Research-Extension Continuum in the Philippines

Knowledge is an indispensable factor for development, thus in our so-called ‘knowledge

society’, institutions of learning are continuously serving as conduit of formal and informal
knowledge [CITATION Jac03 \m Man \l 1033 ]. Educational institutions in its role as a contributor to
the economic development of a country have in its corporate responsibility the extension of
services to needy communities [CITATION Gar \l 1033 ].

The Commission on Higher Education gave importance to the integration of research

and community services that can also affect instruction[ CITATION Gar \l 1033 ]. Outmoded
teaching styles and outdated subject matters contribute a lot in producing poor quality
graduates, thus faculty members in colleges and universities or the so-called institutions of
higher learning are advised to carry out relevant research to be partners in the development of
one country[ CITATION Lab94 \l 1033 \m Man]. Moreover, at the countryside of the Philippines,
there are communities with the presence of most of the amenities and also with those lacking
facilities and services. Others have agricultural products, however, with difficulty in marketing
their products, thus encounter sustainability problems [ CITATION Gar \l 1033 ]. With these urgent
needs, all state universities and colleges (SUCs) are mandated to perform four primordial
functions, such as instruction, research, extension and production [CITATION Lab94 \m Man \l
1033 ].

Proper balance in these functions will create a balanced human capital equipped with
knowledge and skills and values to be productive individuals [CITATION Man \l 1033 ]. Integrating
research, extension, and education is in order to have a common language for planning,
discussion, implementation, and demonstration of the performance and accountability of a
program [CITATION Rad12 \l 1033 \m Gar].

Research, Development and Extension

Research directions are geared towards the institutions’ themes and priority areas such
as education and literacy; environmental protection and conservation; food security and poverty
alleviation; health and proper nutrition; engineering and technology; preservation of arts, culture,
language and literature; promotion of peace, gender equality and development; and
halal[ CITATION Uni20 \l 1033 ].
 The institutions are inclined to the development of products, technologies, innovations
and discoveries of new ideas and information. This is facilitated through research engagements
of faculty, full-time researchers and undergraduate/graduate students. The activity is geared
towards providing products and services to the end-consumers and other stakeholders of the
university from various fields[ CITATION Uni20 \l 1033 ].

Research and development outputs must be disseminated through extension. This is

materialized through seminars, trainings, community engagements and various
approaches[ CITATION Uni20 \l 1033 ]. In addition, research outputs are intended to help upgrade
the nation’s policy architecture to better benefit communities, strengthen education and
research capacity of professionals all over the country[ CITATION UPD19 \l 1033 ].

Research and Extension Linkages

The term linkage as used in this study encompasses a broad range of collaborations and
exchange of useful information among all actors of the technology generation, dissemination
and utilization system. Linkage is a term used to indicate that two systems are connected by
messages so as to form a greater system. If the barriers between two systems are permeable
enough for messages and responses to flow out of each to the other, then a link has been
created between the two[ CITATION Kas17 \l 1033 ].

Agriculture research and extension are examples of two systems that can be linked by
information flow and feedback. The farmer falls in between research and extension and is
expected to be the main target and beneficiary of their activities. The research-extension-farmer
relationship should be viewed as an interdependent and inter-related continuum. More
precisely, interdependence among the researchers, extension workers, and farmers prevents
isolation, which impedes technology transfer. Close bonding among the three key players also
promotes development of relevant technologies that provide directly measurable results or
perceived benefits to the target population and adapted to local conditions [ CITATION Mun02 \l
1033 \m Kas17].

Consequently, it was emphasized that the whole process of technology development

and dissemination must be based on equal partnership between farmers, researchers and
extension agents who learn from each other and contribute their knowledge and skills. More
precisely, farmers have found their place in this link-chain mechanism through which they can
articulate their problems and needs and influence research and extension priorities[ CITATION
Kas17 \l 1033 ].

Agricultural Research and Extension

Research and extension (R&E) are vital ingredients in promoting robust agricultural
growth and development. It is through R&E that innovations are generated and their results
disseminated to farmers and fisherfolk[ CITATION Adr20 \l 1033 ].

Investments in agricultural research and extension have consistently demonstrated high

rates of return in Asia and the Pacific[CITATION Wes14 \l 1033 ]. Not surprisingly, a study by the
International Food Policy and Research Institute in 2000 revealed that among investments in
agriculture, those in R&E yielded the highest returns (48 percent for research and 62 percent for
extension)[ CITATION Adr20 \l 1033 ].

Strategic investments in R&D and extension services in the Philippines can play a critical
role in addressing numerous challenges along the pathway from agricultural production to
consumption and utilization[ CITATION Wes14 \l 1033 ]. Now, agricultural technological
innovations are generated foremost by educational research institutions, like state universities
and colleges (SUCs), or government-funded research institutions, including the Philippine Rice
Research Institute (PhilRice) and Philippine Carabao Center (PCC). As for extension, the
dissemination of those technological innovations and new knowledge in agriculture has become
the main function of local government units (LGUs)[ CITATION Adr20 \l 1033 ].

The current global challenges of ensuring the availability of and access to food, in both
quantity and quality, require deliberate and far-reaching solutions. Historically, research for
development in agriculture and extension services has been a strong driving force for meeting
food supply around the world[ CITATION Adr20 \l 1033 ].

Furthermore, a lot of agricultural extension services are carried out by public tertiary
schools varying from the non-technical to technical knowledge. However, the matter on
appropriacy and relevance of the extension service program to the genuine needs of the small
farmers are concerns that should not be taken for granted by extension service administrators.
The primary mission of the extension program of an agricultural college is to improve the quality
of life of the rural families, by helping them acquire new knowledge and skills along lines of their
current interests and needs. Such are closely related to increasing farm income and improving
their standard of living.[ CITATION Nie16 \l 1033 ].

Community Engagement of State Universities and Colleges in the Philippines

According to Medina (2019), the State Universities and Colleges in the Philippines are all
community engaged by accomplishing its mandates and functions. Generally, these are
instruction, research, extension, production, and internationalization.

Research Engagement

Aside from the academics, SUCs are likewise engaged to conduct research. Not just
research but published research on high-impact journals so that aside from academic
accomplishments based on its engagements, it is one of the areas credited in SUC Leveling.
SUCs create their respective research thrusts and priorities and it is based on the availability
of their resources and intellectual research capacity. In Batangas State University, it shall
pursue thrusts and priorities which may be subjected to review at least annually by each
area. These expected research areas are architecture, engineering and technology,
agriculture and natural science, environment and biodiversity, entrepreneurial and business,
and education, mathematics, and social sciences. These areas are also the major programs
offered by the university, making it parallel to its research capacity and making the research
program of the university responsive to the emerging needs and environmental changes and
development. The research thrusts and priorities generally of SUCs are patterned on the
national, regional, and provincial agenda of the government, identified through agenda
setting and road mapping by research personnel, deans, faculty researchers, students, and
external stakeholders. More specifically, the research thrusts and engagements of the
university are food, energy, environment, health and medical sciences, material science,
manufacturing, process, and engineering, information and communications technology,
science and mathematics, and education and social sciences.

Extension Engagement

Extension engagement may be considered as the heart of community engagement.

Through extension services, SUCs were able to extend and actualize the created
 knowledge of the university through insightful research to the people of the community or
beneficiaries. But, it does not happen just in a snap or a wink of an eye because community
engagement is a process. A clear, careful, and thorough planning shall be done first before
conducting any extension programs, activities and projects (PAPs) and soon community
engagement will follow; depending on the rigidity and comprehensibility of the extension
PAPs. Community Engagement is one particular outcome of effective extension PAPs that
may happen through sustainable extension, and that is constantly monitored and evaluated.
An integrated extension program shall include the following components:

1. Training programs – non-degree and non-credit courses offered by a college or unit;

2. Technical assistance and advisory services – to agencies, organizations,
associations, and other groups;
3. Communication Information Services – communication and or dissemination of
knowledge and skills to particular client groups through the various means of
dissemination such as person-to-person contact, radio, television, newspaper, and
other printed materials.
4. Community outreach activities – extension activities conducted in areas outside the
university college, like community-based social services, pilot projects, mobile clinic,
etc.
5. Technology transfer, utilization and commercialization – the process of circulating,
promoting and marketing research outputs or technologies to potential users, In
general, two mechanisms are used for this purpose: technology incubator – an
environment and program that offers a full array of business assistance services
tailored to the client companies; and technology part – a mechanism designed to
stimulate the development of entrepreneurial knowledge-based micro to small and
medium size enterprises.

Henceforth, these two concepts operate opposite to each other. Responding to these
engagements is very essential in that SUCs are obligated to fulfill its functions, yet it is also
important to promote the universally-accepted definition of community development through
meaningful extension projects. Determining the influence of the movement between these two
paradigms would determine the project’s performance, i.e. either promoting self-sufficiency or
dependency [ CITATION Ont16 \l 1033 ].
Major Institutions Providing Extension/Advisory Services

According to the Global Forum for Rural Advisory Services (GFRAS) (2020), the
following are the major institutions providing extension/advisory services in the Philippines.

A. Public Institutions

Ministry of Agriculture and Food

Department of Agriculture

The Department of Agriculture, headed by the Secretary of Agriculture, is the

national level institution responsible for agricultural and fisheries extension. It has
several Under-secretaries heading various departments, and one of them is the Under-
secretary for Extension and Local Government Units Support & Infrastructure who has,
among other offices, the Agricultural Training Institute (ATI) directly under him/her to
handle agricultural and fisheries extension.

Agricultural Training Institute (ATI)

The ATI was established in 1987. It started with 10 training centers, but by 1989
it had a total of 41 training centers located in various parts of the country. The centers
included seven Farmers’ Training Centers, nine Regional Fishermen’s Training Centers,
and the International Training Center on Pig Husbandry. In 1998, the Regional
Fishermen’s Training Centers were turned over to the Bureau of Fisheries and Aquatic
Resources. Also, the Farmers’ Training Centers were renamed as Provincial Training
Centers. At present, the ATI has 16 Regional Training Centers at various locations in
addition to the International Training Center on Pig Husbandry.

As the extension and training arm of the Department of Agriculture, the ATI
performs its mandate as an apex agency for a unified and efficient agriculture and
fisheries extension services. The vision of the ATI is leadership excellence in agricultural
technology and knowledge management for a more proactive and responsive extension
service.
 The ATI’s mission is to coordinate diversified agricultural extension delivery
systems for the local government sector and other stakeholders to facilitate the flow of
information on technology and other services such as fund management, network
establishment and systems for standardization and certification of extension providers
that can empower the farmers and fisherfolk to become more globally competitive

The goals that guide the ATI in performing its duties are as follows:

 Improving the quality of knowledge products and services;

 Enhancing AFE stakeholders’ capabilities;
 Strengthening partnerships in advancing excellence in extension
delivery;
 Broadening stakeholders’ capacity in climate change adaptation
and anticipation;
 Improving quality of AFE governance

The ATI is headed by a director and assisted by two Deputy Directors. The
institution’s technical divisions are Extension Program & Partnerships Division,
Extension Innovations & Training Division, and Knowledge Products & Services Division.

The Department of Agriculture has several programs for which ATI coordinates
with the concerned implementing department or bureau or agency and relevant LGUs
which are responsible for delivering extension services to the farmers. Two examples of
such programs are:

1. The Ginintuang Masaganang Ani (MGA) Rice Program, meaning Golden and

Prosperous Rice Harvest Program. This program was restructured in 2008 and
focused on FIELDS (i.e. F for fertilizers; I for irrigation; E for extension, farmers’
training and education; L for loans; D for dryers and other post-harvest facilities
including infrastructure; and S for seeds).

2. The Organic Fertilizer Production Project operated by the Bureau of Soils and
Water Management (BSWM)

The ATI does not directly deliver extension services to the farmers but assists the
LGUs in carrying out this function in line with its goals mentioned above. 
 Other bureaus and agencies of the Department of Agriculture

The ATI, which itself is one of the bureaus, collaborates with several bureaus and
agencies of the Department of Agriculture that need extension support for their individual
programs. Some of these bodies have significant extension mandates. Besides ATI, the
names of other bureaus are as follows:

 Agricultural and Fisheries Product Standards

 Agricultural Research
 Agricultural Statistics
 Fisheries and Aquatic Resources
 Plant Industries
 Post-Harvest Research and Extension
 Soils and Water Management

The ATI also collaborates with several autonomous agencies attached to the
Department of Agriculture, which have their own programs and need extension support.
The names of those agencies are as follows:

 Agricultural Credit and Policy Council

 Cotton Development Administration
 Fertilizer and Pesticide Authority
 Fiber Industry Development Authority
 Livestock Development Council
 National Dairy Authority
 National Food Authority
 National Meat Inspection Authority
 Philippines Coconut Authority
 Sugar Regulatory Commission

Local Government Units (LGUs)

Under decentralization in the Philippines, all administrative divisions under the

regional level are considered as LUGs, administratively under the Department of the Interior
and Local Government . The number of LGUs varies from four to six in each of the 15
regions of the country depending on the size and economic situation of the region. Under
the Republic Act 7160 also known as the Local Government Code of the Philippines, the
municipal governments have been given powers to provide agricultural and fishery
extension services according to the Act’s Section 17.2 which states:  

“Extension and on-site research services and facilities related to agriculture and
fishery activities which include dispersal of livestock and poultry, fingerlings, and other
seeding materials for aquaculture; palay (rough rice), corn, and vegetable seed farms’
medicinal plant gardens; fruit tree, coconut, and other kinds of seedling nurseries;
demonstration farms; quality control of copra and improvement and development of local
distribution channels, preferably through cooperatives; inter-barangay irrigation system;
water and soil resource utilization and conservation projects; and enforcement of fishery
laws in municipal waters including the conservation of mangroves”.

Furthermore, Section 25.b of the Article One states that national agencies and
offices with project implementation functions shall coordinate with LGUs concerned in the
discharge of these functions. These LGUs are to be involved both in the planning and
implementation of national projects.

State Universities and Colleges   

The Philippines has quite a number of well-established public academic institutions

that offer B.Sc. to Ph.D. degree programs as well as special courses in agricultural
disciplines, forestry, animal sciences. Their faculty members are supposedly involved in
research, teaching and extension following the pattern of the Land-Grant Colleges in USA.
Exact number of purely extension faculty members is not known. Some of these institutions,
such as University of Philippines at Los Banos, enjoy international reputation because of
their excellent programs. The names, locations and websites of some of the academic
institutions with agricultural programs are mentioned below. 

 University of the Philippines Visayas, Iloilo City, Iloilo 

 University of the Philippines Los Banos, Los Banos, Laguna
 University of the Philippines Manila, Manila, Metro Manila 
 Western Mindanao State University, Zamboanga City, Zamboanga del Sur 
 Central Mindanao University, Maramag, Bukidnon 
 Mindanao State University, Marawi City, Lanao del Sur 
 Central Philippine University, Iloilo City, Iloilo 
 Benguet State University, La Trinidad, Benguet 
  Pampanga Agricultural College, Magalang, Pampanga

Info-mediaries and Information and Communication Technology (ICT)

According to the World Bank, in 2010, the number of mobile cellular subscriptions
(per 100 people) in the Philippines was 85.66. During the same year, the number of Internet
users (per 100 people) in the country was 25. The Republic Act 8435, called the Agriculture
and Fisheries Modernization Act (1997) mandated the optimal use of ICT in bridging the gap
between research, extension, farmers and the marketing. Although the issue of the creation
of a separate ICT department or ministry has been dragged on for years and still remains
unresolved, the Department of Science and Technology (DOST)  is presently the premiere
science and technology body in the country charged with the twin mandate of providing
central direction, leadership and coordination of all scientific and technological activities, and
of formulating policies, programs and projects to support the national development.

One of the councils of the Department of Science and Technology is the Philippine
Council for Agriculture, Aquatic and Natural Resources Research and Development
(PCAARRD). The PCAARRD formulates policies, plans and programs for science and
technology based research and development (R&D) activities in agriculture, aquatic and
natural resources sectors. It also allocates public and external funds for R&D as well as
generates resources to support its program.  The PCAARRD is well linked to national,
regional and international institutions. It was designated as the focal ICT training center for
the Los Banos-based DOST community.The Philippines seems to have more ICT supported
programs for extension than any other developing country, thanks due to government’s
strong commitment and sustained support. Apparently, no comprehensive evaluation and
impact assessment study for the ICT initiatives has yet been undertaken. Major ICT based
programs are as follows:

e-Extension Program of the Agricultural Training Center 

The e-Extension  program, which is operated sometimes in collaboration with

other relevant public or private institutions, comprises the following three components:

 E-Learning - offers three kinds of courses: online, offline (for areas without
connectivity) or blended (enhanced through face-to-face interaction or field
activities). 
 E-Farming - delivers farm and business advisory services on agriculture and fishery
technologies and technical assistance to rural based organizations. A private
company Optiserve Technologies Inc. collaborates in this activity (e.g. the Onion
Production Resource Management System Project).

 E-Trading - This component facilitates online trading and provides marketing

information.

Techno Gabay Program (TGP)

Techno Gabay Program of the government is a technical assistance program for

the farmers involving public institutions, private sector, and the LGUs. The program is
participatory, with the clientele in the field viewed as implementers and various
government units as facilitators. The technology management service is the core of the
program.

Farmers Information and Technology Services (FITS)

A FITS center is a telecenter, one-stop facility, where farmers can access the ICT
based information and services in support of farming and marketing. The center offers
not only pertinent information but also organizes necessary training for its clientele. A
typical FITS center has seven databases namely: technology; experts’ profiles; farmers’
profiles; contact firms; trade and production statistics; publications; and technology video
material. Financial sustainability of FITS centers is assured by the fact that each center
is sponsored and/or hosted by an LGU, NGO or some other public, civil society or
private institution. In March 2009, the Philippines had 500 FITS centers. The centers
also involve “Farmer Scientists”.

Farmer Scientist Bureau (FSB) (also called as Magsasaka-Siyentista or MS)

The FSB comprises outstanding farmers who have demonstrated successful

application of science and technology based as well as indigenous technologies to the
farming. These farmers are not only active participants but also function as facilitators
and initiators of technology transfer process. The FSB provides direct farmer-to-farmer
extension services to other farmers, LGUs, cooperatives or private institutions.

Open Academy for Philippine Agriculture (OPAPA) (also called as Pinoy Farmers’
Internet)
 The Open Academy for Philippine Agriculture (OPAPA) is a network of
institutions that provides education, training, extension, and communication in
agriculture, making information more accessible to those who need it. OPAPA aims at
empowering the agriculture sector and agricultural extension system through ICTs. As
such, it establishes a virtual network that provides information-on-demand, develops
content based on farmers’ needs, and provides access through networks and the
Internet. The OPAPA program develops ICT modalities to facilitate interaction among
experts, farmers and extension workers despite the barriers imposed by physical
distance. The Philippines Rice Research Institute (PhilRice) is currently the lead
implementing agency of OPAPA.

OPAPA has the following goals:

 Use ICT to provide online, web-based services to extension workers and farmers
such as advisory, online training, distance learning, e-library, and knowledge
databases in agriculture; 

 Tap and optimize existing government ICT infrastructures and network

backbones to provide an open learning environment; 

 Organize expertise and digitize all available information, data, and knowledge in
agriculture to make them accessible to farmers through the Open Academy; and 

 Link policymakers, scientists, markets, business organizations, and farming

communities in an open environment using ICTs.

Mobile Internet Bus

The mobile Internet Bus is equipped with laptops with the Internet, DVDs, LCDs
and public address equipment. The bus can be driven to rural areas to provide digital
information and material to the farmers. The staff riding the bus can also hold
discussions with the farmers.

Farmers’ Text Center (also called as Smart Farmer Call Center)  

Farmers use their cellular phones for sending text messages to the subject-
matter specialists based at the Philippines Rice Research Institute (PhilRice). The
contact number is 700-7423 (PA-LAY). According to a three-level response mechanism
installed, all text messages first pass through Level I for classification by a text center
staff. At this level, a response to the farmer’s query is sent within 24 hours. If the query is
of more technical nature, it is classified as Level II, and passed on to a specialist who
personally replies through a text message, e-mail, or phone call. If the query is of a type
which cannot be satisfactorily answered online then it is raised to Level III, meaning
either a field visit will be scheduled by a specialist or the query will be referred to an
appropriate institution. Apparently, even in areas without telephone lines and Internet
connection, the farmers can still be connected using Wi-Fi services. Farmers’
cooperatives are using this service to obtain real-time marketing information.

School on the Air (SOA)

This program makes use of radio, Internet and text messaging on rice
technologies. The Pampanga Agricultural College, one of the pilot sites of OPAPA has
adopted the SOA modality.

The PCAARRD Portal

The PCAARRD Portal on the Internet has a lot of information on technologies

useful for farmers, fishermen, marketing people, extension staff, researchers, students
and other stakeholders. Some of the specific information categories are as follows:

 Rural and Development Information System (RDMIS): It is web-based

information system of new, ongoing, completed, approved and evaluated projects
monitored by PCAARRD. 
 Research Information Storage and Retrieval System (RETRES): It is a web-
enabled bibliographic database on completed research projects, theses,
dissertations and other relevant literature. 
 Micro Small Medium Scale Enterprise IS (MSMSE): The database on MSMSE is
available to PCAARRD and Regional Consortia.
 Agriculture and Natural Resources Information Network (AGRINET): The
database is meant for enhancement of inter-connectivity for sustained e-based
agriculture, forestry and natural resources.
 Commodity Information Network (CIN):  It is a very useful system that carries
separate information networks for a number of major commodities such as
follows. 

 Mango 
  Swine 
 Poultry
 Horticulture 
 Agro-forestry 
 Bamboo
 Agricultural machinery (AgMachIN)

B. Non-Public Institutions

Private sector

There are no established private extension services in the Philippines. However,

agri-business companies have been undertaking certain types of extension activities purely
in the interest of promoting their products (such as farm inputs) and services (such as export
and import of agricultural items). Two examples of such private companies are Tagum
Agricultural Development Company, Inc. and Victory Global Fullharvest Fertilizer
Philippines.

Private universities

There are several private universities in the Philippines that offer programs and
courses in agricultural disciplines. Some of them are as follows:

 University of Saint La Salle, Bacolod City, Negros Occidental 

 Liceo de Cagayan University, Cagayan de Oro, Misamis Oriental 
 Silliman University, Dumaguete City, Negros Occidental 
 Universidad de Zamboanga, Zamboanga City, Zamboanga del Sur 
 De La Salle Araneta University, Malabon City, Metro Manila 
 University of Mindanao, Davao City, Davao Region 
 Misamis University, Ozamiz City, Misamis Occidental  

Non-governmental organizations
 There are a large number of local NGOs in the Philippines involved in a variety of
development activities like rural community development covering agricultural aspects
including extension. The Bohol Integrated Development Foundation, Inc. has prepared,
in collaboration with the Japan International Cooperation Assistance (JICA), the
Directory of Philippine NGOs and Development Organizations.

Examples of a few NGOs with particular relevance for extension are as follows:

 Mindanao Baptist Rural Life Center

 Negros Island Sustainable Agriculture and Rural Development Foundation
(NISARD) 
 Center for Agriculture and Rural Development, Inc. (CARD) 
 Infanta Integrated Community Development Assistance, Inc. (ICDAI)
 Palawan Center for Appropriate Rural Technology, Inc.
 Agri-Aqua Development Coalition-Mandanao (AADC)
 Organic Certification Center of the Philippines (OCCP)
 Japan Agricultural Exchange Council (a Japanese NGO with office in the
Philippines)

Farmers-based associations, cooperatives and societies

A large number of farmers-based associations exist in the Philippines which

provide a variety of services to their members including input purchase, extension
advice, marketing, export, certification etc. A few examples of relevant associations are
as follows:

 Federal Farmers Association of the Philippines

 The Pilipino Banana Growers and Exporters Association (PBGEA)
 Farmers’ and Producers’ Business association of the Philippines, Inc. (FAPBAPI)
 Farmers Association for Rural Upliftment (FARU)
 Tongonan Farmers Association (TOFA)
 Davao Hog Farmers Association (DHFA)
 Misamis Oriental Farmers’ Association (MOFA)
 Camalandaan Agroforest Farmers Association
 Organic Producer Trade Association
 The Cooperative Development Authority of the Philippines has published a list
containing information on various types of cooperatives. The list which shows as many
as 21,679 registered cooperatives in the country as of June 30, 2012, may be seen
at: www.cda.gov.ph/website/Downloads.cdamasterlist.pdf 

The scope of agricultural cooperatives covers agri-business functions including

input supply, production, post-harvest processing, marketing, credit and financing. A few
examples of relevant cooperatives are given below.

 Honey Bee Producers Cooperative

 Philippines Coconut Farmers Cooperative
 Aglipay Dairy Producers Cooperative
 Primera Producers Cooperative
 8th Brigade SAWDARA-MNLF Agricultural Producers Cooperative
 Abalos Estate Agricultural Credit Cooperative
 Agpangi/Cabungahan Small Farmers Multi-purpose Cooperative
 Agriculture Farmers Credit Cooperative
 Alcala Livestock Raisers Multi-purpose Cooperative

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November 8, 2020

Nierras, M. C. (2016, June ). Extension Services’ Needs of Small Farmers in Biliran, Philippines.
Journal of Advanced Agricultural Technologies, 3(2). Retrieved November 8, 2020, from
http://www.joaat.com/uploadfile/2016/0628/20160628035312354.pdf

Ontoy, D. S., & Paspasan, R. M. (2016, November). Community Development and Divergent
Forces in Philippine State Universities and Colleges: Developing a Protocol in Evaluating
Extension Projects Towards Community Empowerment. Asia Pacific Journal of
 Multidisciplinary Research, 4(4), 1-8. Retrieved November 8, 2020, from
https://d1wqtxts1xzle7.cloudfront.net/62081082/APJMR-2016.4.4.2.0120200212-46893-
wy0m9c.pdf?1581560477=&response-content-disposition=inline%3B+filename
%3DCommunity_Development_and_Divergent_Forc.pdf&Expires=1604818587&Signatu
re=YncCkYXJoiFR1cOMTVCov84E6in

Radhakrishna, R., Tobin, D., Brennan, M., & Thomson, J. (2012). Ensuring data quality in
Extension research and evaluation studies. Journal of Extension, 50(3). Retrieved
November 8, 2020, from https://www.joe.org/joe/2012june/tt1.php

University of Southern Mindanao. (2020). Research, Development & Extension. Retrieved

November 8, 2020, from University of Southern Mindanao:
https://www.usm.edu.ph/research-development-extension/

UP Department of Political Science. (2019). Research and Extension Agenda. Retrieved

November 08, 2020, from University of the Philippines Diliman Department of Political
Science: https://polisci.upd.edu.ph/research/research-and-extension-agenda/

Wesley , A. S., & Faminow , M. (2014, December). Background Paper: Research and
Development and Extension Services in Agriculture and Food Security (Vol. 425).
Mandaluyong City, Metro Manila, Philippines: Asian Development Bank. Retrieved
November 8, 2020, from https://www.adb.org/sites/default/files/publication/151701/ewp-
425.pdf