Re-Engineering Education: Education at the Doorstep Evaluation Report

PROVINCE OF ZAMBOANGA DEL SUR In partnership with

JH CERILLES STATE COLLEGE

Re-engineering Education: Education at the Doorstep Evaluation Report

MAY 2018

Re-engineering Education: Education at the Doorstep Evaluation Report

An initiative that aims to address the needs and challenges of every individual in the Province of Zamboanga del Sur who are deserving and willing to pursue tertiary education regardless of age, gender, ethnicity, and belief. Spearheaded by the provincial government of Zamboanga del Sur, this is in partnership with JH Cerilles State College.

May 2018

Re-engineering Education: Education at the Doorstep Evaluation Report

“Education is the most powerful weapon which you can use to change the world.”

― Nelson Mandela

Re-engineering Education: Education at the Doorstep Evaluation Report

Initiative Title Re-engineering Education: Education at the Doorstep

Evaluation time frame - April 2018 – May 2018 - Report dated 30th of July 2018

Location of the Initiative Evaluation - Province of Zamboanga del Sur, Philippines, Southeast Asia

Implementing Partners - Josefina Herrera Cerilles State College - Local Government Units of Zamboanga del Sur

Evaluation Team Members Meriline B. Locson, MS Connie F. Abang, MAGD Mary Jocelyn V. Battung, Ph.D. Lindley L. Herra, MS Myrna G. Jala, MAEd Mary dela Torre, EdD

Organization Commissioning the Evaluation

- Provincial Government of Zamboanga del Sur

Re-engineering Education: Education at the Doorstep Evaluation Report

Acknowledgements

The evaluators would like to sincerely thank all individuals and entities that spent time to participate in interviews, discussions and meetings with the evaluation team and generously contributed their valuable views and opinions on the activities and impacts of this initiative during the course of the evaluation that took place on April 16 – May 14 2018. They provided valuable information and insights on the initiative, cited abundant examples and details for the evaluation team to easily understand, assess and verify activities, results and impacts. The evaluation team values their continuous cooperation and assistance during subsequent contacts for clarifications and/or additional information. The team is particularly grateful for the many opportunities for open and frank discussions, and the willingness and readiness of the stakeholders to provide comments and suggestions to see to the success and long term sustainability of the initiative.

Re-engineering Education: Education at the Doorstep Evaluation Report

Table of Contents

Acknowledgements v Table of Contents vi List of Tables viii List of Acronyms and Abbreviations ix I. BRIEF DESCRIPTION OF THE PROJECT 1 II. EVALUATION OBJECTIVES 1 III. METHODOLOGY 1 IV. BACKGROUNDER 2 V. OUTPUTS / OUTCOME 3 a. Establishment of Community Colleges as 3 Extensions of JHCSC b. Equipping of the faculty and staff 4 c. Program Offerings 5 d. Enrollment 5 e. Graduates 7 VI. IMPACTS 8 a. Increase Employment 8 b. Poverty Alleviation 9 c. Peace and Security 11 VII. LESSONS LEARNED 12 VIII. ANNEXES 13 A. Log Frame 14 B. Monitoring and Evaluation Matrix 17 C. SP Resolution No. 2K7 - 058 20 D. SP Resolution No. 647 - 2017 21 E. SP Resolution No. 2K16 - 1174 22

F. Enrolment Report 25

G. Graduates Headcount Report 26

H. JH Cerilles State College History 27

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I. Faculty Profile 29

J. Zamboanga del Sur Quick Stat as June 2018 30

K. 2014 - 2017 Zamboanga del Sur Crime Index 35

L. Poverty Index 40

M. List of Public and Private Institutions 42 N. PNP/AFP/DILG Joint Declaration of Peace and 44 Order

Re-engineering Education: Education at the Doorstep Evaluation Report

List of Tables

Number Title Page 1 JHCSC Average Enrolment 6 2 JHCSC Average Number of Enrolees 7 3 JHCSC Number of Graduates 8 4 2006 – 2015 Zamboanga del Sur Poverty Incidence 9 5 2006 – 2015 Zamboanga del Sur Income Gao 10 6 2006 – 2015 Severity of Poverty in Zamboanga del 10 Sur

Re-engineering Education: Education at the Doorstep Evaluation Report

Acronyms and Abbreviations

ZDS Zamboanga del Sur JHCSC Josefina Herrera Cerilles State College LGU Provincial Local Government Unit ESU External Studies Unit PNP Philippine National Police AFP Armed Forces of the Philippines DILG Department of Interior and Local Government

Re-engineering Education: Education at the Doorstep Evaluation Report

I. BRIEF DESCRIPTION OF THE PROJECT

The Re-engineering Education: Education at the Doorstep Program aims to bring quality and affordable public college education to all the youth in the province of Zamboanga del Sur, especially those belonging to the vulnerable sectors, the poor farming families in the countryside including the indigenous people. Under the guidance of the provincial government of Zamboanga del Sur and supervision of the JH Cerilles State College (JHCSC) management board, which serve as partners of this program, the 26 tertiary community colleges have since been established and run in all the localities of the province. They address the educational needs of the students that could hardly afford the cost of private education, as well as the cost of transportation and board and lodging. Because of this program, thousands of vulnerable youths are given access to education and chance to graduate in college, in order to become professionals, get a decent job and eventually uplift themselves from poverty.

II. EVALUATION OBJECTIVES

The evaluation aims to assess the Program’s achievement of results and impact, sustainability, and lessons learnt. This assessment has been done in order to provide feedback to the program implementors in order to guide them on how to improve the program and how to continue building up the capacity of student youths in the province thru public tertiary education. Secondly, this evaluation is meant to inform all benefactor-stakeholders of the program that provided funding and material support about the results of their assistance to the program. This information will be their basis to keep trusting and supporting the program. Lastly, this evaluation also seeks to inform other groups, especially local governments that intend to conduct similar program so that they may also learn from the lessons of program implementation. These lessons may guide them to initiate similar program. This study may also be used as a project-related literature or reference material that other groups can use for their own studies.

III. METHODOLOGY

The evaluation was undertaken by a team of internal evaluators commissioned by the Provincial Government of Zamboanga del Sur. In realizing the aforementioned objectives of the evaluation, the evaluation team relied on a participatory evaluation framework that entailed four inter-related and complementary evaluation tools used to gather information

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from different sources regarding the performance of the Project. These tools essentially included documents/literature review, semi-structured interviews with stakeholders, focus group meetings with teachers, parents and students and alumni, as well as a final validation workshop.

IV. BACKGROUNDER

Being part of a third world country with an agrarian economy, Zamboanga del Sur, Philippines, just like other provinces of the country in the periphery, is mostly populated by poor farming families including the indigenous people in particular the Subanen tribe. Most of them struggle to meet their basic needs, as they live below the poverty threshold pegged by the national government at around $173. The adult population among them rely their income mostly from their agricultural work, but their produce are not enough to satisfy their economic needs. The farming families are even getting poorer as time goes by, as chemical agriculture causes their farm to be less productive, and inflation shrinks the value of their income over the years. This situation generally paints a bleak future that is why most of the youths do not find hope in the farming profession. Thus, only a few of them have interest to pursue a farming profession and take agricultural courses in college, if ever they get access to tertiary education. In spite of this grim situation, school-age youth, who comprise around 30% of the farming families, provide hope for the farming sector. They are young and still have the idealism and drive to pursue the promise of a better future. They only need to be capacitated to pursue their dream. Capacitating the young generation to become productive members of society and raise their income is the key to uplift the farming families from poverty. The best way to capacitate them is to give them access to quality education until they become professionals and economically productive. It is on this promising note that JH Cerilles State College (JHCSC) was built. Before the establishment of the JHCSC, tertiary education institutions in Zamboanga del Sur were almost all found only in the urban center of Pagadian City, the capital of the province. Most of them were private colleges, except two public colleges which were later absorbed by JHCSC, as the law provides that there should be only one state college in a province. Most of the youth of poor farming families, who are living outside the city and in one of the 26 municipalities of the province, could hardly access tertiary education then, as they could neither afford to pay the cost of private tertiary education nor shoulder the cost of transportation and board and lodging entailed in living in the city wherein most of the private colleges were found. In view of this promising future of the youth and the constraints of private tertiary education in the urban center, then Congressman Antonio H. Cerilles authored a law converting JH Cerilles National High School into JH Cerilles Polytechnic College. The said high school became a laboratory school for teacher education. After six years of operation as a CHED- supervised institution, the said polytechnic college was converted into JHCSC in August 11, 2001

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by virtue of the Republic Act 9159 authored by Congresswoman Aurora E. Cerilles. The couple then donated a lot wherein the main campus of JHCSC was built. In order to make public tertiary education accessible to the promising youth of the poor farming families, community colleges that serve as extension schools of JHCSC were opened, one after the other, in all municipalities of the province. This effectively brings tertiary education at the doorsteps of the youths, making it very much accessible to them. Since it is public, it is around three times less expensive than private education. Moreover, the impoverished youths do not anymore have to worry for the high cost of transportation and board and lodging. This program to reach out the youths in the countryside was made possible under the leadership of the provincial government in partnership with the JHCSC management board and the municipal governments of the province. The Program has served well the youths that otherwise could have not afford the cost of college education. These are the youths who belong to the poor farming families in the countryside that also include the indigenous people. Since the out-of-school youths and youth dropouts in the countryside are prone to recruitment to extremist groups, either communist guerillas or Moro secessionist rebels, providing them education in a way helps to promote peace and security. Educating them in school keeps them away from extremist recruitment. This is in addition to the fact that being college graduates paves the way for them to become active contributors to poverty alleviation and nation building.

V. OUTPUTS / OUTCOME

Establishment of Community Colleges as Extensions of JHCSC

To implement the establishment of community colleges as extensions of JHCSC in different municipalities of the province, the Program partners have shared their resources according to their capacity and role of the initiative. As lead proponent, the provincial government shared its political influence as administrative overseer of all municipal governments within its jurisdiction, persuading all of them to cooperate in the Program. Meanwhile, the JHCSC provides the academic management including the hiring of faculty and staff, while the municipal governments provide operational funds and school sites. However, the national government has recently implemented the free tertiary education law making it favorable for the sustainability of the Program. Starting in 2005, community colleges under the supervision of JHCSC have been established all over the province, one after another. Through partners’ and public consultations, the provincial government managed to lead the initiative until its realization. Meanwhile, as a state college, the JHCSC used its mandate and expertise to do its part in expanding the community colleges. It has set up the satellite school system and hired faculty and staff to run the community

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colleges. On the other hand, after the persuasive influence of the provincial government, the municipal government provided the school sites, operating funds, scholarship grants for the benefit of the community colleges. The municipal mayors acted then as fund administrators. With the free tertiary education law of 2017, however, the community colleges of JHCSC are entitled to receive subsidy from the national government as tuition payment of the student, assuring the sustainability of the community colleges. This national subsidy turned up to be timely to some of the community colleges of JHCSC. Local elections will be held in May 2019. As politics is unpredictable and political climate keeps on changing, some municipal mayors have withdrawn their support to the provincial leadership. Along with their decision is their reluctance to continue supporting the community colleges in their localities of which establishment was initiated by the provincial leadership. Fortunately, the national subsidy has been able to fill up the loss of local funding support for some community colleges. In addition, the JHCSC management and community college administrators have been able to activate the parents and teachers associations (PTA’s) in raising funds to help defray the school operational expenses. Meanwhile, the provincial government initiated a computerization program in the offices of the assessors and treasurers all over the province that resulted to the increase of revenues of all the local governments in the provincial and municipal levels. This computerization program easily tracks down the assessment and payment of real property taxes. By promptly monitoring them, incidents of negligence and corruption have been checked. Real property assessment and payment have become transparent and accountable resulting to increase of local revenues. This increased revenues has helped a lot the provincial government and the municipal governments to provide financial and material support to the expansion of community colleges.

Equipping of the faculty and staff

To ensure that quality education is delivered to the students, the JHCSC selected and deployed teachers and staff who can fulfill their teaching obligations in the community college. Only the passers of the board exam for teachers were hired to teach at the community college. The teaching force as well as the supporting administrative staff of the community colleges are also encouraged to pursue continuing or post graduate education in order to improve their capacity to teach and serve at their respective assignment. Members of the faculty and the support staff either take a master’s degree or a doctorate program. Some of them even availed an international cooperation program that raised their teaching and administrative ability at the college. To date among the 215 faculty, there are 17 individuals who are doctoral degree holders and 105 individual who are master’s degree holders. By equipping further the faculty and staff, their capacity to deliver quality education is increased. The quality of education is manifested in the large number of board passers among the JHCSC graduates in the licensure exams in the different fields. In fact, there were a number of times that JHCSC graduates were among the top

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passers of the said exams. After all these years, the quality of education that the JHCSC faculty and staff deliver could not anymore be questioned.

Program Offerings

This increased capacity of the faculty and staff to deliver quality education enables the community colleges to expand their course offerings although their flagship program has remained Teaching Education since the start of JHCSC. The course offerings of the community colleges depend on the availability of the qualified faculty to teach in a given locality and the demand of a certain locality. Each community college has its own set of course offerings out of the list below. For its baccalaureate program, the offered courses are the following: Bachelor in Elementary Education; Bachelor in Secondary Education major in English, Mathematics, Filipino and General Science; Bachelor of Arts major in English, Mathematics and Filipino; Bachelor of Science in Agriculture major in Animal Science, Agronomy and Horticulture; Bachelor in Agricultural Technology; Bachelor of Science in Forestry; Bachelor of Science in Civil Engineering; Bachelor of Science in Social Work; Bachelor of Science in Information Technology; Bachelor of Science in Criminology; Bachelor of Science in Hotel and Restaurant Management; Bachelor of Physical Education, Bachelor of Technical/ Vocational Teacher Education major in Architectural Drafting, Electrical Technology, Hotel and Restaurant Management, and Electronics Technology; Bachelor of Technology and Livelihood Education major in Home Economics; Bachelor of Science in Nursing, and Bachelor of Laws. For its master’s program, the offered course are the following: Master of Arts in Education major in English, Filipino, Mathematics, Science, Educational Administration and Supervision; Master of Arts in Environmental Resource Management; and Master of Agricultural Development. With these multi-disciplinary offerings to choose from, the students are further motivated to enroll and study, as they have more options to pursue their interests and hone their skills and competencies.

Enrollment

The enrollment of tertiary public education in the province spiked as the community colleges of JHCSC expanded all over the province, increasing at around 540% in average per year since the start of JHCSC. Starting from 1154 instance of enrollment in 2001, the cumulative number of enrollment until the latest academic year has now reached around 105,000. This means a cumulative number of enrollees of around 37,700. This also means an average of around 2,200 enrollees have been added to the roster of students every year. The sharp increase of enrollment began in 2005 when the JHCSC started to expand its community colleges in different municipalities. Since then, thousands of students, who belong to the vulnerable sector of poor farming families in the countryside that includes the indigenous people, have been enrolled in

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college. As there are more youths who are poor, and more number of public community colleges were opened than private colleges, enrollment in public tertiary education has substantially surpassed than their private counterparts. In the past, most of the vulnerable youths could only reach high school, as the chances of going to college was very slim. The expansion of community colleges opened gates of opportunity to the vulnerable youths in the countryside to wake up from hopelessness, develop themselves through college education and rise up from the vicious cycle of poverty. Because of the expansion of JHCSC community colleges, thousands of the vulnerable youths, who could have been hopeless and idle in the countryside and prone to recruitment to extremist groups, are now given an option to become economically productive and active part of nation building. They are now kept in school to chart a better future for themselves and their families. Recruiting them to extremism has become harder. As a result, membership of the ideological rebels in the province of Zamboanga del Sur has dwindled. Consequently, reported military encounters between government forces and communist guerrillas or secessionist rebels have since decreased. High profile kidnappings perpetrated by lawless groups identified with the secessionist rebels have also stopped. In other words, the expansion of community colleges of JHCSC in the countryside has contributed in addressing the peace and security problem of the province. The countryside of Zamboanga del Sur has ceased to become a breeding ground of rebels by simply keeping the vulnerable youths in school and promising them a better future if they are willing to work for it.

13682 14000

11666 12000 11114 10189 10000 9399 8114 8000 6850 5940 6000 4951

3494 AVERAGE ENROLLMENT AVERAGE 4000 3364 2907 2030 2000 1154 742 744 1004

Table 1. JHCSC Average Enrollment

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7000

5944 6000

5000 4621 4101 4000 3568

2946 2998 3034 3000 2552 2257 AVERAGE ENROLEES AVERAGE 1844 1952 2000 1775 1534 1072 1000 609 392 393 530

0 2001 2002 2003 2004 2005 2006 2006 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018

Table 2. JHCSC Average Number of Enrolees

Graduates

Because of the expansion of the JHCSC community colleges, the landscape of college graduates in Zamboanga del Sur has changed. The average percentage of increase of graduates of the JHCSC system per year is around 760% or around 1350 individuals. Before the start of the expansion initiative, the average number of graduates of the JHCSC system was only around 170. Since the start of the expansion initiative, the JHCSC graduates has reached a cumulatively total number of 18,874 individuals. Meanwhile, the official statistics of the national government reported that in Zamboanga del Sur there were 59,058 and 70,482 academic degree holders in 2010 and 2015, respectively (succeeding official statistical data are not yet available). This means that there is an increase of 11,424 graduates in that five year period. Since the graduates of the JHCSC system was 7,467 in that five year period, the statistics means that the JHCSC system contributed 65% in the number of graduates in that period. It means that it produced more graduates than all the private schools combined in Zamboanga del Sur in that period. That shows how big the contribution of the JHCSC system in the tertiary education landscape of the province, which is the result of the expansion of community colleges. The Program has not only increased the number of graduates within the JHCSC system, but it has also enabled the JHCSC system to surpass the number of graduates of all the private schools combined in the province in a given period. This substantive quantitative change of number of graduates consequently has significant positive impact in terms of employment opportunities, poverty alleviation, and peace and security of the province.

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3000 2765 2770

2500 2294

1901 2000 1790 1562 1500 1254

GRADUATES 936 960 1000 843 876 565 500 176 182

School Year

Table 3. JHCSC Number of Graduates

IMPACT

Increase of Employment

Official statistics of the national government reveal that employment increased from 2010- 2015 in the province (succeeding statistical data are not yet available) at the time that JHCSC also increased its number of graduates as stated above. Data shows employment rate increased to 0.1% that is from 96.3% to 96.4%. Data also show the number of employed individuals increased to 1.8% that is from 348,594 to 355,122 individuals, an additional of around 7,000 additional employment. Since the JHCSC system contributed a substantial number of competitive graduates, that is 65%, to the total number of graduates in the province during that five-year period, it is safe to assume that many of the JHCSC graduates were among those who got employed in the province during that period. This does not yet account the number of JHCSC graduates who found work outside the province or abroad during that period. That is the competitive advantage of those having an academic degree, they have better chances in getting employed than others. By helping the vulnerable youths in the province become professionals, the community colleges have paved their path to become productive members of society earning decent income for their family and contributing positively to the local economy and nation building, in general.

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Poverty Alleviation

Official statistical data shows that poverty alleviation happened among the poor people in Zamboanga del Sur, majority of which are poor farming families in the countryside from 2012- 2015. There was a 7.3% decrease of poverty incidence from 25.9 to 18.6. Secondly, there was 2.7% decrease of income gap, from 23.6% to 20.9%. Lastly, there was .9% decrease in the severity of poverty, from 2.1 % to 1.2%. The statistics may seem to be a small percentage of difference, but they involve thousands of families, especially farming families, if translated into real numbers. The poverty statistics show that there were less impoverished families, that the gap between the rich and poor became narrow, and that the suffering of those who remained in poverty was no longer that much. This positive development happened after many beneficiary youths of the community colleges got the chance of being employed after graduating as shown above. After getting employed, a better income for their families could only follow, and a better family income could only result to alleviation from poverty. This explains how the Program to expand the community colleges all over the province of Zamboanga del Sur resulted to the alleviation of poverty.

30 27.4 26.9 25.9 25

20 18.6

POVERTYINCIDENCE 10

0 2006 2009 2012 2015

Table 4. 2006 – 2015 Zamboanga del Sur Poverty Incidence

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30.5 30 27.1

25 23.6 20.9 20

15 INCOME GAP INCOME

0 2006 2009 2012 2015

Table 5. 2006 – 2015 Zamboanga del Sur Income Gap Percentage

4 3.5 3.5

3 2.8

2.5 2.1 2

1.5

1.2 SEVERITY OF POVERTY OF SEVERITY 1

0.5

0 2006 2009 2012 2015

Table 6. 2006-2015 Severity of Poverty in Zamboanga del Sur

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Peace and Security

Police and military reports show that the peace and security situation of the province has since improved. Police report states that the crime index from 2014 to 2017 reduced by 69.7%, from 3119 to 946 cases. Meanwhile, military intelligence reports show that that the villages infiltrated and influenced by the communist movement reduced by around 60% from its peak in the early 1990s up to the present. A content media analysis also shows that the military encounters between the law enforcement agencies and the enemies of the state, either the communist guerrillas or the secessionist rebels, have since been on the downtrend, especially after the JHCSC community colleges were established around the province. These reports show that bringing quality education right at the doorsteps of the youths, who are sons and daughters of the poor farming families in the countryside, has a great positive impact on the peace and security situation of the province. Education gives the youths hope, equips them with relevant skills, and provides them with employment opportunities that improve the living conditions of their families. Zamboanga del Sur used to be a hotbed of insurgency and secessionist movement in 1980’s up to early 1990’s. With the overall strategy of the communist guerrillas to encircle the cities from the countryside, they made the towns around an urban center as breeding grounds of communist guerrillas starting from the far-flung areas. On the other hand, the Moro secessionists, who have since historically resided in the coastal areas of the province, also made their coastal communities as breeding ground of secessionist rebels. In this context, the youths, who cannot find hope in agricultural production due to the damage done by chemical agriculture and who have no access to tertiary education that could help them become professionals and economically productive, are prone to recruitment either by the communist guerillas or secessionist rebels. Hopelessness could easily push them towards extremism. However, the Re-engineering Education Program of Zamboanga del Sur has effectively addressed this challenge. Keeping the vulnerable youths in school prevents them from being recruited to engage in extremism, and making them a professional degree holder leads them to focus on being economically productive, good providers to their own families, and contributors to nation building. Because of the dwindling security threats in the province, the regional leadership of Department of Interior and Local Government, the Armed Forces of the Philippines, and the Philippine National Police jointly declared in August 2015 that the province of Zamboanga del Sur is “Peaceful and Ready for Development.” (See Annex N. Page 44)

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LESSONS LEARNED Based on internal evaluation, the following are the lessons learned: strong political influence is a primary factor in the expansion of public tertiary community colleges in a provincial territory; opening community colleges in the locality necessitates support in the beginning from the municipal government that can provide funding and material support; since the support from the municipal government is dependent on the changing political climate, it is necessary to ensure a legislated national subsidy and an active Parents-Teachers Association, capable to raise funds, so that sustainability of funding for the colleges is assured even if the municipal support stops.

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Annexes

Re-engineering Education: Education at the Doorstep Evaluation Report

Annex A Log Frame Initiative : Education Title of the Initiative: Re-engineering Education: Education at Doorstep

Narrative summary Verifiable Indicators Means of Verification

Goals -Percentage in income Increase -shelter plan - Percentage in income gap -poverty incidence report decrease - decrease in Percentage in Poverty Alleviation severity of poverty -decease in percentage of poverty incidence -meeting basic needs (food, etc.) -Number of crime index -PNP Crime index Report

- Number of drug pushers -PDEA report Maintenance of Peace and Order apprehended

- PNP/AFP/DILG joint declaration

of peace and order -recognition as a peaceful province Increase in employment - Percentage of employment - Opening of jobs (PSA, opportunities DOLE) Purpose Number of board/bar passers and -PRC/CSC reports CSC passers Provide Quality, Affordable, and -percentage of passing Accessible Formal and Non-formal - government subsidized tuition -billing statements of TOSF Education and other fees -School Annual Report -number of Post graduate graduates Outputs 1. JH Cerilles State College 1.1 Program offerings - Bachelor of Arts - English - Mathematics - Political Sciences - certificates (AACCUP) - Bachelor of Science in -number of accredited programs -CHED permits Agriculture -TESDA permits - Animal Science - Agronomy - Horticulture - Bachelor in Agricultural Technology

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- Bachelor in Elementary Education - Bachelor in Secondary Education - English - Mathematics - Filipino - General Science -Bachelor of Science in Forestry - Bachelor of Science in Civil Engineering - Bachelor of Science in Social Work - Bachelor of Science in Information Technology - Bachelor of Science in Criminology - Bachelor of Science in Hotel and Restaurant Management - Bachelor of Physical Education - Bachelor of Technical- Vocational Teacher Education - Architectural Drafting - Electrical Technology - Hotel and Restaurant Management - Electronics Technology - Bachelor of Technology and Livelihood Education - Home Economics - Bachelor of Science in Nursing - Bachelor of Laws - Master of Arts in Education - English - Filipino - Mathematics - Science - Educational Administration

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- Administration and Supervision - Master of Arts in Environmental Resource Management - Master of Agricultural Development 1.2 Enrolment Number of enrolment per year 1.3 Enrolees Number of enrolees per year -enrolment report

M 1.4 Graduates - Undergrad Number of graduates -graduation reports - postgrad 1.5 Equipped Faculty and -number of Doctoral degree -Doctoral degree holder holder -Master’s degree holders -number of Master’s degree -transcript of Records - bachelor’s degree holders -diplomas holder - number of bachelor’s degree holder

1.3 Community Schools - Number of Community Schools - board resolutions Established (ESUs) Activities 1. JH Cerilles State College 1.1 Expansion of community schools - Conduct of meetings, -Board resolution consultations with LCEs -Number of meetings - Crafting of SP and SB resolution on ESU -MOA operation - Conduct of MOA signing 1.2 Conduct/participation to trainings , seminars, Number of trainings conducted -inventory of trainings and workshops and participated seminars attended - Faculty - staff 1.3 hiring and recruitment of p[personnel -Minutes of meeting -Conduct of faculty -Number of faculty hired -appointments/contracts of selection (FS) -Number of personnel hired service issued -conduct of p[personnel selection (PS)

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Annex B Monitoring and Evaluation Matrix Initiative : Education Title of the Initiative: Re-engineering Education: Education at Doorstep

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Annex C

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Annex D

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Annex E

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Annex F

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Annex G

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Annex H

JH Cerilles State College History

Sometime in 1983, the members of San Miguel Municipal Council and the community folks of Mati, San Miguel, Zamboanga del Sur together with the Department of Education, Culture and Sports (DECS) officials strongly supported the move of Assemblyman Vicente Madarang Cerilles for the creation of a barangay high school in Mati. The school was named Josefina H. Cerilles Memorial Barangay High School in honor of the assemblyman’s beloved wife who was once a supervisor of DECS. This was approved through a Sangguniang Bayan Resolution No. 23 in April 1983 and Sangguniang Panlalawigan Resolution No. 295-A in 1984 pursuant to DECS Order N0.6, series of 1983.

Mr. Crispin Mag-usara took the leadership of the newly created school and not long after, Mr. Fortunato Gumintad succeeded him as teacher-in-charge. With the cooperation of the school’s faculty and staff, and the residents of the community, Mr. Gumintad made a lot of improvements of the school which was originally constructed out of light materials.

In 1987, when all barangay high schools in the country were fully nationalized, the school’s name was changed to Josefina H. Cerilles National High School. In the succeeding year, it was one of the lucky recipients of the Secondary Education Development Program (SEDP) building package and subsequently thereafter, the U.S. AID academic building package.

On February 25, 1995, Josefina H. Cerilles National High School was converted into Josefina H. Cerilles Polytechnic College by virtue of the Republic Act 7895 authored by Congressman Antonio H. Cerilles. With this development, the High School Department became the laboratory school of the Teacher Education Department of the College.

In 1996, Josefina H. Cerilles Polytechnic College started its full operation as a CHED-supervised institution with Mr. Francisco Caylan of the DECS as its officer-in- charge. The first eight faculty members of the college were Mrs. Filomena G. Montealto, Mrs. Winifreda L. Rico, Mrs. Daylinda P. Sulong, Mrs. Mila A. Samin, Miss Nelia b. Aragon, Engr. Jerry B. Superales, Mr. Lumabao B. Sanlao and Mr. Jesus B. Purisima.

In 1997, Mrs. Filomena G. Montealto was appointed as Vocational School Superintendent and since then, she took the lead in all the educational ventures of the College while at the same time upholding its vision, mission and goals by providing quality and relevant education to all its students.

After six years of operation as a CHED-supervised institution, JHCPC was converted into Josefina H. Cerilles State College in August 11, 2001 by virtue of the Republic Act 9159 authored by Congresswoman Aurora E. Cerilles. Dr. Filomena G. Montealto was appointed as the first president of the state college.

On February 21, 2005, Dr. Montealto tendered her voluntary resignation as president of the College due to health reasons. The JHCSC-Board of Trustees designated Mr. Dante B. Bayocot, the school registrar, as the officer-in-charge of the College.

In order to make education accessible to the poorest of the poor in the province of Zamboanga del Sur, JHCSC campuses were opened in the municipalities of Tigbao, Lapuyan, Dimataling, Mahayag, Tambulig, and Ramon Magsaysay in June of 2005. Three former Western Mindanao State University-External Studies

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Units’ (WMSU-ESU) were affiliated to JHCSC during this year. It was also the year which marked the opening of JHCSC-Pagadian Campus.

In June 2006, two new campuses were opened in the municipalities of Josefina and San Pablo. A former WMSU-ESU in the municipality of Margosatubig was affiliated to JHCSC in June of this year. CMSECAT (Canuto MS Enerio College of Arts and Trade) in the municipality of Lakewood was integrated to the college in October of the same year.

On December 1, 2006, Dr. Carlicita A. Saniel, was appointed by the JHCSC-BOT as President of the college to serve the remaining term of Dr. Filomena Montealto while Mr. Dante B. Bayocot assumed his former position as college registrar.

In March 2007, Dr. Carlicita A. Saniel was installed by JHCSC-BOT as the second President of the college. During her term of office, new campuses were opened to cater the educational needs of the poor but deserving students of Zamboanga del Sur. The following External Study Units were opened and located in the municipalities of Vincenzo Sagun-June 2007,Tabina- October 2007,Guipos and Sominot-June 2009 and the integration of ZSAC (Zamboanga del Sur Agricultural College) on July 2009 to JHCSC led to the operation of the JHCSC-Dumingag Campus. On June 15, 2012, JHCSC-Board of Trustees confirmed her second term as President of JHCSC which expired on the date of her retirement.

On November 3, 2013, the board chosen Mrs. Adelina A. Ursaiz, the Supervising Administrative Officer as OIC in the Office of the President until the new President of the College was elected.

On March 10, 2014, Dr. Edgardo H. Rosales was confirmed by the JHCSC- BOT as the third President of JHCSC System.

Today, the JHCSC System has 3 Organic Campuses and 18 External Units located in the different municipalities of Zamboanga del Sur.

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Annex I

JHCSC 2018 Faculty Profile

Total Number of Faculty = 215

Bachelor's Degree Holder 93 Master's Degree Holder Doctorate Degree Holder 105

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Annex J

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Annex K Zamboanga del Sur Crime Index (Source: Philippine Statistics Authority)

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Annex L (Source: Philippine Statistics Authority – Official Poverty Statistics of the Philippines 2015ss)

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Annex M

EXISTING HIGHER EDUCATIONAL INSTITUTIONS (HEIs) Zamboanga del Sur: SY2010-2011 Source of Data: ______Provincial Planning and Develop

Actual Location District Name of HEI Public Private ProgramsProgram Offered Offered Enrolment (Municipal/City) A. District I 13 15 16,567 01 Aurora Pioneers Memorial College 1 245 Aurora BSBA, BSCS, BEED, BSED 02 Blancia College Foundation 1 216 Molave BSN, BSBA, BSCS, BSED, BEED 03 Eastern Mindanao College of Technology 1 160 Pagadian City BSIT, BSCS 04 Happy Hearts College 1 31 Pagadian City BSIS, BSIT, BEED 05 Hyrons College Philippines, Inc. 1 40 Tukuran BEED, BSIT, BSCS 06 J.H. Cerilles State College - Dumingag Campus 1 962 Dumingag BSED, BSAg, BSCS, BSFood Tech, BSCrim.,BEED, BAgTech., BSIT 07 J.H. Cerilles State College - Guipos Campus 1 195 Guipos BS Forestry, BSCE, AB, BS Crim., BSIT 08 J.H. Cerilles State College - Pagadian Campus 1 718 Pagadian City BSN, LLB, BSHRM, BSIT 09 J.H. Cerilles State College - R. Magsaysay Campus 1 179 R. Magsaysay BSED, BEED, AB, BAgTech. 10 J.H. Cerilles State College - Sominot Campus 1 Actual 117 LocationSominot BSED, BEED, AB District 11 J.H. Cerilles State NameCollege of - HEITambulig Campus Public1 Private 123 Tambulig BAgTech, AB, BSED, BEED,BSIT Program Offered 12 J.H. Cerilles State College - Tukuran Campus 1 Enrolment 157 (Municipal/City)Tukuran BSIT, BSED, BEED 13 J.H. Cerilles State College-Josefina Campus 1 58 Josefina BSAg, BEED 14 J.H. Cerilles State College-Mahayag Campus 1 137 Mahayag BSED, BEED, BSIT 15 J.H. Cerilles State College-Midsalip Campus 1 185 Midsalip BSED, BEED, BSIT 16 Lucan Polytechnic College 1 111 Pagadian City BSIT,BEED, BSCS 17 Medina College-Pagadian 1 918 Pagadian City BSN, BSMedTech, Midwifery, BSCS 18 Universidad de Zamboanga (Mendero College) 1 80 Pagadian City BSMT, BSRadTEch, BSPharma, BSResiratoryTherapy, BSN, Asso. In Rad.Tech. (3yrs) 19 Pagadian Capitol College, Inc. 1 567 Pagadian City BSCrim., BSIT, BSBA, BSCS, BEED 20 Philippine Technological and Marine Sciences 1 17 Pagadian City BSCS, BSIT 21 Saint Columban College 1 2,222 Pagadian City BSCS, BSIT, BSIS, BSA, BSACT, BSHRM,BSOA, BSBA, BEED, BSED, AB Two yr program (ACT, CHS) 22 Southern Mindanao Colleges 1 2,864 Pagadian City PHD, MAEd, MPA, MBA, BSCE, BSEE, BSGE, BSCompEng., BSECE, BSE, BEED, BSBA, BSCrim., AB, BSCS, BSIT, BSIS, BSOA, BSSW, BSHRM, MAED, MAGC. 23 Yllana Bay College 1 61 Pagadian City BSIT, BSCrim. 24 WMSU - Aurora 1 328 Aurora BEED, BSED, BSCS, Prof. Educ. Cert., AB, BSAg Tech 25 WMSU - Molave 1 690 Molave BSCS, BEED, BSED, AB, BSSW 26 WMSU - Pagadian 1 2,801 Pagadian City BSCrim, BSA, AB, BSSW, BSCD, BSED, BEED, BSCS, MPA, MAEd, BEED 27 Zamboanga del Sur Maritime Institute of Tech. 1 1,785 Pagadian City BSMT, BSME, BSCS, BSMC, BSHRM, BSCrim, BSME, BSComE, BSBA, BSIT 28 STI- Pagadian 1 600 Pagadian City HRS, CCE, IT

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Actual Location District Name of HEI Public Private ProgramsProgram Offered Offered Enrolment (Municipal/City) B. District II 12 1 2,091

01 J.H. Cerilles State College - Bayog Campus 1 186 Bayog BSED, BSAg, AB, BEED, BAgTech, 02 J.H. Cerilles State College - Canuto MS Enerio 1 171 Lakewood BEED, BSED, BSIE, BSHRM, BSIT 03 J.H. Cerilles State College - Dimataling Campus 1 65 Dimataling BSAg, BSED, BEED, AIT 04 J.H. Cerilles State College - Kumalarang Campus 1 95 Kumalarang BAgTech, BSED, BEED, BSIT 05 J.H. Cerilles State College - Lapuyan Campus 1 49 Lapuyan BSED, BEED, BSIT 06 J.H. Cerilles State College - Main Campus 1 596 San Miguel BSED, BSAg, AB, BSFisheries, BEED, BAgTech, BSIT, MAEd, MSEM 07 J.H. Cerilles State College - Margosatubig Campus 1 285 Margosatubig AB, BSED, BEED, BSN, BSIT 08 J.H. Cerilles State College - San Pablo Campus 1 96 San Pablo AB, BSED, BEED 09 J.H. Cerilles State College - Tabina Campus 1 103 Tabina BSIT, BSED, BEED, BAgTech, 10 J.H. Cerilles State College - Tigbao Campus 1 120 Tigbao AB, BEED, BSED, BSForestry 11 J.H. Cerilles State College - V. Sagun Campus 1 114 Vincenzo Sagun AB, BEED, BSED, BSFisheries 12 Southern Mindanao Colleges - Agro Tech 1 6 Dumalinao BAgTech 13 WMSU-Pitogo 1 205 Pitogo BEED, AB, BSED TOTAL 41 25 16 18,658