Medium-Term-Development-Plan-2019-2024

TABLE OF CONTENTS
MESSAGE OF THE COLLEGE ADMINISTRATOR ….. 3
INTRODUCTION ….. 4
EXECUTIVE COMMITTEE & WORKING COMMITTEE ….. 5
POLITICAL MAP OF MIMAROPA AND ORIENTAL MINDORO ….. 6
CHAPTER I: EXECUTIVE SUMMARY
I. School Background ….. 7
A. History ….. 7
B. Philosophy ….. 11
C. Vision ….. 11
D. Mission ….. 11
E. Program Offerings ….. 12
F. Goals and Objectives of Academic Programs ….. 13
G. Performance Indicators ….. 16
H. Personnel Complement ….. 20
II. Summary of Strategies ….. 22
CHAPTER II: DESIGN AND METHODOLOGY ….. 23
CHAPTER III: ENVIRONMENTAL ANALYSIS ….. 24
I. External Environment ….. 24
A. National Economic and Development Authority (NEDA) ….. 24
B. Department of Trade and Industry (DTI) ….. 26
C. Department of Science and Technology (DOST) ….. 27
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D. Philippine Statistics Authority (PSA) ….. 28
E. Department of Labor and Employment (DOLE) ….. 29
II. Internal Environment ….. 30
A. Performance Evaluation of the CCC Programs ….. 30
B. Best Practices, Achievements, Issues, and Concerns ….. 37
CHAPTER IV: STRATEGY FORMULATION ….. 40
I. Assessment of Strategic PPAs ….. 40
II. Problems, Concerns, and Findings ….. 44
CHAPTER V: PROPOSED STRATEGIC OBJECTIVES ….. 45
I. Summary of Strategies ….. 45
II. Action Plans ….. 47
CHAPTER VI: CONCLUSION ….. 53
APPENDICES
Summary of the Budgetary Requirements ….. 54
Resource Speaker’s Profile ….. 57
Action Photos ….. 62
MESSAGE OF THE COLLEGE ADMINISTRATOR
In behalf of the City College of

Calapan (CCC) family, I would like to
extend my sincerest gratitude to the
members of the CCC Board of Trustees
headed by its Chairperson, Calapan City
Mayor Arnan C. Panaligan, for the
generous and earnest support that was
conferred to the institution thereby opening
great opportunities for the institution’s
growth and development. You have been
our solid champions in realizing our goals
through free yet quality education.
Heartfelt gratitude is also expressed
to the CCC’s stakeholders who shared relevant and expedient information during
the conduct of the CCC Program Review and Planning Workshop on February
21-22, 2019. Your knowledge and all out support contributed a lot to the
accomplishment of this viable five-year plan.
As the institution continues to impart its admirable ideals and to achieve its
vision of being the “Center of Discipline and Good Character for God and
Humanity,” it is with great pride and honor that I share this Five-Year Medium
Term Development Plan to the CCC Board of Trustees, the CCC personnel, the
stakeholders, and the students. I am hopeful that this valuable plan could serve
as the college’s roadmap towards the aspired success.
Together, let us never lose hope with what we could reach and fulfil. Let
us continue to work hand in hand towards molding a revolutionized higher
education institution for the future of our prized youth.
To God be all the glory!
RENE M. COLOCAR, Ph.D.
College Administrator
INTRODUCTION
In its 11 years of existence as a reputable higher education institution and
as the pioneer Local College Unit (LCU) in the MIMAROPA region, the City
College of Calapan (CCC) is constantly motivated to better shape the holistic
personality of its students. It firmly believes in and internalizes its vital role of
contributing to the socio-economic progress not only of the city of Calapan, but of
the whole nation as well.
By producing graduates with academic excellence and who are artistically,
scientifically, and technologically proficient for local and global competitiveness,
the CCC believes that it could effectively live-up to its role as a model of higher
learning institution and could continuously be at par with other schools in the
region.
Considering all of these and the current trends in global competitiveness,
the college remains in pursuit of excellence and innovations to realize its vision
and accomplish its missions in the next five years. With its stakeholders, it
aspires to predetermine its precise course of action to efficiently and effectively
meet its desired end results and to maximize its resources. Therefore, this viable
CCC Medium-Term Development Plan (MTDP) is deemed significant and
beneficial.
EXECUTIVE COMMITTEE
Overall Chairperson - HON. ARNAN C. PANALIGAN
Chairman, Board of Trustees
Members - BOARD OF TRUSTEES
Program Director - RENE M. COLOCAR, Ph.D.
College Administrator
WORKING COMMITTEE
Program Coordinators - JEROME R. BARCELONA JR.
Planning Officer
JAHZEAL JOHN D. SEVILLA
Quality Assurance Officer
PROGRAM/OFFICE HEADS
Resource Speaker - DR. RAYMUNDO P. ARCEGA, CESE
Executive Director
University of Makati
MAP OF MIMAROPA REGION AND ORIENTAL MINDORO
CHAPTER I
EXECUTIVE SUMMARY
This chapter presents the background of the CCC and the summary of
strategies used in the program review and in the accomplishment of the MTDP.
I. School Background
This section presents the history, philosophy, vision, mission, program
offerings, goals and objectives of academic programs, performance indicators,
and personnel complement of the CCC.
A. History
The quality of our youth today in terms of education spells the quality of
the human resource tomorrow. It is the responsibility of the government to
prioritize the educational welfare of our youth.
Aside from infrastructure, other government projects, and provision of the
basic needs of Calapeños, it is incumbent upon government officials to enhance
the potentials of our youth through quality education, making them globally
competitive in this era of emerging trends in the field of education.
It took more than a half decade, three different leaders, and a deep
commitment to put up the City College.
During his term as City Mayor in 2003, Mayor Arnan C. Panaligan came
up with an idea of forming an LGU-managed tertiary education institution. Initial
steps were then made through his initiative, such as study tours in Tagaytay City,
to observe how the said city established their own local college. But due to his
desire to serve the province of Oriental Mindoro, the project was put to a stop.
The City Mayor Carlos Brucal continued the project. In 2005, he formed a
technical working group composed of personnel from the Urban Planning and
Development Department (UPDD), City Education Department (CED), City
Accounting and Internal Audit Department (CAIAD), and other line agencies of
the City Government of Calapan (CGC) to conduct a feasibility study of the
program. The group benchmarked at the City College of Tagaytay and the
Pamantasan ng Lungsod ng Maynila. They also coordinated with the
Commission on Higher Education (CHEd) MIMAROPA regarding the
institutionalization of a local college. The former City Councilor and Sangguniang
Panlungsod (SP) Committee Chairman on Education, Hon. Victor Ulayan Jr.,
was a partner in the said activities to examine the legislative side of the project.
Eventually, the group came up with a report and submitted a draft of the
ordinance to former Mayor Brucal. However, with the advent of the 2007 election,
the project was again put aside.
With the initial studies and actions, Congressman Paulino Salvador “Doy”
C. Leachon, the former City Mayor, directed Mrs. Marilyn E. Manigbas (City
Education Officer), Mr. Darwinio Villarosa (UPDD Coordinator), and Dr. Rene M.
Colocar to work on the project to meet the prescribed timetable of its
implementation. A committee on the establishment of the City College was then
organized, headed by the former City Administrator Antonio Jojo S. Perez.
New set of City Officials was sought to help; headed by Hon. Rafael
Infantado (former Vice Mayor); Jojie Malapitan (former City Councilor and SP
Committee Chairman on Education); and EnP. Amormio CJS Benter (City Trade
and Industry Officer), who devoted his time and talent to come up with a
feasibility study.
Further studies and observations were then conducted. Another
benchmarking was done at Pamantasan ng Lungsod ng Urdaneta in
Pangasinan. Moreover, Mrs. Manigbas administered among young Calapeños a
random sampling survey on the programs they would want the City College to
offer.
Spearheaded by Hon. Infantado, the City Ordinance No. 14 was
unanimously passed and approved on March 12, 2008 which finally paved the
way for the operation of the City College of Calapan (CCC). The said ordinance
also modified the scholarship program, stating that the CGC would no longer
send scholars to other schools.
The new set of scholars who passed the scholarship examination for
academic year 2008 – 2009 was the first batch of enrollees of the CCC. During
the first semester, there were 124 enrollees and only General Education courses
were offered since the programs to be opened were not yet finalized. Meanwhile,
some offices in the old city hall were used as classrooms.
Before the second semester started, the Board of Trustees decided on the
programs to be offered based on the result of the survey and felt need of the
community. The first four programs opened were Bachelor of Elementary
Education with Specialization in Special Education (BEEd – SpEd), Bachelor of
Science in Information System (BSIS), Bachelor of Science in Hotel and
Restaurant Management (BSHRM), and Bachelor of Science in Tourism
Management (BSTM). And after three years, three new programs were offered
namely Bachelor of Library and Information Science (BLIS), Bachelor of
Secondary Education Major in Mathematics (BSEd – Math), and Bachelor of
Secondary Education Major in Physical Science (BSEd – PhySci).
In 2012, the 21 graduates of the BEEd – SpEd program gave pride and
honor to the institution by being recognized with a 100% passing percentage in
the September 2012 Licensure Examination for Teachers (LET). This huge
success paved the way for more achievements and recognitions for the
institution.
CCC landed on 7th spot in national ranking of Librarian Licensure
Examination (LLE) for the combined results of 2016 and 2017 LLE, and is the
only local college in the Philippines which made it to the top 10. Moreover, the
institution ranked 2nd and 3rd in regional ranking of LET in 2017 and 2018
respectively.
In 2018, CCC was included in the 78 out of 107 Local Universities and
Colleges (LUCs) which were given institutional recognition by CHEd. With this,
CCC is now eligible to accept students who will avail free tuition fee and
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miscellaneous fee under Republic Act 10931 or the Universal Access to Quality
Tertiary Education Act (UAQTEA) of 2017. And recently, five programs of the
college achieved their level 1 accreditation status having met the standards and
qualifications set by the Association of Local Colleges and Universities
Commission on Accreditation (ALCU-COA).
To meet the increasing educational demand and to strengthen linkages
between and among public and private institutions, the CCC pilot-tested Senior
High School (SHS) program in 2016, offering two academic strands: Science,
Technology, Engineering, and Mathematics (STEM) and Accountancy and
Business Management (ABM).
The CCC family is now on its full-blast operation and moving on
dedicatedly to serve and cater the youth of Calapan City in particular and the rest
of the neighboring places in general.
B. Philosophy
We create possibilities for lifelong learning.
C. Vision
Center of Inclusive Education in Building Discipline and Good Character
for God and Humanity.
D. Mission
In the pursuit of the vision of the CCC as an educational institution
subscribing to the total development of the youth, the following are the mission
statements of the CCC:
1. To foster the intellectual, moral, social and creative life of its students
through quality, accessible and affordable education.
2. To provide for a general education that will develop the whole human
personality and seek to create a cultural environment that will prepare
him to be professionally competent for life.
3. To foster awareness of the socio-economic situation, a commitment to
its improvement, the development of Civil and Social Responsibility
and Discipline.
4. To provide training and Experiences in the sciences and professions.
5. To enhance the promotion of our cultural values and foster social
awareness and responsiveness towards the upliftment of the youths of
Calapan.
E. Program Offerings
The programs offered by the CCC are as follows:
 Senior High School
o Accountancy and Business Management (ABM)
o Science, Technology, Engineering, and Mathematics (STEM)
 College
o Bachelor of Special Needs Education (BSNEd)
o Bachelor of Secondary Education Major in Science
(BSEd Science)
o Bachelor of Secondary Education Major in Mathematics
(BSEd Mathematics)
o Bachelor of Library and Information Science (BLIS)
o Bachelor of Science in Information Systems (BSIS)
o Bachelor of Science in Tourism Management (BSTM)
o Bachelor of Science in Hospitality Management (BSHM)
F. Goals and Objectives of Academic Programs
PROGRAMS GOALS SPECIFIC OBJECTIVES
Bachelor of Special  This program seeks to  To promote self-esteem, self-
Needs Education improve elements of discipline, self-reliance and
(BSNEd) psychological, physical, initiative among graduates of
spiritual and mental the City College of Calapan.
principles necessary for the  To enhance special education
special children’s self- services to special children.
realization.  To enrich meaningful
experiences which will be
conductive to their interaction
with others.
Bachelor of Secondary  This program aims to center  To acquire scientific
Education Major in a comprehensive content- knowledge of the subject
Science (BSEd based knowledge about matter.
Science) earth and its nature. It is also  To apply the methods of
focused on the interaction science in solving practical
between and among Science problems and in protecting
Technology, Environment and preserving the
and Society. environment.
 To develop individuals to
prepare them for the world of
work as contributing members
of the society.
Bachelor of Secondary  This course provides an  To promote self-esteem, self-
Education Major in account of the nature and discipline and initiative among
Mathematics (BSEd methodology of mathematics graduates of the City College
Mathematics) and to understand the place of Calapan.
of mathematics in peoples’  To enhance education
lives. services of the students
through mathematics.
 To enrich meaningful
experiences that will be
conductive to their interaction
with other students as well as
with other people.
Bachelor of Library and  The course provides the  To present fundamental
Information Science medium to provide skill in the concepts of library and
(BLIS) preservation and information science.
conservation of recorded  To provide the student
information; the rendering adequate foundations to
furnishing and contracting of make him utilize library and
professional services such information science resources
as consultations and advice for the advance of the City in
on the organization and particular.
management of libraries and  To equip oneself with the
databanks. necessary library and
information tools to meet the
demands of modern
technology.
Bachelor of Science in  The BSIS course provides  To present fundamental
Information Systems the vehicle for achieving a concepts of information.
(BSIS) more competitive position in  To provide the student
the marketplace. adequate foundation to make
him/her utilize information
system resources for the
advancement of the province
in general.
 To equip oneself with the
necessary tools to meet the
demands of modern
technology.
Bachelor of Science in  Tourism course aims to  To provide the students
Tourism Management provide a comprehensive sufficient exposure to the
(BSTM) view of the aspects of tourism industry and to relate
tourism and its importance the academic instructions to
not only to the progress of actual practices in the world
the city in particular but the of businesses.
province in general. It tries to  To train and improve the
help in the exploration of the personality of the students
world of tourism. who wish to enter into the
tourism business venture.
 To satisfy job replacements
not only in the city but also in
the province.
Bachelor of Science in  Hotel and Restaurant  To train and improve one’s
Hospitality Management provides basic personality to cope with the
Management (BSHM) techniques in performing a nature of one’s work.
prescribed range of specific  To undertake planning and
functions in the areas of initiation of alternative
Food and Beverage, Front approaches of skills and
Office and Housekeeping. knowledge applications,
across a broad range of
procedural requirements.
G. Performance Indicators
The usual indicators for higher education performance are the enrolment
rate, the participation rate, the drop-out rate, the completion rate, the passing
rate, the employability rate, and the employee turn-over rate.
This section presents the enrolment rate and the licensure examination
passing rate of the CCC from 2014 to 2019.
i. Enrolment Rate
Table 1.1 – CCC Enrolment Rate (2014-2019)
1200
1029
1000 955
790 822
800
602
600 500 455 522 507
413 377 447
375
400 303 299
200
0 1.2 – Summary of CCC Enrolment Rate (2014-2019)

Table
AY 2014-2015 AY 2015-2016 AY 2016-2017 AY 2017-2018 AY 2018-2019
Academic First Semester Second Semester

First Semester Second Semester
Total Total
Year
2014-2015 500 455 955
2015-2016 522 507 1029
2016-2017 413 377 790
2017-2018 303 299 602
2018-2019 447 375 822
Based on the tables presented, it could be inferred that the enrolment rate
of CCC from 2014 to 2019 was fluctuating. There is a steady increase in
enrolment from A.Y. 2014-2015 (955 students) to A.Y. 2015-2016 (1029
students). However, the number of enrolees declined starting from A.Y. 2016-
2017 (790 students) up until A.Y. 2017-2018 (602 students). This could be
attributed to the implementation of the K to 12 curriculum wherein the whole
educational system (from primary to tertiary) went through a transition period.
There were no produced graduates from the basic education for two years; thus
the enrolment rate of most of the colleges and universities decreased.
The first batch of the Senior High School graduated in 2018. As a result,
the enrolment rate of the CCC all through A.Y. 2018-2019 increased, having a
total of 822 enrolees.
ii. Licensure Examination Passing Rate
Table 2.1 – Librarians Licensure Examination (LLE) Passing Rate
Date No. No. Passing
of Examination of Takers of Passers Percentage
September 2016 15 16 93.75 %
September 2017 6 7 85.71 %
September 2018 7 8 87.50 %
As seen in Table 2.1, the LLE passing rate of the CCC is consistently high
from 2016 to 2018. In the September 2017 LLE, CCC ranked nine (9) among all
the colleges and universities in the Philippines and is the only local college in the
top 10.
Table 2.2 – BEEd SpEd Licensure Examination for Teachers (LET) Passing Rate
September 2014 28 28 100%
September 2015 14 9 64.29%
September 2016 13 10 76.92%
September 2017 20 14 70%
September 2018 18 9 39.13%
As shown in Table 2.2, the BEED – SpEd program reached a 100%
passing percentage in the September 2014 LET. However, the program has
attained very low LET results in the last four years. Though the passing rates has
been higher than the national passing rates, the results still call for immediate
interventions by the program.
Table 2.3 – BSEd Math Licensure Examination for Teachers (LET) Passing Rate
September 2015 8 7 87.5%
September 2016 12 9 75%
September 2017 18 15 83.33%
September 2018 19 19 100%
The performance of the BSEd Math program in the board examination
from 2015 to 2018 was consistently good. In September 2018 LET, the program
achieved its first ever 100% passing percentage.
Table 2.3 – BSEd PhySci Licensure Examination for Teachers (LET) Passing Rate
September 2015 13 8 61.54%
September 2016 39 20 51.28%
September 2017 17 12 70.59%
September 2018 32 22 68.75%
Based on table 2.3, the LET passing percentage of the BSEd PhySci
program from 2015 to 2018 is consistently low and fluctuating, but still higher
than the national passing percentage. However, the results are still alarming so
appropriate interventions should be conducted.
E. Personnel Complement
Table 3.1 – Personnel Complement Status of the CCC
Permanent Contractual Job Order Part-Time TOTAL
Academic-
Related Staff / 6 3 0 0 9
Administrators
Teaching 6 8 0 2 16
Personnel
Non-Teaching 1 1 8 0 10
Personnel
Utility 0 0 5 0 5
TOTAL 13 12 13 2 40
It is worth to examine the personnel complement of the CCC in order to
have a picture of the capability of its personnel to serve the 375 students in the
campus as of A.Y. 2018-2019. The college has a total of 50 personnel
complement with 9 Academic-Related Staff/Administrators (6 permanent and 3
Contractual), 16 Teaching Personnel (6 permanent, 8 contractual, and 2 part-
time), 10 Non-Teaching Personnel (1 permanent, 1 contractual, and 8 job order),
and 5 utility. The ratio of the CCC personnel to the student population is 1
personnel is to 8 or 9 students (1:8 or 1:9); thus, making the employees highly
capable of catering the needs of the students.
While, the ratio of the teaching personnel to the student population is 1
personnel is to 22 or 23 students (1:22 or 1:23). This means that a teacher has
an above average capacity to handle a class since the minimum class size is 40
students in a class.
However, intervening factors such as the nature of the tenure and the
educational attainment of the employees still has to be considered. For the
nature of the tenure of the CCC employees – 32.5% are permanent, 30% are
contractual, 32.5% are job order, and 5% are part-time. All in all, there are more
permanent employees than contractual, job order, and part-time; however, there
is a little difference only. This could mean that the tenancy of the CCC is not so
secured, which could affect the work performance of the contractual, job order,
and part-time employees.
Table 3.2 – Educational Attainment of the Academic-Related CCC Personnel
Doctorate Master Bachelor
Degree Degree Degree TOTAL
Academic-Related
Staff/Administrators 2 3 4 9
Teaching Personnel 0 8 8 16
TOTAL 2 11 12 25
In terms of educational attainment, most of the academic personnel have
either their bachelor degree (48%) or master degree (44%), while only 2
personnel (8%) have doctorate degree. Presently, 8 and 2 of the teaching staff
are pursuing their master degree and doctorate degree respectively.
II. Summary of Strategies
The nine (9) key components of vision and mission statements by Fred
David was used in assessing the performance of the programs/departments of
the CCC.
1. Products and Services – What are the institution’s major products and
services?
2. Philosophy – What are the basic beliefs, values, aspirations, and ethical
priorities of the institution?
3. Customer – Who are the institution’s customers?
4. Market – Geographically, where does the institution compete?
5. Concern for Employees – Are employees a valuable asset of the
institution?
6. Concern for Public Image – Is the institution responsive to social,
community, and environmental concerns
7. Concern for Growth, Survival, and Profitability – Is the institution
committed to growth and financial soundness?
8. Technology – Is the institution technologically current?
9. Self-concept – What is the institution’s distinctive competence or major
competitive advantage?
CHAPTER II
DESIGN AND METHODOLOGY
This Medium-Term Development Plan (MTDP) aims to analyse the past
and the current strategies of the City College of Calapan (CCC) and to
recommend pertinent strategies for the next five years.
A two-day program review and planning workshop was conducted, which
was participated by the CCC faculty, staff, and stakeholders. The session started
with the situational analysis of the external environment surrounding the CCC.
The five (5) stakeholders namely; National Economic and Development Authority
(NEDA), Department of Trade and Industry (DTI), Department of Science and
Technology (DOST), Philippine Statistics Authority (PSA), and Department of
Labor and Employment (DOLE), gave inputs about the needs and demands of
their respective industries.
After setting the industry situation, the CCC’s environment, vision,
philosophy, missions, and strategies were revisited and evaluated. The six (6)
program heads, with the help of the teachers and staff assigned to them,
assessed and reported the performance of their respective departments through
the use of the nine (9) essential components by Fred David. And finally, with the
presented assessment results of each department and with the help of the
resource speaker, the proposed strategic objectives for the CCC were identified
and presented. All the recommendations were noted and considered in the
accomplishment of this MTDP.
CHAPTER III
ENVIRONMENTAL ANALYSIS
This chapter presents the analysis of the CCC’s external and internal
environment.
I. External Environment
This section discusses the highlights of the presentation of the five invited
partner industries during the CCC program review and planning workshop. Their
reports and insights were considered in the formulation of the strategic objectives
for the CCC.
A. National Economic and Development Authority (NEDA)
The presentation of NEDA revolved around the overall framework of the
MIMAROPA Regional Development Plan (RDP).
Figure 1 – MIMAROPA Regional Development Plan (RDP)
Note: The RDP is the adopted Philippine Development Plan (PDP)
As shown in the framework, the RDP is geared towards achieving the
Ambisyon Natin 2040 which is “Matatag, Maginhawa, at Panatag na Buhay.” The
objective is that by the end of 2022, more Filipinos will be closer to achieving the
long term vision. The RDP will therefore aim to lay down a solid foundation for
more inclusive growth, a high-trust and resilient society, and a globally
competitive knowledge economy. The strategies to achieve the targets will fall
under the three major pillars of “Malasakit,” “Pagbabago,” and “Patuloy na Pag-
unlad”. There are also cross-cutting strategies to support the other interventions
and to provide a solid bedrock for all strategies to work.
One of the goals of the RDP is to accelerate the human capital
development. And to achieve this, the pertinent strategies are – a.) to enhance
the quality of higher education programs by implementing outcomes-based
education, providing institutional development and innovation grant, and
upgrading the qualification and capability of qualified and committed faculty and
non-faculty through faculty development program, scholarships, and financial
assistance; and b.) to integrate the 21st century competencies in order to produce
graduates who can compete and excel in the global economy.
Furthermore, NEDA is focused on tourism-driven agricultural development
strategies for the region has a strategic location and natural assets such as
abundant agricultural resources, natural endowments and heritage, and
industrious people. Also, its agriculture and tourism are the primary productive
sectors where more investments can contribute to the regional economy.
B. Department of Trade and Industry (DTI)
The Department of Trade and Industry (DTI) presented its 2022 Prosperity
Plan which envisions a more inclusive and prosperous Philippines with
employment and income opportunities for all.
Figure 2 – DTI Prosperity Plan 2022
Under the Duterte administration, the DTI vows to drive employment and
income opportunities to address inequality and ensure shared prosperity under
its TRABAHO, NEGOSYO, KABUHAYAN, at KONSUMER agenda. Moreover, it
has come up with the 7Ms (Mindset, Mastery, Mentoring, Money, Machines,
Markets, and Models) to promote the culture of entrepreneurship and help the
micro, small, and medium enterprises (MSMEs) set-up a business and be
smarter entrepreneurs.
C. Department of Science and Technology (DOST)
As mandated by Executive Order No. 128, the DOST shall provide central
direction, leadership and coordination of scientific and technological efforts and
ensure that the results therefrom are geared and utilized in areas of maximum
economic and social benefits for the people. With this, the department aims to be
the provider of world-class scientific, technological and innovative solutions that
will lead to higher productivity and better quality of life.
The presentation of the DOST highlights the Science for Change (S4C)
Program which focuses on the expansion and introduction of new programs and
the development of science and technology human resource.
Figure 3 – Accelerated R&D Program for Capacity Building of Research and
Development Institutions and Industrial Competitiveness
One of the major agenda of the said program is the implementation of the
Accelerated R&D Program for Capacity Building of Research and Development
Institutions and Industrial Competitiveness.
Additionally, the DOST has been working on the establishment of
MIMAROPA Food Innovation Center (FIC) which aims to provide a facility for
food innovation, micro toll processing, and packaging to faculty and students,
local MSMEs, food processors, and other clients. It also continuously provides
scholarship programs for the secondary, undergraduate, and graduate level.
D. Philippine Statistics Authority (PSA)
The Philippine Statistics Authority (PSA) reported on its mandates and
functions. As mandated by Republic Act No. 10625, the PSA shall plan, develop,
prescribe, disseminate and enforce policies, rules and regulations. It shall
coordinate government-wide programs governing the production of official
statistics, general-purpose statistics, and civil registration services. Furthermore,
it shall primarily be responsible for all national censuses and surveys, sectoral
statistics, consolidation of selected administrative recording systems and
compilation of national accounts.
On the other hand, the functions of the PSA are – a.) to collect, compile,
analyze, abstract, and publish economic, social, demographic, political, and
general welfare statistical information; and b.) to carry out, enforce, and
administer civil registration functions in the country as provided for in Act No.
3753 or the Law on Registry of Civil Status.
E. Department of Labor and Employment (DOLE)
Based on the report of the Department of Labor and Employment (DOLE),
unemployment has been a phenomenon persisting mostly to the youth group in
the last decade. Despite the fact that many have finished high school and
college, they still remained unemployed. This can be attributed to inadequate
academic preparation due to weaknesses in the education system, such as
inadequate facility, poor instruction, and outdated programs or curriculums. Other
seen factors are the insufficient employment opportunities or access to relevant
career guidance and labor market information, lack of competencies being
demanded by employers, slow entry or re-entry to the labor market, and rough
school-to-work-transition.
With that, timely and relevant Labor Market Information (LMI) is needed. In
2014, the DOLE published “JobsFit LMI Report: 2013-2020”. It is a
documentation report, enumerating the industries that will create jobs for the
future. The JobsFit LMI Report had been used in the development of the Industry
Career Guides (ICG) and Career Information Pamphlets (CIPs) which serve as a
tool in helping students and jobseekers choose a career path. In order to update
the information contained in the report, desk review of relevant data and policies,
and consultation with key stakeholders in regional and national level were
conducted.
Figure 4 – Philippines’ Top 10 Key Employment Generators (KEGs)
Figure 4 shows the top 10 Key Employment Generators (KEGs) in the
Philippines, as presented in the JobsFit LMI Report. The KEGs are the major
industry groups with the greatest potential to generate employment and absorb
bulk of workforce in the coming years.
II. Internal Environment
This part presents the performance evaluation of all the CCC programs as
well as the identified best practices, achievements, issues, and concerns.
A. Performance Evaluation of the CCC Programs
To analyze the internal environment, the vision and mission statements of
the CCC were dissected in the context of the five departments. Using the nine (9)
key components of the vision and mission statements set forth by Fred David,
the issues and concerns and the best practices and achievements of the
programs were identified. The following tables show the evaluation report of each
department.
Table 4.1 – Education Department (BSED – Science, BSED – Mathematics, and BSNEd)
Components Rating Vision / Mission Statement Evaluation
Products and  to create a cultural  pre-service program
Services environment that will prepare  Licensure Examination for
him to be professionally Teachers (LET)
competent in life
Philosophy  Center of Total Human  trainings and seminars
Development for God and  Community Extension
Society Services (CES)
 annual recollection
Customer  to foster the intellectual,  free education program
moral, social, and creative life  scholarship grants (e.g.
of its students through quality, CSWD)
accessible, and affordable
education
Market  towards the upliftment of the  school campaign
youths of Calapan
Concern for
Employees
Concern for  Center of Total Human  holistic instruction
Public Image Development for God and
Society
Concern for  to provide for a general  high performance rating
Growth, education that will develop (board examinations and
Survival, and the whole human personality employability
Profitability  to provide trainings and  networks and linkages
experiences in the sciences
and professions
Technology
Self-concept  through quality, accessible,  inclusive education
and affordable education program
Table 4.2 – BLIS Department
Components Ratin Vision / Mission Statement Evaluation
Products and  to provide a general education  BLIS alumni are invited in
Services that will develop the whole LLE review sessions
human personality
Philosophy  Center of Total Human  free education
Development for God and
Society
Customer  to foster the intellectual,  students/beneficiaries of
moral, social, and creative life BLIS Department activities
of its students through quality,
education
Market  to foster the intellectual,  school campaign
moral, social, and creative life
education
Concern for  to provide training and  seminars and trainings
Employees experience in science and
technology
Concern for  to foster awareness of the  passing rate of board
Public Image socio-economic situation, a programs
commitment to its
improvement, development of
civic, social responsibility and
discipline
Concern for  Center of Total Human  school campaign
Growth, Development for God and  accreditation
Survival, and
Profitability Society  high performance rate and
employability rate
Technology  to provide training and  integration of technology in
experience in science and the classroom
technology  library visitation
Self-concept  a commitment to its  CCC is the only HEI in
improvement, development of Mindoro which offers BLIS
social responsibility program
 foster social awareness and  practice of the profession
responsiveness towards the  executive class
upliftment of the youth of  BLIS on wheels
Calapan (proposed)
Table 4.3 – BSIS Department
Products and  to equip oneself with  seminars
Services necessary tools to meet the  On-the-Job Trainings
demands of modern (OJT)
technology
Philosophy  Center of Total Human  seminars
Development for God and  CES
Society
Customer  to provide the student  free education
adequate foundation  student-centered approach
Market  to foster the intellectual,  school campaign
moral, social, and creative life
education
Concern for
Employees
Concern for  Center of Total Human  teachers’ qualification
Public Image Development for God and  linkages
Society
Concern for  to meet the demands of  computer-related field is
Growth, modern technology one of the key
Survival, and employment generators
Profitability
Technology  to equip oneself with  utilization of computer
necessary tools laboratory
 software and hardware
installation
 tailor-made software
Self-concept
Table 4.4 – HMTM Department
Products and  to provide a general education  school campaign
Services that will develop the whole  skills competitions
human personality  CCC City Cakes and Café
Philosophy  Center of Total Human  leadership training
Development for God and  CES
Society  team building
 recollection for graduating
students
Customer  provide training and  OJT in five-star hotels
experiences  skills competition
 seminars
Market  provide general education  newly adopted curriculum
that will develop the whole
human personality
Concern for
Employees
Concern for  total human development  disciplined students
Public Image
Concern for  awareness of socio-economic  café management and
Growth, training center
Survival, and  network with NGOs
Profitability
Technology
Self-concept
Table 4.5 – Registrar’s Office
Products and  to provide for general  orientation for students
Services education  evaluation
 to provide training and  enrolment process
experiences in the sciences
and professions
Philosophy  to foster awareness of socio-  orientation for students
economic situation
 to enhance the promotion of
our culture, values, and social
awareness
Customer  foster the intellectual, moral,  assessment regarding the
social, and creative life of its application (for
students transferees)
Market  quality, accessible, and  provision of requirements
affordable education for government
scholarship, FHE, TES,
STUFAB, and IBG
Concern for  civil and social responsibility  checking and evaluation of
Employees and discipline payroll and
accomplishment reports
Concern for  to provide training and
Public Image experiences in sciences and
profession
Concern for  Center of Total Human
Growth, Development for God and
Survival, and Society
Profitability
Technology  to provide training and  exercises the
experiences in sciences and programmable software as
profession general process of the
office
Self-concept  foster the intellectual, moral,  providing evaluation of
social, and creative life of its documents and records of
students students
B. Best Practices, Achievements, Issues, and Concerns
This section presents the narrative summary of the reports of the
performance of all the programs; highlighting their best practices, achievements,
issues and concerns.
i. Bachelor of Special Needs Education (BSNEd)
According to the report, the BSNEd program of the CCC has one of the
best curricular and co-curricular programs. It has linkages to the Department of
Education (DepEd), the Department of Social Welfare and Development
(DSWD), and the Handicapped Center in Paco Catholic School. Hence, the
institution has to maximize the benefits that it can get from the said partner
agencies. Furthermore, the BSNEd program has 100% employment rate in the
previous years and has LET passing rates that are still manageable.
With the presented best practices and achievements, activities and
interventions were recommended like meeting the Special Education (SpEd)
International Standards, strengthening the partnerships and educational
foundations, conducting impact study on SpEd, and creating policies for the
students who will take the LET. Through the BSNEd program, the CCC can be a
provider of SpEd teachers for other institutions which want to establish SpEd
programs.
On the other hand, there are still issues and concerns that need to be
addressed. The lack of budget, the commitment of the teachers, and the
students’ intake are seen as some of the factors affecting LET passing
percentage. Thus, pertinent interventions should be generated.
ii. Bachelor of Secondary Education Major in Physical Science (BSEd
Physical Science)
The presentation of the BSEd Physical Science program showcased some
of its accomplished activities and projects including drugs and violence
symposium, community extension service survey, gender and development
seminar with family planning, 2018 international coastal clean-up, research
defence, and urban farming.
Considering the LET results, it was assumed that the program has a good
quality of curriculum and faculty compliment. On the other hand, mechanism has
to be created for the sustainability of its projects like clean-up drive and urban
farming because these may be used in identifying the self-concept of the
institution. In addition, school marketing has also become a subject of the
comments, in which it was mentioned that integration of social marketing through
social media and tarpaulin can be a good tool in making the institution more
known in other places. However, it was highlighted that the school must raise
well the best marketing tool of the institution, who are its students, themselves.
iii. Bachelor of Secondary Education Major in Mathematics (BSEd
Mathematics)
Based from the evaluation and presentation of its performance, it was
determined that the BSED – Mathematics program has a good delivery of
instruction. This is supported by its consistent high passing percentage and its
100% employability rate from 2016 to 2018. Due to the small number of
enrollees, It was suggested that the program shall focus on the marketing of the
program and on the use of research as a basis to determine the factors affecting
the enrolment rate.
iv. Bachelor of Library and Information Science (BLIS)
The presentation of BLIS involves the accomplishments of the program
such as its initiative in the making of Bulusan Reading Center, gardening activity
for Home for the Aged, participation in the National Book Week Celebration, and
Curriculum Enhancement Program. In addition, the program’s Librarian’s
Licensure Examination Passing Rate and Employment Percentage which are
87.50% and 100% respectively are just few things BLIS department is proud of in
the last 5 years.
As per recommendations, the department was challenged to increase its
enrolment rate. Facilities in the library have to be improved as well so that it can
be a tool in enticing potential students who want to enrol in the program, since
CCC is the only institution in the province that offers this program. In relation to
improving the facilities, benchmarking with other potential partners, like Rex
Bookstore in order to avail free books or subsidized prices, is highly encouraged,
provided that there is a submitted benchmark report to the college administrator.
v. Bachelor of Science in Information System (BSIS)
Advanced computer trainings, personality development seminars, and
community extension services are some of the activities that have been
facilitated by the BSIS program. Their presentation also highlighted the
appointment of a new program head who has a master degree and the setting up
of Executive Class for the government employees of the City Government of
Calapan.
With regards to the employability rate of the program, it was suggested to
identify the graduates who were hired in the companies where they had their
OJT. This is not only to identify the employability rate of the program, but also to
determine the satisfaction rate of the companies and the work performance rate
of the CCC students.
vi. Bachelor of Science in Hospitality Management (BSHM) and Bachelor of
Science in Tourism Management (BSTM)
It was mentioned that the BSHM and BSTM programs need to conduct
market research to places that they eye to be their clients. It was emphasized
that there is a problem with enrolment that shows a decrease for the last 5 years
since 2014. As suggestion, it was brought up to the table that the said programs
may provide executive class for those resort staff whose educational background
is secondary education graduate since some of the markets in Mindoro are
resorts and beaches. This is to better equip them with skills that are relevant to
hospitality management. Moreover, Ms. Renita Alda suggested that the school
has to partner with Tourism Department in designing potential classes that will
offer best real-world experience for the students.
The presentation also included the accomplishment of the Hospitality and
Tourism Management Department like the successful conduct of ASEAN
Integration Seminar, Department Exhibit, Kalap Street Dancing Competition,
Fashion Show Featuring Mangyan Inspired Garments, Thursday: Happy Hour,
Food Handling Safety, Lantern Making and Station ID Contest, and Orientation
Training on Youth Tour Guiding.
CHAPTER IV
STRATEGY FORMULATION
This chapter presents the assessment of the strategic objectives in the
preceding medium-term plan and the findings from the conducted program
review. The following results served as the basis in the formulation of the
strategic objectives for the CCC.
I. Assessment of Strategic Objectives
This part includes the status of the strategic objectives of the CCC. The
components are assessed based on the performance reports of all the
programs/departments.
Table 5.1
Strategic Objectives (MTDP 2014-2019) STATUS REMARKS
Comprehensive Guidance Program Fully Accomplished
Spiritual Program Intervention Program Partially Accomplished
Participation in Inter-Universities Athletics League Partially Accomplished
Setting up of OJT, Placement Services Center Partially Accomplished
Alumni Tracking System Partially Accomplished
Stronger Linkages and Partnership Program Partially Accomplished
Industry Practitioner Faculty of Instruction Partially Accomplished
Holistic Review Program for LET/BLIS Partially Accomplished
Publication of Research Journal Partially Accomplished
Incentive Program for Faculty Researcher Pending
Research Paper Presentation Partially Accomplished
Strengthen NSTP Program Partially Accomplished
Center for Extension Services Fully Accomplished
Private Companies and NGOs for CSR Projects Partially Accomplished
Affiliation, Participation, and Leadership in Partially Accomplished
Professional Organization
Construction of Additional Classrooms Fully Accomplished
Provision for Tablet Pending
Procurement of Additional Equipment for Partially Accomplished
Instructional Facilities
Provisions for School Buses Pending
Internet Connectivity Pending
Table 5.2
CATEGORY OF ACCOMPLISHMENTS NUMBER OF ACCOMPLISHMENTS
Total Number of PPAs 34
Fully Accomplished 4
Partially Accomplished 23
Pending 7
Within five years, the institution was able to fully accomplish 4 out of 34
PPAs – a.) to have a Comprehensive Guidance Program, b.) to be the center for
extension services, c.) to maintain affiliation in professional organizations, and d.)
to build more classrooms. A total of 23 PPAs were partially accomplished while
there are 7 PPAs which are still pending.
II. Problems, Concerns, and Findings
After the presentation of the results of the analysis of the internal
environment and the programs of the CCC, the following problems and concerns
were identified.
Deficiencies of Fresh  Critical Thinking and Problem Solving
Graduates  Communication and Collaboration
in Competencies  ICT Literacy
 Initiative and Self-Direction
 Productivity and Accountability
Observations from the  Unable to exhibit loyalty
Top Recruitments on  Inadequacy to perform the requirements of the job
Young Employees  Most applicants lack the essential skills of communication
 Problem solving, critical thinking, and evaluating skills have
also become scarce among the graduates
Effects of Skills Gap to  High turnover rate
the Industries
 Increase in training and development spending
 Retraining takes away time and resources which also affects
productivity targets
CHAPTER V
PROPOSED STRATEGIC OBJECTIVES
The conduct of the program review and planning workshop gave the CCC
an opportunity to re-examine its internal and external environment. With the
shared inputs by the stakeholders, the demands and opportunities in the
respective industries were identified. While, the CCC’s own profile was revisited
through a departmental analysis using Fred David’s nine (9) key components of
vision and mission statements. Furthermore, it also provided findings and
recommendations which were considered in the accomplishment of this MTDP.
Consequently, this part will now present the summary of the proposed
strategic objectives and the corresponding action plans, which were based from
the recommendations of the resource speaker and the results of the conducted
program review and planning activities.
I. Summary of Strategies
Strategic Objectives Activities
Strategy No. 1
 To increase enrolment  Implementation of Integrated Marketing Program
rate 500% higher in 1. Website Management
2024. 2. Internal Marketing
 Establishment of Extension Campus, Digital
Learning, and Distance Learning Program
Strategy No. 2
 To improve financial  Establishment of the CCC Educational Foundation
viability at least 20%  Formulation of a more responsive AIP and PPMP
equal to the city’s  Implementation of Strategic Business Unit (SBU)

subsidy through income- Concept in the operation of the CCC
generating projects  Redefining the delivery of the K to 12 and the
(IGP) in 2024. HRM/TM programs
 Institutionalization of market-driven review center
 Implementation of consortium degrees (e.g. SPED)
 Implementation of market-driven courses in coastal
areas in Oriental Mindoro like Bulalacao and Puerto
Galera
Strategy No. 3
 To ensure the delivery of  Implementation of new admission and retention
quality education policies.
through well-defined and  Integration of course audit across all board courses
achieved Key Result  Strengthening the OJT and placement programs (e.g.
Areas and Key Guided Job Fair)
Performance Indicators.  IT integration in teaching
1. Digital and Blended Learning
2. Internet Connectivity
 100% implementation of the ALCUCOA accreditation
findings and recommendations
 Establishment of world-class facilities
 100% post-graduate education for faculty in 2021
 Rebranding of the CCC (e.g. tagline)
 Alumni tracking program
 Curriculum review and revision (e.g. inclusion of
Special Education and Urban Farming courses)
Strategy No. 4
 To set up the preliminary  Expanded role of planning and monitoring
requirements for the  Introduction of 14 new programs recognized and
CCC’s desire to become accredited by CHED and ALCUCOA
a university in 2029.  ALCUCOA level II accreditation of existing programs
 Internationalization programs
 Rationalization of plantilla of personnel
1. Additional Personnel Complement
2. Career Advancement
 CCC as a research-based higher education
institution
1. Research Journal
2. Research Agenda
 Rationalization of the CCC’s organizational chart
1. Marketing Communications Office
2. Resource Generation Office
II. Action Plans
Strategy No. 1: To increase enrolment rate 500% higher in 2024
With the increasing demand for tertiary education and the existing
competition among the higher education institutions, the CCC needs to innovate
its marketing strategies. The implementation of an integrated marketing program,
like creating a website, will help the institution to have a wider range of
promotion. Moreover; the establishment of extension campus, digital learning,
and distance learning program will provide exceptional educational opportunities
which will eventually enhance the marketability of the institution.
Activities Lead Office/Person Time Frame Budgetary
Requirements
 Implementation of Integrated Director for Planning 2019-2020 150,000.00
Marketing Program and Quality 2020-2021 150,000.00
Assurance, Planning 2021-2022 150,000.00

Officer, and Quality 2022-2023 150,000.00
Assurance Officer
2023-2024 150,000.00
 Establishment of Extension Director for 2021 5,000,000.00
Campus, Digital Learning, and Instruction
Distance Learning Program
Strategy No. 2: To improve financial viability at least 20% equal to the city’s
subsidy through income-generating projects (IGP) in 2024
To be able to address the strategies identified in the program review, there
is a need to take the budgeting process seriously. There should be a budget call
to be conducted before the start of another academic year in time for the budget
hearing of the City Government of Calapan. This will give the college and the
government an ample time to evaluate the felt needs of the CCC.
Requirements
 Establishment of the CCC College Administrator 2019 Not Applicable
Educational Foundation
 Formulation of a more College 2019 Not Applicable
responsive AIP and PPMP Administrator,
Planning Officer and
Budget Officer
 Implementation of Strategic Planning Officer 2019 Not Applicable
Business Unit (SBU) Concept in
the operation of the CCC
 Redefining the delivery of the K Senior High School 2020 100,000.00
to 12 and the BSHM and BSTM Principal and
programs BSHM/BSTM
Program Head
 Institutionalization of market- Program Heads of 2019-2020 200,000.00
driven review center BSNEd, BSED-Math, 2020-2021 200,000.00
BSED-Science, and 2021-2022 200,000.00

BLIS 2022-2023 200,000.00
2023-2024 200,000.00
 Implementation of consortium Director for 2021 100,000.00
degrees (e.g. SPED) Instruction and
Program Heads
 Implementation of market-driven Director for 2022 10,000,000.00
courses in coastal areas in Instruction and
Oriental Mindoro like Bulalacao Program Heads
and Puerto Galera
Strategy No. 3: To ensure the delivery of quality education through well-defined
and achieved Key Result Areas and Key Performance Indicators
Quality education is reflected by the quality graduates produced by the
institution. Through the constant revisit and assessment of its administration,
management, and instruction, the CCC can generate more advanced and
integrated strategies to ensure effective service and well-performed functions.
The provision of quality education will enhance the credibility of the institution
and will surely produce globally competitive and holistically honed professionals.
Requirements
 Implementation of new Director for Student 2019 50,000.00
admission and retention policies Affairs
 Integration of course audit Director for 2020 Not Applicable
across all board courses Instruction
 Strengthening the OJT and Program Heads 2020 100,000.00
placement programs (e.g.
Guided Job Fair)
 IT integration in teaching Director for 2019-2024 300,000.00
Instruction, Program
1. Digital and Blended Learning Head of BSIS, And
2. Internet Connectivity City MIS Office
 100% implementation of the Program Heads and 2019-2024 1,000,000.00
ALCUCOA accreditation findings Committee
and recommendations Chairperson
 Establishment of world-class City Architect and 2020-2024 5,000.000.00
facilities City Engineer
 100% post-graduate education Director for 2019-2021 500,000.00
for faculty in 2021 Instruction
 Rebranding of the CCC (e.g. Director for Planning 2019 50,000.00
tagline) and Quality
Assurance, Planning
Officer, and Quality
Assurance Officer
 Alumni tracking program Alumni Coordinator 2019 50,000.00
 Curriculum review and revision Director for 2020-2024 300,000.00
(e.g. inclusion of Special Instruction
Education and Urban Farming
courses)
Strategy No. 4: To set up the preliminary requirements for the CCC’s desire to
become a university in 2029
The achievement of the goal of the CCC to become a university requires
challenging yet conceivable advancements. Some of the preliminary
requirements are the addition of more programs, ALCUCOA level II accreditation,
construction of new classrooms, and implementation of internationalization
programs. If attained so, the CCC in the long run could be the most competitive
higher education institution in Calapan City.
Requirements
 Expanded role of planning and Administrator and 2019-2024 100,000.00
monitoring Planning Officer
 Introduction of 14 new programs Director for 2022 onwards 1,000,000.00
recognized and accredited by Instruction
CHED and ALCUCOA
 ALCUCOA level II accreditation Committee 2021 200,000.00
of existing programs Chairperson and
Program Heads
 Construction of new CCC City Engineer and 2022 onwards 30,000,000.00
classroom and offices City Architect
 Internationalization programs Administrator and 2019-2024 200,000.00
Program Heads
 Rationalization of plantilla of City Human 2020-2024 c/o CHRMD
personnel Resource
1. Additional Personnel Complement Management
2. Career Advancement Department
(CHRMD)
 CCC as a research-based higher Director for Research 2019-2024 200,000.000
education institution
1. Research Journal
2. Research Agenda
 Rationalization of the CCC’s College Administrator 2019 Not Applicable
organizational chart
1. Marketing Communications Office
2. Resource Generation Office
CHAPTER VI
CONCLUSION
Having identified the strategic objectives for its development plan, CCC is
now ready to take the challenges in developing further its capability to provide
quality education for all.
Considering the existing competition among all the higher education
institutions in the province in terms of enrolment rate and marketing strategies,
CCC has to create its own distinct brand. With that, CCC ventures to a new
vision which is to become the “Center of Inclusive Education for God and
Humanity”.
A successful inclusive education happens through attending to students’
diversity, which includes the physical, cognitive, academic, social, and emotional
differences. In view of this, CCC takes on the open admission policy in which
everyone, regardless of any challenges they may have, are warmly welcomed to
study in the institution. Furthermore, the college offers the program Bachelor in
Special Needs Education (BSNEd) and has already produced graduates who has
special needs.
The inclusion of sign language courses in the curriculum of all programs is
one of the initiatives that the institution plans to do to promote inclusivity more.
With its potentials and consistently good performance as a local college, CCC
can be the Center of Excellence and Inclusivity in Higher Education, not only in
the City of Calapan, but in the whole province of Oriental Mindoro.
APPENDICES
SUMMARY OF THE BUDGETARY REQUIREMENTS
Strategies/Activities 2019- 2020- 2021- 2022-2023 2023- TOTAL

2020 2021 2022 2024
Strategy No. 1: To
increase enrolment
rate 500% higher in
2024
1. Implementation of 150,000 150,000 150,000 150,000 150,000 750,000

Integrated Marketing
Program
2. Establishment of 5,000,000 5,000,000
Extension Campus,
Digital Learning, and
Distance Learning
Program
Strategy No. 2: To
improve financial
viability at least 20%
equal to the city’s
subsidy through
income-generating
projects (IGP) in
2024
1. Establishment of
the CCC Educational
Foundation.
2. Formulation of a
more responsive AIP
and PPMP
3. Implementation of
Strategic Business
Unit (SBU) Concept in
the operation of the
CCC
4. Redefining the 100,000 100,000
delivery of the K to 12
and the BSHM and
BSTM programs
5. Institutionalization 200,000 200,000 200,000 200,000 200,000 1,000,000
of market-driven
review center
6. Implementation of 100,000 100,000
consortium degrees
(e.g. SPED)
7. Implementation of 10,000,000 10,000,000
market-driven courses
in coastal areas in
Oriental Mindoro like
Bulalacao and Puerto
Galera
Strategy No. 3: To
ensure the delivery
of quality education
through well-defined
and achieved Key
Result Areas and
Key Performance
Indicators
1. Implementation of a 50,000 50,000
new admission and
retention policies
2. Integration of
course audit across all
board courses
3. Strengthening the 100,000 100,000
OJT and placement
programs (e.g. Guided
Job Fair)
4. IT integration in 60,000 60,000 60,000 60,000 60,000 300,000
teaching
5. 100% 200,000 200,000 200,000 200,000 200,000 1,000,000
Implementation of the
ALCUCOA
accreditation findings
and recommendations
6. Establishment of c/o
world-class facilities City
Government of
Calapan
7. 100% post-graduate 250,000 250,000 500,000
education for faculty in
2021
8. Rebranding of the 50,000 50,000
CCC
9. Alumni tracking 50,000 50,000
program
10. Curriculum review 75,000 75,000 75,000 75,000 300,000
and revision
Strategy No. 4: To
set up the
preliminary
requirements for the
CCC’s desire to
become a university
in 2029
1. Expanded role of 20,000 20,000 20,000 20,000 20,000 100,000
planning and
monitoring
2. Introduction of 14 500,000 500,000 1,000,000
new programs
recognized and
accredited by CHED
and ALCUCOA
3. ALCUCOA level II 200,000 200,000
accreditation of
existing programs
4. Construction of new c/o
CCC classroom and City
offices Government of
Calapan
5. Internationalization 50,000 50,000 50,000 50,000 200,000
programs
6. Rationalization of
plantilla personnel
7. CCC as research- 40,000 40,000 40,000 40,000 40,000 200,000
based higher
education institution
8. Rationalization of
the CCC’s
organizational chart
GRAND TOTAL 1,070,00 1,245,000 6,095,000 11,295,000 1,295,000 21,000,000.00
0
RESOURCE SPEAKER’S PROFILE
Dr. RAYMUNDO P. ARCEGA
Lot 1, Block 9 Sean Connery Street
Sta. Rosa Garden Villas II
Barangay Macabling, St. Rosa City
mondarcega@yahoo.com
Contact No. 883-1867
Mobile (0917)7520606
SUMMARY OF QUALIFICATIONS
 Over fifteen (15) years of experience in administration and management of private and
public education institutions
 Freelance Trainer and Consultant specializing in
o Human Resources Development
 Team Development Leadership
 Supervisory Enhancement
 Values Orientation and Development
 Customer Relations
 Performance Practices
 Personality Development
 Communication
o Productivity Tools and Organizational Development
 Total Quality Management
 Strategic Management
 Corporate Planning
o Community Organizing
 Community Development
 Cooperative Functional Management
o Teaching in reputable higher educational institutions
o Good communication and leadership skills
o Commendable people skills
EDUCATION
 Post Graduate:
o Doctorate in Business Administration
Graduated last April 25, 2013
PUP Manila
o Master of Business Administration (Scholar)
Ateneo De Manila University
o Industrial Relations (academic units)
University of the Philippines
o Public Administration (academic units)
University of Santo Tomas
o Social Science Education (academic units)
Philippine Normal University
o Bachelor of Laws (Senior)
Manuel Luis Quezon University
 College:
o Bachelor of Arts in Political Science
Far Eastern University
WORK EXPERIENCE
 Management:
Vice President for Administration and Finance
City Assistant Department Head III
May 2005-Present
Director for Human Resources (concurrent)
Ospital ng Makati
July 9, 2009 – July 9 2010
Human Resource Management Officer II
Training, Research and Development Section
March 1997- April 2005
Legal Research Associate (concurrent)
People’s Law Enforcement Board Makati
Principal SY 1995-1996
Rosa Sevilla Memorial School
SY 1995-1996
Head, Student Affairs
Rosa Sevilla Memorial School
(formerly Instituto- de Mujeres )
SY 1992-1993
Judicial Staff
Regional Trial Court
Branch 44, Manila
RECOGNITIONS/ACHIEVEMENTS
Education Excellence Award
Far Eastern University (FEU)
Outstanding Administrative Employee Award
(Officer Level)
Effective Partner in Public Service Award
Civil Service Commission
Co-Author: Philippine Community Development
Published: 2000
Service Award
March 7, 2008
Author: Karangalan at Katapatan
Civil Service Commission
Published: 2003
Service Award
March 7, 2003
PERSONAL INFORMATION
Birth Date : January 7, 1971
Marital Status : Married with 4 children
Languages : English and Filipino
Interests : Reading and Writing
ACTION PHOTOS
Day 1
Arrival and Registration | Opening Program | Stakeholders’ Input Presentations |
Evaluation of the Vision, Philosophy, and Mission of the CCC |
Understanding the CCC Environment | Defining Strategies
Day 2
Formulating Roadmap | Presentation and Critiquing of Action Plan |
Awarding of Certificates | Closing Remarks

Medium-Term-Development-Plan-2019-2024

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TABLE OF CONTENTS

MESSAGE OF THE COLLEGE ADMINISTRATOR ….. 3

EXECUTIVE COMMITTEE & WORKING COMMITTEE ….. 5

POLITICAL MAP OF MIMAROPA AND ORIENTAL MINDORO ….. 6

CHAPTER I: EXECUTIVE SUMMARY

I. School Background ….. 7

E. Program Offerings ….. 12

F. Goals and Objectives of Academic Programs ….. 13

G. Performance Indicators ….. 16

H. Personnel Complement ….. 20

II. Summary of Strategies ….. 22

CHAPTER II: DESIGN AND METHODOLOGY ….. 23

CHAPTER III: ENVIRONMENTAL ANALYSIS ….. 24

I. External Environment ….. 24

A. National Economic and Development Authority (NEDA) ….. 24

B. Department of Trade and Industry (DTI) ….. 26

C. Department of Science and Technology (DOST) ….. 27

E. Department of Labor and Employment (DOLE) ….. 29

II. Internal Environment ….. 30

A. Performance Evaluation of the CCC Programs ….. 30

B. Best Practices, Achievements, Issues, and Concerns ….. 37

CHAPTER IV: STRATEGY FORMULATION ….. 40

I. Assessment of Strategic PPAs ….. 40

II. Problems, Concerns, and Findings ….. 44

CHAPTER V: PROPOSED STRATEGIC OBJECTIVES ….. 45

I. Summary of Strategies ….. 45

II. Action Plans ….. 47

CHAPTER VI: CONCLUSION ….. 53

Summary of the Budgetary Requirements ….. 54

Resource Speaker’s Profile ….. 57

Action Photos ….. 62

In behalf of the City College of

RENE M. COLOCAR, Ph.D.

In its 11 years of existence as a reputable higher education institution and

College of Calapan (CCC) is constantly motivated to better shape the holistic

the whole nation as well.

By producing graduates with academic excellence and who are artistically,

scientifically, and technologically proficient for local and global competitiveness,

Considering all of these and the current trends in global competitiveness,

aspires to predetermine its precise course of action to efficiently and effectively

CCC Medium-Term Development Plan (MTDP) is deemed significant and

Overall Chairperson - HON. ARNAN C. PANALIGAN

Chairman, Board of Trustees

Members - BOARD OF TRUSTEES

Program Director - RENE M. COLOCAR, Ph.D.

Program Coordinators - JEROME R. BARCELONA JR.

JAHZEAL JOHN D. SEVILLA

Quality Assurance Officer

MAP OF MIMAROPA REGION AND ORIENTAL MINDORO

This section presents the history, philosophy, vision, mission, program

offerings, goals and objectives of academic programs, performance indicators,

and personnel complement of the CCC.

the human resource tomorrow. It is the responsibility of the government to

prioritize the educational welfare of our youth.

Aside from infrastructure, other government projects, and provision of the

basic needs of Calapeños, it is incumbent upon government officials to enhance

competitive in this era of emerging trends in the field of education.

commitment to put up the City College.

up with an idea of forming an LGU-managed tertiary education institution. Initial

Development Department (UPDD), City Education Department (CED), City

the City Government of Calapan (CGC) to conduct a feasibility study of the

Pamantasan ng Lungsod ng Maynila. They also coordinated with the

Commission on Higher Education (CHEd) MIMAROPA regarding the

institutionalization of a local college. The former City Councilor and Sangguniang