- Integrative Non-formal Education Programs. These are organized educational activities that respond to the identified needs of specific sectors (out-of-school youth, women, street children, small scale entrepreneurs, etc.) or communities with the end in view of ameliorating their conditions. These are integrative in the sense of: (a) being aimed at the holistic development of society, and (b) reaching out to marginalized sectors and communities.
- Action Research Programs. These involve researches that are specifically intended at addressing existing needs, problems, and issues among identified stakeholders. These are implemented collaboratively with the concerned sectors, or at least with their explicit consent and support, in order to ensure that the results shall be appreciated and utilized by them. Hence, action research is problem-centred, client-centred, and action-oriented.
- Advocacy and Networking Programs. These are sets of strategies that promote policy change, including those affecting the attitudes and practices of key decision-makers in the society. Generally, these programs shift from needs-based to rights-based approaches. These programs are done through communication campaigns, public speaking, commissioning and publishing research or poll. Lobbying is a form of advocacy where a direct approach is made to influence political decision-makers over specific issues.
- Outreach Programs. Activities falling under these are theoretically unconsidered as extension programs, as they generally involve one-time and immediate need assistance to victims of disasters, calamities and other insistent needs in the community. Nonetheless, the University considers it as its civic duty to mobilize its stakeholders to respond to such emergency cases when they arise. Towards this, it shall implement well-coordinated and systematic initiatives that are well within the means of the University and its stakeholders.
- Service- Learning. This is a teaching- learning strategy that integrates meaningful community service with instruction and reflection to boost learners’ learning experiences, teach active citizenship, and empower individuals and communities.
These programs are well-planned, with clearly specified objectives and goals, and strategies and activities. These may include training activities, communication and information services that disseminate knowledge and skills, technology development and transfer, and other related services
An action research can be a “stand-alone” program depending on the complexity or difficulty of an issue or a problem that is to be addressed or solved. However, it can also be a component of a bigger program, in which case it provides the scholarly dimension of the extension program.
Outreach initiatives come in two broad forms:
4.1 Disaster Risk Reduction and Management Outreach. This is the preferred mode of outreach that should be undertaken due to its critical role in assisting people in calamitous need. The services that can be rendered range from the predictable to the unpredictable. The unpredictable activities shall deal with disaster response and rehabilitation. Henceforth, such activities will be known as emergency outreach. The predictable projects shall focus on disaster and calamity preparedness, mitigation and even rehabilitation especially for target groups that have been affected in the past.
4.2 Regular Outreach. This type of outreach falls outside disaster preparedness, response, rehabilitation and mitigation services. Instead, it caters to other pressing needs of the community. This type shall be organized only if the specialization of the school/department/student organization does not in any way relate to disaster risk reduction and emergency management.
This is a credit community development program integrated in the course syllabi that permits students build character and become active participants as they work with others in their school and community to create service projects in areas related to their course/ field of specialization.