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PREPARED
OR:
PHILIPPINE AM ERICAN EDUC TION L
FOUNDATION
BY:
N E L I S ~ A
JAMORA
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Assessing the Impact of the
Fulbright Philippine Agriculture
Scholarship
Program
'I'lie Pu lbrig ht-P hil ipl) ir~e Agriculture
Scliolarsl i i~)Pr og ra n~ FPASP) \ \,as es l i~ b l i s l~ e t ln
1999 to Large(. t lie c lev elo p~ i~ en tf I i~t m ati esource
capacity for
th e P l ~ i i i i e g r i c ~ l t r : ~ l ~ ~ d
fisheries sectors.
lb
tlus end , the 1V AS P 11ad ft11ly or
partially ft~ndetl 43 grantees for grac1r1at.c degrees
and research gran t s in the U. . 'I'l~e resulL3 were
drawn from a survey of
85
former sollolars
(74
response r ate orr t of 1 19 FPA SP gran tees who
.
completed thei r progratns) , supple~~ie~i tet ly ,J'ocused
group discussions (FGDs) in Los Balios, Laguna;
/\
I
I\.
fi
I
. .
Dihnan, Qtrezon City; General Santos City, Soul11
C ot ab ab ; ant1 MuAoz, Nue va IIcija.
I
'I'he ass es sm en t ol' the F PA SP found robust qu ali tat i ve evidences [:hat the
pro gram is ac l~ ie vi ng ts goal oE developing . ltno\\.ledge 211111 e s p e r t i s e i n l l ~ e
agricul ture an d f is l~ ery ectors . Scl iolars reported diverse a nd s igni lic:~nl; ~ n pa ct s
not only on t l ie sc l~ ol ar s hemselves, b ut on thei r work ins t i tu t ions a s well . Many
(44%) recognized the uniqueness of Llie
U.S.
progrnm and fel t that they could not
have clone t ile salne gra du ate degree an d specialization a t a univers i ly in t lie
Phi l ippines . MajoriCy (88%) aff irnied i l la t t l~ e i r PA SP g ra nt h as inet t l ~ e oal or
objectives of tbe FPASP. Moreover, almost a11 scholars (90 ) cxpressetl their
will ingness to serv e th e Dep arlrn ent of Agriculture a s an atl\riser, lechnical resource
person, or
co n s t ~ l t an t .
While only GG% of the r esp on de nts were g ua ran tee d of a job upon returning
home, 98% of the responde nt s i e tu rn ed to the Ph i l ippines a t some po in t an e r t li e ir
FPASP grant . Overwl~elrningly,FPASP scl iolar respondents confi rmed that l l ie i r
cu rre nt job e ntail work rela ted to agriculture. l 'he large st sh ar e of alum ni \vorltetl
for the government , e i th er a t public univers it ies (35%) or a t bure aus or agencies
(32 ).
Th is ref lects th at scl iolars were appropriately targeted to conlr ibt~ te o the
agr icu l tu re sec to r a l l e r the i r FPASP g mn ts .
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Scl~ olar s e li eve t ha t thei r FPASP gran ts greally enr ic l~ cd l~ ci r cademic
ant1 pro fess io~ ~ali ves. About 54% consit le red t ha t t l ~ e i r o rlc p r o ~ n o t i o ~ ~s due, to a
large exten t , to t l ~ e lci lls at id Ic~~o\vledgehat they gained Croni being a WASP
scholar. Anol:l~er39 fel t that they have benefi ted, to a large extent , Ll~rougl~
i ~ ~ l p r o v e di v i ng s l ; n~~t l a rdsu e to having been a I?PASI' scl~olal..
S i g n i f i c a n t a c c o n ~ p l i s l ~ ~ n e ~ l t sl ~ a t c lio la rs c ite d i ~ ~ c l u d eheir role in
i t ~ t r o d u c i ~ ~ gl ~ r u ~ g e s11d i~ npvations in progriun imple~nentationor work set-up,
s t rong influence in the inst i tut ions ' progm m planning, an d the imp ortan1 posil ions
or jobs t liey l~ e ld s a re sul t of the ir tm ining. S chola rs Tronl the university rellortetl
t h e i ~ ~ t r o d u c t i o nf net\. courses or new ac id e ~ t~ icrograms and the inentoriug of
both u i ic lergraduate and g radua te s tu de ~i t sn their research.
W l ~ i l e l any respo~ l c l e~ i t selt that i l , is too early for impacts to be seen in a
wider base, scholars cited their roles in national workshops or training or1
a gr ic ul iu re issues, th e i n ~ p o r k ~ ~ ~ tosilions they he ld th a t n lalte 1lle111 crilic al in
,deciding on broad er agr icult ura l issues, an d th e scientific irnowledge an d exp ertise
t l l a t they sha re wit11 the s ludel i ts , Carn~ers, nd p ol i cy ~~ ~a l ter s .5% conl i rc~~ct ll ~ a l
they i r e ac t ive in severa l agriculture-relate(~re-relate rganizat io t~s .
Durin g th e FGDs, PP ASP 'scholars described a variety of ways in \vl~ich heir
F P AS P exper i e t ~cesed to e1111aocing lie h um an resource capacity in th e agricu lture
'sector. These include: their own increased professional ltriowledge or their
agriculture specialization; current prolessional acli ivit ies relating to agricultural
issues, including organizing worltsl~opsltrai~iings,o i ~ i g m e dia i ~ ~ t e r v i e w s ,n d
participating in exlensiotl activit ies; research responsibili t ies \vhicll include
collaborative resea rch a nd projects with
agricultt~re pro~essio~rals
n t,he U.S. an d the
P hi lip l~ in es ; e a c l ~ i ~ ~ gesponsi l~i l it ies ha t would develo11 the f i ~ tu reL U I I I I I ~esource
capacity in the P lii lippine agric ultu re sector;
anti
a s s ~ t ~ n e c lead ersh ip positions since
they c am e bnclt.
Al lnos t a l l sc l~olars
00 )
r e c o ~ ~ ~ ~ n e n d e drevi tal izat iot~ f t ile FPASP o r a
s in ~ il a r griculture-s1,ecific Fulb rigl~ t-sp ons ore d prograrll. A long-tern1 Lraining
prograln shoul tl be in p lace to sus ta in t ile c levelo l ,me~~t f the l ~ u ~ n a nnt1
i ns ti tt tt io n al ca p ac it y of n g ri c ul tu m l u n iv e rs it ie s a n d n a t io n a l r e s e a ~ ~ l ~ys t e~ i l s n
tlie Pl~ilip ~itles.
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Assessing the Impact of the
Fulbright Philippine Agriculture
Scholarship Program
Executive Summary
ntroduction
'I'he Pn lbrig l~t-l ' l~ il ippin e gricrl lt t tre Sc ho lar sl~ ip rog ram (PPt\SI') is one of
t i l e severa l p rogran t s :~d t~t i t~ i s le redndcr the J. W i l l i a t ~ ~ti lb ri gl ~ t )t.ogr:rlll. 11 is
sector-specific an d is targetecl to develol) l~r tln an esource ca pacity for the P l~il ip pit ie
agricul tura l a t ~ d is ller ies sectors . T l ~ e ppl icat ion of this PPAS P tnodel'' in f ive
batches of scl rolars was des igt~e d to produce a cr i t ical m ass of e spe rts a nd
inst i tut ional capacity bui lt ling, essen t ial to the d eve lopn ~en t f the agricrr l t i~re nd
f ishery sector. S ince i t s es ta b l i s l~ m ent n 1999 the PPASP 11ad fi~lly r partially
' f i ~ n d e d 43 gra nlee s for gra dua te degrees an d research gra nts in the U.S. Sonie of
t h e s c l ~o l a r seceived counterpart Itrnding forln their U.S. university, ei ther through
grad uate as s i s ta nl s l ~i ps r univers i ty fel lowsltips.
. T h e IT A SP w as u n i q u e b ecau s e it
\\ds
l l ~ eonly agricul ture-speci tk
s ch o l a r s l~ i p ro g ran l i n t h e P l ~ i l i p p in es h a t s en t s c l ~o l a r so pu r su e g r a d u a t e s h d i e s
Bnd to do researcl~t1 the U.S. It recognized illa t tar ge tin g indivitIuaIs worIiing on
ag ric t~l tur e increase s i tnpact a n d help su stain capacity-bui lding. Progratn
part icipan ts were usual ly worlt ing on an agric ul t rrr e-re late topic prior to t raining.
.
Ih i s t ra in ing s tm tegy enhanced con tinued agr icr~ l tu re- re la tedwork after scholars
cotnplete the ir F l 'hSP-R~nclecl raining.
Study results
'l'l~is s tud y surveyed 'a s a n ~ p le l 9
PPASP
sc l lo lar a l t~n in iwl ro l~ave
completetl their grants. Scholnrs were notified of the survey by e-lnail ant1 a lotal of'
88 scholar respondents, '74% response rate, completed the qtrestionnaire eit l~er11
the \veb or by sen ding back t i le quest ionnaire a s e-mai l at tachm ent .
'Nle assess tne nt of Llle PP ASP foi ~n d lxong quan t i tat ive an d qua l i lal ive
evidence i l tat t he pro gritn is ac l~i ev ing ts goal of developing knowledge ant1
expert ise in the agricul ture and l is l~e ry ectors . Scho lars reported diverse and
signi ticant i lnpacts not only on l l ~ e cl lolars t l~elnselve s , bu t on their work
inst i tut ions a s wel l.
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After they re tu rn to t lie P ld ip p ines , the su rvey revea led t11it sc l~ o la rseach,
do a gricul tural ' research, collaborate \v i th local an d in tern ationa l colleagues,
organize worlcsliopsltrainings, do media intervie\vs, socialize with other Fulbright-
Agriculture scl lo lars , and in many otl ier ways conti . ibute to the human capacity
bu i l t l ing o f the ag r icu l tu ra l sec to r . Ovcrwl ic l~n i~~g ly .PAS1 ' sc l~o l :~~ .espondents
conf irm th a t the i r c t t r ren t job en ta i l work re la ted to ag r ic t~ l t t ~r e .
scholars
ssessment of
th FPASP
All re sgo ~ld en t s e lt th a t : 1) the train ing provided an opportunity Lo gain
valuable profess ional espert ise and esperience; (2) the PPASP esperience \ \ ,as
in te res t ing a nd in te l lec t i~a l ly ha llenging ; and 3) the F PASP es l~e r ienc e rov ided
excellent preparation for the scholars' futtlre professional tvorlt.
88% a l ' li rn~ed ha t the i r FI 'ASP gr an t h a s ine t t l ~ e oa l o r ob jec lives ol' thc
L~I'ASI?. Most: sc:liolars fc lt 1:lint: I.rilin ing
~ i l s I C C C S S ~ I . ~
O r I:I~cir 1)rorcssionaI
tleve lopn~ ent 98%). A ln ~ os t ll scho lars (90%) es1)ressetl thei r \villin gl~c ss o scrve
t h e D e p a r t ~ n e n t of Ag r ic u lk ~re a s a n adv iser, tec l~n ica l resource person , o r
consult< . 90% reco~nniendecl , revital ization of t l ie PPASP or a s imilar
agriculture-s l~ecif ic u lbr ig li t-s l~onsored rogram.
M any (44%) iecognized t h e urliquene ss of tlie U.S. pro gra m a nd l'elt t h a t tliey
coultl 1101:have done the sa m e gri du at e degree ant1 s l~ecializat. ion t I university in
the Pl~ilil)l)ines:Sti l l , som e of the sc l~ ol ar s 19%) would consider s t~t t ly ing n the
Ph i lip p in es, w l~ i l e th e r s
(24 )
would apply to graduate schools in other corlnlries
s u ch a s A u s t r a li a , J ap an , Can a t l a, an d th e N e t l~e r l an d s .
KSAs g ined
Scholars considered 'scientiGc methods (GG ) a s t h e m o s t i ~ n p o r t a n t
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Current activities of FPASP scholars
I
111e largest sliare of scliolars worlterl for the governn~ent, ither a t public
trniversities (35%) or a t governnlerlt bureaus or agencies
(32%).
Almost all of the,
currently employed respondents were still doing work relatctl lo agricultore. This
reflects that scliolars \\.ere appropriately targeted to contribute to the agriculture
sector 'after their PlyASPgrants.
65% have published a t leas t once in inlernatio~ially refereed ournnlslboolts;
55% in locally refereed journals. 25% reported having published boolts as one of the
main autl~ors/editors.One-half ol' the respondents (51%) were featured in media
ar t ic les l~~rogra~~~s.5% are. active in agriculture-related organizations, including
professior~al ocieties, associations, and networlts. I n addition, 20% of the scholars
.have been awarded with consult.ing projects or grants by international agencies,
while :~nolher35% were awardcd projecl:~ r grn )ls by local agcnc:ics.
bloreover, al~nostall scllolars have niaiutainetl relalionsl~ipswil.11 ll~cir
former major professor or thesis supervisor o research collaborator in the U.S. after
returning to the Philippines (91%). Many reported that they have collaborated wit11
their for~ner lajor professor or thesis supervisor or research collaborator i n the U.S.
(2G%) since coml)leting their grants.
Almost all FPASP respondents returned home
While only GG% of the res~~ondentsere giiara ~~leqdl' a job ul)on returning
Iiome, 98 of the respondents returned lo the P11ilipl)ines a t sonie point aCter their
FPASP grnnt. Only one scliolar adn~itted o l ~a venot returnetl because she is
currently pursuing her P11.D. 74 returned lo the same institution at which they
were eml)loyed before beginning their PPASP grant. 'Shis higli level of rettrrn rate
removes any nl)pwhension on brain tlmin.
lm pacts to the FPASP scholar
Scholars believe tha t ,llleir PPASP grants greatly enrichetl l ;l~eir ~cade~nic
and prolkssiorlal lives. About'54% considered tl~at;heir \vork pron~olion s due, to a
large extenl, to the sltills and Itnowledge that they gained k o ~ n eing a PPASP
scl~olar.Another 39% felt that they have benefited, to a iarg+extent, throt~gli
improved living standards due to having been
a
PPASP scholar.
I n
addition, 47 of
llie resl~ondentsclai~netl l;at the sltills they gained fro111 i;heir FPASP grnnls
assisted them in obtaining a inore .senior position. 98% rriunlted "slcills and
Iznowlcdgc ggainctl ~vorn xpericncc" a s 1 1 1 ~ nosl; in~l)orl.anl;cncljt 1being I IPPASI'
scliolar. Scl~ol:~rslso cllerishecl the new cultural exl~erience, s well as being mure
flexible or open lo new ideas. 111addition, Lhe respondents noted
I IIsIL
Lhe IPPASI'
helped tlletrl to develop or widen their professional netwo~:lts
.
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Prior to Llleir FPA SP train ing , 31 of the scl~ ola rs e a r n e d l e s s t l ~ a n
PhP150,OOO per year. A t thei r pre sen t employm ent, 41 of tlie respon den ts reported
earning more tha n l'hP250,OOO'per year . l lecent return ees ar e earnin g PhP204,538
per ye ar , inucli less comparecl , to t i le f irs t ba tc i~ of sc l~o larsw l ~ o now carn :
P111'57S,111 p er ye ar o n a ver age .
.59 of . responden ts a f l i rn ~e d ha t ho lders
of
M S
egrees receive l~igher
i n c o p t h an t ilose t v it l ~B.8. clegrees. Moreover, an ot he r 55 co nfi i~ ne d h a t P11.D.
degree holde rs get 11igI1er n c o~ neh an
M S
egree ho lders in t l ~ e i r u r ren t worli.
lmpacts to work institution
Sign if ican t ; accompl is l~n~en ts11at scholars cited include their role in
i nt ro dd ci ng c l ~ a r ~ g e su ~ d n ~ ~ o v a t i o ~ ~ a~ ; rogram implem entation or worlc ael-up,
s lr un g i n f l u c ~ ~ c cl l l l ~ o~ ~ s t i l u l . i u t ~ s '1rogrn111 I : I I I I I ~ I I ~ , :\nd 1.11( ~ I I I ~ I V ~ . I ; I I I I . ~ ) ~ ~ i ~ . i O l l ~
or jobs they l ~e l t l s a re su l t of i l ~ e i r rain ing. Scholars f rom t l ~ e nivers i ty rel)orletl
.
the in t roduct io t r of ne\v courses o r new acadernic p rograms a t ~ d l ~ ementoring or
b o t h u ~ ~ d e r g r a d n a t en d g r a d u a te s t u d e n l s i n t l ~ e i research.
S l~ ec il ic al ly , h e con trib ut.io ns to i ~ ~ ~ p r o v i ~ ~ gile re se ar dl cap acily oC
rile
o rg a~~ iza l ; io n snc lude : resource genera t ion , a l jp ly i~~ge c h n i c a l , q t ~ a ~ ~ l i l : a l i v e ,t ~ d
si~nulal:iotimodels to a specilic coni~nodily ; da pt i t ~g echniques an d 111odels r~ it edo
P l ~ i l i p p i t ~ eo n d i t i o ~ ~ sn d commod i(.ie s; p r o g ran ~ l ~~ ro jec troposal prepnralion for
gra nt lirllding; connecting a n d collaborating svith U.S. professors on re se ar cl ~
.pro jec ts; a n d p ro gra m m r u ~ a g e ~ n e ~ ~ tn d i ~ ~ i p l e n ~ e l i b t i o n
I
terms of contr ibutions to teaching capacity , t i le scholars l~avebeen
i~ivolvocl n proposing new courses , supervis ing and ~ n e r~ lo ri n g~ i d e r g r a c l t ~ a t cn d
gradua te s tuden ts , deve lop ing labora to ry exercises and s tu de n t m an i~ a ls , e iich ing
tr~~tlergr clu telgr du teourses , rev is ing undergradua te and g radua te p rogram
c u r r i c u l u n ~ , l ~ p l y i n gnnova tive tools in teaching, a n d beconling mo re resourcelttl in
t l ~ e i reachi ng style.
111 rela tion lo st re ng tl le ni t~ g ile extensio n cap aci ty of the ir inslitutio rla, 111e
scllo lars provided train ing an d served a s resource spealrers or technical espe rls lo
fa rule r, p riv ate se ctor en ti t i es , local g o v e r t ~ ~ ~ ~ e ~ ~ tn it s, an d g o v e r t ~ ~ n e n l~ g e ~ ~ c i e a .
mpacts to agriculture sector
M any r e s p o ~ ~ c l e t ~ t se l t th a t i t i s too ear ly For in ~ pa c t so be seen in a cvicler
base because they 11ave ju s t recently returnecl to th e P l~il ippi nesan d 11ave o111y
begun lo es tab l is l~Ll~eir resence in t l ~ e ir espective f ie lds . Non etl~ ele ss , u t of t lre
29 a f fi rmat ive iesponses, sc l~o lars i ted the i r ro les in na t iona l wor lcs l~ops r tm iu i r~ g
o n a g r ic u lt u re i ss ue s, t h e i m p o r t a n t g os it io ns t l ~ e y ~ e l d h a t m a lt e t l i e ~ i ~ritical in
dec id ing on b roader ag r ic i~ l tu r a l ssues , and the scientific knowledge and expert ise
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that they share with the strrdenls, h r~ners , nd policy~nalcers.
75
confirniecl that
they are active in several agriculture-related organizations.
.
During the l'ocusecl group discussions, FPASP scliolars described a variety oC
ways in which ll~eir TASP
experiences
let1 to cnliatroing the hi in~atl esource
capacity in the agriculture sector. These include
Their own 'incqmecl professional lcnowledge of their agriculture
specialization
Current proCessiona1 dctivities relating to agricultural issues, incl~rdi~lg
organizing worlcsliopsltrai~~ings,oing nledia interviews, and participat.itlg
in extension activities
Research responsibilities wl~ich nclude collaborative research
a ~ ~ d
1rojects
with agriculture proSessionalu in 11ie U.S. and the Philippines
. 'l'eaching responsibilities illat would develop the firtitre
human
resource
,capacity in the Plii il)l)ine agriculttrre sector
i\asr~~nedeadersl~il)11ositio1ls since Lhey came b:lck, in(:I~(lingprvjecl
leaders, department chairs, laboraloryhiursery heaclll'arm nlanager, ant1
laclinical resource gersoli to governinent committees.
Continue training support to the Philippine
agriculture sector.
The
PPAS1
or siniilar agriculture-rela te scholarship progmm s h o ~ ~ l de
revived. long-term program shoirld be in place to enslire the development of the
.human and institutional capacity of agricultural universities and national research
systen~sl~rough raining and collaborative research so that institutional progralns
can be self-sustaining and co~~tribtrt eo the long-term developtnent of the
agricirlture sectors in both the
U S
nd the Pl~ilippi~ies.TIlisan be to be achieved
through graduate training of nlen and women and by providing Iina~icial upport to
scientists in the Philippines to c o ~ ~ d i ~ c toUi basic and applied research on
agriculture-related issues.
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l' l iis ;ludy tvo t~lrl o1 be possible willloul llie goiclar~ce f l lio P liili l~p iiie~ulh riglil oard,
parlicularly ol Dr. Esrneralda Cur~ana~lrb0 lorrner C tlED Con ~n iis sio ~lc r alr~rnirlo
Ocarnpp. Special rnention lo Dinah Pura Deposilario (F13ASP
2006
and Evaiigeli~ e
Go~ iza les or lielping ine orgal ize arid clocuriienl ili e focused group discussions arid
i~ lst ilu liona l n~krv iew s; i(ath;ina Gonzales ancl Yolly Casas for the reseat.ch ancl
adn~i~iistrat iveupporl: Richard Bernslen,
my
adviser and friend froill Micliiga~iSlate
[Jniversliy, wlio continue to inenlor Ine professionally and personally; Neil Para~r'ii nd
Jo rge~ iAbellera w l ~ o ccoln~nodaled us
ill
General Santos City; ari "Iquirio
and
Soledad Roguel for tlle overvi~lielrningwelco~newe.received
i r ~
4ueva Ecija: lo the
FPAAA mernbers wlio parlicipa led in ihe IzGDs: and to all Fulbriglil-Agricul ~re ;choiars
wllo respondecl io l lle online survey ..Fullding s~ lp po ri or lliis study calrlc frorn the
Ph i l ipp ino-Ar~ ie r lc~~ iducational Fovndation s~rci the Philippine D e~ )a rli~ ion If
Agricvllure.
Jainora
N. 2009
Assessing tlie llnpacl 1 tlie Fu lbiigl~CPliilippineAgricultt~re ciinlnrsltip
Program. Philippine-AmericanEducalional Foundation. Makati City, IJliilippines.
I
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TABLE OF CONTENTS
lnlroduction .....................................................................................................................
Melhodology ...................................................................................................................
A
.
Analylical~framework
....................
B
Research objectives ..............................................................................................
C Research questions ............................................................................................0
D
.
Survey methods
0
. . .
E L ~ m ~ l a l ~ o n s1 the study
............................
:.
: .........................
2
Results and Discussion
..........................................................................................
3
A nternet search .................................... ..............................
13
..........................
I . Decision lo pursue the FPASP grant in the U.S .................................................13
C.Trainee assessment of FPASP grant 4
.
D Acquis~llon i I
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LIST O F TABLES
Table .Overview of ll ie FPASP 4
Table 2 Results of lnlernet Search lmpacl lor Trainees 13
Table 3 Queslion: Please indicate il you agree or disagree wilh each of the sla le~ nenls boul
your personal experiences during your FPASP degreelgranl 15
.
Table 4 Most inipo rlanl KSAs acquired during lraining 16
Table :Before and Currenl employer type o l respondents 19
Tab16 6 Overview ol FPASP scholars by type of gran l 20
Table 7.Top KSAs by type of grant............................................................................................... 21
Table
8
Overview of FPASP scholars by gender .........................................................................2
Table 9 Top I
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ssessingthe impact
of the
~u~bri~ht phi l ippinegriculture
Scholarship
Program
.
CH PTER
lntroduciion
The Fulbright-Phil ippine Agriculture Scholarship Program (FPASP) is one
model of government engagemen t in training. The FPASP m odel is sector-specific and
is targeted to develop human resource capacity lor the Philippine agricultural and
fisheries sectors. The application of lhis FPASP model in live batches of scholars was
designed lo produce a critical mass 1 experts and institutional capacity building,
essential to lhe development 1 lhe agriculture and lishery sector. Since its
establishment in
1999
the FPASP has lully or partially lunded
143
grantees lor graduate
degrees and research grants in the
U.S.
Some of the scholars received counterpart
funding lrom their U.S. university, either through graduate assistantships or university
lellowships.
Degree training has direct impacts on the trainees by advancillg their
prolessional careers, as well as indirect impacts on building capacity al.the i~i sli lul ion
they join alter compleling the program. Many institutions in tile coulilry have been
directly impac ted by the FPASP training, including the Department of Agriculture
(DA),
llalional agricultural research and extension system (NARES), and Slate Universities
and Colleges (SUCs).
To date, the contribution of these scliolars and the impact 01 the WASP
011
inslitutional capacity building for the Philippine agricultural sector have not been
systema tically documented. Thbs, the purpose
1
this study is to evaluate the irnpacts
1
the FPASP on the individuals who received training with FPASP lunding and on
universities/research nstitutions in the Philippines to where the trainees returned l o alter
their U.S. training.
In doing lhis assessment, the study adop ted the mod ified Kirkpatrick framework
as a guide in evaluating training impacts lrom lour dillerent perspectives: Reaction
(whether trainees like the training). Learning (whelher they learned som ething lrom the
training), Perlormance (whelher trainees applied whal they have learned), and Results
(whal are the impacts).
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Impact on lrainees can be any changes in lheir personal and professional lives
as a result of lhe ir lraining. lnslilulional capacily building involves improvements in the
abilily ol an organizalion to perlorm its leaching and research mandate efleclively,
efficienlly and sustainably. O lh er commonly used terms and lheir working definilions
which are used in lh is sludy are defined, as follows:
Training : A learning activity in a selling predominanlly inlended for le ac lii ~l g r
'imparling cerlain. knowledge and inforrnalion to the parlicipanls with formally
designaled instructors or lead persons, learning objeclives, and outcomes, which
maybe conduc led full-lime or inlerrnillenlly.
Research: A syslernalic invesligalion, including basic or applied, designed lo
develop or conlribule to general knowledge.
Trainee: All sludenls fully, parlially or indirectly supporled by lhe FPASP lo
undertake trailiilig bolh degree (MS. and Ph.D.) and non-degree (research)
grants. The term was interchangeably used to reler to the alumni , recipienls ,
granlees , or scholars
01
lli e FPASP.
Chapler
II
describes the slruclural organizalion of lhe FPASP and provides
details of its program and some trainee-specific informalion. From lhis,
an
analylical
framework was built to evaluate the training program. Chapler
Ill
oullines the
melhodology used lo examine the itnpacls of lraining on trainees and on universilies and
research inslilulions in the Philippines and presents lhe research objeclives. Chapler IV
describes llie impacts ol degree lraining and research on lhe trainees' personal and
professional lives. Chapler V presents the case studies on inslitulional capacity building.
'Finally. Chapter VI summ arizes key findings and recommendations of lhis sludy.
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CHAPTER 8
The FuIbright Agriculture
Program
The FPASP, a lso.kno wn as the Fu lbright-Agricullure Program, is one the several
programs adminislered under the
J.
William Fulbrighl Program. It provided awards lo
Filipinos lo pursue graduale deg rees (M S . and P1i.D.) and short-lerm research work in .
tlie U.S. The principal goal of any Fulbright program is to increase mutual
understanding between the people of the Uniled Slales (U.S.) and tlie people of o llier
counlries. While the program also awarded counterparl granls to American academics
and specialisls lo leach, train, conduct research, and consull will1 inslilulions in llie
Philippines working to promole agricullure, foreslry and lislieries modernizalion, lliis
sludy only focused on Filipino scholars.
The FPASP lakes pride
ill
ils lraining program.
Il
was one of a kind bccause il
was the only agricullure-specific scholatship
in
the Pliilippines lhal sen1 scholars lo
pursue graduate sludies in l lie U.S. Tlie closesl program is lhe Sou llieasl Asian
Regional Center for Graduale Sludy and Research in Agricullure (SEARCA) Graduate
Scliolarship in Agriculture that sends Filipinos and other Soulheast Asian nalionals lo
schools in Soulheast Asian counlries.
The FPASP recognized llial largeling individuals working on agrfcullure
increases inipac l and help suslain capacily-building. Program parlicipanls were usually
working on an agricullure-related lopic prior lo lraining. This lraining slralegy enhanced
conlinued agricullure-relaled work afler lrainees complele their FPASP-funded lraining.
As w ith other Fulbriglil programs, FPASP scholars were selecled'compelilively a l the
1
nalional level. Cornpelilion for granls was open lo Filipinos who are 40 years old or
younger al lhe lime of applicalion and had at least two years of relevanl work
experience. They were selected and interviewed by a panel of judges, including
members of llie Fulbright Board and lhe Philippine American Educational Foundalion
(PAEF) on the basis 01 academ ic merit. The FPASP provided granls to cover cosls, such
as internalional travel, luition and fees, monllily maintenance allowance, books and
supplies, and insurance.
FPASP
Training
Outputs
To dale, lhe FPASP has supported a lolal of 126 scholars and 17 students are
expected to finish their programs by year 2010, an average of 29 trainees per year from
2001 lo 2006 (Table I) .' The FPASP emphasized lraining studenls in lhe lield of
agricullure. Many scholars specialized in plant science (31 ), followed by social science
(22 ) and animal science
(17 ).
Ollier scholars studied in the fields of environmenv
nalural resources, agricullurelfood engineering, ioreslry, food science and
marinelfishery . The largest share of trainees earned M.S. degrees (56 ). followed by
Ph.D. (23 ) degrees. About 53 of lh e trainees were female and 47 were male. For
he
FPASP
v a s pulon hold in
2 5;
no scliolars wero son lo llic U.S. in llial year.
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the purpose of this study, the frame population includes only trainees who have finished
their programs, as of August
2000:
Table
1
overv iew o f the
FPASP
2 6
28 20 18 15 17 19 9 1
By type of grant
Maslers 81 57 74 62 56 64 76
Research
3 21
28
24 19 22 68
BY discipline
Animal 'Science
24 17 22 18 13 15 59
AgrilFood
Engineering
8 6
7 6 5 6 71
Environ~nenV
I
Natural Resources
8 9 8 6
7
67
Forestry
4 3 3 3
1
1 33
Food Science
4 3 3 3 2 2 67
Plant Science 45 31 34 29 31 35
91
Social Science 32 22 29 24 22 25 76
Female
76 53 63 53 48 55 76
Male
67 47 56 47 40 45
71
Total
43
119 88
74
a\
Tarnel
t ~ o ~ u l a l i o nlolal tiu~nber1 FPASP scllolars
b\ Frarrie populalion = l l iose
who
llnisl~ed
l leir programs
by Augusl2005
c\
Percenl ol
frame populalion
who relurned
l l te
queslionnaire
Scholars were sent to 54 schools across [he
U S
Figure 1 shows a [nap 1
FPASP
scholars by their U.S. location. Many scholars went to state of N ew Yorlc (n=l5)
and stud iedat Cornell University, New York University, State University of N ew Yorlc and
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Syracuse University. The slate of Florida had 11 scholars in Florida lnstilule of
Technology, Florida Inte rnationa l University, University of Florida , and University of
Miami. Cornell University and Ok lahoma Stale University each h ad
8
FPASP scholars
the largest number of trainees in an institution.
Figure
I
Map of FP ASP scholars in the
U.S.
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Given lhe divergence between the target populalion
(N=143),
frame population
(N=119)
and lhe trainees who returned lhe survev
iN=881.
an eflort was made to see
how the characteristics of the sam ple respondenls biifered iron1 the characlerislics of the
larael and frame ~o ~ u la t i o n .uch an assessment is needed in order to delermine
il
lhe
reQpondenls were represenlalive o l the largel populalion a requirement lor malting
meaningful inferences about lhe targel popu lalion.
Th e pe;cenlage of trainees who responded was very similar com pared lo lhe
larget and frame populalion. liowever, a higher percentage of lrainees lrom lhe social
science lrainees
(91
response rale) relurned the survey. The percenlage of
respondenls supporled for their Ph.D. degrees was slighlly lower compared l o the largel
populalion. On the olher hand, l he share of M.S. lrainees was slighlly higher compared
lo the large l populalion. While the make-up of the frame populalion by granl period
mirrored lhe la rge l populalion, lrainees who finished lheir degrees recently (balch
2006)
were slighlly more represen led among trainees who re lurned lhe queslionnaire wilh
94
response rale.
These resulls were not surprising and confirmed a priori. Trainees who were lully
supported for degree training would be m ore lilcely lo respond lo the survey request than
lhose who were supporled for research grants. Furlher, lrainees who linished lheir
degrees recenlly would be more likely to parlicipale because ol lheir recent allilialion
wilh the FPASP. Thus, the respondents are generally represenlalive
o
the FPASP
training parlicipanls.
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2) Diliman, Quezon Ci ly for scholars working at the Un iversily of the
Philippines, Diliman, Deparlmenl of Agricullure DA) and its altached bureaus or
agencies, and ollier privale companies or universilies based in M elro Manila;
3) Muiioz, Nueva Ecija for scholars a l lhe Philippine Rice Resea rch lnstilule
PhilRice), Cenlra l Luzon Slale U niversily CLSU), and the Philippine Carabao
Cenler PCC); and
4)
General San los Cily, Soul11 Cotabalo for scholars at Mindanao Stale
Universily, Dole, Monsanlo, and other privale companies.
A.
nalytical framework
Informalionlda ta collected lrom the trainees through the survey and inslilulional
case sludies through the FG Ds were analyzed lo provide an overall assessment of Ihe
impacl of FPASP-supporled lraining l o the individual Oulpul), l o their work inslilulion
Oulcome), and to lh e agricullural sector
in
the national or regional level Impact). Figure
2 illustrales the process and serves as lhe lramework of this study.
Figure
2.
FPASP s Impact Pathway end Evaluat ion Framework
output
+i )
I i r;
Individual:
.
Institutions:
Trainina Parlicioanls Researcli Irislilulions. Universilico
/
eaclion:
.Learning:
d
hey learn lrom ll~eraining?
Did
lhey apply whal lhey have learned?
Results Evalualion:
Whal are the impacls lo lhe inslilulionhociely?
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O ulp u ls are the direcl resulls of the FPASP, i.e. the Irainees. Ou tco mes are all
Ihe changes and effecls lh al happen in the environment as a res ull of FPASP's output
(e.g. Irainees' aclivilies). Impacts are the changes wilhin the environment as a resull
from lrainees ' aclivilies. The repor l also idenl ilied key exlernal and inlerna l faclors (e.g..
government researchlextension support, privale seclor collaboralion) Ihal have
contributed to the
impac l of FPASP training, and provided recommendalions for
continued supporl l o graduate degree training in lhe field of agricullure.
The model res ted heavily on lh e Kirkpalrick's evaluation framework, which is one
of the most widely used mode ls for evaluating training. F irst published by Donald'
Kirkpalrick in 1959 as par1 of his disserlalion, Kirkpatrick later redefined and updated his
lraining evalualion model - I ) reaclion, (2) learning, 3) performance, and (4) results -
in his 1990 book, Evaluating Training Programs: The Four Levels . The four levels
aclually refe r lo differenl perspeclives, not levels, and are not hierarchical. Ralher, each
level evaluales a differenl aspect of training and answers different queslions.
5
~ese ich
bjectives
specif ic Object ives:
Following the Kirkpatrick's Evalualion Model, the specific objeclives o l lh is study
are arranged based on the four evalualion calegories: Reaclion, Learning, Performance
and Resulls Evalualion.
.a) Reaction
1 To determine lli e trainees' general satisfaction with their training
2. To assess the relevance of training on trainees' personal and professional lives
. b) Learning
1. To identify knowledge, skills and alliludes (I
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C esearch qu stions
To maintain the focus on the objectives of the study, the following research
questions were exp lored, following the adapted training evaluation model.
a) Reaction
1 What aspects of ihe training did trainees like and enjoy?
,
2. What aspects of the training did trainees consider relevan l/useful?
b).Learning
1. What know ledge did trainees acquire?
2. What skills did lrainees develop or enhance?
3. What changes occurred in trainees' attitudes?
4.
Wh al major problems did lrainees encounter during their training?
c) Performance:
1. Did trainees utilize their learning and newly acquired
I
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designed online using SurveyGizmo (www.surveygizmo.com), an online creative
platform for survey research. SurveyGizmo appeared to be very use r-friendly and have
met the demands of the online survey. At this same period, the database of scholars,
including relevant conla cl details, was organized.
Between 10 15 Aug usl200 8, the online survey was pre-tested lo lour people, 2
of which were FPASP scholars and the other two were non-scholars. This proved to be
very helpful in finding loopholes and problems in the survey instrument. The
questionnaire was further revised and improved on from 1 5 20 August 2008. It was
officially released on 21 August 2008.
A total of 119 e-mail invitations were sent, oul of 143 scholars (83 of total
population). The invitation was not s enl to scholars who were still enrolled in the U.S. as
of August 2000. Rem inders to answer the survey were se nt out regularly lo encourage
parlicipation. Some scholars were also contacled by phone and asked lo parlicipale in
the survey.
lnlernet Search
An internet search, us ing Google (www.google.com) was 'conducted to
supplement other methods used to'locale former trainees. This strategy was also used
lo look for significant conlribulions that the irainees or their supervisor may not have
reported. Information found on the inlernet was com pared will1 information iound in the
PAEF database (e.g., curren t employer, university affiliation, etc.) to determ ine i l l h e hit
referred to the actual trainee. o standardize this step, the first and last names of the
trainee were typed in the search box, but only the firs1 page of the search resulls was
browsed. If no positive is found in the first page, the search is done again but restricted
to websiles from the Philippines only.
ocused group discussions
Finally, an inslilulional case study was conducled at four locations in the
Philippines (1) Los Baiios, Laguna; (2) Quezon City, Metro Manila; 3 Muiioz, Nueva
Ecija, and 4) General Santos City, Sou lh Cotabalo to document the capacity-building
impacts of the FPASP-funded training. In addition to interviewing former trainees at
trainees' work inslitulions, interviews were conducted with key institutional adminislralors
to obtain an independent assessmen1 of the contribution of FPAS P-supporled training l o
capacily building al the university. The visits were carried out to solicit anecdotal
information and qualitative inlormalion that would enrich the impact information lhat
trainees reported i n the participant survey.
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E Limitations
of
the study
In assessing the impacl of training, the sludy acknowledged several issues and
problems that inherently limit lh e analysis.
First, because the lags involved in observing the impacls of training on linal
outcomes are substantial; it taltes many years for the true quality and va lue of training to
become evident.
Second, il is difficult to attribule outcome effects to a particula r training cause .
This is because there are many unaccounted external factors thal aflecl impact,
including lhe qualily of training and lhe exle nl lo which the trainees apply their I(SAs lo
generate impacts. Moreover, it is dilficult lo isolate the contribution of FPASP from
training received elsewhere.
Finally, the study anticipated several sources of survey errors. ~ h e s e rrors ca n
be grouped into three major categories coverage, non-response, and measu rement
(Couper, 2000). Coverage error represents lhe divergence belween the frame and large1
populalion. This problem was earlier addressed in Chapter
II.
Non-response error,
sometimes considered a selection bias, is expected when certain groups of individuals
return the Survey and olher groups do not. This leads lo problems wilh stalistical
inference and with the robustness of results:Meaiurement error refers to lhe devia tion
o f the respondent s answers from their true values. This could arise lrom the
respondent s lack of motivation, problem in comprehension, .or deliberate dislorlion of
answer.
It
could also arise from the survey queslionnaire s poor wording o r design or
from technical problems encountered whilea nswering the survey.
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CH PTER IIV
Results and Discussion
A
Internet search
The inlernel search confirmed probable matches for 136 (95%) of ihe 143
trainees (Table 2). For anolher 7 (5%) trainees, no posilive matches were found. For
these matched individuals, the inlernel search found information such as the trainees'
names referred l o in research papers; journal articles or books written or co-aulhored by
trainees (38%); and their names lisled in nalional or inlernalional conferences programs
(27%), instilutional directories or personal web pages (64%), and in news arlicles (76%)
.tiling
or reporiing trainees' activilies and accom plislimen~s?
Table
2
Results of Internet Search Impact for Trainees
Positive hi1 136 95%
Number'of l ra i~ iee swith at least one hit)
Publicalion 55
38%
Award 12 8%
Conference paperslprograms 38
27
News arlicles 109 76%
DirectorylHas personal webpage 91 64%
18 Decision
to
pursue
the FPASP
grant in the U S
The queslionnaire ask& respondenls lo ranlt iaclors lha l influenced lheir
decision lo pursue a graduale degreelgranl in the U.S. For tliis question, several
possible reasons were listed ankl lhe respondenl was asked to rank each laclors on a
scale from 1 (very imporlant) to 4 (not important). Most lrainees fell thal lraining was
necessary for lheir professional~developmenl98%). Also high on the list was the desire
lo gain an inlernalional perspeclive (98% and [he scholarship or linancial assislance.
received from the FPASP (98%). Olher laclors lhat respondenls considered imporlanl in
lheir decision lo take advantage of the FPASP training opportunity are prese~iledn
Figure 3. Sixty-six percent ranked 'encouraged by employers' as leas1 mporlant.
The resulls ere gallrered Iron)
lhe
l irsl page
of lho
search results and do no1 comprel~cnsivcly over Ills inlernel
presence o l
lhe trainee.
13
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Figure 4. Question: Do you feel that your F ulbright experience has m et the goal or
object ives of the FPASP?
N o
Don ' t know
9
Table 3. Question: Please indicate if yo u agree o r disagree wi th each of the
statements about yo ur personal experiences du ring you r FPASP degreelgrant.
My FPASP experience provided m e an opportunity to gain
100
valuable professional expertise and experience.
I
received sufficient professional guidance and support from
the F ulbright staffloffice in the
U S
84 95
eceived sufficient professional guidance and support from
IheFulbright staffloffice in the Philippines. 87
99
My FPASP expe rience was interesting and inlelleclually
challenging.
My FPASP experience provided m e w il h excellent preparation
lor my future prolessional work.
88
100
My FPASP experience was relevant to my current workljob
responsibility.
83 94
39
respondents (44 ) reported having had some academic and non-academic
related problems during their training. Out of the
39
nine respondents had some
disagreements with their adviser or m ajor prolessor. Other. difficulties encountered
included adjustment to culture (n=5) and problems in research work (n=5) and academic
courses (n=5). Five scholars had problems financially, involving delays in gelling
monlhly stipend and additional money for research, and in dealing with the health
insurance. Three scholars encountered problems on their personal health, and another
two scholars had l o deal with family problem s back in the Philippines.
Sevenly-two (82 ) respondenls were married during lheir FPASP-funded
training arid 27 (31 ) had their family (spouse andlor children) living with them during
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their U.S. training. ~ w e n t ~ - l h r e earried scholars altested l o some advanlages of having
their families around, inc luding lh e emotional support and salisfaclion of being 'able to
share the Fulbright experience to their families. Twelve respondents reported some
disadvantages involving tighter budgel and schedule.
D.
Acquisition of
KSAs
Trainees mus t lirst acquire the knowledge, skills, and allilude s (I
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To validate respondents: answers on previous questions on KSAs, lrainees were
asked lo select from a list of spec ific choices how lhey applied the acquired KSAs. This
question allempled to find out i f trainees were able to apply their acquired KSAs in their
profession, as par1 of the Perfo rmance level of the l
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E. mployment details
1 Current employment
Trainees were asked about their current or most recent employmenl (Fig. 6).
Eighty-two percent of the respondents were currenlly employed, either full-time
(78 ),
part-lime
(I ),
or self employedlconsultanl
(2 ).
Twelve lrainees (14 ) are currently
studying for their P1i.D. and 4 trainees are currenlly unemployed, in the middle of looking
for a job, or have just recently retired.
The largest share of lrainees worked for the government, eilher a l public
universities (35 ) or at government bureaus or agencies (32 ) (Table 5). Majority of the
respondents were involved in research (64 and outreach and extension work (43 ).
Some were leaching (40 ) or involved in the
administralionlmanagement
(40 ) in their
work institutions. In terms of amount of time spent on a specific activity, teaching
consumed
47 of respondents' lime on average, followed by research at36 .
Almost all of the currently employed respondents were s till doing work related to.
agriculture
(88 ).
This reflecls that scholars were appropriately targeted to contribute lo
the agricu llure seclor after their FPASP grants. About 24 said that they supp lemented
their income from their primary job w ith outside consulling.
Figure
6.
Current employmenl status of responden ts
Sell.employed1
Co~isullanl
Nol employed 2 Employed; Parl:lime
5
.
am a sludenl
14
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Table 5. Be fore and Current employer lype 1 respondenls
Before Current
Employer type Cou n l percentn ' Count ~ e rc e n l
Public universily
33 38% 25 35%
Private' univers iiy
6%
4 .
6%
30 23ov ern m en t gency 34% 32%
Inlernalional org
5 6%
7
10%
Mullinalional company
2
2%
5 7%
Local private company
8
9%
2
..
3
a\
oul
1 08
ernploycd respondenls;\b out
1
7 o~rlploycd e spondo~ ~ln
2.
tnployment
before
starting
FPASP
grant
The questionnaire also soliciled information from the trainees about their
employment befo re they began 'their gradua te studies. As a requirement for all
scholarship applicants, all trainees we re em ployed in an agriculture-relaled field prior to
'their FPASP grant. The largest share worked at universities, either public
(38 )
or
privale (GoA), and at governmenl agencieslbureaus (34%) (Table 5). Thirteen scholars
said thal they supplemenled their income from lheir primary job w ith outside consulting.
Similarly, majorily of the respondents were'involved in research
(44 )
and
outreach and extension work (41%). Some were teaching' (32%) or involved in ll ie
administralionlmanagement
(22%) in lheir work instilulions. In terms of amount 1 lime
spent on a specific activily, leaching consumed 10% of respondents' time on average,
followed by research at 33%.
E.
Significance
of
degree l v l
This seclion analyzes lhe difference in impact according lo lhe type 01 grant
:
received from the FPASP. Asiit is usually al least twice as expensive to fund Ph.D.
degree lraining, compared to M.S. degree training, it is sometimes argued tha l lraining
funds should be prioritized towards funding
M.S.
sludenls. A similar argument can be
put forward for research grants of the FPASP. Not surprisingly, more scholars were
funded for their M.S. degrees.(n=81), compared lo
Ph.D.
(n=32) and research (n=30)
(Table 6). The most number of M.S. scho lars went to the U.S. in 2002. About one-third
of M.S. scholars were funded for degrees in social sciences
(32 ),
while more PI1.D.
scho lars were funded for degrees in the plan1 sciences (50%). Slightly more females
were funded across lype of grants.
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Table 6 Overview of FPASPscholars y ype of grant
By balch year
Animal Science
15 19 4
13
17
AgrilFood Engineering
8 10
0
0
0 0
EnvironnienV l\lalural Resources
7
9
3
9
3
Foreslry
2 2
2
6
0 0
Food Scienca
1 1 3 9
0 0
Plant Sclence
15
19
16
50
14
47
Social Science 26 32 2 6 4 13
'By gender
Female
42
52 18 . 56 16 53
Male 39 48 14 44q0 14 47
Byproblems encounlered
P1i.D. scholars (67 ) experienced slightly higher rates
01
acadel~licand non-
academic related problems, compared lo M.S. scholars (51 ). Very few research
scholars (n=2), on the other hand, reporled problems during lheir granl.
One
probable
reason for this is the lenglh of stay across type of grants. M.S. and Ph.D. scholars
usually stay in lhe
U.S.
for at two least years, while research scholars undertake their
work in less than a year. Moreover, research scholars are oflen older and m ore nlature.
Again, the problems encounlered relale to conflict wilh their adviser or major professor,
adjuslment to culture, and problems in research work and academ ic courses.
By
career advancement
About one-ha lf of employed respondents who received Ph.D. degrees (15 ) and
research g?anls (50 ) from FPASP currenlly work a l a un iversily. This is not surprising,
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since a PI1.D. degree is usually a requirement for a job at a universily, especially lor
academic positions. The other hall o l the respondents with PI1.D. degrees work lo r the
governmen l (27 ) and international organizations
(9 )
based in lhe Philippines.
Similarly, 28 of research scholars are in government agencies and O A are in
inlernaliona l organizalions. In conlrasl, M.S. scholars were more widely distributed in
terms of lype o l work inslilulion. Tliirly-live percenl of the M.S. graduates are working lor
the goyernmenl;
34
are at a university;
12
are in multi-national companies; and
anolher
12
are in inlernalional organizations.
Again, almost all respondents across lype of grant are still active in agricullure'
through their current work affiliations, implying lha l returned FPA SP scholars, regardless
o l degree, are lruly contribuling in the advancement of the agricultural seclor i n one way
or anolher. Surpris ingly, no P1i.D. scholar admitled lo have sought consullancy to
augmeilt lheir current income lrom lheir principal job, compared l o
30
o l M.S. scholars
and
22
of Ph.D. scholars.' This may mean lliat PI1.D. scholars do not need to augment
their income from lheir primary job, or thal M.S. scholars are more active in seeking out
outside consultancy to boo sl up lheir current income.
Application o ICS s
Table 7 shows top KSAs 'by type of grant as reported by respondenls. M.S.
scholars considered 'research skills' as the mosl iriiporlant KSA, while Ph.D. and
research scholars, overwhelmingly answered 'scientific methods' as mo sl imporlanl. In
terms app lying their acqu ired .I
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F
Gender considerations
of
training
This seclion assesses the dillerences in impacl according lo gender.
The
FPASP and PAEF successlully maintained a balanced roster of male and lemale
scholars. While there are slightly more female respondenls, the percentage ol lemale
and male scholars do not dilfer signilicanlly across years, discipline, and grant type
(Table
.8).
he 'survey also did not lin d major difference i n response.rales by gender
(Female: 76 , Male: 71 ).
Table 8 Overview of FPASP scholars by gender
By batch year
200
11
14
16
21
2006 15
20
13 19
By discipline
. Animal Science
AgrilFood Engineering
Environment/ Nalural Resources
Forestry
Food Science
MarinelFishery
plan1 Science
Social Science
By granl type
M.S. 42 55 39 58
PI1 D , 18 24 14 21/0
Research 16 21 14 2I0h
Total 7 87
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Byproblems encountered
The questionnaire asked whelher lrainees experienced any problems during lheir
FPASPgrant. Slightly more males 60 ) reporled having academic and non-academic
problems during lheir stay in the U.S. N ineleen female scholars (40 ) admilled lo
having problems while studying or doing research. Problems most ciled by female
respondents involve conflicl wilh llieir adviser or major professor (n=4), financial (n=4),
and visa-relaled (n=4) mallers. Male respondents reporled conflict wilh 'tlieir adviser or
major'professor (n=5), adjuslm enl to cullure (n=3), and problems in research (n=3) work
and academic courses (n=3).
By
career advancement
While slighlly more female scholars (81 ) are currently employed compared lo
male scholars (69 ), lhere appears no significant difference in career advancement
between men and women. Those who are unemployed are eillier relired, in l li e middle
of looking for a job, or in graduate school pursuing Ph.D. A majority of the female
respondenls were working ether a l a ,university (39 ) or at a governmenl agencylbureau
(31 ). Likewise, a majority of male scliolars are in universilies (42 ) and government
agencylbureau (33 ). Almos t all male (94 ) and female (82 ) scholars conlinue lo
conlribute lo the agricultural seclor through lheir work. On the other hand, male
respondents appear lo b e more aggressive in securing oulside consullancles as
30
of
employed FPASP scho lars supplemenled lheir currenl income, compared lo 18 of
employed female respondents.
App lication of I(SAs
Table 9 shows lop KSAs by gender as reporled by respondenls. Both male and
female scholars had the same ranking for the firsl four KSAs. Female.respondents
considered 'broader knowledae' as the i l l i mosl imoorlant KSA, while ma le resoondenls
reported 'communications sGlls' as the fifth most irnporlanl
KSA
acquired d&ing lheir
FPASP grant.
The questionnaire asked whelher trainees experienced any problems in applying
their acquired KSAs in lheir workplaces. A smaller porlion of male respondents
soh
versus 27 for female respondenls) said lhey had no problems at all in applying llieir
acquired KSAs. A large share of male respondenls considered the 'lack of operaling
budget' (65 ) as significan t factor, followed by
the 'lack of equipment' (60 ) that
hindered their applicalion of acquired KSAs. More female respondenls considered 'lack
of equipment' (54 ) as a lo p factor, and 'lack of opera ting budget' (44 ) as secondary.
Bo lh ma le (55 ) and female (31 ) scholars considered the 'lack of access to up to date
information' as third major fa ctoi that limited lheir KSA application.
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Table 9. Top KSAs b y gender
Rank Female Ma le
1
scientific methods
2 research skills
3
'critical thinking
scientific methods
research skills
critical thinking
.
4 allilude towards work attitude towards work
5 broader knowledge communication skills
G Significance of
type
of e~w plsyer
Parlicipatlt location can be an indicator of potential impact and the level in which
impact lakes place. The lindings reported in the previous section showed thal Inany ol
lhe graduates were currently working at a university (41 ) and at governmenl
agencieslbureaus (32 ). Since the FPASP had been specifically targeted lo respond lo
the needs of the agriculture sector, almost all scholars conlinue to work in the field
(88 ). The num ber of scholars who sought outside consultancies is spread out by
employer type 8 are working at universities, 4 scholars are lor the governmenl, and 5
are in international and multi-national institutions.
H Monetary and non-monetary impacts of training
I
Employing the Kirkpatrick Model, two types of impacts on individual trainees
were assessed monelary and non-monetary.
1
Monetary Impacts
Monetary benefits, such as salary and outside consulting opporlunities, are the
easiesl lo quantify, but usually dillicull to obtain because many people consider this lo
be a sensitive question. Respondents were asked to approximate the annual salary (in
Philippine peso) thal they earned from their previous job (i.e., job prior to FPASP grant)
and lheir current job. Remarkauly, 58 of the 72 employed respondents (81 ) provided
salary details for lheir current or most recent job. Seventy-one (81 ) o ul of 88 scholars
provided inlormalion on their prior salary.
Table 10 shows the salary levels of lormer trainees in two dillerenl periods
prior to the FPASP grant (Belore) and their current employment (Currenl). Not
surprisingly, prior to their FPASP training, a lhird (31 ) of the trainees earned less than
PhP150,OOO pe r year. At their present employment, 90 of the respondenls reporled
earning more than PhP150,OOO per year. However, it must be emphasized that all of the
diiference between the salaries thal lhe trainees earned prior lo the FPASP grant,
compared lo lheir current salaries, can not be a ttributed to FPASP. First, salaries thal
trainees reported prior to grant are for diflerent years. Also, even i f the lrainees had not
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earned a graduate degree, their salaries would have increased due to additional time in
service. Table 10 shows average salary levels by FPASP batch year when the scholar
went to the U.S. for the FPASP). As expected, current income is generally higher for
those who linished their programs earlier. Recent returnees are earning PhP204,538 per
year, much less compared to the firs1 batch of scholars who now earn P h P 5 7 5 ,l ll per
year on average.
Table 10. Number of scholars b y sa lary levels and by pe r iod
Incom e Grou p Before Current
Annual salary
in
P ~ P )
Number Percent Number Percent
Total
71
58
Averaae Ann ual Salarv PhP 226.159
Ph P 446.805
Table
1 1
Average annual sa lary in nominal PhP) b y batch and by type of grant
Batch year
Before Current
Averaqe PI1P) Counl Average PhP) Counl
2001 201,000 12 575,111 9
2002
323,841 17 804.1 65 14
Type of grant
Masters 180,878 .50 411,120 36
Research 413,282 12 636,261 13
The dilference in salaries received by respondenls was also analyzed based on
the academic degrees they received. Table 10 illustrates lhe increase in salaries lrom
B.S. to M.S. to Ph.D. Before FPASP, a respondent with a B.S. degree earned on
average) about PhP180,878 a year. At their present employmenl, alter receiving their
M.S. degrees, they now earn PhP411,120 a year, more than twice their previous
income.
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Respondenls who were funded for their Ph.0. degrees, assum ing that they had
their M.S. degrees somewhere, received PhP228,222 per year before their FPASP
grant. After coming back, they now receive, on average, PhP315,889 per year, a 138%
increase from their previous i n ~ o m e . ~esearch scholars received the highest 'Before'
and 'Current' salary at PhP413,282 and PhP636,261 per year, respectively..
In addition, the survey asked respondenls whether there is a difference in salary
levels
0
or those who have M.S. degrees versus lhose who have Bachelor's degrees
and 2) for those who have Ph.D. degrees versus those who have M.S. degrees in their
respective institutions. Filly-nine percent of respondents affirmed thal holders of M.S.
degrees receive higher income than those wilh B.S. degrees. M oreover, anolher 55%
confirmed that P1i.D. degree holders get higher income than M.S. degree ho lders in their
current work.
2 Non monetary Impacts
Respondents were asked to describe and give concrele examples of any
changes or impacts on their personal and prolessional lives tha l they could allribute lo
their FPASP grant.
Forty-one respondenis (47%) confirmed lhat the skills lhey gained from the
FPASP grant assisted them in getting a more senior position; 17 scholars (19%) were
not sure and answered Don't know . In a anolher question, considering how the
promotion is due to the I
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Table 12 Question. What were the main benefits to you personally of being a FPASP
.
scholar?
Rank Benefits Ratin a out of 4 0
1
Skills and knowledge gained from experience
2
,
lmproved research skills
3 a Cultural experience
4
More open to new ideas1more flexible
5 Professional contacts
6
Leadershiplpeople skillsllea~nwork
7 Improved writing skills
Opened up new career opportunities
9 Proposal writing skills
10
Improved computer skills
11 Improved English language skills
13 More able lo attract R D funding
14 Increased influence in national policy
3 AchievementslContributions
While the previous section looked into personal impacts of the FPASP,
iespondents were also asked to describe their significanl accomplishments especially
those related to the agriculture. This queslion sought lo identify impacts of training
beyond the individual level (i.e., Results evaluation stage of the K irkpatrick model).
.
The survey specifically asked how the FPASP scholars have contributed or have
Influenced decision-making in their work setting. Sixty-five scholars (74 ) responded
.
positively to this queslion. Significant accomplishments that trainees cited include their,
role in introducing changes and innovations in program implementation or work set-up;
strong influence in the institutions' program planning, and the important positions or jobs
,
they he ld as a resu lt of their training (Table 13). Scholars from the university reported the
introduction of new courses o r ,new academic programs and the mentoring of both
undergraduate and graduate
.
students in their research. More than half ,o f the
respondents (53 ) reported they had supervised at least student.
In addition, respondents were also asked how they have contributed to change or
have influenced policy in the broader agriculture sector (Table 14). This queslion elicited
fewer responses, as several scholars strongly fell that it is too early for impacts to be
,. seen in a wider base. Many respondenls have just recently returned to the.Philippines
and have only begun to establish their presence in their respective fields. Nonetheless,
out of the 29 affirmative responses (33 ), scholars cited their roles in national
workshops~r raining on agriculture issues, the important positions they heldthat make
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them critical in deciding on broader agricullural issues, and the scientific knowledge and
experlise that they share wilh the students, farmers, and policyniakers.
A majorily of the FPASP scholars have been active in having their research
o~ tlp ul s published both in inlernalionally (65 ) and in locally (55 ) refereed
journa ls/books (65 ).6 Most of the M.S. and Ph.D. trainees published lheir gradua le
research in journals lbooks (64 for Ph.D., 51 for M.S.) and also presented lheir
research at a conference lseminar (100 for Ph.D., 73 for M.S.). Another
25
have
also'published books as one of the main authors or editors. In addition, many
respondents have been awarded w ilh consu lling projeclslgrants from the government or '
local agencies (35 ) and from inlernational agencies (20 ). More than half of the
scholars (5I0l0) have also been featured in a magazine, newspaper, internet websile
arlicle, or in a television program.
I Returned to
home country
Brain drain is a matter of concern to program administrators and donors, slnce the
goal of capacity building in developing countries is not achieved i f
trainees slay in lhe
U.S. lnc ide ~il al vidences indicate lha l some students who earn graduate degrees in Ihe
U.S. do not return home due lo low wages and poor socio-economic condilions.
However, the app rehension about brain drain lacks strong supporting documents.
The survey asked lrainees i f they returned lo lhe Philippines immediately afler
the FPASP g r a d and
i f
not, where tliey went a nd why they did not immedialely return to
their home country. Ninety-eight percent of the survey respondents returned
,immediately to the Philippines after lheir FPASP grant. Only 1 scholar admitted to have
not returned because she is currently pursuing her PI1.D. Another scho lar delayedh er
return for personal reasons, but eventually went home. This high level of relurn rale
clearly tramples any apprehension on brain drain.
Of those who relurned, 74 of the respondents went back lo the same inslllulion
al which they were employed prior lo the FPASP. This is not surprising as 66 of the
sample were guaranteed of a job, through .a study-leave program, upon lheir return to
Ihe Philippines.
Il
is importanl to note that while some respondents (n=18) are currenlly
in lhe U.S. and pursu ing Ph.D. degrees, almost all trainees returned and most are
currenlly working i n lh e Philippines. The m ain reason of scholars who want to stay in
the U.S. is the opporlunity for furlher graduate study, and lh is mostly hold true for M.S.
funded scholars seeking l o transfer lo Ph.D.
.
6
Have
published
rescarch
in
leasl journalhook, eilher inlernalpnally or locally.
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Table
14
Question How have you contributed lo change or have influenced policy in
the Philippine agricullure and fisheries seclor?
My involvemenl is niore as resource person and adviser lo
organized
grourps 01 induslry and prolessioriab. I
Imve been lapped by DA.Al'1 as a subjecl rrialler specialis1 and tve are working on an e.online nialcrial.
By working as corisullanl in NGOs, cooperalives arid SMEs in ll ie regional level, I gave ideas and slrare nry
policy papers and ir;lornralion in improving produclion and prol~lsd my clienls. ?liey work lor a common
goal in acllieving rural develo~~rnenl.orkinq n /l ie gfassrools is an avenue lo lranslale nalional plans inlo
&?alilies arid a&ons.
any 01 our nalional plans-are no1 implemenlable a1 local selling. i y slrowing ,
evidences and niagnilying llrese inilialives and ebvaling Nreni lo nalional scab, I believe, policy niakers 1v11
be able lo adopl sonie ol our ideas lor policy change even il i l lake more years lo be realized.
I had llie opporluriily lo serve as llie clrab of llre organizirrg comniillee ol a nalional convenliorr in 2007
liosled by FPAAA on conlribuling lo a slralegic aclion agenda lor llre Philippine agricullural seclor. We
galliered FPASP alumni, policymakers, and agricullure slakeliolders lo pul logellrer priorily areas and
slralegies parlicularly lor Nre seclor.
I serve In regional leclirlical working groups lllal debrnible researclr llrrusls and priorilies, scrulinlze
proposals and research oulpuls. I also serve in M-Region Xl's pool of experis, and am olleri inviled lo give
leclures perlinen1 lo lriy field ol experlise
I have beer? aclively parlicipaling and conlribulirrg ilrrough comnienls/suggesions on llle rlco sell.
sulliciency plarr 01 PliilRice lo be subniilled lo llte Deparlmeril 01Agricullure
I wrole arlicles; joined seminars and workshops in lislleries. I have became presidenl 01 111s P1riiip;llne
lislrmies inslilulions rielwork arid chair of llle Weslern Visayas Regiorial Researclr Consorliuni in Agricullure
I Iiave bee" corrlacled by llie Oliice ol llie Secrelary 10 comrneril on Bioleclriology docunrenls. llrave also
made sorile rese sen la lions a1 UPLB on my pro/ecl and encouraged incoming graduale sluderrls lllrouglr
sliarirlg nly experience
I parficipaled in a naliorial congress on inlegraled coaslal nlanagemenl lreld in lloilo in Ocluber 2007
wherein we discussed how we can improve ecosyslern-basednianagemenl of lisheries resources.
I have conlribi~uled s par1 01 ll ie DA's policy and plannirig group, I have provided DA minagenlenl will1
arialysis and advice on key decisions alfecling agricullure and lire Wteries seclor ie. trade and larill
policy, import rules, commodily policy, program irnplemenlalion, legislalive agenda, and ollrer siriiilar issues.
serve as a merriber o l llle leam developirrg 11e prolocol lor lie Good Anir~ialHusbandry Pracllces Ilia1 will
be iniplemenled by 111e liveslock agencies under l i e DA as a means ol cerlilying/ accredilirig liveslock
larnis.
My proposal lor raimvaler calclrrnenl syslertrs in rairiled areas s now being considered and riiodeled by Ilre
NIA Region VI. Tlie projecl proposal won llre World Bank DlMP compelilion.
I have publislied two books covering issues on Food Securily, Tecl~nology. nd Trade in Agricullure. We
also conducled a press conference (covered by niedia) on llie 2008 Rice Crisis
I work wilh PlrilRice as a consullanVcoordinalor of llieir leclrnology promolion and exlension program a1
PliilRice. A1 preseril. I am i lie projecl leader ol l lle conlenl developrnenl projecl 01 ll ie Open Acadeniy lor
Phil Agricullure (OPAPA)
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J. Continued collaboration
This section analyzes the characteristics of respondents who continued to and
did not conlinue to collaborale wilh their U.S. m ajorpro fess or'o r research advise r alter
completing their grant (Table
15).
Collaboration is assumed to resull lo greater
achievements and benefits lo both the Philippines and the U.S. Ninety-one percent
1
the respondenls. repo rted lhat they have remained in contact with their former major
professor or research adviser and
26
confirmed Illa t they continue lo collaborale on a
research project will1 lheir former niajor prolessor or research adviser. Several scholars
who continued to collaborate were recent graduates from batch
2006
(41 ). More than
lia ll of PI1.D. scholars have also maintained lheir proless ional lies wilh lheir U.S. major
professors or research advisers (58 ). However, it is important lo note lhat non-
collaboration does not necessarily mean that a trainee does not want to collaborale. In
some cases, there are limited opportunilies to collaborate, due to differences in Career
advancement, change in career priorilies, and the difliculty ol long-distance
collaboration.
Table 15. Question: Since completing your FPASP degreelgranl, have you collaboraled
on a research p roject with your former m ajor prolessor/tliesis
supervisor/collaboralor?
Batch year No Yes Total Yes
2001
10 5 15 33
2006
10 7
17
41
Gender
Female
31
16 47 34
Male 33 .
7 40 18
Type
of
grant
Masters 13 57 23
Research
15 3
18
7y
Total
64 23
87
26
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K. The Fulbright-Philippine Agriculture Alumni
Association FPAAA)
The survey also asked scholars
i
lhey are involved
in any agriculture-rela ted organ izalions (e.g., professiona l
societies, associalions, nelworlts).
66
respondenls
(75 )
confirmed that they are active in seve ral agriculture-relaled
organizalions. Membership in lhese networks increases
the potential for future collaboration locally and
I
internationally. It also opens possibililies for publishing in
i
association journals, presenling research findings at
::
meetings, and opporlunilies to serve on committees and
boards. These prospects allow lrainees l o keep abreast of
iss ues an d people in their own profession. Table 16 lists
some
1
the agricullure-relaled organizalions that
..\? \ l l :. \I lll.l..l I
respondenls are involved in. Certainly, lop on the l isl is the
Fulbrighl-Philippine Agriculture A lumni Association (FPAAA).
Table
16.
Selecled agricullure-relaled organizations of FPASP scholars
Fulbrighl-Philippine AgricUlture A lurnni Association
.
Gamma Sigma D ella Hono r Society ol Agriculture
Crop Sc ience Sociely of the Philippines
Philippine Society of Agricultural Engineers
Philippine Society of Animal Science
Philippine Agricullural Economics and Developmenl Association
Philippine Velerinary Medical Association
American Phytopathological Sociely
Asian Fishe ries Sociely
Crop Science Society of Am erica
Philippine Associalion of Agricullurisls
Philippine Fruils A ssociation
Soulhern Agricullural Economics Association
American Agricullural Econom ics Association
American Society for Horticultural Science
American Society of Animal Science
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Th e F PAA A is a n association of scholars who returned to the Phi lippines after
completing their FPASP grants. Officially, it has been registered at the Securities and
Excha nge Comm ission a s a non-profit organization. It is comm itted to contribute towards
the development of the agricullural sector in lhe Philippines by organizing agricullure-
relaled discussions and conferences across the counlry and publishing agricullure-
related research output
1
FPAAA members. I t is also active in prornol ing FPAAA
mem beis l o various stakeholders
in
lh e agricullure s ector lor .possible future
collabbration. Additionally, il provides a forum l o form ne w fr iendships and professional
relationships wilh peo ple of similar discipline.
The formation of the alumni association ensures that the contribution of the
scholar does no t end with their FP AS P grants. Indeed, through scholars' association
wilh the FPAAA, the trainees conlinue to contribute to the agricullure sector by
publishing in FPAAA-sponsored boolts and presenting research findings as resource
person or technical consultant at FPAAA-organized evenls. The following lists some of
the recent aclivities an d accomplishments of the alumni association.
The first Agri-Talakayan in Luzon was held on 25 November 2005 al lli e DA-Agricullural
Training lnslilule (ATI) Cenlral Ollice, Diliman, Quezon Cily. Tlie Agri-Talakayan is an
inilialive of llie FPAAA lo share and disseminate the knowledge and skills gained from
their scholarly works. The forum envisioned lo serve as a venue lo exchange ideas on
how lo pursue lhe modernizalion of lhe agricullure and fisheries in line will1 llie current
thrusts of the Deparlmenl of Agricullure.
The FPAAA came up wilh policy recommendalions in agricullure during ils national
congress al the lnternalional Rice Research Instilute (IRRI), Los Baiios, Laguna on 24
Augusl 2007. Tl ie FPAAA Nalional Congress llieme was Conlribuling lo a Slralegic
Acl ion Agenda for ll ie Ph ilippine Agriculture Seclor . Among the key suggeslions llia l lhe
FPAAA forwarded was lo develop physical inlraslruclure and the reslrucluring of
I
governmenl inslilulions in order lo facililale development. Tlie FPAAA also emphasized
the imporlance o l building local capacily, especially of lhe LGUs, lo manage agricullure
and fisheries.
An Agri-Tech Negosyo Forum and Exhibil was held al lhe ~ u r e a uf Soils and Waler
Managemenl (BSWM) Convenlionl-lall, Oue zon Cily on 12 Seplember 2000. 11 was
inlended lo dissem inate nlorma lion on local lechnologies and link polenlial inveslors and
entrepreneurs on agricullure-related businesses. This aclivily was also a par1 1 the 60 '
anniversary of the Fulbrighl Commission in the Philippines arid was carried out in
collaboralion with lhe Deparlment
1
Labor and Employmenl.
The firsl book published by lhe FPAAA, enlilled Con lribulion lo Philippine Agricullural
Modernizalion: Selected Papers of Fulbrighl-Philipp ine Agricullure Scholars, Volume
I ,
ediled by Liborio S. Cabanilla, Mario G. Andrada, and Liberly0 nciong, was released in
2006. A second book is in the pipeline focusing on agricultural echnologies.
On 8 April
2000
the Philippine Fulbrighl Scholars Associalion (PFSA) honored FPAAA
member and UP Visayas Chancellor Glenn Aguilar lor his achievemenls in Agricullure.
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Table 17. Focused group discussions by localion
Locat ion
Num ber of
part icipants
Diliman, Quezon ity
1
Department
01
Agricullure and ils allached bureauslagencies
University ol llle Philippines, Diliman
Other nearby instilulions
L o s Bafios, Lag utla
Universily of the Philippines. Los BaRos
lnlernalional Rice Research lnslilule
Mufioz, N ueva Ec ija
Philippine Carabao Cenler
Philippine Rice Research lnslitule
Central Luzon State Universily
General Sar~tos,Sou th Cotabato 7
Mindanao Stale Universily, Gen San Campus
3
Dole Pliilippines 1
Monsanlo Pllilippines 1
0l lie r nearby inslilulions
2
A liitegration o FG s
Nature
01
obs
The dillerences in lerms of Ihe nalure of jobs of lhe
FGD
participanls in the
dilferent clusters were evident. The Los Batios scholars are mostly academicians; the
Manila parlicipanls are mainly government agency employees; many General Sanlos
scholars are lrom the private sector; while the Nueva Ecija group consisls mainly ol
government research scienlists.
The knowledge, skills, and attiludes KSAs) gained by the scholars included
those related to scientific me lhods, technical and quanlilative lools, m anagement skills,
and personal values. Scholars now betler appreciale the value of hypothesis-based
research and research-based teaching, the rigors involved in s cienlilic research, and the
power of observalion and crilical.thinking abilily. They also realize the importance ol
innovation in research.
The scholars also ciled several technical and quantitative knowledge they have
gained, including researchllaboratory and technical wriling s