PREPARED

FOR:
PHILIPPINE-AMERICAN EDUCATIONALFOUNDATION
BY: N E L I S ~V.
A JAMORA

Assessing the Impact of the

Fulbright-Philippine Agriculture
Scholarship Program .

:.-

.. ,

/\
s

. (I I\.! fi I
,I.,,
,. , ,, ,,.,

'I'lie
Pulbright-Philipl)ir~e Agriculture
Scliolarslii~)Progran~(FPASP) \\,as esli~blisl~etl
in
1999 to Large(. tlie clevelop~i~ent
of Ii~tmatiresource
capacity for the P l ~ i i i i e a g r i c ~ l t r : ~ la ~ ~ d
fisheries sectors. 'lb tlus end, the 1VASP 11ad ft11ly or
partially ft~ndetl143 grantees for grac1r1at.c degrees
and research grants in the U.$. 'I'l~e resulL3 were
drawn from a survey of 85 former sollolars (74%
response rate orrt of 119 FPASP grantees who
completed their progratns), supple~~ie~itetl
by ,J'ocused
.
group discussions (FGDs) in Los Balios, Laguna;
Dihnan, Qtrezon City; General Santos City, Soul11
Cotabab; ant1 MuAoz, Nueva IIcija.

'I'he assessment ol' the FPASP found robust qualitative evidences [:hat the
program is acl~ieving its goal oE developing. ltno\\.ledge 211111 espertise in l l ~ e
agriculture and fisl~erysectors. Scliolars reported diverse and signilic:~nl;i~npacts
not only on tlie scl~olarsthemselves, but on their work institutions a s well. Many
(44%) recognized the uniqueness of Llie U.S. progrnm and felt that they could not
have clone tile salne graduate degree and specialization a t a universily in tlie
Philippines. MajoriCy (88%) affirnied illat t l ~ e i rFPASP grant has inet t l ~ egoal or
objectives of tbe FPASP. Moreover, almost a11 scholars (90%) cxpressetl their
willingness to serve the Deparlrnent of Agriculture a s a n atl\riser, lechnical resource
person, or const~ltant.

.
1

While only GG% of the respondents were guaranteed of a job upon returning
home, 98% of the respondents ieturned to the Philippines a t some point a n e r tlieir
FPASP grant. Overwl~elrningly,FPASP scliolar respondents confirmed that llieir
current job entail work related to agriculture. l'he largest share of alumni \vorltetl
for the government, either a t public universities (35%) or a t bureaus or agencies
(32%). This reflects that scliolars were appropriately targeted to conlribt~teto the
agriculture sector aller their FPASP gmnts.

Scl~olarsbelieve that their FPASP grants greally enricl~cdt l ~ c i racademic

ant1 professio~~al
lives. About 54% consitlered that t l ~ e i rworlc p r o ~ n o t i ois~ due,
~ to a
that they gained Croni being a WASP
large extent, to t l ~ eslcills atid Ic~~o\vledge
scholar. Anol:l~er39% felt that they have benefited, to a large extent, Ll~rougl~
i~~lproved
living sl;n~~tlards
due to having been a I?PASI' scl~olal..
Significant a c c o n ~ p l i s l ~ ~ n e ~t ll ~t sa t scliolars cited i ~ ~ c l u d their
e
role in
i t ~ t r o d u c i ~c~l ~g r u ~ g ea11d
s i~!npvations in progriun imple~nentation'or work set-up,
strong influence in the institutions' progmm planning, and the importan1 posilions ,
or jobs tliey l ~ e l da s a result of their tmining. Scholars Tronl the university rellortetl
the i~~troduction
of net\. courses or new a c i d e ~ t ~ programs
ic
and the inentoriug of
both uiiclergraduate and graduate stude~itsin their research.
Wl~ilenlany respo~lcle~its
felt that il, is too early for impacts to be seen in a
wider base, scholars cited their roles in national workshops or training or1
agriculiure issues, the i n ~ p o r k posilions
~~~t
they held that nlalte 1lle111crilical in
,deciding on broader agricultural issues, and the scientific irnowledge and expertise
tllat they share wit11 the sludelits, Carn~ers,and policy~~~alters.
75% conlirc~~ctl
tl~al
they i r e active in several agriculture-relate(~re-relateorganizatiot~s.
During the FGDs, PPASP'scholars described a variety of ways in \vl~ichtheir
FPASP experiet~cesled to e1111aocingtlie human resource capacity in the agriculture
'sector. These include: their own increased professional ltriowledge or their
agriculture specialization; current prolessional acliivities relating to agricultural
doi~ig media i~~terviews,
and
issues, including organizing 'worltsl~opsltrai~iings,
participating in exlensiotl activities; research responsibilities \vhicll include
in t,he U.S. and the
collaborative research and projects with agricultt~re'pro~essio~rals
Philipl~ines;t e a c l ~ i ~responsil~ilities
~g
that would develo11 the f i ~ t u r eILUIII;II~resource
capacity in the Pliilippine agriculture sector; anti ass~t~necl
leadership positions since
they came bnclt.
Allnost all scl~olars(00%) r e c o ~ ~ ~ ~ n e na drevitalizatiot~
ed
of tile FPASP or a
sin~ilaragriculture-s1,ecific Fulbrigl~t-sponsored prograrll. A long-tern1 Lraining
prograln shoultl be in place to sustain tile clevelol,me~~tof the l ~ u ~ n aant1
n
instittttional capacity of ngricultuml universities and national r e s e a ~ syste~ils
~l~
in
tlie Pl~ilip!~itles.

Assessing the Impact of the

Fulbright-Philippine Agriculture
Scholarship Program
-

Executive Summary
Introduction
'I'he Pnlbrigl~t-l'l~ilippine
Agricrlltttre Scholarsl~ipProgram (PPt\SI') is one of
tile several progrants :~dt~tit~islered
undcr the J. Williat~~
I"tilbrigl~tI)t.ogr:rlll. 11 is
sector-specific and is targetecl to develol) l~rtlnanresource capacity for the Pl~ilippitie
agricultural a t ~ dfislleries sectors. T l ~ eapplication of this "PPASP tnodel'' in five
batches of sclrolars was desigt~ed to produce a critical mass of esperts and
institutional capacity builtling, essential to the developn~entof the agricrrlti~reand
fishery sector. Since its establisl~mentin 1999, the PPASP 11ad fi~llyor partially
'fi~nded143 granlees for graduate degrees and research grants in the U.S. Sonie of
the scl~olarsreceived counterpart Itrnding forln their U.S. university, either through
graduate assistanlsl~ipsor university fellowsltips.

. The ITASP was unique because it \\ds l l ~ e,only agriculture-specitk

scholarsl~ipprogranl i n the Pl~ilippinesthat sent scl~olarsto pursue graduate s h d i e s
Bnd to do researcl~it1 the U.S. It recognized illat targeting indivitIuaIs worIiing on
agrict~lture increases itnpact and help sustain capacity-building. Progratn
participants were usually worlting on a n agricultrrre-relate topic prior to training.
,.
Ihis training stmtegy enhanced continued agricr~lture-relatedwork after scholars
cotnplete their Fl'hSP-R~nclecltraining. .

Study results
!

.i .

'l'l~is study surveyed 'a s a n ~ p l eo l 119 PPASP scllolar alt~niniwlro l ~ a v e

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 e i t l ~ e ro11
the \veb or by sending back tile questionnaire a s e-mail attachment.
'Nle assesstnent of Llle PPASP foi~ndslxong quantitative and qualilalive
evidence iltat the progritn i s acl~ievingits goal of developing knowledge ant1
expertise in the agriculture and lisl~erysectors. Scholars reported diverse and
signiticant ilnpacts not only on l l ~ escllolars tl~elnselves, but on their work
institutions a s well.

After they return to tlie Pldippines, the survey revealed t11it scl~olarsteach,
do agricultural' research, collaborate \vith local and international colleagues,
organize worlcsliopsltrainings, do media intervie\vs, socialize with other FulbrightAgriculture scllolars, a n d in many otlier ways conti.ibute to the h u m a n capacity
builtling of the agricultural sector. Ovcrwlicl~ni~~gly.
FPAS1' s c l ~ o l : ~respondents
~.
confirm t h a t their cttrrent job entail work related to agrict~ltt~re.

scholars9assessment of the FPASP

All resgo~ldentsfelt that: (1) the training provided an opportunity Lo gain
valuable professional espertise and esperience; (2) the PPASP esperience \\,as
interesting and intellecti~allychallenging; and (3) the FPASP esl~erienceprovided
excellent preparation for the scholars' futtlre professional tvorlt.
88% al'lirn~edt h a t their FI'ASP grant h a s inet t l ~ egoal or objeclives ol' thc
L~I'ASI?. Most: sc:liolars fclt 1:lint: I.rilining ~ i l sI I C C C S S ~ I . ~Or I:I~cir 1)rorcssionaI
tlevelopn~ent(98%). Aln~ostall scholars (90%) es1)ressetl their \villingl~csslo scrve
the D e p a r t ~ n e n t of Agriculk~re a s a n adviser, tecl~nical resource person, or
consult&lt. 90% reco~nniendecl,a revitalization of tlie PPASP or a similar
agriculture-sl~ecificFulbriglit-sl~onsoredprogram.
Many (44%) iecognized the urliqueness of tlie U.S. program and l'elt that tliey
coultl 1101:have done the same griduate degree ant1 sl~ecializat.iona t ;I university in
the Pl~ilil)l)ines:Still, some of the scl~olars(19%) would consider st~ttlyingin the
Philippines, wl~ileothers (24%) would apply to graduate schools in other corlnlries
such a s Australia, Japan, Canatla, and the Netl~erlands. . .

KSAs gained
Scholars considered 'scientiGc methods (GG%) a s the most i ~ n p o r t a n tI<SA
acquired fro111 their Lraining. More t l ~ t ~.half
n
(5G%) reported 'research slcills',
Collotved by "t:ritical t.l~inlcing"
a s itnportanl: ICSAs.
Majority ol' the scliolars said that they sliarecl their ICSAs t l ~ r o u g l ~
setniilarlco~~fere~~ce
(75%). The o t l ~ e r swere able to share their I(Sf\s tl~rougli
research supervision oE studetlts (59%), worltsl~ol~ltraini~ig
course (69961, publication
(53%), and a s university instri~ctors(45%).

..

72 resl)ondents rel)ortetl having problems in applying their acquireil I<St-\sin

t l ~ c i rwol.lt11lace. Problc~nscited included a laclt of~infrnstructureleq~~il~~~ie~lt
(ST%),
lack ofoperating biidget (53%), a n d atlditional ad~ninistrative\\,orlc (42%). Others
mentioned la.clc of access to up to date information (38%) and conflicts with
n~iunagenient(22%).

Current activities of FPASP scholars.

I ,

111e largest sliare of scliolars worlterl for the governn~ent,either a t public

trniversities (35%) or at 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 least once in inlernatio~ially:refereedjournnlslboolts; '

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
articlesl~~rogra~
75%
~ ~ sare.
. active in agriculture-related organizations, including
professior~alsocieties, associations, and networlts. In addition, 20% of the scholars
.have been awarded with consult.ing projects or grants by international agencies,
while :~nolher35% were awardcd projecl:~or 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~nernlajor professor or thesis supervisor or research collaborator in the U.S.
(2G%) since coml)leting their grants.

Almost all FPASP respondents returned home.

. While only GG% of the res~~ondents
were giiara~~leqd
ol' 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~ittedto l~avenot 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.

lmpactsto the FPASP scholar

Scholars believe that ,llleir PPASP grants greatly enrichetl l;l~eir:~cade~nic
and prolkssiorlal lives. About'54% considered tl~at;their \vork pron~olionis due, to a
large extenl, to the sltills and Itnowledge that they gained k o ~ nbeing 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. In addition, 47% of
llie resl~ondentsclai~netltl;at the sltills they gained fro111 i;heir FPASP grnnls
assisted them in obtaining a inore .senior position. 98% rriunlted "slcills and
Iznowlcdgc ggainctl ~vornexpericncc" as 1.11~inosl; in~l)orl.anl;
bcncljt 01being ;I IPPASI'
scliolar. Scl~ol:~rs
also cllerishecl the new cultural exl~erience,as 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
.-

Prior to Llleir FPASP training, 31% of the scl~olars earned less t l ~ a n

PhP150,OOO per year. At their present employment, 41% of tlie respondents reported
earning more than l'hP250,OOO'per year. llecent returnees are earning PhP204,538
per year, inucli less comparecl, to tile first b a t c i ~ of scl~olars w l ~ o now carn :
P111'57S,111 per year on average.

.59% of .respondents aflirn~edthat holders of M.S. degrees receive l~igher

i n c o p than tilose tvitl~B.8. clegrees. Moreover, another 55% confii~nedthat P11.D.
degree holders get 11igI1erinco~nethan M.S.degree holders in t l ~ e i current
r
worli.
,

lmpacts to work institution

Significant; accomplisl~n~entst11at scholars cited include their role in
introddcing c l ~ a r ~ g er us ~ di n ~ ~ o v a t i oi ~ ~;program
a
implementation or worlc ael-up,
slrung i n f l u c ~ ~ cillc l l ~ oi~~stilul.iut~s'
11rogrn111
] ) I : I I I I I ~ I I ~ , :\nd 1.11(! ~ I I I ~ I V ~ . I ; I I I ) I . ~ ) ~ ~ i ~ .
or jobs they l~eltla s a result of i l ~ e i rtraining. Scholars from t l ~ euniversity rel)orletl
the introductiotr of ne\v courses or new acadernic programs a t ~ dl l ~ ementoring or
both u ~ ~ d e r g r a d n aand
t e graduate studenls in t l ~ e i research.
r

.,

i O l l ~

Sl~ecilically, the contribut.ions to i ~ ~ ~ p r o vtile

i ~ ~researdl
g
capacily oC rile
orga~~izal;ions
include: resource generation, a l j p l y i ~ ~lechnical,
g
qt~a~~lil:alive,
at~d
si~nulal:iotimodels to a specilic coni~nodily;adaptit~gCechniques and 111odelssr~itedto
Pl~ilippit~e
c o n d i t i o ~ ~asn d commodi(.ies; progran~l~~roject
proposal prepnralion for
' grant lirllding; connecting and collaborating svith U.S.
professors on researcl~
.projects; and program m r u ~ a g e ~ nand
e ~ ~i ~t ~ i p l e n ~ e l i b t.i o n
I

terms of contributions to teaching capacity, tile scholars l ~ a v ebeen

i~ivolvoclin proposing new courses, supervising and ~ n e r ~ l o r i nu~idergraclt~atc
g
and
graduate students, developing laboratory exercises and student mani~als,teiiching
tr~~tlergracluatelgraduatecourses, revising undergraduate and graduate program
curriculun~,al~plyinginnovative tools in teaching, and beconling more resourcelttl in
t l ~ e i rteaching style.
111 relation lo strengtllenit~gtile extension capacity of their inslitutiorla, 111e
scllolars provided training and served a s resource spealrers or technical esperls lo
faruler, private sector entities, local g o v e r t ~ ~units,
~ ~ e ~and
~ t g o v e r t ~ ~ n e:n~lg e ~ ~ c i e a .

Impacts to agriculture sector

Many r e s p o ~ ~ c l e tIelt
~ t s that i t is too early For i n ~ p a c t sto be seen in a cvicler
base because they 11ave just recently returnecl to the Pl~ilippinesand 11ave o111y
begun lo establisl~Ll~eirpresence in t l ~ e i rrespective fields. Nonetl~eless,out of tlre
29 affirmative iesponses, scl~olarscited their roles in national worlcsl~opsor tmiuir~g
on agriculture issues, the important gositions t l ~ e yl ~ e l dt h a t malte t l i e ~ critical
i~
in
deciding on broader agrici~lturalissues, and the scientific knowledge and expertise

that they share with the strrdenls, h r ~ n e r s and

,
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~eirITASP experiences let1 to cnliatroing the hiin~atlresource
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,
doing nledia interviews, and participat.itlg
in extension activities
Research responsibilities wl~ichinclude collaborative research a ~ 11rojects
~ d
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
0
i\asr~~ned
leadersl~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 n siniilar agriculture-relate scholarship progmm s h o ~ ~ be
ld
revived. A long-term program shoirld be in place to enslire the development of the
.human and institutional capacity of agricultural universities and national research
systen~stl~roughtraining and collaborative research so that institutional progralns
can be self-sustaining and co~~tribtrteto the long-term developtnent of the
agricirlture sectors in both the U.S.and the Pl~ilippi~ies.TIlis
can be to be achieved
through graduate training of nlen and women and by providing Iina~icialsupport to
c t basic and applied research on
scientists in the Philippines to c o ~ ~ d i ~boUi
agriculture-related issues.

l'liis !;ludy tvot~lrlno1 be possible willloul llie goiclar~ceof llio Pliilil~piiieI~ulhriglilBoard,

parlicularly ol Dr. Esrneralda Cur~ana~l
arb0 lorrner CtlED Con~niissio~lcr
Salr~rnirlo
Ocarnpp. Special rnention lo Dinah Pura Deposilario (F13ASP 2006) and Evaiigeli~!e
Go~izaleslor lielping ine orgal!ize arid clocuriienl ilie focused group discussions arid
i~lstilulionalin~krviews; i(ath;ina Gonzales ancl Yolly Casas for the reseat.ch ancl ,
adn~i~iistrative
supporl: Richard Bernslen, my adviser and friend froill Micliiga~iSlate
[Jniversliy, wlio continue to inenlor Ine professionally and personally; Neil Para~r'iiand
Jorge~iAbellera w l ~ oaccoln~nodaled us ill General Santos City; Dari "Iquirio and
Soledad Roguel for tlle overvi~lielrningwelco~newe.received i r ~i4ueva Ecija: lo the
FPAAA mernbers wlio parlicipaled in ihe IzGDs:and to all Fulbriglil-Agricul!!~re!;choiars
wllo respondecl io llle online survey..Fullding s~lpporilor lliis study calrlc frorn the
Philippino-Ar~ierlc~~i
Educational Fovndation s~rci the Philippine De~)arli~ionIof
Agricvllure.

Jainora N. 2009. Assessing tlie llnpacl 01 tlie Fulbiigl~CPliilippineAgricultt~reSciinlnrsltip

Program. Philippine-AmericanEducalional Foundation. Makati City, IJliilippines.
I

FPASP S C H O L A R S

TABLE OF CONTENTS

lnlroduction .....................................................................................................................
1
Melhodology ...................................................................................................................
7
A . Analylical~framework.....................:.......................................................................
8
B Research objectives ..............................................................................................
9
C Research questions ............................................................................................
10
D. Survey methods ..............................................................................................
1 0
.
.
.
E. L~m~lal~ons
01 the study............................
:.:.............................1.........................12
Results and Discussion ..........................................................................................
1
3
A. Internet search .................................... ..............................
...........................13
I3. Decision lo pursue the FPASP grant in the U.S ...........................................
.......13
C . Trainee assessment of FPASP grant ..................................................................
14
.
.
D. Acquis~llonoi I<SAs............................................................................
1 6
E. Employnient details .............................................................................................
18
1.Current employment ...................................
!...................................................
18
2.Employment before startirig FPASP grant .......................................................
19
..
E Sign~f~cance
of degree level ................................................................................
19
F. Gender considerations of training........................................................................
22
G. Significance of type of employer ...................... .............................................
24
H. Monetary and non-monetary impacts of training..................................................
24
. 1.Monetary Impacts ........................................ .........................:.......................24
2.Non.monetary Impacts...................................................................................
26
3.AchievementslConlributions ...........................................................................
27
I. Returned to home country .................... .....................1................. .................
28
J. Conlinued collaboralion .......................................................................................
31
I<
.The Fulbright-Philippine Agriculture Alumni Association (FPAAA).......................32
Focused Group Discussions..........................................................................................
24
A. Integralion of FGDs ..............................................................................................
35
6 Integration of institutional interviews....................................................................
40
Overview, Key Findings, and Recommendalions ..................................
...,. ...................42
,...................12
A Overview .................i......................................................................
44
B Key findings ...................:............................................:.......................................
C . Recommendations........................................................................................
;......46
References..............................:...................................................................
:..............49
Appendices ................... ;...............................................................................................
50

.
.

.....

.
.

.
.

.
.
.

LIST OF TABLES

.
.

Table 1 Overview of llie 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 slale~nenlsaboul
your personal experiences during. .your FPASP degreelgranl...................................................... 15
Table 4 Most iniporlanl KSAs acquired during lraining......................................... ............... 16
Table 5: Before and Currenl employer type ol respondents ......................................................... 19
Tab16 6 . Overview ol FPASP scholars by type of granl ................................................................ 20
Table 7 Top KSAs by type of grant ............................................................................................... 21 .'
Table 8.Overview of FPASP scholars by gender .........................................................................
22
Table 9 Top I<SAs by gender .......................................................................................................
24
Table 10. Number of scliolars by salary levels and by period.......................................................
25
Table 11 Average annual salary (in nominal PhP) by batch and by type ol granl
25
Table 12 Queslion Whal were the main benelils lo you personally of being a FPASP scholar? 27
Table 13. Question: I-low have you conlribuled lo change or have influenced decision-making in
your work selling?.......................
i.................................................................................................29
Table
. 14 Queslion: I-low have you conlribuled lo change or have influenced policy ill l l ~ e 30
Plllllppine agricullure and fisheries seclor?............................................................................
Table 15 Queslion: Since compl'eling your FPASP degreelgranl. have you c'ollaboraled on a
research projecl wilh your former major professor/lhesis supo~isor/collaboralor?......................31
Table 16 Selecled agriculture-relaledorganizalions of FPASP scholars
32
Table 17 Focused group discussions by localion.........................................................................
35
Table 18 Feedback lrom WASP scholars .................................
:
.
,............................................... 43
Table 19. Question: Why do you reco'mniend a revilalizalion ol lhe FPASP?............................ 40

.
.

.
.

.......................
..

....................................

.
.

LIST OF FIGURES

Figure 1 Map ol FPASP scholars in the U.S. ..............................................

1..................................
5
Figure 2. FPASP's lmpacl Palliway and Evaluation Framework .................................................
8
Figure 3.Queslion: I-low imporlant was each of Ihe following in your decision lo pursue a
graduale degreelgrant in the U.S.? ............................................................................................... 14
Figure 4 Question: Doyou feel llial your Fulbrighl experience has me1 llie goal or objeclives'ol
lhe FPASP?...................................................................................................................................15
Figure 5.Queilion. How liave you shared your knowledge, skills, and alliludes wilh olhers?..... 17
18
Figure 6.Current employmenl slatus of respondenls ...................................................................

APPENDICES

Appendix 1. Lisl o l FPASP scholars..............................................................................................51

61
Appendix 2.Trainee survey queslionnaire....................................................................................
3
.
FGD
Los
Baiios.
Laguna
..........................................................................................
78
Appendix
Appendix 4 FGD. Diliman. Quezon Cily ....................................................................................... 83
Appendix 5 . FGD General Sanlos Cily .........................................................................................
88
Appendix 6. FGD. Nueva Ecija...................................................
................................................94
Appendix 7. lnslilulional visils .....................................................................................................
101
Appendix 8. FPASP scholars by U.S. Universily........................................................................ 10G
Appendix 9:'Tuition and Cosls 2007-2000 (US$) .....................................................................108

.
.

Assessing the impact of the

~ u ~ b r i ~ h t - p h i l i p pAgriculture
ine
Scholarship Program .

CHAPTER l
lntroduciion
The Fulbright-Philippine Agriculture Scholarship Program (FPASP) is one
model of government engagement in training. The FPASP model 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 01 experts and institutional capacity building,
essential to lhe development 01 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~islilulion
they join alter compleling the program. Many institutions in tile coulilry have been
directly impacted 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
systematically documented. Thbs, the purpose 01 this study is to evaluate the irnpacts 01
the FPASP on the individuals who received training with FPASP lunding and on
universities/research institutions in the Philippines to where the trainees returned lo alter
their U.S. training.
In doing lhis assessment, the study adopted the modified Kirkpatrick framework
as a guide in evaluating training impacts lrom lour dillerent perspectives: Reaction
(whether trainees like the training). Learning (whelher they learned something lrom the
training), Perlormance (whelher trainees applied whal they have learned), and Results
(whal are the impacts).

Impact on lrainees can be any changes in lheir personal and professional lives
as a result of lheir lraining. lnslilulional capacily building involves improvements in the
abilily ol an organizalion to perlorm its leaching and research mandate efleclively,
efficienlly and sustainably. Olher commonly used terms and lheir working definilions
which are used in lhis sludy are defined, as follows:
Training: A learning activity in a selling predominanlly inlended for leaclii~lgor
'imparling cerlain. knowledge and inforrnalion to the parlicipanls with formally
'
designaled instructors or lead persons, learning objeclives, and outcomes, which
maybe conducled full-lime or inlerrnillenlly.
Research: A syslernalic invesligalion, including basic or applied, designed lo
,,
develop or conlribule to general knowledge.
8

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 llie 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 summarizes key findings and recommendations of lhis sludy.
I

CHAPTER 118
The FuIbright-Agriculture Program
The FPASP, also.known as the Fulbright-Agricullure Program, is one the several
programs adminislered under the J. William Fulbrighl Program. It provided awards lo
Filipinos lo pursue graduale degrees (MS. 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 ollier
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 llie U.S. Tlie closesl program is lhe Soullieasl 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 inipacl 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 with other Fulbriglil programs, FPASP scholars were selecled'compelilively al the
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 academic 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 lhe trainees were female and 47% were male. For
...

1
t

' The FPASP v a s pul on hold in 2005; no scliolars wero son1 lo llic U.S. in llial year.

1.

the purpose of this study, the frame population includes only trainees who have finished
their programs, as of August 2000:
Table 1. overview of the FPASP

28

20%

18

15%

17

19%

91%

Maslers

81

57%

74

62%

56

64%

76%

Research

30

21%

28

24%

19

22%

68%

24

17%

22

18%

13

15%

59%

6%

6%

6%

71%

11

8%

8%

7%

67%

3%

3%

1%

33%

Food Science

3%

3%

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%

2006
By type of grant

..

BY discipline

Animal 'Science
AgrilFood
Engineering
Environ~nenV
Natural Resources
Forestry

'

Total
143
119
a\ Tarnel
= lolal tiu~nber01 FPASP scllolars
"
.t~o~ulalion
.
b\ Frarrie populalion = lliose who llnisl~ed
llleir programs by Augusl2005
c\ Percenl ol frame populalion who relurned llte queslionnaire

88

71%
74%

Scholars were sent to 54 schools across [he U.S. Figure 1 shows a [nap 01
FPASP scholars by their U.S. location. Many scholars went to state of New Yorlc (n=l5)
and studiedat Cornell University, New York University, State University of New Yorlc and

!
!

Syracuse University. The slate of Florida had 11 scholars in Florida lnstilule of

Technology, Florida International University, University of Florida, and University of
Miami. Cornell University and Oklahoma Stale University each had 8 FPASP scholars -the largest number of trainees in an institution.

Figure I . Map of FPASP'scholars in the U.S.

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 sample respondenls biifered iron1 the characlerislics of the
larael and frame ~ o ~ u l a t i o n
Such
.
an assessment is needed in order to delermine il lhe
reQpondenls were represenlalive ol the largel populalion - a requirement lor malting
meaningful inferences about lhe targel populalion.
'The pe;cenlage of trainees who responded was very similar compared 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 lo the largel
populalion. On the olher hand, lhe share of M.S. lrainees was slighlly higher compared
lo the largel populalion. While the make-up of the frame populalion by granl period
mirrored lhe largel populalion, lrainees who finished lheir degrees recently (balch 2006)
were slighlly more represenled among trainees who relurned 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 more 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 of the FPASP
training parlicipanls.

CHAPTER !Ill
Methodology

.Since its inceplion in 1999, lhe FPASP has given high priorily lo increasing
research and inslilulional capacily in lhe Philippine agricultural and lisheries seclors.
Personal observations and anecdotal evidence indicales lhat lhe overwhelming majorily ,
of. FPASP trainees have returned to the Philippines and have conlributed lo
slrenglhening the Philippine agricultural and fisheries sectors' research capacily al lheir
respective inslilutions. However, lo dale, lhe conlribution of lhese lrainees and the
impact of the FPASP model on inslitulional capacily building have not been
syslemalically documenled. This study allempted lo fill [lie informalion gap by carrying
oul an assessment of the conlribulions made by trainees supported by the FPASP since
2001.'The sludy was conducled in lliree phases over a 6-monlh period.
,
First, a listing of lrainees was compiled and information was collecled regarding
lheir current contact informalion. Appendix 1 lists all FPASP scholars by batch year,
wilh informalion on specialization, U.S. universily aflilialion, and e-mail addresses.
Second, the lrainees was conlacled via e-mail or phone and asked lo complete a
survey. The survey solicited info'rmalion regarding: (1) the over-all satisfaction will1 the
.grant; (2) educalionallprofessional and cultural learning (personal and professional.
aclivities in the U.S.); (3) llie trainees' professional hislory since receiving a FPASP
grant (e.g., description of research and administrative posilions held, agricullure
research-relaled conlribulionsloulpuls, impacts of these oulpuls on tlie agricullure
sector, leadership aclivilies, research collaborations, publications1 confere~ice
presenlalions), (4) major faclors thal have conlribuled to andlor limiled lheir
effecliveness as agricultural scienlisls or academicians, (5) tlie posilive oulcomes of llie
FPASP, and (6) ways thal the Fulbright Program or the national governmenl, lhrough lhe
Department of Agricullure, could continue lo support tlie Philippine agricultural and
fisheries sector. A copy of the survey questionnaire is presented in Appendix 2.

'

Third, case sludies lhrough visits of inslilulions impacted by lhe FPASP's training
efforts and focused group discussions wilh relurned FPASP scholars were made lo
further document the capacity building impacls of llie FPASP-funded lraining. In
addition, face-to-face inlewiews was conducled wilh key inslilulion officials (e. g.,
Deparlmenl Secrelary, Dean of the College, Company President, Division Director) lo
obtain an independent assessment of FPASP-supporled training's conlribulion/benefit lo
the instilulion. These dala were analyzed lo provide a qualitalive assessment of lhe
impact of FPASP-supported graduale degree lraining on Philippine agricullural and
fisheries seclors.
Inlensive .case sludies'were proposed in institutions where a cerlain minimum
number of lrainees now work. FGDs were organized in four different localions:
(1) Los Baiios, Laguna -- for scholars working at the University of the Philippines,
Los Baiios (UPLB) and the lnlernalional Rice Research lnslilule (IRRI);.

(2) Diliman, Quezon Cily -- for scholars working at the Universily of the
Philippines, Diliman, Deparlmenl of Agricullure (DA) and its altached bureaus or
agencies, and ollier privale companies or universilies based in Melro Manila;
3) Muiioz, Nueva Ecija -- for scholars al lhe Philippine Rice Research lnstilule
(PhilRice), Cenlral Luzon Slale Universily (CLSU), and the Philippine Carabao
Cenler (PCC); and

-- for scholars at Mindanao Stale

Universily, Dole, Monsanlo, and other privale companies.
(4) General Sanlos Cily, Soul11 Cotabalo

A. Analytical framework
Informalionldata collected lrom the trainees through the survey and inslilulional
case sludies through the FGDs were analyzed lo provide an overall assessment of Ihe
impacl of FPASP-supporled lraining lo the individual (Oulpul), lo their work inslilulion
(Oulcome), and to lhe 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 Evaluation Framework

output

+i$)
I...

i.r;

Individual:

..

Trainina Parlicioanls

Institutions:

Researcli Irislilulions. Universilico

/

Reaclion:
Did lhey apply whal lhey have learned?

.Learning:
a d lhey learn lrom ll~elraining?

I.

Results Evalualion:
Whal are the impacls lo lhe inslilulionhociely?

Oulpuls are the direcl resulls of the FPASP, i.e. the Irainees. Outcomes are all
Ihe changes and effecls lhal happen in the environment as a resull of FPASP's output
(e.g. Irainees' aclivilies). Impacts are the changes wilhin the environment as a resull
from lrainees' aclivilies. The reporl also idenlilied key exlernal and inlernal faclors (e.g..
government researchlextension support, privale seclor collaboralion) Ihal have
contributed to the impacl of FPASP training, and provided recommendalions for
continued supporl lo graduate degree training in lhe field of agricullure.
The model rested heavily on lhe Kirkpalrick's evaluation framework, which is one
of the most widely used models for evaluating training. First 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 refer lo differenl perspeclives, not levels, and are not hierarchical. Ralher, each
level evaluales a differenl aspect of training and answers different queslions.

. . .
:

5.~ e s e a i c hobjectives

,
I

specific Objectives:
Following the Kirkpatrick's Evalualion Model, the specific objeclives ol lhis study
are arranged based on the four evalualion calegories: Reaclion, Learning, Performance
and Resulls Evalualion.
.a) Reaction
1: To determine llie 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<SA) that lrainees acquired during
lheir training
2. To determine problems lhal iraineesencounlered during lheir [raining
c) Performance:
1. To evaluate whether lrainees were able lo apply acquired I<SA in lheir profession
2. To identify noticeable and measurable changes in lhe Irainees' work
performance lhal can be attributed lo llie lraining
3. To determine faclors lhal may have conlribuled lo andlor limited the trainees'
eflecliveness as agricullural scienlisls after compleling their training
d) Results Evaluation:
1 . . To identify monetary and non-monetary benefits of the training on Irainees'
personal and professional lives
2. To identify lrainees' contribulions in the advancement of the agricullural'seclor
3. To delerrnine i f lhe lraining enhanced leaching and research capacily building at
,
Ihe universily and research inslilulions in the Philippines
.

C. Research questions
To maintain the focus on the objectives of the study, the following research
questions were explored, 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 relevanl/useful?
b).Learning
1. What knowledge did trainees acquire?
2. What skills did lrainees develop or enhance?
3. What changes occurred in trainees' attitudes?
4. Whal major problems did lrainees encounter during their training?
c) Performance:
1. Did trainees utilize their learning and newly acquired I<SA when lhey reluned to
work alter completing the training?
2. Were there noticeable and measurable changes in the trainees' aclivily and
performance when they retuned lo work after completing the training?
3. What factors have contributed lo and/or limited trainees' effectiveness as
agricultural scientists after completing lheir training?

'

d) Resulls Evaluation:
1. As a result of the training, what monetary and non-monetary benefils did lralnees
gain llial improved their personal and professional lives?
2. Did trainees contribute lo the advancement of the agricultural sector?
3. . Did the training enhance teaching and research capacity building al the trainees'
,
work institution?

D. Survey methods
0

Trainee survey

The larget populalion lor the trainee survey included all of the 119 lrainees who
compleled their GDT in the U.S. as of August 2008. Given a target populalion of 119
trainees, a sample of 91 respondents is required to obtain a 5% margin of error in lhe
construction of a 95% confidence. Out of the 119, 88 trainees returned the survey. This
translated to a remarkable 74% response rate. The results reported in this study have a
margin of error of 4.1- 5.35% in the conslruclion of a 95% confidence level.'
This study officially commenced on 15 July 2008. From 15 July to 10 August
2008, the survey instrument was developed and improved on with consullalions from
Commission on Higher Education (CHED) Commissioner Salurnlno Ocampo Jr. and
PAEF Executive Director Esmeralda Cunanan. The questionnaire was uploaded and
For tho l o i t e l population = 119. conlidonco inlerval = +I- 5.35 was cornpuled lor 95% COIIllc(enCC. See

hllDJIWWIv.s~~~evsvslem.conlhscaC.hl~n.
-

designed online using SurveyGizmo (www.surveygizmo.com), an online creative

platform for survey research. SurveyGizmo appeared to be very user-friendly and have
met the demands of the online survey. At this same period, the database of scholars,
including relevant conlacl details, was organized.
Between 10 - 15 Augusl2008, 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 15 - 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 senl to scholars who were still enrolled in the U.S. as
of August 2000. Reminders to answer the survey were sent out regularly lo encourage
parlicipation. Some scholars were also contacled by phone and asked lo parlicipale in
the survey.

lnlernet Search
An internet search, using 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 compared will1 information iound in the
PAEF database (e.g., current employer, university affiliation, etc.) to determine illhe hit
referred to the actual trainee. To 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.

Focused 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, Soulh 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 assessmen1of the contribution of FPASP-supporled training lo
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 in the participant survey.

E. Limitations of the study

In assessing the impacl of training, the sludy acknowledged several' issues and
problems that inherently limit lhe 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 value of training to
become evident.
Second, il is difficult to attribule outcome 'effects' to a particular training 'cause'.
This is because there are many unaccounted external factors thal aflecl impact,
including lhe qualily of training and lhe exlenl 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 eerrors can
be grouped into three major categories - coverage, non-response, and measurement
(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 deviation
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 or design or
from technical problems encountered whileanswering the survey.
I

CHAPTER 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 lo 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 accomplislimen~s?
Table 2. Results of Internet Search Impact for Trainees

136

95%

Publicalion

55

Award '
Conference paperslprograms

12

38%
8%

Positive hi1

..

Number'of lrai~iees(with at least one hit)

27%

News arlicles

38
109

DirectorylHas personal webpage

91

64%

76%

18. Decision to pursue the FPASP grant in the U.S.

. :

The queslionnaire ask& respondenls lo ranlt iaclors lhal 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~developmenl(98%). 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~iledin
Figure 3. Sixty-six percent ranked 'encouraged by employers' as leas1 imporlant.
The resulls $ere gallrered Iron) lhe lirsl page of lho search results and do no1 comprel~cnsivclycover Ills inlernel
presence o l lhe trainee.

13

~ i g u r e3. Question: How important was each of the following in your decision to
pursue a graduale degreelgranl i n tlie U.S.?

~-~~

Desire lo secure s lob in llle lulure will1 an

inlerrlsllonaloroani+alion
Desire to earn higher income in llle lulure
~~~

--

~~~

'.

Fellnecessarylorprofessional developmenl ,;,

1;j:;: . , .

.:':.:!:: 1 .

Opporlunilylo travel abroad ;

Desire lo gain an inlernalional perspeclive

--

---.
., .... -...r- . . , : . . ,. , . r.
. :. .. . .

. :::.

..':t.,,

I;:

: .,

?
.$
:??
:;~
.]:,

: .'

. .,:,

'+;z?~?

:~

,.

20"/0

....
.,.,,
. - ..:.".~
.. .

. . ...

,. ,

..
'.. : ., . .

..; . -,

0%

~.
~

' . ~ '.

Opporlunily lo sludyhork al a specificuniversig i ; .:,:-il,_i

Desire lo collaborate will1 specilic scienlisls

:, . .

. : :. :.

Scllolarsl~iplFinancial
assislance . - . . : 5 ' ..
' ,

..:-; :

::>:.. : .

Encouraged byen~ployor :. 5 . ; : i ' !

~,.

,-

--..- .- --.-.

-.

;:

: .. .i .. - .' -.> ,2~:,-.:?'1

:';.

. .

;.

.
, .

..
.. ..... . ..

10%

,. ~ .' . .:,.:

. ...

60%

,
::~
:;y~;.?:*:;?~l
,
,

U076

loo%

About a lliird (33%) of the respondents noled lhat lhey would slill pursue lheir
graduate sludy in llie U.S, if they were not able lo gel a FPASP grant. Many (44%)
recognized lhe uniqueness of the U.S. program and felt lhal lhey could not have done
llie same graduate degree and specializalion at a university in lhe Philippines. Slill,
some of the scholars (19%) would consider studying in the Philippines, while olhers
(24%) would apply to graduale schools in other counlries such as Auslralia, Japan,
Canada, and tlie Nellierlands.
I

C. Trainee assessment of 12PASPgrant

Following l(irl(palrick's model, questions were included to delermine lrainees'
general salisfaction wilh their lraining (Reaction). Separate questions were included lo
allow lrainees to assess the relevance of lhe lrainees' program on bolh llieir personal
and professional lives.
Majority of Ilie respondenls (88% fell that llieir training has me1 the goal or
objectives of the FPASP (Fig. 4). Hence, almost all respondenls (90%) recommended a
revilalizalion o l the FPASP,! or a similar agricullure-specific Fulbright-sponsored
program. Moreover, a large majorily of Ihe scholars (89%) demonslraled willingness to
serve the Department of Agricullure as adviser, technical resource person, or consullanl,
wilh or wilhout compensalion. All respondenls (100%) felt lhat: (1) the lraining provided
an opporlunily lo gain valuable professional experlise and experience; (2) lhe FPASP
experience was interesting and inlelleclually challenging; and (3) the FPASP experience
provided excellent preparalion for lhe lrainees' future professional work (Table 3).
Ninety-nine percent of the sample said they received sufficient professional guidance
and supporl from the Fulbright slalfloffice in the Philippines and 95% received sufficient
professional guidance and support from lhe Fulbrighl slaffloffice in lhe U.S. A large
percentage (94%) fell lhal their experiences were relevant to lheir currenl worldjob
responsibility.

'

Figure 4. Question: Do you feel that your Fulbright experience has met the goal or
objectives of the FPASP?
No

Don't know
9%

Table 3. Question: Please indicate if you agree or disagree with each of the
statements about your personal experiences during your FPASP degreelgrant.

My FPASP experience provided me an opportunity to gain

valuable professional expertise and experience.

00

100%

I received sufficient professional guidance and support from

the Fulbright staffloffice in the U.S.

84

95%

I received sufficient professional guidance and support from

IheFulbright staffloffice in the Philippines.

87

99%

My FPASP experience provided mewilh excellent preparation

lor my future prolessional work.

88

100%

My FPASP experience was relevant to my current workljob

responsibility.

83

94%

'

My FPASP experience was interesting and inlelleclually

challenging.

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 major 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 lo deal with family problems 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

their U.S. training. ~ w e n t ~ - l h r emarried

e
scholars altested lo some advanlages of having
their families around, including lhe 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 must lirst acquire the knowledge, skills, and alliludes (I<SAs) lrom [lie\
lraining program belore any impacls can occur. This section looks into the second level
or the learning stage of lhe Kirkpatrick's model. The goal was to identily llie KSAs
acquired during lraining and determine any problems encountered by lrainees during
lheir lraining. To meel lhis goal, respondents were asked to identify lhe three mosl
important I<SAs lhal lhey acquired during lheir FPASP grant.
All 88 respondenls identilied al' least one KSA acquired during their lraining.
Because the queslion presented some concrele examples of KSAs, most ol llie answers
revolve around the list." While lhis [ormal possibly inlroduced some bias, il helped
respondentsto better understand the question, as lhe pre-lest found lhat il was dilficult
for respondents to identify a specific I<SA.
lrnporlanl KSAs which respondenls reported lhat lhey acquired during training
. are reported in Table 4. Overwhelmingly, lrainees considered 'scientilic melhods (66%)
as the mosl imporlant I<SA acquired from their training. More than half (56%) reported
'research skills', followed by "crilical thinking" (51%), as important KSAs. Aboul one-filth
of the respondenls idenlified 'allilude towards work' (20%) and 'slatistical analysis skills'
(18%) as important I<SAs. Filleen respondents reporled 'improved communicalion skills'
as additional benefit from the training, while 14 respondents said their computer skills
.had greatly improved due to their FPASP experience. These acquired KSAs were
reaffirmed during the institutional visits.
Table 4. Most important KSAs acquired during training

..

scientilic inell~ods

2.

research skills
i

critical lhinking

altitude lowards work

slalislical analysis skills
communicalion skiils
computer skills

5
6

58

66%

49

56%

45

51%

18

20%

16

10%

15

17%

14

16%

a\ According lo lrequency 01 menlion; Tolal number of responses = 262 oul 0188 respondenls

..

SJmplC I(SAs e.g.. dcsignin~conduclinglan~lyzing

scienlilic researcll, scie~ll~llc
molhodsllools, allilcdo toviards rSdork.
compuler skilis', crilical lhinking, linlo managcmenl, languago llucncy. communicalion skills -.wore bascd on provious
studies on impact assessmenl.ihese were the KSAs mosl cimmonlfreporled by respondenls. '

To validate respondents: answers on previous questions on KSAs, lrainees were

asked lo select from a list of specific choices how lhey applied the acquired KSAs. This
question allempled to find out if trainees were able to apply their acquired KSAs in their
profession, as par1 of the Performance level of the l<irkpalrick!s model. Trainees
provided 289 responses to this queslion, an average of iliree answers per respondent.
Majority of the trainees said thal lhey sliared llieir I<SAs through seminar/conference
(75%). The olliers were able lo sliare their KSAs through research supervision. of
studenls (59%), workshopllraining course (59%), and publication (53%) (Fig. 5). About
45"/d of the respondenls were able share their KSAs to sludenls as universily instructors.
Figure 5. Question: How have you sliared your knowledge, skills, and allitudes will1
olliers?

through oulside consulting

lhrough publi~ilion
,

Ihroughworkshopllrainingcourse ;~
:.,;
- .
lhrough research supenision of sludetils

. .

. :.; ::,: ?,:?- -. .!:i: :, ..;

:,~;,;;;
. . . &
:.. ..::

. . r .

+:;,
;,5

'

:
.

z.~..?;::....:
.:+;:!j:-?:.~.

. .

Nolo: Tolal number ol responses ;.209 ovl 01 88 respondenls

Respondents were also asked il [hey encountered any problems in applying

lhese KSAs In the job that they held immediately afler receiving their highest degree.
Seventy-two (82%) respondenls reported having problems in applying llicir acquired
I(SAs in their workplace. Problems cited included a lack of infrastruclurelcquipmenl
(57%), lack of operating budget (53%), and additional administrative work (42%). Olhers
mentioned lack of access lo up lo dale informalion (38%) and conflicts with managemenl
(22%). A few respondents (9%) changed their line 01 work and, consequently, were not
able lo directly apply lheir acquired KSAs.

E. Employment 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 al 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 still doing work related to.
agriculture (88%). This reflecls that scholars were appropriately targeted to contribute lo
the agricullure seclor after their FPASP grants. About 24% said that they supplemented
their income from their primary job with outside consulling.
Figure 6. Current employmenl status of respondents

Nol employed
5%

I am a sludenl
14%

Sell.employed1
Co~isullanl
2%

I.

Employed; Parl:lime
I%

Table 5. Before and Current employer lype 01 respondenls

Before
Employer type

Current

Counl

percentn'

Count

~ercenl"

Public universily

33

38%

25

35%

Private' universiiy

6%

~overnmentagency

30

34%

23

32%

Inlernalional org

6%

10%

Mullinalional company

2%

7%

Local private company

9%

a\ oul 01 08 ernploycd respondenls;\b out 01 72 o~rlploycdrespondo~~ln

6%

..-

3%

2. Etnployment before starting FPASP grant

The questionnaire also soliciled information from the trainees about their
employment before they began 'their graduate studies. As a requirement for all
scholarship applicants, all trainees were employed 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 with 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 llie
administralionlmanagement (22%) in lheir work instilulions. In terms of amount 01 lime
spent on a specific activily, leaching consumed 10% of respondents' time on average,
followed by research at 33%.

E. Significance of degree level

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 thal 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. scholars 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.
scholars were funded for degrees in the plan1 sciences (50%). Slightly more females
were funded across lype of grants.

Table 6. Overview of FPASP scholars by type of grant

By balch year

Animal Science

15

19%

13%

17%

AgrilFood Engineering

10%

0%

0%

EnvironnienV l\lalural Resources

9%

9%

3%

Foreslry

2%

6%

0%

9%

0%

Food Scienca

' 1

Plant Sclence

15

19%

16

50%

14

47%

Social Science

26

32%

6%

13%

Female

42

52%

18

56%

16

53%

Male

39

48%

14

44q0

14

47%

'By gender
.

By problems encounlered
P1i.D. scholars (67%) experienced slightly higher rates 01 acadel~licand nonacademic 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 more nlature.
Again, the problems encounlered relale to conflict wilh their adviser or major professor,
adjuslment to culture, and problems in research work and academic courses.
By career advancement

About one-half of employed respondents who received Ph.D. degrees (15%) and
research g?anls (50%) from FPASP currenlly work al a universily. This is not surprising,

since a PI1.D. degree is usually a requirement for a job at a universily, especially lor
academic positions. The other hall ol the respondents with PI1.D. degrees work lor the
governmenl (27%) and international organizations (9%) based in lhe Philippines.
Similarly, 28% of research scholars are in government agencies and 6OA are in
inlernalional 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 lhal returned FPASP scholars, regardless
ol degree, are lruly contribuling in the advancement of the agricultural seclor in one way
or anolher. Surprisingly, no P1i.D. scholar admitled lo have sought consullancy to
augmeilt lheir current income lrom lheir principal job, compared lo 30% ol 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 boosl up lheir current income.
Application of ICSAs

'

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 mosl imporlanl. In
terms applying their acquired .I<SAs, common problems that respondenls idenlilied
relaled lo a lack of resources (funding and equipment) lo carry out heir work
.responsibilities.
I

Table 7. Top KSAs by type of grant

Rank

M.S.

Ph.D.

Research

research skills

scienlilic methods

scienlilic melhods

scientific methods

crilical thinking

research skills

crilical thinking

research skills

broader knowledge

allilude towards work

allilude towards work

critical lhinking

slalislical analvsis &kills

communication skills

cullural learnina '

..

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).The 'survey also did not lind major difference i n response.rales by gender
(Female: 76%, Male: 71%).

Table 8. Overview of FPASP scholars by gender

By batch year
200 1

11

. 14%

16

21%

2006

15

20%

13

19%

42
18

Research
Total

16
76

55%
24%
21 %

39
14
14
87

58%
21/0
2I0h

By discipline

. Animal Science
AgrilFood Engineering
Environment/ Nalural Resources
Forestry
Food Science
MarinelFishery
plan1Science
Social Science
By granl type

M.S.
PI1.D.

By problems 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. Nineleen 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), adjuslmenl 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 llie middle
of looking for a job, or in graduate school pursuing Ph.D. A majority of the female
respondenls were working ether al a ,university (39%) or at a governmenl agencylbureau
(31%). Likewise, a majority of male scliolars are in universilies (42%) and government
agencylbureau (33%). Almost 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 be more aggressive in securing oulside consullancles as 30% of
employed FPASP scholars supplemenled lheir currenl income, compared lo 18% of
employed female respondents.
Application 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 fiflli mosl imoorlant KSA, while male 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 significant 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 lop factor, and 'lack of operating budget' (44%) as secondary.
Bolh male (55%) and female (31%) scholars considered the 'lack of access to up to date
information' as third major factoi that limited lheir KSA application.

Table 9. Top KSAs b y gender

Rank

Female

Male

scientific methods

scientific methods

research skills

research skills

'critical thinking
allilude towards work

critical thinking .
attitude towards work

broader knowledge

communication skills

'4

G.Significance of type of e~wplsyer

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 number 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.
,I

H. Monetary and non-monetary'impacts of training

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%) oul 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 per 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 attributed to FPASP. First, salaries thal
trainees reported prior to grant are for diflerent years. Also, even if the lrainees had not

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 PhP575,lll per
year on average.
Table 10. Number of scholars b y salary levels and b y period
Income Group
(Annual salary in P ~ P )

Total
Averaae Annual Salarv

Before
Number

Percent

Current
Number
Percent

71

58

PhP 226.159

PhP 446.805

Table 1.1.Average annual salary (in nominal PhP) b y batch and b y type of grant
Batch year

Before

Current

Averaqe(PI1P)

Counl

Average (PhP)

Counl

2001

201,000

12

575,111

2002

323,841

17

804.1 65

14

Masters

180,878

.50

411,120

36

Research

413,282

12

636,261

13

Type of grant

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.

Respondenls who were funded for their Ph.0. degrees, assuming 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 .Research
~
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 ) for 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. Moreover, anolher 55%
confirmed that P1i.D. degree holders get higher income than M.S. degree holders 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 thal 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<SAs gained from being a FPASP scholar rather than just to the
graduate degree itself, 39% attributed their promotion to the FPASP to a large extent,
another 30% said lo a minor extent, and only 6 scholars said lhey do not atlribule lhe
promotion lo the FPASP grant.
On the other hand, more scholars fell lhat they have benefited through improved
living slandards due lo having been a FPASP scholar. 34 scholars (39%) verified illat
having been a FPASP scholar had contributed lo their improved living standards lo a
great exlenl; 43 scholars (49%) attributed the changes to the FPASP to a minor extenl;
and 6 scholars do not attribute the improvements lo the FPASP.

Table 12 lists several factors, as ranked by respondents, on the benefits gained

of being a FPASP scholar. Majorily of the scholars highly rated the "I<SAsnacquired lrolll
the FPASP grant (3.8 out of 4.0), including "improved research skills" (3.7 out of 4.0), as
mosl.imporlan1 benefit from Jhe grant. Trainees also cherished the new cultural
experience, as well as being 'more flexible or open to new ideas. In addition, the
respondents noted that lhe FPASP helped them to develop or widen their professional
networks.

While lhe wer5ge salary lor a PI1.D. degree holder is lorver lhan lhal ol a M.S. degree holder. the mean values viere
drawn liom a smallcr sample size

Table 12. Question. What were the main benefits to you personally of being a FPASP
scholar?

Rank

Benefits

Skills and knowledge gained from experience

Ratina out of 4.0

lmproved research skills

Cultural experience

More open to new ideas1more flexible

Professional contacts

Leadershiplpeople skillsllea~nwork

Improved writing skills

Opened up new career opportunities

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

. ,1

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 Kirkpatrick 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 held as a result of their training (Table 13). Scholars from the university reported the
introduction of new courses or ,new academic programs and the mentoring of both
undergraduate and graduate . students in their research. More than half ,of the
respondents (53%) reported they had supervised at least 1 student.
'

.
I

,.

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~rtraining on agriculture issues, the important positions they heldthat make

..

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~tlpuls published both in inlernalionally (65%) and in locally (55%) refereed
journals/books (65%).6 Most of the M.S. and Ph.D. trainees published lheir graduale
research in journalslbooks (64% for Ph.D., 51% for M.S.) and also presented lheir
research at a conferencelseminar (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 wilh consulling 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. lncide~ilalevidences indicate lhal 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 apprehension about brain drain lacks strong supporting documents.
The survey asked lrainees if they returned lo lhe Philippines immediately afler
the FPASP g r a d and i f not, where tliey went and 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 scholar delayedher
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 pursuing Ph.D. degrees, almost all trainees returned and most are
currenlly working in lhe Philippines. The main reason of scholars who want to stay in
the U.S. is the opporlunity for furlher graduate study, and lhis mostly hold true for M.S.
funded scholars seeking lo transfer lo Ph.D.

.6

Have published rescarch in

leasl 1 journalhook, eilher inlernalpnally or locally.

Table 13. Queslion: How have you conlribuled lo change or have inlluenced decisionmaking in your work selting?
On my 1sl semesler 01 leaclring. I've already modilied 1 course in our Deparlnienl. wliicli brouglil a lo1 01
excilemmil in lire course lor llre sludenls and /rave allracled irrduslrv oarlicinaliori. Mv suoeriors would lihe lo
adopl 111sclrangeperriiarrerilly. I've also already inspired lelloivresc?arclier.s iri llie ~ i i v e ; s i lo
l ~be very bold in
making researclr granl proposals..
As Presidenl 01 Nie Universily, I lrad exlensive and signilicanl inlluence in llie ciecision making olcrly
nianagemenf learn, especially in researcli and developmenl progranis
I've spearlreaded llie cliange lo leclmo-markeling in ourconipany, llius, adding llie value olproviding
lecilnical services lo our clienls, rallier than /us1 selling prodt~clslor llre sake 01sales.
I puslied lor a relereed jourrial lor UP Mindartso and worited lor relevant researcli policies in llrc college arrd
llre universily. As Direclor lor Researcli, I proposed lor a Cenler lor Nie Advancemenl 01Researcli irr
Mindanao in UP Min. (UP Min is worlting lowards llie selling up 01 lliis Cenler)
I liad conlribuled, no1 lo llie inslilulion per se. bul lo /lie nrinds 01 !lie sludenls I was loclrirrg. I slron'ed llleni a
positive work clllic. On llie deparlmenl level. I inilialed Nre makino and im~lenienlalion01otridel~neslor
sludenl adriiission requireriienls and relenlion policy as a measure lo curb llie recurring
board
exanrinalionpassing 01 our dcparlmenl gradtwlcs. I also irrlroduced llre use 01cot iipuler nrodcls in solving
nalural resources relaled problems lri nry clnsses despile li~iiilcdcornuuler hardware and solhvare resources
01 llre deparlnienl.

I lrave led llte lean] lo launch a new lype 01 liog leed and llre regislralion olnewproducls willi llre Bureau 01
Animal Induslry. I also lrain lecliriical and sales slall aboul animal nulrilion and heall11managenienl.
As a senhrpo1icy analysl, I gel lo inleracl willr key ollicials making decisions 11,al allecl llle seclor.
.I am currenlly involved in Nie UPLB Teclinology Business lncublorprojecl and am a member 01NIO
Commerciabie Teclinologies Evalualion Cornmillee. I lee1 I am gelling lo inlluence decision-makingwlrere llre
Tecl~nologyConiniercializalioncrileria/poiicies are concerned.

I was able lo conlribule lo /lie is1 PllilRice Negros Rice R&D Review and3 Rice R&D Worhslrops in regiorrs 6,
7and 8. Moreover. I was able lo convince JlCA lo orovide addilionallundino olmore llian P1M lo a JICAlunded project in Negros Occidenlal. I was ltre &in" 01 I l ~ eIs1 Farmers' c;ngress in Negros Occidenlal lreld
in December 200G. As RRD Coordinator, I was ebb lo improve llie lacililies 01 llre R&D ollice, including
provision 01addiliorial cornpulcrs, ollice lurnilure, strpplies and incenlives and benelils lo sfall.

As Dean I have exercised sullicienl inlluence on Curricular, Researcli and Exlension mallers rebled lo
agricullural developnleril
'

I was llie proponenlo12 undergraduale degrees (0.5 Agroloreslry & BS Environmenlal Science) and a
pending proposal lor Masler's degree program.
I could claim llral I liave conlribuleda lo1 lo llieseparalion 01Agricullural engineering Iron1 llie Agrononiy
deparlmenl. Aller /lie separalion, agricullural engirreering was able lo give more locus lo ils direclion.
I am a member olllre Universily kdminislralive Council, wlriclr is Nie policy making body ollhe Universily. As
dean. i play leadership and decision.niaking role in llre lnslilule 01 Graduale Sludies, parlicularly in inlroducing
innovalions and prograriis.
I nrn proud lo /lave conlribuled lo Nre developmenl 01 llie curricululn. BS Agricullural Bioleclrnology, wliicl~is
now aoorovedal llre Univerdv Execom Level. Willr 11ris. we lrave alluned our ROE and courses lo llie needs
01 11ie'i~duslr~.
I have lielped our inslilule wilh llie eslab~slimenl01 Vie mull/-millionAninial Bioleclinology
Laboralory and was llre firs1 lo conducl and Iinislr a Iunded researcli under 1 1 4 lab.

..

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 llie 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.
Workinq in /lie gfassrools is an avenue lo lranslale nalional plans inlo
any' 01 our nalional plans-are no1 implemenlable a1 local selling. i3y slrowing
&?alilies arid a&ons.
evidences and niagnilying llrese inilialives and ebvaling Nreni lo nalional scab, I believe, policy niakers 1vi11
be able lo adopl sonie ol our ideas lor policy change even ilil 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 01 Agricullure
I wrole arlicles; joined seminars and workshops in lislleries. I have became presidenl 01 111sP1riiip;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 1.0 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~uledas par1 01 llie 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.
I serve as a merriber ol llle leam developirrg 11ie prolocol lor !lie Good Anir~ialHusbandry Pracllces Ilia1 will
be iniplemenled by 111eliveslock agencies under l i e DA as a means ol cerlilying/ accredilirig liveslock
larnis.
My proposal lor raimvaler calclrrnenl syslertrs in rairiled areas is 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.and 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 ilie projecl leader ol llle conlenl developrnenl projecl 01 llie Open Acadeniy lor
Phil Agricullure (OPAPA)

J. Continued collaboration
This section analyzes the characteristics of respondents who continued to and
did not conlinue to collaborale wilh their U.S. majorprofessor'or research adviser 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 01
the respondenls. reported lhat they have remained in contact with their former major
professor or research adviser and 26% confirmed Illat 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
liall of PI1.D. scholars have also maintained lheir prolessional lies wilh lheir U.S. major
professors or research advisers (58%). However, it is important lo note lhat noncollaboration 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 project with your former major prolessor/tliesis supervisor/collaboralor?
Batch year

No

Yes

Total

% Yes

2001

10

15

33%

2006

10

17

41%

Female

31

16

47

34%

Male

33

40

18%

Gender

Type of grant
Masters

44

13

57

23%

Research

15

18

4 7y0

64

23

87

26%

Total

K. The Fulbright-Philippine Agriculture Alumni

Association (FPAAA)
The survey also asked scholars i f lhey are involved
in any agriculture-related organizalions (e.g., professional
societies, associalions, 'nelworlts). 66 respondenls (75%)
confirmed that they are active in several agriculture-relaled
organizalions. Membership in lhese networks increases ,;
,
the potential for future collaboration locally and : I
internationally. It also opens possibililies for publishing in
association journals, presenling research findings at
meetings, and opporlunilies to serve on committees and
boards. These prospects allow lrainees lo keep abreast of
issues'and people in their own profession. Table 16 lists
some 01 the agricullure-relaled organizalions that
respondenls are involved in. Certainly, lop on the lisl is the
Fulbrighl-Philippine Agriculture Alumni Association (FPAAA).

i;

::,

..\
l ? \ I.
l l : \Illll.l..
A l ii I

Table 16. Selecled agricullure-relaled organizations of FPASP scholars

Fulbrighl-Philippine AgricUlture Alurnni Association

Gamma Sigma Della Honor Society ol Agriculture

Crop Science 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 Fisheries Sociely
Crop Science Society of America
Philippine Associalion of Agricullurisls
Philippine Fruils Association
Soulhern Agricullural Economics Association
American Agricullural Economics Association
American Society for Horticultural Science
American Society of Animal Science

The FPAAA is an association of scholars who returned to the Philippines after

completing their FPASP grants. Officially, it has been registered at the Securities and
Exchange Commission as a non-profit organization. It is committed to contribute towards
the development of the agricullural sector in lhe Philippines by organizing agricullurerelaled discussions and conferences across the counlry and publishing agricullurerelated research output 01 FPAAA members. It is also active in prornoling FPAAA
membeis l o various stakeholders in lhe agricullure sector lor .possible future
collabbration. Additionally, il provides a forum l o form new friendships and professional
relationships wilh people of similar discipline.
The formation of the alumni association ensures that the contribution of the
scholar does not end with their FPASP 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 and accomplishments of the alumni association.

'

The first "Agri-Talakayan" in Luzon was held on 25 November 2005 al llie 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. Tlie FPAAA Nalional Congress llieme was "Conlribuling lo a Slralegic
Aclion Agenda for llie Philippine Agriculture Seclor". Among the key suggeslions llial lhe
FPAAA forwarded was lo develop physical inlraslruclure and the reslrucluring of
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 uof Soils and Waler
Managemenl (BSWM) Convenlionl-lall, Ouezon Cily on 12 Seplember 2000. 11 was
inlended lo disseminate inlormalion on local lechnologies and link polenlial inveslors and
entrepreneurs on agricullure-relatedbusinesses. This aclivily was also a par1 01 the 60"'
anniversary of the Fulbrighl Commission in the Philippines arid was carried out in
collaboralion with lhe Deparlment 01 Labor and Employmenl.
I

The firsl book published by lhe FPAAA, enlilled "Conlribulion lo Philippine Agricullural
Modernizalion: Selected Papers of Fulbrighl-Philippine Agricullure Scholars, Volume I",
ediled by Liborio S. Cabanilla, Mario G. Andrada, and Liberly 0.Inciong, was released in
2006. A second book is in the pipeline focusing on agricultural lechnologies.
On 18 April 2000, the Philippine Fulbrighl Scholars Associalion (PFSA) honored FPAAA
member and UP Visayas Chancellor Glenn Aguilar lor his achievemenls in Agricullure.

CHAPTER V
Focused Group Discussions
. This section focuses on the fourth stage of the Kirkpatrick model, the Results
Evaluation and summaiizes the results of the locused group discussibns (FGDS).~The
FGDs were carried out to assess to what extent trainees had enhanced leaching and
research capacity building at their respective institutions.
Institutional assessment is defined as "a comprehensive approach lor profiling
institutional capacity and performance" (Morgan and Taschereau, 1996). Capacity
building is delined as "any improvements in the ability ol the institution, either singly or in
cooperation with other organizations, to perlorm appropriate tasks ellectively, ellicienlly
and suslainably" (Hilderbrand and Grindle, 1994). Impact is delined as "any
consequences that result from an invesllnenl or intervention that occurred al the
personal, institutional, sectoral, community, national, or regional level" (Gilboy, el al.,
2004).

Impacts vary depending on the type of institution. This study acknowledges that
training investments have diflerent impacts at national agricultural research and
extension systems (NARES) versus universities. Observable indicalors of impacts lor
lormer trainees who are now university professors include, lor example, the types and
number of courses they leach andlor developed, the number of students they
supervised, number of publications, and new technologies developed. For lormer
.trainees who are now researchers at NARS, the indicators commonly considered include
the number of publications; and lor plant breeders, the number of crop varieties released
and the impacts 01 Ihese crop varieties on increasing productivity.
The FGDs were conducted in locations where a number ol FPASP scholars are
located and where key institutions are impacted by the FPASP's training ellorls. From 20
November 2000 to 5 December 2008, lour meetings were organized in: Los Baiios,
Laguna; Diliman, Quezon Cily; General Santos Cily, South Cotabato; and Muiioz, Nueva
Ecija (Table 16). A total 0135 FPASP scholars participated in the FGDs.
The discussions were documented to support the qualitative assessment of the
impact of FPASP-supported graduate degree training on Philippine agricultural and
lisheries sectors. In addition to, the FGDs, interviews were conducted with key institution
olficials (e. g., Chancellor, Dean, Company President, Division Head) to obtain an
independent assessment of ,FPASP-supported training's conlributionlbenelil to the
institution.

The FGOs, irnlilulionnl interviews, and the docurnenlalion were carried oul will1 Or. Dinah Pura T. Deposilario. FPASP
2006. See Appendices 3 lo 7 lor a more delailcd documenlalion ol lhc FGDs and inlewiews wit11key inslilulion ollicials.

Table 17. Focused group discussions by localion

Location
Diliman, Quezon City
Department 01 Agricullure and ils allached bureauslagencies
University ol llle Philippines, Diliman
Other nearby instilulions

Number of
participants
10
4

1
2

L o s Bafios, Lagutla
Universily of the Philippines. Los BaRos
lnlernalional Rice Research lnslilule
Mufioz, Nueva Ecija
Philippine Carabao Cenler
Philippine Rice Research lnslitule
Central Luzon State Universily
General Sar~tos,South Cotabato
Mindanao Stale Universily, Gen San Campus
Dole Pliilippines
Monsanlo Pllilippines
0llier nearby inslilulions

7
'3
1
1
2

A. liitegration of FGDs
Nature 01jobs
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 melhods, technical and quanlilative lools, management skills,
and personal values. Scholars now betler appreciale the value of hypothesis-based
research and research-based teaching, the rigors involved in scienlilic 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 skills; analylical techniques

used in qualily assessment; advanced technical techniques applicable lo a specific

, commodity; and slalisiical programs, economelric lools, and simulalion models.

The management skills and work ethics identilied include people managemenl,
Ihe privale sector mindset (i.e., consideralion of cosl-effectiveness in decision-making),
working efleclively given resource constraints; communicalions relalioriship (i.e., dealing
wilh lhose in the U.S. olfice), time managemenl, and discipline.
As lor changes in altitudes, scl1olars cited increased self-conlidence, ability lo
betler work wilh people of olher cullures, social skills, and lrealing oneself as equal lo'
others. Among the General Sanlos-based scholars, there was also the additional impact
of Fulbrighl giving imporlance to Muslims and the FPASP scholarship giving them an
identity.
The additional learning and experience acquired relales lo the research and
exlension sel-up and approaches in the U.S. -- having close interface wilh the academe,
induslry, and lhe governmenl; engaging in mulli- and cross-disciplinary research; and
being holislic in research and exlension
In relalion to leaching, scholars rnenlioned the influence ol U.S. classroom
instruclion style, becoming more "enlrepreneurial" and not loo lheorelical in handling
their courses, and being more innhalive or "out of lhe box" in their leaching style.
6

Conlribulions l o researcli capacily

The conlribulions lo improving the research capacity of the organizalions among
Ihose~workingfor academic, research, and regulalory inslitulions include:

'

1.

2.
3.
4,

5.
6.

resource generalion (e.g., research granls, developmenl of lheir unils'

laboralories, acquiring equipmenl utilizing fund allocalion from dilferenl projecls);
applying technical, quanlitalive, and simulation models lo a specific commodity;
,adapling lechniques and models suiled to Philippine conditions and commodilies;
program/project proposal preparation for granl funding;
connecling and collaborating wilh U.S. professors on research projecls; and
program managemenl and implemenlalion

Conlribulions lo leacliinb capacily

.

In terms of conlribulions lo teaching capacily, the scholars have been involved in

the following.aclivities since completing lheir prograin:

1.
2.
3.
4.
5.
6.

7.

proposed now courses (e.g., special lopics);

supervised and mentored undergraduale and graduate students;
developed laboralory exercises and sludenl manuals;
IaugliJ undergraduate/graduale courses;
helped in revising undergraduate and graduate program curriculum;
applied innovalive tools in teaching; and
displayed more resourcefulness in lheir leaching.

Conlribulions lo exlension capacily

In relation lo strengthening the extension capacily of their instilulions, the
scholars:
1.

2.

3.
4,

5.

6.
7.

provided. training and served as resource speakers to private seclor enlities,

LGUs, and government agencies;
provided assistance as technical experts to government agencies, LGUs, and
private sector entilies;
became more aclive in handling trainings on diverse topics;
gave lectures to more diverse clients (e.g., hobbyists, medical doctors, etc.);
became involved in farmer extension activities through dislance learning
programs and demonslration farmsllearning cenlers, and the publication of
manualslbrochures for farmer and extension workers;
helped elhnic groups and rebel groups through training aclivilies and planlalion
growership programs; and
engaged in Leclinology cornmercializalion activities (e.g., rice-based products,
tilapia species, etc.).

Conlribulions to regulalory capacily

The regulatory function contributions of FPASP scholars include:
improvement of systems (i.e., grains postharvest);
conduct of project moniloring and evaluation; ,
.monitoring of private companies' research and developmenl (R & D) and
production activities;
'4, moniloring of quality of exlension given by government technicians; and
5. writing of feature arlicles and press releases published in newsletters and
reports.

1.
. 2.
3.

Conlribulions lo management capacily

In relalion to strengthening private seclor enlities, the FPASP scholars have:
1.
2.

3.
4.

5,

introduced innovations and cost-reduction systems in their companies;

provided assistance to government agencies in instituling industry quality
standards;
inlroduced the top-down management approach and the matrix organizational
slructure in their companies;
managed researchers and scienlists in their organizations; and
supervised on-the-job (OJT) students.

Ollier contriOulions to the agricullure seclor

In addilion, the scholars claimed lhat lhey have conlribuled lo the agricullure
sector because ol lhe FPASP scholarship. They fell liial their lields of expertise have
expanded and are now more culling-edge science and lechnology in nature. They are
now engaged in fields which can be considered pioneering or novel in the country.
Several scholars prolessed that lhey were lhe only ones in lheir deparlmenlslunils
exclusively doing work in their chosen specializalion. Moreover, lhe scholars have been
involoed in developing varielieslspecies and have conlribuled lo exlension activities
direclly or indirectly under lhe DA, such as the Open Academy lor Philippine Agriculture '
(OpAPA), as module coordinators or leam leaders.
FPASP scholars have also assumed leadership posilions since they came back.
Among lhe most cornmon-cited posilions were projecl leaders, deparlment chairs,
laboralorylnursery headlfarm manager, and lechnical resource person lo government
commitlkes.
Barriers lo research
As lor the barriers lo imple,menling research and regulalory funcllons, scholars
cited lack ol lacilities, which limited their capacily to apply the scienlific
methodsltechnologies lhal lhey have learned from graduate school in the U.S. Anolher
'identified conslraint was the heavy adminislralive workload lhal hinders them Iron1
focusing on research. Scholars also lacked supporl stall, which lorced the scholars lo
engage in multi-tasking and aggravated their heavy workload situalion. Some scholars
also pointed out the diflicully in linding additional manpower (e.g., research assislanls)
that have the necessary educational and work background. Lack of manpower also
results in a human resource development conslrainl since this sets reslriclions on lhe
number of possible candidales lor scholarships and lellowships.

Barriers lo leaclting
~PASP'scholarsengaged In leaching enumerated the lollowing problems:

1.

2.
3.

lack of LCD ~roieclorsinlhe university;

long process and lime It takes lor an academic course lo be inslilulionalized; and
lack ol student lakers or enrollees for proposed courses.

For junior faculty members, there were also some issues related lo nol receiving
enough support and struggling between prioritizing money-making (through external
consulling) versus working towards lheir promolion by coming up will1 refereed
publications, or presenting papers in conferences.

Suggeslions
Generally, FPASP scholars recommended lhal the governmenl should increase
money allocaled for research and conducl a compretiensive study on lhe agriculture
seclor before formulating lawslpolicieslplans that would meet long-lerm goals in [lie
seclor.
'lnslilulions employing FPASP scholars sliould conducl succession planning and
core'slaliing pallern analysis lo ensure lhal qualified people would be able lo fill in lhe
anticipated job needs and requiremenls in lhe future. These would also serve as a
guide for the programming of slalf developmenl aclivilies. Inslilulions should also
delermine priorily research gaps so lhal lhe training of scholars abroad will be aligned lo
pre-idenlified priorily areas.

For lhe PAEF and lhe DA, all scholars proposed lhal the FPASP or a similar
agricullbre-related scholarship program be conlinued. Several scholars menlioned the
need lo lurltier slrengllien [lie fields of animal science and leclino-enlrepreneursliipl
agribusiness. More granlees from Mindanao region are encouraged. PAEF should also
have an aclive role in promoling l l ~ eachievemenls of relurned scholars. For example,
one recipient of the presligious Metrobatik Oulslanding Teacher Award recalled lhal she
was very surprised lhal Melrobank went out of ils way lo write inlroduclory lellers lo all
local governmenl oflicials and university adrninislralors. This wo~ildcerlainly increase
people's awareness of llie Fulbrighl program and help the scholars in finding jobs afler
'the program. In relalion this, PAEF should also mainlain a dalabase of FPASP scholars,
highlighting lhe specialization ol each scholar for possible job and consulling
opporlunilies.

. Moreover, il was suggesled lhal funds be available for slarl-up research or

bridge funding alter llie FPASP and granls lor allendance lo conferences (local and
hlernalional).

Regarding the relurn service policy, some scholars suggesled removing llie need
lo sign a service conlracl with lheir home inslilulion. They wanl lo have [lie oplion lo
choose where to work in lhe Philippines afler linishing lhe FPASP.
It was suggesled lhal the Fulbrighl-Philippine Agriculture Alumni Associalion
(FPAAA) hold regular informal meetings lo updale members on aclivilies and
developmenls in different fields. Some also suggested lhat more FPAAA evenls and
aclivilies be held in the Mindanao area. The FPAAA was also proposed lo acl as an
arbitrator between granlees and PAEF.

'

B. Integration of institutional interviews

Some administrators of the institutions where the FPASP scholars are employed
were also interviewed lo gather information about their organizations' scholarship-related
policies, the FPASP scholars' contributions, as well as their human resource
development-related conslrainls. Independent face-to-face interviews were conducted
with Ally. Abdu'rrahman .T. Canacan, chancellor of Mindanao State Universily, General
Santos Campus (MSU-GSC); Dr. Eulito U. Bautisla, the OIC deputy executive director ol
Philippine Rice Research Institute (PhilRice); Dr. Ruben C. Sevilleja, president of Cenlral
Luzon Stale Universily (CLSU); Dr. Jaime V. Villacorla, director of agricultural operations
of DOLE Philippines; and Dr. Liberlado C. Cruz, direclor of Philippine Carabao Center
(PCC).
lnformanls observed lhal majorily of foreign scholars went to the U.S., Japan,
Auslralia, Korea, and the Uniled I<ingdom. They enjoyed FPASP, Monbusho,
Rocltefeller, Ford, and Auslralian governtnenl scliolarships, among others. Local
scholars, on the olher hand, were usually scholars of the Deparlmenl of Science and
Technology and Commission on Higher Educalion or university faculty granlees and
studied al Ateneo de Manila Universily, Universily of the Philippines Diliman, Utiiversily
of the Philippines Los Baiios, De La Salle University, and the Asian lnslilule of
Management.
As for scholarship privileges, those who were on a perrnanenl tenure posilion
were given sludy leave wilh pay. II a faculty mernber does not have a permanent tenure
position, he is granted leave without pay. In MSU-GSC, a substitute inslruclor is hired lo
lake the place ol the employee on study leave. For local scholars sent by CLSU, all
school-related fees are paid for and a monthly s1ipend.i~given.
I

- .

PhilRice and CLSU bolh require two-year return service for every year spotit
studying here in the country or abroad, as well as two surelies or guarantors. MSU-GSC
required three years for every year spenl sludying abroad.
PhilRice has the most comprehensive set of incentives for returning scholars. For
Ph.D. returnees, wlielher lhev studied in the Philiooihes or abroad. lhev were allocated a
research grant worlh ~ h ~ 3 0 0 , 0 0 0while
,
M.s.' scholars were gi;en PhP200,OOO.
Scholars who are able to finish their program on time were also given an "on-lime"
bonus equivalenl to one month's salary, plus cash incentive worlh PhP10,OOO. Because
promotions in government institutions depended on whether there was an 'ilem'
available, an 'equity allowande' is given to remedy situations wherein a relurning
scholar's salary is not commensurate lo hislher educational attainment.
In CLSU, a scholar's lenure is converted from temporary to permanent, wilh at
least two steps promotion. Professorial chairs are also awarded lo returning scholars.
MSU-GSC guarantees scholars a tenured position upon returning to their inslilution.
Al MSU-GSC, recalcitrant scholars were asked to pay back the university's
investment on scholar's graduate study, including salary and school fees paid while on
study leave. At the extreme, they are also dropped from the employee rolls and legal
caseslcourl actions are filed againsl them. Non-returning slalf usually ciled llie limited
opportunilids in the Philippines for professional development as their major reason for

opling not lo come back. They also claimed lhal lhey encountered difficully in applying
what they have learned due lo lack of equipment and experienced a lackof challenge in
lheir respeclive posilions and responsibililies.
Arnong those who returned, [lie adminislralors are all praises lor the scholars
who are carrying oul lheir leadership posilions elfectively. The WASP rosler of relurning
scholars boasts.01 the lollowing: the current vice chancellor for academic affairs and the
chair of lhe Agricullural Engineering Deparlmenl (at MSU); the currenl head of lhe Food
Chefiislry and Food Science Division (at PhilRice); a relired professor of agricullural and
irrigation engineering who up until 2007 was presidenl of CLSU, the currenl dean of the '
lnslilute of Graduate Studies, and the current chair of llie Aquacullure Department (al
CLSU); and lhe gene breeding program manager, the ruminant farm manager, and the
animal reproduclive biolechnology laboratory head (a1 PCC).
Conslrainlslaced by lhe inslitulions in relation to strengthening the capacilies ol
their organizations were the age limit for applicants in the FPASP and olher scholarship
programs, which reslricls lhe pool of candidates who can apply for lhe scholarships; the
hesitation among sureties lo guarantee the relurn of scholars, since there are inslances
when scholars do no1 relurn; and lhe misrnalch between llie preferred R & D focus of
adminislrators (e.g., culling-edge disciplines such as bioleclinology and
populalionlquanlilalive genetics) versus what llie faculty are specializing or would like to
specialize in (e.g., traditional genelics, chemislry, elc.). For example, PhilRice slalf
generally prefer lo major in en~ergingdisciplines such as biotechnology, which is highly
'markelable oulside of PhilRice. However, PhilRice needs more experts in llie fields of
rice chemistry (wilh locus on food processing lo have value-added from rice),
socioeconomics, agricullural engineering, and plant physiology.
In a ,similar but more macro-level manner, one of the adminislralors added lhal
the main conslrainl lo human resource development for the agricullural sector is the
quality of scholars that the country produces. He observed lhal many scholars "major in
minors" and are not bringing in new knowledge. He added lhat "human resource
developmenl programs should have a definitive end and be lied up lo a bigger nalional
economic development program."
'

One major suggestion of lhe adminislralors is lo strengthen PAEF's supporl lo.

relurning scholars by malting slarl-up research funds available for the granlees. The
academic inslilution adminislralors also pointed out llie need for assislance in acquiring
needed leaching and/or research equipmenl which could encourage relurning scholars
lo slay wilh lheir home inslitulions. It was also recommended that priorily should be
given to fields such as rice chemislrylfood processing, agricullural engineering,
socioeconomics-relaled disciplines, and planl physiology -- which can tremendously add
value to lheir home inslilutions and ihe Philippine agriculture sector.

CHAPTER V!
Overview, Key Findings, and
.
Recommendations
A. Overview
From 2001 to 2006, tlie FPASP has supported a total of 143 trainees for both
degree (M.S. and Ph.D) and research grants at U.S. universities in order lo develop a
critical mass of agricullural scienlists and researchers. The priority placed on funding
training 'demonstrates the government's commitmenl, through the Deparlmenl of
Agriculture, to capacily-building at universities and national agriculture, research, and
extension system in the Philippines. I-lowever, with the terminalion of the FPASP and
the decline in the availability of donor funding to support graduate degree training, there
is a need to assess the impacts of this type of investment. This study is the firsl major
attempt to documenl and assess the impacts of the FPASP.

A modified f<irkpalrick's framework was presented and training impacts to be

explored were identified. A survey questionnaire was developed for the FPASP scholars
who have returned to the Philippines and have finished their grant. In addition, four
focused group discussions were carried out, which highlighted the impacts of the FPASP
investment at targeted institutions.

h he resulls reported in this study were based on the analysis of questionnaires

returned by 88 former trainees, representing 74% of our frame population (62% of our
target population), supplemented by face-to-face interviews with former trainees atid key
institution officers.
.One of the key findings is [hat 98% of,the respondents returned lo the Philippines
and most of them are still involved in aaricullure leaching or research. Table 18 presenls
some of tlie views on the FPASP. he positive reception of the FPASP scholars lo the
program can be best understood with the feedback from the scholars themselves.

Table 18. Feedback from FPASP scholars

Feedback from FPASP scholars
i r a lop universily in llre U.S. (and
I leel really lorlunale lo lrave had the opporlunily lo sludy m
maybe, in lhe whole world) as a Fulbrighler. Like I said, and I'll say il again, Fulbrigl~las an
inslilulion is Ilre mosl supporlive benelaclor that I could Illink 01. They make coming back arrd
rerider.service lo llte counlry such a small price lo pay.
Ful6righl is a gill Irorri God lo me. It complelely changed my lile the mornenl I became one of
lhe Fulbrighlers. For me, who came lrom llre leasl lorlunale, leasl informed parl 01 [he
Piiilippines --- Ihe Fulbrighl granl is very rewarding and a surprise. My siriceresl lllanks lo
Fulbrigl~l,the Uniled Slales 01America, PAEF, and llre Sebclion Comniillee.

'

I appreciale your noble ellorls lo iniliale sucli kind 01 irnpacl sludy. I slrongly believe lltal the
resulls would be very uselul in delermining where FPASP and ils scl~olarsstand. Addilionally,
il would be inleresling lo extend llris impact assessn~enllo comparing dillerenf scliolarsl~ip
programs and research granls available lo Filipinos. A comparalive assessntenl cvill delerrnine
Ilie dislincl lealures 01FPASP and ils rnerils.

I wanl lo Ihank PAEFlor llieir conlinued supporl and guidance during the 2 years 01 my sludy. I
would also wanl lo thank IIE lor ll~eirassistance. I leel lruly blessed lo be given an opporlurrily
lo sludy in llre U.S. illrough FPASP. No1 only 111aI I've grown prolessionally, I've also grown
emolionally and spirilually. I gained a lo1 01 lriends lrom dillerenl countries and because 01 llris,
I arn now more cullurally aware. I have also eslablisl~edlies, professionally and personally,
wilh a lo1 olprokssors who menlored me and helped me ll~rougliduring my 2 years olsludy.

I would be lorever gralelul lor llre program and tlre lolks running lhe program. I learned many
lhings, I gained insigl~lsand realizalions I may no1 have gained il I were no1 given llie
opporlunily. I niel people especially my adviser who inspire me n~orelo do good lhings lo
olhers. I cor~siderniysell very lucky lo be a par1 01lhis prograrn

' FPASP

had been a vilal inslrumenl in my career and personal developn~enl. The opporlunily
given did no1 only lead lo my inlelleclual developmenl bul had been an inslrumenl loo lo furllrer
develop my love lor Ilre counlry. I1 had inslilled in me llie desire lo make a conlribulion in llie
developmenl 01 llte Pliilippines.
My Fulbrighl experience no1 only helped'me ,gain more lechnical knowledge, I also gained
many lriends wlro came lrom dillerenl backgrounds. I believe I became slronger personally
because olmy inleraclion will1 my Anlerican peers.
Having been lrained in IIle US, il boosled niy morale and conlidence in my job as teacher. My
being aclive now in NGOs, wliere my experlise as agricullural engineer is used, is allribuled lo
lhe lac1 lhal I was a FPASP scholar.
I am very gralelul lor llre opporlunily given lo me as a Fulbrigl~lresearcli lellow; il was a
"sharpening 01 llte saw" kind 01 experience in addilion lo llre preslige allached lo being a
Fulbrighl sclrolar
I was really ill~piredby niy Fulbrighl experience and I am gralelul lhal Ilre Fulbrighl program
has giver) me Nris rare opporlunily. Tlre lull supporl 01 PAEF ll~roughou! Ilie duralion 01 rtry
scl~olarslripis very muclr apprecialed and will always be rernenrbered.

5. Key findings
From file survey o f former trainees, the study found thal:

'

Trainees fell tlial. ltial llieir training was necessary for lheir proIessional
development (100%) and was highly relevant to their .current workljob
responsibility (94%).
.

Trainees considered the "scienlilic methods" (66%) as the mosl irnporlanl

knowledge, skills, and attitudes (KSAs) acquired l r o ~ nlheir training.
Most trainees shared their acquired KSAs lhrough seminarlconference (75%),
research supervision of students (59%) and workshopltraining course (59%).
Many of llie graduales were currently working at a universily (41%) and for the
governmenl(32%).
Almost all of the currently employed respondents were still doing work related lo
agricullure (88%). This rellecls that scholars were appropriately largeted lo
contribute to the agriculture seclor alter their FPASP grants.
A big percentage of P1i.D. scholars (50%) specialized in the field of planl
sciences, while.32% of M.S. scholars specialized in social sciences.

While slightly more female scholars (81%) are currently employed compared lo
male scholars (69%), there appears n o ' significant difference in career
advancement belween men and women.
A lhird of the (31%) earned less than PhP150,OOO per year prioi lo lheir training.
At their presenl or mosl recenl employment, a majority 01 Ihe respondenls (90%)
reported earning more than PhP150,OOO per year.
The acquisition ol a graduate degree greatly increased trainees' salaries. Before
the FPASP grant, a respondent wilh a B.S. degree earned about PhP180,878
per year. Al their present or most recenl employmenl, respondenls wilh M.S.
degrees earned about PhP411,I20 per year.
!

24% of respondents had outside consullancies lo augment lheir income from

their principal job.
Forty-one respondents (47%) confirmed thal the skills they gained lroni the
FPASP grant assisted'them in gelling a more senior posilion. Majority of the
scholars felt that they have benefited through improved living standards due lo
having been a FPASP scholar (39% to a great exlent; 30% to a minor extent)
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 held as a result of their training. Scholars from the universily reported the

introduction of new courses or new academic programs and llie mentoring of

both undergraduate and graduatestudents in their research
While only 66% of the respondents were guaranleed ol a job upon returning
home, 98% of llie respondenls returned lo the Philippines a1 some point alter
their FPASP grant. Only one scholar admitted lo have no1 returned because she
is currenlly pursuing her PI1.D. 74% relurned lo, llie same inslilulion at which they
'were employed belore beginning their FPASP granl.

Almost all scholars have maintained relationships wilh llleir former major'
professor or thesis supervisor or research collaborator in the U.S. afler returning
to the Philippines (91%). Moreover, many reported that they have collaborated
wilh their former major prolessor or thesis supervisor or research collaborator in
the U.S. (26%) since completing Iheir granls.

66 respondents (75%) conlirmed that they are aclive in 'several agricullurerelated organizations. Membership in lhese networks increases lhe potential lor
future collaboration locally and internalionally. It also opens possibililies lor
publishing in association journals, presenting research findings at meetings, atid
opportunities to serve on committees and boards. These prospects allow trainees
lo keep abreast of issues a11dpeople in their own profession.

Majority of the respondents (88%) felt that their training has met the goal or
objectives of the FPASP. Hence, almost all respondenls.(90%) recommended a
revitalization of the FPASP, or a similar agriculture-specific Futbriglit-sponsored
program. Moreover, a 'large majority of the scholars (89%) demonstrated
willingness lo serve the Department of Agriculture as adviser, technical resource
, person, or consultant, with or wilhout compens'alion. .
,

Frorn the FGDs, the assessment found that:

* The KSAs reported in the trainee survey were aflirmed in llie FGDs. The I<SAs
gained by the scliolars included those related to improving research, leaching,
management, and extension capacity of their respective inslitulions.
The contributions to improving the research capacity of the organizations include:
resource generation, applying technical, quantitative, and simulation models to a
specific commodity; adapting techniques>and models suited to Philippine
conditions and commodities; programlproject proposal preparalion lor grant
funding; connecling and collaborating with U.S. professors on research projects;
and program managemenl and implementalion .
In terms ol conlribulions to teaching capacily, the scholars have been involved in
proposing new courses; supervising and menloring undergraduate and graduate
sludents, developing laboratory exercises and student manuals, ieaching
undergradualelgraduate courses, revising undergraduate and graduate program
curriculum, applying innovalive tools in teaching, and becoming more resourcelul
in their teaching style.
.-

In relation to strenglhening lhe extension capacity of their inslilutions, the

schoiars provided training and served as resource speakers or technical experts
to farmer, private seclor enlilies, local government units, arid governmenl
agencies
. FPASP scholars have also assumed leadership positions since they came.baclc.

Among .the most common-cited posilions ,were project leaders, deparlment

chairs, laboratory1 nursery headlfarrn manager, and technical resource person lo
governmenl committees.

'

C. Recornmendations
/

The sludy documenls liiat [lie FPASP has played an imporlant role in slrenglhening
leaching and research capacily in agriculture. The following recommendations are
proposed in order to build on and sustain these successes.

.Recommendations for tile PAEF,

Continue the commitment to scholarship training in the field of agriculture;

* Conlinue the support to scholars from the Mindanao region;

Q

Continue to support trainees afler compleling their program, perhaps

(1) by maintaining a database ol FPASP scholars in the PAEF
website with details .on field specialization to open up employment
opportunilies for the scholar,
(2) by sending recommendation or introductory lellers to key
inslitution or government officials commending the acliievemenls ol the
scholar upon their return, and

(3) by providing slart-up research funds lor returning scholars; and

Update data and conlacl~inlormalionof lrainees on a regular basis.

Recolnmendations for Fulbrighf, the Pliilippine governtnent, a n d ofher donors:

Recognize that almost all FPASP trainees relurned lo " ~ h i l i ~ ~ i naller
es
completing their program, where lhey assumed imporlant roles in building
research and teaching capacity at their respective institutions;
.-

Recognize that the FPASP has been successful in developing scientilic

capacity on agriculture leaching and research; and for these reasons,
Revive the FPASP or a similar agriculture-specific graduate scholarship
program.

FPASP respondents provided more detailed comments on why the FPASP

should be revitalized (see Table 19)
a

Table 19. Question: Why do you recommend a revilalizalion of the FPASP?

Why do you recommend a revitalization of the FPASP?
Agricullure challenges are many and conlinuously changing.
Educalion, lrahrings, and exposure abroad lead lo creation 01conlidenl, well-versed individuals.
A con!inuous implemenlalion 01 this program would lacililale/lasl lrack the developmenl of agri
seclor
Human resource developmenl program in llre counlry is limiled in lern~s01budge1 and nurrrber 01
scholars. Capabilily building is very much necessary especially in gaining lecl~nologicaladvances
available abroad which can be.applied lor agricullural developmenl in l l ~ ecounlry
Our agricullure and lisl~eriesseclor needs lo have brilliarrl and innovalive worlters with good work
ellrics. We could have n~oreworkers 01 llris caliber if FPASP will be revitalized.
Researclr and lecl~nicalmanpower lrainirig musl be continued or suslained lo cope up will1 llre
current and lulure manpower needs and cover up lor lhe exodus of lrained manpower; highly
lrained research manpower are vilal lo tlre counlry's developn~enl
Revilalizing such kind of program would generale nlore opporlunilies lor fulure Filipino scholars
who have lhe capacily and will lo serve lhe counlry, parficularly in llre modernizalion 01llre
agricullural and lisheries seclor.
The cour~lryneeds more people wllo are proaclive and willing lo serve l l ~ ecounlry. They need lo
be developed and improve llreir expertise llrouglr FPASP.
Tlre Itutn'an resources 01 our agricullure and Iislreries seclors slrould remain updated by llre mosl
recenl leclrnologies developed by lhe dynamic agricullure and lisheries seclors in olher counlries.
h e program helps in leeding the minds of individuals lhal Iiave greal polenlial in alleviating l l ~ e
presenl slalus 01l l ~ ePhilippine agricullure, forestry & lislreries seclor
~ l r program
e
is a proven source 01 higl~lyqualilied manpower.
Tlrere should be conlinuous human resource developmenl in lhe agricullure seclo; This can be
beller achieved if a scholarslii, specilic lo llris area is provided.
This would really help improve agricullure. The besl lorm of lechnology transler is llre lraining 01
individuals.
Tlrere are new lecl~nologiesbeing developed/discovered. Hence, we musl be kepl abreasl 01 lhese
developmenls. We can only do 111kwill1 by sending people lor graduale sludy. Sl~orllerrn lraining
may no1 be adequate lor a scl~olarlo acquire 111eknowledge as deeply as when you sendpeople lo
graduale sclrool.
!
We need lo conlinually develop our.human resources because agricullure is llre backbone of our
economy. We need lo slrengll~enour agricullure seclor especially wilh l11ecrisis lhal we had faced.
You can never go wrong willr lraviqg more scienlisls who could deal wilh proble~nsielaled lo
Plrilippine Agricullure

References
Couper, Mick. 2000. Web Surveys: a review of issues and approaches. Public Opinion
Quarlerly, Winler 2000,64 ( 4 , ABlllNFORM Global pp. 464-494.
Gilboy, Andrew, Hillary Carr, Thierno I<ane, and Robert Torene. 2004. The Develoomenl
l m ~ a cofl U.S. Lonq-term University Traininq on Africa from 1963 lo 2003, Vol. 1&2. '
A Reporl prepared by Aguirre lnlernalional for USAID. Washington, D.C.,
September, 2004
Hilderbrand, Mary and Merilee Grindle. 1994. Building sustainable ca~acitv:Challenoes
for lhe public sector. Prepared for lhe Uniled Nations Development Programme, Pilot
Study of Capacily Building. I-larvard Instilute for International Development: I-larvard
University.

i irk pal rick, Donald. 1998. Evaluating Training Programs: The Four Levels, 2nd Edition.
San Francisco: Berrell-Koehler.
Morgan, Peter & Xuzanne Taschereau. 1996. Ca~acitvand lnslilulional Assessmenl:
Frameworks. Methods and Tools for Analvsis. Canadian International Developmenl
Agency.

Appendices

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Batch

First Name

Type of
O&
d::

Last Name'

Field

Speclalizatlon/ Research

U.S. University
(under Fulbrioht,
-

(from Fulbright)

,
,

Email

MS

Bio-Svslems
~n~in'eerin~:
Environmental and
Natural Resources

Irrigationand drainage
systems engineering

Oklahoma Slate
University

paisarg@yahoo.com

Research

Biolechnologyand Plan1
Breeding

Varietal improvement
(honiculture and root vrops)

Comeil University

zenaida@apsaseed.org;
zenaidaqanga@umitmaine.edu

Research

Biocon Agent for Mango

Lealhopper

Insect pathology and

microbialvontrol

Utah State Universily

hggolez@yahoo.com

2001

Paisar

Gadiaware

2001

Zenaida

Ganga

2001

Hemani

Golez

2001

Libeny

.Inciong.

2001

Josyline

Javelosa

PhD

2001

William

Mugot

MS

-MS

Agricultural Extension Education

Food and Resource
Economics
Environmenlal
Toxicaloov
- - - -,
Renzoni and Livestock

Pennsylvania
'late libeny_inciong@yahoo.com
Universitv

Food and Resource

Economics

University of Florida

jayjaveiosa@gmaii.com

Environmental Science

Clemson Universily

uufmx@yahoo.com

Oregon State
Universily

d.paduano@xu.edu.ph

Biotechnology of narine
seaweeds

Louisiana State
University

nparami@doleasia.com

Agriculture and natural

resources

Michigan Slate
Universilv

poedgar@msu.edu

Focd
.. biochemistlylchemistly
.-

Rutgers University

2001

Daniel. Jr.

Paduano

Research

2001

Neil

Parami

MS

Agronomy: Molecular
Genetics

2001

Edgar Alian

Po

PhD

Crop and Sdil Science

2001

Marissa

Romem

PhD

Science
-. Food
..- -.-

2001

Jeny

Serapion

MS

Fisheries

Biotechnolgoy panicularly
genetic transformalion
lechniaues

Aubum Universily

jerrv_serapion2OOl@yahoo.com

2001

Rommel

Sulabo

MS

Animal Science

Swine nutrition

South Dakota 'late

Universily

mmmelsulabo@yahoo.com
--

2001

Alvin

Vista

MS

Agricultural Economics

Natural resource economics

University
Michigan Slate

alvl68@yahoo.com
--

'

2001

Alena

Yriiguez

2002

Maria Eiena

AllasasEstada

PhO
,

MS

.-

Marine Biology and

Fisheries

. Plant Genetics

Population dynamics of
University of Miami
oraanisms
in coastal wales--....

Michigan
UniversityState

'

mv@philrice.gov.ph
--- -

alettey@yahoo.com
meestrada@cgiar.org

Batch
.

First Name

Last Name

'

rant Obtained

Field

U.S. University
Fulbright)

Specialization/ Research

Emall

(from Fulbright)

Kansas State

-....-.-.',

2062

Mario

Andrada

MS ~.

Agronomy

Posthawest technology

I~ ~ k , ~ ~ i # , ,

2002

Amihan

Arquiza

PhO

Fioricultureand
Ornamental Horticulture

Production and culture of

orchids and ornamentals

cornell University

2002

Jie

Arro

MS

Piant areeding

Sugarcane genetics

Louisiana State
University

jiearro@gmaii.com

2002

Anne Ziilah

Baulista

MS

Agricultural Economics

Agricultural policy

University of Nebraska.
Lincoln

annezih@yahoo,cam

POsth2weSt phyiiology

University of Hawaii,
Manoa

evbph@yahoo,com

yubien@hotmail.com
amyarquiza@hotmail.com

~eth~l&ciopropene
in
Combination with
Polyethylene Bag in
lmorovina the Shell Life
of solo p>payas in
Ambient Temperature

2002

Emma ~ u t h

Bayogan

Research

2002

Gii

Carandang

Research

Ecological Horticulture

Organic agriculture

University of Calilornia,
Sla. Cmz

gil-carandang@hotmaiI,com

2002

Rhodesia

CeioyManzano

MS

Agriculture

Plant pathology

University of Arizona

rceloy@yahoo.com

Universily 01 Florida

rcu@mozcom.com

Research

Horticullure

Capabilily of Philippine
.sugar industry to develop
serology-based diagnostic
tools and sugarcane
diseases
-

Custodio

MS

Animal Science

Swine production and

medicine

Iowa State University

of Science and
Technoioav

myen74@yahoo.com

Charisma

de CastroOaSilva

MS

Oceanography

Biological oceanography

University 01 Rhode

chadec.sOyahoo,com

2002

Jose Roehl

Delos
Santos

Ohio State University

inarafjet@yahoo.com

2002'

Rula

2002

Julius Jerome

2002

Ramon

2002

Maareen

2002

..

--

--

MS

Doria
MS
Ele
MS

Velerina+Preventive
Medicine
-.

-.

animal medicine

Agricuitual Engineering

irrigationand Drainage
Svstems Enaineerino
-

Colorado State
Universirv
-

rufa.doria@mcgiil.ca

Animal Science

Feed Manufacturing

University of Georgia

jeromeele@yahoo.com

*. .
.

wosooqeA@s!so~a1e3

hl!SJa~Un
alels ewoqelyo

YJOA
wos00qeA@!les6!w MaN lo k!s~an!un.aleis

6u!paa~gl e w ! u ~

.
,

a ~ u alew!uv
! ~ ~
iua~ua6eueyy
ai~~nosaij
lsaroj

WS!J~OIO~~

pue uo!leaJ3aJ lsaioj

Sw

e11a~is3
-06e!iues

JOWV

qansuo3

ZOOz

!les

a3Aor hew

zoo2

sahan

=!1!3a3

2002

SW

uosdop

JolJaH

2002

Sm

zaq3ues
-ell!uwer

04d

Sd!Jqi OW
qd'npa'~ea@saAa~da

EP!JOM
JO Ai!uan!un

w o ~ o o q e A @ ~ ~ ~ ~ ! p n w l eoqepl lo ~ ! S J O A ! U ~
u6!edweq3-eueq~n
wo~ooqe~aue3!iue1~e~4e~es
Q ~ lo! 4!sJa,
~ ,!un~ ! ~

lo ~uawdo~anan

UO!leJlS!U!WPe
pUe Me1ISaJOj
sqwouola
~h!lod
~ pue leuo!iewa~u~
.

wo31!ew6@e11!uere!.e!3!,1ed

h6olouqsal
pue a3ua!3s 10
hlls~anlunaleis eMol

A~OIOWOIU~

J O ~sa!Sale~!sluawa6euew

q3~easau

sasJnosan IsaJoj
n ! w o u o q Jawnsuo3
pue le~nipau6v
~

luawa6euew
6uuaau!6u3 walsAso!g
alseM l e ~ n i l n q ~ ~ v
pue le~nlln3~6v

uuv e!?led

2002

Type of

2002

Maria Luz

Sison

Research

Plant Breeding

Genetic diversity of the bean

pod borer, maruca testulal;~,

. . ...- . ..... .--

Michigan State
University

mljsisonl224@yahoo.com

dennistanay@gmail,com

in
, tho Dhilinninnc
FF..

2002

Dennis

Tanay

MS

Fisheries' SaltWater

Marine population dynamics,

modelling, and managemetn

University ol Hawaii,
Manoa

2002

Elmar

Udarbe

MS

Veterinary Biomedical
Sciences

Veterina~y
immunology/microbiology

Oklahoma Slate
University

2002

Emmanuel

VeraCmz

PhD

Biological Sciences

Fish physiology and genetics

~ $ ~ ~ s l ~ i bcngbeelC@hotmail.com
onal

2002

Benilda
Theresa

~amoraSable

-MS

University of Calilomia.
Davis

benilda.sable~gmail,com

Application of biotechnology
on risk assessment on the
possible lansfer of genes
from aeneticallv imoroved
plan&rop to weedspecies
associated
--with it

Nonh Carolina State

Univenitv

uvoli~,,ahoo.com

Soil Science

Soil physics

Nonh Carolina Slate

sma

InternationalAgricultural
Development

Botany,Piant Biology

2003

Pamela

Abit

2003

Sergio. Jr.

Abit

2003

Luna Miallor

Aguine

MS

Immunology

Produclion
medicine~theriogenology

Kansas State
Universily

myreneaguirre@yahoo.com

2003

Maria Eleanor

Aurellado

MS

Marine Biology

Fisheries ecology

lnsiitute
Of
Technalcav

eaurellado@yahoo.com

2003

Helen'

Bignayan

Research

Biological Control of
Mango Pest Using
Hirsutella
spp.
-

Biobgical control

Utah Stale Univenily

hgbignayan@yahoo.com

Enviranmenlaland
Natural Resources

Irrigationand drainage
systems engineering

2003

Julian

Cacho

PhD

Plantbreeding and

manjie-9D@yahoo.com

MS

csu.edu

Universih .

Oklahoma Slate
University

jlc-okstate@yahoo.com

2003

Fe Loreli

2003

Rodel

Cajegas

MS

International
Development

AgriculturaUrural
development

Cueno

MS

Animal Science

Swine nutrition

-.

2003

Normell

de Mesa

PhD

'

Dept of Grain Science & Industry

--

Cornet1 University

Ilca@comell.edu:
fe.loreti.caiegas@oxlamnovib.nl

Oklahoma State

rodel-cueno@yahoo.com

Univenily
--- .Kansas State
University
-

---

jhoe.de.mesa@gmail.com

Batch

First Name

Type of
Grant
Obtained

Last Name

Field

Specialization/ Research

U.S. University
(under
Fulbrighl,

Email

(from Fuibrighl)
2003

Jerome

2003

Aileen

PhD

Food Science and Technology

Guzman

PhD

College of Environmenlal-Science & Forestry

Halun

PhD

Biological Sciences

2003

Joy

Jamago

PhD

Plant Breeding and

Genetics

2003

Ma. Theresa

Loreto

2003

Gemma

2003

Melvin

Meana

MS

Agricultural Engineering

2003

Ervin. Jr.

Mella

MS

2003

Eugenio

Mende

MS

Agricultural
Deveiooment
Veterinary Medicine

2003

Melanie

Narciso

MS

Food and Nulrilional

Science

2003

Roel

Rabara

MS

Seed Biology

Licaycay

Research

'

Research

Legumes breedingwith the

use of modem biotechnology
tcols and concept
Characterizationof lectins.
glycoprolein from marine
invenebrates

Characlerizalion of
Lectins
Biolechnoiogy

Samuel Luis

Resma

MS

2003

Soledad

Roguel

Research

Fisheries and Animal

Veterinary Fisheries
Enension

Marine natural products

chemistry and biotechnology
plan and design of storage
structures for agricultural
products

Saliling

MS

2003

Reynold

Tan

MS

Environmental
Engineering
Agricultural Economics

jmjamqo@gmail.com

University of Maryland

mtpiorelo@yahoo.com

Universily
Manoa

gemmarquez@yahoo.com

Of

Natural resource economics

Brandeis University

emellair@yahco.com

lnieclious diseases

Univers~tyof Minnesola

Focd

'Universilyof
Wisconsin. Stout

--..--. .".,"..

Genetic resource

Ohio Slate University

Marine water lisheries

sclence
and lechnolcgy
.
.

University
Island
. .-.

strategies
TechnolcgylransferpOlicies'
and approaches

Pennsylvania Slate .
of
University; Universily
Davis

..-eugmende@yahco.com
-

mnc.n,.tinn

Agricultural waste
management
Agribusiness

melaniehnarciso@gmaii.com
rcrabara@ghail.com
.-

-.-

Willie Jones

University
urbana-Champaign

rnelvmeana@yahoo.com

2003

shaluOO1@liu,edu

Universily of Florida

--

2003

maguzmOl@syr.edu

Florida lnlernational
Universilv

Sini Zayda

jvdiu@ucdavis,edu

Davis

Syracuse Universily
--

2003

.
.-

university of California,

Diaz

Rhode

sammyresma@yahco.com
---smroguel@yahoo.com

'late wibsaliling@fulbrighhveb.org

Univwsily
UniverGty of Arkansas

reyndd.tan@gmail.com

Type of

'

Batch

flrst Name

Last Name

'

ObG;$d

Field

'

Specialization/ Research

U.S. University
Fulbriaht,
-

Emaii

(from Fuibrighl)
Modern and susrainabie
2003

Rodolfo

Undan

Research

Agriculture

agricullural

and
lechnologiesapplication to
Philippine selling
-

Ohio State University

rcundan@hotmail.com

2004

Jorgen

Abellera

MS

Plant Breeding and

Genelcs

Maize genetics

Washington State
University

jorgen.1 .abellera@monsanto.com

2004

Glenn

Aguilar

Research

and
Management
lor
Fisheries

GIs and knowledge

manegement for lisheries

Oregon Slate
University

gdaguilar@yahoo.com

2004

Loma

~mrinto'

MS

Agricultural Economics

~ghbusiness

Louisiana State
Universilv

leamrinto@yahoo.com

2004

Gerry

Avila

MS

Agricultural Economics

Production economics and

ma*elino

Universily of Tenessee

gerrav@yahoo.com

Biotechnologicai

2004

Elena

Catap

Research

University of Hawaii,
Manoa

elenacatap@yahoo.com

Vimses

Fish viruses and possibility

on the produnion of fish
recombinant vaccines

.-

.Methods to Detect Fish

2004

Alexander

De Leon

MS

Poultry Production

Poultry nutrition

Mississippi State
University

doc-alex-dl@yahoo.com

2004

Ruby

Destajo

MS

Animal Medicine

Disease dynamics and

economics in Swine
production

Iowa Slate University

rhdeslaio@yahoo.com

2004

Nina Rosa

Flores

MS

Plant Physiology

Environmenlal stress
physiology

Oregon Slate
University

nrlflores02@yahoo.com

2004

Marco

Galang

PhD

Silviculture

Forest soils

~ n i v & s i of'Georgia
t~

marcogalang@gmail.com
.-

Agriculture and natural

resources
-

New Yo* Universiiy

ieigallardo@yahoo.com

Meat science

University of
Connecticut

lenienmcg@yahoo.com

Comell Universily

henrjgollianc@yahoo.com

2004

Leiiani

Gailardo

MS

Agricultural
Communication
---

--

2004

Marilyn

GarciaEdrosoiam

MS

Animal Science

2004

Henry

Goltiano

-A

Research

'

Agricullurai Extension

On the eflicacy01 the recent

parlicipatory eaension
approaches as applied in the
Visayan (Philippines) and
American conlexl

.-

Batch .

First Name

Last Name

Type of
Grant
Obtained

Field

'

Specialization/ Research

V.S. University
(under Fulbriqht,

Emaii

- .

(from Fulbright)
University of Rhcde

2004

Hazel Jane

Joaquin

MS

Post Harvest
Technology

Product development and

keeping quality of tuna meal
analogs

2004

Tiffany

Laude

MS

Agricultural Economics

Agricultural policy

University of Illinois.
Urbana-Champaign

tlaude@gmail,com

2004

Reymer

Maninez

MS

Agricultural Engineering

Agricultural waste

Idaho Slate Universily

reymer71@yahco.com

2004

Rosario

Mosqueda

MS

Agricultural Egineering

tropical
Postharvestengineering
vegetables
Of

University of Georgia

charrie~mosqueda@yahoo.com

University of Illinois,
Urbana-Champaign

mpulen2@illinois,edu

University of Florida
University of
Washincton

jiorajay@ull.edu

State University ol New

York
Texas Tech University
Old Dominion
University
Oklahoma State
Universily

rommelreyes@hom~il,com

'

hjfjoaqui~@yahoo.com

.-

2004

Mae Grace

Nillos

2004

Rina

Opulencia

PhD

Microbilogy

2004

Joey

Orajay

PhD

Entomology

2004

Michelle

Pefiaranda

PhD

Pathobiology

.2004

Rommet

Reyes

MS

Environment

2004

D'wina Gracia

Rodriguez

MS

Agricultural Economics-

2004

Millicent

Sanciangco

MS

Ecology

2004

Yusuf

Sucol

PhD

2004

Janet

Tordesillas

MS

Department of Veterinary Pathobiology. Center for

Veterinary Health Sciences.
Environmental
Conservation ecology and
ScienceMlater
sustainable development
Resources
Management
-----

2004

Oscar

Tones

PhD

Chemistw

2004

Nelissa

VibarJamora

MS

Agricultural Economics

'

Environment Toxicology

Environmentalpolicy and
management
Agricullurai linance
Fisheries managemenl and
coaslal zone management

Development and policy

--

mmdpena@u.washington.edu

dgpmdriguez@gmail.com
mdsancian~co@yahoo.com
ysucol@yahoo.ccm

State University of New

York

jlordesi@yahoo.cam

Ohio State Universitv

Michigan Slate

otarres@chem.osu.edu

--

nelissa~lO@hotmail.com

Batch

First Name

Last Name

'

Type of
Grant
Obtained

Field

'

Speciaiizalionl Research

U.S. University
(under Fuibriqht)

Emaii

Ifrom Fulbriaht)

20b4

~uciana

Viiianueva

Research

Plant Palhology

Phytonematology

Universi~ofCa'ifomia'
Riverside

lrnviilanueval2003@yahoo.com

2004

Jocelyn

Zarate

Research

Microbiology (Genetics)

Plant breeding and generics

University of
Wisconsin, Madison

~oparate@yahoo.com

2006
--

Aibaiva

-.

Abdula

MS

Aaricultural Economics

Universitv of Arkansas

arbv-abdula@vahoo.com

2006 . Ailan

Bacho

MS

Agribusiness

University 01Arkansas

apbacho@yahoo.com

2006

Bool

MS

Agricullural Economics
--

University ol Arizona

ma.romiiee@gmail.com

Agricultural Economics

University of Illinois.
Urbana-Champaign

Ibordey2@illinois.edu

Oklahoma State
Univenitv

oliver.caasi@okState.edu

State Univeniiy of Ne\v

York

jescay79@yahoo.co

Texas ALM Universiiy

dinahpura@yahoo.com

2006

Ma. Romilee
flordeliza

.Bordey.

- PhD

2006

Oliver

Caasi

MS

Entomology and Plant

Palholoav

2006

Jessie

Caybot

MS

Environmenlal Science

2006

Rey

de la
Calzada

MS

Aquaculture

2006 .

Dinah Pua

Oepositario

Research

Agricultural Economics

-.

Infection and colonization of

turf-type bermudagrass by
Ophiosphaereliaherpotricha
exoressina oreen fluorescent
protein (GTP) and red
(IdTom) fluorescent protein

--

Consumer acceptance of
products and
geneticaliy
modified load in
Ihe United States
2006
2006
-

Gem

Encarnacion

PhD

Micmbilogy

Monlana Slate
1lniyer.ihl

gem.encamacion@myponal.monlana.edu

Nelson .

Garcia

Research

Hybridplants

University of Minnesota
garcia-ns@yahoo.com
-

2006

Victoria

Guieb

MS

2006

Gladys

Macaosip

MS

Agribusiness
Aquatic Biology and
Fisheries

2006

Ronald .

Maliao

PhD

Fish Emphysiology

2006

Mary Ann

Maquiian

MS

Horticulture Agronomy

Illinois State Universiiy

Oregon State
University
Florida institule of
Technology
University oi California,
Davis

vickyrguieb@yahoo.com
macaosig@onid.orst.edu
imdiao@gmaii,com
mdmaquilan@ucdavis,edu

Batch

First Name

Last Name

Type of
Grant
Obtained

Field

(from Fulbright)
2006

,Mary Joanne

Matriz

MS

2006

Aileen

Maypa

PhD

2006

Anna Marie

Medrano

Specializationl Research

MS

Agricullural Economics

University of Delaware

Zoology

University of Hawaii,
Manoa

Agricultural Economics

Economics of investment in
ethanol production from
sweet sorghum in the
Philippines including risk
considerations

lnfenious Diseases

Pathogenesis, virus
shedding and serologic
response in selected
domestic avian species
against Low Pathogenic
Avian Influenza (LPAI) wild
bird isolates

Antonio

Morales

MS

2006

Lerma

Ocampo

Research

2006

Santiago

Paiizada

MS

2006

Jonas

Quilang

Research

Animal Science

karen-saiandanan@yahoo.com

Cornell University

orojessie@yahoo.com

Oklahoma State
University

tjasandiego@yahoo.com

Horticulture

2006

Jessica

Salas

Research

Watershed Management

2006

Harold Glenn

Valera

MS

Colorado Slate
University

MS

Research

bayejoiie@yahoo.com

rzreiado@yahoo.com

Saiandanan

Suba

Coiorado Slate

Pennsylvania
'Iate
Universilv

Karen

Mario

mereklamoka@yahoo.com.sg

ipquilang@up.edu.ph

2006

2006

University of Georgia

Auburn University

MS

MS

airemedrano@gmail.com

Fish Molecular Biology

Reiado

San Diego

University

spalizade@yahoo,com

Rhemilyn

Tee-jay

maypa@hawaii,edu

University ol Nebraska,
Lincoln

Entomology

2006

2006

Elfecls of different
transgenic and nontransgenic maize on minute
pirate bug [Orius insidiosus
(Say)] populations and olher
key anhropods

jomaBiz@yahoo.com:
mjnatriz@neda,gov,ph

Michigan Slate

I lnivomiw

Agricultural and
Extension Education

Email

2006

U.S. University
(under Fulbright)

Institute of
Environmental
Science
-

Animal Science

University of Arkansas

mssuba@mozcom.com

Agriculture

Purdue University

haroldglenmraiera@yahoo.com

.--

Appendix 2. Trainee survey questionnaire

.......................................
-----_--___________----------------A---

Assessi-ng the impact of the Fillbright-Philippin*

Agricult.ure Scholarship Prngram

.......................................

Dear FPASP Scholar,

..

Since its inception in 1999, the Fulbright-Philippine Agriculture

Scholarship Program (FPASP) has given high priority to increasing
research and institutional capacity in the Philippine agricultural and
fisheries sectors. However, to date, the contribution of FPASP scholars
and the impact of the PPASP model on institutional capacity building in
the Philippine agricultural sector have not been systematically.
documented. This study \.till Eill this information gap by carrying out
an assessment of the contributions made by graduate degree trainees
suppor,ted by the FPASP since 2000. This study is supported with a grant
Erom the Philippine-American Educational Foundation (PAEF) and the
Philippine Department of Agriculture (DA).

'

Please respond to the survey designed to get your opinions and feedback
about the FPASP, your studies/research in the U.S., and the usefulness
and relevance (or not) of the FPASP to the development of and
institutional capacity building on agriculture and fisheries in the
Philippines. The survey will take 20 to 30 minutes of your time.
All of the inEormation you will provide will be kept confidential. Your
answerb/comments will not be attributed to you when reporting results.
Your participation in this study will provide information that will
.help document the value of FPASP and of simjlar programs that support
graduate degree training in the U.S.
By sending me back the completed survey form, you indicate your.
voluntary participation in this survey.
DIRECTIONS: Please type your answer in the shaded areas ol the questionnaire. For questions
with pre-codedresponses,click on the box to mark your answer.You can use TAB (oryour
mouse) lo go lo the next questlon or space.Press ENTER if you want lo add another row or need
more space for your answer.
If you prefer to Eill out the survey online, go to:

http:Ilwww.surveygizmo.com/s/49541lfpasp-impact-study
1. What type of gsant/graduate degree did you receive from Fulbright?

( 0 )Masters
.

( 0 )Ph.D.
( 0 )Research

-- -- - -- -- =-

= = = = = = = = = = = = =

= = = = = = = - - -- _- - = . _ = = =

Tip: It would be helpful if you have your CV/resume on hand.

.-

.............................................
.............................................
For Fulbright Researchers only
(Go t o next page i f you received o Fttlbright deyree g r a n t )
2. Please tell us details on your education.
PI1.D.
University '
Depairtment
Years From - TO (yyyy-yyyy)
Thesis/Dissertation Title

University
Department
Years From - To (yyyy-yyyy)
Thesis/Dissertation Title

'university
Department
Years From

To (yyyy-yyyy)

Thesis/Dissertation Title

3. what is the title of your Fulbright-supported

research project?
,

For Fulbright Researchers ~ n l y , Go to page 5.

---------------========-----------------

---===================

Ph.D. Degree
4. Please tell us details on your Ph.D. degree.
( 0 ) I have Einished my Ph.D. degree.
(0)
I am a currently pursuing my Ph.D. degree.
,(O)
1.nill be pursuing my Ph.D. d e g ~ e ethis year.
( 0 ) My highest graduate degree is M.'s. (Go to next 'page)
PI1.D.

5.

University
Department
Years Prom

To (yyyy-yyyy)

ThesisYDissertation Title

6. Did you publish an article/book chapter based on your dissertation

research?

( 0 )Yes

(a)NO

7. Did'you present the results of this research at a professional

conference/seminar?

. ( 0 )Yes
( 0 ) NO
8. Type oE funding: (Please check all that apply)
Fulbright fellowship
(0)
University fellowship
(0)
Department fellowship
(0)
Research assistantship
(0)
Teaching assistantship
(0)
Personal funds
(0)
Other

(a)

Master's Degree
9. Please tell us details on your M.S. degree.
M.S.

University
Years From - To (yyyy-yyyy)
Thesis/Dissertation Title

10. Did you publish an article/book chapter based on your dissertation

research?

(0)
Yes
(U) 140

11. Did you present the results of this research at a professional

conference/seminar?
( 0 ) Yes
( 0 )NO
12. Type of Eunding: (Please check all that apply)
( 0 )Fulbrigtit Eellowship
4
0
)University fellowship
( m ) Department fellowship
(0)
Research assistantship
Teaching assistantship
(0)
Personal funds
( 0 )Other

(m)

13. Please'tell us details on your R.S. degree.

B.S.
University
Department

Years From - To (yyyy-yyyy)

YOUR WORK -Current

14. Please describe details of your CURRENT job.
( 0 ) Employed; Pull-time
(0)
Employed; Part-time
(0Not
) e~nployed (Go to next page)
( 0 ) I am a student (Go to next page)
( 0 ) Self-en~ployed/Consultant

15.
Years From - To (yyyy-yyyy)

current job

Job title/Position/Academic rank

Name of Employer/Institution
Department/Division
Location

16. Type of employer/institution

( 0 ) Private university
Local Private company
(0)
Government agency
( 0 )NGO

(n)

(0)
Public

university
( 0 ) Multinational company
( 0 )International org
(0)
Other

17. Job Responsibility (Estimate % time devoted to each responsibility)

I
1 Research
I
1 Teaching
1 Planning
. I
I Outreach/Extension
[
[
. I Administration/Management
[
I Marketing/sales
I
I Other
18. Does this job entail work related to agriculture?
( 0 ) yes

( 0 )No

19. I f YES, please describe nature of your work in relation to

agriculture.
20. Please approximate the annual salary (in PhP) you receive from this
job.
21. In addition to this job, do you supplement your income through
outside consulting?

(0)
Yes

( 0 )No

--------- ------=====
---------------===--------YOUR'WORK - After FPASP
.............................................
.............................................
--------------====--

22. Please describe details oE the job that you held AFTER receiving
your FPASP degree/grant.
Employed; Full-time
(0)
Employed; ,Part-time
(0)
.(a) Not employed (Go to next page)
I was a student (Go to next page)
' (0)
Same as CURRENT JOB
(0)
Self-employed/Consultant
(0)

23.

After job
Years From

To (yyyy-yyyy)

Job ti~le/~osition/~cademic
rank
Name of Employer/Institution
Department/Division
Location

24. Type oE employer/institution

( 0 ) Private university
(0)
Local Private company
(0)
Government agency
( 0 ) NGO

( 0 ) Public umliversity
(0)
Multinational company
(0)
International org
(0)
Other

25. Job Responsibility (Estimnite % time devoted to each responsibility)

1
1 Research
I
1 Teaching
I
1 Planning
1
I Outreach/Extension
I
1 Administration/Management
1
I Marketing/sales
I
1 Other
26. Did this job entail work related to agriculture?
( 0 ) Yes

( 0 )No
!

27. If YES, please describe nature of your work in relation to

agriculture.
28. Please approximate thi annual salary (in PhP) you received from
this job.

29. In addition to this job, do you supplement your income through

outside consulting?

.............................................
.............................................
YOUR WORK

Before FPASP

.............................................
.............................................
30. Please describe details of the job that you held BEFORE beginning
your FPASP degree/grant.
(0)
Employed; Full-time
( 0 )Employed; ,Part-time
( 0 )Not employed (Go to next page)
a
(0)
I was a student (Go to next page)
(0)
Same as CURRENT JOB
(0)
Same as AFTER JOB
( 0 ) Self-employed/Consultant

31.

Before job

Years From

To (yyyy-yyyy)

Job t i t i l e / ~ o s i t i o n / A c a d e m i crank
Name of Enrployer/It~stitutioti
Department/Division
Location
32. Type of employer/institution
Private university
Local Private -company
(0)
Government agency
(0)
NGO

(a)
(a)

( 0 )Public

university

(0)
Multinational company
(0)
~n'ternationalorg
(0)
Other

33. ~ o Responsibility
b
(Estimate % time devoted to.each responsibility)
I
I Research
I
1 Teaching
I
1 Planning
I
1 Outrcach/Extension
[ .
1 AdministrationlManagement
I
I Marketing/sales
[
] Other

34. Did this job entail work related to agriculture?

( 0 )Yes

( 0 )NO

35. If YES, please describe nature oE your work in relation to

agriculture.
36. Please approxinlate the' annual salary (in PhP) you received from
this job.
37. In addition to this job, do you supplement your income through
outside consulting?
(O)-~es

( 0 )No

.............................................
Accomplishments

--------------====---------------

-------------==---------==-------------

38. llow many articles have you published in internationally refereed

journals/books?

(0)
0
(0)
7-10

(0)
1-3
(0)
>10

( 0 ) 4-6

39. How many articles have you published in locally refereed

journals/books?

(0)
0
(0,
1-10

(0)
1-3
(0)
>lo

(0)
4-6

40. Have you published books as one of the main authors/editors?

(0)
Yes

(0)
No

41. Have you been featured 'in a magazine/nevspaper/website article or a

t.v. program?
(0)
Yes

(0No
)

42. Nave you been awarded with consulting projects/grants from

international agencies, such as the World Bank, USAID, ACIAR?

( 0 ) yes
( 0 No
43. Have you been awarded with consulting projects/grants from the
government or local agencies?
( 0 ) Yes
(EliNO
41. How many graduate students or young professionals have you

suoervlsed/mentored in their research?

45. Are you currently involved in any agriculture-related

organizations? (e.g., professional societies, associations, networks)
(0)
Yes
(0)
No
46.
If YES, please list the name(s) of'the agriculture-related
organization(s).
1.

.............................................

YOUR FPASP DEGREE

.............................................

47. How important was each of the following in your decision to pursue
a graduate degree/grant in the U.S.? Please rank from 1 to 4
3 :Impol:tant
2: Not irn6o.'ol.tant I :llighly not
4 :llighLy important
inlporr;ant
.
'

Desire to collaborate with specific scientists

Opportunity to study/work at a specific university
Encouraged by employer
Scholarship/Financial assistance
Desire t o 'gain an international perspective
Opportunity to travel abroad
Felt necessary for professional development
Desire to earn higher income in the future
Desire to secure a job in the future with an international

organization

48. Please indicate if you agree or disagree with each of the

statements about your personal experiences during your FPASP dqgree/grant.
Please rank from 1 to 4.
4 : nighly Agree
3: Agree
2: Disagree
1: Highly Disagree
'My FPASP experience provided me an opportunity to gain valuable
proEessiona1 expertise and experience.
I received sufficient professional guidance and support.From the
Fulbright staff/oEEice in the U.S.
I received sufficient professional guidance and support from the
Fulbright staff/oEfice in the Philippines.

My FPASP experience was interesting and intellectually

challenging:
My FPASP experience provided me with excellent preparation for my
future professional work.
My FPASP experience \;as relevant to my current work/job
responsibility..

.............................................
YOUR FPASP DEGREE/GRANT
.............................................

49. During this FPASP degree/grant, did you encounter any academic or
non-academic related problems?
( 0 )Yes
(0)
No

50. IE' YES, please describe the probletn(s)

51. Did your family accompany you to the U.S. for your FPASP
degree/grant?
( 0 ) NO
(0)
Yes, kid(s1 only
(0)
Yes, spouse only
(0)
Yes, spouse and kid(s1
I am single

(ml

52.

On Canlily

If YES, how niany children came?

What advantayes did this have?
What difEiculties did this create?
53. What are the 3 most important types of knowledge, skills, and
attitudes (KSAs) that you acquired Erom your FPASP degree/grant? (e.g.,
designing/ conducting/ analyzing scientific research, scientific methodsltools,
attitude towards work, computer skills, critical flrinking, time Lanagement,
language Eluency, communication skills)
'1.

5 4 . flow have you shared your knowledge, skills, and attitudes with

others? (Please check all that apply)

(01through seminar/conEerence .
(0)
through outside consulting
(0)
as university instructor
( 0 ) through publication
. (0)
through researcl! supervision of students
( 0 ) through workshop/training course
(0)
Other
55. What Eactors have hindered you using your knowledge, skills, and
attitudes obtained Erom yaur FPASP degree/grant after returning to
work?
( 0 1 Lack of equipment
(0)
Lack of operating budget
( 0 )Lack of access to up to date inEormation
( 0 )Other responsibilities (e.g. administration)
(0)
Management decision
( 0 )None
(O)"~ther

.............................................

AFTER YOUR FPASP DEGREE

...........................................
-------------------------------------------==

56. AEter your FPASP degree/grant, did you return immediately to the
Philippines?
(0)
Yes
(0)
No ..
57. ?F YES, did you return to the same institution at which you were
employed before beginning your graduate program?
(0)
Yes
( q) I
40
( 0 ) Not applicable (I bras not
employed)
58. If NO, vrliere did you go and why? (Please choose one and briefly
explain why)
(0)
Stayed in the U.S.
(0)
Joined another institution in the Philippines
( 0 ) Went to a third country
(0)
Other

59. 1.lere you guaranteed of a.job upon returtling to the Philippines?

(0)
Yes
(0)
No
60. If .you are currently in the U.S. or a third country, do you intend
to return permanently to the Philippines?
(0)
Within a year
(0)
In 1-2 years
' ( 0 ) In 3-5 years
No/never
( 0 )Don't know
(0)
N/A

(a)

61. Since completing your FPASP degree/grant, have you remained in

contact with your Former major proFessor/thesis
supervisor/collaborator?
( 0 ) Yes
( 0 ) No

62. Since completing your FPASP degree/grant, have you collaborated on

a research project with your former major professor/thesis
supervisor/collaborator? .
(0)
Yes
( 0 )No
I f YES, please describe the time and nature of your most
recent collaboration.

63.

.............................................

Attributing to your FPASP degree

For FuJ.bl:ic~Iit degree grants only
(Go to tkcxt. pacj? i i C yo11 rr:cc.iised s Fulbrighl: xescarc.11 grant)
64. Did the skills you gained from your FPASP degree assist you in
obtaiqing a more senior position?
(0)
Yes
'
( 0 )No
(0)
Don't know '

65.

IE YES, in what way?

66. Do you think you would be able to obtain this promotion if you
pursued your graduate study in the Philippines?
(0)
Yes
(0)
NO
(0)
Don't know
67. To what extent do you consider that any promotion is due to'skills
and knowledge that you gained from being a Fulbright scholar rather
than just due t o y o u r graduate degree?
(0)
To a large extent
(0)
To a minor extent
(0)
~ o t
at all
,
.68. To what extent do you feel that you benefited through ilnproved
living standards due to having been a FPASP scholar rather than just
due to'having a graduate degree?
( 0 )To a large extent
( 0 )To a minor extent
. (0)
Not at all

69. What other career moves, plans, or accomplishments can you

attribute to being a Fulbright scholar rather than just due to your
graduate degree?

............................
----------------------------=================
Attributing to your FPASP degree
For l3u.l.bej.ghtdegree grants only
(Gc to next page if you received a Fulhright. research grant)
.............................................

70. Could you have done the same graduate degree and specialization at
a university .in the Philippines?
(0)Yes
'
(0)No
(0)Don't know .

71. IE YES, please tell us the name of the university

72. Would you have continued with your graduate study in the U.S. i E
you did not get' your FPASP grant?
(Ci)yes
(0)No
(0)Don't know
73. IE NO, would you consider pursuing your graduate study in the
Philippines?
(0)Yes
No
(0)Don't knou

(m)

74. If NO, what other country would you.consider for your graduate
study, aside from the U.S. and the Philippines?

75. In your institute, is there a difference'in the income ,level

between those who --

have M.S. degrees versus those who have B.S. degrees?

(0)Yes

(0)No

(0)Don't

know

have Ph.D. degrees versus those who have M.S. degrees?

( 0 )Yes

( 0 )No

(0)Don't

know

earned their degrees at a local university versus those whoearned

their degrees at a U.S. university?

(0)Yes

(ill No

(0)Don't

know

....................................
------------------------------------=========
Attributing to your FPASP research grant
'
For Fulbright Researchers only
(Go to next parp if yo18 received a Fulhright degree g r a n t !
.............................................

76. .Did the skills you gained from your FPASP research grant assist you
in obtaining a more senior position?
( 0 )Yes
'
( 0 )No
( 0 )Don't know '
77. If YES, in what way?
7 0 , Do you think you would be able to obtain this promotion iFyou were
not awarded a Fulbright research grant?
( 0 )Yes
( 0 )No
( 0 )Don't know

79. To what extent to you consider that any promotion is due to skills
and knowledge that you gained from being a Fulbright research scholar?
( 0 )To a large extent ( 0 )To a minor extent
( 0 )Not at
all

80. To what extent do you Ceel that you benefited through improved
living standards due to having been a FPASP research scholar?
( 0 )To a large extent ( 0 )To a minor extent
( 0 )Not at
all
81. What other career moves, plans, or accomplishments can you
attribute to being a Fulbright research scholar?

.............................................
...........................
Benefits of being a FPASP scholar
.............................................
82. What were the main benefits to you personally of being a FPASP
scholar? Please rate each item below Ero~n.
1 (least important) to 4
(most important)
5

Skills' and knowledge gained Erom experience

In~provedEnglish language skills
Professional contacts
Cultural experience
More open to new ideas/ more flexible
Leadership/people skills/teamwork
Opened up new career opportunities
Improved research skills
Improved writing skills
Improved computer skills
Proposal writing skills
More able to attract R&D Eunding
Increased influence in national policy

43. How have you contributed to change or have influenced decisionmaking in your work setting? (Please provide us some concrete examples)

84. How have you contributed to change or have influenced policy in the
Philippine agriculture and Eisheries sector? (Please provide ussome
concrete examples)
I

.............................................
.............................................
The FPASP

.............................................
85. The main goal of the FPASP is to "develop human resources for the
Philippine agricultural and fisheries sectors". What do you think are
the most important constraints to building or improving institutional
capaciry in the Philippine agriculture and Eishery sector?

86. Do you Eeel.that your Fulbright experience has met'the goal or

objectives of the FPASP?

(0)
Yes
( 0 )No

(0)
Don't

know

87. Briefly explain your answer.

88. What would you recommend to the Secretary of the Department of

Agriculture on improving the status of the Philippine agricultural
sector?

89. If needed, would you be willing to serve the Department of

Agriculture as adviser/technical resource person/consultant?
(0)
Yes, with or without compensation
(0)
NO
( 0 ) Yes, with compensation
'
( 0 )Don't know

90. Would you recommend a revitalization of the FPASP? (or a similar

agriculture-specific Fulbright-sponsored program)
Yes
(0)
NO
( 0 ) Don't know

(in

91. Briefly explain your answer.

=============================================

Comments and Contact Info

.............................................
.............................................
92. You are almost done.
What is your most memorable Fulbright experience?

93. Any comments?

(Use this portion to share any additional comments regarding this
study, ,your Fulbright experience, or just about anything related to
Fulbriglit/FPAAA/FPhSP)

91. First Name

95. Last Name

96. FPASP Batch [yyyyl

105. Phone Number [Oxx-xxx-xxxxl

107. Mobile Phone [Oxxx-xxx-xxxxl

-------------------------------==============
1

Thank You!
Thank you for takiny our survey.
Your rlslmnse is v e r y inlpostsnt: to us.

Appendix 3. FGD, Los Bafios, Laguna

Venue: Plato Rodizia
Date: 20 November 2008
FGD Facilitators:
Dr. Dinah Pura T. Depositario
Ms. Nelissa V. Jamora
FGD Participants:
Amihan Arquiza (FPASP '02; PhD, Cornell University; UPLB)
Consuelo Amor Santiago-Eslrella (FPASP '02; MS, Oklahoma Slate Universily; UPLB)
Marco Galang (FPASP '04; PhD, University of Georgia; UPLB)
Harold Glenn Valera (FPASP '06; MS, Purdue University; IRRI)
Vicloria,Guieb (FPASP '06; MS, Illinois Slate University; UPLB)
Jocelyn Zarale (FPASP '04; Research, Universily of Wisconsin; UPLB)
Maria Elena Allasas-Eslrada (FPASP '02; MS, Michigan Slate Universily; IRRI)
Affiliation and areas of expertise

'

Five of the FGD participants were connected wilh the University of the Philippines Los
Bafios (UPLB). Four were assistant professors and one was a university researcher.
Two were working wilh an international organization as assistant scienlisls.
The FGD participanls' areas of specialization varied. Majority of them had disciplines
related to the biological sciences (e.g., floriculture [wilh a minor in molecular biology],
animal genetics, agri-biotechnology, forest resources [soils and hydrology], and plan1
breeding and genetics). Two, on the other hand, had social science backgrounds
(e.g., agribusiness and agricultural economics).
Contribution to teaching capacity

'

j
I

'

Those engaged in leaching among the LB-based FPASP scholars pointed out that their
teaching style became more research-based. For example, when presenting theory and
science trivia, they provide supporting scientific journal articles. They now better
understand the imporlance of research-basedclasses and teaching.
One scholar, who is teaching ornamental landscape horliculture, cited that she became
more "entrepreneurial" in handling her courses. She asks herself now: "What do I want
these kids to be 10 years from now?" She describes her current teaching style as more
inspiralional/motivational, more flexible, and much more out-of-the-box. She admits that
she was striqler in her classes prior to her Fulbrighl experience. As a result of lhe
change in her teaching style, her studenls have become more challenged in their class
work. She added that she also learned how to work given resource conslrainls. Lastly,
she cited an observation about the learning culture in the U.S. where "in Cornell,
professors are one's sealmales in lecture halls."

Another scholar noted that he has become much more particular wilh the use of the
scientific method to checl! the soundness of data (e.g., replication, etc.). He now values
the rigor involved in scientific research. He admitted that he faced some constraints in
teaching (e.g., availability of LCD projector), but he has become more resourceful and
even initiated collaboralion with other research institutions in using laboratory and other
facilities.
Admitlkdly, FPASP scholars who are faculty members became more experimenlal in
their'teaching style. Their teaching methods became more interactive and they now
expect students to come to class well-prepared. For example, one scholar shared her'
"quiz ball" game wherein i f a thrown question cannot be answered, it can be passed on
to other students. Another faculty member also started a regular brown-bag lunch
meeting in the institute as a way to update the department on various research work
conducted by the faculty members.
Some proposed new courses in the University through "special topics" classes, because
it was the easier way to introduce new courses. One scholar thought of proposing a
general education (GE) course on "Pleasures in Gardens." Some scholars also became
bolder in engaging students outside the class through field trip aclivities.
There was also one who, apart from his job in an international research institution, has
started teaching part-time during,weekends. He claimed that his research activities
complemented his teaching.
The group also stressed the multiplier effects of leaching and research supervision.
They project that the impact of their efforts will not be felt immediately but will be
manifested around 5 years from now.
I

Barriers to using teaching-related knowledge & skills

One problem pointed out was the lack of LCD projectors in the University. A common
problem among those who proposed courses such as Special Topics is that there were
usually no takers or enrollees. There was also the long process in having courses
institutionally approved, as well as in promoting new courses lo students. Lastly, new
' faculty and junior faculty members do not receive enough support. They are the ones
who get burdened wilh heavy teaching loads but are often not promoted. Junior faculty
members also have to deal wilh the issue of money-making versus working towards their
promotion by producing refereed publications and other requirements.
I

Someone also cited that the cluslering of disciplines in lhe Universily reslricted the
professors' flexibility lo work on other topics. For example, one scholar is expected to
focus on crop production but she knows that she can also go into breeding, molecular
biology, etc. for the same c~mmodilies.This situation also sets reslriclions on her
research pursuits.

Contribution to research capacity

FPASP scholars became instrumental in getting money to establish or help develop their
unit's laboratories (e.g., Animal Biotech Laboratory, Forestry Analytical Laboralory, elc.).
For example, the Animal Biotech Laboralory (which cost about PhP15 million to
establish), now has multi-million projects (worth'PhP7 million to PhPlO million) with the
Energy, Science and Technology program of the Department of Science and
Technology. The goal for the Laboralory is to make it self-sustaining and incomegenerating in the future by eyeing possible private sector partnerships such as in the
area of swinelmeat certification. The Laboratory has the potential to certify i f pigs are '
purebred (markers), and this can be profitable.
l t i s worth noting that the head of the Animal Biolechnology Laboralory used her own
money (PhP15,OOO to PhP20,OOO) received from her international publication award to
conduct start-up research (i.e., gene expression study) in the molecular laboratory.
One scholar received significant research grant money (PhP200,OOO) on bioferlilizerlbio-control research. She has also become more active in lier researchadvising of high school students after her FPASP grant and added that her students
have expressed interest in presenting posterslpapers in conferences. The scholar
encourages multi- and cross-disciplinary research and claiined that her research now
has more global flavor and has greatly improved.

.Another scholar who is connected wilh an international institution is currently doing

research on transgenic rice expressing drought tolerance. I-ler research aims to develop
varieties that will address water constraints in rice production in rainfed and upland
areas. The valuable thing that she has learned lrom her studies in the U.S. is the use of
Statistical programs such as SAS, as well as having collegial working relationships wilh
people from other disciplines.
One scholar, who upon coming back, rendered I-year sewice wilh a government
institution, initialed improvements in the institution's slatistical system and promoted lhe
importance of data integrity. He was also able to produce a manual on statistical and
data analysis. In the international institution where he has transferred to, he has learned
to engage in cross- or multi-disciplinary research work with other scientists with different
backgrounds.
Barriers to using research-related knowledge & skills
One scholar left the governmenl'instilution he was connected with because he wanted 10
expand his expertise from basic statistics to economic analysis. He also faced some
limitations related to access to technology and'information.

Another scholar who works for an international organizatidn claimed that had she
returned to her previous company, she would not have been able lo use lhe scientific
methodsltechnologies that she learned from graduate school. She joined her current
organization because it has the facilities that enabled her to apply what she has learned.
Another scholar involved in research pointed out that her heavy workload proved to be a
barrier. She does not have a research assistant and she has become overburdened
with projecl-adminislration work. There was also the matter of having a lost "laboratory

identity" since reluring. Her former laboralory and equipmenl were "deployed to other
researchers. She lost "ownership" of her lab and some of her lab equipmenl. Also, her
accepted proposals for basic research were usually underallocated, with some projects
getting at most PhP100,OOO. The Animal Biotechnology Lab head also pointed out the
dilemma on how to sustain her lab, amidst the lack of funds.
Other research capacity-related issues pointed out were the lack of inlernet connection,
journalsbooks, and landlspace lor experiments. One scholar encountered a case of
data "piracy." She claimed that another professor/researcher got her data and claimed to
be the main investigator of a species discovered. and studied by the scholar. As for '
research-funding problems, she said she tried to resort lo private-funding sources.

Agricultural trainingl~xtension'activities
One scholar became more active in handling trainings on urban agriculture and human
well-being. She has also become more holistic in her ~opicslapproach. Her clients have
also become more diverse--from high scliool students, to hobbyisls, and medical
doctors.
Anolher scholar became in-demand as a resource person on biofertilizers and
biocontrol. Her clients are farmers and entrepreneurs.

Contributions beyond the institution (i.e., leadership roles i n your institulion,

governmental agencies, nationallregional research networks)
1

One scholar became the depuly direclor of her cluster and also the ofiicer in-charge of
their laboratory. Recenlly, she assisted a government commitlee requesting for expert
advice. Another FGD parlicipant became a project leader and is working wilh the
Fertilizer and Pesticide Authority on the Biofertilizer Act or Law. Lastly, the forest
resources expert is the current head of their plant-teaching nursery.
Other advantages of being an FPAAA scholar
The forest resources major was recommended by his U.S. adviser to be a consullanl on
a project wilh a Canadian firm bht added that this could have been more because of his
degree rather than the FPASP scholarship. Similarly, he atlribuled his becoming the
head of the plant nursery to his 'degree. He added that not a lot of people here in the
Philippines are familiar with the Fulbright program. This was seconded by another
female scholar who atlributed the opportunities that came her way not to the scholarship
per se, but because the FPASP sent her to graduate school. Anolher cited that one
advantage of her being an FPAAA scholar was gelling a higher salary, parlicularly if the
employer is familiar wilh the prestige attached to being a Fulbrighler.

Suggestions t o improving the Philippine agricultural sector

It was suggested that there should be more budget allocated for research in government
institutions.
Suggestions to their institutions
lnslitulions where returned FPASP scholars are currently working must improve their
facilities and raise salaries to keep the well-performing slalf. The scholars also pointed '
out the need for institutions to conduct succession planning and core-staffing pattern
analysis.
Suggestions for the Fulbright program
The Fulbright program could be more flexible with its policies. For example, after
completing a Ph.D. program, a grantee should be allowed to pursue post-doctoral
opporNnilies. This could help the country bring in much-needed research grant money.
Fulbright could also provide start-up research funds to returning scholars, as well as
funding for attendance to conferences. Provision of bridge funding was also suggested
for those who were not assured of jobs when they came back. Furthermore, there was
a proposal on grant extension-an allowance of at least 1 year alter the grant so that a
grantee can gain valuable U.S. work experience.

It was also noted that the length of slay in the U.S. for research fellow grantees was
shortened from 10 months to 5 months. It is recommended that research fellows' period
of slay be lengthened.

Lastly, there was also a suggestion that Fulbright candidates should be screened lor
commitment and must be oriented thoroughly to return and serve the country.
Suggestions for FPAAA
FPAAA can serve as an arbitrator for grantees. One scholar shared her experience lhat
she needed lo extend her program because of unsuccessful laboratory experiments lhat
were beyond her control, but was not allowed to extend her program.
FPAAA could be more active in advocacy. It could be a think-lank where members could
put in writing position papers on 'critical issues in agriculture and can be lapped by the
Department of Agriculture as consultants for projects.

Appendix 4. FGD, Diliman, Quezon City

Venue: Bahay n g Alumni, UP Diliman
Date: 26 November 2008)
FGD Facilitators:
Dr. Dinah Pura T. Deposilario
Ms. Nelissa V. Jamora
FGD Participants:
Santiago Palizada (FPASP '06; MS, Universily of Nebraska-Lincoln)
Elena Catap (FPASP '04; Research, Universily of Hawaii)
Anna Marie Medrano (FPASP '06; MS, Michigan Slate University)
Jonas Quilang (FPASP '06; Research, Auburn University)
Mario Andrada (FPASP '02; MS, Kansas Stale Universily)
Rodel Cueno (FPASP '03; MS, Oklahoma Stale Universily)
Sarah Gay Lantican-Cueno (FPASP '04; MS, Universily of Illinois Urbana-Champaign)
Mary Joanne Malriz (FPASP '06; MS, Universily of Delaware)
Reymer Martinez (FPASP '04; MS, Idaho Stale Universily)
Aletta Yniguez (FPASP '01; Universily of Miami)
Current Jobs, Functions, and Areas of Experlise
Most of the Manila-based FPASP scholars had jobs that were regulatory in nalure. One
was an agriculturist II i t the Department of Agriculture (DA)-Bureau of Plant Industry
(BPI) Crop Production Division, which was the same posilion he had before his U.S.
studies. He is involved in a special projecl on seed program and also engages in
research and extension activities related lo regulatory activilies. His area of expertise is
entomology.
Anollier is an agricultural economist and senior economic development specialisl al lhe
National Economic and Development Authority (NEDA). She monitors and
evaluates (i.e., impact assessment) projects and project proposals at the DA. She is
also involved in reviewing DA policies.
Another scholar is a senior grains operalion olficer with the National Food Aulllorily. His
job entails operalionslregulatory work with some extension activities. His area of
expertise is agronomy with a foqus on grains postharvest.
Another is an engineer II with the Bureau of Animal Induslry. He was originally involved
in environmental management but shifted lo environmenlal engineering. He is into
biogas R & Dand is also involved in outreach activilies and appliedlaclion'research..
I

Another is an information officer II at the DA-Agricultural Training Institute (AT!). She

handles farmers' knowledge-based ,information system. She develops and packages
information, education and dissemination materials distributed to clients to support not
only the training programs of the network of training centers but all the programs and
projects of the DA. She also prepares research proposals and writes feature articles
and press releases published in newsletters and reporls. She is currently involved in a
project where she monilors the quality of extension conducted by DA technicians; Her

field of expertise is agricultural economics with specialization in agribusiness

management.
The rest of the participants are connected with the academe and the private sector. The
academicians are assistant professors in the Marine Science Institute ana the Institute of
Biology in UP Diliman. The three academicians' areas of expertise are marine biology
and ecological. modeling, aquatic animal health, and fish molecular genetics,
respectively.

The rest of the participants include an animal science major, who is a technical sales '
manager of a multinational feeds company, and an agricultural economist who is a
consultant at the Asian Developmenl Bank.
How they learned about Fulbright

The FPASP scholars mentioned that they learned about the Fulbrighl scholarship
lhro~ighthe newspapers and announcement at the DA and its agencies-BPI, NFA, etc.

Contribution t o teaching capacity,

. .

One scholar proposed a new course (ecological modeling) as a special topics course at
the graduate level. The aquatic microbiology scholar, whose primary work background
is in research, is handling undergraduate students and is mentoring Ph.D. sludenls in
their research. The fish genetics expert has developed laboratory exercises for
undergraduate students. He says that he is no longer that theoretical in his teaching
approach. Another scholar added that she is lryirig to help revise their graduate
program.
Contribution to research capacity
!

One scholar had ecological modeling as her niche. She is the only one in her
department doing work in this specializalion. She used her PhP300.000 UP P1i.D.
incentive award lo work on a research related to ecological modeling. She also has two
projects with the Department of Science and Technology (DOST) on the potential effects
of red tide and climate change worth about PhPlO million.
I

Another scholar has completed a research project funded by the Natural Sciences
Research Institute entitled, "Development of Shrimp Primary Cell Culture System and
its Susceptibility lo Some Viruses of Penaeus monodon Cultured in the Philippines."
Under the emerging S & T of their university, the academician-researcher scholar has a
current project funded by tfie Office of the Vice Chancellor for Research and
Development (OVCRD) related to the development of naturally-derived bioactive
products from endemic plant species. She also has another.ongoing project on
immunomodulatory-based screening of crude extracts derived from indigenous plant
species funded by the Natural Sciences Research Institute.
Lastly, one sther FPASP scholar in the academe has four research projects, two of
which he spearheads as project leader.

Contribution to regulatory capacity

For one scholar involved in operationslregulatory work, ~pecilicallyin quality assurance,
his main contribution is in the area of systems improvement, programlproject proposal
development on quality preservation, and capability-building. NFA upgraded its system
to cope with other industries. He is involved in developing basic standards, testing and
grain. quality, and doing extension activities. On capability-building,' he was able to
produce a manual, "Integrated Pest Management (IPM) for grains post harvest from A to ,
2." This year, he prepared manuals on insects and rodent pests. He also provides
training on quality assurance lo businesses such as McDonald's. He addedthat the
additional knowledge and skill he acquired with his U.S. stint is the ability lo evaluate
pest control equipment. He is also knowledgeable on hazard analysis and critical
control points (HACCP) and postharvest entomology.
One scholar said that his FPASP scholarship helped him develop his self-confidence,
power of observation, and critical thinking abilily. He has earned the respecl 01 his peers
and has also established more credibilily among them.
One recent returnee felt lhal the impact of the scholarship and his studies cannot be
measured yet. Nevertheless, the direct impact of the knowledge he gained has to do
wilh the task of reviewing technical brochures submitted by private companies wilh focus
.on their transgenic derived processes. Basically, he conducts a critical analysis 01 these
brochures and decides whether these should be approved or not. He also monitors
transgenic corn as part of the BPI Integrated Pest Management team.
One scholar shared that her improved econometric analysis is the most relevant skill lhal
she gained and is applying, to her current work. She is involved in NE's econometric
model lor agriculture, developed by PlDS consullants. Aside from this, she monilors and
evaluates projects and regularly conducts study seminars to enhance the skills of staff
members.

One scholar, who taught for a semester at the Economics Department of Ateneo
University, is currently working at the Asian Developmenl Bank. She was previously
involved in a USAID-funded project on the Economic Policy Reforrn.and Advocacy
Project (EPRA) while at the Ateneo Center for Econornic Research and Development
(ACERD). shedescribed her present work as being a one-Woman secretariat, providing
technical and administrative assistance to the Greater Mekona Sub-Reaion (i.e.,
Vietnam, Thailand, Myanmar, !Lao PDR, etc.) project. She claims thal thk skill of
working with people 01 different cultures is something thai she applies lo her currenl job.
She is also involved in a PhPI:2 million research on bioluels. She hopes that this will
supporl the Biofuels Law and will pave the way for more research in lhis area. She is
also proposing a $ 3.1 M project to be co-funded by the International Fund lor
Agricultural Development and the Food Agriculture .Organizalion.
Contributions t o private sector
One scholar, who is connected with the privale sector, is a technical sales manager 01 a
multinational agrochemical company. He felt that his U.S. education has trained him to

'

interact well with people of different cultures. He is also active in new product promotion
and extension activities. For example, he was a resource person on mycotoxin when it
was launched in 2006 during an FPAAA swine forum at the Central Luzon Slate
University (CLSU).
Skills gained
. .

Many claimed that they gained self-confidence.

Barrier to the development of Philippine agriculture
In the Philippines, there is a primary need to do research or comprehensive study before
. .
formulating laws/ policies1plans.
On biofuel development, there should be a study on the most cost-effective crop suited
for biofuel production in the Philippines.
Scholars also recognized lhe need to mainstream the national plans (e.g., Medium-Term
Development Plan [MTDP]). For example, the issue on type of crops lhat should b e
planted and the timing of planting-considering climate change--lo achieve food
security needs to be tackled:
Barriers to strengthening capacity of their institutions
Some of the returning scholars mentioned some human resource problems in relation to
Iheir work. The scholar from NE mentioned lhat she is the only one in her diiision who
knows the econometric model for agriculture. For the scholar working at the Marine
Science Institute, she cited that she is having a hard time finding a research assistant
who fits the requirements of her projects.
Some scholars felt that they have not been able
to apply to the fullest what they have
,
.
learned during their Fulbright program.
One expressed his interest in pursuing his Ph.D. and who has been forlunale to find a
compromise solution to his problem. He and his adviser are exploring the possibility of
him doing a Ph.D. under an "Innovative Special Program." Under lhe program, he will
stay in the Philippines for 2 years doing the field work related to insect genetics. Laler
on, he will be doing most of the molecular laboratory work in the US.
As expected, those involved-in research pointed out the issue of lack of funds. To cile
an example, the fish genelics expert said that they lack money to buy the necessary
equipment for molecular genelics.
For the scholar working in the private sector, he mentioned that their company is trying
lo market to the grassroots and remove suspicion and doubts on their products and
services.

Recommendations for Fulbright

One relurning scholar suggesled lhal Fulbright returnees should no1 be lied lo the same
job lhat they left prior to Iheir Fulbrighl program. Scholars should.be allowed lo work in
any Philippine-based instilulion, whether private or government, for 2 years. This could
boost the morale of some relurnees who upon coming back are not promoled (despile
Iheir degrees) and slill get the same salary lhey received before they went lo lhe US.
This bolicy could encourage Fulbrighl scholars to come back to lhe Philippines.
It was also suggesled lhat lhe FPASP be conlinued (e.g., five more years). In addition,
il was recommended lhal there be more scholars in animal science or velerinary
medicine.
Recommendation for FPAAA
i

FPAAA scholars should have regular inlormal meetings so that everybody will be
updaled on each others' aclivilies and work developmenls.

Appendix 5. FGD, General Santos City

Venue: East Asia Royale Hotel, General Santos City
Date: 27 November 2008
FGD Facilitators:
Dr. Dinah Pura T.. Deposilario
Ms. Nelissa V. Jamora

Participants:
Neil Parami (FPASP '01 ; MS, Louisiana Slate University)
Jorgen Abellera (FPASP '04; MS, Washington Slate University)
Mary Lynn Abiera (FPASP '01; Research, University of Maryland)
Janet Torsedillas (FPASP '04; MS, Slate University of New York)
Mansueto Cuaton (FPASP '02; Research, University of California)
Paisar Gadiaware (FPASP '01; MS, Oklahoma State University)
Hazel Jane Joaquin (FPASP '04; MS, University of Rhode Island)
Areas of expertise

,
'

The scholars' areas of experlise included plant breeding, aquaculturellisheries, fish

processing, crop science (i.e., onion, corn, rice and varied .crops)lagrolorestry,
agricultural engineering, molecular genetics, environmenlal management, and water
management.
Nature of their jobs
1

Many of the GenSan-based FPASP scholars were working for private companies.
Participants included a zone operationlproduction manager of a multinalional food
production and processing company, a corn breeder wilh a mullinational seed company,
an environmental management officer of an international copper mining company; and a
quality assurance (QA) manager of a fish-processing company.
The olhers were connected wilh the Mindanao State University-General Santos Cily
(MSU-GSC). One is a professor wilh the school's Fisheries Department and is currently
the vice chancellor lor academic affairs. Another scholar is a professor in the College of
Agriculture, and one an assistant professor and current chair of the Agricultural
Engineering Department.
How they learned about Fulbright
The corn breeder was convinced by his supervisor to submit an application lor a
Fulbright scholarship. Although they had an unwritten agreement that he could come
back after his grant, the scholar had to resign from his post since there was no
mechanism in his olfice [hat would allow him to get a study leave. Fortunately, he was
contacted by the U.S. main headquarters of the same company and was oflicially hired
to work again for its subsidiary in the Philippines.

Two ol lhe academe-allilialed scholars were encouraged by a lormer MSU-GSC

chancellor (and now presidenl ol Ilie MSU syslem) who menlioned Ihal ihe FPASP
program was looking lor Muslim applicanls. Even Ihougli Ilie deadline had alrcady
lapsed, lhey were both recommended-one lor a researcli lellowship and ilie ollier lor
an M.S. degree.' The research scholar was inleresled lo pursue a P1i.D. al Ihnl lime bul
lie was already above 40 years old-llie cul-oll age lor applicarils.
Thc cdrrcnl vidc chancellor lor academic allairs learned aboul llic Fulbriglil program
whcn she was in UP Visayas doing licr Ph.D. coursework in aquacullurc. Shc was llicn
loolting lor funding lor licr disserlalion and lhe FPASP granl carnc al llic opporlunc limc. '
The zone operalionlproduclion manager heard aboul liie FPASP program from his lriend
in Samar. Belore FPASP, he was working on a conlraclual basis lor a European Union
Development Cooperalion program. Aller his program, he got a job oller lrom [lie
Philippine Rice Research Inslilule, bul he chose lo work lor a rnullinalional lood
produclion and processing company, whicli was closer loliis liomelown.
Uelore going lo Ilie U.S., lhe qualily conlrol manager worlted lor a lisli-procc?ssingand
exporl company and [hen lauglil al MSU-GSC. She learned aboul llic l=ulbriglil
scholarship lrom an announcemcnl posted in the Universily. She reccivcd irc~ncndous
supporl on her applicalion lrom one ol Ilie FPASP relurnees who was also lier lormer
prolessor. Upon lier relurn, she tjrielly rendered her relurn service al MSU-GSC, bul
was again ollered work by her previous company, lhis lime as CIA manager in charge 01
~conduclinganalysis ol sliipmcnls lor abroad lo minimize rejeclions. I-lowc?vcr,she had a
service ,conlracl will1 lhe Universily lhal lied her lor 6 years, will1 1:3 ycars rclurri
service. 'The colripaliy agreed lo pay Ilie Universily P111'317,000 so llini llio rclurning
scholar could be lreed lrom lier conlracl.
The environ~nenlalmanagemenl ollicer 01 a mines company learned aboul llie Fulbriglil
program from a friend who previously applied lo lhe program. She was connecled llien
will1 a local governmenl unil (LGU) in Anlique. She did nol sign any relurn service
agreernenl/corilracI wilh her LGU bul inslead used lier leave credils and lilcd a leave
willioul pay.and resigned aller some lime. Upon her relurn, she was employed by an
inlernalional copper riiining company as an environmenlal managernenl ollicer.
Contribution l o the privale seclor
When he relurned lo Monsan\o, the corn breeder was given a liiglier posilion. Tlie
nalure 01 his current work is llib same as his previous posilion wilh added supervisory
responsibilily. I-le presenlly handles 3 slall members bul llicre is a plan lo hire lwo
addilional personnel.
I-le claims Ilie impacl ol his work lo larmers cannol be assessed yel, because il laltes
lime lor llic oulpul ol his rcscarcli lo be dcvclopcd. I-le is involvcd in ltic devclop~ncnlol
inbred lines (i.e., lcsling parenl lines).
In Monsanlo, lhere are two possible succession planning tracks-I) lo become a
scienlisl or 2) lo bec:o~ne a pcople manager. klc is being dcvclopcd lo bc l l i e lallcr.
Bcing a pepple rrianagcl means he will manage scienlisls and lic lias worked on n

rnalrix lhal inlerconneclsllinlcs a team wilh olher unils. tle believes lie was chosen lo be
lrained lor lhe "manager palli" because lie can challenge [he slalus quo.
I-le is also learning a lo1 in lerms ol "communicalions rilanagernenl," as he liaises wilh
corllparly ci~~ployccs
abroi~d. Our corrl brccdcr is also i~~clincd
lo loaching and is
prescnlly able lo engage in ihis in some way as [lie "relercnce person" ol on-lhe-joblrainces (OJ'l's). in llicir company. I-le assisls OJTs and is involved will1 lllc sludenls'
[raining and developmenl lor al leasl 6 weeks. I-le linds ways lo ei~rich.lheirexpcrience
by ex'posing lhem lo Ilie dillerenl deparlinenls in llre company.
The zone operalionlproduclion manager slarled as a scienlisl in Ilic agricullure research
deparlmenl of the mullinalional lood produclion and processing company. I-lis
conlribulions lo lhe company includcd lhe improvemenl ol Good Agricullurc Praclicc
(GAP) slandards lor pineapple co~nmorcialproduclion lor Ires11 and pacltaged foods,
pineapple germplasrn mainlenance, poslharvesl lechnology, and near-inlrared (NIR)
lechnology lor non-dcslruclive evalualiori ol lresli lruil quality.

AS Ihc zonc operalionlproduclion llianagcr of Ilic Maluinlurn Zonc, hc innrlngc:d n

12hP330 million pcr year (US56.6 inillion) pincapple growcrsllip program ol l l ~ ccompany
willi a lriparlile agreemenl wilh Landbanlt 01 Ilie Philippines and lhree cooperalives. The
program involved the company, cooperalive members, and larmers (approximalely
2,000 individuals) indigenous lo Soulh Colabalo (Muslims, B'laan and T'boli). A1 leasl
3,000 acres (more than 2,000 hectares) were planled lo pineapple, supplying Dolc
'canneries wilh iruils al an average of 130,000 melric lons per year since 2004. Tlle
operalion involves a pineapple produclion area ol 8,600 acres (3,500 heclares), rnainly
irilended lor canncry and pacltaged Ioods. II runs approxirnalely on a 13ii~500rnillion
budgel, wilh al lcasl 150 rcgular ernployces including nlariagcirlcill slall, producing
approximalely 146.000 lons per year of pineapple for lhe cannery.
121eassesses lhal llirougli Ihe growership programs, lhere has been an incrcasc in lhe
riurnbcr ol pineapple corllracl growcrs in lhe lliree zoncs, as well as an irlcrcase ol
aboul 7,000 heclares ol land oulside Ilie cannery lor pineapple growershii] operalions.
There are also benefils lo ellinic groups who have become involved in lhc program as
growers.

This FPASP scholar credils liis U.S. experience lor having honed liis inanage~nenlsltills.
I-le has high regard lor U.S. work clhics, and leels llial liis conlidcnce and leadership
sltills were developed while in [lie U.S. In his deparlmenl, he has inlroduced a
managemenl approach ihal is parlicipalory and less iormal.
Anolher innovalion lhal Re inlroduced lo lhe company's produclion operalions is lhe use
ol [lie GIs syslem (i.e., use ol sollware salellile image) lo lacililale precision farnii~iy.
Prior lo lhis, lhere had been no modcrnizalion ellorl lowards implemcnling precisiorr
larming.
The QA experl, on Ilie olher hand, says she gol valuable leclinical (i.e., analylical
lechniques, regulalory aspecl, elc.) and cullural experience while in ilic U.S. I-ler
conlribulions lo her company and lo lhe lisli processing induslry include 1 ) Ilie
inlroduclion ol cosl rcduclion syslelns,'atid 2) a research lie-up will1 Burcau 01 Fislicrics
and Aqualic Resources (BFAR) in coming up wilh induslry standards. She recallcd lhal

her adviser once lold her lhal "wlialever you do, you should be able lo juslily lo
managemenl the cosl-ellecliveness 01 your proposed measures1processes."
l'lic cnvironm&lal managemenl ollicer's currenl laslts includc moniloring and
downloading rneleorological dala and moniloring slieam gauges, rain gauges, and
aulomalic wealher slalions. I-ler corrlribulions lo lier company and lier rcgion i~icludc1)
establishing environmenlal managemenl syslems lor waler,; 2) linding ways lo rccyclc
waler, ljulling screen cages, and rain cages; and 3) coordinaling wiltr llie Mindanao
lnlegrhled Walershed Managernenl Council.

. .

Contributions l o inslruction and research capacities

The agricullural engineer-assislanl prolessor claimed lhal llirough Iris Fulbriglil
experience, he gained nol only(?) knowledge per se bul exposure lo leclinology, since
lheir school lacks equiprnenl in irrigalion and good laboratory lacililies. I-lis leaching
i~rnovalionsinclrrdc 1 ) rrinlting his sludcnls dcvclop dcnionslmlion irrigalion syslcrns
with aclual lrands-on irrigalion dcsign, conslrucliori, and nrainlenaricc; and 2) adopling
llrc U.S. classroorn inslruclion slyle. I-lc adnrilled ltial il is q ~ ~ i hard
l c lo q~ranlilyIhc
irnpacl 01 his conlribulions, bul ciled some 01 llieir deparlrncnl's accorriplisliinenls,
including producing lopnolcliers in [lie Agricullural Engineering board exam. MSU
graduales are also employed and hold supervisory posilions in some niullinalional
agricullural companies around lhe area.

..

The lishcries prolessor pul il in a dillerenl lighl, adding lhal "lhe universily llial we are
scrving 'hi1 llrc jackpol' because wc arc sharing ilie knowledge arid sltills lhal we gained
lrom our U.S. sludies." She addcd llral in lerrns 01 research, shc was ablc lo subriiil a
'.
proposal lor laboralory equipmenl lo be lunded through a congressional projecl. She
also feels lhal because 01 her nelwork1conneclions willi ollier 'agencies arrd inslilulions,
she is able lo make persislenl budgel lollow-ups. This she leels is her conlribulion lo
slrenglhening her inslilulion's research capacily.
As lor lhe crop produclion experl, he said lhal his exposure lo doing research wliilc in
llie U.S. has led lo inrprovernenls in his leaching. When his sludenls presenl iopics lor
lheir thesis, he is now more knowledgeable in anlicipaling possible oulcomes 01 lhe
experimenl and his sludenls now beller appreciale [lie researcli/expcrirnerrlal process.
.

..

Contribulion to academic adminislration

When llie lislieries prolessor relurned lo lhe Philippines, she was appoinled as vice
presidenl lor academic allairs in lheir universily. The agricullural engineer scholar, on
Ilie ollier hand, is currenlly chair ol lheir deparlmenl.
Contributions l o extension capacity

The environmenlal managemenl ollicer's exlension inilialive lo lier province is ilie

preparation 01 GIS maps lor farmers. Since GIs sollware is very expensive, she uses
her associalion willi llie IzPASP lo request spalial dala al the DA al no cosl.

'The agricultural produclion experl academician (who was also a former dean ol MSUGSC's College ol Agricullure) organized a review cenler lor the Agricullure and
Agricullural Engineering board exarns based al Ilie College ol Agricullure. This was the
lirsl lime a review cenler was launched. I-le was able lo' lap Fulbriglilers as leclurers in
llie review cenler. Facully-reviewers lrom Universily 01 Soulliern Mindanao (USM) were
also recruiled, making lhis an inlercampus projecl. Tlie review cenler lias not been
inslilulionalized in MSU bul il has already generated inconre lhal was used lo buy school
equipmi?nl such as LCD projeclors lor lhe college.
On his own inilialive, lie has also converted his [arm inlo a learning cenler. I-le helps '
sludenls sel up Ilieir demonslralion l a m s and conducls agroloreslry lraining involving.
T'boli tribal communilies in lhe area. I-le has requesled Ilie universily lor ollicial lime
while lraining sludenls and larmers and has lapped agencies such as UNDI' lo provide
financial supporl. The unique aspecl ol his exlension work is llial lie is dealing will?
rebel groups, bringing peace lhrough agricullure. I-le is diverling \lie allenlion of llie
rebels lrbm armed revolulion lo green revolulion. I-le also plans lo lap growers ol DOLE
lo assess llre impacl of banana or pineapple produclion lo farmers.
Tlie agricullural engineer-scholar has served as resource speaker on llie principle and
lecli~ricalaspecl 01 I-lalal. I-le has also allended Sariggunian neel lings as a member 01
{lie business lorum and lias provided lechnical inlormalion on some agricullurc-relaled
issues. I.le has, lor example, helped drall guidelines lor slauglrlerhouses. I-lis inleresl in
public service is also linked will1 his laking up graduale sludies in public adrninislialion.
Olher impact of FPASP scholarship
many said lhal they have improved lheir sell-confidence and are now more conlidenl in
lheir decision-malting due lo llieir Fulbriglil experience. 'I'hey'lell Inore involved in lheir
work and have Ihe mindsel ol always giving lheir besl in lheir work. They can now
adjusl more easily lo ollier cullures.

Tlie agricullural engineer/academician scholar credils lhe Fulbrigl;~ lor giving imporlance
lo Muslims. I-le said lhal he became known lo olhers because ol llie Fulbriglil program.
Anolher wcnl so far as lo claim lhal belor6 Fulbriglil, lie was 'nolliing' and lhal llic
FPASP scholarship gave him an idenlily.
Anolher scholar credils her becoming vice chancellor ol academic allairs lo her FPASPresearch lellowsliip. She added, Ihal among all lhe olher scholarships, lhe i~nagelname
'01 [he Fulbriglil prograni slands.0~1.
For lhose in llie privale seclor, &iollier impacl of llie scholarsl~pis lhal people now look
al them wilh more respecl. The corn breeder-scholar explained llial in Ilie privalc
seclor, seldom do employees have a P1i.D. or M.S. degree; experience is usually more
imporlani. I-lowever, lhey acknowledged lhal having a U.S. graduate degree was a plus
laclor. I-lis peers saw lhe dillerence when he relurned and he was able lo inspire olhers
lo sludy. I-le became a role model lor his colleagues and slall.
,

Barriers to utilizing knowledge & skills gained

One complainl aired by one scholar lrom the privale seclor is lhal he is no1 able lo use
wlial he lias learned lrorn his graduate sludies. GencliC markers arc lirilted lo brecding
and, unlorlur~alcly,liis company is againsl gcnelically modilicd organisrns. I-lis rcscarcl~
is more 01 Ihe agronomic lype and only lradilional breeding lcchniques are used. I-le is
also having dillicully convincing people lo invesl in GIs, which can be usccl as a loo1 in
precision laming.
For' the lish processing QA manager, anolher issue is lhc dillererice in slandards '
between the privale and public sectors-private companies usually have higher
slandards. This is llie reason why lheir company is helping BFAR lowards developing
expcrl slandards, such as that lor processed tuna.
For the academicians, llie lack of lacililieslequipmenl lor leaching suc11 as equip~nentin
irrigation and laboralory lacililics is Ihe main barrier lo capacily-building.
Suggestions to F B
The ~liostimporlanl suggeslion 01 the GenSan-based FPASI' scholars is that there
should be more granlees lrom Mindanao, especially because Mindanao is lhe showcase
lor agricullure in the Philippines. Also, all 01 lhe Mindanao WASP scholars relurned lo
Mindanao aller their program and applied their lalenls lo the developmenl 01 the
Mindanao region. They exhibit high-level commilmenl to lhe region and should be given
malching opporlunilies.

[I wasalso suggesled lhal lhere should be more assisl'ance lo academic inslilulions.

Suggeslion to FPAAA.

For FPAAA. the scholars suggesled lhal more FPAAA evenlslaclivilies be held in [lie
Mindanao area. They said that Mindanao is lhe besl place lo go where agricullure is
concerned, since lhere are many mullinalional companies engagcd in agricullural
underlakings in Mindanao.

Appendix 6. FGD, Nueva Ecija

Venue: Philippine Carabao Center Hostel
Dale: 4December 2008)
FGD Facilitators:
Dr. Dinah Pura T. Deposilario
Ms. ~ e l i s s aV. Jarnora ' ,
.&

Participants:
Marissa Romero (FPASP '01 ; PhD, Rulgers'~niversity)
Esler Flores (FPASP '01 ; MS, Universily ol Arkansas)
Daniel Aquino (FPASP '01 ; Research, Cornell Universily)
Soledad Roguel (FPASP '03; Research, Pennsylvania Slale Universily; UC Davis)
Rodollo Undan (FPASP '03;Research, Ohio Slale Universily)
Ernmanuel Vera Cruz (FPASP '02; PhD, Florida lnlernalional Universily)
Lerma Ocarnpo (FPASP '06; Researcli, Colorado Slale Universily)
Nelson Garcia (ITASP '06; MS, Utiivcrsily ol Minnesola)
Rhemelyn Rellado (FPASP '06; MS, I<ansas Slale Universily)

Area of expertise and inslituliona~affiliation

One ol the parlicipanls is a relired prolessor in agriculiural and irrigalion engineering and
up unlil 2007 was presidenl 01 Cenlral Luzon Slale Universily (CLSU). Anolher scholar
was projecl developmenl o ~ ~ i c d
IVr ol Ihe Philippine Carabao Cenler (PCC) and was an
animal genelics experl. Anolher was also working, will1 PCC as a senior science
research specialisl and was delailed in CLSU. She is. an aulhorily on animal
reproductive biotechnology (i.e., cryo-preservalion or preservalion of eggs ol cows) and
is also doing milk microbiology work.

Anolher is a supervising science research specialisl al lhe 'PCC and is an experl in

ruminanl nulrilion. Also in allendance during the FGD session was a prolessor al CLSU
and the currenl dean ol the lnslilule 01 Graduale Sludies whose area ol experlise is
agricullural exlension. There was also an experl in aquacullure and aqualic biology. I.le
is (he currenl Aquacullure Deparlmenl Chair and is working on a projecl relaled lo lish
behavior.
Philippine Rice Research lnslilule (PhilRice) was represenled by lliree scholars-one is
a lood science experl and a supervising science research specialisl al PhilRice and [he
head 01 Ilie Rice Chemislry and'food Science Division; anolher is a genelics experl and
a science research specialisl II ol lhe Planl Breeding, Genelics, and Biolechnology
Division; and Ilie lasl onc. an agricullural exlcnsion major and a scicnce research
spccialisr II irr 111cSoci;~lScic~~cc
i i r l c l l'olicy llcsearcli l>ivisio~r.
How did they learn about Fulbriglit
The relired, CLSU prolessor already knew aboul lhe scholarship, sincc il was bcing
planned w l h he was an assislant secrelary al lhe Deparlmenl ol Agricullure. Fle

91

personally Itnew the previous Execulive Direclor ol PAEF, Dr. Alex Calala. 'I'lie PAEF
learn also presenled \he program in Nueva Ecija in 1997.
Bolli Ilie PCC ruminanl nulrilionisl and animal .genelicisl saw lhe FPA'SP
announcemenls poslcd al CLSU. Tlie animal rcproduclive biolcchnology aulliorily saw
Ilie call for applicalions published in the newspapers bul claimcd Ihal shc learned more
aboul il [rom the wife ol a (ormer FPASP scholar and aller clieclting Ihc I'AIII= wcbsilc.
Tlie aquacullure professor knew aboul Fulbrighl classic bul did no1 apply immedialely
because lie llioughi lliere was an age limil ol 35. I-lis wile go1 him a GRE reviewer lrom
PAEF and relayed lo him lhal ilie FPASP had a higher age limil 01 10.

..,

Two (the CLSU Graduale School dean and Ilie supervising science research specialisl
lrom PhilRice) learnbd aboul Ilie Fulbrighl program lrom PhilRice announcemenls. The
Iwo remdning FPASP scholars learned aboul the WASP lrom Dr. Esmcralda Cunanan,
currenl execulive direclor ol PAEF, who gave an orienlalion al PliilRice. Prior lo Ilie
orienlalion, one ol [lie two learned aboul [lie IZI-'ASPlrom a relurning scholar.

Contributions to research capacily

Our relired CLSU agricullural engineering prolessor and lormer presidenl ol CLSU lias
been involved in aclivilies relaled lo organic farming. I-lis currenl major program is,
called Science. Tcclinology, Educalion and Agricullural l<now-how (STEAK) lor
improved' Produclivily. Tlie program advocates using agricullural leclinologies (e.g.,
greenhouses, organic ferlilizer, elc.), loolcing al agricullural produclion as a syslcm, and
malting agricullure suslainable. Before lie relired, he was able lo oblain a PliIJ1 nill lion
granl lrbm NEDA on (he produclion of vegetables showcasing suslainable leclitiologies,
and lraining larmers and sludenls lo show llial agricullure can be produclive and
profilable.
Prior lo going lo [lie U.S., the animal genelics experl was more involved in animal
lieallh, having a velerinary medicine background. She was, however, approached and
encouraged lo go inlo gcnelics since lliere.was, al lhal lime, no .organized breeding
program lor carabaos. Since coming back, she lias laken overllie managemenl ol
I'CC's gene breeding program. I-ler major conlribulion lo PCC's rescarcli capacily is Ilie
eslablishmenl ol Ilie molecular genelics lab, lunding of which came lrom onc of lier
projecls.
I

The valuable sltill she has gained is relaled lo quanlilalive 1001s applied lo lier breeding
work. Slie acauired olher new sltills such as .~ e o. o l emanaaemenl and research and
program implehcnlalion, including [lie planning 01 equipmenl acquisilion and fund
allocalion ol d i l l e r e ~ iproiecls:
l
Slie commenled llial il is hard lo rnanaqe
- .people
.
especially i f Ihey liave'dilierenl personalilies. Slie lias lhree projecls al prescnl-a
Deparl~nenlol Science and Technology-Philippine Council lor Agricullure, Foreslry and
Natural Resources Research and Developmenl projecl worlh PhP50 million, a DABIOTECIH projecl worlh PhP5 million, and a KR2 lund projecl worlh PliP15 million.

'The senior .science research specialist lrom PCC claimed Ihal lier slinl in llic U.S.
upgraded and enhanced her Itnowledge on lhe cryo-loop jeclinique lo preserve [lie eggs

ol cows. While she cannol lully apply whal she has learned because ol llie lack ol
equipmenl, she has learned how lo be resourcelul.
Tlie supervising science researcli specialist lrom PCC, 'an experl in rurninanl nulrilion,
wen1 lo lhe U.S. lo do research and was one ol those who belonged lo llle lirsl balcli of
FPASP scholars. When he relurned, he became par1 ol a 5-year joinl projecl ol [lie PCC
and Ihe, Bureau ol Animal lnduslry (BAI), lunded by JICA enlilled. "Waler Bullalocs and
Beel Callle lmprovemenl Projecl (WBBCIP)." I-le and a JICA experl (Dr: 'I'osialci I-lidalca)
were able lo produce lhe "Manual on Feeding and Managemenl 01 Waler Bullalocs and
Beel Callle." Targel users ol this manual are dairy bullalo and beel callle raisers and '
lechnicians. The projecl also produced exlensiorl bullelins lor llie larmers: I-lc is now a
projecl leader ol a PhP2 million DOST- PCARRD-lunded projecl on "Science and
Technology Farm-Based Projecl lor Liveslock Improvcmenl" which will end by nexl year.
I-le is also assigned lo work wilh l<orean research volunleers on a large-scale organic
Ierlilizer, forage produclion, and conservalion projecl.
\

'The CLSU agricullural exlension prolessor and dean ol the lnslilule ol Graduale Sludies
claimed Ihal lier researcli lellowsliip enhanced her researcli slcills and provided her wilh
more experience in presenling papers in conferences. She was parlicularly impressed
with [lie very close inlerlace among lhe academe, the induslry, and [lie governmenl in
Ilie U.S. Currcnlly, she is involved in (he rice leclinology progralii as a consullanl in
exlension ol PliilRice.

1.

The aquacullure and aqualic biology experl was able lo expand his lield ol
experlisb, an added value lrom having pursued his graduale sludies in Ihe U.S.
Previously, lie specialized in aquaculture and genetics. Afler his U.S. Ph.DI program,
his specializalion now includes endocrinology and molecular bioleclinology. In Ihe U.S,
lie worked on insulin-like growl11 laclor (IGF) as a growih rale.indicalor in Nile lilapia. A
wrile-up ol lhe higliliglils ol liis graduale disserlalion oulpul has already been acceplcd
lor publicalion in a refereed journal. I-le is now involved in an IGF-relaled projecl being
lunded by lhe U.S. Agency lor lnlernalional Developmenl (USAID) as an oll-sliool ol his
Ph.D. disserlalion. I-le learned addilional laboralory skills and lecliniques i-lis lechnical
wriling skills improved greally, as evidenced by liis research results being published in
relerence journals.
Tlie supervising science researcli specialisl from PhilRice, a locd science major,
recalled lhhl slie was also one 01 Ilie lirsl FPASP scholars lo be sen1 abroad. I-ler PI1.D.
Iliesis was relalcd lo screening planl ~nalcrialslor lleallli bcnelils. Slic scrccncd
peaches and vegelables lor cafolenoids. One Ihing llial impressed her was [lie slrorig
linkage belween U.S. universilies and lhe privale induslry. I-ler work al PhilRice has
been more on applying rice clieinislry lo supporl planl breeding acliviiies, in terms ol ricc
qualily assessment and evalualion ol lood science producls lhal can be derived lrorn
rice. Her U.S. experience improved lier relationship skills in dealing wilh people and
clienls. When she reporled lo PhilRice, slie prepared a researcli proposal on llie
nulraceulical componenl 01 pigmenled rice. PliilRice provided research granls 01 as
much as PhP300,OOO lor relurning PI1.D. scholars. Anollier projecl slie is involved in
riglil now is a 131iP400,000 sludy on lhe ulilizalion ol rice and rice by-producls such as
sprouled brown rice (rice logue) and rice wine. Presenlly, the new PhilRice direclor
encourages them lo aclively pursue lhe path ol doing busincss oul ol ricc-bascd
producls developed by PhilRice.

The science research specialisl I1Irom Ihe Planl Breeding, Genelics, and Bioleclinology
Division jusl came back recently. For liis M.S. Iliesis, lie worked on a sludy relaled lo
corn. As a relurning M.S. scholar, he is also enlilled lo'a researcli granl lrom PliilRice
and Ire is considering exploring lhe possibilily 01 using wild ricc species lor modern rice
breeding. I-le would lilce lo locus on ltie lrail ol yield so llial lie can conlribulc lo llic ricc
sell-suiliciency goal ol [lie govern~nenl. I-lis cxpcrience in llic U.S. impressed on hicn
llie imporlance 01 having discipline, innovalion in research, and liypollicsis-bascd
rcsca'rcli.
While in lhe US., lie go1 lo Itnow a prolessor from Cbrnell Universily when he became a
member ol a graduale com~nillee assigned lo invile seminar spealcers lor liis
deparlmenl. This professor is similarly inleresled in wild rice and is loolting lor genes lor
grain qualily, yield, insecl rcsislance, and olliers. The WASP scholnr is lliirilcing ol
relerring llie prolessor lo PliilRice lor ils wide colleclion 01 wild species.
The PliilRice science research specialisl II (ill [lie Social Science and Policy Resea~cli
Division) who had relurned recenlly majored in agricullural exlension will1 conccnlralion
on program delivery and evalualion. Slie was advised by PAEF Ex&culivc Direclor Dr.
Esmeralda Cuna~ianlo locus on lliis field ralher lhan on sociology (her undergraduale
discipline) so lhal il would relale mQre lo agricullure. For lier M.S. Iliesis, slie assessed
Ihe uselulness ol mass extension slralegies in promoling leclinologies such as IC'f.medialed knowledge disseminaled lo larmers lhrougli llie Open Acadcmy lor Philippine
Agricullure (OpAPA). She also wanls lo find oul llie major molivalion in accessing
inlormalion lhal larmers perceive lo be uselul. This is relaled lo the conversion ol
knowledge lo behavior. Preliminary resulls poinled oul llie icnporlance ol social selling
which gives credence. lo [lie soundness 01 cluslering as an exlension slralegy duelo ils
spill-over ellecls. For lier reenlry research al PliilRice, .she plans lo sludy [lie
ellecliveness and impacl ol llie OpAPA lraining on larmers. Slie is also preparing'
research proposals lor an inlernalional conlerence in Puerlo Rico. Moreover, her U.S.
adviser expressed inleresl in doing agricullural exlension work in llie l'liilippi~ics. 'Ilic
group advised her lhal slie can submil a proposal lo PAEF, and perhaps PAEI- can help
arrange lhe visil.

~ o n t r i b u t i o n sto extension capacity

The dean of lhd CLSU lnslilule .ol Graduale Sludies is one 01 [lie coordinalors 01 l11e
Open .Academy lor Philippine Agricullure (OpAPA). OpAPA is a mulli:agency parlnersliip
involving PhilRice, CLSU, DA. DOST, IRRI, UP Open Universily, and ollier government
agencies and SCUs which slarled in 2003.
In 2004, llie parlnership successlully
bagged a lunding lrom lhe Commission on Inlormalion and Communicalions Technology
(CICT) lo implemenl a 3-year projeci called the I<-AGRINET-or I<nowledge Nelworking
for Enlerprising Agricullural Communilies-largeling rice larmers.
As a coordinalor, slie idenlilies and lrains niodule writers. Their oulpul is uploaded on
Ihe OpAPA websile (lillp://www.openacademy.phl) lo be shared willi sludenls and
lacully alilte. As a prolessor, slic lcaclies delivery syslems in exlension. The PliilRice
supervisinj'science research specialisl was likewise involved in OpAPA as a leam

leader 01 producl developmenl and e-commerce. The lund lor lhis is PliP600,OOO. They
lapped a production company lo produce a 5-minute video onliow lo prcpare some
popular rice-based producls. She also added lhal every 6 monlhs or so, Ihey go out and
lrain women oryanizalions and privale companies lhal are inlcresled in rice-bascd
producls.
On the olher hand, the aquacullure prolessor is involved in llie commercializalion ol
selecled species 01 lilapia.

Contributions to leacliing capacity

One 01 the FGD parlicipanls claimed lhal she learned how lo use llie cornpuler, send
ernail messages wilh allachmenls, and prepare powerpoinl presenlalions durinG lier
Fulbriglil.slinl. I-ler enhanced compuler slcills were specilically uselul in her leaching
and in lier coordinaling OpAPA aclivilies. She noled lhal cliildren and sludenls arc
visually-orienled and have a sliorl allenlion span. Thus, using mullinicdia cquiprncnl and
1001s in leaching has become all lhe more irnporlanl.
The ruminanl nulrilion experl menlioned lhal when the WUUClP was ongoitig, lie was
given lwo subjecls (6 unils) lo leach al graduale school'-~ioener~elicsand Prolcin atid
Nucleic Acids in Anillla1 Nulrilion. 'The animal reproduclive biolechnology experl clainicd
I!ial she lias becolnc more resourcelul in lier leaching melliod and lias apprccialcd
working as a leam will1 olher researchers.

Other impacts of FPASP and U.S. studies

The parlicipanls pointed oul olher impacls of lhe FPASP. One scholar became more
conscious ol the imporlance ol lime managemenl. Scholars, while in llie U.S., also
became more sociable and more proaclive. Anolher shared Ihal her research lollowship
empowered her, because il opened her eyes lo olher inleresls outside ol her discipline.
Being a Fulbrighler sends a good impression lo people, especially in research
inslilulions such as PhilRice. The group agreed lhal among researchers and
academicians, lhe Fulbrighl label rnallered. One parlicipanl said Ihal she lias no1 ye1
been able lo capilalize on.her being a Fulbrighler.

Administrative roles assumed by FPASP scholars

Many relurned FPASP scliolars assumed ltey adminislralive posilions in their worlc
inslilulions. The relired professor in agricullural and irrigalion engineering was lormerly
Ilie president 01 Cenlral Luzon Stale Universily (CLSU). One scholar is llie currcnl dean
01 Ihe lnslilule ol Graduale Studies al CLSU. The aquacullure experl is lhc currenl chair
of lheir deparlnienl al CLSU, while [lie lood science major is llie head ol lhe Rice
Chemislry and Food Science Division al PhilRice

Other professional contribulionsl achievemenls

In 2006, llie dean ol (lie lnslilule 01 Graduale Sludies was chosen as one 01 llic 2006
Melrobank Oulslanding Teachers.
The head of llie Rice Cliemislry and Food Science Division bagged llic Besl Paper
Award (Basic Research .calegory) in [lie 2007 conlerence ol lhe l-ederalion 01 Crop
Science Socielies of lhe Philippines (FCSSP).

Barriers to using knowledge and skills gained and conlribuling l o llieir

institutions
Some poinled oul llial lliey were given loo much adminislralive workload llial hinders
llieir lime lo do Inore research. One scholar added llial co~nmillecmclnbcrsliips al her
work inslilulion also lake up mosl of lier lime.
'The cryo-preservalion experl shared llial since she came back, she has bcen assigried
lo ollier laslts lilte milk microbiology. Time managemenl, according lo lier, is very
imporlanl in her job.
'

Lack of lacililies, equiprnenl, and malerials were a conslrainl. As one scholar larncnled,
in lhe U.S. they were able lo use slate-of-llie-arl equipmenl. AI PhilRice, while lliey
wanlcd lo expalid llicir opcralions, llicy do no1 have llic lacililics lor largc-scalc
produclion. The direclor 01 Ilie lnslilule 01 Graduate Sludies shared a similar problem.
Their library needs new books and she believes llial'bool~sare bellcr relerenccs llian
just depending on lnlernel search resulls.

Thc scholars also incnlioncd ilic insulficicncy of human resources, cspccially youngcr
employees wilh permancnl lenure. This conslrainl reslricled llie number of slalf who
could be programmed lor slall development and be encouraged lo apply lor
scliolarsliips and lellowsliips.

Suggestions for PAEF, Dept. of Agriculture, and FPASP

IIwas slrongly suggested lhal PAEIz conlinue llie FPASP program. The scholars came
up wilh lhe lollowing lisl of disciplines lhal could be given priorily: 1) someone who will
specialize on profilabilily (i.e., of agri-enlerprises) and on marlceling, 2) solncone
specializing in sociology or public policy willi minor in agricullural economics, and 3) one
willi orienlalion in boll1 biological and social sciences. Anolher suggcslion is Ilie "relooling" of FPASP relurnees.

A relaled suggeslion is lhe necd lor comprehensive successionlrnanpower planning in

llie scholars' respeclive inslilulions. One scholar expressed llial had she known llial her
major assignmenl upon coming back would be relaled lo analyzing llie qualily ol milk,
..

'

she would have done a research relaled lo milk microbiology during hcr FPASP
research.
PAEF and the scholars' inslilulions should llius closely'coordinale lo delermine priorily
research gaps and lo locus eflorls in filling lhe gap. One scholar added Ihal malting a
scholar's academic program lailor-lilled wilh llie inslilulion's needs will reinforce llie
scholars' commilmenl lo relurn lo lhe same inslilulion.
~orebver,PAEF could have a reinlegralion program lor relur~iingscholars. Specilically, ,
lunds lor slarl-up research and lor returning scholars lo allend conlerences lo be able lo
presenl lhe results 01 Ilieir Fulbrighl researclillhesisldisserialion are wclco~neincenlives.
PAEF and DA should engage more aggressively in building llie image of FPASP
scholars and promoting [he scholars among lhe inslilulions/scliools and LGUs where
lhey come from. The Melrobank 2006 Oulslanding Tcacher awardee shared IhaI
Melrobanlt exerled Iremendous ellorls lo adverlise (lie awardees' achievemenls llirough
media publicalions and radio and TV gueslings. Lellers were even seni lo congresslncn
and olher local polilicians and LGU oflicials ciling \he scholars' acliicvc~ncnls. Tlicse
inilialives can help the scholars be lapped for prolessional and olher work opporlunilies
and be malched lo inslilulions llial could make use ol Ilieir acquired expcrlisc.

~ u g g e s t i b n sfor FPAAA
lhal FPAAA sliould come up will1 a proposal wl~crein ilie
One reco~nme~ided
Izulbrighlers can generale, pool, and package lechnologies ready lor commercializalion.
The FPAAA should be aclive in making knowledge and ~leclinologiesavailable lo
ioveslors and farmers.

Observations and suggestions related l o Philippine agriculture

>

The CLSU agricullural exlension specialisl expressed her observation lhal many youlhl
children do no1 like agricullure.
The relired former CLSU presjdenl slressed lhal awareness on lhe developmenl ol
scienlilic manpower in agriculluie should be established. I-le added llial while individual
expeilise should be enGanced,, a scholar should also have inlerdisciplinary exposure
.The need lo adopl a mullidisciplinary research approach was also menlioned.
Lastly, one parlicipanl ciled lhal research and leclinology developmenl aclivilies should
be consumer-driven.
Needs assessmenl should also be done, since lliere is a
knowledge gap belween researchers and larmer-lhal. is, farmers loolt a1 things
dillerenlly compared will! scicnlislslrescarcliers. Ellorls should bc locusccl on how lo
reach farrners so llial awarenesslknowledge can be shared. Local research inslilulions
should also be able lo collaborale and share their equipmenl.

..

Appendix 7.lnslilulional visils

A. Philippine Rice Research lnslilule (PliilRice)
The lollowing are lhe higlilighls ol an inlerview willi llie OIC Dcpt~lyExcculivc Dircclor
lor Adminislralion ol Pliill3ice and Chair ol llie Commillce on Slall Dcvclop~r~enl.
Dr.
Eulilo U. Baulisla.
They 'have quile a number ol scholars abroad in counlries sucli as U.S., Japan, ,
Auslralia, Korea, arid UI<, among olhers. Those wlio went lo lhc U.S. were FPASP,
Rockeleller, and Ford scliolars. The local scliolars go lo Aleneo de Manila Universily,
Universily ol ilic Philippines Diliman (UPD), Universily 01 Ilie Pliilippines Los Batios
(UPLB), De La Salle Universily (DCSU), and the Asian lnslilule ol Managemenl.
PhilRice requires 2 years ol relurn service lor every year 01 sludy leave and 2 surelics or
guaranlors lo ensure llial llie scliolars relurn aller llieir sludy granl. Some employees
are clamoring lor less relurn service especially lor lhose no1 enjoying lull berielils or
were nol lully subsidized by PhilRice.
PIiilRice has incenlives pul in place lo encourage scliolars lo relurn aller lheir sludy
granl. Ph.D. relurnees, wlielher they studied in llie Philippines or abroad; are allocalcd
wilh research granls worlh PhP300,OOO; M.S. scholars are given PliP200,OOO. There is
?Is0 an "on-lime" bonus. lor scholars wlio are able lo linisli llieir program promptly,
equivalent lo 1 monlli's salary, plus cash incenlive worlh PliP10,OOO lor all returning
scholars: The money lor research granls comes lrom a lrusl lund sourced lro~nsavings,
exlernal granls, llie inleresl lrom colleclions lrom non-relurning scholars, and income
lrom sales ol rice seeds.
1

Promolions lor relurned scliolars depend on lhe availabilily 01 an ile~n. PliilRice,

hbwever, lias an 'equily allowance' as a correclive measure lo rnalch an employee's
salary lo Iiislher qualilicalions. For example, because ol llie lack ol a job ileni, a Senior
Science Specialisl, wlio lias linislied her Pli.D., is jusl gelling salary grade 19 when slie
should be gelling salary grade 22. This Senior Science Specialisi is Ihus given an equily
allowance lo equalize lier salary wilh wlial slie should be gelling from a posilion willi lier
qualilicalions.
PhilRice is quile llexible in lerms ol incenlives lor relurning employees. They have a
slall developmenl comrnillee (chaired by Mr. ~aulisla)Ihal is concerned willi llie
advan'cemenl ol lhe sltills 011 slall and who regularly reviews policies on slall
developmenl, including [lie issue ol relurn service.
,

In lerms ol slall developmenl, lhe major conslrainl laced by the inslilulion is Ilia1 ol
retaining employees who go. abroad. One erranl slall reasoned oul Ihal [lie
opporiunilies in the Philippines lor prolessional developmenl are limiled compared wilh
lhose in lhe U.S. Even il lliis stall is lo pay back PliilRice a big sum (Iliough PliilRice is
still open lo laking him back), there are now qualms among his and ollier polenlial
guarantors since lliey would have lo dole oul money lrom (heir own poclcels il a scholar
does no1 relurn.

While lhe emerging discipline is. bioleclinology, which is highly marlcelable oulside ol
PliilRice, Dr. Baulisla recognizes the need lor more experls in the lield ol rice cliemislry
(wilh- locus on lood processing lo have value-added lrom rice), socio-economics,
agricultural engineering, and planl physiology..

The lollowing are some ol lhe achievemenls ol PhilRice which also rellecls llie research
and exlension conlribulions in recenl years by [lie FPASP scholars:
1. The impacl assess~nenlsludy ol PliilRice (1997 lo 2007) co~nmissionedby the

Bureau 01 Agricullural Research lound a 75% relurn on inveslmenl in'llie Inslilule.

2. Cognizanl ol lhe quesl lor lhe elusive rice sell-sulliciency, PhilRice, in coordinalion
will1 lhe Deparlmenl of Agricullure, inilialed [lie "Pliilippinc' Rice Sell-Sulliciency
Masler Plan 2009-2010: Focusing on Increasing Provincial Produclivily." This plan is
now being implemenled under Execulive Order No. 725. 11 locuses on pushing lor
increased rice produclivily al lhe provincial level. PalayClieclc will. serve as the.
banner approach in'lavorable areas; Palayamanan in unlavorable environmenls.
3. In 2007, more larmers have beneliled lrom lhe services being ollered by the Open
Academy lor Philippine Agricullure (OpAPA).
4. PhilRice reached out lo larmers by dislribuling lechnology kils lo some 13,000 rice
exlension worlcers nalionwide.
5. Scienlisls and researchers are busy worlting on drouglil, heal, and llood-loleranl rice
varielies in preparalion lor the wealher exlremes brouglil aboul by climale change.
B. Philippine Carabao Center (PCC)

'According lo PCC Direclor Dr. Liberlado C. Cruz, one ol lhe main conslrainls lo human
resource developmenl lor llie agricullural seclor is the qualily ol scholars lhal [lie
counlry produces. I-le had arliculaled an observalion lo Deparlmenl ol Science and
Technology Secrelary Eslrella Alabasltu lhal, "our science communily is.declining." I-le
believes lhal our human resource developmenl programs should have a dclinilive end,
like being lied up ib a bigger nalional economic developn~cnlprogram. On sending
scholars abroad, he believes lliere is a need lo bring in new ltnowledge. I-le posed !lie
queslion, "are we bringing in new ltnowledge?" He also advised lhal scholars need lo
lliink ol big things, and not "major in minors."
I

The lollowing are lhe achievemenls ol PCC, which also rellecls llie researcli and
exlension conlribulions ol FPASP scholars:
1. Conlinuously increasing carabao populalion lrom 2.G million in 1993 lo 3.2 million al
presenl.
2. Slored in lhe Nalional Gene Pool are good-qualily types ol genes ol bullaloes lo be
used lor lurlher study and developmenlol good-qualily breeds.
3. PCC is aggressive in lraining liveslock technicians on arlilicial insen~inalion(AI).
Male bullaloes are also lenl lo farmers lor nalural inseminalion.
4. The resuliing crossbred resulls in a lasler-growing breed (7040% laster growlli
rale). From this breed, larmers can also get around 5 lilers ol milk per day compared
lo lhe.nalive carabao (1.5 lilers ol milk per day).
5. Togelher wilh 36 cooperalives and larmer-cooperalors, the PCC lenl 1,000 millting
cows lhal can be an addilional source 01 livelihood. In lhe i~npaclzones, lliose who
102

were lenl 1 carabao now have 5 lo 10 carabaos as oflsprings lro~nllie original

milking cow.
6. PCC eslimales lhal each cooperalor can gel around PhPI6O lo P11IJ256 pcr day lor
each carabao-equivalenl lo PhP40,OOO lo PhP72,OOO per year lor cach carabao.

C. Ceniral ~ u z d State
n
university (CLSU)
On CLSU's sludy leave policy,'~niversilyPresident Ruben C. Sevilleja said lhal scholars
are usually allowed lo rile for sludy leave wilh pay, bul lhey need a surejy or a guaranlor
and agree lo serve CLSU lor 2 years lor every 1 year on leave.
For local scholars who usually go lo DLSU, UPD, and UPLB, all school-rclalcd lecs are
paid lor,and monllily slipends are given. I-le observed lhal lhose who sludy in local
schools have grealer lendency no1 lo linish lheir programs, compared lo lliose who wcnl
abroad.
CLSU has several incenlives lor relurning scholars. Primarily, a scliolar's lcnurc is
converled from lemporary lo permanenl, wilh al leasl 2 sleps promolion. Scveral 1iav.e
been awarded wilh prolessorial chairs. While lhere are some scholars who did 1101 come
back, lhey acknowledge lhal lhe non-relurnees have lo pay back ihe inveslmenls of the
'Universily.
When asked aboul lhe dillerences in scholars' impacl by universily localion, Dr. ~ e v i l l c j i
noliced lhal Japan-lrained scholars undergo a research-based prograln and are beller
suiled lor research. U.S.-lrained scholars, on lhe olhei hand, are beller al leaching.
1

One conslrainl relaled lo enhancing leaching, research, and exlension capacilies ol lhe
inslilulion is lhe ~nis~nalch
between the R & D locus 01 the admi~iislralorsversus wlial
the lacully are specializing in. The adminislralion wanls lo scale up lheir R' 8 D locus on
culling-edge disciplines such as biolechnology and populalion/quanlilalive genelics.
Their lacully, however, are more inlo lradilional genelics and chemislry and are more
inlo leaching ol basic sciences. Forlunalely, adjuncl lacully lroni PhilRice and PCC
leach genelics lor planl and animal breeding and olher advanced science and
lechnology coursesand also advise graduale sludenls.
The currenl lhrusl of CLSU is lo inlensily Ihe income-generaling polential ol ils exisling
projecls. Dr. Sevilleja claimed lhal lhey are aggressively enlicing business parlners lo
lasl-lrack ihe commercializalion ol CLSU's lechnologies lhrough the Technology
Business Incubator. One goal 01 theirs is lo learn how lo bring [lie universily closer lo
farmers lhrough socially-responsible aclivilies.
CLSU has been designaled as a Cenler lor Excellence in Fisheries and Agricullure and
one of the premiere inslilulions lor agricullure in lhe Philippines and in Soulheasl Asia.
It is known for ils breaklhrough researches in aquacullure, ruminanls, crops, orchard,
and waler managemenl researches. The University is also the lead agency of lhe
Muiioz Science Co~nmunilyand the seal ol the Regional Research and Develop~nenl
Cenler in Cenlral Luzon.

In 2000, a lolal 01 54 graduales 01 CLSU's College 01 Agricullure passed [lie Agricullure

Licensure Examinalion (ALE) given by [lie Prolessional RegulSlion Commission, will1
some examinees landing in the Top 10 nalionwide.Wilh ils passing rale ol 52% way
above lhe nalional passing rale ol 30.72%, CLSU is' considered llie sccond beslperforming school in ALE lhis year among 168 schools nalionwide.
D. Mindhnao ~ l i t Univeisity
e

- General Sanlos City (MSU -GSC)

The lollowing are lhe liighliglils of a briel inlerview wilh Ally. Abdurrahman 1'. Canacan, '
chancellor ol Mindanao SIale Universily, Genecal Sanlos Campus (MSU-GSC).
The facully al MSU-GSC learned aboul the FPASP scholarship llirough posler
adverlisemenls in llieir school's bullelin boards.
The conlracl is 1:2 years (i.e., 1 year ol sludy leave is equivalenl lo 2 years of relurri service)
lor lhose who sludy in lhe Philippines and 1.3 years (i.e., 1 year 01 sludy leave is equivalenl
lo 3 years ol relurn service) lor lhose who sludy abroad. Scholars are guaranleed a posilion
upon relurning lo llieir inslilulion. Those who are on a permanenl lenure posilion are given
sludy leave will? pay. II [lie facully member is no1 permanenlly lenured, lie is granlcd leave
wilhoul pay and a subslilule inslruclor is hired in his place.
Currenlly, MSU-GSC has around G scholars who are on sludy l e a v c l Monbuslio scholar
(Japan); two sludying in Auslralia; Iwo sludying in lhe Philippines as DOST and CI-IEII
scholars;, and one scholar sludying in De La Salle Manila under an .MSU lacully
developmenl granl.
Some scholars did no1 relurn. One physics prolessor wilh a Ph.0. now leaches al De La
Salle Universily. Chancellor Cancan eslimales lhal MSU-GSC losl around PhP3 million Iron1
cases of non-relurning lacully who were funded lo pursue higher sludies. MSU has liled
cases/courl aclion againsl recalcilranl lacully members.
Many FPASP scholars have
leadership roles in ilieir inslilulion sincc corning back.
Dr. Mary Lynn Abiera (FPASP '01) is vice chancellor lor academic allairs, while lDaisar
Gadiaware (FPASP '01) is [lie chair ol lhe Agricullural Engineering Deparlmenl.
~elurningscholars are involved in lhe Universily's exlension and research underlakings.
MSU-GSC is involved in a projecl called Techno-Gabay lunded by llie Deparlmenl ol
Science and Technology's Philippine Council lor Agricullure, Foreslry and Nalural
Resources Researcl~ and Developmenl (PCARRD-DOST). This projccl aims lo
complemenl elloris of LGUs and. rural-based organizalions (RBOs) in exlension services
and involves live dillerenl municipalilies. They have links wilh ollier slale colleges and
universilies (%Us), LGUs, and ihe privale induslry. As lor research oulpul venues, [he
Universily publishes [lie MSU-GSC Research Journal, which lealures research highliglils ol
relurnees and facully members.
As lor recenl achievemenls, MSU-GSC has produced many board lopnolchers and-passers.
The 2006 licensure exams produced six lopnolchers, parlicularly in mechanical cngineering,
civil engineerijng, and fisheries lechnology.

In relation lo conslrainls lo lacully developmenl, the MSU chancellor ciled Ihal one barrier lo
encouraging lheir lacully lo apply lor scholarship opporlunilies is lhe age limil lor applicanls
in lhe FPASP and olher scholarship programs.
Scholars also laced several conslrainls uoon lheir relurn lo lheir inslilulions.. ,~arlicularlvin
applying what lhey have learned abroad d;e lo lack ol equipmcnl. Olhers rnenlioned lack of
opporlunilies lor ~rolessionalarowlh. and cliallenae in lheir respeclive oosilions. Chancellor
danacari suggesled Ihal liiere should be re-eniy supporl lrom P A ~ F This
.
could be by
malting research lunds available lor relurning scholars. Assislance in acquiring needed '
leaching andlor research equipmenl could also be provided lo encourage relurning scholars
lo slay wilh lheir home inslilulions.

Appendix 8. FPASP scholars by U.S. University

Type of grant
.

M.S.

Auburn Universily

Brandels ~ n i v e i s i l ~

~ l e n i s o nUniversily

Colorado Slale Universily

Cornell University

Florida lnslilule of Technology

lndiana University

1
.

Kansas Slale Universily

'Louisiana Slale Universily

Michigan Slale Universily

Mississippi Slale Universily

New Yorlc Universily

Norlh Carolina Slale Universily
Ohio Slale Universily
Oklahoma State University
Old Dominion Universily
Oregon Slale Universily
Pennsylvania Slale Universily
I

Soulh Dakola Slale Universily

Slale Universily of New York
Texas A&M University
Texas Tech University
~ n i v e r s iol
l ~Arizona
Universily dl Arkansas

Rutgers Universily

. .

Monlana Slale Universily

.-. .-....

Iowa Slate Universily

Purdue Universily

I3esearch

1
1

Illinois Stale Universily

Idaho Stale University

Ph.D.

--

Florida Inlernational Universily

. .

.--.

--

U.S. Universily

. 2

.....

Tolal

'

U.S. Universily

Type of grant

M.S.

PI1.D.

~~

University of Calilornia, Davis

Universily ol Calilornia, Riverside

Unive'rsily ol California, Sla. Cruz

, !

Universily ol Conneclicul

Universily ol Delaware

Universily ol Florida

Universily ol Georgia

3 .

University of I-lawaii, Manoa

Universily of Idaho

Universily 01 Illinois. Urbana-Champaign

1 .

Universily ol Minnesola

Universily ol Nebraska, Lincoln.

Universily 01 Rhode Island

Universily ol Soulhern Mississippi

Universily of Tennessee

Ulah Slale Universily

Washington ~ l ' a l Universiiy
e

1
1

1 . ;

Syracuse Universily
Grand Total

Universily ol Washington
Universily of Wisconsin, Madison
Universily ol Wisconsin, Sloul

..

Universily ol Miami

. .

Total

Universily 01 Maryland

-.

Research

80

----- ...- --- 1- -33

30
143

Appendix 9. Tuilion and Cosls, 2007-2008 (US$)'

- --U.S. Univcrsily
~~

Requirc'd
Ices

Roorn
.and
board
~~~~

Olhcr
cxpcn
scs
~

. . ..

Auburn Universily

11,710

504

7.166

2,350

Brandeis Uriivcrsiiy

19,440

'1,136

9.900

1.000

Clemion Universily

15.040

6.170

4,220

Colorado Slale Universily

17,214

225

0,200

1,692

Cornell University

16,650

68

11,190

1.460

Florida lnslilulo ol Technology

17,010

7.770

2.000

Florida ~nlernalional'~niversil~

13,102

1,024

10,600

3,920

.Idaho S I ~ Universily
I~

7,236

2,270

5.270

2,056

Illinois Slale Universily

7,272

1.608

6,810

3,073

.13,914

037

7,474

3,024

Iowa Slale Uriiversily

16.902

969

6,715

3,3 12

Kansas Slale Universily

10.510

610

5,912

3,376

Indiana Universily

Louisiana Slale Universily

Michigan Slale Universily
~ i s s i s s i bSlale
i
University
Monlana Slale Universily
New York Universily
Norlh Carolina Slale Universily
Ohio Stale Universily
Oklahoma Slale Universily
Old Do~rlinionUniversily
Oregon Slale Universily
'

Pennsylvania Slale Universily

Purdue Universily
Iqulgers Universily
Soulh Dakola Slale Universily

...

Oulslate
luilion

Slale Universily ol New York

Texas A&M Universily
Texas Tech Universily
Universily olA;izona
Universily ol Arkansas

..

-- ---.

-- ---

-.-

U.S. Univcrsily
.

................

Outslalc
luition

Requircd
lees

Rooni
and
board
...

Ollicr
cxpcn
scs

Tolal
COSIS

-. ..........

Univcrsily ol Calilornia, Davis

7,347

9,945

1 1.533

2,762

33,587

Universily ol Calilornia. Riverside

7,347

10.041

10.000

3,626

33.014

Univdrsily ol Calilornia, Sla. Cruz

7,347

11.024

1'2,403.

3,342

36,196

Universily ol Conncclicul

21,924

1,610

0,050

2,226

36,GlO

Universily ol Delaware

10,594

654

7.940

1.500

30.696

12,240

270

7.335

1,693

23,530

6.966

4,950

6,424

4,326

24,666

Universily ol Illinois, Urbana-Champaign .

23.600

.2,042

0.196

2,621

39,350

Universily of Maryland

16.570

1,080

0.051

3,024

31,536

Universily 01 Miami

24,300

231

9,704

2.760

39.070

Universily ol Minnesola

25,272

1,744

7,456

2,210

30,690

Universily ol Nebraska, Lincoln

10,072

1.074

6.523

2,940

23,409

Universiiy ol Rhode Island

19,044

1,500

0,732

1.540

32,032

Universily ol Soulliern Mississippi

11.700

5.040

3.000

21,740

17,074

, 0
1,210

.6,350

5,006

32,456

Universily 01 Washinglon

10,020

543

0.337

2,661

32.369

Universily ol Wisconsin, Madison

27,054

054

6,650

3,390

39,940

9.954

630

4.994

2,695

20,201

Ulah Slale Universily

10,024

505

5,920

3.500

22.909

Washinglon Slate Universily

16.560

526

7.790

3,542

30,410

Universily ol Florida
Universily ol ~ e o r g i a
Universiiy ol I-lawaii, Manoa
Universily ol Idaho

Universily of Tennessee

Universily ol Wisconsiti. Sloul

10,216
900
10,940
1.124
33,560
Syracuse Universily
.
.
.
-...........
-.
.
.
a Dala on lllc 2007-2000 cosls ol gradual~
sludy i t ~lllc U.S. was drawl~1ro111
A~OUI.C~II~R~USII~W~.COIIP~
arid lroln llle websiles ol eacll ol l l ~ eparlicipaling universily. Oul-slalo luiliol~ass~~~ncrl
assulllit~g9
regislered u!~ilsin Fall and Spring sctnbslcrs.