________________________ Venue: _______________________________

Dear Participants,

As part of our efforts to make this type of training activities functionally useful and as planning input for future training, we would like to gather some feedback or viewpoints regarding the activities.

Name: _____________________________________ (optional) Age: _____________

Instructions:

Please rate the following program components using the scale below:

Scale Description

5 Outstanding/Excellent

4 Very Good/Very Adequate

3 Good/Adequate

2 Fair/Satisfactory/Average

1 Poor

I. Program Design 5 4 3 2 1

1. Order of Program

2. Organization of Activities

3. Time Allotment for every Topic

4. Attainment of Training Activities

5. Coverage of Expected Topics/Outcomes

II. Program Preparation

1. Information Dissemination

2. Invitation and programs of activities

3. Materials for each activity


III. Trainer/Facilitators

1. Knowledgeable about the topic

2. Preparedness about the topic

3. Motivates, inspire and instill confi dence to the participants

1. What have you learned/acquired from this training?

_______________________________________________________________________________________________________________________________________________________________

2. How can you apply this when you go back to your respective school/class?

________________________________________________________________________________________________________________________________________________________________

Comments/Suggestions

________________________________________________________________________________________________________________________________________________________________


Appendix H

Format of Technical Report

i. Cover page (PNU header and logo, faculty/center unit, date, etc.)

ii. Overview

a. Project title

b. Proponent

c. Date, time, and venue

d. Participants

iii. Rationale of the project/activity

iv. Goals and objectives

v. Narrative report of the actual project/activity

vi. Appendices

a. Attendance of participants and PNU implementers (faculty and students)

b. Evaluation form

c. Pictures in action with caption

d. Sample certifi cate

e. Sample program

f. Sample lesson plan/ lecture notes


Appendix I

The University Extension Agenda

A. Academic Linkages

1. International

1.1. Provide opportunities for faculty, staff and students to participate in international conferences, trainings, sem-inars and/or workshops for their professional growth and development.

1.2. Encourage the participation of faculty, staff and students to international scholarships/fellowships and/or people exchange programs.

1.3. See the establishment of an International Studies Unit through training of a core of educators with a global perspective.

1.4. Help in the establishment of twinning programs with other Teacher education Institutions and/or civil societies in other countries.

2. National and Local

2.1. Provide for the extensive participation of faculty, staff and students to national and local conferences, seminars, workshops and seminars.

2.2. Work out Scholarships/Fellowships and exchange program for faculty, staff and students in the national level.

2.3. Sustain and expand the university’s involvement in local/national consortia/networks with other Higher Education Institutions, civil societies and various government agencies.

B. Community Services1. Institutionalize the university community services programs for

faculty, staff and students through the National Service Training programs (NSTP) and other community related voluntary projects.

2. Organize community services projects in partnership with various local community government agencies as required by the Commission on Higher Education (CHED) and the Department of Budget and Management (DBM).


Appendix J:

University Research Agenda in

Relation to Extension Program

I. TEACHER EDUCATION RESEARCH • The Context of Teacher Education – these are the variables and

conditions that shape, direct or dictate the nature of teacher education, process and perhaps even the outcomes.

Factors Affecting Teacher Migration

Utilization of Information Communication Technology in Teacher Education

State of Teacher Education Institutions in the Philippines

• Input to Teacher Education – examines the relationship between the antecedent conditions and the process of teacher education; the available resources and conditions that determine program options.

• Counselling Needs of Public Elementary Schools

• Process of Teacher Education - these refer to any factor associated with the intervention of a teacher education program, both pre-service and in-service.

Training of Teachers for Alternative Learning System/Multigrade Instruction

Infusion of Multi-Cultural Education in Teacher Education Curriculum

Analysis of Current Practices of Traditional and Non-Traditional Assessment Tools and Rating System

Gender and Women Studies

Peace and Human Rights, and Values Education Studies

Strategies in Handling Children with Special Needs

• Impact of Teacher Education – Generally, it covers contribution of the graduates to human welfare and socio-economic betterment. It also includes socio-cultural transformation partly traceable to the program

• Impact of the Extension Services of Teachers Education Institutions

• Impact of Teacher Education Institution in Community Development


II. BASIC EDUCATION– topics that relate to elementary and secondary

education. • On Teacher Preparation/Pre-service and In-service Training

Teachers’ Preparedness on Conflict and Risk Management

• On Teaching Methodologies

Innovative Teaching Strategies and Interventions to Improve Learner’s Performance in Different Learning Areas

The Effect of Project-Based Learning on all Subject Areas Achievement

Teachers’ and Parents’ Strategies in Enhancing Reading Interest and Practices

Profi le and Teaching Methodologies/Techniques of Teacher from Low and High Performing Schools

Use of Alternative Delivery Modes

• On Curriculum

Development of Alternative Curriculum to DepEd K to 12 Basic Education

• On school Management

Alternative Delivery Systems and Innovations

• On Alternative Learning System

Approaches, Strategies and Methodologies in Functional Literacy

Development of Instruments to Measure Literacy Levels

Sustainability of Non-Formal Education Programs and Projects

III. POLICY RESEARCH ON TEACHER EDUCATION AND HIGHER EDUCATION– refers to researches on many dimensions of policy on higher education, such as those dealing with policy formulation, policy implementation and policy evaluation (CHED, NHERA)

• Sources and Uses/Allocations of Fund or Resources in Higher Education Institutions

• Studies on Accreditation of Higher Education Institutions

IV. DEVELOPMENT RESEARCH– is a problem oriented and interdisciplinary research methodology which is performed in order to optimize and gain a sound basis for development activities in education. It may include case study, experiment and action research or evaluation study.

• Curricular Adaptations to Indigenous Communities


• Extent of Community Participation in Resource Mobilization

• Relationship and Impact Education to Sustainable Development


Appendix K

University Offi cials

Dr. Ester B. Ogena President

Dr. Ma. Antoinette C. Montealegre Vice President for Academics

Dr. Wilma S. Reyes Vice President for Research, Planning and Quality Assurance

Dr. Felicia I. Yeban Vice President for Finance and Administration

Dr. Rosemarievic V. Diaz Vice President for University Relations and Advancement offi ce

Dr. Rosemarievic V. Diaz Dean, College of Flexible Learning and e-PNU

Dr. Zenaida Q. Reyes Dean, College of Graduate Studies and Teacher Education Research

Dr. Leticia V. Catris Dean, College of Teacher Development

Dr. Evelyn C. Bagaporo Dean, Offi ce of Student Affairs and Student Services

Prof. Ruth A. Alido Associate Dean, Faculty of Arts and Languages

Dr. Adonis P. David Associate Dean, College of Graduate Studies and Education Research

Prof. Wensley M. Reyes Associate Dean, Faculty of Behavioral and Social Sciences

Prof. Rita B. Ruscoe Associate Dean, Faculty of Education Science

Dr. Gladys C. Nivera Associate Dean, Faculty of Science, Technology and Mathematics

Dr. Aurora B. Fulgencio Offi ce of the University Registrar

Prof. Marivilla Lydia B. Aggarao Director, Alumni Relations and Services Offi ce

Prof. Victor R. Fumar Director, Campus Development Offi ce

Prof. Ronal Allan S. Mabunga Director, Center for Planning and Quality Assurance

Prof. Maria Lourdes Santiago-Agustin Director, Community Partnership and Extension Offi ce

Dr. Edna Luz R. Abulon Director, Educational Policy Research and Development Center

Dr. Teresita T. Rungduin Director, Graduate Research Offi ce


Dr. Ma. Carmela T. Mancao Chair, Faculty and Academic Staff Evaluation Committee

Dr. Rabin R. Rabe Director, Institute of Knowledge Management

Prof. Lordinio A. Vergara Director, Institute of Physical Education, Health, Recreation, Dance and Sports

Dr. Salve A. Favila Director, Institute of Teaching and Learning

Prof. Marla C. Papango Director, Language Study Center

Prof. Maria Elvira A. Asuan Director, Linkages and International Offi ce

Dr. Shirley N. Cerbo Director, Offi ce of Admission

Mr. Alpheus Eugenio V. Ferreras OIC, Presidential Management Staff

Prof. Janir T. Datukan Director, Promotion and Business Development Offi ce

Prof. Marie Paz E. Morales Director, Publication Offi ce

Dr. Marilyn U. Balagtas Director, Research Center for Teacher Quality

Prof. Erwin R. Callo Director, School of Information and Knowledge Management

Prof. Rita B. Ruscoe Con. Current Head, University Curriculum Management and instructional Materials

Prof. Minerva Atanacio- Brillante University Events Management and Publication Relations Offi ce

Prof. Zhanina U. Custodio University Gender and Development Offi ce

Mrs. Helen A. Advincula Head, University Library

Mr. Joseph G. Luceño Director, Accounting Unit and Financial Management Services

Mrs. Gina D. Cruz Director, Administrative Services

Dr. Glenda O. de Lara Director, Auxiliary Services

Ms. Alden M. Medina Head, Bids and Awards Unit

Mrs. Florence A. Allejos Head, Budget and Resource Unit

Ms. Leonora P. Narag Head, Collection and Disbursement Unit

Mrs. Virginia R. Bautista Auditor, Commission on Audit

Prof. John P. Natividad Director, Facilities Management and Sustainability Services


Ms. Jenny C. Malitao Director, Human Resource Management and Development Services

Mrs. Dolce G. Joguilon Head, Internal Audit

Dr. Rabin R. Rabe Director, Management Information System Offi ce

Mrs. Angelita B. Agcaoili Manager, PNU Cafeteria

Mrs. Cynthia Q. Lacito Manager, PNU Laundry

Ms. Jessica A. Bendo Manager, PNU Normal Hall

Mr. Guillermo Raul G. Fernandez Head, Press and Printing

Mr. Enrique B. Galvez Head, Security Services and Safety Management Unit

Ms. Marites Layton Head, Supply and Property Unit

Mr. Alpheus Eugenio V. Ferreras Board Secretary, University and Board Secretary

Mr. Cromwell L. Valeriano Head, University Archives and Records Management Unit

Dr. Rowena B. Escoto Head, University Health Services Unit

University HubsDr. Elena A. Navas Provost, PNU North Luzon

Dr. Edgardo S. Villaseñor Provost, PNU South Luzon

Dr. Marites C. Geronimo Provost, PNU Visayas

Dr. Adelyne M. Costelo-Abrea Provost, Mindanao


Appendix L

PNU Telephone Directory

OFFICE NAME OF SUPERVISOR DESIGNATION CONTACT NO. 317-1768LOCAL NO.

OFFICIALS

University President OP Dr. Ester B. Ogena President 527-03-75 501/ 715/716 717/ 718

Nikolee Marie Serafi co Technical Assistant

Merlinita B. Ibarra Offi ce Secretary

Victor K. Gainsan Releasing Offi cer

VP for Academics VPA Dr. Ma. Antoinette C. Montealegre Vice President 527-03-68 719/ 720

VP for Research, Planning & Quality Assurance

VPRPQA Dr. Wilma S. Reyes Vice President 302-77-69 741/ 515

VP for Finance and Administration

VPFA Dr. Felicia I. Yeban Vice President 405-00-66 705/ 706

VP for University Relations & Advancement

VPURA Dr. Rosemarievic V. Diaz Vice President 527-03-72 721/503

DEANS

College of Flexible Learning and e-PNU

CFLex Dr. Rosemarievic V. Diaz Dean 310-78-72 776

College of Graduate Studies & Teacher Education Research

CGSTER Dr. Zenaida Q. Reyes Dean 743

College of Teacher Development

CTD Dr. Leticia V. Catris Dean 527-03-80 710/516

Offi ce of Student Affairs and Student Services

OSASS Dr. Evelyn C. Bagaporo Dean 404-02-67 713

ASSOCIATE DEANS

Faculty of Arts and Languages

FAL Prof. Maria Ruth A. Alido Assoc. Dean 527-03-71 594/585

College of Graduate Studies & Teacher Education Research

CGSTER-AD

Dr. Adonis P. David Assoc. Dean 538

Faculty of Behavioral & Social Sciences

FBeSS Prof. Wensley M. Reyes Assoc. Dean 400-11-85 707

Faculty of Education Sciences

FES Prof. Rita B. Ruscoe Assoc. Dean 527-03-65 727

Faculty of Science, Technology and Mathematics

FSTeM Dr. Gladys C. Nivera Assoc. Dean 302-66-61 728/729

DIRECTORS OF INSTITUTES AND HEADS OF OFFICES

Alumni Relations and Services Offi ce

ARSO Prof. Marivilla Lydia B. Aggarao Director 527-03-72 711

Campus Development Offi ce

CDO Prof. Victor R. Fumar Director 527-03-72 723

Center for Planning and Quality Assurance

CPQA Prof. Ronald Allan S. Mabunga Director 748


Community Partnership and Extension Offi ce

CPEO Prof. Ma. Lourdes Santiago-Agustin Director 527-03-72 711

Educational Policy Research and Development Center

EPRDC Dr. Edna Luz R. Abulon Director 527-03-66 510

Graduate Research Offi ce GResO Dr. Teresita T. Rungduin Director 539

Faculty and Academic Staff Evaluation Committee

FASEC Dr. Ma. Carmela T. Mancao Chair 746

Faculty of Biological Sciences

Bio FSTeM Bio 756

Faculty of Mathematics Math FSTeM Math 757

Faculty of Physical Sciences

Phys Sci FSTeM Phy. Sci. 747

Institute of Knowledge Management and Deputy College of Flexible Learning (CFLEX) and e-PNU

IKM Dr. Rabin R. Rabe Director 310-78-72 781

Institute of Physical Education, Health, Recreation, Dance and Sports (IPEHRDS)

IPEHRDS Prof. Lordinio A. Vergara Director 400-11-97 572

Institute of Teaching and Learning

ITL Dr. Salve A. Favila Director 527-09-97 591 / 589

Language Study Center LSC Prof. Ma. Teresita F. Manicio Head 527-03-65 594

Linkages and International Offi ce (LIO)

LIO Prof. Maria Elvira A. Asuan Director 527-03-67 755

Offi ce of Admissions OA Prof. Shirley N. Cerbo Director 527-03-76 753

Offi ce of the University Registrar

OUR Dr. Aurora B. Fulgencio Director 527-03-64 754 / 701

Presidential Management Staff

PMS Mr. Alpheus Eugenio V. Ferreras Head 724

Promotion and Business Development Offi ce

PBDO Prof. Janir T. Datukan Director 527-03-72 506

Publication Offi ce PO Prof. Marie Paz E. Morales Director 530

Research Center for Teacher Quality (RCTQ)

RCTQ Dr. Marilyn Balagtas Director 763/764

School of Information and Knowledge Management

SIKM Prof. Erwin Callo Head 760

University Curriculum Management and Instructional Materials Offi ce

UCMIMO Dr. Rita B. Ruscoe Head 527-03-68 719/720

University Events Management and Public Relations Offi ce

UEMPRO Prof. Minerva Atanacio- Brillante Director 527-03-72 724

University Gender and Development Offi ce

UGDO Prof. Zhanina U. Custodio Head 527-03-68 719/720


University Library UL Mrs. Helen A. Advincula Head 310-78-72 598

UL- Knowledge Resource Centre (3rd Floor)

782

UL- Thesis Section (2nd Flr)

599

UL- Technical Room (1st Flr)

777

UL- CLAPI (1st Flr) 597

DIRECTORS/HEADS OF ADMINISTRATIVE OFFICES

Accounting Unit and Financial Management Services

FMS Mr. Joseph G. Luceño Director 527-03-81 734 / 735

Administrative Services AS Mrs. Gina D. Cruz Director 400-11-79 700/513

Auxiliary Services AxS Dr. Glenda O. de Lara Director 773

Bids and Awards Unit BAU Ms. Alden M. Medina Head 778

Budget and Resource Planning Unit

BRPU Mrs. Florence A. Allejos Head 521 / 736

Collection and Disbursement Unit

CDU Ms. Leonora P. Narag Head 709 / 703

Commission on Audit COA Mrs. Virginia R. Bautista Auditor 527-03-70 573 / 576

Facilities Management and Sustainability Services

FMSS Prof. John P. Natividad Director 400-11-89 779

Human Resource Management and Development Services

HRMDS Ms. Jenny C. Malitao Director 527-03-74 710/702

Internal Audit Offi ce IAO Mrs. Dolce G. Joguilon Head 400-11-79 712/704

Management Information System Offi ce

MISO Dr. Rabin Rabe Director 524-79-88 519/718

PNU Cafeteria Mrs. Angelita B. Agcaoili Manager 338-70-81 767

PNU Hostel Mrs. Nenita F. Delfi no Manager 773

PNU Laundry Mrs. Cynthia Q. Lacito Manager 770

PNU Normal Hall Ms. Jessica A. Bendo Manager 525-80-38 769

Press and Printing Unit Mr. Guillermo Raul G. Fernandez Head 400-15-73 520

Security Services and Safety Management Unit

Mr. Enrique B. Galvez Head 302-67-47 733

Arroceros Security Post 761

HRD Security Post 768

ITL Security Post 588

Main Gate Security Post 758

Normal Hall Security Post

771


Pedro Orata Security Post

749

Supply and Property Unit SPU Ms. Marites D. Layton Head 527-03-77 522/737/731/732/730

University and Board Secretary

Mr. Alpheus Eugenio V. Ferreras Board Secretary 336-77-71 745

University Archives and Records Management Unit (UARMU)

UARMU Mr. Cromwell L. Valeriano Head 778

University Health Services Unit

UHSU Dr. Rowena B. Escoto Head 536-63-86 592/590

UNIVERSITY HUBS

PNU North Luzon Dr. Elena A. Navas Executive Director

(078) 662-8016/ (078) 662-7107

PNU South Luzon Dr. Marites C. Geronimo Executive Director

(042) 302-5329

PNU Visayas Executive Director

(034) 493-0265

PNU Mindanao Dr. Adelyne M. Costelo-Abrea Executive Director

(085) 343-7782/ (085) 241-3082

KISLAP SINING LOC. 578

PNU MPC: (02) 527-7371

For Outside Calls: dial 9 + telephone number

PNU Number: (02) 317-17-68


Appendix M

ACCOUNTABILITY REPORT

FY 2015 (as of September 30, 2015)

Responsibility Unit: ________________________ College/ Faculty/ Institute

OUTPUT PERFORMANCE INDICATORS

TARGET NUMBER

ACTUAL ACCOMPLISHMENT

FACULTY INVOLVED

MF04 Technical Advisory Extension Services

Number of persons trained

Number of persons provided with techni-cal advise

Number of trainees who rate the training course as good or better

Number of clients who rate the advisory services as good or better

Number of requests for training responded to within 3 days of request

Number of requests of technical advice that are responded to within 3 days

Number of persons who received training/ advisory services who rate timeliness of service delivery as good or better


Appendix N

Hotlines and other Coordinating Agencies

National Disaster and Risk Reduction and Management Council (NDRRMC) hotlines

Trunklines: 911-5061 to 65Operations Center: (02)911-1406, (02)912-2665, (02)912-5668,(02) 911-1873

NDRRMC hotlines for Luzon

Offi ce of Civil Defense – National Capital Region: (02) 421-1918/ (02) 913-2786Offi ce of Civil Defense – Region I: (072) 607-6528Offi ce of Civil Defense – Region IV-A: (049) 531-7266NDRRMC Region IV-B: (043) 723-4248NDRRMC – Cordillera Administrative Region: (074) 304-2256, (074) 619-0986, (074) 444-5298, (074) 619-0986

Offi ce of the Civil Defense regional offi ce telephone directory

Region I: (072) 607-6528, (072) 700-4747Region II: (078) 304-1630, (078) 304-1631Region III: (045) 455-1526, (045) 455-0033Region IV-A: (049) 834-4344, (049) 531-7266, TF (049)531-7279Region IV-B: (043) 723-4248, (043) 702-9361Region V: (052) 742-1176 +63917-574-7880 (Globe) +63928-505-3861 (Smart)Region VI: (033) 336-9353, (033) 337-6671, (033) 509-7319Region VII: (032) 416-5025, (032) 253-6162, (032) 253-8730 +63917-947-5666 (Globe) +63949-471-0009 (Smart)Region VIII: +63917-700-1121 (Globe) +63915-762-2368 (Globe) +6306-402-7737 (Globe) TEXT FIRST BEFORE CALLING THIS LINERegion IX: (062) 911-1631, (062) 925-0458, (062) 9913450Region X: (088) 857-3907, (088) 857-3988 (Telefax)Region XI: (082) 233-0295, (082) 233-0611 (Telefax)Region XII: (083) 552-9759, (083) 553-2994, (083) 301-2994 +63917-628-3720 (Globe) +63920-976-4001 (Smart)CAR: (074) 3042256, (074) 6190986, (074) 4445298CARAGA: (085) 342-8753National Capital Region: (02) 913-2786 or (02) 421-1918

Philippine National Police (PNP) hotline patrol

Hotline: 117 722-0650Text hotline: 0917-847-5757


Bureau of Fire Protection (NCR)

Direct line: (02) 426-0219, (02) 426-3812, (02)426-0246

Department of Transportation and Communications (DOTC) Central hotline

Public Assistance Center: 7890

Metro Manila Development Authority (MMDA)

Hotline: 136Trunkline: (02) 882-4150-77 loc. 337 (rescue) 255 (Metrobase) 319 (Road Safety) 374 (Public Safety) 320 (Road Emergency) (02) 882-0925 (Flood Control)

Department of Public Works and Highways (DPWH)

Hotline: 165-02Trunkline: (02) 304-3000Road repair/maintenance: (02) 304-3713, (02) 304-3904

Red Cross

Hotline: 143, (02) 527-0000, (02) 527-8385 to 95Disaster Management Offi ce: 134 (Staff), 132 (Manager), 133 (Radio Room)Telefax: 527-0864

North Luzon Expressway (NLEx) hotlines

(02) 3-500(02) 580-8900

Subic-Clark-Tarlac Expressway (SCTEX) hotlines

Traffi c Control: 0920-96-SCTEX (72839)Trunkline: (02) 362-2246 / (02) 362-9997

Skyway System hotline

Hotline: (02) 824-2282Landline: (02) 776-7777Globe: (0917) 539-8762Smart: (0999) 886-0893Sun: (0932) 854-6980

South Luzon Expressway (SLEx) hotline

Hotline: (02) 824-2282, (02) 7763909Laguna: (049) 508-7539, 502-8956Manila: (02) 584-4389 0917-687-75390


Customer Assistance:

Landline: (02) 888-8787Globe-text only: (0915) 625-6231Smart-text only: (0939) 500-6910Sun-text only: (0923) 597-6105

Philippine Atmospheric, Geophysical and Astronomical Services Administration (PAGASA) hotline

General inquiries Public Information Unit (632) 4342696

Weather updates Weather Forecasting Section

(632) 9264258, (632) 9271541

Aviation weather updates

Aeronautical Meteorology Service Section

(632) 8323023

Philippine Coast Guard

Trunkline: (02) 527-8481 to 89Action center: (02) 527-38770917-PCG-DOTC 0917-724-3682 (Globe)0918-967-4697

Manila Water Hotline

1627

PHIVOLCS

Trunkline: (02) 426-1468 to 79, local 124/125 (Seismology)

Department of Social Welfare and Development (DSWD)

Text hotline: 0918-912-2813Trunkline: (02) 931-81-01Disaster Response Unit: 856-3665, 852-8081

Civil Aviation Authority of the Philippines (CAAP)

Operations: (02) 879-9112, 879-9110

Manila International Airport Authority (MIAA)

Text hotline: 0917-8396242 (TEXNAIA)Terminals 1, 2, and 4: 877-1109 local 2444Terminal 3: 877-7888 local 8046

Clark International Airport Corporation (CIAC)

Trunkline: (045) 499-1468

Mactan-Cebu International Airport (MCIAA)

Operations: (032) 340-2486 local 1560


Civil Aeronautics Board (CAB)

(02) 542-5234

Maritime Industry Authority (MARINA)

Enforcement Offi ce: 524-9126Call and Text hotline: 0917-SUMBONG (7862664)

Land Transportation Offi ce (LTO)

Text LTO hotline: Text LTOHELP to 2600 (All networks)Hotline; (02) 922-9061 to 66

Land Transportation Franchising and Regulatory Board (LTFRB)

24/7 hotline: (02) 459-2129Public Assistance Offi ce: (02) 426-2515Phone: +632 492 57-36/37, +632 929-67-89, +632 929-73-66, +632 926-63-46

CAVITEX

(02) 825- 4004Call and Text hotline: 0942-822-8489

Southern Tagalog Arterial Road (S.T.A.R Tollway)

(043) 756- 7870(043) 757-2277

Philippine National Railways (PNR)

Control Division: (02) 319-0044

Light Rail Transit Authority (LRTA)

Pasay- 63 (2) 853-0041 to 60Santolan- 63 (2) 647-3479 to 91

Metro Rail Transit (DOTC-MRT3)

Control Center: (02) 920-6683, (02) 924-0054Trunkline: (02) 929-5347

Offi ce for Transportation Security (OTS)

(02) 853-52490915-315-5377

Manila Traffi c Hotline

Front desk: (02)527-3087Traffi c Investigation: (02)527-3088Trunkline: (02)527-3065


Las Piñas Traffi c Hotline

(02)874-5756Investigations:(02) 874-3927Traffi c: (02)874-5754

Mandaluyong Traffi c Hotline

Traffi c: (02)534-2993Command Control Center / C3: (02)533-2225Emergency: (02)588-2200, (02)588-2299

Marikina Station Tactical Operations Center (STOC)

Hotline: 161PNP: (02)646-1631Traffi c: (02)646-1633

Pasig Traffi c

Traffi c: (02)641-1907Command Control Center / C3: (02)643-0000Trunkline: (02)643-1111

Makati Public Safety Department

Command Control Center / C3: (02)870-1940, (02)870-1942Traffi c / Radio Room / Public Safety Department: (02)844-3146, (02)819-3270 to 71

Department of Interior and Local Government (DILG)

0917-6279627


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References:

Linkages and Extension Manual (2005), Philippine Normal University, ISBN 971-568-014-3

Research Manual (2015), Philippine Normal University, ISBN 978-971-568-035-6

Article XIV, Section 2, 1987 Philippine Constitution

Part 1, General Provisions, Chapter 2, Section 4, Education Act of 1982, Batas Pambansa 232

Section 2, Republic Act 7168 (December 21, 1961), An Act Converting The Philippine Normal College Into A State University To Be Known As The Philippine Normal University

Part 1, General Provisions, Chapter 2, Section 4, Education Act of 1982, Batas Pambansa 232

Section 4, Republic Act 8292, The Higher Education Act (1997)

Republic Act 9155, Governance of Basic Education Act (2001)

Republic Act no. 9647, Philippine Normal University Modernization Act of 2009

Republic Act No. 10533, Enhanced Basic Education Act (2013)

Section 2 & 6, Article III, Code of Ethics of Professional Teachers

Form C, CHED Memorandum Order (CM0), No. 35, Series of 2010

Nitin Nohria and Rakesh Khurana (2010) Handbook of Leadership Theory and Practice, Harvard Business School Publishing Corporation

Basic Education Reform Agenda 2006 -2010 (August,2005), Department of Education, Republic of the Philippines

Price-Mitchell & Grijalva (2009), Developing the Fully-Engaged Parent http://www.wafamilyengagement.org/articles/engaged-parent.html

Epstein (1995), School, Family and Community Partnership

Epstein (1989), Overlapping Spheres of Influence

Documents

PHILIPPINE NORMAL UNIVERSITY EXTENSION MANUAL€¦ · Philippine Normal University Extension Manual 5 ICT Information, and Communication Technology IPHERDS Institute of Physical Education,