Maasin Institute, now The College of Maasin, Inc.

(TCM1), was the first in Southern Leyte to offer High

School. The ambition and initiative of the founder, the late Dr. Angel C. Espina, an alumna of Silliman
University and a Maasinhon, started with humble beginnings and transformed lives.

TCMI is a private learning institution owned and operated by the United Church of Christ in The
Philippines (UCCP), one of the protestant churches in our country. The school offers pre elementary and
elementary and Junior High and Senior High School levels; Undergraduate to Graduate and Post-
Graduate degree programs.

The College of Maasin, Inc.'s Extension program helps enhance the capacity of families, people and civil
society organizations, and local leaders in partner barangays to act towards sustainable, people-
oriented, and people initiated development efforts. Through opening books in a closed room and doors
and windows of experience while in school, education paves the way for the learners to cultivate their
commitment for knowledge and service and become active and responsive community members.

Legal Basis

Republic Act 7722, otherwise known as Higher Education Act of 1994, mandates institutions of higher
learning like State Universities and Colleges (SUCs) and private schools to respond to the call for societal
transformation.

The aim is to serve the poorest of the poor, the less privileged, the deprived and the oppressed (Elman,
1998).

Tripartite Function of

Higher Educational Institutions

Academe, Research, Extension

COMMUNITY ENGAGEMENT

Community engagement (CE) is operationally defined as service or experiential learning where an

educator facilitates interaction and collaboration between learners and community members to identify
community challenges while learners formulate and implement plans for their understanding and the
community's well-being (Mori, 2022). CE can also be referred to as civic engagement.

Academics, Learning exchange in Community service Classroom

Learners acquire and/or enhance their knowledge, and attitude after setting

Community service

Learning (knowledge, skill, and attitude)

Learners acquire and or enhance their knowledge, skill and attitude after community engagement (Mori
2022)
Goals

To initiate community and school collaboration in empowering the local government in partner
communities to enhance their physical environment and sustain their development efforts through
organized sectors.

Goals

To impart new and innovative ideas in the fields of its concern to partner communities.

Goals

To make available the knowledge, expertise, and service of The College of Maasin, Inc. to assist different
groups, agencies, or organizations in partner communities.

Goals

To establish linkages and networking with the public and private sectors and organized groups where
services and expertise can be tapped or utilized for community development.

Goals

To work in partnership with the academe, establishing a link between theories learned in classrooms
and their application in real-life situations through community service.

Goals

To enhance the role of The College of Maasin, Inc. as a development catalyst in the province of Southern
Leyte.

Extension Efforts, Gift-giving, Coastal clean-up drive

R.A. 9163 also known as "An Act Establishing the National Service Training Program (NSTP) for tertiary
level students, amending for the purpose Republic Act No. 7077 and Presidential Decree No. 1706, and
for other purposes," was enacted last January 2002 to amend the Expanded ROTC.

This program aimed to enhance civic consciousness and defense preparedness in the youth by
developing the ethics of service and patriotism while undergoing training in any of its three (3) program
components, specifically designed to enhance the youth's active contribution to the general welfare.
[R.A. 9163, Sec. 3(a)]

What are the components of the NSTP

1. Reserve Officer's Training Corps [ROTC] refers to the program component, institutionalized under
Section 38 and 39 of Republic Act No. 7077, designed to provide military training to motivate, train,
organize, and mobilize them for national defense preparedness [R.A. 9163, Sec. 3(6)
2. Civic Welfare Training Service [CWTS] refers to the program component or activities contributory to
the general welfare and the betterment of life for the members of the community or the enhancement
of its facilities, especially those devoted to improving health, education, environment, entrepreneurship,
safety, recreation and moral of the citizenry and other social welfare services [R.A. 9163, Sec. 3(d)]

3. Literacy Training Service [LTS] refers to the program component designed to train the learners to
teach literacy and numeracy skills to school children, out-of-school youth and other segments of society
in need of their services [R.A. 9163, Sec. 3(c)

A. Students, male and female, of any baccalaureate degree program or at least two (2)-year technical-
vocational courses in public and private educational institutions shall be required to complete one (1) of
the NSTP components as requisite for graduation. [R.A. 9163, Sec. 5]

B. All higher and technical-vocational education institutions must at least offer one (1) of the NSTP
components.

C. State universities and colleges (SUCs), shall offer the ROTC component and at least one (1) other NSTP
component.

D. The Philippine Military Academy (PMA), Philippine Merchant Marine Academy (PMMA), Philippine
National Police Academy (PNPA), and other SUCs of similar nature, in view of the special character of
these institutions, are exempted from the NSTP.

E. Private higher education and technical vocational education institutions with at least 350 student
cadets may offer the ROTC component and consequently establish/ maintain a Department Of Military
Science and Tactics (DMST), subject to the existing rules and regulations of the Armed Forces of the
Philippines (AFP).

What are the NSRC (Nationon Service Reserve Corporation)

NSRC is created under Section 11 of R.A. 9163 or the NSTP Act of 2001, composed of graduates of the
non- ROTC components: the CWTS and LTS. Members of this Corps maybe tapped by the State for
literacy and civic welfare activities, through the joint efforts of DND, CHED, and TESDA.

In recognition of the vital role of the youth in nation building, the State shall promote civic
consciousness among them and shall develop their physical, moral, spiritual, intellectual and social well-
being. It shall inculcate the ideals of patriotism, nationalism, and advance their involvement in public
and civic affairs. [R.A. 9163, Sec. 2]

As the most valuable resource of the nation, they shall be motivated, trained, organized and involved in
military, literacy, civic welfare programs and other similar endeavors in the service of the nation. [RA.
9163, Sec. 2]

General Requirement

Awareness Campaign video

Create a campaign video creating awareness and expressing deepened understanding and heightened
appreciation of their role in promoting the common good.

Seminar/ Awareness Program

Conduct and/or facilitate a seminar/orientation/awareness program relating to their degree to the

selected/ surveyed community.

Tree planting

Clean up drive

Marketing and Profitably Seminar

Dengue and Nutrition Awareness

Eye Ear Vital Signs check up

Dental care

Feeding program

Urban Gardening

Grading System

Class Participation and Outputs 40%

Seminar/Orientation/Awareness Program

Campaign Video/Video-making

Role Play

Simulation tasks

Attendance

Output Presentations

Examination 30%

Midterm Examination

Final Examination
Written Works 30%

Quizzes

Reflection/ Reaction papers

Total 100%

FOR PURPOSES OF TRANSMUTATION, THE COURSE WILL USE THE FOLLOWING GRADE EQUIVALENT:

Raw Score Grade Equivalent

Raw Score Grade Equivalent

99-100 1.0

97-98 1.1

95-96 1.2

93-94 1.3

91-92 1.4

90 1.5

89 1.6

88 1.7

87 1.8

86 1.9

85 2.0

84 2.1

83 2.2

82 2.3

91 2.4

80 2.5

79 2.6
78 2.7

77 2.8

76 2.9

75 3.0

74below (failure) 5.0

INCOMPLETE INC

DROPPED DR

FAILURE DUE FA

TO ABSENCES

NO CREDIT NC

FAILED

VILMA D. JAVIER FINANCE OFFICER

GEMAR MORI EXTENSION PROGRAM COORDINATOR

To establish linkages and

networking with the public and

private sectors and organized

groups where services and

expertise can be tapped or

utilized for community

development.