COLLEGE

Robert Frost: The Road Not Taken (1915)
This poem is usually interpreted as an assertion of individualism, but critic Lawrence Thompson has argued that it is a slightly mocking satire on a perennially hesitant walking partner of Frost's who always wondered what would have happened if he had chosen their path differently. What evidence can you find in the poem to support each of these views? Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth. Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same. And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I-I took the one less traveled by, And that has made all the difference.

Magic E There's a magical letter, The silent "e" As easy to read as A-B-C. It makes short vowels long, Turning "can" into "cane" And "dim" into "dime". Abracadabra!!! "Hug" becomes "huge". And "hop" become "hope".
Teddy Slater

The Opposites Oh, do you know the opposites, the opposites, the opposites Oh, do you know the opposites, The meanings never the same. If you say high Then I say low. If you say stop,

Then I say go. If you say left, Then I say right. The meanings never the same.

Stand Ins Pronouns are our stand in words; They play the part of nouns-Proper ones like Bill or Jim, And common ones like town.

He is one, and him and it-They fit in anywhere And do their work so quietly We hardly know they're there.
Evantha Caldwell

My Word! A noun is quite dependable; It never leaves you in suspense!

But a participle may be dangling, And a verb is always tense!
W. Lowrie Kay

Synonyms (To the tune of "Hush Little Baby") Synonyms almost the same, Synonyms almost the same, Come, let's play a matching game. Sing two words that mean the same. Sing two words that mean the same. (Alternate following teacher with students or boys and girls.) When I'm happy, I am glad. When I'm naughty, I am bad. If it's large, It's also big. A hog is Also called a pig.

See me hurry, See me rush. To be quiet Means to hush. If I want, I also wish. A plastic bowl Is still a dish. Practice or Repeat a song. If you miss, You go far wrong. If you end, You stop the game. They have like meanings, Much the same. Synonyms, almost the same. Synonyms, almost the same.

B-A Bay B-a-bay B-e-bee B-i biddee bye B-o-bo Biddee bye bo B-u-boo Biddee bay bee Chorus: It's just a kooky song. You can sing it, too. Any consonant will work with A E I O U. Repeat first verse. R-a-ray R-e-ree R-i-riddee rye R-o-ro Riddee rye ro R-u-roo Riddee ray ree Rye-ro-roo Chorus W-a-way w-e-wee etc....... B-a- bay uses long a How many long a words can you say? B-e-bee uses long e. How many lone e words can there be? B-i-biddee bye uses long i. How many long i words can you try? B-o-bo uses long o. How many long o words do you know?

B-u-boo uses long u. How many long u words will be new?

(Tune: Wheels on the Bus) Sometimes the c says /s/, /s/, /s/- /s/,/s/, /s/- /s/, /s/, /s/. Sometimes the c says /s/, /s/, /s/. I'll tell you why! If after the c you see an i, Or an e or a y, They all make the c say /s/, /s/, /s/. You give it a try. C is soft in cent and cell, Cent and cell, cent and cell, C is soft in cent and cell, And now you know why!

*Punctuation Marks* The period is a busy man. A small round traffic cop. He blocks the helter-skelter words And brings them to a stop. The question mark's a tiny girl, She's small but very wise; She asks too many questions For a person of her size. Of all the punctuation folk, I like the comma best. For when I'm getting out of breath He lets me take a rest.

Quotation marks are curious. When friendly talk begins You'll always find these little marks Are busy listening in. The exclamation mark's an elf, Who is easily excited. When children laugh or cry or scream It's then he's most delighted.

*The Contraction Song* I'm the first word; don't change me! Don't change me, don't change me. I'm the first word; don't change me! Oh, no, just let me be. When you change the second word, Second word, second word, When you change the second word, A shorter word you'll see. Certain letters are taken out, Taken out, taken out. Certain letters are taken out. One word will remain. Apostrophe will fill that space, Fill that space, fill that space. Apostrophe will fill that space, The rest will stay the same. Can't and couldn't, isn't, too. Isn't, too, isn't, too, Won't and I've and let's, it's true, Contractions every one.

I'm and she's and you're and he'd, You're and he'd, you're and he'd, Wouldn't, didn't, we'll and she'd, Good! And now we're done.

Here is a song to help teach the q followed by u rule. This song goes to the tune of "Twinkle, Twinkle, Little Star." It was sent in by Kim Q-u, Q-u friends are they; and to-gether they will stay. U will al-ways fol-low q, as most good friends of-ten do. Q-u, as in queen and quit, Like a hand in glove they fit. Q will tell the letters, "No!" If his u friend cannot go. When you see the letter q, next you'll see the letter u. Q-u, Q-u friends are they and together they will stay.

Adjectives An adjective describes "what kind" OR "how many" AND Goes with a noun like, "One little penny." Action Words Are Verbs

When you've got a lot to do, An action verb's the word for you. Verbs can do most anything, They tell us what is happening. Refrain: Action words Action words Action words (clap, clap) are verbs! Action words Action words Action words (clap, clap) are verbs! Think of sports you like to play, Name the verbs you do each day. Throw, catch, hit, or kick a ball, Jump and dunk the basketball. Walk and jog or sprint a mile, Swim and dive or surf in style. Skate, hike, ski, to name a few, Race and climb are verbs you do. (Refrain) When you go to school each day, You'll read a book or write a play. Think and listen, take a test, Study hard to do your best. Paint and sketch or play and sing, Learn the best of ev'rything. Memorize and use a rule, These are verbs you do in school. (refrain) We use verbs like move or hop, Shake and shimmy, flip and flop. Clap your hands and stamp your feet,

Snap your fingers to the beat. Raise your arms and turn around, Bend your knees and touch the ground. When you've got a lot to do, An action verb's the word for you! (refrain)

Homophones Tune: Go In and Out the Window Some words sound like another. Some words sound like another. Some words sound like another. We call them homophones. The spelling will be different. The spelling will be different. The spelling will be different. We call them homophones. They do not mean the same thing. They do not mean the same thing. They do not mean the same thing. We call them homophones. There's waist and waste and sew and so. There's meat and meet and know and no. There's night and knight and wait and weight. So many homophones. Some words sound like another. The spelling will be different. They do not mean the same thing. We call them homophones.

When it's English that we SPEAK Why is STEAK not rhymed with WEAK? And couldn't you please tell me HOW COW and NOW can rhyme with BOUGH? I simply can't imagine WHY HIGH and EYE sound like BUY. We have FOOD and BLOOD and WOOD, And yet we rhyme SHOULD and GOOD. BEAD is different from HEAD, But we say RED, BREAD, and SAID. GONE will never rhyme with ONE Nor HOME and DOME with SOME and COME. NOSE and LOSE look much alike, So why not FIGHT, and HEIGHT, and BITE? DOVE and DOVE look quite the same, But not at all like RAIN, REIN, and REIGN. SHOE just doesn't sound like TOE, And all for reasons I don't KNOW. For all these words just prove to ME That sounds and letters DISAGREE.

Parts of Speech Poem A nouns the name of anything Like house, or garden, boat or swing. Instead of nouns you may prefer The pronouns you, or I, or her. Adjectives tell the kind of noun As great or small or black or brown. Verbs tell something to be done:

To read or count, sing, laugh or run. How things are done the adverbs tell As slowly, quickly, ill or well. Conjunctions join two words together As men and women or wind and weather. Prepositions go before a noun As in or through or under or around. An interjection shows surprise As Oh! How pretty, or Ah! How wise. The whole are called eight parts of speech, The whole are called eight parts of speech, The whole are called eight parts of speech, Which reading, writing and speaking teach.

Nouns (Sung to the tune of: Polly Wolly Doodle) Oh, let's look around for some naming words for persons and places and things Oh a noun is a name, Yes a noun is a name for a person or a place or a thing It's a noun It's a noun It's the name of anything Any persons, any places, any things from hats to laces It names persons or places or things.

I'm trying hard to learn to read But what's a kid to do When there's a NO and a GO and a SO And then there's words like TO? Reading BONE and CONE and LONE and TONE Can almost be kind of fun But I get upset when I have to believe That D-O-N-E spells DONE! It's plain to see a kid like me Sure needs a helping hand. No matter how much I really try I don't always understand. I'm trying hard to learn to read Somehow that's what I'll do But for now if you'll just read to me Someday I'll read to you! By Bill Haloran

Strategies
When I get stuck on a word in a book, There are lots of things I can do. I can do them all, please, by myself; I don't need help from you.

I can look at the picture to get a hint. Or think what the story's about. I can "get my mouth ready" to say the first letter. A kind of "sounding out."

I can chop up the words into smaller parts, Like on or ing or ly, Or find smaller words in compound words Like raincoat and bumblebee.

I can think of a word that makes sense in that place, Guess or say "blank" and read on Until the sentence has reached its end, Then go back and try these on: "Does it make sense?" "Can we say it that way?" "Does it look right to me?" Chances are the right word will pop out like the sun In my own mind, can't you see?

If I've thought of and tried out most of these things And I still do not know what to do, Then I may turn around and ask For some help to get me through.
~Jill Marie Warner

Friendly Letter Poem
Sing it to the tune of "The Itsy Bitsy Spider"

I am a friendly letter My heading at the top. My street address, my city and state The date and then I stop. And then I put "Dear Someone," A comma at the end Next I go and write the body, My message to my friend. I choose a closing, like "Your Friend", Or "Love Forever More," I end it with a comma Of that I'm very sure. I sign my name in cursive And now I'm at the end. And my perfect friendly letter I'm now ready to send.

Hear these songs sung by the artist. I have put down the words for

you to add to a chart. You will need real player or quick time. The kids will enjoy these! Have them sing along. Just click on the title name.

Homophones

I read this book It's red, come look A book about a special love Homophones Right here, you'll hear Two words that sound the same But don't look the same Here's the name Homophones I know there's no one else Who loves them so You're right, let's write these words All day and night They're out of sight Yes, they're so sweet That's why we always meet Not that kind of meat But you can't beat Homophones Two words that sound the same But they're not spelled the same Homophones

Two Vowels Go Walking

When two vowels go walking The first one does the talking In "boat" you hear the "o" and not the "a" In "meat" you hear the "e" The "a" sits quietly The second vowel you see but you don't say But... Shh! Just the two of us together In "train" and "pail" and "rain" The "a" speaks up; the "i" does not But... Shh! Let me explain When two vowels go walking The first one does the talking In "brain" you hear the "a" but not the "i" In "soap" the "o" is clear The "a" you never hear In "say" you say the "a" and not the "y" But... Shh! Isn't it neat? But... Shh! It can't be beat! But... Shh! It's such a dream! Don't mean to boast But here's a toast We're quite a team! When two vowels go walking The first one does the talking I'm sorry, number two, it's such a shame

Although it gives you pain The rule is very plain When two vowels walk The first one says its name! But... Shh! Yes, when two vowels walk The first one says its name!

Hung Up On H
I am hung up on H And the hard-to-learn "hih" sound it makes Every time I hear "hih" I lose hope And my heavy heart aches I'm hassled and fed up I can't hold my head up Because H makes me howl like a hound I'm hung up on H Can't handle that "hih, hih, hih" sound Now, the sound of most letters Are found in their name T goes "tih" J goes "jih" K goes "kih" But H doesn't play By the rules of that game Why doesn't H go "ay" or "chuh"?

Why a letter called H Makes a "hih" sound I'm hard pressed to see Hih, hih-hih, hih, hih, hih H sounds like it's laughing at me I'm harassed by its cackles H raises my hackles Its "hih, hih" Has me in a huff Yes, I'm hung up on H Hih, hih, hih, hih, hih I've had enough! Yes, I'm hung up on H Hih, hih, hih, hih, hih I've had enough!

Sloppy Pop
I love the letter O When it's in o-p "op" The O in gloppy slop The O in sloppy glop I love the O in mop I really flip for flop And nothin' else can top The o-p "op" In Sloppy Sloppy Pop! I'm Sloppy Sloppy Pop! No, don't accept a sloppy copy Cream of the o-p crop I'm Sloppy Pop! Sloppy Sloppy Sloppy Poppy!

I love the letter O When it's in o-p "op" The O in clippy clop The O in drippy drop I love the O in hop Ain't ever gonna stop And nothin' else can top The o-p "op" In Sloppy Sloppy Pop! I'm Sloppy Sloppy Pop! No, don't accept a sloppy copy Cream of the o-p crop I'm Sloppy Pop! Sloppy Sloppy Sloppy Poppy!

Vowel Boot Camp
AEIOU Sometimes Y is a vowel, too Sound off! AE Sound off! IOU Sound off! AEIOU Y, too! All right, letter heads! Move it, move it, move it, move it, move it! This isn't Camp Nappy-packy-wacky Lake! This is vowel boot camp! Now, sound off! A! E! I! O! U!

Y! On the double, A, and I'm not talking batteries! State your long and short sounds! "Ay" is my long sound and "ah" is my short sound, Sir! Exactly. But what if you're flanked suddenly by an M and an N. Sound? Ah! Word?! Man! Well done, soldier. But what if an I slips through the lines and stands next to you? What's the general rule, soldiers?! When two vowels stand side by side The first one says its name with pride. Right. So what's your sound now, vowel A? Ay! Word?! Main! Correct! You are my main man! Vowel Squad, let's go make some words! Forward, march! That was a "vowel" thing to do. Oh... AEIOU Sometimes Y is a vowel, too Sound off! AE

Sound off! IOU Sound off! AEIOU Y, too!

Some of these poems come from the Second Grade Mailring while others I have collected and I do not know who to give credit to. If any of these are yours, just e mail me and I will give you the credit you deserve.

Bad Romance Lyrics Rah-rah-ah-ah-ah! Mum-mum-mum-mum-mah! GaGa-oo-la-la! Want your bad romance

Rah-rah-ah-ah-ah! Mum-mum-mum-mum-mah! GaGa-oo-la-la! Want your bad romance I want your ugly I want your disease I want your everything As long as it's free I want your love Love-love-love I want your love I want your drummer The touch of your healing I want you leather dirty kiss in the scene And I want your love You know that I want you Love-love-love I want your love Love-love-love I want your love You know that I want you And you know that I need you I want it bad Bad and bad I want your loving And I want your revenge You and me put on a bad romance I want your loving All your love is revenge You and me put on a bad romance Oh-oh-oh-oh-oooh! Oh-oh-oooh-oh-oh! Caught in a bad romance Oh-oh-oh-oh-oooh! Oh-oh-oooh-oh-oh! Caught in a bad romance Rah-rah-ah-ah-ah! Mum-mum-mum-mum-mah! GaGa-oo-la-la! Want your bad romance Rah-rah-ah-ah-ah! Mum-mum-mum-mum-mah!

GaGa-oo-la-la! Want your bad romance I want your horror I want your design 'Cause you're a criminal As long as your mine I want your love Love-love-love I want your love I want your psycho You're burning this stick Want you in my room When your baby is sick I want your love Love-love-love I want your love Love-love-love I want your love You know that I want you And you know that I need you I want it bad Bad and bad I want your loving And I want your revenge You and me put on a bad romance I want your loving All your love is revenge You and me put on a bad romance Oh-oh-oh-oh-oooh! Oh-oh-oooh-oh-oh! Caught in a bad romance Oh-oh-oh-oh-oooh! Oh-oh-oooh-oh-oh! Caught in a bad romance Rah-rah-ah-ah-ah! Mum-mum-mum-mum-mah! GaGa-oo-la-la! Want your bad romance Rah-rah-ah-ah-ah! Mum-mum-mum-mum-mah! GaGa-oo-la-la! Want your bad romance

Work-work fashion baby Work it Work the bitch crazy Work-work fashion baby Work it Work the bitch crazy Work-work fashion baby Work it Work the bitch crazy Work-work fashion baby Work it Work the bitch crazy I want your love And I want your revenge I want your love I don't wanna be friends Said I want your love And I want your revenge I want your love I don't wanna be friends Oh-oh-oh-oh-oooh! Oh-oh-oooh-oh-oh! Caught in a bad romance Oh-oh-oh-oh-oooh! Oh-oh-oooh-oh-oh! Caught in a bad romance I want your loving And I want your revenge You and me put on a bad romance I want your loving All your love is revenge You and me put on a bad romance Oh-oh-oh-oh-oooh! Oh-oh-oooh-oh-oh! Caught in a bad romance Oh-oh-oh-oh-oooh! Oh-oh-oooh-oh-oh! Caught in a bad romance Rah-rah-ah-ah-ah! Mum-mum-mum-mum-mah!

GaGa-oo-la-la! Want your bad romance Submitted by:

1. Gmail 2. Calendar 3. Documents 4. Photos 5. Reader 6. Web 7. more 1. 2.

3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 1. Sign in 2. 1. 2. 3.

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INTRODUCTORY REMARKS

A word of thanks to: University of Cologne, the head of our ForUm network Prof. Dr. Kraas, our ForUm coordinator Ms. Christine Knie, for this wonderful opportunity to participate again.

I am really happy to be with all of you again. This is a special Summer School because we have come full circle from Cologne to Cologne.

I am tempted to say many things & reminisce. But, time is precious and limited. So, Let me proceed to the business at hand.

STRENGTHENING the POOR of CIVIL SOCIETY for DEVELOPMENT Through the “ABCD” MODEL: SOME CASE STUDIES, MINDANAO, PHILIPPINES

Anselmo B. Mercado (Summer School, German-Southeast Asian ForUm, University of Cologne , Germany, August 20-September 1, 2009)

Cagayan

de Oro

Cagayan de Oro

Midkiwan

Tongantongan

Kitaotao

A GLIMPSE AT PAST 40 –YEAR EXPERIENCE OF DEVELOPMENT WORK

“The Impossible Dream” theme song of the College of Agriculture & SEARSOLIN

• Meaningful song… but after learning “ABCD” Model, I have felt uneasy about it.

• Reminds me of the “traditional” orientation of development work which usually starts w/ a gloomy negative perspective of poor communities – the “vicious cycle of poverty” -- so complicated, it makes development efforts seemingly hopeless & helpless like an impossible dream. A new term for this – “DCBA” (Deficiency of Community Based Approach).

• Our development work -- influenced by the evolving & prevailing development models & strategies of the times:

ECONOMIC DEVELOPMENT MODEL (ECODEV) (PRODUCTION & WEALTH CREATION)

HUMAN DEVELOPMENT MODEL (HUDEV) (ECODEV + EQUITY + PEOPLE EMPOWERMENT)

HOLISTIC SUSTAINABLE HUMAN DEVELOPMENT MODEL (HUDEV + TRIPARTITE PARTNERSHIP OF GOV’T - BUSINESS SECTOR - CIVIL SOCIETY)

Our experiences … have had a number of successes giving us much encouragement; but, also a number of failures & disappointments.

CURRENT EXPERIENCES & THE “ABCD” MODEL

The New Millennium – ushered in new hopes & inspiration…

1. A re-awakening & renewed idealism/vision shared by poor & rich countries -- “a world without poverty”. Pressed by urgency of the times, the UN has produced the “Millennium Declaration”:

Reducing by half the proportion of people on extreme poverty & hunger by 2015

2. The “ABCD” Model – in a new millennium, a new paradigm, & a more positive outlook of our world searching for lasting peace & development.

CONTRASTING ABCD AND DCBA MODELS

“DCBA”

ABCD

Needs, Deficiencies, Problems

Negative aspects (problematic, weak, “sick”) overwhelm/overlook

people’s inner strengths - self-deprecating - dependency on “outside” help - selfish interests Influenced by “outside” resources (donations, grants)

Donor-client relationship Doctor-Patient

Participatory needs assessment or problem analysis (“Problem Tree” or Needs Map)

Sketch 1: DCBA produced a Community Needs or Problem-oriented Map (or a “Problem Tree”)

Unemployment/ Underemployment

Laziness

Broken Families

Poor Housing

Child Abuse

Crime

Poor Health

Mental Disabilities

Illiteracy

Welfare recipients

Low Production

School Dropouts

Contrasting the ABCD and the DCBA Models

“Traditional”

“ABCD”

Needs, Deficiencies,

Problems

Negative aspects (problematic, weak, “sick”) overwhelm/overlook people’s inner strengths - self-deprecating - dependency on “outside” help - selfish interests Influenced by “outside” resources (donations, grants)

Donor-client relationship Doctor-Patient

Participatory needs assessment or problem analysis (“Problem Tree” or Needs Map)

Assets, Capacities, Potentials

Positive aspects (assets) are

good starting points & stimuli for

development

- self-motivating - mobilize internal resources - mutual-help

Influence people/community to build up their inner strength and internal resources Partners collaborate to strengthen community’s inner capacities for empowerment

Participatory Mapping of Assets or Resources

Sketch 2 : Community Assets Map (“ABCD” Approach)

Local Institutions

Schools

Peoples’ Organizations

Churches

Block Clubs

Gifts of Individuals

Artists

Income

Libraries or Learning Centers

Elderly

Youth

Labelled people

Hospitals/Clinics

NGOs

The ASSETS - BASED COMMUNITY DEVELOPMENT (“ABCD” Approach)

PHYSICAL

process

LIVELIHOOD (ECONOMICS)

PEOPLE

and

COMMUNITY

DEVELOPMENT

knowledge, skills, attitudes, talents, education, etc.

PHYSICAL: household properties, other physical assets used to generate income (water, land, infrastructure, school, transportation, weather, etc)

ORGANIZATIONS: internal - based & external - based associations/agencies/organization; formal and non-formal; Gov’t. and NGOs

LIVELIHOOD: income levels, sources of income. Credit, market, etc..

APPLYING ABCD TO STRENGTHEN/EMPOWER POOR COMMUNITIES:

SOME CASE STUDIES

• Since March 2000, the College of Agriculture & South East Asia Rural Social Leadership Institute (SEARSOLIN) of Xavier U, Philippines decided to collaborate with grassroots Civil Society to test, apply & study the ABCD Model in selected rural & urban communities of Northern Mindanao.

* Also, the ABCD Model has been incorporated into the SEARSOLIN Leadership Training Program for international and local community development leaders. I am happy to share with you some of our experiences, albeit briefly.

Case No. 1: The Midkiwan Experience

Using ABCD, poor tenant farmers organized their MICODA organization to help themselves strengthen their capacity to deal w/ issues affecting them (e.g., tenancy, water supply, road, school, electricity, a community meeting center, dealing w/ local government & agencies, children’s education, solving internal squabbles, partnering w/ outside agencies for financial/material support & learning to negotiate with them), along w/ health & farm livelihood components.

Tenant farm families in Midkiwan Barrio

PARTICIPATORY RURAL APPRAISAL (PRA) with poor families in Midkiwan

* FOCUSED GROUP DISCUSSION * ASSETS MAPPING * WEALTH RANKING * DEMOGRAPHIC PROFILE * SEASONAL CALENDARS * ACCESS & CONTROL PROFILE * VENN DIAGRAM

Linking of Assets in Midkiwan

Diocese level

Raw materials

Civic group

Youth club

Group of music

Dancing/ singing

Festivals

City Government

Local vote

Farming Skills

Other skills

Economic

SA

GAD

Better life

Services

Labor

Health

Political

skill

Labor Construction group

skill

Constructer

City engineering

Belie fs

Culture activity

Barangay Religious office

Better education n

Teacher

School

School Supporting Committee

Department of Education

Medicine

Herbal Medicine

Health Center

Department of Health

The Poor Learning Skills on Leadership, Farming, Cooperative (Midkiwan)

Projects in Midkiwan

Home Gardening

Farm Tools

Food Processing

Projects Assisted by External Organizations Midkiwan

Educational Sponsorship with the Christian Children’s Fund

Livestock Project with Heifer Project International

Landless indigenous people organized to set-up communal garden -- giving them new perspective to improve their lives, upgrade farm & organization skills; and, in the process strengthening their communal spirit & confidence, accepting a more diffused nontraditional leadership structure, & learning to link-up w/ “external” agents (government & NGOs) for technical & material support.

PROJECTS IN KITAOTAO

Communal Garden of Indigenous People

CASE No.3: URBAN COMMUNAL GARDENS IN CAGAYAN DE ORO

5 urban poor communities & 2 elementary schools organized to operate their communal gardens along w/ ecological sanitation & basic hygiene practices that promote health, food security & environmental sustainability.

At the start, community internal & external resources were identified: e.g., local knowledge & skills, idle urban lands (lots), academic & government institutions w/ technological expertise & social influence, & linkages w/ other partner-institutions (local & foreign) for material support.

COMMUNAL GARDENS IN CAGAYAN DE ORO CITY

Ecosan toilet in communal garden

COMMUNAL GARDEN IN CAGAYAN DE ORO CITY

Visitors getting a briefing

Who is the boss around here ?

Worms anyone? Deleeeecious!

CASE No. 4: SUSTAINABLE AGRICULTURE PROGRAM w/ SMALL FARMERS in TONGANTONGAN

Lowland rice & upland farmers, w/ local gov’t. support, & following the principle “finding internal solutions to internal problems”, have applied ABCD to their community & farm development efforts.

Developing social-human assets (i.e., strengthening their association, confidence building, reinforcing the self-help-mutual-help spirit & link-up with outside agencies) besides just physical & tangible benefits, have led to an active town “Stakeholders’ Assembly”.

TONGANTONGAN

Lowland Farming

Community Extension on Sustainable Agriculture Management (COExSAM)

COMMUNITY LEADERS IN TONGANTONGAN

General Orientation on ABCD

• Planning workshops

• ABCD volunteers’ training

• Assets- Mapping Survey

Meeting with Tongantongan Barangay Development Council

Training of local researchers

TOWN PEOPLE inTONGANTONGAN

Community Action Research (CAR)

• Group discussion

• Community validation

Research-results validation during town

General Assembly

Sustainable Agriculture (SA) Center Activities

Tongantongan

Field- Based SA Training

Farmer- based Trainors Pool

Sustainable Agriculture in Tongantongan

On- farm research

Farmer- based demo & learning farm

CASE No. 5: CRUSADE TO COOPERATIVE-IZE THE WATER UTILITY SERVICES CAGAYAN DE ORO CITY

This crusade is aimed at converting government-ownedcontrolled corporation Water Utility Sevices into a consumersowned-controlled cooperative.

Various segments of Civil Society (i.e., private sector, NGOs, coops, church-based groups, schools, local communities, media, business sector, some government agencies, & local politicians) have converged & pooled their resources to present a more transparent & democratic, more equitably owned-controlled coop than the current government enterprise that is inefficient & w/ questionable illegal operations.

Leaders of Civil Society at City Hall - presenting “Citizens’ Manifesto” to the Mayor to make the City Water District a Consumers ‘ Coop

City Mayor receiving Manifesto from Civil Society leaders

In front of City Hall

Cooperative Month Celebration Cagayan de Oro City,

October 2008

Participated by various Cooperatives & members

ABCD & RELATED METHODS (TOOLS)

Community Organizing

ABCD • Assets-based •Internally-driven for community strength • Relationship-driven for synergy

Assets Mapping

Demographic Profiling

Resource Mapping Transect Walk

Venn Diagram

Income-

Expenditure Tree

IMPACTS (BENEFITS) FROM ABCD APPROACH

STRENGTHENED ASSOCIATIONS – more confidence in group action, more capable to deal w/social issues, more pro-active stance , more capable to deal w/ government & other agencies, learning organization/managerial skills, more open to link/collaborate w/ other groups for bigger issues.

LEADERSHIP DEVELOPMENT -- more democratic & diffused leadership, with leaders relying more on community internal strengths to leverage for outside support.

MORE POSITIVE MEMBERS’ ATTITUDE – more open to ideas & to share w/ others, less suspicious of “outsiders”, more active & involved.

MORE SKILLS - Learn farm technologies & other livelihood skills.

MORE EXPRESSIVE & MORE POSITIVE OUTLOOK -- Learn to visualize & articulate (in meaningful symbols) aspirations, dreams, plans.

6. “OUTSIDE RESOURCES” -- more receptive & supportive as partners

ROLE OF NGOs & EXTERNAL INSTITUTIONS

• Training & formation of leaders, extension agents, etc.

on philosophy & genuine appropriate application of ABCD ( i.e., ABCD not an end in itself, but a process towards making community become internally strong – be “Masters of Their Own Destiny”.)

• Facilitating linkages w/ other useful resources.

• Providing technical, material & moral support.

ON-GOING ISSUES

• SUSTAINABILITY - a key issue. “Small is beautiful”, a principle to keep in mind, each single small step is an important learning process to be to take greater strides & tackle greater social issues. • The shift from DCBA paradigm to a conscious, consistent application of ABCD Approach is challenging to facilitators & extension agents schooled in DCBA w/ deeply-ingrained habits of its practice. The same w/ community people. • Poor communities look forward to & expect TANGIBLE, QUICK BENEFITS from ABCD w/c by itself does not guarantee this. Hence, the importance to leverage internal assets w/ outside support to obtain some positive results. • LEADERSHIP - The leader’s credibility, integrity, capability, position power, with a pro-ABCD attitude (or lack of) can make or break the development process. • The STRENGTH OF THE ORGANIZATION (i.e., cohesion & loyalty of

members & their integration to organization’s vision & objective) -- an important factor.

Thank You!

Muchas Gratias !

Terima Kasih!

Sawadee!

Merci!

Daghang Salamat!

Danke Shon!

Camh’ On!

I’m done!

Let’s have fun !

Contrasting the “ABCD” & “DCBA” Models

“DCBA”

ABCD

Needs, Deficiencies, problems

Assets, Capacities, Potentials (esp. human capital, social relationships

Negative images:

- problematic, weak, sick - overwhelms/overlooks people’s inner strengths - self-deprecating - dependency on “outside” help - selfish interests

Positive aspects:

- assets: good starting points & stimuli for

development - self-motivating - mobilizes internal resources - empowering - mutual-help

APPLICATION OF THE ABCD MODEL

SEARSOLIN SOCIAL LEADERSHIP TRAINING PROGRAM

TRAINING PRACTICUM

ABCD is introduced to Participants from start

Participants are brought to local communities to learn application of ABCD

2 Parts: Part 1 – Development Setting (Assets Mapping)

Part 2 – Development Action Plan

Organizing communities for development (case studies, 3 are in book edited by Mathie & Cunningham, 2008):

- “KKKK Program” - Communal Garden in Kitaotao - Urban Communal Gardens - Sustainable Agriculture Program - Cooperative-izing a GovernmentOwned-Controlled Corporation

Assessing the Current Marketing Plan of Dominican College-Sta. Rosa Laguna Sta.

Monica Aban Zeta Dominican College-Sta. Rosa, Laguna Sta.

Abstract

This study determines the extent of implementation on the present marketing practices of Dominican College College-Sta. Rosa, Laguna and whether the graduates are responsive to the needs of the industry. The participants include 88 graduates, 20 administrators, 38 faculty, 115 college students, 117 parents, and 66 industry clients/employers. A survey questionnaire was constructed to determine the ratings constructed on products and services strategies, price strategies, promotional strategies, and place and accessibility strategies. The questionnaire was rated by the administrators, faculty, graduates, students, and company clients. SWOT (Strengths, Weaknesses, SWOT Opportunities and Threats) analysis was also conducted to assess the marketing strategies. The findings revealed that the present marketing strategies were only attained to a moderate extent. No significant differences were found in the ratings of administrators, alumni students, faculty, and industry/employers on the marketing strategies. The graduates are also responsive to the needs of the industry.

Keywords: Marketing strategy, industry needs

The choice of going to a college or university is one of the most important decisions a high school graduate must think about. Making the right decision is even more difficult when identifying what does one wants to do, not only for the present but also for some steps beyond that. The type of education one acquires is derived from educational pe institutions. Every educational institution needs a carefully planned innovation and change that will show their commitment to give the quality service to its client’s demands in an industrializing society. society. As the school continuously performs its tasks of nation building, it cannot remain complacent amidst the changes going on brought about by discoveries in the field of science and technology. It is therefore imperative that the school has to undergo changes and undergo development as society changes, so does the school. On the other hand, schools should prepare marketing plan to attract high school graduates to enroll in their schools. According to Aquino (2003) that marketing of a private school is a major strategy of major service positioning and it is a critical component in the preparation of a sound marketing plan. Marketing is everybody’s business from the lowest staff to highest functionary/echelon of the school system. All must multiply their efforts to provide not only quality education but

provide also give their best service to parents and their student clientele. student–clientele. School marketing is not only concerned in giving leaflets and paraphernalia in order to inform parents of the school’s curricula and

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latest academic programs. It encompasses a wider process and perspective of planning and implementing programs or activities of the school so as to promote a positive impression in the community or region or to build pride among its students, faculty and alumni or to increase or hold a steady enrollment rate. Furthermore, school ease marketing includes plans, motivation of faculty and students, actualization of visions, decisions and policies, improvement of school facilities and development of culture geared towards providing excellent service to students According to Kotler (1995) the issue of marketing pertains to planning, organizing, staffing, directing, and controlling of carefully formulated programs designed to bring about voluntary exchanges of

value with target markets to achieve institutional objectives. Corollary to this is the Education Reform Act. which states that “The extension of consumer choices in the public will lead to improve quality and this is reflected in the declared determination to open education to th the competitive of the market place” (p. 101). Based on this declaration the market-place” failure of the school to increase the enrollment and improve the quality of services require the need to market its educational goods by designing policies and strategies that will respond the demand and needs of the industry and the community being served. Strengthening the linkage between the industry and the academe to avoid the mismatch of the graduates produced in educational institutions. Graduates may create an environment in which the industrial establishment appreciates the benefits of doing business in close coordination with the educational institution (Perez, 2001). The need for a marketing plan is not only to increase its enrollment but also to improve the services to be given to the students and produce graduates who are responsive to the needs of the industries. In an interview conducted by the researcher with the employers of different industries, the responses include comments that some of the graduates of Dominican Co College-Sta. Rosa are not employable and Sta. they need for a competent and more relevant manpower to respond competitively to the needs of the industry. The lack of graduates who

are responsive to the needs of the industry and the community willing to contribute to social and economic development is remarkably the demand of industrial establishments.

Educational Planning

Every member of the educational community should strive to enhance the total development of the students. Higher educational institution should advance not only the development of technical uld knowledge and skills but preach the development and application of

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virtues such as honesty, integrity, hard work, discipline, and love of God and country among others. Formilleza (1995) in her report discussed that access to jobs is discussed largely determined by the quality of an individual’s education and that the college is committed to firmly establish its reputation of academic excellence. The report also mentioned the need to intensify the search

for competent excellent teachers who are younger, creative and t dynamic. The purpose to complement the more mature and experienced practitioners of business and industry. She further concluded that the best evidence of the high quality of the college programs is the large numbers of graduates that have assumed top rge toplevel positions in business and industry and helped make the country more self-reliant by contributing to its economic growth. The quality of reliant a school’s program of studies will be evaluated by its output. The study of enrollment behavior of students’ in groups (macroin-groups (macro level) indicates how changes in environmental and institutional characteristics affect an institution's total enrollment. The study of the college choice behavior of individual students (micro (micro-level) indicates el) the ways in which environmental, institutional, and student characteristics affect a student's choices about whether or not to attend college and which college to attend. It is the results of these studies, which provide the fundamental knowledge bases for enhancing the knowledge effectiveness of enrollment planning activities and student marketing and recruitment activities.

It has been found out that the students with better college preparation become not only successful students but also employed graduates. Those with inferior academic preparation were able to graduate but could not immediately find employment. College dropouts were the worst prepared students. In a study conducted by the Philippine Task Force on Higher Education, the commission’s challenges in the tertiary education were large enrollment, imbalance distribution of schools among the regions, under-investment and poor education quality, among other. It came up investment with a broad agenda for reforms, among which is the trifocalization of the education sector with three governing bodies Department of Education (DEPEd), for basic and secondary education; the Commission on Higher Education (CHED) for tertiary and graduate education and the Technical Education and Skills Development Authority (TESDA) for technical vocational and middle-level SDA) technical-vocational middle education. It also proposed the rationalization of the tertiary education sector in order to lessen crowding out and to promote greater efficiency. In 1994, the Commission on Higher education was established by virtue of Republic Act No. 7722 with the specific y mandate of promoting quality education, democratizing access to

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tertiary education, ensuring and protecting academic freedom, and advancing national research agenda in consonance with the priorities and requisites of national development, among others (Executive equisites Profiles, 2000). Like many organizations, schools are also influenced by its fast changing environments. Educational institutions must consistently plan their activities to serve well the students and their stakeholders. Educational planning is vital in the case of higher education because it ensures better programs for students who will later become entrepreneurs, economists, scientists, etc. (Yu, 2001).

Marketing Concept

According to Kotler (2003) marketing concept holds that achieving organizational goals depends on determining the needs and wants of target markets and delivering the desired satisfaction more effectively and efficiently than competitors do. Marketing is a dynamic system and the most up to date activity, it bring present in everywhere

we go. It is always centered on the customer who is the concern of anybody under marketing management responsibility. Within this context, it can be seen that buyers continuously demand for new or developed goods for their satisfaction. It is out of these needs that new products should be planned and developed. And out of these needs satisfaction we can be assured of sales as human requirements are fulfilled. The core concepts of marketing are customers’ needs, wants, and customers’ values; products, exchange, communications and relationships. Strategic marketing is the requirement to develop a strategy to cope with competitors, identify market opportunities, develop and commercialize new products and services, allocate resources among services, marketing activities and design an appropriate organizational structure to ensure to achieve the desired organizational goal or objective.(Kotler 2001). Miranda (1996) the marketing concept is not new definition of marketing. Rather, it represents a way of thinking - a management philosophy about an organization’s entire activities. The growth of marketing has paved the way to the emergence of a new marketing concept, which is described as a consumer oriented, integrated, goalconsumergoal oriented philosophy of a firm, institution or person. The key word is “company wide orientation”. According to such concept, an

organization should try to satisfy the needs of consumers or clients through a coordinated set of activities that also allows the organization the to achieve its goals and objectives.

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D’Amico (2002) stated that marketing is the process of influencing voluntary exchange transaction in which the party in the transaction can be envisioned in some fashion as a customer of the other, the marketer. The marketing process involves communication and requires a mechanism or system to carry out the exchange of the marketer’s products for something of value. Bagaman (1999) also stressed that marketing is a dynamic business act that undergoes constant change, economic ups and downs, constant distortion in a country’s demographic and geography, the emergence of new lifestyles, and technological advantage – all these have tremendous effects on the way marketing is practiced. Chon (2000) mentioned marketing is a related group of business activities that have the purpose of satisfying demands for goods and

services for customers, businesses and government. The marketing process includes estimating the demands producing the products, pricing the products to satisfy profit criteria, providing and satisfy distributing the product. On the other hand, Marketing according to Kotler (1999) is a social and managerial process by which individuals and groups obtain what they need and want through creating, offering and exchanging products and value with others. Marketing is a system concerned with the planning and development of products and services, determination of prices, creation of promotional programs and distribution system to present and prospective market for satisfactio satisfaction of their existing needs and wants, thus maximizing profit in the long run. The first element in the marketing system requires planning to determine the products or services that shall be produced. It also involves the organization of basic resources involving money or budget involving and machinery that will be utilized for creating the goods or services. Finally, the direction and control of the elements make it a system in itself, for purposes of evaluating whether products planned were successful or failures thus requiring further development. The second thus element in the marketing system is the product or service planning and development, pricing, promotion and place of distribution, known as the marketing mix, these four variables are in some references

known as the four P’s of marketing (Planning Products/Services, Pricing, Promotion, Place of Distribution). The third element of a marketing system is the presence of current and potential market. Market consists of the buyers or users of the products or the indus industry, and having a good corporate image, is the unique corporate advantage that it can acquire bigger marketing share. We undertake product planning and development for fulfilling demand of current buyers and thereby perceiving or forecasting needs of a future market which can future be by the features or benefits derived from the products or services.

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The fourth element of a marketing system is satisfaction of existing human needs and wants. It is said, based on economic principle that human needs and wants are insatiable. Within this context, it can be insatiable. seen that buyers continuously demand for new or developed goods for their satisfaction. It is out of these needs that new products should be planned and developed. And out of these needs satisfaction we can be

assured of sales as human requirements are fulfilled. (Kotler, 2001). ed As what the experts stated on the marketing concept, it considers marketing as identifying the needs and wants of the client’s satisfaction, studying the competitor’s behavior and improving the products and services being offered. In this study it considers also the needs of the students by improving its curriculum, services, facilities offered by the institution. Anderson (1999) pointed out that segmentation, targeting and positioning are the fundamental building blocks of business marketing and having value as the cornerstone of the business market management affects each of these work processes.

(1) Value-based segmentation – moves beyond the conventional based bases of positioning market such as product market or size of customer firm, to examine product application, customer capabilities, usage situation as political ways for suppliers firm, to further segment the market and gain some leverage.

(2) Value-based targeting – complete the superior to decide which based or market segments and customer firm have requirements that most closely match what supplies does relatively well.

(3) Value-based positioning – orients and updates each of the four based P’s in the marketing system is the product or service planning and planning development, pricing, promotion and place of distribution, known as the marketing mix: (Planning Products/Services, Pricing, Promotion, Place of Distribution).

In this study, internal environment concentrates on the marketing strategies of the school marketing mix or the 4 P’s: product, school price, place and promotion. Product refers to the service or tangible good that satisfies the target customer’s wants. It includes such as function, appearance, quality, packaging, services and warranty. It is obviously first essential that a real target market is identified, viously qualified and justified.

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Functions of Marketing

In this study, internal environment concentrates on the marketing strategies of the school marketing mix or the 4 P’s: product, price, place and promotion. Product refers to the service or tangible e good that satisfies the target customer’s wants. It includes such as function, appearance, quality, packaging, services and warranty. It is obviously first essential that a real target market is identified, identified, qualified and justified.

Product Planning. This includes the developing and maintaining products, product assortments, product images, brands, packaging and optional features and deleting faltering products. For the institution it must identify the image indicators of the school, courses offered, curriculum, services and determine the strength and weaknesses of it with regards to marketing strategies.

Price Planning. This is the determination of price and ranges, pricing techniques, term of purchase, price adjustments and the use of price as an active or passive factor by any organization. In this study, ctive this is the determination of pricing strategies such as tuition fees, mode of payment, discounts, etc. the school will adopt to be competitive with other schools nearby.

Promotion Planning. This pertains to the communication with the customers, the general public, and others through some advertising, publicity, personal selling public relations and or sales promotion. With the absence of customer surveys and inadequate basis for promotions mix contribute to the ineffectiveness of the promotion contribute activities and inadequate involvement and the poor prioritizing of social and cultural projects by the subjects firms significantly affect the poor performance of the promotional activities. In this study it pertains to the promotional strategies/activities the school will be used to attract more enrollees.

Place/Distribution Planning. This is establishing good relation with distribution channel, intermediaries, physical distribution, inventory management, warehousing, transportation, the allocation of warehousing, goods and services, wholesaling and retailing. These are the relations of the institution to the community, and to the prospective enrollee or clients. The functions of marketing mentioned above are all very us useful to the researcher which will be used as her tool in her study for the

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implementation, controlling and the assessment of the institution’s present marketing practices.

Designing Marketing Strategies

Kotler (1999) stated that there is only one winning strategy. It is to carefully define the target market and superior offering of the said target market. The offering must be superior (the institution’s course offerings, programs and quality services) in one or more features like lower price, value for the money, otherwise the company is offering an the imitation of someone else product and lacks original appealing qualities (PDI, 1999). Market targeting strategy is to select the people that management wishes to serve in the product market. The decision is product-market. the focal point of marketing strategy because targeting guides the setting of objectives and developing of a positioning strategy (Relles, 2003). The marketing program positioning strategy is the combination of product, channel of distribution, price and promotion strategies a

promotion firm uses to position itself against its key competitors in meeting the needs and wants of the market target. It seeks to position the product in the eyes and mind of the buyer and distinguish the product from the competition. The activities used to gain a favorable position are called activities marketing mix (product, price, promotion, and place)..

Relationship Strategies. The partners in marketing relationships may include the end user customers, marketing channel members, suppliers, competitor alliances and internal teams. A company may enhance its ability to satisfy customers and cope with a rapidly changing business environment through collaboration of the parties involved.

Product Planning for New Products. Strategies for developing and positioning new market entries involve all functions of the business. New products are needed to replace old products because of the declining sales and profits. New product decisions include finding and evaluating ideas, selecting the most promising for development, selecting designing marketing programs, market testing the products, and introducing them to the market. The related literature in marketing provided for the four P’s of marketing is very much relevant to the present study. It paved the

way for a direction towards the research work, on the formulation and construction of the criteria in the questionnaire as well as the discussion of the topics in the statement of the problem. It also aided

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the researcher in the formulation of the hypothesis as well as a guide of in the analysis and interpretation of the data that will be gathered.

Aims of the Study

This research study aimed to assess the extent of implementation of the present marketing strategies and practices of Dominican College-Sta. Rosa as rated by the administration, faculty, Sta. graduates, students and parents in the areas of products and services strategy, price strategy, promotions strategy, and place/accessibility. It also determines whether the graduates are responsive in the needs of in their workplace. The strengths, weaknesses, opportunities and threats

of the present marketing practices of the institution are also determined.

Method

Research Design

The researcher used the descriptive method of research to determine assess the present marketing strategies and practices of Dominican College-Sta. Rosa in different areas of concern. The Sta. employer’s rating on the responsiveness of the DCSR graduates to their workplace and SWOT analysis were also conducted as supplementary assessment. A constructed questionnaire was used as the major instrument for gathering the necessary information needed.

Setting of the Study

The Dominican College of Sta. Rosa is located in the suburban area of San Lorenzo South, Balibago Sta. Rosa, Laguna. The college Laguna. offers 10 programs of the College of Arts and Sciences, College of Business and Computer Studies, and Associate programs. At present, the college has engaged in different promotional activities such as: Career talk to the graduating students from different neighboring students

schools, the guidance counseling by the Guidance office is done by conducting an exit interview for graduating high school students, distributing brochures to graduating high school students informing them the different courses available in the college. The institution also courses has posted streamers and posters along the highways in the thoroughfares within Laguna area and an advertisement through the use of sponsorship in school magazines and school organ.

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Participants

The participants of the study were composed of the 88 graduates icipants of bachelor-degree courses of Dominican College - Sta. Rosa from degree school year 2001 to 2005. There were 20 administrators, 38 faculty, 117 parents, 115 students from first year to fourth year level of D DCSR and 85 industry partners where the graduates are employed. The

purposive sampling was used to select the graduates, faculty, students, and parents. The population of the school administration was only 20 all of them were taken as respondents. The employers of the graduates where they are presently oyers employed are also participants as well as representative of the company such as HRD manager or graduate’s immediate supervisor.

Instruments

A questionnaire was constructed for the administrators, faculty, graduates, parents, students, and industry partners (see Appendix). The questionnaire is composed of four parts. The first part sought information in the demographic and employment profile of the participants in terms of place of assignment, employment sta status, position/designation, and methods of job placement, annual income, and duration of job search, professional examinations taken/passed, and recognition awards received from school/present job. In part two the items assess the extent of implementation of the present of marketing practices as to product/services, price, promotion, place/accessibility strategies. The questionnaire for the industry partners are also composed of two parts. Part one sought data in the industry company profile and where the graduates of DCSR are presently employed in terms of

ates nature of business, office address and competency requirements. Part two items include the ratings of the industry partners on how responsive DCSR’s graduates to the needs of the industry/workplace. The third part includes questions that sought the opinions/perceptions of the participants about the Strengths, Weaknesses, Opportunities, and Threats (SWOT) of DCSR. The last part determines the suggestions and recommendations of the participants on marketing strategies and recommendations of strategies the participants on the marketing strategies of DCSR Administration to increase its enrollees. The researcher presented the questionnaire to selected experts in the field of research for evaluation of its content for comments, suggestions, and recommendations

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The questionnaire was pre tested among selected respondents. pre-tested Then after the testing, modifications were made. Issues that are not

relevant are removed and other items were improved, the researcher handed out the questionna questionnaire to its respondents.

Procedure

After the final construction and validation of questionnaire were made, all the participants were given instructions and oriented on the purpose of the study. Distribution and retrieval of the questionnaires were personally done by the researcher with the help of her friends ally from the different departments and offices.

Data Analysis

The mean was used to determine how the administrators, college faculty, parents, graduates, students assess the extent of condition of the present marketing practices and how the industry partners assess the responsiveness of the graduates with their needs. The One Way Analysis of Variance is used to determine if there is significant difference on the ratings of the participants (students, graduates, employers, and parents) in the assessment of the present marketing strategies.

Results and Discussion

Demographic Profile of Dominican Graduates

Most of the graduates are in the age bracket 22 and above. There were more female (57%) than male (43%) participants. Most of M the graduate participants are still single (66%) and few are married (34%). Most participants have Hotel and Restaurant Management ost courses (28%) followed by Commerce Major in Management with twenty (23%), Computer Science and Mass Communication with ten Mass (11%), Psychology (8%), Information Technology (6%), Education (4%), Commerce major in Computer Management (2%), and Commerce CommerceMajors in Management Accounting and Marketing got one (1%). The study show that 42% of the respondents are working outside Laguna. Perhaps because they prefer to work in some companies outside Laguna for a higher pay because provinces are still a bit lower in salaries as compared to Manila. The employment status of the graduates of Dominican College during the year 2001-2005 indicated that majority are “probationary” -2005 in their job (36%). There are 33% who are permanent and 25% who are

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on a contractual basis on their job. Those under casual status were taken to account on lack of workers who were in their maternity or maternity study leaves were 5% to 6%. The survey showed that 5% percent are working as supervisors, 3% as technical support, 2% are systems analyst, 2% are corporate secretary, HR staff, sales staff, MIS technical staff, 2% are seaman, and 1% for other positions like band vocalist, bank employee, positions housewife, medical representatives, teachers, OFW, singers, and programmers. The respondents who were employed after graduation revealed the different methods on how they were able to secure job/employment. The survey results show that 43% got their jobs by referrals. There 42% who found their job through walk walk-in. As with their annual income, the survey shows that there are 60% who are receiving an annual income of 100,000 to 200,000. There are 23% for those who are receiving 100,000 and below, 15% for 200,000 to 300,000, and 1% receiving 300,000 and above. With regards to graduates duration of job search, there were

66% who got their jobs months after graduation, 14% got employed after a year, 10% got employed weeks after graduation, and 9% got weeks employed days after graduation. The survey showed that most of the graduates did not take the professional examination (94%) and 3% percent took civil service examination for teachers (LET).

Assessment on the Extent of Implementation on the Present Implementation Marketing Strategies and Practices

The data relative to the assessment on the extent of implementation on the present marketing practices of the college was rated by the administration, faculty graduates, students, and parents in the various area of concern.

Table 1 Ratings of the Participants on the Marketing Strategies

Areas

Products and Services Strategies Price Strategies Promotional Strategies Place and Accessibility Strategies

Note. 4.50-5.00=Fullest Extent, 3.51 5.00=Fullest 3.51-4.50=full extent, 2.51-3.50=moderate extent, 3.50=moderate 1.51-2.50=little extent, 1.00 2.50=little 1.00-1.50=no extent at all

M 3.4 3.5 2.9 3.1

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All the areas obtained grand mean scores indicating that they are implemented to the moderate extent. The highest is M=3.4 on products and services while the lowest is M=2.9 on promotional strategies. These findings imply that marketing strategies utilizing the

four “Ps” needs in-depth analysis to identify the specific strategy that depth needs improvement and which is practical for the school to implement.

Product and Service Strategies. The means of the extent of implementation on the product strategies/ practices on school curriculum/course was obtained. The highest mean was obtained from the administrator which is M=3.6 as to Full Extent of implementation ll and lowest mean was from the student which is M=3.2 interpreted as Moderate Extent only. This means that students are not satisfied with the implementation of its curriculum/courses present marketing practices/strategies. The lowest rating was given by the parents and faculty on owest availability of non-print educational media which is M=2.7 interpreted print as moderate extent of implementation. The study revealed that the administrators as the planner and the owner of the school, the implementation must be in full extent. The researcher observed that lementation this is so because the Board of Trustees has different priorities with regards to implementation of co curricular programs. With the rating co-curricular of moderate extent on the availability of non non-print media in the library,

this happens because the administrators are relying to the librarian’s initiative to requests materials that are needed in the library. The librarian must ask the faculty about the materials needed for classroom discussions. For the college faculty, there is a moderate extent of implementation for the product strategies on school curriculum with the over all mean of M=3.3 interpreted as implemented full extent. The curriculum/course offered are well organized and relevant got the highest mean of M=4, while availability of non print educational media non-print got the lowest mean of M=2.7 implemented as to moderate extent. This reaction of the faculty is due to the fact that they are not also satisfied with the adequacy of non print media in the library. The study also showed that the college students assessed the adequacy of the services to a moderate extent of implementation (M=3.24). The school manual and OJT seminars conducted got the highest score of M=3.24 both are interpreted as to moderate extent. The same is true with the availability of no print media with M=2.7 no-print interpreted also as to moderate extent. This indicates that the adequacy of the non-print media must be implemented. print It can be seen also in the study that curriculum and courses h has a moderate extent of implementation as rated by the parents with an

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overall mean of 3.3. The school manual obtained the highest mean given by the parents with M=3.6 while the lowest is availability of nonnon print media with 2.7 interpreted also as to moderate extent of moderate implementation. The overall mean of M=3.34 indicates that the adequacies of the curriculum/courses strategies were implemented to moderate extent. All the items were implemented to a moderate extent. The school Manual got the highest overal mean of M=3.69. This could mean that overall the college of Dominican Sta. Rosa offered moderate extent of implementation on its curriculum/courses to the needs of the customers/clients. This should not be the case the institution must fully satisfy the needs of their clients.

Support Services. The study revealed that the highest overall mean of M=3.75 interpreted as to a moderate extent of implementation was given by the administrator while the lowest overall mean for

support services was give by the faculty of M=3.40 to a moderate extent also. The highest mean is obtained on tutorial and remedial classes to meet the specific needs of students with M=4.1 given by the administrators interpreted as to full extent of implementation. Same with the faculty, parents and students who gave M=3.86 and M=3.7 parents, rating for tutorial and remedial classes to meet the specific needs of students as implemented to a moderate extent. The lowest is financial assistance to students who wants to study with M=2.9 given by parents which was interpreted as to moderate of extent of h implementation. The overall mean of 3.5 indicates that the overall mean criteria were implemented to a moderate extent. The Enrollment procedures, policies on admission and retention and annual calendar of sch school activities both got the highest mean of M=3.7 interpreted as to full extent of implementation. The financial assistance to students who wants to study got the lowest mean of M=2.9 given by parents interpreted as to moderate extent of implementation. This is because This not all are being given the assistance. It is only given to poor students but deserving ones. The institution must consider the tuition fee discounts and scholarships to all deserving students as part of their promotional strategy. The public must be aware of the financial assistance given by the institution.

Other Product Services. The study revealed as indicated by the grand mean of each group, the administrators, faculty and graduates gave an overall mean of M=3.5 indicating that the product services have been implemented to a moderate extent. With the highest mean on annual calendar of school activities is made available, health care

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services are made available to all students, and guidance office assists students for job placements. The highest mean score of the graduates is M=3.75 on school is properly secured, M=3.9 for the faculty on availability of accessible reception and waiting areas and students lobbies are available. The highest mean was given by the administrators with M=4.1 on school is being properly secured. A mean of M=3.7 for availability of accessible reception and waiting areas for the students and facilities in PE, gymnasium are well maintained and made available as rated by the faculty interpreted as implemented to a full extent. This means that the adequacy of other product services was fully implemented. Most of the items were perceived by the administrators at full extent. Except on audio visual material/facilities

audio-visual such as multi-media, slides, overhead projectors, video camera, DVD, media, etc. are made available with a mean of M=3.1 by the faculty. This is because they do not have enough audio visual materials that are audio-visual always available for classroom discussions. The school must give priority to the needs of the faculty and students to have a quality and graduates. The lowest mean of M=3.1 which refer to faculty teaching methods is obtained. This implies that teachers have to improve their methods of teaching, much less their instructional materials. As a whole, the grand mean of M=3.4 correspond to moderate extent of implementation.

Pricing Practices. The grand means of graduates, parents, administrators, and students indicate that this area is implemented to the moderate extent. But the faculty rated a mean of M=3.7 rated corresponding to implement to the full extent. They gave the highest rating of M=3.9 on school offers discount to students and payment scheme is acceptable. The faculty gave similar ratings to these strategies. The same is true with parents, administrators, and parents, students.

The lowest rating (M=2.9) of the faculty refers to study now pay later plan. The same rating was given by the parents but the administrators expressed that this is implemented to the full extent gets a rating of M=3.7. The students on the other hand have M=3.8. The former pertains to competitive tuition fees, while the latter is about schedule of payment scheme and payment scheme. This shows that the students are not satisfied with these strategies. The lowest is M=3.1 that refer to the study now pay later strategy. The overall means of M=3.5 indicates that the price control strategies are generally implemented to the moderate extent.

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Promotional Strategies/Practices. The grand means of each he group of participants correspond to moderate extent of implementation of promotion strategies. The highest grand mean was given by administrators with M=3.0, followed by graduates, faculty, and students with M=2.9 respectively. All responses were interpreted as responses

moderate extent. The responses of the administrators have a grand mean of M=2.9 interpreted as moderate extent. The highest mean is on the school adopts and develops one barangay as part of their community development program w with an average of M=3.2 moderate extent, followed by M=3.1 on career talks in different schools nearby are being practiced, advertisements through posters, print ads, streamers and brochures, and the school involves students and other school personnel to the community outreach program with responses he interpreted as moderate extent. The lowest mean given by the faculty is on advertisement through radio, television and newspaper with M=1.9 interpreted as little extent. The lowest mean with M=2.4 interpreted as little extent on the faculty emphasized that the school must give attention on having a more attractive promotional tool through media. The composite mean on advertisement through the radio shows M=2.4 as the lowest. The highest is M=3.2 which refer to person to p person campaign. The findings imply that the promotional strategies need to be enhanced giving priority to the strategies that can attract more enrollees. This further indicates that the school must have a marketing department responsible for the marketing activities of the school. the

According to Jain (2000) perspective on promotion strategies are should include promotion expenditure strategy that determines the amount that a company may spend on its total promotional effort which includes advertising, personal selling, and sales promotion and advertising, must consider the three promotional objectives, as informing, persuading and reminding the target market. But this aspect is not met.

Accessibility of Place. All the grand means showed this area is implemented to the moderate extent which ranged from M=2.9 to d M=3.2. The administration gave the highest mean score of M=4.7 to the location of the school as conducive to educational activity and relaxation. This is also given the highest rating by the graduates (M=3.5) interpreted as moderate extent. The faculty (M=4.5), parents 3.5) (M=4.2), and the students (M=4.0) with a composite mean of M=4.0. All responses are interpreted as full extent. This indicates that the

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location of the institution is conducive to educational activity and educational relaxation. Among the groups of participants the lowest composite mean of M=2.2 refers to institution is near to temptation areas like vices such as drug addiction, alcoholism, gambling and others. They emphasized that the school is conducive to learning. The highest is M=4.1 conducive interpreted as full extent which pertain to the institution has a very spacious parking space for students who have cars as well as for other clients. The ratings of the administrators, students, parents, and faculty were compared on products and services strategies, price strategies, ere promotional strategies, and place and accessibility strategies using the One-Way Analysis of Variance. The results show that there are no Way significant difference on their overall ratings for products and services for strategies, price strategies, promotional strategies, and place and accessibility strategies. This implies that the perceptions of the groups of participants on the current marketing strategies of the school are almost similar. The size on the differences in the mean scores failed to exceed 3.38 which is the critical value at 0.05 alpha level of significance. The similarity of these ratings could be attributed to

participation and involvement in all the areas covered in the study.

Assessment of the Industry/Employer on the Responsiveness of the Dominican College of Sta. Rosa Graduates to their Workplace Needs

The perceptions of the industry/employer about the responsiveness of the graduates to their needs/workplace shows that the graduates are very responsive with an overall mean of M=4.07. This only shows that the school is supportive to what the employer/industry clients needs. The lowest mean is on graduates stry having good communication skills. The school has to do something about these assessments. There must be an evaluation of the English subjects being offered per curriculum/program. The overall mean obtained means that the graduates are responsive to the needs of their d place of employment. However, low rating (M=3.71) were obtained for the institution showing concern on the building and development of the total personality of its students to be competitive and attractive to the and workforce globally. This implies that in general, the graduates need to enhance their personality in terms of the attributes that are needed in job. The school must consider also to review the English subjects offerings per program to help students improved their communication skills.

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Factors Affecting the Marketing Practices of the Institution Based on SWOT Analysis

The researcher considered evaluating the internal and external environment of the institution, using the SWOT analysis to reveal the company’s strengths and weaknesses as well as the opportunities and threats that needs to be noted and be given greater importance. The SWOT analysis is one of the bases for the researcher to recommend a proposed marketing plan for Dominican College.

Strengths

(1) Majority of the administrators and faculty are qualified, management and operation is monitored and supervised by the president of DCSR (2) Location is within the industrial zone and conducive to learning (3) With state of the art facilities and spacious amenities for its client (4) Financial resources is enough for school improvement

(5) Tuition fee is competitive compared to other colleges (6) The college is located in a developing city and populated city (7) Tuition scheme of payment is acceptable to students tion (8) The school offers scholarships to deserving students

Weaknesses

(1) Promotional activities of the school (2) Tuition fee discounts (3) Industry and alumni linkages (4) Deficiencies of the department, like no marketing department like

Opportunities

(1) Different industrial companies are fast growing in the city and the province of Laguna. (2) The presence of small and large scale industries, and business large-scale entrepreneurs within the area (3) There is a strong demand for technical and vocational graduates for s employment locally and globally (4) Availability of Information Technology as teaching aid (5) The only college run by the sisters with College of Nursing

(6) The school has a state of the art facilities, very spacious place and facilities, conducive for learning

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Threats

(1) Presence of other colleges and universities that offer other courses (2) Computerization can lessen to some extent the capability of graduates (3) Since it is becoming a well-developed city there is a possibility developed among students to engage in vices (4) There are increasing number of families who are in the scarcity level (5) Due to poor economic condition for the last 5 years, employment is very low and the demand of local economy to absorb additional labor economy force cause a quality graduates to foreign market (6) The new set of government officials after the elections may cause a

new regulation to occur. (7) The effective promotional activity used by other schools and universities

Conclusions

Based in the findings of this study, the following conclusions were drawn. (1) The college has produced graduates who have opportunities of employment. But there is still a need for Dominican College College-Sta. Rosa to upgrade and improve its resources to be able to adjust to the resources needs of the industry .and improve the chances of its graduates to get better jobs with better pay. (2) In the areas of concern covering the present marketing practices/strategies such as product/services, support servic services, and other product services, pricing, promotion and place/accessibility practices, the ratings of the participants were of moderate extent, thus the implementation needs to be improved and developed for the satisfaction of its market. (3) The management needs to ensure an education with a nagement strong foundation in essential basic skills and the knowledge, abilities and an attitude to produce graduates noted for their academic qualities

and employment skills needed for success in the world of work. (4) There is a need for DCSR to consider the strengths and 4) weaknesses, opportunities and threat brought about by its internal and external environmental factors.

Recommendations

1. The institution should extend assistance to its graduates by: (a) strengthening job placement office and improve linkages with engthening

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business and different industrial and commercial establishments in Sta. Rosa and nearby cities; (b) creating an alumni association to assist the school in terms of job placement for graduates and o or financial support for school projects; (c) institutionalizing career management workshop for all graduating students regarding job hunting, office/work ethics, proper presentation of resume, application

letters and other matters in life and career after college. 2. The Management should create a committee on curriculum development to assess, identify, and compare relevant curricula to current trends of students and the industry. 3. Create innovative and unique curricular programs linked with the knowledge, special skills, and abilities required by the ge, industry. 4. The school must consider in investing for new technology and other state of the art instructional materials like, installation of speech laboratory with complete equipments and facilities to facilitate teaching to expose students to modern communication equipment like those that are being used by the industry. 5. The school should invest also in faculty development program and other motivational activities like: (a) scholarship programs for t the faculty who wants to pursue graduate and post graduate studies; (b) post-graduate building rewards into the system for faculty who excel in their teaching performance; (c) sending faculty and staff to seminars, trainings locally and internationally for benchmarking with other educational with institutions 6. The management should consider establishing Human Resource Department which will: (a) determine exact personnel needs,

upgrade hiring requirement for faculty and staff, (b) conduct workshops on Total Quality Management for all employees, and (c) Management develop an effective program that will cultivate the core values and beliefs such as commitment to service, excellence, and valuing people, etc

References

Anderson, J. (1999). Business Market Management: Understanding, creating and Delivering value. USA: Prentice-Hall. g Bagaman, G. R. (1999). Essential marketing strategies that work: Incorporating marketing communications. Philippines: National Bookstore. CHED Memorandum Order (CMO) no. 19. (1996). Updated policies, rules, and guidelines for business management education (BME).

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Chon, K. (2000). Welcome to hospitality: An introduction (2nd ed.). Delmar USA: Thomson Learning. Go, J. (1997). Marketing plan: Building the profitable preferred brand. Manila: National Bookstore. Jain, S. C. (2000). Marketing planning and strategy (6th ed.). USA: South Western College Publishing. Kotler, P. (1994). Marketing management analysis, planning, implementation and control (8th ed.). New Jersey: Prentice-Hall Prentice Inc. Kotler, P. (1999). Marketing management: An Asian perspective (2nd Marketing ed.). USA: Prentice Prentice-Hall Inc. Kotler, P. (2000). Marketing management. New Jersey: Prentice-Hall Prentice Inc. Perez, S. A. (2001). A marketing program for the University of Batangas, CY 2001 2001-2006. Unpublished masters thesis, PWU, Manila. Relles, J. R. (2002). A proposed three-year marketing plan for year interisland travel and tours inc., CY 2003 2003-2006. Unpublished masters thesis, PWU, Manila.

Yu, A. O. (2001). A five year corporate strategic plan for San Pedro five-year College of Business Administration, 2001-2005. Unpublished masters thesis, PWU, Manila.

About the Author

Ms. Monica Aban Zeta is presently the chief registrar of the Dominican College in Sta. Rosa Laguna, Philippines. She also teaches business management courses in the college department.