NSTP

Biographical Sketch of Bai Hadja Fatima Matabay Plang

Bai Hadja Fatima Matabay Plang was born on January 21, 1912 in Pikit,
Cotabato. She had rich and wide range of experiences in the fields of
education and social work. Her active involvement in education and social
services catapulted her to the popularity that she had enjoyed among people
from all walks of life – from the rural poor to the national leadership
under various government administrations from the time she entered the
public service.
She had her first college education at the Philippine Normal College,
major in Home Economics and minor in library Science. She took up Social
Welfare Work, specializing in Public Assistance at the University of
Chicago. She finished B.S. in Education at the Philippine Women’s
University.
From the time she entered school at the age of seven, she had been a
Government Pensionado (1919-1933). Later she was awarded a Fulbright Travel
Grant in 1947-1950, study grant from the American Association of University
Women in 1948-1949, training grant in Public Assistance from the U.S.
Federal Social Security Administration and an Observation Study Grant in
Extension Services from the U.S. Department of Agriculture in 1950.
Her work experiencees started as a classroom teacher at the Cotabato
Elementary School after graduating from high school. After finishing two
years college work at the Philippine Normal School, now Philippine Normal
College, in Manila, she taught at the Pagalungan Elementary School. Later,
she transferred to the Cotabato Elementary School as Home Economics
teacher. After World War II she resumed her teaching profession at the
Balongis Elementary School in Pikit, Cotabato, and then later transferred
to the central Mindanao Colleges in Kidapawan, Cotabato.
She had also worked as researcher in the Senate under Senator Pecson
(1952-1953) and Senator Cabili (19S3-1954) while lobbying for the Enabling
Act to establish the Mindanao Institute of Technology.

During World War II she served through the Mlang Women’s Auxiliary
Service of the Guerilla Organization under the late Datu Udtog Matalam.
Back from her scholarship in the U.S. in 1950, she started lobbying
for the establishment of the Mindanao Institute of Technology until 1952
when Republic Act No. 763, was signed into law creating the Institute. When
MIT was opened in 1954 by virtue of Republic Act No. 998 she was designated
overseer of the College until the first president was appointed.
Thereafter, she served as College and Board Secretary and Liaison Officer
until 1968.
She was the Founding Executive Director of the Children’s Educational
Foundation Village (now the Cotabato Foundation College of Science and
Technology) in Doroloman, Magpet, Cotabato from 1968 until her retirement
in 1977. After retirement from public service, she founded the Mindanao
Islamic Foundation Polytechnic Institute in Batulawan, Pikit, Cotabato.
Thus, she had founded three educational institutions which now cater to
thousands of students in this part of the country.
Leaving a legacy behind for the benefit of humanity, particularly of
the rural poor, in terms of educational opportunities, Bai Hadja Fatima
Matabay Plang died on April 13, 1984. Yes, she had gone ahead and it is now
for us, the living, to perpetuate the ideals for which she had dedicated
her life. (T.C. de la Cruz)

The Founder’s Vision

The establishment of the Mindanao Institute of Technology (MIT), now
the University of Southern Mindanao (USM), was conceived by the late Bai
Hadja Fatima Matabay Plang, a prominent Muslim lady educator and dedicated
social worker. Her vision of this state college was to provide education
for the poor but deserving youth and to promote cultural integration in
this part of the country. The process was tedious but she was determined to
make the sacrifices. It took years before she could finally negotiate the
uphill struggle.
Spending her own money, much time and efforts, she lobbied incessantly
in the halls of Congress and in Malacañang for the establishment of the
Institute. She also lobbied for the transfer of the 1,024-hectares
government estate in Kabacan, Cotabato under the administration of the
National Fiber Corporation (NAFCO) to the MIT as a land grant where the
Institution was to be established for educational purposes. Finally, her
efforts and sacrifices culminated with success when the late President
Elpidio Quirino signed on June 20, 1952 Republic Act No. 763 creating the
Mindanao Institute of Technology.
To have a working knowledge on the operation of a state college, she
went on a study grant to observe the administration and organization of the
Berea State College – in Kentucky, U.S.A. She furthermore observed the
operation of the Central Luzon Agricultural College (now CLSU) in Munoz,
Nueva Ecija, one of the first state colleges established in the
Philippines, prior to the opening of the MIT. Meantime, she continued to
work for the necessary funding of the college to be opened. Eventually,
Republic Act No. 998, otherwise known as the Enabling Act, was signed into
law by the late President Ramon Magsaysay on June 10, 1954. This Act
appropriated an amount of P200,000.00 for the operation of the College
during the fiscal year 1954 to 1955. This facilitated the formal opening of
the MIT on October 1, 1954.
The defunct Kabacan Junior High School, then a provincial school of
Cotabato, became the nucleus of the MIT by virtue of Provincial Board
Resolution No. 164, s. 1954. This affected the transfer of all assets and
liabilities of the said high school including Two Hundred Forty Eight (248)
students and Ten (10) teachers to the College.
The collegiate department was opened in June 1955 and three degree
programs in agriculture, Home Technology and Industrial Arts and two-degree
courses in Rubber Technology and Farm Mechanics as initial collegiate
offerings with some 800 students. Secondary agriculture and homemaking
curricula were offered in the high school department.
After 24 years of gradual but steady development, the MIT was
converted into the University of Southern Mindanao by virtue of
Presidential Decree No. 1312 Issued by former Philippine President
Ferdinand E. Marcos on March 13, 1978.
Today the USM had become a center of high level manpower development
in agriculture and allied sciences in Southern Philippines. With its multi-
academic units, increasing capabilities, strong alumni and public support,
and above all, dedicated students, faculty and staff and capable
administration, the University continues to pursue Its mission, thereby
perpetuating the ideals of the Founder of the Institution, Bai Hadja Fatima
Matabay Plang. (T.C. de la Cruz)

KEY OFFICIALS
Dr. Francisco Gil N. Garcia - SUC President IV
Dr. Eimer M. Estilloso - VP for Administration and Finance
Dr. Ma. Teodora Cabasan - VP for Research Development and Extension
Dr. Geoffray Atok - VP for Academic Affairs
Dr. Samsudin S. Panday - VP for Resource Generation and Entrepreneurial
Services
Mr. Bernabe B. Mondia
Finance and Management Services

Dr. Tessie Lerios- OIC – Human Resource Management and Development Office
Prof. Orlando Forro- OIC – Physical Plant & Development Services
Prof. Margie B. Galang- Administrative Services
Dr. Efren A. Mangulama- University of Southern Mindanao Agricultural
Research Center
Dr. Abubakar A. Murray- Philippine Industrial Crops Research Institute
(PICRI)
Prof. Susan S. Martinez- Kundo E. Pahm Learning Resource Center/Library
Dr. Debbie Marie B. Verzosa- Publication Services
Prof. Leila S. Moscoso- NBC Zonal Center
Dr. May Eva Z. Garcia- National Service Training Program
Dr. Nelia O. Du- Admission and Records Office
Dr. Alicia C. Cabiao- Human Resource & Development Training Office
Prof. Rose Clemen- University GAD Focal Person
Prof. Orlando B. Forro- Security Services Management
Dr. Liza D. Mariposque- University Health Services
Dr. Ma. Leida M. Donque- Student Affairs
Dr. Mary Joy S. Cañolas- Director for Extension
Mr. Kaharudin P. Manamba- Business Development Center
Prof. Eugene G. Ranjo- University Information and Communication Technology
Office
Dr. Lawrence Anthony U. Dollente- University Quality Assurance Office
Engr. Renel M. Alucilja- Planning & Development Office
Dr. Elsa A. Gonzaga- Instruction
Dr. Lydia Pascual- Research & Development Office
Dr. Josephine Migalbin- SOXAARRDEC
Dr. Radji Macatabon- Tagapamahala ng Sentro ng Wika at Kultura
Ms. Vilma M. Santos- University Public Relations and Information Office

USM Hymn
USM beloved
School so brave and true,
USM beloved
To thy name we sing
Shines her love for truth and beauty May she ever live to serve. All one
body, we. Alma Mater, dear
Faithful shall we be to thee,
Loyal shall we ever be.
Let her spirit guide us Towards life’s highest goal.
Refrain:
 We pledge to thee our love and loyalty in our hearts for aye!(2x)
USM beloved Fount of knowledge great,
Flows her love for highest goodness, We shall cherish evermore. Be our
inspiration, live within each heart. As in life we’ll do our part; With thy
spirit, serve God and land and fellowmen
Truth and freedom bring Hear our voices ringing
Hail, our USM! (Repeat Refrain)

Kabacan Hymn
Kabacan Kong Mahal
I.
May bayan sa Hilagang Kutabato
Mamamayang layunin ay pagkakaisa
Kapayapaa’t kaunlaran laging inaasam
Pagmamahal sa bayan tunay na lubusan
II.
Nasa Kabacan ang lahat ng kailangan
Mayaman at malawak na palayan
Mga Muslim, Kristyano at Lumad
Iisa ang hinahangad
Pagbibigayan sa kapwa,
Kabacan kong mahal
Unlad Kabacan
Chorus:
Dito sa Kabacan
Mapagmahal ang mamamayan
Bayan kong Kabacan
Bigay ng Maykapal
Karunungang tinataglay
Likas ng yaman may kakayanan
Ipaglalaban ang kaunlaran
Kabacan kong tinubuan
 Dapat mong malaman na Kabakeños ay nagkakaisa
Ipagmamalaki-ibinabayubay
Ang lahing Kabakeños
Sayo ko lang iaalay
Unlad Kabacan
(Repeat Chorus)
Finale
Kabacan kong mahal
Buhay naming taglay

COTABATO HYMN
(1)
Sa maunlad na gitnang Mindanao
Pinagpala ka ng maykapal
Katatagan mo ay huwaran
Kadakilaay magpa walang hanggang
Mga gurong mapagmahal at masigasig
Magulang na walang humpay na nagpupunyagi
Mga pinunong bukas-palad na nakikilahok
Tagumpay ng kabataan ay matatamo
Chorus:
O mahal kong sangay ng Cotabato
Ikaw ay dakilang totooSa paghubog ng angking talino
Ilaw ka ng mga Cotabateño
Magkakasama Lumad, Muslim,Kristyano
Sa layuning makabaya’t maka-tao
Kapayapaan, kaunlara’y matatamo
Pagbubunyi ka sa buong mundo
(2)
Isang kanluran sa gitnang Mindanao
Kapakanan ko’y laging tinatanaw
Kinabukasan ko’y pinaghahandaan
 Inaasahan ang gabay mo magpakailanman
Buong sangay hawak kamay at taas-noo
Kasaganaan at kaunlara’y matatamo
Kabayanihan at paglilingkod na totoo
Isasabuhay ng bawat Cotabateño
(Chorus)
Sa aming mahal na sangay
Kami ay buong pusong nagpupugay
Watawat mo’y iwawagayway
Simbolo at gabay ng buhay
Dakila ka! Mabuhay ka
O Sangay ng Cotabato

IMMERSION
ARLIEN JOHANSON
-defined community as groups of people gathered together in any
graphic area
COMMUNITY
-collective of people with similar interests and goals whether living
in the same locality or not.
CATEGORIZATION OF COMMUNITY
1. GEOGRAPHICAL- purview of groups of person living in the same
geographical location
2. FUNCTIONAL- aggregate of people though not necessarily living in the
same geographical location, is bounded by common end such as fighting for
the same cause. Also known as Relevant Community.
ELEMENTS OF COMMUNITY
1. Demographics- tells a lot about people’s movement in the community that
you will serve
2. History- identify certain patterns of change and the people’s way of
adapting to there changes
3. Culture- ways of living of people
4. Economy- income level, occupation of people
5. Structures- physical, political, and social structures

NSTP ACT OF 2001

- to defend the security of the state and the fulfillment thereof, the
government may require each citizen to render personal military or civil
service.
COMMUNITY IMMERSION
- essential in community organizing work that entails understanding of
the different community concerns, process, dynamics, and lifestyle through
exposure and engaging in different activities.
COMMUNITY IMMERSION IN NSTP
- devised as a strategy in molding and conscientizing students just so
they may be socially aware and responsible to their communities.
MINIMUM OF 54 HOURS AND MACIMUM OF 90 HOURS
- period of undergoing community immersion
- cited from CHEED- Prescribed Program Institution (POI), 2007
PROCESS OF COMMUNITY IMMERSION
PHASE 1: PRE IMMERSION
- identification of community
- area selection
PHASE 2: ENTERING THE COMMUNITY
ANGELITO G. MANALILI
- in his book Community Organizing for People’s Empowerment
(1990), there are different ways of entering the community:
1. OBSTENTATIOUS ENTRY
2. BANKING ON THE PEOPLE’S WEAKNESS
3. ACADEMIC STYLE OF ENTRY
4. PEOPLE CENTERED APPROACH
PAHSE 3: COMMUNITY INTEGRATION
INTEGRATION
- continuous process wherein the trainees come into direct
contact and become involved with the community.
A. BORDER STYLE- students may choose to stay or live in the community to
pursue deeper knowledge
B. ELITIST STYLE- trainees tend to stay close to key information and
political players during their stay.
C. PEOPLE CENTERED METHOD OF LIVING WITH PEOPLE- best way
PHASE 4: COMMUNITY NEEDS ASSESSMENT
- process wherein problems, issues, and concerns of the community are
identified though the use of several tools/assessments.
HISTORICAL DEVELOPMENTS
-data on how the community’s patterns and population contributions
POLITICAL AND LEGAL FUNCTIONS
- strategies for community-based se;ection
DEMOGRAHIC DATA
- age characteristics, size, race of population
ECONOMIC DATA
- economic base, social, cultural, educational, recreational
organizations
METHODS OF COLLECTING DATA
1. FOCUSED GROUP DISCUSSION (FGD) WITH KEY INFORMANTS (educators, public
officials, clergy, etc- people who can provide good information)
2. COMMUNITY FORUM/ASSEMBLY- holding of group events that may include the
entire community.
3. PUBLIC RECORDS- like national census that will provide data for social
and demographic indicators of the community.
4. SURVEY- involves asking individuals in the community about their everday
needs.
PHASE 5: PROGRAM/PROJECT IMPLEMENTATION
- deals with actual execution of plans
PHASE 6: TERMINATION OF PROJECTS
DOCUMENTATION
- reservoir of information that can improve future programs.
PROJECTS
- time-bound undertaking that is carried out to create unique service.
PROJECT DEVELOPMENT
- involves a series of continuous often overlapping phases
COMMUNITY NEEDS ASSESSMENT- PROJECT FORMULATION- ORGANIZATION OF RESOURCES-
IMPLEMENT THE PROJECT- PROJECT MONITORING- IMPACT EVALUATION- REVIEW OF
PLAN OF ACTION- NEEDS ASSESSMENT

PLANNER
- must take into consideration in the formulation of the project in
order to know the needs of the target
PROJECT PROPOSAL
- guide for both trainees and trainers in attaining tasks whike they
are in community immersion
- basis of determining program of activities
PARTS OF PROJECT PROPOSAL
1. TITLE- capture the need and present the name of clientele to be served
2. PROJECT PROPONENTS- enumerates the name of persons to be involved in the
project.
3. IMPLEMENTING UNITS/ IMPLEMENTER- capital letters must be used to
differentiate from the project proponents
4. PROJECT DURATION- specify days, weeks, months needed to complete the
project
5. OBJECTIVES OF THE PROJECTS- must be written in operational terms on what
you intend to do to solve identified problem related to the project
6. PROJECT DESCRIPTIONS
A. BACKGROUND OF THE PROJECT- at least 3 paragraphs that provide a
realistic background of the project
B. JUSTIFICATION OF THE PROJECT- discuss the importance of the prepared
project in solving or providing action to help solve problems
C. BENEFITS DERIVED FROM THE PROJECT- reflect the advantages that the
activity will bring
D. COVERAGE- are or vicinity covered by the project
7. METHODOLOGY- cites the activities that should be undertaken in order to
achieve the objective of the project
8. DETAILED BUDGETRAY REQUIREMENTS- budgetary requirement of all activities
must be considered
9. DETAILED SCHEDULE OF ACTIVITIES

RESULT MONITORING
 - systematic and continuous procedure in checking programs and
projects during the NSTP Community Immersion
MONITORING PROCESS (TOOLS)
1. JOURNAL/ PROCESS RECORDING- an account of day to day events
2. GANTT CHART- illustrate summary breakdown of work elements
3. SUMMARY CHECKLIST- implementer of the project write the indicators that
need to be present to check whether there is progress

DEAN OF COLLEGES

HEADS OF OFFICES