Oliver R. Mandaing (Author)
Abstract
Schools and universities must actively fulfill their role as engines of social change by running extension programs that uplift communities and transform lives. This study examines the impact of extension initiatives conducted by the College of Industrial Technology, College of Teachers Education specializing TLE and Bachelor of Technical- Vocational Teacher Education on beneficiaries’ livelihoods, skills, and education. A mixed-methods approach was employed, combining survey and interviews to assess program effectiveness. Thematic analysis was applied to qualitative data from interviews to identify key patterns and insights, while quantitative analysis using mean and standard deviations measured beneficiaries’ perceptions of program effectiveness. A post hoc analysis was then conducted to compare outcomes across colleges and programs in terms of their extension projects initiative. The study reveals that extension programs of CIT, CTE, and BTVTEd effectively address diverse community needs, with CIT exceptional in technical skills development, CTE empowering marginalized groups of Badjao particularly women through education and livelihood initiatives, and BTVTEd mitigating educational disruptions via alternative instructional delivery modes. Also, extension programs transformed livelihoods through job employment, small establishment, and sustainable self-employment opportunities. The consistently high ratings across all socio-economic indicators confirm their capacity to elevate community conditions while simultaneously preserving cultural assets. These findings collectively validate of the institutional-community partnerships as a powerful mechanism for delivering measurable, life-changing interventions that bridge education with real-world needs.
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Keywords: socio-economic development, skills acquisition, educational enhancement