NSTP PROJECT C.E.S.A.R.

TABLE OF CONTENTS

Page No.Rationale 2

Vision 3

Goals 3

Objectives 4

Organizational Leadership 5

Roles and Responsibilities 9

NSTP PROJECT CESARS’ Framework 11

Underlying Concepts and Basic Terms 12

NSTP project CESAR Policies 14

Guidelines for Selection of Target Groups 15

Guidelines for Project Proposals 16

Monitoring and Evaluation 18

Page 1 of 22

NSTP PROJECT C.E.S.A.R.

Community Extension Services through Action and Research towards Community Transformation and Development

RATIONALE

The University of Pangasinan exists in and for the community. Its draws its clientele from the community and is, therefore, expected to align its offerings and services with the needs of the community which it serves.

Within the University is a vast reservoir of resources – both human and material – which can be tapped in the improvement of communities. If the utilization of such resources is properly orchestrated in the University’s effort to share its technical expertise to the community, a number of problems can be addressed thereby enabling the marginalized sector of the society to enjoy the so-called “quality life.”

Cognizant of its critical role in the community where it stands, and its shared responsibility in the larger community, the University of Pangasinan NSTP is bent on pursuing its mission of “transforming people and transforming communities.” It is then imperative to conceptualize this program, PROJECT C.E.S.A.R., to make sure resources are made available when and where they are most needed.

Page 2 of 22

VISION1. Catalyst of Change. Through cooperative efforts and

collaborative partnerships, the University of Pangasinan NSTP facilitatates transformation of people and transformation of communities.

2. Empowerment. The University of Pangasinan NSTP provides lifelong learning opportunities for the people of Pangasinan and empowers them to make choices that enhance their quality of life.

3. Strategic. The University of Pangasinan NSTP encompasses many of the contemporary challenges facing people and its communities for greater impact and success.

4. Accountability. The University of Pangasinan NSTP provides innovative and creative community extension programs while remaining accountable to the community.

5. Relevance. The University of Pangasinan NSTP shows commitment to address needs and issues in a productive and timely manner.

GOALS

The PROJECT CESAR NSTP is geared toward the realization of the following goals:

1. Develops, strengthens, and sustains linkage with government units/organizations (GOs), non-government organizations (NGOs), the professions and the industries.

2. Contributes to the economic, socio-cultural, health and education development of marginal population groups in the Province of Pangasinan.

Page 3 of 22

3. Performs advocacy roles in the transformation process of communities.

4. Participates in national and international development initiatives/programs.

OBJECTIVES

In the implementation of the PROJECT CESAR, the following objectives will be pursued.

1. Collaborative partnerships with government and private sectors in the delivery of basic services to marginal groups.

2. Empowerment of the marginalized sector of the community in their trek to the take-off stage of development along the areas of economic, socio-cultural, health and education.

3. Strategic programs and projects to address contemporary challenges facing people and its communities.

4. Accountability measures5. Relevant programs and projects committed to address community

needs and issues.

ORGANIZATIONAL STRUCTURE

The NSTP of the University is collaborative, meaning, each unit has its own specializations and separate functions to describe the full range of structuring tasks involved. The chief specializations and specific University unit concerned are: economic, socio-cultural, health, Education, and Infrastructure.

The NSTP is the coordinating body, and is tasked to plan, organize, implement, monitor and evaluate community development programs and projects. The community development project which is described

Page 4 of 22

as a process of providing inputs over a limited period using the resources provided, activities are conducted and outputs generated, in order to achieve a previously defined impact and community development program which is more than one community development projects in a sector are made sustainable by the NSTP so as that impact continues to have effect. Coordination shall be horizontal and vertical.

The University administration provides all the logistic and institutional supports in the pursuit of the PROJECT CESAR. The University administration represents the University in all the legal aspects of the NSTP activities, for instance in the signing or entering into a memorandum of agreement with sponsoring or collaborating agencies or groups. It shall be principally involved in locating and linking with funding agencies or donor institutions or individuals.

The NSTP is backstopped by NSTP FACILITATORS from each University unit/cluster who will coordinate between the NSTP and the faculty members, employees and students who will coordinate between the Office of the Extension Services and the community, and partner LGUs, CSOs, NGOs.

ORGANIZATIONAL LEADERSHIP

Clientele needs will be met by planned focused integrated impact driven programs implemented through initiative teams. These interdisciplinary teams will work collaboratively in conjunction with collaborative partners and target groups.

Page 5 of 22

1. NSTP COORDINATOR: EDWIN C. CANCINO,RMT,PhD2. Area Coordinators:

a. HEALTH: PERFECTO SORIANO,RN,MDFREDA LOPEZ,RN,EdD,

b. SOCIO-CULTURAL: AMY PAMINTUAN,EdDANABELLE SIM,MDevtMngt

c. EDUCATION: EVANGELINE BALADAD,EdD SHIELA CAYABYAB, EdD

d. ECONOMICS: MARIETTA CAYABYAB,MBA DIANNE VILLANUEVA,MBA

3. NSTP Facilitators:a. Community Project Development: JEAN ROMERO,MAEdb. Social Mobilization: VICTORIA SERRANA,MAEdc. Social Entrepreneur: RAMIRO PLOPINO,PhDd. Resource Generation: GLORIA AQUINO, MAEde. Monitoring and Evaluation: OLIVER RAYOS, MAEd

BENJIE BUSSEL,MAEdf. Community Leadership: ARIS NICOLAS,BSEg. Values Integration and Promotion: TITO ROCABERTE,EdD

4. Administrative and Faculty Technical Supporta. Economics/Livelihood.

i. Marietta B. Sorio: Risk managementii. Kimberly B. Cruz: Food Preparation and Production

iii. Diana Z. Villanueva: Financial Managementiv. Enrique Villanueva: Cooperative v. Ricardo C. Bravo: Marketing and Management

vi. Raquel D. Pascua: Farm Developmentvii. Catherine Velasco: Catering services

b. Socio-cultural.i. Ofelia C. Rayos: Pangasinan Language and Culture

ii. Ramiro Plopino: Environmental Educationiii. Rebecca Nadya C. Fernandez: Career counseling

Page 6 of 22

iv. Darry Embuido: Musical, Theater productionv. Nita Milanio: Indigenous Dances

vi. Maria Lolita Morga: Basic Taekwondo vii. Rosemarie Cosue: Environmental Awareness, issues

viii. Brenda Torio: Leadership Trainingix. Joseph Richard Mejia: Leadership Trainingx. Lucita Jose: Counseling

xi. Michelle Joy Ramos: Substance of Abuse Preventionxii. Youth Organization

xiii. Edwin C. Cancino: HIV awareness and preventionxiv. Ramon Bernardo: Human Resource Development

c. Health.i. Kimberly B. Cruz: Diet/Nutrition Counselling

ii. Melendre M. Sison: Physical Fitnessiii. Mary Jane Ang: Instestinal parasitism and dewormingiv. Hannah A. Balanon: Disease transmission and

preventionv. Estrella A. Mendaros: Reproductive Health

vi. Catherine Velasco: Nutrition vii. Apolonia dela Cruz: Family Planning

viii. Gary Ong: Blood Donationix. Alain Somera: STI Awarenessx. Romina Carreon: Women’s Health

xi. Ma. Bernadette Cabugao: Dental and Personal Hygiene

xii. Edwin Cancino: DOTS and TB Preventionxiii. Joy Ona: Dengue Preventionxiv. Akarasha Onrubia: Cancer Awarenessxv. Gunda Orena/Eileen Vinluan Maternal and Child care

xvi. Adriano Dee:Caring for the Elderlyxvii. Rosemarie de Guzman: First Aid Training

xviii. Edwin Cancino: Health Statisticsxix. Milagros Bacaneza: Mental Health

Page 7 of 22

xx. Perfecto Soriano: Childen’s Healthxxi. Emma Fernandez: IMCI

d. Education.i. Basic and Functional Literacy: Dr. Evangeline Baladad

ii. Values Education: Dean Nigel Cabisoniii. Alternative Learning: Dr. Tito G. Rocaberteiv. Guidance and Counseling: Dr. Lucita L. Josev. Non-Formal Education: Prof. Jean Romero

vi. Curriculum Development: Prof. Gloria Aquinovii. Strategies and Methodologies: Prof. Victoria Serrana

viii. Assessment Tools and Evaluation: Prof. Letecia Rocaberte

ix. Instructional Material and Technology: Prof. Jenta Nalupa

5. Collaborative Partners.a. Local Government Units:

i. City of Dagupanii. Municipality of Calasiao

iii. Municipality of Malasiquiiv. Municipality of Bayambangv. Municipality of Sta. Barbara

vi. Municipality of Mapandanvii. Municipality of Mangaldan

viii. Municipality of Manaoagix. Municipality of San Jacintox. Municipality of San Fabian

xi. Municipality of Binmaleyxii. Municipality of Lingayen

xiii. Municipality of Bugallonxiv. Municipality of Labrador

b. Non-Government Organizationsi. Cargill Philippines, Incorporated

ii. Rotary Club of Uptown Dagupan 2000

Page 8 of 22

iii. Globe Telecommunicationiv. Kiwanis Club of Calasiaov. Pangasinan Dental Association

vi. PAMET-Pangasinan Chaptervii. Pangasinan Federation of NGOs(70+ NGO members)

ROLES AND RESPONSIBILITIESThe roles and responsibilities of the members of the University

and collaborative partners in NSTP project CESAR are as follows:

1. University of Pangasinan.a. Responsible for overall development and management of

implementing the project CESAR.2. NSTP COORDINATOR.

a. Formulate strategic plans, programs, projects including mechanisms to operationalize the CESAR;

b. Develop technical standards and guidelines on various services within the context of CESAR; and

c. Develop monitoring and evaluation tools and systems to track progress of CESAR.

3. NSTP Facilitators.a. Coordinate with and advocate to the University faculty

members, employees, students and other units to share technical expertise and other resources for the implementation of NSTP project CESAR;

b. Ensure linkage and adoption of University-Target group in the overall NSTP CESAR projects and activities; and

c. Monitor and evaluate the development and implementation of the University-Community collaboration efforts.

d. Responsible for overseeing the implementation of NSTP project CESAR projects and activities within the target groups;

Page 9 of 22

e. Advocate to government authorities and non-government organizations increase in resource shares for efficient and effective delivery of NSTP project CESAR services;

f. Develop financing schemes and models that will provide resources for the implementation of NSTP project CESAR projects and activities; and

g. Monitor and evaluate the development and implementation of the NSTP project CESAR projects and activities.

4. Collaborative Partners: Local Government.a. Ensure that University’s NSTP project CESAR is available to

its qualified constituents;b. Establish coordination mechanism with target groups;c. Participate in the development and implementation of NSTP

PROJECT CESAR projects and activities in the target groups; and

d. Formulate and issue local policies, ordinances and resolutions supportive of the collaboration efforts.

5. Collaborative partners: NGOs/CSOs.a. Participate in the development and implementation of NSTP

PROJECT CESAR projects, activities, regulations and mechanisms; and

b. Supplement identified available resources and technical assistance needed.

6. University Faculty Members and Employees.a. Provide technical expertise in the development and

implementation of NSTP PROJECT CESAR projects, activities, regulations and mechanisms; and

b. Supplement identified available resources and technical assistance needed.

7. NSTP Students.a. Provide assistance in the development and implementation

of NSTP PROJECT CESAR projects, activities; andb. Supplement identified available resources.

Page 10 of 22

8. Target Group.a. Participate in the development and implementation of NSTP

PROJECT CESAR projects and activities; andb. Ensure the availability of the members of the target group

for the development and implementation of NSTP PROJECT CESAR projects and activities.

c.NSTP PROJECT CESARs’ FRAMEWORK

The description of the life cycle of a project, commonly found in business theory and stretching from the start of planning to the conclusion of project activities is taken as an aid for PROJECT CESAR managerial actions. The PROJECT CESAR goes through phases of identification, conception and implementation. During this project cycle, NSTP facilitators and extension coordinators regularly perform tasks entailed from the above-listed functions.

The stages which the PROJECT CESAR goes through in the course of its implementation build on one another: the ideas concerning what objectives are to be reached and how they form into a system are outlined before any decision can be taken on what inputs are required. Before deciding to implement a PROJECT CESAR activity and provide the necessary resources the cornerstones of a project concept must be in place. This indicates the transition between phases or the conclusion of a specific phase by the phrases: “objective system clarified”(identification phase), “project plan elaborated” (conceptual phase) and “project purpose achieved” (implementation phase). The individual project planning steps are geared to this logical system. (German Technical Cooperation, 1996, p.5)

Page 11 of 22

The entire process is linear but has many feedback loops in which to review the analyses, planning and decisions made or re-examine them in more detail, in line with experience gained. The definition given to an objective during the identification phase is not a definite one, but must be repeatedly re-examined over the course of implementation and modified if necessary. All other decisions too, must be regularly reviewed and modified if they prove to be inexpedient, no longer applicable, or when they are up for renewed agreement. All in all, hard and fast decisions should be kept to a minimum expedient for a given situation, and plans only be held as valid until new findings make it necessary to revise them.

Re-planning shall be undertaken as the result of systematic observation, analysis and assessment of implementation (i.e. monitoring and evaluation). Focus does not center exclusively on the planning targets but also on pertinent conditions and circumstances in the project environment. Any unintentional impacts and their consequences must be identified at an early stage.

Basically, every activity implementing unit has a similar management process. In development cooperation, the management processes of several colleges/units have to be interlinked, constituting a complex situation which places high demands on coordinators. Successful cooperation relies on well-clarified roles, duties and responsibilities of the NSTP facilitators and coordinator involved.

UNDERLYING CONCEPTS AND BASIC TERMS

To better clarify the context and relations described previously, the definitions are given. The definitions given below are working aids and can be replaced by better ones when necessary.

Community Transformation is intended to describe significant change in a distressed community that would be clearly measureable in terms of income, employment, educational attainment, human health,

Page 12 of 22

environmental quality, population retention, business environment, access to capital, entrepreneurial activity, accountable governance and civic participation (Hille, 1996).

Community Development can be understood as a structured process of transformation from a current situation considered unsatisfactory to a future situation which is considered to be an improvement. An intended development must thus be based on the actual needs of the people affected, and on the scope for action open to them.

Communities are those groups in society within Pangasinan who are to be directly affected by the change contained in the project CESAR goals.

Empowerment refers to increasing the spiritual, political, social or economic strength of individuals and communities. It often involves the empowered developing confidence in their own capacities.

Empowerment is then the process of obtaining these basic opportunities for marginalized people, either directly by those people, or through the help of non-marginalized others who share their own access to these opportunities. Empowerment also includes encouraging, and developing the skills for, self-sufficiency, with a focus on eliminating the future need for charity or welfare in the individuals of the group.

Efficiency tells that the input into the work is appropriate in terms of the output. This could be input in terms of money, time, staff, equipment and so on.

Effectiveness is a measure of the extent to which a development program or project achieves the specific objectives it set.

Collaborative partnership means active involvement of individuals, social groups and organizations within the target community in planning and decision-making processes that affect them.

Page 13 of 22

Implementers are those involved in the NSTP Project CESAR which are distinctly identified into groups.

Impact tells whether or not what was done made a difference to the problem situation the project was trying to address.

Indicators are a measurable or tangible sign that something has been done.

Target groups, at whose level the intended development is to take place.

Marginalized refers to the overt or covert trends within societies whereby those perceived as lacking desirable traits or deviating from the group norms tend to be excluded by wider society and ostracized as undesirables.

Partner organizations are the LGUs, CSOs, NGOs who help implement project activities so that the objectives can be attained.

Quality of Life of a population is measured by many social and economic factors. A large part is standard of living, the amount of money and access to goods and services that a person has; these numbers are fairly easily measured. Others like freedom, happiness, art, environmental health, and innovation.

NSTP Project CESAR POLICIESIn conjunction with the implementation of the CESAR, the

University adopts the following policies:1. Link and collaborate policy. The NSTP believes that much can

be done if it links with LGUs, CSOs, and NGOs. External resources when combined with the University’s resources will result in a substantial assistance to target clients.

2. Sharing of expertise in identified areas of strength. Premised on the idea – that we can only share expertise in areas where we are strong – the University’s NSTP has identified five areas of strength under which it will extend services; to wit: health, education, socio-cultural, economic and infrastructure.

Page 14 of 22

3. Gradual expansion of service area. While the NSTP considers going global in its outreach endeavors, it nonetheless seeks to do so gradually. First, it will reach out to people and communities in the province of Pangasinan, then to the region and then to the national and international sphere. However, under special urgent circumstances, it can participate simultaneously in NSTP endeavors at the regional, national level depending upon the availability of its manpower resources.

4. Capability building. With the unprecedented rate of technology change, the NSTP will undertake continuing capability building for its “experts” to make them fit for the roles they are to play in their extension work.

5. Periodic Assessment for effectiveness and accountability purposes. To ascertain the effectiveness of extension operations and to trace accountabilities, the NSTP will conduct a periodic assessment of its activities. This activity will likewise reveal whether the NSTP projects/activities have any impact at all on the clientele.

6. Participation of the students. The NSTP and Practicum/OJT student constitute a big force and their collective efforts when effectively harnessed would redound to the improvement of people and communities. Even as they are going through learning experiences, they are helping societal transformation – a concomitant activity which develops in them a sense of altruism.

GUIDELINES FOR SELECTION OF TARGET GROUPSTarget groups of the NSTP PROJECT CESAR are classified into

three: community, school, and individual. Judicious choice of a target group entails observance of the following criteria:

1. For a community.a. Depressed, deprived and underserved

Page 15 of 22

i. Low income of householdii. Low level of education

iii. High population densityiv. Absence of service establishments/amenitiesv. Poor condition of settlements

b. Tolerable peace and order situationc. Accessible

2. For a Schoola. Low performance in terms of pupil/student achievementsb. Lack of teachers and other school personnelc. Lack of instructional facilities

3. Individuala. Low income levelb. Credit-worthiness/integrityc. Willingness/commitment to participate in pre-project

implementation activitiesd. Willingness to put up some form of equity.

GUIDELINES FOR PROJECT PROPOSALSThe Logic Framework Approach (Palme Center International,

2006) is the adopted objective-oriented planning instrument for CESAR. The LFA method is the appropriate instrument since it helps in planning what the CESAR want to achieve (objective) and the means (activities) together with the collaborating partners and target groups.

1. Title of the Activity. Formulated to give the activity a clear profile.

2. Summary. In a few sentences, summarize the sub-activities and its objectives, target group and collaborative partners.

3. Partnership. Brief presentation of the tasks and areas of responsibility for the collaborative partners and implementers.

4. Background. The feasibility, concept and cooperation.5. Community Analysis. A clarification why the activities are

relevant and important in the community through highlighting

Page 16 of 22

the situation in the community. Describe the economic, socio-cultural, education, health and infrastructure situation of the community.

6. Target group. Describe the target group in actual numbers, age, gender. Present the target group and their quality of life, in particular political influence and participation. Describe how the target group will contribute to the planning of the activities.

7. Problem Analysis. Identify the focal problem, its causes and its effects. Describe how the target group will be involved. Describe how the collaborative partners and implementers are involved in the analysis of the causes and effects of the problem.

8. Objective Analysis. Ensure objectives are formulated based on problem analysis. In the project contexts, formulate the different levels of objectives as: Overall objectives - based on effects, Project purpose – focal problem, and intermediate objectives – causes.

9. Activities. Activities tackle the causes of the problem and lead to the intermediate, in the long term, the overall objective being fulfilled. Show clearly the activities that are linked to each project purpose/intermediate objective. Present the project activities for the coming operational year. Specify where, how and when and for whom within the target group the various activities are being implemented. Draw up a timeframe for implementing the various activities. Specify an activity completion date.

10. Capacity Building. Identify support for the development of knowledge and expertise for the target group.

11. Budget. Present a specified budget for each individual activity. Comment on the budget items, how a material will be used and who own it when the activity is completed.

Page 17 of 22

12. Risk Analysis and Risk Management. Identify the risk that could obstruct or complicate the implementation of the project. Identify the mechanism of counteracting the risks.

13. Sustainability. Identify which parts of the project can the target group realistically be expected to carry on when our support ends.

14. Indicators. Indicators should describe the major features of a goal, a result or an assumption. Indicators can refer to physical outputs or changes in the target group.

MONITORING AND EVALUATIONIn order to review the progress, identify problems in planning

and/or implementation and make necessary adjustment so that objectives can be achieved, the following monitoring and evaluation design(Olive, 2002) is adopted.

1. Developing Indicators. Indicators are an essential part of a monitoring and evaluation system. The following steps are adopted as method for developing indicators.

a. Identifying the problems:i. Economic situations.

ii. Social and cultural situations.

iii. Health situations.

iv. Education situations.

b. Developing a vision for how PROJECT CESAR would like the problem areas to be.

i. Economics. Increased net returns from adoption of livelihood opportunities. Improved employment possibilities and retain youth to fuel economy.

Page 18 of 22

Improved economic opportunities for sustainable community development.

ii. Socio-cultural. Increased knowledge, appreciation and understanding regarding social, cultural, political and environmental issues. Enhanced life skills such as strong character, responsibility, teamwork, communication, high self-esteem. Strengthened family relationships in a positive learning environment.

iii. Health. Improve health among residents that will translate into increased community resilience, physical and emotional vigor, reducing the severity of illness or length of time individuals are sick and enhancing the quality of life.

iv. Education. Enhanced life knowledge and skills, strong character, high self-esteem. Increased funding to support sustainable literacy programs.

c. Developing a process vision for how PROJECT CESAR want things to be achieved.

i. Economics. Pursuit of linkages and external funding for livelihood trainings and economic development opportunities. Deliver educational programs in livelihood and enterprise development including micro-enterprises, home-based businesses, financial management, designed how to establish and maintain an economically viable business enterprise and develop decision-making skills.

ii. Socio-cultural. Activities that provide learning opportunities for youth such as presentations, projects, contests, fairs, and leadership camps. Deliver advocacy programs designed to develop and assist people in effective decision making along social, cultural, political and environmental issues.

Page 19 of 22

iii. Health. Partner effectively with key health leaders and organizations at the community level and provincial level to focus priorities, strengthen efforts and conduct health education, programs designed to improve health status.

iv. Education. Faculty and Student volunteers to assist with tutorials and other educational activities. Pursue external funding opportunities for literacy programs and develop collaborative partnerships with agencies concerned with education to promote sustainable literacy program.

d. Developing indicators for effectiveness and efficiencyi. Economics:

1. Household income2. Employment by age group3. Unemployment by age group4. Growth rate in small business5. % people below poverty line6. Residential construction or renovation7. Employment by occupation8. Default rates on loans9. Gini distribution of income

ii. Socio-cultural:1. Number of violent crimes2. Church participation by age and gender3. Number of community organizations4. Organized cultural, sports programs5. Number of youth, elderly, women’s groups6. Number of public meetings7. Participation in public meetings8. Participation in elections9. Number of activities dealing with traditional

customs.

Page 20 of 22

iii. Health:1. Life expectancy at birth2. Causes of death3. Mortality rates4. Causes of illness5. Morbidity rates6. Rates of hospitalization

iv. Education:1. Literacy rates by gender and age2. Retention rate by school level3. School completion rates by exit points4. Availability of instructional materials5. Participation rate6. Survival rate7. Drop-out rate8. Transition rate9. Achievement rate

2. Monitoring System Design. The following is a step-by-step process used to design a monitoring system for a project.

a. Generate indicators for efficiency, effectiveness and impact.

b. Based on the indicators, formulate and choose the variables that will help in answering the questions that are important.

c. Collecting information.d. Analyzing the information.e. Reporting.

3. Terms of Reference for an evaluation process. a. Background.b. Purpose. To assess the PROJECT CESAR in terms of

effectiveness, impact on the target group, efficiency and sustainability in order to improve its functioning.

c. Key Evaluation Questions.

Page 21 of 22

i. Who is currently benefitting from the project and in what ways?

ii. Do the inputs (in money and time) justify the outputs and, if so/if not, on what basis is this claim justified?

iii. What are the most effective ways in which a project of this kind can address the problem identified?

iv. What would improve the efficiency, effectiveness and impact of the current project?

v. What are the lessons that can be learned from this project in terms of replicability?

d. Specific Objectives.e. Methodology.

i. Interviewsii. Key informant interviews

iii. Questionnairesiv. Focus groupv. Community meetings

vi. Fieldwork reportsvii. Critical event analysis

viii. Participant observationf. Logistic issues.

Page 22 of 22