HCDC GRADUATE SCHOOL COMMUNITY EXTENSION SERVICE AT BRGY. 28-C SUAZO ST., DAVAO CITY

CHED through CMO-52-s.2016 , emphasized the importance of extension programs in higher education as the space for students to discover practical, evidence and science-based answers that can address real-world, social economic and environmental challenges of partner citizens and communities. 

With that goal in mind, we the PhD Class of Dr. Sixto Daleon was tasked to conduct  a CES activity related to environmental issues.

I was assigned as the facilitator of the said event.Ms. Donna started the event with a prayer and this was followed by a welcome remarks from Ms. Christine Mamaril-Fiel .

Since the workshop has something to do with Waste Segregation, we have requested Mr. Nicomel Anthony Estorque, MAED and  a Science teacher of  F.Bustamante NHS to conduct the seminar.

After the input, the participants were given a demo by Mr. Estorque and Ms. Donna Tanjay-Libadisos on how to up cycle and recycle . 

We are quite happy because the participants actively took part in the workshop.

By the way, our dear classmate Ms. Theresa Cadavas, baked a delicious banana cupcake for our snacks.. Of course, after the activity we had our evaluation over a glass of halo-halo .. Ms. Cadavas, is that charming lady in green fourth from the left and beside her is Ms. Fiel.

                          My Personal Reflection

         I have been participating in our own  school’s annual exposure-immersion (EI) program for the past 18 years, so I think the CES Activity we had with the Brgy. 28-C is not quite new to me. Of course each CES and EI activities are different and both worth remembering learning experience.

What make my CES experience with HCDC and ACD different are the duration as well as its impact to me. It is clear to me that my representation in this CES activity in March 23,2019 is that of a student. 

As I assessed my experience in HCDC, I can’t help but re-visit also Assumption College of Davao’s EI Program. The EI is thoroughly planned in partnership with the CES Office and our allied people’s organization and partner communities. Prior to the activity, employees are briefed about the community and what is expected of us. ACD’s EI is not a dole out activity, we are there to be in solidarity with the poor and feel their daily struggles so we are allowed only to bring simple food to partake with the family. Interview sessions are also done after their daily work schedule in the farm. The EI usually last for three days, and on the next day all employees gather in the school and share their reflections. What is expected for us teachers is to use that information to deepen the students understanding of the social realities which is part of the school VMG.

Each year, the employees are sent to different areas specifically marginalized sectors of the society: lumad community, urban poor, muslim community and fisherfolk. However, after five years or so of going to the community and risking life as we travel to far-flung areas on foot or via skylab (habal-habal), me and fellow employees started to question, what now? What happens after we immersed and learned of their issues and problems? Those comments  led to certain changes in the activity during EI.  So, in the succeeding year, prior to the EI, representatives of the partner communities are asked to share what are the needs of the communities and the employees prepare activities.   

Activities I did so far during EI are the following: survey, community organizing, medicinal plants demo, educational games with the kids, feeding program, sports program, lumad teacher workshop and inputs on socio-political updates.

Both HCDC and ACD’s CES office needs to come-up with an effective monitoring tool to assess the impact of the schools’ EI and CES program to the community.  

Nevertheless, thank you HCDC for sending us to this activity.