This is the online laboratory publication of the journalism classes of Development Communication students of Bukidnon State University.
Feel free to post comments and suggestions to this laboratory output. We welcome constructive criticism.
Thank you and keep coming back for updates.
By Regene Z. Cancional and Axl Chris S. Tapod
The College of Social Development and Technology is once again among the top contenders of the Bukidnon State University Christmas decoration contest dubbed “Hudyaka ta Buksu 2016”. The façade of the CSDT building was decorated with Christmas lights designed after a traditional headdress used in the Sinulog Festival.
Jick Lloyed Milloria, SSC representative and head committee of the event said that the theme for the year is “Festivals of Philippines” to promote our country’s culture.
Hudyaka ta Buksu 2016, adjudged on December 9 with no announcement of results yet as of December 16, is an activity spearheaded by the Supreme Student Council to be participated by the five Colleges; the College of Nursing, College of Business, College of Education, College of Arts and Sciences, and the College of Social Development and Technology.
“The CSDT Christmas decoration is one of the most awaited decors every year as their SBO always finds unique way of coping up with the theme.” Anjon Fredrick Cabugsa, a DevComm student said.
This year, CSDT chose “Sinulog Festival” as their theme. Mr. Wilmar Sumohoy, the Student Body Organization Governor suggested the design of a tribal headdress to be the main decoration of the 4-storey building.
The CSDT SBO also holds a Christmas Booth contest that connects to their chosen festival. The contest is to be participated by the five courses namely the Development Communication, Food Technology, Electronics Technology, Community Development and Automotive Technology.
Mr. Sumohoy is very happy that all the societies of the college participated in the contest because their booths will contribute to the decoration of the area.
“Since we focus more on the design of the new building, their booths added beauty on the CSDT ground.” He said.
At the CSDT ground, they also built a colorful float made with Banig, Nipa, and Paintings. It also plays background music of Sinulog Festival.
“First pa lang nako nga tan-aw, naka wow jud ko. Tugma kaayo ang decor sa theme. Simple pero attractive kaayo sa mata.” Ckezza Lae Galdo, a 4th year DevComm student said.
The two weeks of preparation helped the organization to have more time of working with each other and strengthen unity, said Mr. Sumohoy. He added that they just enjoyed the experience of decorating the college and didn’t focus on the idea of competition.
The headdress design used 200 pieces of Christmas lights which were mostly reused. Mr. Sumohoy is thankful to his co-electronics students and officers for making the design possible despite the high demand of time and effort.
“We even experienced working on it from 5:00 in the afternoon to 5:00 in the morning” He added.
The CSDT-SBO will also hold a Christmas party on December 16, 2016. During the party, there will be contests like “sing-two-nado” and “baliktaran”. There will also be a live band to entertain the students.
“It is our time to gather and celebrate as part of the CSDT community.” Mary Louissebelle Alcolea, SBO secretary said.
Churchgoers attend a procession dubbed station of the cross at a shrine in southern Bukidnon in March 2016 in commemoration of the Holy Week
Photo by Karen Claire Pielago
(Output submitted as one of the requirements in the DC 102a – Introduction to Media Writing class)
By Efraem Egoc and Ramel Arcaya
SAN ROQUE, Maramag, Bukidnon – Allan Panerio Jr. walks about three kilometers everyday just to be in San Roque Elementary School. He wakes up at dawn around 4.m. to prepare himself right after house chores and herding their cows in the village’s grassy area. Purok Tres is an isolated area located on top of a hill with population of not more than 300 folks.
Allan is a small and brown skinned boy who wears his hair short. He smiled and waved as he saw his classmates approach him. Walking daily to school has become part of his life since Kindergarten. He walks together with friends for companion and safety.
On their way to school is a sloped hillside, which they used as shortcut road. The dirt road is about two meters wide. It is in between two sugarcane farms that let you see grasses, trees, birds, cows, horses, and laborers only.
Because of the dry spell, El Niño, where earth’s temperature increases and the chance of raining decreases, their path became so dusty. This is to the point where dusts are blown by the wind higher than normal. It spreads into the air unintentionally since they walk in pack and if someone would carelessly walk faster.
The same scene would occur during rainy seasons. Instead of dust, however, it is mud that makes their path very slippery. Students arrive in school dirty – with muddy feet.
The right to education is guaranteed by the Philippine constitution. Part of the government’s obligation is to give adequate budget for supplies, facilities, and equipment as stated in the section 1 and 21 of the 1987 Philippine Constitution’s Article XIV. This is to provide high standard quality of education.
Section 1 says the state shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all. Section 2.1 on the other hand states that the State shall establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society.
But shortage of classrooms is prevalent, with San Roque Elementary School not an exemption. This issue somehow affirms the Alliance of Concern Teachers or ACT’s allegation that there are still 112, 942 lacking classrooms in the start of the 2015-2016 school year.
Since the Philippines needed to give importance to the system of education, they are one of the 193 countries who have adopted the United Nation’s 17 Sustainable Development Goals (SDGs), which aims to transform the world.
Its fourth goal is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The lack of classroom fits in one of its specific targets, which is to build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.
After taking the sloped area of the road, Allan and his peers will then be walking beside the wide Kulaman River with a small one meter path in the riverbank. On its opposite side is a sugarcane farm. Sugarcanes block their way, so they have to walk on the side close to the river’s edge to avoid it.
Then they have to cross an unfinished hanging bridge that sways a lot and is very noisy. It does not have any cover on its sides, it only has big ropes that some students couldn’t reach for support. Only half of its floor is covered with steel and the other half is uncovered – exposing the pedestrian, especially school children, to great risk.
The bridge was funded and constructed last 1987 through the Barangay Project Assistance given by the Municipality of Maramag. It is a project under Mr. Pedro Comajeg as the barangay chair. According still to Mrs. M. Patolilic the bridge was not finished during the implementation period because of the shortage of their funds. Sadly up to now, there is no update about its construction.
Lelita Sereño, 47, resident of Purok Tres, mother of a Grade 5 student, said that the water under the hanging bridge would increase during heavy rains.
After the hanging bridge, children have to cross a sewer where used waters from houses and farms flow. During rain, children observe water from the sewer overflows. For them to be able to cross, they have to hold each other up to the end of the sewer to prevent someone from drifting due to strong water current.
But the sewer is not yet the end of the road for Allan and his friends. They still need to walk on the proper road where big trucks, motorcycles, and other big vehicles pass. They have to endure the dust caused by these vehicles under the heat of the sun.
From home to school, it is about an hour of walk through a risky way.
When Allan and friends arrive in school, they have to contend with lack of proper classrooms. They will spend class hours in open classrooms exposed to either cold or hot conditions.
SRES holds three different classes in different inconvenient areas; Grade 5 Venus in their mini-gym, Grade 6B in their stock room behind the mini-gym, and a single room divided into two classes using plywood for pre-school B and Grade 4B.
Most of the time, children spend their time in classrooms. It is the place where they learn skills, gain knowledge and ideas and obtain good attitude and behavior. But how can these be possible if the physical environment of a classroom is not conducive enough for learning?
Grade 5 Venus pupils start their class at the mini-gym from 8-10a.m. Grade 5 Mercury also hold their class at the same time but in a four-cornered classroom. Both sections exchange rooms by 10a.m. The same scheme is applied for afternoon classes.
“Dapat unta nga magbuhat mi ug eskwelahan aron dili na mi mag sige og balhin-balhin” said Izel C. Balog, a Grade 5 Venus pupil. She complained about their scheduled use of the class room and the mini-gym.
Mr. Reynante Maribao, the teacher assigned in the mini-gym never expected that his first year of teaching would be like this, that he’ll not have a classroom.
Maribao said there are many factors that affect their classes. He cited the heat of the sun.
“Init amoang classroom naa jud mi sa mini-gym init siya especially in the first subject in the morning” (It’s hot in our classroom, we are in the minigym, and it’s hot especially during first subject in the morning). The heat of the sun heads towards the area they’re using.
He added that because his students would complain and be affected with the heat of the sun, they constantly move from one side to another where the heat could not reach them. He emphasized that it took them a lot of time to move, instead of continuing their discussion they end up arranging, moving, and settling themselves in front or in the back depending on the heat of the sun.
The same problem also happened to them during rainy days. If the wind brings water, their materials, blackboard, and chairs would get wet. It disturbed their class because they could not keep up with their discussion due to strong wind.
Alfie Jairo V. Amameo, 11, a Grade 5 Mercury student, complained that his concentration towards the teacher’s discussion is disrupted by the strong wind, noise from their damaged roof, and the water brought by heavy rains.
He said the hardest challenge he encountered in their classroom so far is when it rains the floor becomes slippery, “we can’t hold class because our board will be wet, including us”.
He admitted that he once fell on their floor because he was not able to notice the slippery part. He cried in pain because his elbows hit the floor hard. Luckily, he said, he did not break a bone so he decided not to tell his teacher about it anymore.
Her mother Queenie V. Amameo is unaware that her child is one of the students who hold classes in their mini-gym, not until she heard it from her own son’s mouth. She was surprised since she thought it was complete already.
She urged the SRES authorities to take actions on the matter for the students to be far from accidents, and to avoid interruptions with the activities inside their room.
Due to the unavailability of their school principal, Mrs. Una O. Bocao, the Grade 1 Daisy adviser explained that they do not have enough classrooms as of now because there was an extension mandated by the Department of Education (DepEd), this is due to the number of students currently enrolled every grade, reaching up to 70 or 80 pupils.
Since DepEd imposed that no school is allowed to turn away enrollees, SRES could not control the number of enrollees they will have despite the shortage of facilities. Add to this the factor that it is the only school in town, they could not refer enrollees to another school.
As reported by their head in the Enhanced Basic Information Education System or EBIES that was passed to DepEd Bukidnon, as of September 20, 2015 they have a total of 451 students. There are 36 Grade 5 Mercury students and 34 Grade 5 Venus. Enrollees after September 20, 2015 are not yet counted.
Maribao said another factor affecting their classes is the strong wind, considering that there was El Niño by then. The dust from the ground has tripled and strong wind blows it everywhere. He said it was a huge interruption because their classroom does not have walls –dust hit them in the fade directly.
On March 3, 2016, around eight in the morning, a Grade 5 Venus student named Rhealyn Maraguinot got three line wounds on her head after their blackboard fell on her. She was just sitting on her chair along with two of her classmates near the blackboard when a strong wind came and pushed it towards them. She touched her head and felt a bit of blood on it. According to her mother, she complained the next day that she felt dizzy. Her mother then refused to give more comments about it. Luckily her friends did not get any wound.
Maribao also thought the absence of proper entrance and exit is one of the interruptions in his class. He added that the students can easily get in and out of their classroom without him noticing it. And if ever a student keeps standing, walking, going in and out, it easily interrupts the whole discussion, unlike those teachers who have classrooms who can monitor their students properly.
“Sulod gawas raman gud sila daato gud dili kaayo sila mabantayan unya dili kaayo sila makapaminaw sa leksyon kay daghan sila makit-an,” said Lilita Sereño. (They are too free to go in and out of there classroom without noticing, it would be hard for them to listen because they see a lot of things around).
Queenie Amameo wants to say to the principal of San Roque Elementary School that actions should be taken to solve this problem, that there is surely help from the government and her approval is the only key for it to be finalized.
“Tagaan pud unta niyag panahon o higayon nga iyaha nang atubangon na problema” Quennie said. (Hope she gives time to face this problem).
Bocao said their principal has sent already their School Improvement Plan or SIP to the DepEd. The SIP is a report done by all the principals about whatever is lacking in their respective schools, part of this report is the lack of classrooms. Since crowded grade level who only have one section were divided into two, DepEd hired six teachers on the start of the school year without yet giving classrooms for them.
DepEd confirmed that SRES lacked four lacking classrooms based on their School Improvement Plan.
Yonylde Elcano-Batistil, planning officer III of DepEd Bukidnon said that the building of classrooms in SRES might start in school year 2017-2018. It is because of its implementation procedures, they have to prioritize first those schools in Maramag who actually got larger number of lacking classrooms, from 10 to 16 in some schools.
They required every school two submit needs and number of students twice in a year in June and at the end of the school year in March. The purpose is to identify crucial resources in every school. Some problems would then occur if there will be late enrollees and transferees for they will not be part of the budget that will be given by DepEd.
Maribao said he has been doing his best to encourage his students despite the fact that they don’t have proper classroom by telling them that the physical appearance of their classroom doesn’t deter their learning process, that it matters mostly between the interaction of the teacher and the students.
He told students that even though they do not have a classroom, they can still learn. He said as their teacher he encouraged them by his example that he will continue to do his job despite the odds.
Amameo, however, noted that the teachers and the General Parents Teachers Association or GPTA should help each other by raising the issue before the local government. She mentioned that it’s good that there are two sections already each grade, but they should also provide classrooms for each section to ensure the security of the children.
Mrs. Batistil of DepEd agreed. She said education is never the sole responsibility of DepEd.
“It is a partnership between parents, DepEd, and teachers. That is why schools now have School Based Management or SBM. This would allow them to do anything for the improvement of the learning of their students without DepEd interfering on it,” she added.
She said classrooms are coming, but it would not be sooner as needed. She said they could have classrooms through their PTA, Local Government Units or Non-Government Organizations.
Marjorie Moneva, a graduate of SRES batch 2011-2012 shared the same experiences as the students of SRES now, they’ve also done classes in the mini-gym.
Alfie, Izel, Rhealyn, Jonrey, and Allan all want to have a classroom of their own.
“Naay e implement na bag-o nga classrooms from local and national, local gikan sa LGU, national gikan gyud mismo sa DepEd,” Maribao noted. Unfortunately, he added, it has not been scheduled yet.
The Sangguniang Barangay San Roque is aware of this problem. They have plans about building new classroom in San Roque Elementary School, however, they need to coordinate still with the local government unit and with the provincial fund because of its total cost, and the barangay could not solely shoulder it all.
The Barangay Captain of San Roque refused to talk about it so Maribelle Gudito, the barangay secretary said that Mayor Jose V. Obedencio talked about donating one more classroom in SRES during the turn-over program of the building donated by the World Vision Development Foundation, Incorporation, under its ABK3 LEAP project (Pag-Aaral ng Bata para sa Kinabukasan 3 Livelihoods, Education, Advocacy, and Protection)
Still from the Barangay Secretary, Mayor Obedencio mentioned that he will just add more materials on the unused and remaining construction materials from the ABK3 LEAP Project, but it was not fixed yet because the remaining materials were already used by some of the classrooms for the repair of their comfort rooms and other home room projects. So up to now, no fixed date has been provided about that talk.
It is now clear that the reason behind the lack of classrooms in SRES up to this moment is not just because they couldn’t afford to build their own rooms through GPTA, not just about the increase of the total number of students each grade, but also the alleged slow and delayed actions of the Department of Education.
DepEd denied that the location of SRES is not the reason why there are delays. They noted that they have to prioritize schools with more shortage of classrooms.
Lelita Sereno said it would really be good if the classrooms would be constructed as soon as possible. But she knew she can’t do anything about it so she would just wait for that project.
It was around 4p.m. when the school bell rung signaling the end of the day’s classes.
Allan, together with his neighbors, started walking away from their school. The journey through the long and winding roads to Purok Tres has began, again. At least now for the children, it is the way home.
(This story was produced by the authors as a requirement for the DC 141 – Development Writing class’ Laboratory Publication. Mr. Efraem O. Egoc, from San Roque, Maramag, Bukidnon, is a third year Development Communication student of Bukidnon State University. He wants to become the voice of the voiceless people someday. Mr.Ramel P. Arcaya, also a third year year Devcomm student is from Linabo, Malaybalay City. He wants to become a catalyst of change someday.)
By Sunshine B. Dayagbil
I remembered the time when I first entered the world of Journalism. It was when our instructor told us to write a news story. I was confused because the rules and techniques I have learned during my high school days were different this time and are even more complicated. Until that time when we were asked to look for a story idea, I told myself … “This is so tiring.” It takes a long process, a lot of rules to follow, a lot of do’s and don’ts. But then I had no choice but to look for a good story idea to come up with a good story.
Fortunate enough while my mother was talking with her friend, I heard their topic about the electric power connection at P-5, Brgy. San Jose, Malaybalay City. My curiosity pushed me to investigate more regarding this matter.
We all know that electricity nowadays has become one of the basic needs of the people. This is because our community is so civilized now that most of our works run with the use of electricity. Even the major household chores like cooking and washing clothes are sometimes done through using electricity. In the aspect of communication and entertainment, without electricity there would be no television and radio where people could hear news and issues in the society. It even makes the students’ life miserable especially when making their assignments, requirements and projects at home.
Access to electricity these days is very important in our daily life. Without it, life will be a lot of sacrifices – life will be difficult.
Studying with the use of a kerosene lamp, cooking with the use of fire woods, ironing with the use of charcoal, washing clothes with the use of bare hands, charging phones at other houses and living life with boredom, no television, no radio, no other appliances.
This has become the life of Mr. Crispen Cabugwas’ family of P-5, Barangay San Jose, Malaybalay City. Living for almost three years without electric power connection, is one of their major problems for it greatly affected their lives.
The situation of this family struck me and even pushed me to pursue my study regarding the electric power connection in the said Sitio. My curiosity helped me to discover many things which also broadened my knowledge about the problem. I was able to hear the grassroots’ side as well as the government’s side and found the reason behind the delay of putting up the electricity main line.
I realized then, that if only the barangay officials heard the villagers’ concerns and took action on this, they will no longer experience the difficulties of living without electricity. Their children will no longer sacrifice making their assignments under the dim light of a kerosene lamp. They would no longer endure charging phones from other people’s houses and other sacrifices.
Covering the whole story of this issue helped me learn and realize many things that in one way or another, enhanced my skills of being a journalist. Along the coverage, you’ll encounter different problems or trials that will test how determined you are to pursue your goal of making the best story you can do.
There were times in the middle of my study, I wanted to give up and end my story depending on the little information I got. There were times when I reached the point of getting annoyed due to the contrasting ideas I have gathered from different sources, times that I can no longer understand what is my story all about and times I got embarrassed by the people who ignored and rejected my concerns.
Those are just some of the trials. I have surpassed them. I learned that we really need to try building more confidence and patience for us to be able to reach what we are aiming for. Yes, journalistic process is a very tiring work. Well, I realized it’s all worth it! Hearing people’s side and knowing their stories will somehow capture our hearts.
As a Development Communication student, I believe I am a catalyst of change. I can initiate change by doing it one step at a time.
Regarding my story, I believe that I can help others by serving as a bridge for them to be able to raise their concerns to authorities. I will write an article regarding their problems so the authorities and other sectors will hear about it. By just doing this, I can already make a big change in their lives.
(Ms. Sunshine B. Dayagbil, a fourth year BS Development Communication student of Bukidnon State University, submitted this as one of the requirements for DC 142 or the Editing and Publication class’s laboratory publication then entitled as “REFLECTIONS FROM FIELD WORK.”)
By Febe Ann Sumicad
“You’re miserable, edgy and tired. You’re in the perfect mood for journalism,” Warren Ellis once said.
Truly, life of a journalist is not easy, from the hardship of gathering information down to financial and safety considerations. Aside from the reason that this story is part of class requirements in Development Writing, I never expected to develop a passion to love and appreciate journalism, much more to help communities through it.
The issue that I covered in the field work in 2014 was the lack of water connection of many households in Inkalbog, Can-ayan, Malaybalay City to the reservoir that was located a barangay away from them.
This problem affected the folks not just in the hardships of filling water containers after long distance hike. It has greatly affected the health of the residents.
Twelve people were recorded to have fallen ill in the village due to a situation in November 2014. The list includes Ms. Ivy Rose Quinto, who experienced stomach pains and loose bowel. Others experienced fever.
Villagers traced the problem to the water source from the well that was dug by the townsmen many years earlier. According to a source, there was contamination of drinking water from the well. The barangay officials said they reported the issue to the authorities so they can send experts to check the water.
People in the village decided to unite and proposed measures to address the problems. They put a hose that provides water access to the lower part of their community, where more than 40 residents depend in this water source. They sent a request to their barangay council asking for financial help to concretize the dug hole of the well.
Development journalism becomes a bridge to help the community think for a solution to their problem. Using the lens of journalists, news stories can be pursued to clarify on key public issues. It is a medium used by the people having the same situation to assure that their voices, concerns and suggestion reached and will be heard by the authority who possess power.
As a Development Communication student and a Development Journalism practitioner, I wanted to help these people through the articles that I wrote and to raise awareness among these people about the issues that are happening around them.
People put too much trust on journalists and journalists keep the trust. I experienced a lot of pressure and doubts in pursuing this story.
I doubted my choice of topic. I doubted if indeed it is safe for me to do field there. Though I have experienced pursuing a story in this area before, but I can’t take it out from my mind the notion of the people around me that the place is dangerous particularly now that I have to do it alone and that the place is three more kilometers away from the center of our first story coverage.
I also doubted if I can finish interviewing my sources before deadline.
I am only a student. I was afraid they would question my credibility. Who am I to ask them about this foremost issue?
My last concern was about financial state. I am afraid to risk a lot of effort and money just to continue this story and what if I fail? Will I face risks and dangers but lose sight of the important story?
When I proposed this story to our instructor, he conceded and gave me a go signal. Deep inside me I kept telling myself that “I can do this” for I know that this is not an easy work and I don’t know when, where and how to start my story.
The first thing I did? I went to the community and asked about the issue though I don’t have enough money for fare. I borrowed money from my classmate and decided to go there despite difficulties.
My choice was a result of my diligent consultation with friends, my instructor and to God. I set aside the pressure and just got to what I thought was the right thing to do. I took the risks in pursuing this story and did my best in interviewing and gathering information to finish my story. The hardest part was how to gain the trust of the local residents to start a working relationship with them.
In pursuing my story, I learned to be more patient, to be a survivor and never to quit. I kept in mind the villagers who lacked water – the public needs to know their situation.
(Ms. Febe Ann Sumicad, now a fourth year BS Development Communication student of Bukidnon State University, submitted this as one of the requirements for DC 142 or the Editing and Publication class’s laboratory publication then named as “REFLECTIONS FROM FIELD WORK.”)
Students of Introduction to Media Writing (2nd semester 2015 to 2016) participate in an exercise on writing headlines.
Ipadayag or “to express,” is an online laboratory publication of the Development Communication students under the class of Mr. Walter I. Balane.
This publication will cover select outputs from the classes in Intro to Media Writing, Development Journalism, Development Writing and Editing and Publication.
This will also feature contribution to class-initiated mechanisms such as contributed articles for the print version of this publication handled once a year by the Editing and Publication class.
As a laboratory newsletter, the works published here are produced mainly by students as course requirements with minimal revisions from the instructor.