BUHAI-CES PROGRAM

A Community-Development Program for USI Partner Communities

The BUHAI-CES Program

BUHAI-CES, an acronym for “Building Communities through Unified

Efforts and Holistic Approach in the Implementation of Community Extension

Services”, is the extension program of the Universidad de Sta. Isabel. The

program has six (6) component services

namely: Buhai-Kapatiran (Community

Organizing), Buhai-Kamalayan (Community

Education and Social Advocacy), Buhai-

Kakayahan (Capacity and Livelihood

Development), Buhai-Kalusugan (Health and

Nutrition), Buhai-Kalikasan (Environmental

Rehabilitation and Regeneration) and Buhai-

Kaalaman (Development Research)

The program envisions the development of people and communities by

sharing the University’s expertise, resources and technologies through the

collaborative efforts of its personnel, departments, units, colleges, students

and alumni with the partner communities. It centers on the principle of

“sharing my life so others may enjoy life”. The services are integrated and

holistic.

BUHAI-CES is an on-going institutional program with at least 3-5 years

of implementation of its components in the partner communities.

Program Objectives:

General Objectives of BUHAI-CES:

1. To holistically improve the quality of life of the communities being

served.

2. To provide an avenue and the experience necessary for the growth of

volunteerism and the continuing Vincentian formation of all the

members of the USI family (students, faculty, administrators, non-

teaching personnel, and teachers)

3. To unify/consolidate human and material resources from the

institution, and from its members via individual, group, units, and

departmental involvement in the community.

IMPROVED QUALITY OF LIFE AND EMPOWERED PARTNER COMMUNITIES

4. To collaborate with other institutions (external) to enhance program

and service delivery in partner communities and facilitate the infusion

of services and opportunities for development.

SCHEMATIC DIAGRAM OF BUHAI-CES PROGRAM

IMPLEMENTATION

Buhai- Kaalaman (Development Research) Projects: Output:

Community Profiling

Needs Assessment

Project Evaluation

Impact Assessment

Establish the base-line data needed in contextualized project development and implementation

Buhai-Kapatiran (Community Organizing and Basic Ecclessial Community Formation) Projects:

Basic Ecclesial Community Formation

Support-A-Grand Parent Project

Values and Spiritual Development Formation

Community-Based Disaster Risk Reduction Project

Outputs: Formation of Basic Ecclessial Communities in the partner Communities Formed and developed organized partners in the Communities Empowered community working for sustained development in the community.

Buhai-Kamalayan (Community Education and Social Advocacy) Projects:

Functional Literacy Project

Barangay Literacy Workers Formation

St. Louise de Marillac Learning Center (A Community Pre-School)

Adopt-A-School Project

Accreditation and Equivalency Project

Responsible Citizenship Seminars

Advocacy Campaign Output: A community of socially responsive individuals who are aware of their rights and responsibilities as Filipino

citizens.

Buhay Kakayahan (Capability and Livelihood Development)

Projects:

Capability Building Project

Skills and Enterprise Development

Buhay-Puhunan Project (Micro-Financing for Livelihood Projects)

Disaster Relief and Rehabilitation

Livelihood Development Support (Product Development, Project Management)

Output 20% increase in source of income and income of the poor in the partner communities.

Buhai- Kalusugan (Health & Nutrition) Projects:

Medical- Mission

Feeding Project

Health Teachings

Urban Gardening Output Enhanced health condition of the community, especially the children

Buhai-Kalikasan (Ecology) Projects:

Reforestation and Tree-Planting

Ecology Seminars in the Community

Salvar Dagat (Clabanga), Salvar Salog Magarao, and Lipot Project

Environmental Advocacy Projects

Community Waste Management Output Partner communities live in clean,

sustainable and green environment.

Areas of Operation and Sectors Beneficiaries

Place Sector

Bonot-Sta. Rosa, Calabanga, Cam. Sur Fisherfolks/Women/PWDs/Elderly

and Children

Lipot, Milaor, Camarines Sur - Farmers/Women/Elderly/Children

Del Carmen-Del Rosario, Minalabac - Children

(Phased-out communities – consultancy basis only)

Pacol, and San Isidro, Naga City - Children

Malbong, Gainza, Camarines Sur - Farmers/Women/Elderly/Children

Sta. Rosa, Magarao, Camarines Sur - Farmers/Women/Elderly/Children

BUHAI-CES PROGRAM COMPONENTS

A. BUHAI KAPATIRAN

(COMMUNITY ORGANIZING AND BASIC ECCLESIAL COMMUNITY

FORMATION)

The Buhai-KAPATIRAN is a component of the USI-CES program that

focuses on development of people and organizing them into small

communities.

The following projects/activities are being implemented in the partner

communities:

1. Religious/Spiritual Values Formation Activities – comprises of

activities leading to growth of faith, service and love of the poor, values

formation, volunteerism, and heightened spirituality for both the USI

stakeholders and the people in the partner communities being served.

The ICESA office facilitates the

conduct of catechism, masses, values

formation seminars/sessions, religious

retreats and recollections, participation in

religious gatherings, religious procession,

mass weddings, religious feast days

celebrations, Christmas celebration and

observance of Catholic religious rituals and

practices in the community. These

activities are being conducted in the

partner communities of USI year round. The ICESA office mobilizes

volunteers from the university to assist or to facilitate the implementation or

to sponsor the activities.

2. The Annual Celebration of the Feast Days of USI Patron Saints (St

Vincent De Paul – September 27, Miraculous Medal – November 28 and

Christmas season) brings the USI family to the partner communities to serve

the poor, to give them treat and gifts, souvenirs, entertainment, and

spiritual nourishment. In these occasions, the different colleges, the non-

teaching personnel, the faculty and the student organizations are mobilized

by ICESAO to celebrate the occasions with a partner community, or with a

particular sector or group (persons with disability, single mothers, women,

fisher folks, children, elderly, indigenous people, prisoners). The

beneficiaries are either brought to the university or the sponsoring groups

conduct the activity in the community. Several thousands of people are

specially serve in each of the occasions.

3. Angat Bahay Project

The yearly typhoons that struck the province of Camarines Sur

challenged the university to respond in different ways. Relief operations to

rebuild houses became a non-stop cycle of

“building and rebuilding” for the indigent families

whose dwellings (makeshift houses) are always

totally destroyed by typhoons. This reality is the

background of the Angat Bahay project with the

end in view that “no houses” shall go back to

zero (or totally destroyed) after every typhoon.

The project intends to uplift the dignity

of beneficiaries by providing the basic skeletal

structures of a concrete house and inspire

families to dream for better dwellings and

improve the house slowly on their own. ICESAO

coordinates with kindhearted donors to provide

housing materials (coco-lumber, sand, gravel,

steel bar, nails, tie wire, cement). The houses

are constructed by volunteer workers from the

university and the community – a “bayanihan”

project. Improving the houses becomes the

responsibility of the beneficiaries.

The project calls for more donors and more volunteer workers up until

at least 100 units are constructed.

4. Barangay Emergency Disaster Response Team Project

This project intends to organize core groups (other than

barangay officials) who are disaster ready, resilient and skilled. The

groups will be trained intensively on disaster risk reduction, mitigation,

response and rehabilitation, hazard mapping, assessment, including Basic

Life Support (BLS). The groups become the emergency responders of

their immediate communities and the force multiplier s of their barangays

or municipalities.

5. The USI Volunteer Emergency Response Team: Organization,

Formation and Training Project

Responding to national and local emergencies in the past challenged

the capability and even the readiness of the responders who are mostly

volunteers. USI ICESA realized that volunteers must not only be committed

and available but must be capable, trained and skilled. They must be

recruited, trained and ready long before emergencies happen. The project

will organize and form well-trained teams (multi-skilled groups) of

responders. Each team will be composed of volunteer medical personnel,

psychologist, social worker, DRR trained and skilled members, cook,

drivers, and leaders. The teams will be deployed one at a time to sustain

the services and presence of responders in the affected area or

simultaneously in the same or different areas when necessary.

6. The K5&6 Junior Project.

The project intends to develop young leaders. Members are indigent

children who are mostly shy, with very low self-esteem and reserved. Their

parents are the members of groups formed by ICESAO in the community

(the K5, K6 and COMBACELL). The children will undergo a series religious

and spiritual, values and leadership formation/training. After series of

formation activities, the children are expected to conduct their own simple

activities like gift giving, clean-up, assisting in relief operations, involvement

in social and religious activities in the community. This project was piloted in

zone 3 and zone 4 of Bonot, Calabanga and will be replicated in the other

partner communities.

Some of the K5J members are being given music lessons by the

faculty and students of the USI MUSIC program. The group is regularly

invited to attend educational activities in the university. This project will be

replicated in other partner communities.

7. Lunch 4 U @ USI Project

The project is a cluster of activities for the

street children which include feeding, catechism,

socialization, grooming and a day of fun for the

street children of Naga City. This has been on-

going for three years now and catering to 50 to

100 children aged 2 to 15. The project is not

intended to boost the nutritional well-being of the

children but a regular Sunday treat (heavy

nutritious lunch) for the poor street children - an

act of caring and kindness to the children who are

mostly abandoned by their parents.

The project is being funded/sponsored and

served by kind hearted generous individuals

(parents, alumni, student organizations, teachers, sisters, administrators,

non-teaching personnel, USI birthday celebrants and some business owners

in the city. Most of the children are from the barangays situated in the city

proper of Naga while a few are from nearby towns.

8. Disaster Relief Operations Project.

It has been a USI tradition as a Vincentian institution to respond to the

challenges brought by calamities and disasters that stuck the country. The

scope of operation ranges from the local to national level. The ICESA

immediately mobilizes resources (material, financial and manpower services)

to conduct relief operations. In these instances ICESA rallies the

engagement of the USI family (the sisters, administrators, students, faculty,

non-teaching staff, alumni and parents) to volunteer and help the victims. In

most cases USI contingent (usually teams) stay in the affected areas until

decampment is ordered by authorities.

9. The “Enteng” Multiplier Project.

The Society of Saint Vincent De Paul conferences are organizations of

students and professionals that are formed to conduct acts of charity for the

poor. These acts of kindness are inspired by the spirits of St. Vincent De Paul

and St Louise de Marillac – patron saints of USI. Formed to serve the poor,

SSVP members are models of volunteerism in the campus. The project

intends to organize similar groups of young people in the partner

communities, undergo Vincentian formations, develop their volunteerism

and eventually organize them into conferences (small groups) of SSVP

organizations.

10. Homecare Management Program

This program is intended to give

special care to the sick, bedridden and

abandoned elderly in the community.

ICESA-trained volunteers provide a

twice-a week BP monitoring, referral to

doctors and clinics for medical check-up

and pastoral care that includes

facilitating confession, communion and extreme unction for the sick and

dying.

11. Mass Wedding Project“I Do,I Do” Project – (started 2015) is a mass

wedding project for couples who have been co-habiting for a number of

years without the sacrament of marriage or for common law couples. It is

also intended for couples who have been civilly married who opt to

solemnize their bond under Catholic rituals. The activity is to be conducted

after every two years in the university for interested beneficiaries in the

partner communities. It assists couples to prepare documents and other pre-

requisite for a valid /legal marriage like baptism and confirmation.

The project is a collaborative activity of all units in the university

where each of the participating unit assumes a part of the whole activity. As

in the first batch, the following tasks were distributed as follows: attire of

couples c/o offices and donor individuals and alumni; reception c/o of the

Basic Education Department; mass and marriage rituals c/o of CVF office,

licenses and documents c/o the ICESA office, preparation of venue and

decorations c/o Business education students, entertainment c/o music

students and faculty with the USI band.

12. PWD’s USI Kapamilya Project (since 2016) – It aims to help the

persons with disabilities (PWD’s) by providing them not only material

support but services to uplift their moral, emotional, social and spiritual well-

being. The project also aims to provide religious and spiritual formation to

the members of the families with PWD’s and teach them the skills on proper

care-taking and care-giving of persons with PWD’s in the family. This project

started when an alarming number of PWD’s have been observed in Bonot,

Calabanga numbering 66 having different types of disabilities.

B. BUHAY KAALAMAN / KAMALAYAN Projects (educational services

component) The Buhai-KAMALAYAN - is the educational services

component of the BUHAI CES program. It focuses on services that will

provide greater access to education for the marginalized (young and adult),

improve school performance of indigent children, involve the community in

the educative process, engage the people (volunteers) and resources of the

university in the delivery of the educational services. The project under this

component is as follows:

1. Adopt a School Project (SINCE 2015)

USI ICESA saw the dismal state of early childhood education in the

partner barangays (ill trained undergraduate teachers, no facilities, limited

instructional materials, malnourished children, limited school supplies and

dilapidated classrooms).

Since 2015, USI ICESA adopted and supported nine (9) day-care

centers (1 in Malbong Gainza;1 in Dahik, Gainza; 1 in Lipot, Milaor; 1 in San

Isidro, Naga City; 1 in Pacol Naga City; 1 in Sta Rosa, Magarao; 2 in Bonot

Calabanga, 1 in Dahik-Del Carmen-Del Rosario Minalabac) and provided

the following services for the last 5 years. The project aims to enhance the

teaching skills of the teachers who are mostly under-graduates, provide

school supplies, computer unit for the teacher, photo-copying of text books

for all the children, provision of chairs, tables and cabinets, tour to the city

museums, science centrum, religious sites, parks and shopping centers,

exposure of students to university educational activities like cultural shows,

recitals, student initiated performances, stage plays and exhibits.

3. K4 Project (since 2015)- inspired by the Kariton Project of Efren

Panaflorida, the then DepEd Secretary Luistro introduced the K4 project in

Metro Manila and other parts of the country. It aimed at providing remedial

education to out-of-school children to encourage and prepare them for the

eventual return to classroom and take mainstream education. K4 stands for

klasrum (teaching and learning), klinic (taking care of the health of children

to ensure that children are not disturb by headache, tooth ache, wounds,

lice, and skin diseases) kantin – snacks were provided and feeding of

nutritional intakes were prepared by parents daily to ensure that children are

not hungry while in school; and katekises – which is the catechism given to

K4 children. ICESA has adopted and accommodated 4 batches of students at

Lipot, Milaor Cam Sur. Students are now integrated into mainstream

classroom. Community volunteers were trained to handle the classes.

Now the K4 project is no longer for out of school children but a regular

day-care classroom for children. The project has had 3 graduations already

since it started in 2015 and benefited 80 students already; first batch 19

students; 2nd batch 24 students, 3rd batch 17 students and 4th batch 20

student. The 2nd and 3rd and 4th batches were no longer out of school

children but regular day care children.

4. The K5 and K6 project (since 2015) – K5 stands for klasrum, klinik,

kantin, katekesis, kabuhayan. As an entry point to the community of Bonot,

Calabanga, USI-ICESA first adopted 16 indigent families (with 90 members –

extended family included) to whom an integrated support have been

provided such as the regular Saturday and Sunday feeding (lunch) for the

whole family for one year, educational support to children who are mostly

malnourished (school supplies, remedial classes, socialization activities for

children), relief in times of calamities, catechism for children and health

related sessions for parents. The 16 families have been extended and new

indigent families were accommodated, the K6 was born with 27 families

comprising 135 members.

The k5 and K6 member families (all are indigent families of Bonot) are

ICESAS’ most important target groups to whom the BUHAI program was first

dedicated in Bonot.

5. Vincent De Paul Early Childhood Learning Center Project (started

2017) – this project is USI’s response to the

expressed need of the residents of Zone 6,

Sitio Dahik, Del-Carmen – Del Rosario,

Minalabac, Cam. Sur. An Early Childhood

Center Building was constructed, a proof of

the magic of collaboration of stakeholders

(USI-ICESA, alumni, parents, HED and IBED

students, concerned citizens and the

barangay council). The building was

inaugurated Sept. 24, 2017. The first batch

of students (29 indigent children) transferred

from the chapel to the VDPECLC on October

2017. Now the school is in its second year of

operation with 25 students. It is run and

managed by the ICESA Office. The building is

only a part of a package of services provided

to the community. It included among others

the periodic training of the teacher and teacher aid together with the Day

care teachers from other USI partner communities, provision of needed

instructional materials, school supplies, chairs and cabinet, including the

honorarium of the day care teacher and her teacher aide. Children enrol free

of charge in the second year of operation while only 25 pesos was collected

from each child monthly during the first year. Without the VDPECLC children

will have to enrol in a daycare center 4 kilometers away and walk to school

via muddy, rugged feeder road, or take a habal-habal and pay 40 pesos

back and forth for both mother and student.

6. The SAVE Project (started 2017) – Special Access to Vincentian

Education – a scholarship project offered to 26

indigent students (now in Grade 7 and Grade 8)

from the partner communities of Lipot, Milaor

and Zone 6, Dahik – DC-DR Minalabac Cam Sur.

SAVE is a pet project of IBED made possible by

the collaboration of teachers (who painstakingly

conduct remedial classes for the students), the

parents, the students, alumni and other

benefactors tapped by the principal. Other

than the financial support, students are

provided free meals and snacks by fellow

students and teachers, schools supplies and

uniform are being provided by the alumni,

students and teachers. ICESA simply

facilitates the activities related to SAVE in the

community.

7. The Community Based Center for Lifelong Education

(COMBACELL) Lipot (started 2016) and Bonot

started 2017) project (project of CASTED and

IBED) – It is a functional literacy project for

parents and adults in the community as

students. Classes are held regularly every

Saturday until a level or all levels are

completed. It is a 4-year project divided into 4

levels: level 1 to level 4. To complete a level a

student must complete 25 class sessions or 50

hours in a year or a total of 200 hours must be

completed by every learner or 100 sessions or

Saturdays to complete the whole course. A

variety of topics with practical value for daily

life are discussed regularly and facilitated by

volunteer teachers from the university and from professionals outside the

university. Every Saturday a new teacher volunteer is engaged. Classes are

held in the dialect. Students age ranges from 23 – 63 years old and mostly

married. The levels of educational attainment of the learners range from

illiterates, elementary graduates and undergraduates, high school under

graduates and graduates and a few with college undergraduate background.

Two (2) classes are being held simultaneously in Lipot with 22 students (16

level 3 and 7 level 2 students. Bonot Calabanga

has 27 students now in level 2 – a total of 42

students at present. Lipot has had more than 50

volunteer teacher lecturers mostly faculty from the

College of Arts, Sciences and Teacher Education,

others are from the College of Health Education,

College of Business Education and the Graduate

school. A number of non-teaching personnel have

also volunteered to handle a session with COMBACELL students. An alumna

– a lawyer and several doctors were also tapped as lectures. A number of

administrators and DC sisters including the University president have already

volunteered their services to the project as lecturers. The project will end in

2020 in Lipot and 2021 in Bonot, Calabanga.

8. Basic Computer Literacy Project (started 2017)– the project lasted for

more than a year in Bonot Calabanga. It aimed at

introducing children (age 8 -16) at least to the

basics of computer literacy which cannot be

provided by the elementary school in the

community. Ten (10) computer units from USI MIS

were installed in the K5 room by the MIS technicians

who also became the regular computer teachers of

the students. Teachers from the basic education

department took over with volunteer students from

the HED who sustained teaching. The computer

center was opened to the students on Saturdays and

holidays. 2 batches of children (first batch 12, 2nd

batch 11) learned their basic computer from the

center. The computers were then turned over to the

families of the beneficiaries to allow students to practice their skills anytime

at home.

9. Leaders Formation and Management Training Project (since 2015)–

this is a regular training provided to all identified leaders and potential

leaders among the members of the groups and in different partner

barangays. Trainings for leadership and managing resources are regularly

conducted by ICESA other than the seminars, recollections, retreats,

bonding activities, and exposure to USI activities are provided. All the

leaders and identified leaders are also enrolled in the COMBACELL. These

services are financed by ICESA with a little counterpart from the leaders like

preparation of venues, snacks and meals when the activity is conducted in

the community. Speakers, facilitators, trainers are volunteers from the

university. Student leaders usually conduct leadership trainings for the youth

in the community.

10. “Kultura” (started Feb 2017). This is a

continuing project where young children and

adults from indigent families are exposed to

opportunities for arts, music and cultural

appreciation. The Music department have been

giving voice training to 29 young children and

musical instrument training for 8 boys since 2nd

semester of 2016-2017 until last April 2018. PE

and dance instructors and the university dance

troupe trained young and adults in the

communities for cultural dance, and the USI

theater group (TEATRO DE STA LUISA) trained

the musical and drama / skit (stage play)

performers. These groups of young indigent

children are now performers in the university.

This is a continuing project of the university and

the next grand cultural production show which

will be a community fund raising project is on

September 27, in time for the celebration of the

Feast Day of Saint Vincent de Paul – patron saint

of USI.)

11. Kuya Eddie and Mayet Project (2018) – this project aimed to

provide reading and writing lessons to illiterate adults and children with

specials learning needs who are willing to learn. This is a project of volunteer

students of the Teacher Education Department and the members of the

Society of Saint Vincent the Paul (SSVP) in the partner community. This is

conducted on a one-on-one basis. This project is an ongoing project and will

be replicated in all partner communities.

12. Tulong Dunong Project (2017 2nd sem) – the project was

conceptualized and implemented by the Central Student Government aimed

at helping the youth in the community particularly the out of the school

youth, to develop self-confidence and improve inter-personal relationships

through lectures, tutorials, group sharing and socialization activities every

Sunday for six months. The project had 28 beneficiaries in its first

implementation.

13. Advocacy Campaign

This highlights the University’s effort to make people aware of the

social issues and problems in the country and in the world. It makes people

realize that our experiences are in some cases effects of occurrences taking

place in other parts of the world and country. Similarly, they are also made

to realize that our actions also affect the bigger community around us.

The project intends to increase people’s awareness of important issues

for them to define their own responses to said issues. These projects

invite volunteers from USI to increase the knowledge and develop

the values or skills of the people for them to be more proactive and

respond appropriately when situations confronts.

BUHAI KABUHAYAN/KAKAYAHAN (Capability and Livelihood

development) – this component intends to provide opportunity to

improve the social and economic standing of eh poor in the community. It

challenges USI volunteers to share their talents and expertise to increase

the income of the poor. This component welcomes activities that will build

capabilities: to increase income and develop alternative source of income,

increase income from existing /current source, spot income opportunities

from outside the community, and utilize resources available/abundant in

the community to generate income, and capability to ensure the

sustainability of the sources of income.

1. “Sibid” Project (started 2016)– the project aims to provide a source

of income by providing fishing boats

(sibid) to indigent fishermen in one of the

partner communities. From the initial five

(5) sibid provided by the ICESA from its

annual budget, the number of boats

multiplied as the project attracted donors

from the university such as the student

organizations (conducted fund raising

activities for the project) departmental

units, alumni, faculty, administrators and sisters were attracted to the

success of the initial units of sibid distributed and volunteered to donate the

succeeding number of units now numbering 36 fishing boats. The fisher men

are now being trained to make their own fishing boats using fiber glass

materials to replace the original wooden boats. The ICESA will continue this

project and targets up to 100 fishing boats in the next 5 years.

2. Balaw Product Development, Production - Processing and

Marketing Project (started 2016)

The project aims to increase the income

of balaw producers and to provide employment

to mothers through the following strategies:

Better product packaging (original) and

better product presentation

eliminating middle men in the process of

marketing

training balaw producers to be balaw

business entrepreneurs

mass production of balaw products

employing the wives of balaw fishermen in the balaw processing

the eventual registration of the

business for large scale production

(immediately after the construction of

the balaw production plant)

Comparative study of prices (actual price

monitoring was conducted by the balaw

producers with ICESA) in the region and

manila. At its lowest balaw is 4 – 20 pesos

per kilo in Bonot, 35-50 /kilo in Naga City,

55 to 70/kl in Iriga city and neighboring

towns, 65 to 80 /kl in in Legaspi city, 80-

100/kilo in Manila.

Initial marketing of the product (small

scale) in its new form (contained in

presentable canisters with presentable label)

started April 2017 to present.

3. Construction of the Balaw Processing Plant Project (2018).

Collaborating with the department of Trade and Industry and the

Department of Science and Technology (DOST) both gave the signal to

conduct a larger production of the product and both recommended the

construction of a Balaw processing plant in Bonot, Calabanga following

prescribed standards and specifications of the plant. DOST is helping USI by

conducting product testing, product contents specification, determining the

nutritional value of the product, and its shelf-life. DTI will assist USI in the

product labelling and in the marketing of the product. The construction of

the plant is now on going in Bonot Calabanga, Cam sur.

4. Market Market(“text mo, deliver ko”) Project (started 2016) - this is an

on-going project and is intended to support fisher folks particularly the

indigent members of the K5 and K6 group. In this project any member of

the USI family may order for any specific sea product common to the area

(balaw, amimitik, kasag, aniit, talaba, tahong, tinitk, bugitis, punaw, takal)

at ICESA Office and ICESA relays the order to the fisher men (via text

message)who eventually delivers the product to USI. The project includes

promotion of the products to visitors brought by ICESA to the community to

buy from the K5 and K6 members. In the process fishermen get a

reasonable price for the produce as compared to prices of products in the

site. This is an on-going project since 2015.

5. Basahan Project (2017)– this is being

done in Lipot Cam. Sur where basahan (rugs)

are produced from ukay or used clothing

materials. Products are being delivered in Naga,

schools, terminals and household in the

neighborhood. This is an on-going project which

started last 2017.

6. Capability Building

This project intends to build the capabilities of the people on

leadership, project implementation, management of resources (human,

material, financial). Of equal importance are seminars on changing life

perspectives and opportunity scanning. Training customized for the

community may also include leadership training, financial management for

community organization, simple bookkeeping and business planning.

7. Community-Based Disaster Risk Reduction

More than just an advocacy, the USI ICESA included the Disaster

risk reduction initiatives in the community. From mere relief and response

approach in the past, the university now includes focusing on mitigating and

preparedness aspect of disaster management. Activities related to this

project need to be conducted in the partner communities which include:

hazard mapping

community disaster vulnerability and capability assessment

organizing of disaster response teams

first aid and response training

disaster management training

psycho-social activities for the victims

Any group of individual in USI who has the expertise may

directly support the project by directly providing the capability

building activities needed, or may sponsor or partner with other

groups who have the resources and expertise.

D. BUHAI KALUSUGAN (health) Projects – This component responds to

the health needs of the community . It intends to provide support activities

particularly preventive interventions (education, training, seminars) that

would enhance health conditions and proper maintenance of good health and

prevent outbreaks of diseases like dengue, diarrhea, skin diseases and other

common recurring diseases that are preventable in the community.

The College of Health Education and the USI hospital (Nursing,

Physical therapy and Medical Technology, USI hospital ) is expected

to spearhead this program component in collaboration with other

sectors, internal or external.

1. Project: Health Teaching and Mother’s

Class

This project intends to enhance the mother’s

capability in managing common health issues in

the family. Sessions on health care, nutrition,

family planning, responsible parenthood, maternal

and child care, home first aid, primary health care

and healthy living will be provided to mothers.

Any group / organization / unit / individual in

the university is invited to sponsor an activity

in eh partner community that would help

realize the objectives of this project.

2. Supplemental Feeding Project .

It aims to save children from being mentally wasted due to high

incidence of malnourishment. Beneficiaries are mostly from indigent families.

The project is an annual feeding activity since 2015. Project duration is five

(5) to six (6) months per year in each of the partner barangays which

usually starts in the month of August and lasts until December or January of

each year. The project is being funded by ICESA but needs a lot of

volunteers to implement the activity. Involved in its implementation are

students, teachers, sisters and faculty. Operation “timbang” preluded every

feeding activity. The project will continue for as long as wasted children are

still identified in the partner communities.

While feeding is the main activity, other activities like hand washing

technique, games, catechism, good grooming and story telling are also

conducted. The ICESA utilizes the feeding project as a strategy to organize

the parents and to involve them in a continuing health and nutrition

education.

3. Special Care to PWD’s (persons with disabilities)

The persons with disabilities are very vulnerable to neglect in the

families, abuses, maltreatment, and more prone to suffer the indignities of

poverty. Some families consider them burden that affects their attention to

other family members, their time for income generation activities, additional

mouth to feed, etc. Some are provided opportunities to live a normal life.

Majority are not as lucky.

The university may not have the capability to bring them back to

normal physical or mental state. But there are ways on how their conditions

may be alleviated. They need material help but more than that is their non-

material needs which may be addressed via psychological, spiritual, and

emotional support.

Everyone in the university is challenged to do something to help the

PWD’s or their families to make them live a more decent life.

4. Medical and Dental Mission

The ICESA in partnership with other organizations particularly the

College of Health Education and the USI Hospital, pharmaceutical

companies, doctors organizations, DOH may organize medical missions for a

partner community at least once in every two years or when urgent needs

arise.

E. BUHAI KALIKASAN (Environmental Rehabilitation and

Regeneration)

This component focuses on activities that regenerate or rehabilitate

the environment. Environmental advocacy forms part of this component.

The projects under this component are:

1. SALVAR GUBAT. The Ecology park at the slopes of Mt. Isarog, in

Consocep Tigaon, Camarines Sur, needs rehabilitation via reforestation.

Maintaining the park for 15 years now did not bring substantial rehabilitation

of the area.

2. SALVAR SALOG. Back yards in Lipot, Milaor, Camarines sur (partner

community) are permanent garbage areas without observicng proper waste

disposal. The area is flood prone near a river which is a tributary of the Bicol

River.

2. SALVAR DAGAT.

The absence of proper waste disposal in

barangay Bonot, Calabanga, Camarines Sur (USI

partner community along sea shore) brings the

garbage garbage of the majority of the households

to only one direction, the sea.

The denuded mangrove plantation of

Bonot Calabanga need rehabilitation.

Everyone in the community is invited

to conduct activities that would change the

attitude of the people towards their

immediate environment particularly to

regenerate and rehabilitate the forest, the

river and the sea.

RESOURCES AND SUPPORT MECHANISM FOR

BUHAI-CES PROGRAM

Policies and Other Mechanisms for Program

Sustainability

Community Extension in the university is anchored on the following

principles, policies and systems:

1. Universidad de Sta. Isabel, as a Vincentian Institution,

is committed to the integral and contextualized development of

people, especially the less privileged. Service is not new to the

institution. It is in fact the very reason for its existence: Service and

Charity. Its more than a hundred years of existence is a history of

service to the community, in general, and to the POOR in particular.

2. The vision and mission of the university directly state

the university’s commitment to Community Extension

Services.

Vision

We envision ONE Universidad de Sta. Isabel as an audacious, Christ-

centered educational and health care institution committed to

empowering communities of persons into inner-directed Vincentian

leaders, compassionate healers and advocates of persons who are

poor.

Mission

At Universidad de Sta. Isabel, we commit ourselves to:

. Courageously pursue value innovative educational programs and

services anchored in Christ

. Interdependently accelerate leadership and professional development

through continuing education and intensive Vincentian formation.

. Synergistically facilitate the integral development of the learners

towards transformation through current researches, relevant curricular

offerings and responsive community extensions services.

. Relentlessly generate a new breed of self directed, global and

environmentally caring Vincentian leaders and health care providers.

. Ardently support one another in sustaining the shared mission.

The articulation of the importance of CES in the Vision-mission made

the ICESA on of the key result areas in the 10-year Expanded Operational

Plan of the university.

CES is also included as one of the parameters in evaluating the

performance of the university’s human resources.

3. Inclusion of Community Extension Services in

Formation Program of Students

The University through its various programs and activities

implants and cultivates among its people the seed of service to the

persons who are poor. Every member is being formed to be of service

through the extension service and to view extension service as an

expression of the soul to serve not driven by any desire to attain or

accumulate fame, prestige, material things and appreciation.

The university believes that the spirit of service in every person

can be developed. The formation of volunteers begins immediately as

soon as a member of USI family (student or personnel) enters the

institution. Orientations, special programs, values and Vincentian

formations, exposure and immersion activities in depressed

communities are among the strategies to let the students and

personnel imbibe the Vincentian culture of service and volunteerism.

4. Community Extension-A Culture of Service

All faculty and student organizations are encouraged to conduct

a community outreach or extension activity at least once a year.

Accustomed to this practice, faculty and students have developed a

tradition that considers the activity as their moral obligation. It has

been customary for student organizations to conduct or sponsor fund

raising activities like musical and dance concerts, stage plays and the

like to sponsor outreach activities. Vincentian tradition demands that

USI responds to all call for assistance in times of disasters. It is an

unwritten rule that as Vincentian, every member of USI family is

expected to volunteers a part of himself/herself, possession, time,

talent or experience according to his capability to ease the suffering of

the poor and victims of disasters. It has also been a tradition for the

units in the university (other than the colleges) composed of co-

academic personnel to conduct their own community outreach other

than the institutional outreach on a voluntary basis.

5. Assistance of Student Affairs and ICESA Offices in

conducting CES projects.

Extension projects of the university or its units happen because

of multi-sectoral cooperation among offices, colleges and organizations

in the campus including alumni associations. For university-wide

extension projects, the ICESA office coordinates with all the units

concerned and facilitates its implementation.

Any student organization with a proposed community project

must submit a project proposal to the Student Affairs and Services

Office which includes among others, the title of activity, target

beneficiary, venue, date and budget and objectives. Before the

Student Affairs and Integrated Community Extension Services Office to

ensure that the activities are in line with the CES priorities of the

university. ICESA then conducts a research or survey of communities

to look for the perfect match of the nature and scope of service to be

given. Coordination with the target beneficiaries and other concerns

are also facilitated by the ICESA staff. This support from the ICESA

office further enhances extension volunteerism in the university.

Involvement in the Community Extension Services is a

requirement in the accreditation of the students organization.

6. The System of Counter-parting

The USI-CES believes that the community is not a passive

receiver of projects and assistance from the university but should have

active part in developing their being. The people can provide various

contributions which may be of help in the delivery of the extension

services like shouldering their transportation during seminars if they

are held in the university, provision of materials used during skills

training, provision and preparation of venue when the activities are

held in the community, simply spending the time that they should

have devoted to earn to attend the activities or joining in bayanihan to

implement community-related projects.

7. Monitoring and Evaluation of CES program

ICESA Office oversees the over-all monitoring and evaluation of

the Community Extension program. It requires all community

involvement activities to be reported and coordinated with the office.

The office also records every involvement in the community of

students and personnel. It directs and redirects outreach activities to

keep it in line with CES thrusts and priorities. The office, after

thorough evaluation of the different involvements in community

recommends for recognition and awards the most outstanding

personnel, students, student organizations or units in community

service and volunteerism. It makes regular evaluation of all

components of its program and the extent of support (in terms of

involvement) from the different units of the university and submits the

reports to the Office of the President which in turn reports to whole

academic community of the University at the end of every school year.

The report includes the achievements and difficulties encountered and

recommendations made.

Other than the ICESA Office, the College Deans evaluate and

monitor the community extension of the students and personnel under

their respective colleges. Community Extension Services of student

organizations are also monitored and evaluated by the Office of

Student Affairs and Services. Project Proposals are submitted for

approval at the SAS Office before their implementation in the

community. Results of the evaluation of every activity conducted are

submitted to the Student Affairs and Services Office immediately as a

pre-requisite for the approval of the next activity to be conducted.

Material and Financial Resources

1. The ICESA Office has a designated office with necessary

equipment (computers, office fixtures, LCD, etc.) and other audio-

visual documentation equipment.

2.

3. Aside from the office in the university, the ICESA has satellite

centers in the communities where CES program is operational.

These satellite centers are used as learning center for technology

transfer, pre-school classroom, community library and seminar

hall. These centers are also being shared to the community when

they have community gatherings.

4. For program implementation each university unit has its own

allocation for community extension services. Added to this are the

financial and materials contributions and volunteer services

provided by USI personnel, students, alumni and parents. No

community is ever supported without its own counterpart in the

implementation of any project. Material, manpower or financial

counterpart, no matter how small or limited is a must.

5. The USI-ICESA is establishing linkages to support the

implementation of its projects.

6. The students, co-academic staff and faculty are also sources of

support to the USI-ICESA initiated projects. Their services /

volunteer services are very important contributions to the

implementation of the BUHAI program.

Human Resources

1. The Integrated Community Extension Services and Advocacies

Office is being handled by the University ICES Team headed by its

Director, four Social Workers, and CES Coordinators. Student

volunteers are tapped to augment the ICESA manpower when

necessary.

2. The administrators, faculty, staff and students of USI serve as

additional resources for the USI CES program. The expertise of the

different members of the university is utilized to provide continuing

development training to the people of the partner communities.

3. The established partnership of USI with other government and non-

government agencies makes the human resources requirement of

the project adequate. These partners provide additional technical

assistance to the program.

BUHAI-CES PROGRAM (Building Community through Unified Efforts

and Holistic Approach in Implementing

Community Extension Services)

Universidad de Sta. Isabel INTEGRATED COMMUNITY EXTENSION SERVICES

2017

Resources

Human resources – Faculty, students,

administrators, sisters, student organizations,

departmental units, alumni, parents, CES staff,

External Organizations (LGU’s and NGO’s (local or

international organizations)

Financial Resources

o University annual allocation for CES (approved

annual budget

o Student CES fund

o Student activity fees allotted for CES

o Faculty, alumni and student organizations

special allocation for CES

Material Resources

o Educational materials from the University

(Computers, LCD’s, nursing tools, manikins etc.

for community use

Community provided resources (counterpart)