Southern Philippines Agri-Business and Marine and Aquatic School of Technology

This study examines the multidimensional organizational development capacity of coconut farmer cooperatives in Camarines Sur, Philippines, addressing a critical gap in the literature that often treats cooperative performance as fragmented or purely economic. Using an exploratory sequential mixed-methods design, qualitative insights from 20 cooperative leaders were integrated with survey data from 99 respondents to assess key dimensions, including leadership, resource management, operations, financial governance, and external linkages. Findings reveal that while cooperatives demonstrate relatively strong leadership and material resource management, financial management remains the weakest dimension, constraining long-term sustainability. Persistent challenges, such as low member participation, aging membership, and limited youth engagement, further compound institutional vulnerability. Drawing on social capital theory, resource dependence theory, and systems thinking, the study shows that cooperative performance is shaped by the interaction of internal capacities and external networks. The results highlight a condition of “partial organizational maturity,” where operational stability coexists with structural fragility. The study contributes a theoretically integrated and empirically grounded framework for understanding cooperative development and offers policy-relevant insights to strengthen financial governance, participatory leadership, and multi-stakeholder collaboration, thereby enhancing resilience and competitiveness in agricultural cooperatives.

Mangrove rehabilitation represents a significant public investment in Davao Occidental; however, outcomes remain inconsistent and, in many cases, inefficient. Empirical field evidence from the municipalities of Malita and Santa Maria indicates survival rates ranging from 70% to more than 95%. This variability is primarily attributed to persistent site–species mismatch, continued overreliance on Rhizophora species, and weak post-planting monitoring systems. These systemic issues undermine the ecological and economic objectives of mangrove rehabilitation, including coastal protection, fisheries productivity, and climate change adaptation, while also resulting in inefficient use of public resources. Local empirical studies further demonstrate that science-based and site-specific mangrove rehabilitation approaches particularly those incorporating soil and hydrological assessments, species diversification, and sustained community-based monitoring can consistently achieve survival rates exceeding 95%. Despite this evidence, such approaches remain fragmented and are not fully institutionalized within provincial and municipal policy frameworks. These policy brief therefore calls for the institutionalization of a standardized, science-based mangrove governance framework at the provincial level. Such a framework must mandate site–species matching, promote diversified planting strategies, and establish community-based monitoring systems, all supported by formalized partnerships between local government units (LGUs) and academic institutions. Given the increasing intensity of climate-related hazards, failure to reform current rehabilitation practices will continue to weaken coastal resilience and result in the inefficient allocation of public funds. Immediate and decisive provincial action is therefore necessary to translate existing scientific evidence into sustainable, cost-effective, and resilient coastal governance mechanisms.

This study explored the management of the Medium of Instruction (MoI) in a state-owned tertiary educational institution, using a qualitative case study approach anchored on Spolsky’s Language Policy Framework (2004), which identifies three interrelated components of language policy: practices, beliefs or ideologies, and management. Ten participants were involved, comprising five faculty members from different academic institutes and five students from various courses. Findings revealed that faculty members demonstrated multilingual flexibility by blending English, Filipino, and Cebuano to enhance comprehension and inclusivity, even when institutional policy prescribed English-only instruction. Teachers employed strategies such as code-switching, translation, simplification, and visual aids to make lessons more accessible, particularly in technical or abstract subjects. This adaptability reflected both a commitment to student learning and responsiveness to diverse linguistic backgrounds. However, results also highlighted a clear misalignment between policy and practice, as rigid institutional mandates often failed to account for classroom realities, leaving educators to negotiate between compliance and student needs. While some faculty refined their approaches through experience and student feedback, others benefited from professional development programs that introduced inclusive strategies such as translanguaging and scaffolding. Despite these efforts, challenges persisted due to curriculum constraints, ideological divides, and limited institutional support, with some teachers expressing uncertainty or lack of awareness about how to implement the MoI policy effectively. Overall, faculty practices underscored resourcefulness and values-driven pedagogy, ensuring that language served as a bridge to understanding rather than a barrier to participation.

This study sought to examine the practices of farmers regarding agribusiness, financial risk management, and market participation in the Philippines to provide an empirical foundation for the development of SAGIP, which stands for the Sustainable Agribusiness Growth and Integrated Participation Framework for Sustainable Agribusiness Development. The study used a mixed-method approach in which both qualitative and quantitative research were conducted to achieve a holistic perspective on the experiences and practices of farmers. Data were gathered through surveys and interviews from 50 farmer-respondents, consisting of 25 palay farmers and 25 vegetable farmers selected using quota and convenience sampling. The results indicated that farmers had good agribusiness practices, financial risk management, and market participation. The highest performance in agribusiness practices was observed in production planning and input use, while market-oriented and value chain-related practices were less developed. Vegetable farmers were more advanced in agribusiness practices than palay farmers, despite experiencing similar economic risks and agribusiness challenges. Agribusiness practices, financial risk management, and technology use also had significant impacts on market participation. As a result, the SAGIP Framework was developed, incorporating agribusiness capacity-building, financial risk management assistance, market linkage development, technology use, and post-harvest and logistical assistance to support sustainable agribusiness development nationwide.

The early years of a child’s life are crucial in shaping cognitive, social, and emotional development. However, in Sarangani, Davao Occidental, Philippines, some parents hesitate to enroll their children in pre-kindergarten, leading to gaps in foundational skills. Addressing these challenges is essential to ensure that young learners are equipped for future academic success. This study assessed the profiles and learning abilities of kindergarten students to inform innovative teaching strategies. Using a descriptive-correlational research design, the study examined the demographics and competencies of 106 purposively selected respondents. Two research instruments were utilized: one for demographic data collection and another for Early Childhood Care and Development (ECCD) skills assessment. Findings indicated that most kindergarten students had prior preschool exposure and exhibited average competency levels. However, preschool attendees significantly outperformed non-attendees in gross motor, fine motor, receptive language, and cognitive skills, while no significant differences were found in self-help and expressive language skills. To bridge these gaps, strengthening preschool curricula, training teachers, and implementing transition programs for non-preschool attendees are essential. Promoting parental involvement and conducting individualized assessments for targeted interventions will further support children’s learning needs. To boost preschool enrollment, community-driven campaigns led by the Local Government Unit (LGU) advocating universal preschool access and securing funding for early childhood education initiatives are recommended. Strengthening these efforts will ensure that more children receive the necessary foundational skills for lifelong learning success.