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Rizal Street, Legazpi City,
Albay, Legazpi, Philippines


  • Definition and Legal Bases of Extension

    Extension is one of the three mandates of Bicol University along with instruction and research. Extension is broadly defined as the systematic transfer of technology, innovation or information generated by HEIs and its partners to seek solutions to specific developmental concerns. It is purpose-specific, target-specific, and need-specific program of action utilizing the best available data, science and evidences from a range of disciplines to inform systematic approaches to developmental solutions. HEIs are expected to work in partnership with communities, business and industry in facilitating the transfer of knowledge or technology on specific developmental areas that directly affect the lives of individuals, families and communities (CMO 52, s. 2016). The BU Code of 2016 similarly defines extension as an educational program that facilitates the transfer of knowledge, technology and innovation from research and academic institutions to the end-users, taking into consideration their actual needs and problems.

    Extension service, as defined in the GAA, is an inherent function of an institution of higher learning with the purpose of initiating, catalyzing, and sustaining the development of various communities, using their experiences and available resources. It is an educational program that facilitates the transfer of knowledge and technology from research and academic institutions to the end-users, taking into consideration their actual needs and problems (BU Code,1994).  Furthermore, it is the act of communicating and transferring knowledge and technology to specific sectors and target clienteles… to enable them to improve production, community and/ or institutions, and quality of life at the same time enhance the HEIs academic and research programs (CMO No. 8 series of 2008).

    Extension services also involves packaging, demonstration, and application of appropriate technology, tools, materials, processes and products, generated through research and technical studies in selected communities for countrywide adoption. It includes community organizing activities and similar extension, or community development work.    It is an alternative educational process and related services are undertaken with the various clienteles of the university for the purpose of initiating, catalyzing, sustaining and widening their opportunities and creating more favorable true-to-life teaching-learning experiences for the students and for the institution.

    The definition of extension has gradually evolved through time from the basic concept that it is a non-formal system of education which is organized to provide the people with useful and practical knowledge and technology, and teach them to apply these to improve their lives (Valera, Martinez and Plopinio, 1987).

    As an integral mandate of the University, the extension function is governed by legal mandates to include the following:

    Industry 4.0 which has global connection in strengthening the university excellence networks, open to cooperation in research and technology transfer, by modernizing and integrating into the industrial system.

    2030 UN Sustainable Development Agenda – include 17 goals and 232 indicators embodied in comprehensive, far-reaching and people-centered goals and targets with emphasis on human development approach enlarging people’s choices, both in the formation of human capabilities and the use people make of their capabilities

    ASEAN Integration 2015 – states that HEIs shall contribute in achieving competitiveness by assisting producers, processors and traders to meet global employment market and provide excellent professional preparation of students.

    Republic Act No. 11293 otherwise known as the Philippine Innovation Act fosters innovation in the country as a vital component of national development and sustainable economic growth. Among its policies is to invest in education, science, technology and innovation that shall be guided by a strategic direction towards strengthening the country’s knowledge-based economic development that benefits all. Innovation starts with a robust pool of skilled, talented and creative people. Educational institutions together with partners are key drivers of programs that stimulate innovation literacy and skills development for the Filipino workforce and entrepreneurs, including women and the youth.

    Republic Act No. 9710 Magna Carta of Women (Republic Act No. 9710) – defines Gender and Development Program (GAD) as the development perspective and process that is participatory and empowering, equitable, sustainable, free from violence, respectful of human rights, supportive of self-determination and actualization of human potentials.

    Philippine Higher Education Reform Agenda 2017 – emphasizes competitiveness as one of its agenda in upgrading capacity on directed R & D and extension programs to serve socio-economic goals under the developed niche areas; and in the Philippine Higher Education Roadmap for  CHED, HEIs and SUCs are  “to be in full service of national development” to perform strategic role in Philippine Development Plan.

    In support to R.A. 7722, CHED Order No. 02, Series of 2011 states that, in cases where form of compensation is required to personnel engaged in CHED-funded programs and projects which is not among his regular functions, the recognition for personnel’s productivity and extraordinary performance, efficient delivery of services and outputs shall be encouraged.

    R.A. 8435 or the Agriculture and Fishery Modernization Act of 1997 – stipulates that the state must give priority on the utilization of research results through formal and non-formal education, extension and training services to support development of national extension system to help accelerate the transformation of Philippine agriculture and fisheries from a resource-based to a technology-based industry (Sec. 86).  The extension program of state universities and colleges shall focus on the improvement of LGU capability in extension service through degree and non-degree training program, technical assistance, extension cum research activities, monitoring and evaluation of extension projects, and information support services through tri-media and electronics (Sec. 90).   Likewise, CHED established National Agriculture and Fisheries Education System (NAFES) to give priority to education and training on science and technology to accelerate social progress and promote total human liberation and development (Sec. 65, 66).

    Republic Act 8292 otherwise known as the Higher Education Modernization Act of 1997 – allows SUCs to establish extension center to promote development of the latter.  It also permits institutions to set up the adoption of modern and innovative modes of transmitting knowledge such as   the   use   of   information   technology, open   learning, community laboratory, etc. for the promotion of greater access to higher education.

    R.A.  5521 – an act establishing the Bicol University with its mission “to give professional and technical training and provide advanced and specialized instruction in literature, philosophy, the science and the arts, besides providing for the promotion of technological researches”.

    Corollary to the directives of the different national offices, extension shall be part of the GAA provision, normative funding, Performance-based Bonus Benefits, PASUC accreditation and evaluation for faculty promotion, International Organization for Standardization (ISO), Institutional Accreditation, Q Stars, and SUC levelling.

  • Vision

    A dynamic, integrated and innovative extension system fostering increased community engagement for sustainable development.

    The Mission

    Bicol University in partnership with its internal and external stakeholders shall provide relevant, research-based, innovative, culture and gender-sensitive extension undertakings to improve the life of the community or institutions. 

  • The Bicol University Extension Management Division (BUEMD) began as the “social service station” of the University through the Public Affairs Office in 1970. It managed students’ out-of-school activities and community services undertaken by faculty and administrative staff.  These activities were in the form of training programs, information campaigns, agro-industrial exhibits, and staff support to various agencies.

    In 1977, the BU Public Affairs Office was institutionalized as the BU Extension Service Center (BUESC). It had five major areas specific to public information, training for non-degree requirements, specialist support, action cum research, and extension which were all responsive to actual societal needs and requirements of the Bicol Region. 

    The BUESC became the voice of Bicol University on information and agricultural development as farmers and rural folks benefited from the radio program dubbed as “University on the Air” which reached a significant majority of the region. The said radio program was hosted by Mr. Ramon Salire, the first BUESC Director.

    The BUESC became more noticeable in the University as the organizational structure was established, policies were instituted, and extension components were enhanced into the action-cum-research, the publications, and the specialist’s support services. 

    One of the action-cum-research endeavors of the BUESC was the Bicol Integrated Rural Development (BIRD) Project designed to improve the socio-economic status of rural constituents and develop the community through self-help. Wider and enhanced communication with clients became possible with radio broadcast activities of the Info-Packaging and Dissemination Section. Newsletters and information materials on different technologies developed by the University formed part of the Center’s information media (e.g., Extension News, Outreach Magazine, Extension Journal, Impormasyong Pangkauswagan). 

    To further enhance the production of print materials as well as to complement the regular budgetary allocation for Extension, the Copy Printing Project was established, the publications were launched, and the Specialist’s Support Services was then created. 

    More responsive extension programs were established in the late 1990s covering the Province of Albay, Masbate, and Sorsogon. Some of these programs were the Municipal Science and Technology Advisory Program (MSTAP), Barangay Integrated Development Approach for Nutrition Improvement (BIDANI), Consultancy on   Agricultural   Productivity   Enhancement   Program (CAPE), and Linking for Education to Accelerate Literacy (LEAL).  

    With the recent trends of multi-disciplinary involvement in Extension, “convergence” was encouraged among the different BU Colleges and Units. Linkages with national agencies and sustainability strategy through partnerships with local stakeholders were instituted and the scope of extension functions widened to include communities with high vulnerability and risk to hazards.   

    Project implementations were done through partnerships with international agencies, like family disaster preparedness, disaster messaging and education, production of Bicol-translated posters on disaster risk reduction in selected barangays in Sorsogon through the World Food Programme (WFP); and localized Bicol-EDEN in disaster messaging and education through the Extension Disaster Education Network of the United States of America (US-EDEN), then later the American University of Sovereign Nations (AUSN) in the promotion of global peace education.

    A stronger partnership was even made possible with the Tsokolate at Pan De Sal (TAP), a multi-agency organization working together to deliver services in the communities through sharing of resources for peace, governance, and development. Agriculture and non-agriculture livelihood skills training were made possible with the Department of Social Welfare and Development V, DENR-Mines and Geosciences Bureau, Filminera Resources Corporation (FRC) under the Linking for Education to the Society Through Extension and Research.

    Projects implemented through stronger partnerships were carried out. To name a few, these include Conservation Farming Villages (Ligao City, Albay), Values-based Development Alternatives for the Welfare of the Needy (V-DAWN) and Risk-Sensitive Comprehensive Land Use Plan (CLUP), and the Bicol University Integrated Program for Sustainable Development of Local Watershed Communities as spearheaded in selected barangays of Manito, Albay.

    In 2016, with the approval of the BU Code, Bicol University Extension Service Center (BUESC) was renamed BU Extension Management Division (BU EMD) under the Office of the Vice-President for Research, Development, and Extension (OVPRDE). Basic functions were also modified, and new sections were created such as the Technical Review, Evaluation, and Monitoring Support Section (TREMSS), Continuing Education Management Section (CEMS), Technology, Innovation, and Information Dissemination Section (TIIDS), Monitoring and Evaluation Section (MES) and the Coordination, Linkages and Other Support Services Section (CLOSSS). 

    The extension function of Bicol University has evolved over the years. From agricultural extension to multi-disciplinary extension recognizing the existence of various fields such as education, health, social sciences, culture and arts, economics, business and entrepreneurship, industrial technology, and engineering. Through extension, societal problems were addressed, and extension practitioners worked with the community in alleviating the status of life raising their standards of living through research-based knowledge, technology, and innovations. Integrating research, instruction, innovation, development and extension is in order to create integrated and systematic approaches to achieve developmental solutions.


    Maternal, Newborn, Child, Health and Nutrition (MNCHN) Skills Training Course for Health Care Providers (2016-2017)

    • Offered by BU College of Nursing (BUCN)

    • With Local Government Units (LGU), Department of Health Regional Office V (DOH V), Partner Non-Government Organization (NGO)

    • The MNCHN program is DOH-initiated through Administrative Order titled “Implementing Health Reforms for Rapid Reduction of Maternal and Neonatal Mortality.” Reducing maternal and neonatal mortality shall be achieved through effective and appropriate MNCHN services in the locality. BUCN served as training institution for the required training course, while BUCN faculty attended a training of trainers as well as served as resource person, lecturer, facilitator, preceptor, and evaluator. These trainings served health care providers based at rural health units regionwide: Basic Emergency Management and Newborn Care Skills Training for Midwives, Lactation Management Training, Family Planning Competency-Based Levels 1 and 2, Usapan Series Training of Facilitators, Training on the Use of Adolescent Aid Manuals, as well as Newborn Screening with Heel Prick Training. The MNCHC Program enhanced the skills and knowledge of BUCN faculty and students in implementing health care procedures in hospital and community settings.


    Registered Master Electrician Enhancement Program for Electrical Installers (2016-2017)

    • Offered by BU College of Engineering (BUCEng)

    • With Sorsogon Electric Cooperative (SORECO) II

    • Project Sites in Castilla, Sorsogon and Polangui, Albay

    • The project capacitated 22 non-licensed electrical installers with technical knowledge on electrical installations, Philippine Electrical Code, and safety practices. This prepared them for becoming Registered Master Electricians as it helped them pass the licensure examinination in electrical engineering given by the Professional Regulatory Commission. Trainings took place every Wednesday and Saturday for a month. Out of the 22 participants, 12 took the licensure examination and 8 of them passed – a passing rate of 67%. The passers are now employed and/or gained increase in their salaries.


    Building Sustainable Communities: Native Chicken Production Project (2016 and continuing)

    • Offered by BUGC

    • With PTA, Small Water Impounding System Association (SWISA), Sorsogon Provincial Organic Farmers and Practitioners Association (SFOFA)

    • Project Sites in Sorsogon (San Fernando in Prieto Diaz, Abuyog and San Isidro in Sorsogon City, Carriedo and San Ignacio in Gubat)

    • The project established 6 model farms for native chicken production as an income-generating activity for families in the community. The 34 project participants gained new knowledge on native chicken production. Of these, 8 applied the native chicken technology, as well as established and sustained native chicken production. They formulated organic feeds and plant-based medicines, extracted from herbs they planted around the home. The BUGC implementers assisted the participants to sustain their project.


    Linking Education to the Society Through Extension and Research-based (LESTER) Program

    • Organized by BU-EMD

    • Linkage with the Office of Civil Defense V, National Economic and Development Authority V, Department of Agrarian Reform V, Department of Environment and Natural Resources V, Department of Education V, Department of Interior and Local Government V, Department of Labor and Employment V, Department of Public Works and Highways V, Department of Science and Technology V, Department of Social Welfare and Development V, Department of Trade and Industry, National Food Authority V, Cooperative Development Authority V, Technical Education and Skills Development Authority V, Mines and Geosciences Bureau V, Security and Exchange Commission V, National Intelligence Coordinating Agency V, Philippine Drug Enforcement Agency V, Provincial Government of Albay, City Government of Legazpi, Police Regional Office V, Naval Forces Southern Luzon, together with the 9th Civil-Military Operations Battalion and the S7 901st (FIGHT ‘EM) Brigade of the 9th Infantry (SPEAR) Division of the Philippine Army, the Military Intelligence Group (MIG) V of the Intelligence Service of the Armed Forces of the Philippines, the 2nd Civil Relations Group of the Armed Forces of the Philippines, the 5th Forward Service Support Unit Army Support Command of the Philippine Army, and the Tactical Operations Group V of the Philippine Air Force.

    • The LESTER Program took off with a round-table discussion on the extension and research programs where areas of collaboration and complementation were identified. The discussions solidified and encouraged partnership and cooperation, as well as encouraged feedback from the stakeholders. Collective efforts, sharing of resources and familiarization with various programs of the academe can empower communities to make informed decisions. LESTER Program is an extension management initiative which sought to address the 2030 United Nations Sustainable Development Goal to ensure responsive, inclusive, participatory and representative decision-making at all levels of extension.


    Skills Training Program (2018-2019)

    • Offered by BU-EMD

    • With Local Government Units (LGU), Department of Social Welfare and Development (DSWD) V

    • One of the extension modalities generated by the LESTER Program, the community-based Skills Training Program involved the participation of the three pillars of extension: the Academe, the National Government Agencies particularly the Department of Social Welfare and Development (DSWD), and the Local Government Units (LGUs). The Skills Training Program commenced on November 2017 with the signing of a memorandum of agreement (MOA) between BU and DSWD. It supports the Philippine government’s social contract with the Filipino people to achieve inclusive growth having rapid, sustained, and broad-based economic growth that is focused on creating more jobs and opportunities to achieve full employment and significantly reducing poverty.


    Promoting Sustainable Upland Resource-Use System for Enhancing Resiliency in a Changing Environment: The AgrofCom Project Experience (2016-2017)

    • Offered by BUCAF

    • With DA-BAR

    • Project Sites in Albay (Paulog, Amtic, Busay in Ligao City; Mapaco in Guionobatan; Balogo in Oas; and Balinad in Polangui)

    • The projects focus on building empowered families living harmoniously in a sustainable and healthy environment through values-based agroforestry farming. Skills and value-based trainings along with physical inputs of fruit trees, animals/ livestock, vegetable seeds, strawberry plants, and agroforestry-based livelihood are vital inputs to end hunger and poverty, as well as caring for the environment. The farmer partners received farm inputs (fruit trees, vegetable seeds/fruit plant, and farm animals) and organized into SHGs. Best practices identified include use of values-based upland community development approach, SHG organizational strengthening, project co-management, linking savings and credit through SHG formation, development and mobilization of animal monitoring committee, passing on the project inputs, agroforestry learning model farms, as well as geographic positioning system (GPS) mapped agroforestry farm.


    Program on Climate Resilient Initiatives for Sustainable Watershed Management System in Albay (2014-2018)

    • Offered by BUCAF

    • With the Rural Bank of Guinobatan, UPLB Foundation Inc., Aboitiz Renewables Inc., DA-BAR, CHED

    • Project Sites in Albay (Camalig, Guinobatan, Oas, Libon, Polangui, and Ligao City)

    • The Program seeks to up-scale the integrity of watersheds and waterways by focusing on sustainable and resilient agricultural, coastal, and marine ecosystems as the main sources of livelihood. Watershed development goes beyond soil and water conservation, it has a social dimension. Various BUCAF departments came up with component projects for the development of land, water, and plant resources to meet the basic needs of people and animals in a sustainable manner. Watershed development is BUCAF’s main intervention for natural resource management. It integrates technologies, governance, and socio-economic strategies within the natural boundaries of a drainage area (watershed). Best practices include use of values-based upland community development approach, self-help groups (SHG) organizational strengthening, project co-management, linking savings and credit through SHG formation, development and mobilization of animal monitoring committee, passing on the project inputs, agroforestry learning model farms, as well as geographic positioning system (GPS) mapped agroforestry farm.


    Integrated Program for Sustainable Development of Local Watershed Communities

    • Offered by BUCAF

    • With BU Tabaco Campus, BU Gubat Campus, LGUs, DENR, DA, FIDA, Energy Development Corporation

    • Project Sites in Albay (Manito, Tiwi, and Pioduran) and Sorsogon (BUGC)

    • The Program adapts the watershed concept in the Conservation Farming Village (CFV) extension modality and multi-stakeholder participation. It seeks to enhance the capacities of watershed communities to achieve improved quality of life through sustainable management of bio-physical resources. It addresses human development and poverty alleviation, as well as natural resources conservation through multi-stakeholders’ participation with LGU as partner. Bicol upland rice varieties are promoted and conserved in appropriate areas as food source in upland and lowland communities. Likewise, health and nutrition education is done as healthy individuals contribute to the communities’ economic growth. Young people are taught environmental and cultural education as local culture is intrinsic to local community development. Disaster risk reduction and management (DRRM), as well as vaue-adding and product development, are taught to community members and leaders. Thus, they learn to generate sustainable livelihoods without exhausting the carrying capacity of the environment.


    Harnessing Extension Advantage for Research and Development for the School and Communities (HEARDSC)

    • Offered by BU Gubat Campus

    • With LGUs

    • Project Sites in Sorsogon (Carriedo and San Ignacio in Gubat)

    • This project incorporates the establishment of learning farms for vegetable production as well as the integration of other agricultural activities such as native chicken production, vermi culture, native pigs production, feeds production, organic fertilizer production, and others. By providing technical support and continuing education to project partners and adopted communities, the project anchors on research and instruction, translating research findings into practical outcomes through capability building, skills training, and income-generating projects on Feeds production, Herbs production, Hydrophonics, Native chicken production, Organic farming, Organic fertilizer production, Swine/native pigs production, Tilapia production, Vermiculture, and Meat processing.

  • The Bicol University Extension function covers five areas of concern. These five areas makes up the key components in operationalizing this function. These are the following:

    • Continuing Education –This component refers to upgrading courses with corresponding unit equivalent, accredited by several institutions; those with other units accredited may be for upgrading only of particular skills, carried out through seminars and training programs,        This also includes other techno-transfer activities such as demo farms and includes components or packages of technology specific to the mandates of the institution, coupled with technology transfer of other services relating to input and output markets 

    • Communications Media Technologies – these include reproduction of print and non-print media, the production, packaging, and promotion of IEC materials and the ICT component of extension for  timely provision of the best technical advice and increased access to data and information. 

    • Consultancy, Linkages and Other Related Support –This is focused on the expertise of faculty which can be provided to clienteles based on their field of specialization. It also covers collaborating and building linkages between clients and other agencies of extension programs and projects. It also includes institutional and organizational development in support to the interest of clients.

    • Knowledge Management – this is for the generation, retrieval, storage of  knowledge and constitute the  information system of the Center as a repository of vital science and technology which can improve the delivery of extension services to the clientele in terms of access and utilization.
    • Development and Action Research – This component is concerned with undertaking development and action research projects with the aim of generating and innovating approaches and methodologies for extension to answer the needs of communities. It also includes built in monitoring and evaluation schemes to ensure the smooth, effective and efficient implementation of the programs and projects as the University led undertaking or being pursued in partnership with other development agencies and institution both local and international. It also includes verification, pilot–testing, commercialization, adoption and utilization of acceptable or matured research outputs to a locality where appropriate and applicable or inputs to extension.

              The key components concretizes the University’s goal of “ Scholarship engagement for the community for sustainable development “ as it attains the sectoral and societal of “ Humnan development towards poverty reduction and sustainable development” as shown in the Figure below.

              The Extension Logic Model is also shown to show clear cut outputs and outcomes that it aims to attain as it considers the condition of the community it serves and the factors that could affect its function.

Contact Us

Location: Rizal Street, Legazpi City,
Albay, Legazpi, Philippines

Email Address:

Landline Number: (052) 480-0167

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