UNDERTAKING EXTENSION SERVICES TOWARDS A MORE EFFICIENT AND EFFECTIVE MET: THE MAAP EXPERIENCE

Dr. Angelica M. Baylon Department of Research and Extension Services ABSTRACT

In the Philippines, Higher Education Institutions (HEIs) are expected to perform and deliver three mandated functions namely: Instruction, Research and Extension Services. The policies and guidelines for maritime education on extension services issued by the Philippine Commission on Higher Education (CHED) state that Every Maritime school shall have extension services relevant to the maritime industry. Extension services function is likewise anchored on the call of the Worlds Declaration on Higher Education for the 21st Century: Vision and Action for the HEIs as adopted by the World Congress on Higher Education held in France on October 9, 1998. It has the following declaration; HEIs to reinforce the role of service to society by undertaking activities aimed at eliminating poverty, intolerance, hunger, environmental degradation and disease for societal transformation. Hence, Maritime Education and Training (MET) institutions are no exception in meeting this global challenge. It is a truism that no maritime institution exists or can prosper in a vacuum. The effectiveness and efficiency of MET can only be actualized and gauged based on its positive impact to the lives of the people and the maritime industry in general. It is through the able leadership VADM Eduardo MA. R. Santos, AFP (Ret.), that the Maritime Academy of Asia and the Pacific (MAAP), has established a clear, responsive and relevant extension services agenda to pursue its mandated functions. Data were generated from appropriate sources both within and outside MAAP. The baseline data of MAAP resources both manpower and facilities were made known. Profile of fishing communities, project site, project components, objectives, expected results and project partners were likewise identified. The internal and external data generated were analyzed and matched so that the opportunities consistent with the academys competence and values are harnessed. The output of this matching process served as the organizations plan, strategy and concept in the formulation of the MAAP Extension Service Program. The forum-workshops served as the venue for the presentation, enrichment and finalization of the MAAP Extension Program to ensure its implementation by all concerned based on each individual area of expertise, preference and values. This paper shows how MAAP extension services program was prepared, developed and implemented by all concerned. Further, this paper presents the rationale behind the midshipmens involvement in the extension services activities as part of their experiential learning in order to develop them into competent seafarers with character, leadership skills and strong devotion to service which the Academys MET stands for. Key words: MET, Extension Services, Midshipmen Development, Community Development

1. INTRODUCTION 1.1. The Philosophy Behind MAAPs community outreach extension services

Only on its 4th year of operation, the Academys total MET system molds each midshipman into a whole and achieving person. This is in line with the MAAP vision mission to wit: MAAP envisions itself as the leading institution of excellence in maritime education and training in the Asia Pacific region and beyond. MAAP provides quality education and training to midshipmen/trainees in order to develop competent seafarers who shall possess the character, knowledge and skills necessary for the successful pursuit of a progressive maritime career1 MAAP articulates the standards of character and advocates service. These standards or principles are one of the fundamental bases behind the academys MET programs. It is within the context of this programs, goals and values, that MAAP enable the midshipmen to see for themselves possible involvement with the larger community which they can continue doing even after they finish their studies in the academy. The option for community participation and contribution, and the sense of social responsibility are the outcomes of relevant higher education of which MAAP would like to develop in each of the midshipmen. Vadm. Eduardo Ma R. Santos, AFP (Ret), who is an advocate of community outreach services, says It is through MAAP participation in these worthwhile community outreach activities that the midshipmen are being prepared for wholesome home and family life, for adequate maritime professional formation and for practical expression of Filipino values and humane ideals through community outreach services2. The philosophy behind the academys MET academic programs is essentially the same viewpoint behind MAAP extension services programs. The midshipman is developed holistically. 1.2. MAAP Community Extension Service, Defined In MAAP, community extension service is defined as ones reaching out to a group or groups of people to be able to carry out an expected task or responsibility with the following opportunities: (1) an opportunity to carry out a duty or duties expected by the academy, other agencies or institutions wherein MAAP has established linkages for services to the community, society or the maritime industry in general; (2) an opening to exercise just conscience for it is a blessing and a grace to be developed as a refined person; and (3) a chance to go beyond self and selfishness This is a prerequisite for relevant practice of the maritime profession, a mark of higher education. It must be noted that a truly educated and competent seafarer is not measured in the number or kind of degrees or ranks one has acquired or gained, rather a highly educated and competent seafarer is a man for others. 1.3. The Preparation of MAAP Extension Program AY 2001-2006 The preparation of MAAP Extension Services Program is in line with the MAPresidents call for teamwork among faculty, staff and midshipmen so as to establish strong community bonds within and outside MAAP towards the achievement of the academys visionmission. Extension functions were accomplished based on the needs of the community and in support/ pursuit of the agenda of external agencies that have made available the requisite financial and other resources with MAAP contributing its expertise and facilities as necessary. Transformation of people and eventually society requires concerted efforts and active concern
1 2

Santos, Eduardo, Ma. R. (2000) MAAP Quality Policy Manual

Santos , Eduardo Ma. R. (2000). MAAP Strategic and Long Term Plan

and participation of all stakeholders, with MAAP serving as catalyst or initiator of the process. Hence, MAAP Extension Service Program is in place3. Table 1 shows how the MAAP Extension Program/Agenda was developed involving the MAAP community with photos as documentary evidences. Table 1. Preparation of the MAAP Extension Service Program
Date Feb. 21, 2001 Feb 2001 March 2001 Program Strategies 1st MAAP Extension Services Forum Workshop with its theme Towards Quality and Responsive Extension Services Selection of adopted fishing communities (ocular inspection) Baseline Data Gathering 1. Spot Mapping 2. Intensive and Extensive primary data gathering 3. Interview people about socio- cultural dynamics First MAAP- MFARMC joint consultative Stakeholders Forum Workshop Identified Linkages networks for possible organizations and support groups Presentation of the proposed MAAP Extension Services Program by involving the MAAP community for its implementation thru the 2nd Extension Services Forum Workshop with its theme Volunteerism for a Relevant and Responsive Extension Services Implementation of the community organization process in the community Strengthening Community organization through leadership seminars Conducting regular consultation meeting with community leaders Ongoing project evaluation Provisions for programs and services Output Identified MAAP area of expertise and ascertained commitment Adopted fishing communities based on set criteria Community profile and community needs were identified Documentary Evidences Photos 1

Photos 2 Photos 3

May 3 2001 June 2001 June 21 2001

Validated the data for the preparation of MAAP Extension services agenda Established good partnership with LGU, GO, and NGO Ascertained commitment and identified volunteer MAAP personnel and election of extension services coordinators

Photos 4 Photos 5 Photos 6

July 2001 August 2001

Eg. BalonAnito Bian Fishermen Assn was registered at SEC Manifested concern hence motivated the community Post- activity report Depending on the request of other agencies for MAAP

Photos 7 Photos 8 Please see Photos 9- 15

Baylon, Angelica M. (2000). Dept. Of Research & Extension Services Manual of Operation

Photo 1 1st MAAP Extension Services Forum Workshop with its theme Towards Quality and Responsive Extension Services Photo 2 Ocular inspection and selection of adopted fishing communities Photo 3. Baseline Data Gathering: Spot Mapping, Intensive and Extensive primary data gathering, and Interview people about socio- cultural dynamics Photos 4 First MAAP- MFARMC joint consultative Stakeholders Forum Workshop Photo 5 Identified Linkages, networks for possible organizations and support groups Photo 6. Building Maritime Partnership with GO, LGU, AND NGO Photo 7. Strengthening Community organization through leadership seminars Photo 8. 2nd Extension Services Forum Workshop with its theme Volunteerism for a Relevant and Responsive Extension Services Photo 9. Conduct regular consultation meeting with community leaders

1.4. Settings of MAAP Community Outreach Extension Services Programs In MAAP, the exposure and involvement with the outside larger community is called Community outreach programs. There is every intention to make tertiary level MET competencies relevant to the realities and needs of the community. In accordance with the academys commitment to extension services, CHED policies and guidelines on extension services and World Declaration On Higher Education, MAAP identifies the settings of extension services in two ways4. 1.4.1.Through categories of needs that MAAP can serve or be involved with Being aware of the needs of the community, The Local Government Unit (LGUs), Nongovernment Organization (GOs), and Government Organizations (GOs) in Bataan, initiated projects. MAAP on the other hand, as per their request provided the manpower for the services and/or available facilities.
Project Particulars Coastal Cleaning Activities Tree Planting Activity Blood Letting Activity Medical Mission Photo 10. Coastal Cleaning Activity Photo 11. Tree Planting Activity
4

LGU, NGO or GO Mariveles Municipality, PPA, DENR PNRC Mariveles Municipality, PPA

Documentary Evidences Photo 10 Photo 11 Photo 12

Baylon, Angelica M. (2002) Extension Services Post Activity Reports

Photo 12. Blood Letting Activity

1.4.2.Through categories of programs being implemented The programs are divided into four categories with sub-components relevant to the maritime industry. Hence the MAAP Extension Program is briefly shown on Table 2. (Please see photos 13-17). Table 2: Four Identified MAAP Extension Programs and Subcomponents
Education Program -Leadership skill training -Fire Prevention -Disaster Preparedness Training -Youth Development -Literacy and Value Formation -Book Donation Program Livelihood Program -Training and Education on *Welding *Electronics *Computer Health Program -Basic Safety -First Aid Training -Basic Health -Health Care Services Environmental Program -Environmental Sanitation -Solid Waste Management -Marine Environmental Protection

Photo 13. Basic Safety Photo 14. Fire Prevention (Midshipmen fights the Bush Fire in the community) Photo 15. Disaster Preparedness (Fire Fighting Training) Photo 16 Youth Development (Midshipmen Participates in sports activities with the from neighboring community Photo 17. Literacy and Value Formation (Midshipmen teaching the children basic Reading and Filipino values) 1.5. Midshipmans Role and Task, differentiated As shown, the midshipman has a role and task in most of the extension services initiatives. The rationale behind midshipmen involvement is to provide opportunity for them to: (1) experience the day-to-day life of people in a given community and begin to understand their economic, social and cultural situations which is a microcosm of the Philippine society; (2) appreciate the simple joys of people and in the process be grateful for whatever blessings that come their way; (3) share the little things that they have, their skills, talents, hopes, dreams and aspirations; (4) reflect on the totality of human experience; (5) formulate for themselves a human perspective that integrates all branches of human knowledge in a profound understanding of the individuals as well as society; and (6) understand, in a deeper sense, the real meaning and importance of a persons dignity that may lead to their capacity of self actualization, expression of their thoughts and experiences on the whole field exposure/immersion and thus develop their communication and writing skills. Midshipman role pertains to a set or cluster of behaviors expected from a midshipman who occupies or carries out a particular social position. One such position is that of the midshipman conducting a community extension service. In all these extension services, his appropriate role youth

is as a learner in an actual life experiences and involvement. It follows that people in other agencies and in the community are some kind of teacher. An attitude of being open to learning from the people that one meets is a basic requisite of the role of a midshipman. It is a very significant guideline in all community extension services that the midshipman participate in the application of basic rules of courtesy and politeness particularly in interacting and in maintaining a respectful listening attitude. For sure people have something relevant to communicate about themselves and one learns more in listening than talking. Midshipman task refers, on the other hand, to the specific activities that are to be done and completed within a given period of time. In all these extension services initiative, the duty of a midshipman is as observer who is able to (1) conduct observations of all the people around him, be it people within or from other agencies, the residents of the community and take down notes of these observations; and (2) prepare and share brief and simple practical lessons in areas that can be useful for the community. As an observer, the midshipmen are tasked to reflectevaluate, document, and report the extension services they participated in. Documentation is putting on record what have been done in every area of involvement. Common methods of documentation used include writing a journal, taking pictures or video coverage. Purposes of documentation are as follows; (1) for administrative and management purposes, that is to oversee and monitor what has happened and what is happening in the area of involvement; (2) for continuity, meaning, it would be helpful for the ones supervising and coordinating their activity to know if there is a need to continue and involve others interested, thus, realistic plans for the future can be made; (3) for research which means to develop knowledge and point to areas where there is need for further looking into; and (4) for the learners since writing an essay/ journal, for example, facilitates self- reflection, clarity of thought and development of insights. All these recorded experiences, reflections and insights are good materials for inner (intelligence, psyche and spiritual) growth. When the inner person grows through social contributions with positive consequences, the total person grows5 Ability for reflection is the developed ability to look at one self clearly, to see ones thoughts, actions, attitudes, beliefs and emotions as they are. With the ability to reflect comes the facility to evaluate ones own community outreach experience and its implementation. Reflection-evaluation is an art that comes from within and is disciplined from within because it cannot be forced on anyone. To be able to reflect on ones life is a human ability and a human gift that can be thrown away or developed .As the saying goes Life is only worth living if reflected on6. It is believed that the midshipmen in this process is being trained to become socially responsible so that through the maritime profession he has chosen, he would be able to effectively serve others, the society and the maritime industry in general. Reporting, on the other hand, is primarily an administrative requirement for monitoring and supervision. Reporting in written form is a part of the total communication process and forms part of the documentation. As a requirement every after extension services, reporting provides an opportunity for the midshipmen to communicate their feelings, thoughts, experiences, knowledge gained and undertakings.

Keith, N. Z (1994) School Based Community Service: Answers and Some questions

Journal of Adolescence, 17 pp 311-320

6

Shuman R. (1994), Community based Learning: Humanizing Education Journal of Adolescence, 17 pp357-36Z

All these midshipmen role and tasks in community outreach extension services are made known to them prior to exposure and immersion in the community as shown by photos 18 hereunder. Photos 18. Briefing of Midshipmen on their role and tasks on extension services 2. Conclusions There is a systematic procedure for pre-operations, on process that is the actual immersion and exposure of midshipmen, and summative evaluations of ones community involvement project. The MAAP community Extension Services programs are aligned with MAAP s vision, mission and goals. The settings of MAAP extension services were identified according to categories of persons or needs, and of programs being implemented. There are guidelines that each midshipman follows in all these extension services activities. One very important guideline is communicating respect, which they carry on even while on board the vessels. Community involvement and a life of service are not learned through books and classrooms alone. Experiences, actual exposure to and immersion in lifes realities are usually the best teachers for the midshipmen. In all these activities, a midshipmans role is as a learner. The midshipmans tasks from the actual immersion and exposure are to participate, observe, document, report, reflect and evaluate. As shown, MAAP aims for the development of a sense of responsibility together with the development of social integration. The exposure and immersion of faculty, staff and midshipmen in the communities can be seen as relevant learning opportunities. From the learners experiential data, one draws conclusions and insights. A kind of learningteaching process that is usually needed for a socially significant, effective and efficient MET knowledge is an integrated approach. A midshipman achieves social integration when he sees interconnections between his experiences and the core MET courses he has taken up so far thus ensuring the accomplishment of MAAP mission, developing competent seafarers who shall possess the character, knowledge, and skills necessary for the successful pursuit of a progressive maritime career. 3. Recommendations For an effective and efficient MET in a globally competitive world, extension services that are relevant and responsive must form part of the MET systems and programs. Maritime institutions may be a partner for community development in collaboration and partnership with government entities and other non-government agencies. This is for effective utilization of resources and complementation of services with the MET institutions faculty, staff and midshipmen actively participating in the community development projects/programs in a climate where there is a sense of respect, and understanding of common objectives by which to effect MET institutions efforts towards attainment of community related goals and objectives. This would certainly make MET programs more dynamic and friendly not only within the institution but also in the larger community and the maritime industry in general.