Sustainable Development Goal (SDG) 4: CSU on Quality Education

• Food Innovation Center – The Caraga State University (CSU) Food Innovation Center (FIC) is a premier hub for food research, development, and technical support services in the Caraga region, established through a major collaboration with the Department of Science and Technology (DOST) Caraga. The FIC aims to be a leading catalyst for the local food industry by helping entrepreneurs and Micro, Small, and Medium Enterprises (MSMEs) transform local, underutilized produce into market-ready, high-quality processed foods. Its services are comprehensive, including providing fully-equipped, rentable kitchens and facilities, conducting contract research for product formulation and optimization, designing compliant packaging and labeling, and offering specialized training and technology transfer programs to enhance the quality, safety, and commercial viability of regional food products.
• CSU-CC Atheneum – The Caraga State University Cabadbaran Campus (CSU-CC) Atheneum is the flagship library and learning facility of the Cabadbaran Campus, serving as a modern hub for academic resources, research, and collaborative student activity. Tracing its origins from a humble classroom library, the Atheneum was realized through dedicated infrastructure projects to meet the growing needs of the campus’s student population, particularly those enrolled in technical, industrial technology, and engineering programs. Designed to facilitate the transition into a contemporary learning commons, the state-of-the-art facility provides a new learning environment, offering a vast collection of materials, computerized resources, internet access, and dedicated study areas, thereby functioning as the central locus for intellectual exploration and the development of new knowledge at CSU-CC.
  • CSUCC Sports Facilities – The CSU Cabadbaran Campus provides comprehensive outdoor sports facilities essential for the physical education, recreation, and overall health and wellness of its community. Central to these facilities is the CSUCC Oval, which serves as the primary outdoor sports and athletic field. This multi-purpose area typically includes a running track and an inner field suitable for sports like football (sometimes specifically referred to as the CSU Football Field).
• CSU-CC Student Centers – The Caraga State University Cabadbaran Campus (CSU-CC) Student Centers are designated spaces dedicated to fostering a supportive and engaging environment for student life, learning, and collaboration outside of the traditional classroom setting. Serving as a crucial hub for the campus community, including counseling, guidance, student organization activities, and welfare programs. These dedicated student centers are essential components of CSU’s overall infrastructure, aiming to provide a conducive lounge and gathering place where students can pursue academic collaboration, engage in co-curricular activities, and find balance during their demanding academic schedules.
• CSU-CC Specialized Laboratories and Workshops – These are the practical learning environments integral to the campus’s focus on technological, industrial, and vocational programs. These workshops are equipped to support the hands-on training required for specializations like Automotive Technology, Electrical and Electronics Technology, and various Civil and Architectural Drafting trades. Serving as essential components for the Colleges of Engineering, Information Technology, and Industrial Teacher Education, these facilities provide students with the necessary tools, machinery, and workspace to apply classroom theory, develop technical competence, and master the trade skills demanded by industry in the Caraga region.
• CSUCC Gymnasium – The CSUCC Gymnasium is the primary indoor facility at the Caraga State University – Cabadbaran Campus, serving as a vital multi-purpose center for the institution. It is essential for hosting significant university events, including graduation ceremonies, large consultative meetings, cultural programs, and various sports competitions. Furthermore, the university has initiated plans for the modernization and expansion of the gymnasium, focusing on upgrading amenities like restrooms, enhancing accessibility for Persons With Disabilities (PWDs), and updating the building’s aesthetic facade to give the campus a more modern and distinct architectural identity, ultimately aiming to serve both the academic community and the wider public more effectively. By making these spaces available to non-students, CSU promotes community engagement and lifelong learning. The university’s open access to facilities not only serves students but also strengthens CSU’s partnerships with local communities, supporting sustainable development goals through inclusive education and community-based learning experiences.
  • https://www.carsu.edu.ph/?q=video/csu-hero-learning-commons
  • https://www.facebook.com/profile.php?id=100081622267433
  • https://vprie.carsu.edu.ph/
  • https://www.facebook.com/photo/?fbid=516577594153101&set=pob.100074025944844
  • https://youtu.be/9dL7JFv_f6s
• Building Foundations for Education: Lakbay Bulilit and Benchmarking Visits to CSU Library 

  The Lakbay Bulilit and other benchmarking activities conducted by various child development centers, such as Sr. San Roque Child Development Center and Santo Niño Child Development Center, to the CSU library, play a significant role in promoting better quality education. These activities provide young learners and their educators with firsthand exposure to an academic environment that fosters curiosity and learning. Through these visits, children are introduced to the importance of libraries as spaces for learning, discovery, and growth. The interactive nature of these visits encourages engagement and helps cultivate a love for reading and knowledge at an early age.

  Moreover, these benchmarking activities allow other institutions to observe and learn from CSU’s best practices in library management and resource utilization. By sharing insights on library programs, collection development, and educational support services, CSU demonstrates its commitment to improving the quality of education not only for its own students but also for those in surrounding communities. Such collaborative initiatives ultimately contribute to a well-rounded educational experience, providing children with the tools and mindset to excel in their academic journey while promoting the value of libraries as educational hubs.

Free access to online resources

CSU’s Digital Leap: MasaoLMS and Google Partnership Power SDG 4 and Lifelong Learning

In alignment with SDG 4’s goal of providing inclusive and equitable quality education, Caraga State University (CSU) launched the Masao Learning Management System (MasaoLMS) in 2020, utilizing Moodle to create a comprehensive online learning platform that serves CSU students and extends to learners outside the university. The MasaoLMS offers flexible access to course content, assessments, interactive tools, and progress tracking features, supporting both asynchronous and synchronous learning.

To further broaden access, CSU has partnered with Google for Education, leveraging a suite of Google-powered resources such as Google Sites and YouTube to make lectures, educational videos, and other learning materials freely accessible. This partnership with Google for Education enhances CSU’s ability to provide quality educational content to a diverse audience, promoting inclusive and continuous learning opportunities beyond the campus.

The MasaoLMS is managed by the Virtual Learning Research Center (VLRC) under Dr. Junrie B. Matias and the Management Information System (MIS) led by Prof. Maria Besa Joy M. Ortuyo, who ensure that the platform remains reliable, secure, and user-friendly. The platform’s policies and protections, overseen by a committee led by Dr. Luisito I. Tabada, emphasize user rights, data privacy, academic integrity, and intellectual property safeguards to create a supportive online environment.

During the pandemic, MasaoLMS became indispensable, enabling faculty and students to adapt to remote learning with ease. The partnership with Google for Education has further strengthened CSU’s capacity to provide accessible, flexible learning resources that contribute to the university’s SDG 4 commitment to quality education and lifelong learning. By extending educational content through MasaoLMS, Google Sites, and YouTube, CSU demonstrates its dedication to equitable learning and continuous education for all.

URL: https://masaolms.carsu.edu.ph/

Other sources:

• https://sites.google.com/csucc.edu.ph/math-reviewer/gem-reviewer?fbclid=IwY2xjawGaZhdleHRuA2FlbQIxMAABHTAJ6FhD20cfSw6o-Bpru0XLWLJzeasjxXonwWF6DnXFlZ1peIrbbngWUg_aem_8U_X6Tvk_jbJfs4VWK6seQ&pli=1
• https://www.youtube.com/watch?v=AiPAL6EK_0E

Public events (lifelong learning)

Caraga State University (CSU) demonstrates a strong commitment to SDG 4: Quality Education by hosting a diverse range of educational events that extend learning opportunities to the general public. These lifelong learning initiatives are hosted and co-hosted in collaboration with various academic, governmental, and community-based organizations, supporting knowledge exchange and capacity-building across sectors. Key events include:

1. Online-Workshop In Mentoring Home, Pre-Service, And In-Service Teachers Reading Strategies And Launching Of Extension Project READINNG (May 5, 11 &18, 2024)

Caraga State University’s College of Education (CEd) took a significant stride in its dedication to literacy by hosting a Training Workshop on Reading Strategies and officially launching the next phase of its extension program, Project READINNG Phase 3. Held on June 26, 2025, at Alviola Integrated School – Elementary, the event was inspired by the belief that literacy is the gateway to freedom. The program focused on providing local educators with effective, evidence-based tools to empower young students.

• https://docs.google.com/document/d/1K6F39M1uF2Id5PTrB5N0UjEtqNvppZaU/edit?usp=drive_link&ouid=116783411997899790945&rtpof=true&sd=true
• https://drive.google.com/file/d/1nC_T7ZtdXP0gcTKwY8csYH3KT8NoVA1e/view?usp=drive_link

2. CSU Empowers Educators: Workshop Focuses on Designing and Validating Instructional Materials for Struggling Readers (June 26 – 28, 2024)

Caraga State University (CSU) successfully conducted the Project READINNG: Online-Workshop on Instructional Material Development for Struggling Readers: Focus on Design and Development from June 26 to June 28, 2024. The intensive three-day virtual event was designed to equip educators with the expertise necessary to create and validate effective, inclusive, and technologically sound instructional materials (IMs) tailored for struggling readers. The workshop was anchored by keynote speeches from CEd Extension Coordinator Mrs. Marsha Arnado and Project Lead Dr. Leo L. Codilla, Jr., emphasizing the critical importance of developing high-quality, accessible resources.

• https://docs.google.com/document/d/1sJyuV-h7cUcXhxzuSfjrW4OFH0Bcinr0/edit?usp=sharing&ouid=116783411997899790945&rtpof=true&sd=true
• https://drive.google.com/file/d/1aALdG1s_aKocbi4qN-X4GUw33twHcL3Q/view?usp=drive_link

3. CSU Upskills Math Teachers: Action Research Workshop Fosters Innovation and Technology Integration

Caraga State University (CSU) Graduate School conducted a vital three-day extension activity, the Upskill Math Teachers Training-Workshop on Action Research Development in Mathematics for Basic Education, across three Saturdays in April 2024. This training was crucial in equipping Department of Education teachers and graduate students with the necessary knowledge and skills to conduct effective Action Research in Mathematics Education (ARMEd).

• https://docs.google.com/document/d/1D_eWh7i1eUY_LsdXTic2I6DqKUOuDyor/edit?usp=sharing&ouid=116783411997899790945&rtpof=true&sd=true
• https://drive.google.com/file/d/1axOsWlh2hW2h281M4XX8gPcHoWRmQr_o/view?usp=drive_link

4. CSU Ignites Research Culture: Teachers Develop Action Research Proposals to Revitalize Science Education

Caraga State University (CSU) successfully conducted the three-day Training-Workshop on Action Research Development in Science for Basic Education from May 25 to June 08, 2024, gathering undergraduate, graduate students, and Science teachers from partner schools to advance pedagogical practices. The workshop’s main goal, as outlined by the training team, was to improve, refresh, and upskill teacher-participants in developing action research, fostering a culture of teamwork for tackling contextualized classroom issues, and adapting to the new curricular paradigm..

• https://docs.google.com/document/d/1iZgQqYUpQVLELyByKCX5mCb27PiGKh_4/edit?usp=sharing&ouid=116783411997899790945&rtpof=true&sd=true
• https://drive.google.com/file/d/1A5a35Y8r8nom5kGS8OEcHX8wDXtcokNp/view?usp=drive_link

5. CSU Elevates Teaching: Educators Nationwide Upskill in Multimodality to Meet Modern Learning Demands

Caraga State University College of Education (CSU CEd) successfully hosted a two-part virtual extension service, UPSKILL TO UPGRADE PEDAGOGIES 2024: Training-Workshop on Multimodality in Education, on July 13 and 20, 2024. This key initiative was designed to enhance the pedagogical skills of educators across the nation by exploring innovative approaches to multimodal learning.

• https://docs.google.com/document/d/1nE0MrHReNWjVdvUHWyFvE4TQjmYdT9MO/edit?usp=sharing&ouid=116783411997899790945&rtpof=true&sd=true
• https://drive.google.com/file/d/1zzPa4APG9UX_KvQ85WxAqywQR8Wen08l/view?usp=drive_link

6. CSU Drives Research Collaboration: Workshop Focuses on Participatory Action Research for Rural Caraga Teachers

Caraga State University (CSU) successfully conducted a two-week Workshop on the Development of Participatory Action Research (PAR) for Basic Education, spanning from August 17 to August 31, 2024. The training was primarily designed to refresh, enhance, and upskill secondary school teachers in the rural areas of the Caraga Region. The central focus was the development of Participatory Action Research (PAR) proposals, emphasizing a culture of practice and collaboration with external community stakeholders to address contextualized, localized, and indigenized problems stemming from the “new normal” curricular paradigm.

• https://docs.google.com/document/d/1JCZ9PJtzYWvnx_j88btYXrl9PEXsaEcj/edit?usp=sharing&ouid=116783411997899790945&rtpof=true&sd=true
• https://drive.google.com/file/d/1U-7xAV15jlWSsaHjJGOkD4yNZP4FWGDJ/view?usp=drive_link

7. CSU Equips Kindergarten Teachers for Inclusive Classrooms: A Specialized Training on Dealing with Learners with Special Needs

Caraga State University (CSU) conducted a crucial two-day Kindergarten Teachers’ Training in Dealing with Learners with Special Needs on October 19 and 26, 2024, to advance inclusive education practices among early childhood educators. The training, aimed at equipping teachers with the skills to create supportive and nurturing learning environments for students with diverse needs, was underscored by Dean Dr. Leo L. Codilla Jr.’s message on the importance of inclusivity.

• https://docs.google.com/document/d/1SiPxiJqPj7n6XYgDjYw0JIOC3GZP8gQq/edit?usp=sharing&ouid=116783411997899790945&rtpof=true&sd=true
• https://drive.google.com/file/d/1xt5fUphCNquhaSWoBi-qQhDtYhBo98sU/view?usp=drive_link

8. DOST-ASTI Roadshow and IPv6 Training and Deployment

Caraga State University College of Computing and Information Sciences in collaboration with DOST-ASTI, successfully held the Roadshow and IPv6 Training and Deployment. The event featured esteemed speakers from DOST-ASTI, including Mr. Bayani Benjamin Lara, Mr. Alvin de Gracia, Ms. Jelina Tanya Tetangco, Ms. Neyzielle Ronnicque Cadiz, and Ms. Kristine Angelica Valderosa.

• https://www.facebook.com/cciscarsu/posts/pfbid02FxtycsY7wUGTqennqMeWnduDA8oKq6nm1HzoYK5G8HmvLb4sfafiFxkAdnZjmtgDl

9. 𝐈𝐂𝐌𝐘𝐈: 𝐂𝐂𝐈𝐒 𝐇𝐨𝐬𝐭𝐞𝐝 𝟑𝐫𝐝 𝐈𝐧𝐭𝐞𝐫𝐧𝐚𝐭𝐢𝐨𝐧𝐚𝐥 𝐂𝐨𝐧𝐟𝐞𝐫𝐞𝐧𝐜𝐞 𝐨𝐧 𝐂𝐨𝐦𝐩𝐮𝐭𝐢𝐧𝐠 𝐚𝐧𝐝 𝐈𝐧𝐟𝐨𝐫𝐦𝐚𝐭𝐢𝐨𝐧 𝐒𝐜𝐢𝐞𝐧𝐜𝐞𝐬 | 𝐎𝐜𝐭𝐨𝐛𝐞𝐫 𝟐𝟖–𝟐𝟗, 𝟐𝟎𝟐𝟒

Caraga State University – College of Computing and Information Sciences (CCIS) hosted the 3rd International Conference on Computing and Information Sciences on October 29, 2024, at the HERO Learning Commons, Caraga State University, Butuan City. This year’s conference centered on “Innovating for a Sustainable Future: Research, Development, Innovation, and Extension in Practice.”

• College of Computing and Information Sciences – Caraga State University’s Post

10. 𝐒𝐭𝐮𝐝𝐞𝐧𝐭𝐬’ 𝐂𝐨𝐧𝐠𝐫𝐞𝐬𝐬 𝐨𝐧 𝐈𝐧𝐧𝐨𝐯𝐚𝐭𝐢𝐨𝐧, 𝐈𝐧𝐟𝐨𝐫𝐦𝐚𝐭𝐢𝐜𝐬, 𝐚𝐧𝐝 𝐂𝐨𝐦𝐩𝐮𝐭𝐢𝐧𝐠

The College of Computing and Information Sciences (CCIS) successfully held its first 𝐒𝐭𝐮𝐝𝐞𝐧𝐭𝐬’ 𝐂𝐨𝐧𝐠𝐫𝐞𝐬𝐬 𝐨𝐧 𝐈𝐧𝐧𝐨𝐯𝐚𝐭𝐢𝐨𝐧, 𝐈𝐧𝐟𝐨𝐫𝐦𝐚𝐭𝐢𝐜𝐬, 𝐚𝐧𝐝 𝐂𝐨𝐦𝐩𝐮𝐭𝐢𝐧𝐠 (𝐒𝐂𝐈𝐈-𝐂𝐨𝐦) with the theme: “𝑭𝒐𝒔𝒕𝒆𝒓𝒊𝒏𝒈 𝒂 𝑺𝒖𝒔𝒕𝒂𝒊𝒏𝒂𝒃𝒍𝒆 𝒂𝒏𝒅 𝑰𝒏𝒄𝒍𝒖𝒔𝒊𝒗𝒆 𝑫𝒊𝒈𝒊𝒕𝒂𝒍 𝑺𝒐𝒄𝒊𝒆𝒕𝒚 𝒇𝒐𝒓 𝑺𝒎𝒂𝒓𝒕𝒆𝒓 𝑭𝒖𝒕𝒖𝒓𝒆𝒔” on June 5, 2024, at the HERO Learning Commons, Caraga State University,  Ampayon, Butuan City.

• College of Computing and Information Sciences – Caraga State University’s Post

11. 𝗙𝗶𝗻𝗮𝗻𝗰𝗶𝗮𝗹 𝗟𝗶𝘁𝗲𝗿𝗮𝗰𝘆 𝗪𝗲𝗯𝗶𝗻𝗮𝗿: 𝗙𝗿𝗲𝗲 𝗮𝗻𝗱 𝗢𝗽𝗲𝗻 𝘁𝗼 𝗔𝗹𝗹

The Caraga State University-Junior Philippine Economics Society (CSU-JPES), in successful partnership with the Bangko Sentral ng Pilipinas (BSP), successfully hosted an insightful Financial Literacy Webinar on Wednesday, March 20, 2025. Held virtually via Google Meet from 8:00 AM to 10:00 AM, the event, themed “Millennial Money: Financial Strategies for the Modern Generation,” provided attendees with valuable knowledge and practical tools essential for navigating the current economic landscape. The session was a resounding success, equipping the modern generation with actionable financial strategies to promote sound decision-making and ensure long-term stability.

• 𝗙𝗶𝗻𝗮𝗻𝗰𝗶𝗮𝗹 𝗟𝗶𝘁𝗲𝗿𝗮𝗰𝘆 𝗪𝗲𝗯𝗶𝗻𝗮𝗿: 𝗙𝗿𝗲𝗲 𝗮𝗻𝗱 𝗢𝗽𝗲𝗻 𝘁𝗼 𝗔𝗹𝗹

12. Food and Agriculture Research, Marketing, Innovation and Extension Conference

May 31, 2024 (8:00 am -5:00 pm) at H.E.R.O. Auditorium, Caraga State University

Food and Agriculture Research, Marketing, Innovation and Extension Conference (FARMIE.Con) is an annual scientific conference held by the College of Agriculture and Agri-Industries as a best practice to showcase various thesis studies, to be presented as research papers or as scientific posters, of the BSA graduating students.

• FARMIE.con 2024

13. E-Learning of CSU Acriculture students in partnership with  Agricultural Training Institute

More than 100 first year College of Agriculture and Agri-Industries students of Caraga State University enrolled in e-learning courses offered by the Agricultural Training Institute after the orientation conducted by ATI-RTC 13.

• https://www.facebook.com/photo/?fbid=122144415782276065&set=pcb.122144415914276065

These public educational events not only provide CSU students and faculty with learning opportunities but also extend these benefits to community members, teachers, government personnel, and international participants, reinforcing CSU’s commitment to lifelong learning and public engagement in support of SDG 4.

Vocational training events (lifelong learning)

1. CFIC Conducted Training on Rice-based products Processing

To support SDG 4 on Vocational Training and Education, the Caraga Food Innovation Center (CFIC) conducted a hands-on training session on rice-based processing on August 31, 2023. Organized by the Department of Trade and Industry (DTI) Agusan del Norte in collaboration with the Comprehensive Agrarian Reform Program (CARP), the training aimed to empower the Rosario Samahang Nayon MPC, a cooperative of local farmers and DTI CARP beneficiaries, by enhancing their knowledge and technical skills in food processing.

Held in Barangay Rosario, Las Nieves, Agusan del Norte, the workshop addressed both economic and educational needs of the community. CFIC guided participants through the process of developing new rice-based products, with the dual objectives of boosting the cooperative’s income streams and creating job opportunities, particularly for women within the group. DTI-Agusan del Norte, represented by Mr. Mikie D. Villanueva, supported the training by providing raw materials and essential utensils, ensuring that participants had the resources needed for a productive learning experience.

The training was divided into two sections. The first session included an informative presentation on CFIC’s services and the importance of food safety, led by Ms. Bethel Jane N. Iligan, an MS Graduate Fellow of CFIC. She covered essential food safety protocols and introduced participants to various rice types and their characteristics, providing a foundation for the hands-on portion of the training.

In the second, hands-on session, participants learned to process rice into various products, including rice chips, puffed rice, and mochi. Working in small groups, each team took on different stages of the production process. Despite limited resources, participants demonstrated eagerness and dedication, even utilizing sun-drying techniques when necessary. This interactive training allowed cooperative members to build confidence and proficiency in creating rice-based products.

The program successfully fostered a learning environment where participants could enhance their food processing skills, with strong support from DTI-Agusan del Norte CARP and CFIC. The cooperative’s rice-based products will soon be introduced at an upcoming trade event, where market reception will be gauged with the full support of the agency. This initiative exemplifies Caraga State University’s (CSU) commitment to lifelong learning and vocational training, equipping local communities with sustainable skills that drive economic resilience and contribute to achieving SDG 4 goals for quality education.

Another activity conducted by the Caraga Food Innovation Center (CFIC) supports SDG 4: Quality Education by providing vocational training and executive education programs accessible to the general public. This initiative specifically aims to enhance local industries and empower small enterprises. A notable example of this effort is the COCOdev marketing assistance and support service initiative, organized by the Department of Trade and Industry (DTI) Agusan del Norte in collaboration with Caraga State University’s Caraga Food Innovation Center.

In October 2024, CSU and DTI-Agusan del Norte hosted a two-day COCOdev event to empower coconut-based Micro, Small, and Medium-Sized Enterprises (MSMEs) in Agusan del Norte and Butuan City. This program aimed to improve product quality, taste, and branding to increase the competitiveness of local MSMEs. During the event, 20 participants from 7 MSMEs and farmer cooperatives took part in intensive product clinic sessions led by expert consultants from CSU and an experienced product graphic and branding designer. The sessions focused on enhancing 21 coconut-based products, with guidance on quality improvement, packaging, and branding strategies.

The participating organizations included:

1. Bascaa Coconut Farmers Organization
2. Butuan Coconut Products Inc.
3. Libas Farmers Multipurpose Cooperative
4. MNL De Bugabus – Leonora Curayag-Imelda Mar Farmers Association
5. CountryFields Agri
6. Culit Multipurpose Cooperative
7. Jagupit Coconut Farmers Association

Key outcomes of the COCOdev initiative are expected to include enhanced product packaging and labeling, comprehensive product improvement reports, and strategic action plans tailored to each MSME. These improved coconut products will be showcased at the PISTA Trade Fair at SM Butuan from November 16-30, 2024, providing MSMEs with a valuable platform to connect with potential buyers and consumers.

This initiative underscores CSU’s commitment to promoting lifelong learning and practical skills development beyond traditional academic courses, fostering local economic growth and supporting the sustainable development of the regional coconut industry. Through vocational training like COCOdev, CSU broadens its educational impact, contributing to sustainable development and community resilience in alignment with SDG 4.

• 𝐃𝐓𝐈 𝐀𝐠𝐮𝐬𝐚𝐧 𝐝𝐞𝐥 𝐍𝐨𝐫𝐭𝐞- 𝐂𝐅𝐈𝐃𝐏 𝐄𝐦𝐩𝐨𝐰𝐞𝐫𝐬 𝐂𝐨𝐜𝐨𝐧𝐮𝐭-𝐛𝐚𝐬𝐞𝐝 𝐌𝐒𝐌𝐄𝐬 𝐢𝐧 𝐀𝐠𝐮𝐬𝐚𝐧 𝐝𝐞𝐥 𝐍𝐨𝐫𝐭𝐞 𝐚𝐧𝐝 𝐁𝐮𝐭𝐮𝐚𝐧 𝐂𝐢𝐭𝐲 𝐭𝐡𝐫𝐨𝐮𝐠𝐡 𝐂𝐎𝐂𝐎𝐝𝐞𝐯 𝐦𝐚𝐫𝐤𝐞𝐭𝐢𝐧𝐠 𝐚𝐬𝐬𝐢𝐬𝐭𝐚𝐧𝐜𝐞 𝐚𝐧𝐝 𝐬𝐮𝐩𝐩𝐨𝐫𝐭 𝐬𝐞𝐫𝐯𝐢𝐜𝐞 𝐢𝐧𝐢𝐭𝐢𝐚𝐭𝐢𝐯𝐞

2. CSU Technical-Vocational Education and Training (TVET) and Assessment Center

The Caraga State University also is a recognized Technical-Vocational Education and Training (TVET) and Assessment Center  in the Philippines which aims to develop a skilled, globally competitive, and socially responsible workforce that contributes to national development and inclusive growth.

TVET, also known as Technical Vocational (TechVoc), is a vital component of the Philippine education system, managed and supervised by the Technical Education and Skills Development Authority (TESDA). It encompasses both formal and non-formal education and focuses on equipping individuals with practical skills, technical knowledge, and work-ready competencies across various sectors of economic and social life.

 Objectives:

• Accelerate human capital development by providing lifelong learning opportunities for all Filipinos.
• Promote inclusive education by reaching marginalized groups such as out-of-school youth, indigenous peoples, and persons with disabilities.
• Align training programs with labor market demands, ensuring that graduates possess skills relevant to current and emerging industries.
• Enhance employability and productivity through competency-based training and certification.
• Support national development goals by contributing to poverty reduction, job creation, and sustainable economic growth.
• Foster global competitiveness by adopting international standards and promoting mobility of skilled workers.

TVET programs are designed to be flexible, accessible, and responsive to the needs of learners and industries. They include short-term courses, modular training, and full qualifications that lead to National Certificates (NC) under TESDA’s competency-based framework.

The Training and Assessment Center of Caraga State University plays a vital role in empowering individuals across the Caraga Region by providing accessible, competency-based education and certification. It caters to a diverse clientele, including out-of-school youth, agricultural extension workers, farm school operators, senior high school students, education graduates preparing to teach in the Department of Education, farmers, and individuals aspiring to work abroad. These groups benefit from targeted training programs that enhance their employability and technical proficiency in agriculture and related fields.

Currently, the center offers TESDA-accredited qualifications, including Agricultural Crops Production NC I, II, and III, as well as Rice Machinery Operations. These programs are designed to equip trainees with practical skills in crop production, farm management, and the operation of rice machinery, aligning with national standards and industry needs. Before undergoing formal assessment, trainees are required to complete a Self-Assessment Guide (SAG), which helps them evaluate their readiness and identify areas for improvement. This ensures that candidates are well-prepared and confident in demonstrating their competencies.

During the assessment process, candidates are evaluated by TESDA-certified assessors through actual performance tasks and simulations. Those who meet all required competencies are awarded a National Certificate, signifying their qualification and readiness for employment. If a candidate is found to be not yet competent in certain areas, they will be reassessed only on those specific competencies, allowing for focused improvement and eventual certification. This approach promotes fairness, encourages continuous learning, and supports the center’s mission to uplift communities through quality technical education and skills development.

Activities of the Center

Activity	Details	Picture
AGRICULTURAL CROPS PRODUCTION NC II	May 25, 2024 Joint delivery Voucher Program (JDVP) Butuan City Comprehensive High School
	May 26, 2024 Joint delivery Voucher Program (JDVP) Kinamlutan National High School, Pedro Duncano National High School and  Los Angeles National High School
AGRICULTURAL CROPS PRODUCTION NC III	June 21, 2024
Agricultural Crops Production NC II	November 5, 2024
AGRICULTURAL CROPS PRODUCTION NC III	November 19, 2024 Agricultural Crops Production NC III (COC I)
AGRICULTURAL CROPS PRODUCTION NC III	November 21-24, 2024 Agricultural Crops Production NC III (COC I) Field Demonstration
AGRICULTURAL CROPS PRODUCTION NC III	December 6, 2024 Agricultural Crops Production NC III (COC I)

• Report – Training and Assessment Center

3. Human Capital Development (HuCAD) – Silk Screen Printing Project

The HUCAD Silk Screen Printing Project is a community-based initiative designed to equip local residents with essential knowledge, technical skills, and creative discipline in silk screen printing. It aligns with Caraga State University Cabadbaran Campus’s (CSUCC) thrust toward inclusive, hands-on education that fosters entrepreneurship, employability, and lifelong learning. This training specifically targeted inhabitants of Barangay Kauswagan, Cabadbaran City, Agusan del Norte, many of whom are eager to develop income-generating skills in arts-based production. The program emphasized quality craftsmanship, environmental responsibility, and the practical application of design and printing techniques, preparing participants to engage in small-scale business and community enterprise.

The program officially started on October 12, 2024 and the skills training commenced thereafter with training scheduled during weekends until its culmination on March 1, 2025.

4. Light Vehicle Driving with Preventive Maintenance and Tune-up

The Driving Training Extension Project is a comprehensive and community-centered extension initiative aimed at empowering local trainees with both in-depth theoretical knowledge and practical driving competencies. This program is a testament to CSUCC’s unwavering commitment to community development, emphasizing capacity building, livelihood enhancement, and workforce readiness. Through a carefully designed curriculum, the training covers the fundamental principles of road safety, traffic regulations, and responsible driving behavior, while providing hands-on driving experience along the CSU oval, Cabadbaran City Proper, Brgy. Calibunan, Brgy. Soriano and Brgy. Kauswagan route.

 Ultimately, the project aspires to produce disciplined, safety-conscious, and job-ready drivers who can contribute meaningfully to the local transportation sector and promote safer roads within the community.

5. Baking Livelihood Skills Extension Project

The HUCAD Baking Project is a community-based initiative designed to equip local residents with essential knowledge, fundamental baking skills, and creative discipline in baking. It aligns with Caraga State University Cabadbaran Campus’s (CSUCC) thrust toward inclusive, hands-on education that fosters entrepreneurship, employability, and lifelong learning. This training specifically targeted inhabitants of Barangay Kauswagan, Cabadbaran City, Agusan del Norte, many of whom are eager to develop income-generating skills in baked goods production. The program emphasized kneading dough, proofing, shaping, mixing, cake decorating and baking techniques, preparing participants to engage in small-scale business and community enterprise.

The Skills Training Extension Program (STEP) for Human Capital Development Extension (HuCaD Baking Skills Training Project (First Batch – 2025) was implemented over a sixteen (16) days period, conducted every Saturday, excluding holidays and days affected by unfavorable weather conditions. The program officially commenced on October 12, 2024, and concluded on March 22, 2025. The training was delivered through face-to-face lectures and discussions that included classroom-based lectures, multimedia demonstrations, hands-on ingredients measurements, mise-en-place preparation, hands-on baking, and a series of actual kneading, mixing and cake decorating workshops. Emphasis was placed on practical application of baking techniques to prepare participants for real-world production scenarios.

 The Baking Extension Project in Barangay Kauswagan Cabadbaran City, is a transformative endeavor designed to bring a positive impact to the local community through the art of baking. With the aim of uplifting the lives of its residents, the project focuses on imparting valuable baking skills, fostering unity, and creating new economic opportunities. By providing comprehensive baking training and workshops, the project seeks to empower individuals with the knowledge and expertise to not only improve their personal lives but also contribute to the sustainable development of the entire community. Through a collaborative effort involving local government units, community leaders, and expert bakers, this initiative aims to create a supportive environment where members of Barangay Kauswagan can thrive and unlock their full potential.

6. Welding and Fabrication Technology Extension Project

The HuCaD Welding and Fabrication Technology Extension Project is a comprehensive community-based initiative aimed at empowering residents of Barangay Kauswagan, Cabadbaran City, through the acquisition of essential welding and fabrication skills. Recognizing the strong link between vocational education and socioeconomic upliftment, this project was designed to foster employability, entrepreneurship, and sustainable livelihood opportunities among the local population. Anchored on Caraga State University – Cabadbaran Campus’s (CSUCC) mission to provide inclusive, practical, and transformative education, the initiative underscores the importance of technical competencies in driving local economic growth. The focus on window grill fabrication—a widely used and marketable product—was strategically chosen to align with community needs and local market demand, ensuring that participants could immediately apply their new skills in a practical setting. This approach is consistent with evidence showing that targeted vocational programs significantly enhance employment readiness and income potential in rural contexts (Yadav & Prasad, 2020).

Through this initiative, out-of-school youth, unemployed individuals, and underemployed residents were provided with opportunities to gain both technical expertise and self-confidence in their capacity to contribute to the local economy. By blending theoretical understanding with hands-on practice, the program nurtured self-reliance and encouraged participants to pursue either wage employment or self-employment in the metalworking sector. Research indicates that vocational and technical training programs are among the most effective interventions for youth empowerment, particularly in developing economies where formal education is often inaccessible (Muwonge et al., 2021). Such initiatives not only improve participants’ practical abilities but also enhance their sense of agency, fostering resilience and adaptability in a rapidly changing labor market. The HuCaD Project thus serves as a bridge between education and livelihood, transforming theoretical instruction into real-world productivity.

Education Outreach Activities Beyond Campus

Caraga State University (CSU) has actively engaged in several educational outreach initiatives beyond its campus, extending its impact to local schools and communities. These activities not only enhance the learning experiences of participants but also foster a sense of community involvement and support. Below are some of the key outreach activities conducted:

1. Empowering Public Service through Technology: CCIS Extension Services and DSWD-ADN Conduct Training on Digital Tools for Productivity

In a joint effort to strengthen digital competencies, the Extension Services Unit of the College of Computing and Information Sciences (CCIS) at Caraga State University successfully spearheaded a training program titled “Creative Productivity: Training on Digital Tools for Productivity.” The initiative is part of Project 2: INSIGHT under the DSWD PAGLAHUTAY Program, organized in collaboration with the Department of Social Welfare and Development (DSWD) Agusan del Norte.

• https://www.facebook.com/cciscarsu/posts/1209825057613105?ref=embed_post

2. CSU Leads Cultural Education: Teachers Master Manobo Language for K-12 Worksheet Translation

Caraga State University (CSU) hosted a vital two-day Training-Workshop on the Formulation and Translation of K+12 Mother Tongue-Based (MTB) Worksheets into the Manobo Language for teachers in the East I District of Butuan City Division. Held on December 7 and December 14, 2024, at the College of Education Multimedia Center, the workshop marked a crucial step in making education more culturally relevant and accessible for indigenous students from Tagkiling Tribal and Sinaka Tribal schools.

3. Kids’ Day Out at Ahon Community Care Center, Barangay Pigdaulan

The Kids’ Day Out event at the Ahon Community Care Center in Barangay Pigdaulan is designed to provide children with a fun, educational experience that promotes personal growth. The event features interactive games, educational workshops, and creative activities that aim to develop social skills, creativity, and teamwork. It offers children a safe and nurturing environment to learn, fostering a sense of belonging and inclusion within the community. 

• https://tinyurl.com/jycckxz7       

4. Peace Camp 2024 at Sibagat National High School of Home Industries

The Peace Camp 2024 promotes peacebuilding and conflict resolution among students. Held at Sibagat National High School of Home Industries, the camp focuses on raising awareness about the importance of peace, understanding cultural diversity, and fostering social harmony. The activities include team-building exercises, discussions on conflict resolution, and workshops that guide participants in creating peaceful solutions to societal issues, promoting respect and tolerance within the community. 

• https://docs.google.com/document/d/1fbzhu0FbCF818KoehghGLLYRCRHnbxEg/edit?usp=drive_web&ouid=113899834743337561096&rtpof=true

5. Math and Science Camp at Sibagat, Agusan del Sur

The Math and Science Camp is an educational initiative aimed at sparking curiosity and developing a passion for STEM (Science, Technology, Engineering, and Mathematics). Held in Sibagat, Agusan del Sur, the camp provides hands-on activities, experiments, and problem-solving challenges that engage participants in the fields of mathematics and science. The camp encourages participants to explore STEM subjects in an interactive setting, building confidence and skills in scientific inquiry and mathematical reasoning.

• https://www.facebook.com/photo/?fbid=995606509247180&set=pcb.995609525913545

6. Literacy and Numeracy Program

The Literacy and Numeracy Program is dedicated to improving the fundamental skills of reading, writing, and mathematics for both children and adults in underserved communities. This initiative provides targeted support to participants through tutoring sessions and workshops aimed at enhancing literacy and numeracy abilities. The program equips individuals with essential skills that serve as the foundation for academic and personal success, fostering confidence and lifelong learning.

• https://drive.google.com/drive/folders/11BApIedO7LGW4VRYCHYqAJhk5O9nPWwa?usp=sharing
• https://drive.google.com/drive/folders/1VruGIglrYjeWb8tk9DLhtZYU6BjhK-Sf?usp=sharing

7. First Aid, Fire, and Earthquake Seminar and Drills

This comprehensive seminar and drill program aims to prepare individuals for emergency situations by equipping them with life-saving skills. Participants learn how to perform basic first aid, respond to fire emergencies, and react appropriately during an earthquake. The session combines theoretical knowledge with practical drills, ensuring that participants are well-prepared to handle emergencies efficiently and safely, potentially saving lives and reducing harm.

• https://drive.google.com/drive/folders/1jpE5-Y0IAVDtLS8sM4OgHB9RHKseO7XG?usp=sharing

8. CSU ROTC Unit Once Again Joins the Brigada Eskwela

Brigada Eskwela is a national initiative that encourages the community to participate in preparing public schools for the start of the school year. CSU volunteers, including faculty, students, and community members, come together to clean, repair, and maintain school facilities. By fostering a spirit of collaboration and community responsibility, the volunteers contribute to creating a conducive learning environment, ensuring that schools are ready for students and supporting the education sector.

• https://drive.google.com/drive/folders/1Rfg30flc2t3FXtGlFwf2X9M3CreAsDiT?usp=sharing

9. CSU-CAA and ATI-RTC XIII Launch ‘Buhay na Buhay sa Gulay’ Program

The Caraga State University – College of Agriculture and Agri-Industries (CSU-CAA), in a dynamic partnership with the Agricultural Training Institute – Regional Training Center XIII (ATI-RTC XIII), has proudly launched the innovative program, “Buhay na Buhay sa Gulay: A Modified School-on-the-Air Vegetable Program.” This collaborative initiative is poised to significantly contribute to agricultural extension and knowledge dissemination across the region. By adapting the traditional school-on-the-air format, the program aims to provide accessible and practical education on vegetable production , empowering local farmers and enthusiasts with modern techniques to enhance their yields and promote food security.

• https://www.facebook.com/photo/?fbid=1283728603547243&set=pcb.1283727780213992

These outreach initiatives reflect CSU’s commitment to extending quality education, fostering community development, and empowering individuals. By integrating these activities into its programs, CSU plays a significant role in supporting local communities, promoting social progress, and advancing inclusive development in alignment with SDG 4: Quality Education.

Lifelong learning access policy

A policy that ensures that access to these activities is accessible to all, regardless of ethnicity, religion, disability immigration status or gender.

CSU’s policy, as outlined in the Student Handbook and disseminated through the university’s website, is designed to make education and skill-building activities accessible to all segments of society, reflecting the core principles of SDG 4.3.5. By posting the handbook online, CSU ensures that information is easily accessible to a wide audience, contributing to transparency and providing equitable access to the university’s offerings, especially for those who may not be able to physically visit the campus or access traditional forms of communication.

The university’s commitment to achieving the regional and national development goals through the core areas of Instruction, Research, Extension, and Production ties into SDG 4.3.5 in several keyways:

1. Equity and Access: CSU’s outreach activities, such as the Kids’ Day Out, Peace Camp, and Math and Science Camp, are designed to be inclusive, offering opportunities to a diverse range of participants, including children, youth, and adults from various ethnic, religious, and socio-economic backgrounds. These activities are structured to promote equitable access to education and skills development, ensuring that individuals from all walks of life can benefit from the resources and training offered by CSU.
2. Instruction and Lifelong Learning: The Training-Workshop on Counseling and Social Work for Humanities and Social Sciences students and other educational programs ensure that participants are equipped with the skills needed for their personal and professional development, regardless of their background. These programs aim to promote lifelong learning by providing knowledge and skills that students and community members can use throughout their lives, thereby aligning with SDG 4.3.5’s goal of fostering continuous education opportunities.
3. Diversity and Inclusion: CSU’s policy ensures that the educational and outreach activities are accessible to all, regardless of ethnicity, religion, disability, immigration status, or gender, which is in line with the principle of inclusion stated in SDG 4.3.5. For instance, in the Gender and Development Seminar, CSU emphasizes gender inclusivity and equality, offering education on gender-related issues and promoting equal opportunities for all, regardless of gender.
4. Research and Impact: The outreach programs also contribute to CSU’s research goals by providing data on community needs and impact, allowing the university to improve the accessibility and relevance of future programs. Additionally, through its extension programs like Brigada Eskwela and First Aid, Fire, and Earthquake Seminar, CSU empowers community members with essential skills while simultaneously advancing its research initiatives to address specific community challenges and improve educational outcomes.
5. Discipline, Teamwork, and Learning to Learn: CSU’s policies and activities are grounded in fostering a sense of discipline and teamwork, as seen in collaborative events like the Brigada Eskwela and Peace Camp. These programs not only teach specific skills but also encourage participants to engage in collaborative problem-solving and continuous learning. This aligns with SDG 4.3.5’s emphasis on creating lifelong learners who are equipped to adapt to evolving societal needs.

• https://www.carsu.edu.ph/sites/default/files/downloadables/Student%20Handbook%20Final%20Revision.pdf

Proportion of first-generation students

Caraga State University (CSU) demonstrates a profound institutional commitment to equity and access in higher education, particularly for students facing significant socioeconomic challenges, including first-generation scholars. This commitment is realized through the proactive accommodation and administration of:

1. Government-Funded Programs (Targeting the Underserved): CSU accommodates several government scholarship programs that specifically target students with significant financial need, which disproportionately includes first-generation scholars:

• ESGP-PA (Expanded Students’ Grants-in-Aid Program for Poverty Alleviation): Specifically targets beneficiaries of the Pantawid Pamilyang Pilipino Program (4P’s).

• Award Recognition: CSU was honored as the Best Model Partner in State Universities and Colleges (SUCs) in implementing the ESGP-PA by the Department of Social Welfare and Development (DSWD) Caraga Region. This award confirms the university’s effective management and commitment to the program. https://www.carsu.edu.ph/dswd-awards-csu-as-best-model-partner-suc-in-implementing-esgp-pa/
• Institutional Listing: The program is explicitly listed as a Government-Funded Scholarship Program (Non-Merit) on the CSU Cabadbaran Campus (CSUCC) website under ESGP-PA (4P’S). https://csucc.edu.ph/scholarship-grants/
• NCIP (National Commission on Indigenous Peoples): Provides financial assistance to IP students.

  CSU has several formal mechanisms and partnerships dedicated to supporting Indigenous Peoples (IP) students through financial and academic aid, often in collaboration with the NCIP.

  • Program Listing: The NCIP scholarship is officially listed as one of the Government-Funded Scholarship Programs (Non-Merit) accommodated by both the CSU Main Campus and CSUCC.
  • https://csucc.edu.ph/scholarship-grants/

   

  • Specific IP Student Support: CSU has entered into a collaboration, often supporting NCIP’s goals, such as the partnership with Project Caraga Group Inc. (PCGI). This partnership provides monthly living allowances and dormitory accommodations to qualified IP students, strengthening CSU’s extension mandate to address inclusive education.
  • https://www.carsu.edu.ph/csu-partners-with-pcgi-to-assist-indigenous-peoples-students/
• asdCHED Tertiary Education Subsidy (TES): Part of the Universal Access to Quality Tertiary Education Act (RA 10931), which provides free tuition and allowances for living expenses and books to qualified students from low-income families.

• CSU, as a State University and College (SUC), is a primary implementer of the Universal Access to Quality Tertiary Education Act (RA 10931), which includes the TES component for low-income families.

  • https://www.youtube.com/watch?v=55_8uTpY5bA
  • TES Implementation: The Tertiary Education Subsidy (TES) is widely utilized at CSU as part of the implementation of RA 10931, ensuring students benefit from free tuition and allowances for educational expenses.

  Source: https://unifast.gov.ph/uaqtea.html

  • Institutional Listing: The university’s scholarship pages list and administer all major CHED-UniFAST programs, including TES, which is the primary mechanism for financial aid for books, stipends, and allowances under the Free Higher Education Law (RA 10931).

   https://csucc.edu.ph/scholarship-grants/

  Notably, beneficiaries of the former ESGP-PA program are automatically qualified under the new TES program, demonstrating a seamless transition of support for 4P’s households at institutions like CSU.

2. CHED Merit Scholarship Program (CMSP): The national guidelines for this program, which CSU students are eligible for, give special consideration and additional points in ranking to applicants belonging to special equity groups, including those covered under the Magna Carta of the Poor and First-Generation Students.

CHED MERIT SCHOLARSHIP PROGRAM(CMSP)

3. Policy on Student Welfare: Caraga State University’s (CSU) Policy on Student Welfare is managed and executed by the Office of the Vice President for Student Affairs and Auxiliary Services (OVPSAAS), which provides a comprehensive framework of programs and services to ensure the holistic support, well-being, and success of its students. The policy is centered on fostering an environment that encourages academic excellence alongside personal growth, spiritual development, and physical health, aligning directly with SDG 3 (Good Health and Well-being). Key services under this policy include: scholarships and financial aid; counseling and career services; health and wellness (physical and mental health support); and student conduct and discipline to maintain a safe, respectful, and inclusive campus environment. The policy ensures that students are provided with necessary resources, from orientation and guidance to recreational and auxiliary services, throughout their academic journey at the university.

Provision from Student Handbook: (excerpt from Chapter 4)

Chapter 4

Student Welfare

4.1 Scope

The University shall provide basic services necessary to serve the well-being of students.

4.2 Guidance and Counselling Services

Section 1. The University shall provide guidance, counselling, and consultation services to students in connection with the students’ programs of studies and university life.

1.1 There shall be a set of services using an integrated approach to the development of well-functioning individuals primarily by helping them to utilize their potentials to the fullest.

1.2 Upon gathering information about students through the use of psychological tests and non-psychometric devices, there shall be provision for a well-planned assessment program for students with appropriate standardized psychological tests administered, scored, and interpreted by qualified personnel. The test results shall be interpreted in confidentiality with the students, teachers, and concerned individuals.

Section 2. There shall be competent personnel to provide the following services: individual and group counselling, information services, guidance enrichment and counselling services, academic follow-ups, and student peer facilitators’ program.

2.1 All primary psychological and psychometric services shall be provided by licensed psychometricians and guidance counsellors.

2.2 There shall be individual or group interventions designed to facilitate positive change in student behaviors, feelings, and attitudes.

2.3 There shall be provisions for systematic monitoring to determine the effectiveness of guidance activities, in general, and placement in particular.

2.4 There shall be adequate and appropriate follow-up and referral schemes known to students and concerned parties.

4.3 Health and Food Services

Health Services- In compliance with health-related laws, rules, and regulations enshrined in the Philippine constitution all bonafide students may avail health care and services provided in the University Clinic which shall be administered by licensed medical, dental, and allied professionals.

Students may avail of the following services:

1. Medical Consultation
2. This can be availed twice a week in which the schedule shall be posted in the University Clinic at the beginning of the academic year.
3. Conduct of first aid
4. Provision of free medicine
5. Holding area with standby oxygen tank
6. Provision of intravenous fluids for patients that needs intravenous therapy
7. Perform wound dressing and removal of suture
8. Blood pressure taking
9. Provision of nebulization for asthmatic patients
10. ATS and tetanus toxoid vaccination
11. Issuance of medical certificate
12. Referral to hospital for proper medical intervention on major injuries and ailments
13. Dental Services
14. Dental consultation
15. Tooth extraction

First tooth extraction is free including medicine

 Second tooth extraction within the semester shall be charged with Php. 50.00 and free

medicine

 Third extraction shall be charged with Php 50.00 with free medicine

1. Tooth prophylaxis

 Light cleaning shall be charged with Php 50.00

 Medium plaque without nicotine shall be charged of Php 100.00

1. Cavity Cleaning

 Class I cavity cleaning – Single surface shall be charged with Php 50.00 for light cavity

 Class II cavity cleaning- 3 surfaces involved shall be charged with Php150 for heavy cavity

(n.b. all payment shall be made through to the University Cashier)

4.4 Scholarships and Financial Assistance

As cited in Chapter 2, article 2.5 section 4 of this student handbook, all students enrolled in CSU are in principle Eskolar ng Bayan in pursuant to R.A 10931. However, the said law allows only five (5) years for four (4) year degree programs and six (6) years for five (5) year degree program unless amended for the students to enjoy such free education benefits.

It is also cited in the same chapter the list of different University student financial aid program with their corresponding requirements. It is a must the student shall maintain an excellent scholastic records and good behaviour to avail to those scholarship.

Students are encourage to visit the Office of Admission and Scholarship (OAS) for more information on the available scholarship.

4.5 Housing and Other Amenities

Section 1. The University maintains a male dormitory. Admission to reside shall be based on the distance of the student’s residence from the University and the financial capability.

Section 2. Application shall be made to the dormitory in-charge whose office is located at the Gents Dormitory.

Section 3. The University accredits boarding houses and dormitories located within the vicinity of the campus. Students are encouraged to reside in these accredited dormitories. List of all accredited boarding houses and dormitories is available at OSAS.

4.6 Security Services – students are protected by the University through its security services, observance of sound implementation of University policies are likewise lodged in the security services.

Any students may ask assistance from the security services for any incident and cases that needs security attention.

Students are expected to respect them as university persons in authority for University peace and order.

The combined effect of these university and government-funded programs ensures that CSU provides access to higher education for those who are “intellectually capable but economically handicapped,” serving as a critical gateway for first-generation students.

4.4 Proportion of first-generation students

Caraga State University (CSU) is not just expanding—it is redefining what it means to deliver quality education in the Philippines. Our recent debut in the prestigious Times Higher Education (THE) Impact Rankings has cemented this reality, with CSU achieving a stellar performance, including a rank of Top 3 in the Philippines for SDG 4 (Quality Education). This recognition is a powerful validation of our strategic focus and a testament to the surging trust placed in us by the academic community.

This institutional ascent is directly reflected in the robust demand for a CSU degree. For the Academic Year 2024-2025, CSU proudly welcomed 3,079 (28.12% of 10,951) undergraduate Full-Time Equivalent (FTE) new students starting their degrees. This significant FTE figure is more than just an enrollment number; it is a critical metric of our institutional capacity and relevance. It demonstrates that thousands of promising young minds, fully committed to a rigorous academic journey, are choosing CSU as the launchpad for their futures.

• https://docs.google.com/spreadsheets/d/1OjdLE1a9BB7P9oiOlYEAY5M7xlKqa0Q9/edit?gid=928440095#gid=928440095
• https://drive.google.com/file/d/1LOySa4mZuMN94AGc5wQHtXg3AOpoZAXW/view?usp=sharing

4.4.1 Proportion of first-generation students

The enrollment data for the 2024-2025 academic year at Caraga State University (CSU) directly reflects the university’s significant contribution to achieving Sustainable Development Goal 4 (SDG 4) — Quality Education, particularly targets related to access, equity, and relevance. The enrollment of 1247 (40.5% of 3,079) first-generation students—individuals whose parents did not attain a college degree—is a powerful indicator of CSU’s success in upholding equal access to affordable tertiary education. This massive increase in access is made possible by state-sponsored financial mechanisms, demonstrating how government partnerships expand opportunities aligning with SDG 4.4, which emphasizes skills development for decent work and entrepreneurship. Insights from this data include:

1. Increased Access: A large proportion of first-generation students reflects improved access to education for marginalized communities, supporting social mobility and reducing inequality.
2. Skills Development: These students gain critical skills, enhancing their employability and contributing to the economy through both employment and entrepreneurship.
3. Social Mobility: Higher education for first-generation students helps break the cycle of poverty, fostering empowerment and economic growth in communities.
4. Institutional Growth: The university’s focus on inclusivity enhances its reputation and drives demand for its programs, further supporting regional and national development.

Specifically, 58.86% (734 students) benefit from the Free College Tuition Law (Free-Ed RA10931) eliminating tuition as a barrier, while 39.05% (487 students) receive the Tertiary Education Subsidy (TES), which addresses non-tuition costs like living expenses.

CSU is also actively promoting equitable access and relevant learning through the programs these students choose. The student body shows a strong inclination toward fields that drive regional development and career security, such as Bachelor of Science in Agriculture (BSA), the most popular choice at 8.90%, and essential sectors like Information Technology (BSIT) and Education (BSED programs), which collectively account for a significant portion of enrollment. This orientation towards practical, foundational fields ensures that the quality education provided is relevant to labor market demands. 

urthermore, the demographic profile shows that female students comprise the majority, at 59.02% (736 students), demonstrating a positive outcome in promoting gender equity in education by enabling more women from financially vulnerable backgrounds to pursue tertiary degrees.

https://drive.google.com/drive/folders/1L6CpgTegu61bl0BkiqGy1D5w_9FW4Gri?usp=sharing

Finally, the 2024-2025 first-generation student data serves as robust quantitative evidence of CSU’s alignment with SDG 4. The university successfully dismantles financial barriers by serving as a major educational hub for state-funded scholarship recipients. By granting 1,247 students, particularly women from vulnerable backgrounds, access to high-demand, relevant fields like agriculture and education, CSU directly contributes to the core SDG 4 mission: ensuring inclusive and equitable quality education that promotes lifelong learning and, ultimately, upward social mobility for the Caraga Region.