Best Practices in Human Rights Education:
The Case of the MMSU-INCHRE, Philippines
Marivic M. Alimbuyuguen

T

he Higher Education Institutions (HEIs) play an absolutely necessary role in the field of human rights education in thePhilippines. The tertiary level of education plays a significant rolein producing a populace with high human rights literacy, which is the levelof knowledge of a person regarding basic civil, political, economic, socialand cultural and environmental rights, as well as the redress system. The
mandate of heis in human rights education is highlighted in the Philippine
Constitution that stresses that “all educational institutions should foster
respect for human rights, [and] … teach the rights and duties of citizen.”(Section 3, Article XIV)
The Mariano Marcos State University (mmsu), located in the town of
Batac, Ilocos Norte province, recognizes this role and gives full commitment
to human rights education to ensure support for the successful nurturing of
human rights ideas and values within the academe and the province throughthe Ilocos Norte Center for Human Rights Education (inchre).
For more than half a decade, the inchre has been undertaking humanrights activities that have in one way or another impacted on the lives of the
Ilocanos (ethnic identity of the Filipinos in Ilocos Norte province) to realize
a life of peace by becoming aware of and learning to protect their human
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The experiences of the inchre over the years are expected to radiate andserve as guide to other heis and government institutions that are also human rights duty-bearers in the attainment of a democratic, free, happy andpeaceful society. The activities of the inchre evolved through the years.
Finding solutions to problems, issues and other concerns strengthened theactivities. Inchre continues to realize its goal of making the province of
Ilocos Norte and its academic community the center of human rights activities in this part of northern Philippines.
Establishment of INCHRE
The initiative for the establishment of inchre came from the regional office of the Philippine Commission on Human Rights (chr) headed by Ms.
Anita M. Chauhan, PhD. Mmsu supported this initiative and inaugurated
the establishment of inchre by signing a Memorandum of Agreement withthe chr on 21 August 2003. The then President of mmsu, Saturnino M.
Ocampo, Jr., PhD, and the then Chairperson of chr, Hon. Purificacion C.
Valera-Quisumbing, signed the moa.
The moa provided mmsu and the chr with a sense of responsibility
to give their full commitment and cooperation to human rights education.
Inchre envisions to create a community where people have the humanrights knowledge, values, attitudes and skills necessary as rights-holders or
stakeholders in maintaining a democratic society where there is freedom
from all forms of exploitation; where human rights are respected; whereequality, non-discrimination and justice prevail; where the potentials of thevulnerable groups are developed; and where democratic practices ensurethat people live together in peace and prosperity and in harmony with nature and the environment.
It has the mission of evolving a culture of human rights, democracy andpeace by institutionalizing a multi-disciplinary human rights education andby being responsive to fundamental education needs of the people.
It aims:a. To conduct trainings on human rights in and outside theUniversity to enhance the knowledge and awareness on human rights
concerns of the people;

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b. To mainstream human rights in the three-fold function of theuniversity­—instruction, research and extension;c. To encourage students and members of the faculty to conduct
research on human rights;
d. To keep people aware and informed on human rights concerns
through the production and distribution of information, education andcommunication materials on human rights; ande. To provide services by linking the victims of human rights violations with the chr and other government agencies mandated with the
obligation to protect and realize human rights.

The INCHRE is operating under the Social Sciences Department of theCollege of Arts and Sciences, with the direct supervision of the Vice President
for Academic Affairs of the MMSU. In effect, INCHRE is under the Office of the
University President. The Coordinator of INCHRE comes from the Social Sciences
Department. The present author, Director of the Extension Directorate of MMSU,
is the current INCHRE Coordinator. The Extension Directorate is the extension
arm of the University that is responsible in the dissemination of research andacademic outputs by faculty and staff. Since most of the INCHRE activities arebasically extension in nature, the College Extension Coordinators were also
designated as Human Rights Coordinators in their respective colleges. In addition,
since the Extension Director is also the INCHRE Coordinator, the activities of the
INCHRE are streamlined in all the extension activities of the various colleges.
The INCHRE program implementation is linked to the units in the universitythat have inter-related and interdependent functions, roles and responsibilities.
From the year 2008, INCHRE started to closely collaborate all its activities with
the Gender and Development (GAD) Office and the Regional Center for Poverty
Studies (RCPS).
The GAD, RCPS and INCHRE are university offices focused on the needs ofthe vulnerable groups in society. The collaboration of activities between INCHRE
and GAD assured financial sustainability for the advocacy activities of INCHRE.
This is particularly due to Republic Act No. 7192, otherwise known as the“Women in Development and Nation Building Act,” which promotes the role ofwomen in national development and provides for an automatic allocation of five
percent of any government agency’s budget to Gender and Development.

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Being part of the GAD program, INCHRE was able to secure officeequipments, supplies and materials for its activities.
The Operation of INCHRE
The then university president of MMSU signed Special Order 03-081 thatcreated the INCHRE Working Team composed of members of the faculty anduniversity staff. The initial team of ten members was composed of six womenfaculty members of the Social Sciences Department, two Extension Staff and two
College Extension Coordinators.
All the members of the Working Team are “Accredited Human Rights
Educators,” i.e., those who have undergone training and field practice on humanrights education. The field practice included serving as resource speakers/
lecturers during the Training on the Foundation of Basic Human Rights for Faculty
and Student Volunteers in MMSU on 3 December 2003. This was the first humanrights training held by the newly-launched INCHRE. The CHR Region I Office
bestowed on the first members of the Working Team the title “Accredited Human
Rights Educators” at the end of the training. Twenty-three accredited humanrights educators have worked in INCHRE. (See Annex A for the profile of theWorking Team members).
The University also designated the Extension Coordinators in the
different colleges as Human Rights Coordinators. As Extension/Human Rights
Coordinators, they are granted vacation leave. Moreover, they are entitled toa three-unit reduced workload. These small incentives have not affected thestrong motivation of the Coordinators in working hard to become human rights
advocates.

Mainstreaming Human Rights Education
INCHRE designed its programs based on the mandated functions of state
universities in the Philippines, namely, instruction, research and extension.
It implements three major programs regarding the integration of humanrights into the university curriculum, research on human rights issues, andextension work on human rights.

175Best Practices in Human Rights Education: The Case of the MMSU-INCHRE

A. Integrating Human Rights in Instruction
Inchre started integrating human rights into the Sociology Curriculumof the Bachelor of Arts (BA) course, under the Social Sciences Department.
Human rights issues and concerns are included in the following subjects:
Seminar for Behavioral Sciences Students. This is a major course/subject taken by all senior students enrolled in BA Sociology. The students areencouraged to consider human rights issues and concerns as topics for presentations in the course. Forums are organized for these presentations thatare attended by other students. Students discussed various human rights
topics such as the rights of indigenous peoples, women, migrant workers,
religious minorities, and also housing rights and human rights violations bymembers of the police. See Table 1 for the list of presentation topics.
Political Science Subject. The Political Science faculty members emphasize human rights in their discussions of the subject, especially the discussion on the Philippine Constitution. The Political Science subject is a
general course (GE) required for all students at the tertiary level.
The faculty members teaching these courses openly accept the integration of human rights into the university curriculum since most of them arethemselves accredited human rights educators in the university.
Table 1. Human Rights Topics Presented in the Seminars for Behavioral Sciences, MMSU-INCHRE
Activity

Purpose/Objective

Date

No. ofParticipants

Seminar on the Filipino MigrantWorkers (OFWs): Some Human
Rights Issues and Concerns
Human Rights Forum- Consumers’ Rights- Rights of Indigenous Peoples- Rights of Religious Minorities

To create awareness among
students on issues affecting
OFWs
To increase the awarenessand knowledge of participantson consumers’ rights, and therights of indigenous people andreligious minorities
To increase the awareness andknowledge of students on theMillennium Development Goals,
especially on issues regarding
their implementation
To make the students becomeaware of some important rights
and of malpractices of humanrights duty-holders

16 August 200426

6 August 2005

40

22 August 200630

24 August 2006

45

The Millennium Development
Goals: Some issues & concerns

Human Rights Forum- Housing Rights- Women’s Rights- Malpractices of the Philippine
National Police: Some Violations of
Human Rights

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Inchre also provides training for students, as part of the integration ofhuman rights in instruction. It offers several training programs:
1. Training for National Services Training Program (NSTP) Students.
From its inception, Inchre has been holding human rights training fornstp students. The nstp is a required subject for all first year students. In
the training, the accredited human rights educators serve as resource speakers on the following topics:
a. Definition and Classification of Human Rights
b. Human Rights Principles
c. Rights of the Childd. Rights of Students.
Inchre holds an annual training on human rights (usually during thefirst semester) for nstp students and for Instructors and College Extension
Coordinators in nine colleges. This training is held in collaboration with theStudent Services Department, College of Arts and Sciences, and nstp. See
Table 2 for the number of students trained.
Table 2. Human Rights Trainings for NSTP Students Held by INCHRE, 2004-2008
Year

Number of Colleges Covered

Number of NSTP Student-Participants

2004
2005
2006

8
5
5

1,452
1,153
493

2007
2008

8
9

1,025
1,205

2. Training for Secondary Students. This is given to junior and seniorsecondary students of the university. In all these trainings, the trainers or
resource speakers are the Accredited Human Rights Educators in the university (Table 3).

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Table 3. Number of Human Rights Trainings Held by INCHRE, 2003-2008*
Year

Number of Trainings

Number of Participants

2003

2

67 Faculty and staff

2004

1

1,452 NSTP students

2005

2

1,153 NSTP students
116 Secondary school students

2006

2

493 NSTP students
48 BA Sociology students

2007

1

1,025 NSTP students

2008

5

205 Women leaders and Barangay Chairperson
25 Faculty and staff
1,205 NSTP students
82 Barangay Human Rights Officers (BHROs) and Local Government
Unit (LGU) officials and employees* Trainings include those held with NSTP students

3. Training for Members of the Faculty and Staff. The faculty members
are prepared for human rights education through trainings jointly provided
by INCHRE and CHR Region 1 Office. These trainings increased the knowledge of the INCHRE Working Team and other faculty members as advocates of human rights and developed their skills as human rights trainers.
See Table 4 for the list of trainings held.
Table 4. Number of Human Rights Trainings Attended by MMSU Faculty and Staff, 2003-2008
Year

Number of HR Trainings

Number of Participants

2003
2004
2005
2006
2007
2008

2
5
4
3
4
5

20
18
4
3
25
20

Note: CHR Region 1 Office held these trainings

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B. Human Rights Research
Inchre facilitates research on human rights by both students and themembers of the faculty in line with the university functions.
Student Research. Senior or graduating students in the BA Sociology
program who are required to prepare an undergraduate thesis in their Socio
200 subject are encouraged to consider human rights issues as study problems. Table 5 provides a list of thesis topics on human rights that have beentaken up by students. Moreover, the students are encouraged to present
the results of their thesis-related research in a forum by joining the annual
Search for the Best Undergraduate Thesis, in the Arts and Social Sciences
category, held by the Research and Development Directorate of the university. Several of these students’ theses received recognition in this forum. See
Table 5 for the list of students’ theses. (Award winning theses are listed in
Annex B.)
Table 5. Research Projects Undertaken by Students

Title

Student Researcher

AdviserYear

1. Knowledge of OFWs on Human
Rights and Their Awareness ofGovernment Programs
2. Indigenous People’s (Isneg)
Level of Knowledge and Enjoymentof their Human Rights
3. Child Labor in Rice–based
Farming Communities
4. Level of Knowledge andEnjoyment of Human Rights of
MMSU Students
5. Level of Knowledge andEnjoyment of Human Rights ofWorkers
6. Level of Knowledge andEnjoyment of Human Rights of
Women
7. Level of Knowledge andEnjoyment of Human Rights of
Prisoners

Ms. Lea Malicad

Prof. Jacqueline Ugale

2004

Ms. Anavie Tunac

Prof. Marivic M.
Alimbuyuguen, PhD

2005

Ms. Joyce Rallojay

2006

Ms. Loida Bagaoisan

Prof. Marivic M.
Alimbuyuguen, PhD
Prof. Marlyn Cacatian

Ms. Kristine Urbi

Prof. Mayvelyn Tajon

2007

Ms. Imelda Cajigal

Prof. Dyrma I. Sabas

2007

Mr. Mark Anthony Ruiz

Prof. Marivic M.
Alimbuyuguen, PhD

2007

2006

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Faculty Research. The accredited human rights educators of mmsu
have been involved in a research on Millenium Development Goals in Ilocos
Norte province. The chr Region 1 Office implements this project.
C. Human Rights Extension Activities
From inception, the inchre activities have been aligned with the activities of the Extension Directorate of mmsu. Hence, most of the activities ofinchre are geared towards extension work, such as the following:
1. Training for Various Stakeholders. As an outreach program, theinchre holds human rights training in various towns in the province.
(Please refer to Table 4 for the trainings held.) The participants of thesetrainings include women, out-of-school-youth (osy), prisoners, parents
and guardians of nursery children, local government officials, employees ofvarious government organizations (GOs), and officers and members of nongovernmental organizations (ngos).
2. Extension activity of the Social Sciences Department and Socio
Guild. The Social Sciences Department and the Socio-Guild, a student organization of the BA Socio program, have adopted as extension activities
the human rights training and other activities of the NSTP students. The
BA Socio students, through the Socio Guild, assist in holding the training.
3. MMSU-SIFE. Inchre takes the mandate of not only enriching andenhancing the knowledge of individuals on their human rights but also educating them on mechanisms for the protection and/or fulfillment of theserights. In line with this perspective, inchre has accepted the proposal of the
chr Region 1 Office to join the Pilipinas Students In Free Enterprise (sife)
program.1 Mmsu has a sife team that has been participating in sife competitions for the past five years (see Table 6 for projects developed by mmmsu
sife team). Inchre relates the projects under sife to right to food and adequate nutrition, as well as the right to work or livelihood. Thus inchre supports the mmsu sife team in developing projects that address the needs ofcommunities. This involvement of inchre in sife had also brought laurels
to the university, not only in national but also international arenas. (Pleaserefer to Annex B for the awards received by the team).

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Table 6. MMSU SIFE Activities/Projects and Beneficiaries, 2004-2008
Project

Project Objective

Beneficiaries

Improving the Ilocano Women’s Lives
through Shell-craft Enterprise (2004
to present)

Aims to augment the income of women folk
in fishing villages through entrepreneurship,by enhancing their knowledge and skills in
the production and marketing of shell-craft
products.

150 fishinghouseholds

2. Improving the lives of Rural folks
through Bamboo Enterprise (2007 topresent)

Aims to augment the income of rural folk
through the production and marketing ofvarious engineered bamboo (e-bamboo)
products.
Brings desirable changes in the lives ofrural folk with the implementation of various
entrepreneurial projects.

20 women,
farmers and OSY

3.1. “Projecting Bayanihan [Community
Cooperation]”

21 Indigent
Families of the
Gawad Kalinga
Foundation

3.2 “Threading the Shells of Hope”

50 women folk

3.3 “Shooting the Bamboo Persistence”

20 women,
farmers and OSY
23 Detainees in
the Bureau of Jailand Management
Penology

3. Transforming the lives of the Ilocanos
through Sustainable Entrepreneurial
Development (2008 to present)

D. Advocating Human Rights in Print and MediaTo widen its reach and to serve more people in the Ilocos Norte province and neighboring provinces, the inchre utilizes both print and broadcast media for its human rights advocacy. Several articles or news items on
the activities of inchre have come out in various publications in the university. (See Table 7 for the media materials).

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Table 7. Human Rights Articles/ News Items in MMSU Publications
ArticlePublication

Date Published

Jail Partners tapped from MMSU
Livelihood training-workshop conducted in jail
BJMP Detainees are beneficiaries of skills
training
MMSU-SIFE Team to compete in the National
SIFE Exposition
MMSU-SIFE TEAM is 3rd Runner Up in the2008 SIFE National Competition
MMSU-SIFE Team off for the national expo
BRDC Assists Pagudpud Shellcraft Producers
CAS Extension Sets off Human Rights
Education for NSTP Students
MMSU-CHR conducts BHRAO Orientation
Seminar

News for the Week, vol. 11, no. 9
News of the Week, vol. 11, no. 12
Extensionist, vol. 1, issue 1

May 28, 2009
July 16, 2009
June-July 2009

Extensionist, vol. 1, issue 1

July 2008

Extensionist, vol. 1, issue 2

August 2008

News for the Week, vol. 10, no. 7
Extensionist, vol. 1, issue 3
Extensionist, vol. 1, issue 3

August 2008
September 2008
September 2008

Extensionist, vol. 1, issue 4

October 2008

The inchre Working Team has also been invited to join a radio program entitled Rimat ti Ilocandia (Light of Ilocandia), hosted by the mmsu
Extension Directorate and aired every Wednesday though the radio station
dwfb from 10:00 to 11:00 a.m. in Laoag City, Ilocos Norte.
Tapping all available mediums of communication within the university
widens the reach of the inchre and serves more “human-rights-in-need”
people.
Lessons Learned
The inchre experience provides some lessons in institutionalizing humanrights education in a higher education institution or the academe as a whole.
The options and strategies employed by inchre for this purpose constitutelessons learned.
The inchre took the initial step of creating a sense of responsibility
among the various colleges and units in the university. Inchre ensured thatthese colleges and units were able to recognize their role as duty-bearers as
far as human rights were concerned.
From this initial step, inchre clearly and properly defined goals thatshould be aimed at, and on which its organizational structuring and organizing of human resources depended. Such structure and resources werebases of its program implementation.

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Mmsu’s officially sanctioned creation of a Working Team with the primary purpose of mobilizing human resources for inchre was a significant
move. Based on the policy of the University of using its existing resources,
mmsu through the Working Team tapped the human resources of its extension program by turning them into human rights advocates. With training provided by the chr Regional 1 Office, the extension work providers of
mmsu’s different colleges became important human resources of inchre.
The members of the Working Team themselves became Accredited Human
Rights Educators, who later on helped in program implementation bothwithin and outside the university.
Iinchre basic programs consist of academic and practicum-oriented
activities. These programs subscribe to the mandated functions of State
Universities and Colleges (sucs) in the Philippines. Mmsu, being a state university, mainstreamed human rights education in three of these functions,
namely, instruction, research and extension. Inchre facilitated this humanrights education mainstreaming in mmsu’s system.
Fully aware of the major constraints in implementing human rights
education programs or projects, inchre overcame this problem during its
first years of operation through collaboration with the different colleges andunits of mmsu. Since the colleges and units have funds for training, inchretakes the opportunity of including human rights as topics in the training
activities of the colleges and units. For example, in the livelihood training
for women being implemented by gad, a topic on the rights of women is
discussed. Inchre also undertakes activities jointly with the Extension
Directorate.
By integrating human rights education into the three major functions of
mmsu, no additional cost was incurred in implementing inchre programs,
and most of all, the sustainability of the inchre activities was ensured andinstitutionalized.
Finally, inchre established both formal and informal linkages with institutions outside the mmsu to support its program implementation. It anchored its program implementation on the principle of “participation andpartnership” that involved unity of action, resource sharing and complementation between and among human rights duty-bearers and stakeholders/rights-holders. Inchre maximized its partnership with chr Region 1
Office, and cultivated links with local government units at the village, municipal and provincial levels. These local government units (lgus) play im-

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portant roles in the implementation of the human rights education activities within their respective jurisdictions. Their roles consisted of 1) direct
involvement in getting participants to the inchre program activities suchas human rights trainings; 2) sharing of resources by providing the training venues and other needed training resources; and 3) taking responsibility in ensuring that the inchre trainings will improve and transform thelives of the participants by putting in action whatever they learned in thesetrainings. With these links, the working relationship between mmsu andthe lgus is strengthened, as both institutions collaborate towards realizing
their roles in human rights advocacy.
Inchre also established informal links with other institutions such as
the National Federation of Centers for Human Rights Education (nfchre)2
and the Philippine Association of Extension Program Implementors (paepi). Both institutions have been instrumental in holding trainings for humanrights volunteers and accredited human rights educators among the members of the mmsu faculty. Through these linkages, inchre also provided
consultancy services by providing resource speakers to various training activities. See Table 8 for the list of these training activities.
Table 8. Consultancy Services Provided by MMSU-INCHRE, 2004-2008*
Year

Number of consultancy services(Resource Speakers)

Number of faculty involved

2003
2004
2006
2007
2008

2
2
5
4
5

Center Coordinator
Center Coordinator
Center Coordinator and INCHRE Working Team
Center Coordinator and INCHRE Working Team
Center Coordinator and INCHRE Working Team

* Human rights trainings for NSTP students excluded

Insights and Program Sustainability
The inchre experience in implementing human rights education programs
using various options and strategies is a unique albeit limited experiencethat may not apply outright to other sucs or heis in the country or evenabroad. However, such experience provides invaluable lessons and insights
in human rights advocacy. It can be adapted and tried in other similarly situated human rights programs and projects.

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The sustainability of any program is one of the biggest and most important challenges faced by any implementing institution. More often than not,a project is sustainable when it enjoys a stable financial support. Inchre is
not an exemption to this challenge, especially since it does not enjoy a clear
budget allocation.
But there are other factors that contribute to the sustainability of an institution. As earlier discussed, inchre collaboration with colleges and units
within the university and well-established place in the university organizational structure (with well-defined direction and goals) provide sustainability in program implementation.
The integration of human rights in the mmsu curriculum ensures institutional support for inchre programs and likely will transcend uncertainty
brought by change in the university leadership.
The commitment and support of the members of the faculty, the staff
and the administration officials of mmsu brought laurels to inchre andthe university and recognition at the national and international levels. (SeeAnnex B for the list of awards and recognitions).
Simple and small-scale strategies and practices helped inchre createa niche in developing a human rights culture, not only in the academe but
also in the province of Ilocos Norte and the Philippine society in general.
Through these strategies, inchre is contributing in building a violence-free,peaceful, and orderly Philippines.
Endnotes
1
SIFE is a partnership between business and higher education institutions that
prepares the next generation of entrepreneurs and business leaders to create a betterworld for everyone. SIFE teams develop outreach projects that specifically meet theunique needs of some communities. The projects are then presented at the regional,
national and international competitions. Business executives judge the competitions
and select the winners based on which teams they believe were most effective at
helping others through their projects (SIFE Team Handbook, 2008-2009).
2
As of 2009, the National Federation of Centers for Human Rights Education(NFCHRE) has the following members: twenty-five Higher Education Institutions(HEIs), one Non-Governmental Organization (NGO), and fourteen Division Schoolsof the Department of Education (DepEd).

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References
Alimbuyuguen, M. et. al. 2009. General Sociology Coursebook, Revised Edition.
Bulacan: Trinitas Publishing, Inc.
Alimbuyuguen, M. 2006. Mainstreaming Human Rights in Academic Programs:
The MMSU-INCHRE Experience. Paper presented in the Refresher Course on
Mainstreaming Human Rights in Governance and Development Through Rightsbased Approach. Batac, Ilocos Norte, Philippines. 20 September 2006.
Commission on Human Rights and Department of Education. 2003. Facilitator’s
Manual on Human Rights Education: Training Pack on Human Rights Education forTrainers of Classroom Teachers. Quezon City/Pasig City: Commission on Human
Rights and Department of Education).
SIFE Team Handbook 2008-2009. 2009. Springfield, MO: The Jack Shewmaker
SIFE World Headquarters.
Office of the MMSU President and the Commission of Human Rights Region
1 Office. 2008. Accomplishment Reports of the MMSU-INCHRE from 2003 to 2008.
Batac: MMSU and CHR.

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Annex A
Profile of the MMSU-INCHRE Working Team
Faculty

Educational Attainment

Academic Rank

Area of Specialization

Shirley Mina
Perla Marders
Marivic M. Alimbuyuguen

Doctor of Education
LIB/MAPA
Doctor of Philosophy

Assoc. Prof. V
Assoc. Prof. IV
Assoc. Prof. III

Henedine Aguinaldo
Maita Ancheta*
Sosima Demandante

MS Biology (CAR)
MAEd (Social Science)
Doctor in Philosophy(CAR)
BS Social Sciences
BS Social Sciences
BS Sociology
MAPA
BA Social Sciences
MS Rural Development

Asst. Prof. IV
Instructor II
Asst. Prof. I

BA Political Science
BA Political Sciences
MA History
MAEd Guidance &Counseling
AB Philosophy
AB Philosophy
BS Sociology
MS Sociology (CAR)
BA Sociology
BS Sociology
Doctor of Education

Instructor I
Instructor I
Instructor II
Instructor I

Education
Political Science
Sociology, Anthropology,
Rural Development
Biology
History
Crop Science, Rural
Development
Sociology, Economics
Sociology, Psychology
Sociology
Extension
Sociology
Economics/Rural
Development
Political Science
Sociology
History
Psychology/Guidance &Counseling
Philosophy
Philosophy
Sociology
Sociology
Sociology
Sociology/History
Public Administration

Jacqueline Ugale*
Angelica Salas
Marlyn Cacactian
Bella Gervacio
Weena Guiang
Marjorie Garcia
Lorma Quibilan
Dyrma Sabas
Bella Ramos
Elizabeth Marfel Gagni
Romel Dascil
Fides Bitanga
Mayvelyn Tajon
Herdy Yumul
Joyce Rallojay
Leslie Kaye Rivera*
Cristina Coloma* No longer connected with the University

Instructor I
Instructor I
Instructor I
Training Specialists I
Instructor I
Instructor II

Instructor I
Instructor I
Instructor I
Instructor I
Instructor I
Instructor I
Professor

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Annex BAwards and Recognitions Received by the INCHRE
ActivityAward/Recognition

Date/Place

Inter–CHRE Regional
Competition

First Place – Human Rights QuizFirst Place - Human Rights Logo
Making Contest
Second Place – Human Rights
Postermaking Contest
Most Outstanding Student Thesis(Knowledge of OFWs on Human
Rights and Their Awareness on
Government Programs)
Most Outstanding Student Thesis(Indigenous People’s Level ofKnowledge and Enjoyment of their
Human Rights)
National Champion (Improving
Women’s Lives through ShellcraftEnterprise)Semi-Finalist (Improving Women’s
Lives through Shellcraft Enterprise)
Second Place – Most Outstanding
Student Thesis(Child-Labor in Rice Farming System)

3 December 2003, Pangasinan
Colleges of Science andTechnology, Urdaneta City,
Pangasinan

Third Place – Most Outstanding
Undergraduate Thesis (Child-Labor in
Rice Farming System)

June 2007, Regional Education
Learning Center (RELC), San
Fernando City, La Union

Third Runner-Up – (Improving theLives of the Ruralfolk through BambooEnterprise)

2-4 August 2008, Makati, Metro
ManilaSearch for Outstanding
Undergraduate Thesis (Arts andSocial Science Category)Search for Outstanding
Undergraduate Thesis (Arts andSocial Science Category)
2006 National SIFE Exposition

SIFE World Cup Exposition
Search for Outstanding
Undergraduate Thesis(Arts and Social Science
Category)
Ilocos Agricultural Research
Resources and Development
Consortium (ILARRDEC)
Regional Research andDevelopment Symposium2008 National SIFE Exposition

2009 National SIFE Exposition

Regional Awards for Human
Rights Education
Regional Awards for Human
Rights Education

National Champion( Transforming the Lives of the
Ilocanos through Sustainable
Entrepreneurial Development)

INCHRE - Most Outstanding CHRE in
Region 1
Most Outstanding CHRE Coordinator

March 2004, University Training
Center (UTC)-MMSU, Batac,
Ilocos Norte
March 2005, University Training
Center (UTC)-MSU, Batac, IlocosNorte
15-16 June 2006, Manila

10-20 September 2006, Paris,
FranceMarch 2007, University Training
Center (UTC)-MMSU, Batac,
Ilocos Norte

As an incentive, the MMSU
SIFE Team was part of the SIFE
Pilipinas Official Delegation to
World Cup in Singapore
17 July 2009, Asian Instituteof Management, Makati, Metro
Manila
4-6 October 2009, MMSU SIFE
Team represented the Philippines
in the SIFE World CUP in Berlin,
Germany
10 December 2009, Provincial
Capitol, San Fernando, La Union
10 December 2009, Provincial
Capitol, San Fernando, La Union