INTRODUCTION

A way of obtaining knowledge, skills, and competencies

through hands-on experiences in a relevant work context is

known as On-the-Job training (OJT). This particular training

is required by the Higher Educational Institution (HEI) as a

component of their curriculum for a specified amount of

time. This required the students to render service and be

exposed to their prospective industry as a preparation for

their future endeavors after they graduate from their

respective colleges and universities.

This type of instruction aids students in adjusting to

the realities of the workplace they will soon engage into.

Students get more disciplined and organized on how they

approach each task through OJT/Internship Training. In

addition to giving students the chance to put their academic

knowledge and theories to use in a more practical set-up, it

also gave them the chance to see firsthand how certain

occupations are actually done using real tools, equipment,

and documentation. It is significant in a way that it gives

students a head start on life after graduation by providing

them with technical internship training that is not just

beneficial in the workplace alone. Through OJT, trainees

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can boost their self-esteem in addition to learning more

about the basics of the areas of expertise they will choose

to pursue in the future.

Objective of the Training

In general, the On-the-Job Training program attempts to

expose students to the real world of work while also giving

them the opportunity to earn practical job experiences that

will help them enhance their cognitive, manipulative,

managerial, and communication abilities. Specifically, it

aimed to:

1. Acquire basic ideas and information regarding the

industry that they are dealing with and developed

relevant skills;

2. Gain practical working experience that is beyond the

capacity of the university to provide; and

3. Develop the trainees’ resiliency, confidence, and

character discipline through actual field exposures.

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Figure I: PAGRO-MOPADC Complex

Place and Duration

The On-the-Job Training was conducted at the Provincial

Agriculture Office (PAGRO) which is located at Lupok, Ane-I,

Claveria, Misamis Oriental from July 19 to September 23,

2022.

200 hours of industry practicum completed in 25 days of 8

hours of working time and an additional 40 hours for

narrative report writing. The official office hours in PAGRO

starts from 7:00 a.m to 3:00 p.m everyday, excluding

weekends. However, the trainees were able to extend this

until 4:00 p.m at most in order to maximize the time of

stay.
 NATURE OF THE COMPANY

LBP FORM NO.4

Office/Division: PROVINCIAL AGRICULTURE OFFICE

MANDATE

The following are the mandate of the Office:

 Develop plans, programs and strategies on agriculture

related activities that will ensure food security of

the people in the province and implement upon the

approval of the governor.

 Promote different agricultural and fishery technology

thru value chain development in order to

improve/enhance production of farmers and fisherfolks.

 Monitor and take necessary measure to eradicate and

prevent all forms of pest and diseases infestation.

 Provide production loan assistance to corn and rice

farmers to ensure enough staple supply of food in the

province.

 To ensure that there will be enough nutritious, safety

food at all times of the family by promoting the

project Food Always in The Home (FAITH).

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 Develop the available water source into fish pond

production to increase the supply of fish in the

province.

 To have efficient land, soil, and water management thru

easy access to farm machinery.

 Prevent or minimize post-harvest losses thru the

provision of post-harvest facilities.

 To encourage the processing of cacao and coffee by

providing appropriate post-harvest facilities to

produce quality beans.

 To maximize the use of existing structures such as

Tissue Culture Laboratory, yo produce quality orchids

and improve the seed storage facility and utilized this

for its purpose.

 To facilitate farmers, fisher folks, and entrepreneurs

market their products thru, improvement and sustaining

the farmers’ market, establishing market day in every

cluster area, and attending market fair/trade fair in

order to access the market.

 Provide sustainable livelihood project to increase

farmers’ income, reduce unemployment, reduce

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malnutrition, increase food security and preserved the

environment.

 To strengthen and capacitate Rural Base Organizations

to become social entrepreneurs.

Mission

To attain optimum production and self-sufficiency in

rice, corn, cassava, and vegetable production through the

timely provision of technical inputs, production machinery,

and post-harvest facilities thru the introduction of

technological innovations and facilitate the market.

Vision

Misamis Oriental envisions to have enough nutritious,

safety foods, affordable and available at all times, with

empowered farmers and fisher folks and became social

entrepreneurs.
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OFFICE LOCATION AND DESCRIPTION

Figure II: Path from USTP to PAGRO-MOPADC

The MOPADC Complex is the extension office of the

Provincial Agriculture Office (PAGRO). This complex is

composed of 20ha of land which is utilized for various

agricultural activities such as Sweet Pepper production,

cacao, coffee, and vegetable seedling production, and etc.

This is located at Lupok, Ane-I, Claveria Misamis Oriental.

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Office Layout Map

Figure III: PAGRO-MOPADC Office Map

 NARRATIVE SUMMARY OF EXPERIENCES

PAGRO-MOPADC Orientation

The first week of OJT served as the onset and the

adjustment stage for the trainees to familiarize themselves

with the are of PAGRO to which they were assigned. The

orientation happened shortly after the deployment of the

trainees on the first day. The orientation was spearheaded

by Ms. Pamela Merto—the training supervisor—assisted by Mr.

Resty Cagas and Ms. Sherly M. Bulala—the training

documentator. It was stated during the orientation that the

batch of USTP-Claveria trainees was actually the third batch

of trainees in PAGRO. The previous batch includes trainees

from Kinoguitan National Agricultural School (KNAS), and

students from Philippines Science High School.

Some of the programs mentioned that PAGRO offered are

the following: sweet pepper production and vegetable

seedling production which mostly catered to the local

farmers, coffee value chain production, cacao value chain

program, sericulture, oolong tea production (Gingoog),

tissue culture laboratory (Sugbong Cogon), embryo culture

for makapuno(the facility is currently under construction),

hydroponic set- up(circulating and non-circulating), and the

banner program
 10

adapted from D.A—Corn and cassava program, rice program, and

coconut program. Part of the coconut program is the

utilization of the integrated coconut facility from the

Netherlands such as coconut pallets. This program envisioned

producing at least 12 coconut products to follow the PAGRO

principle “FAITH” which means Food Always in The House.

The Office was also practicing an integrated rice duck

system from Japan. PAGRO-MOPADC is an agricultural office

more inclined towards crop production, but they also have

poultry animals such as Itik pinas, and Manok pinoy.

However, due to some procurement issues on feeds, the egg

production and incubation of Itik pinas was unfortunately

halted in April 2022. Fortunately, the office still has

plans in continuing the said programs once the issues are

settled.

Care and Management of Manok Pinoy Program

The first task assigned for Team A was in the Care and

Management of Manok pinoy. They are under the supervision of

Mr. Lito Emmanuel Gardose—the focal person in charge of the

said program. During this particular task, Team A learned

the different management practices and feeding management

observed under this program. The birds were to be fed with a

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combination of commercial feeds (Pullet Developer Pellet)

and rice fodder as supplementation with a ratio of 75% and

25% respectively at exactly 7:30 a.m and 1:00 p.m every day.

The rice fodder supplementation started in June 2022.

This practice was realized since rice fodder is a good

source of protein, it had at most 18% crude protein which is

beneficial for chicken. There are exactly 97 heads of

chicken in this program and were fed with 4.5 kilograms of

PDP and supplemented with 1.2 kilograms of hydroponically

grown rice fodder.

Additionally, Team A also cleared off some seedling

trays in one of the greenhouses at the G1 area. They

transferred and stacked the seedling trays in another

greenhouse to complete the task. They were also able to

repair nests for the birds, did minor repairs, and as well

as collected manure for the compost pit. During this

assignment, the trainees were able to transfer 10 chicks for

brooding, the brooder chicken was chosen prior to transfer.

They also did a deworming activity using Levamisole. The

solution given to the birds was a ratio of 10g of levamisole

mixed with 4
 12

liters of water, this is administered before feeding the chicken.

The last task assigned to Team A under the Care and

Management of Manok Pinoy program was to create chicken

nests. Together with Mr. Froilan Pelones, Mr. Lito Emmanuel

Gardose, and Mr. Andrey Ardo, they gathered some coconut

fronds as the materials for the nest. They were able to make

a total of 13 chicken nests in this task.

The trainees also participated during the discussion

concerning egg incubation. The aforementioned focal persons

spearheaded the short discussion including Mr. Gielo

Manguiran. There are two types of incubator in PAGRO: manual

and automatic. The manual incubator can cater to at most

10,000 eggs per incubation, while only 1,000 eggs per

incubation can be catered by the automatic incubator. It was

emphasized that there are three main components of an

incubator: heater, thermostat, and fan. The heater was the

component responsible for heating the inside of the

incubator, while the fan was responsible for circulating the

air inside and towards the outside of the incubator.

Finally, the thermostat control the temperature and humidity

level once it
 13

was calibrated to the standard temperature and

humidity(37.5˚C and 65 respectively) for incubation, it will

be automatically maintained and controlled by the said

parameter setting. The thermostat will make sure that the

temperature and humidity will stay on the range set

beforehand. Those three components are vital in maintaining

the important factors in incubation which are the

temperature, relative humidity, and ventilation.

The focal person also mentioned the advantages and

disadvantages of using manual and automatic incubators. Due

to the sensitivity of eggs to temperature changes during

incubation, the hatching rate of a manual incubator is lower

than that of the automatic. Manual incubators are often

disturbed due to the manual processes needed to be performed

such as egg turning and hatchling harvesting. For this

reason, the focal person opted to use the automatic

incubator as much as possible for efficiency purposes.

At the end of this first assignment, the trainees

observed that during the feeding process, the rice fodder

supplementation was most effective if the fodder was grown

in one-week duration or less. If it was grown beyond that,

the
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chickens will most likely just consume the remains of the

seed rather than the sprout itself. This concludes the first

assigned area of Team A in PAGRO.

Vermicomposting and Hydroponics Seminar

The second round of rotation for the trainees’ assigned

areas was temporarily postponed due to the lecture on July

26, 2022 which tackled two topics: Hydroponics, and

Vermicomposting. Mr.Norman Arancon was the guest speaker of

the said lecture. He was one of the agricultural consultants

of PAGRO and was from San Miguel, Manolo Fortich Bukidnon.

He graduated from Xavier University and is currently a

professor at Ohio State University in Hawaii. Mr.Arancon did

some recap on the history of agriculture before proceeding

to the main topic.

During the discussion, it is stated that hydroponics is

a concept and method of growing plants using mineral

nutrient solutions without soil. It came from the Greek word

“hydro” which means water and “ponos” which means labor.

There are five highlighted reasons why hydroponics is

advisable. It lacks soil, avoidance of poor soil quality, no

presence of disease-causing organisms and nematodes, lesser

space
 15

problem, and fewer labor problems. According to Mr.Arancon,

two important factors need to be highly considered when

engaging in hydroponics, it is the pH level of the solution

and the electrical conductivity. The hydroponic solution

should have a 5.5-6.5 pH level and an EC of 1.8 ppm. Static

solution culture(non-circulating), continuous flow

solution(nutrient film technology), and aeroponics solution

are the three types of solution introduced during the

discussion.

Sweet Pepper Production

The second round of rotation then followed during

the second week and Team A was assigned to the Sweet pepper

production and vegetable production program of PAGRO located

at greenhouse 2(G2) under the supervision of Mr. Melvin Gimo

and Ms. Laureen Anabieza, the focal persons of the program.

The trainees only had four days under the said task. It

started with a short individual introduction of the trainees

and the focal persons alike. They then started the operation

required to be done in the crop management aspect of the

program. One faulty start-up they’ve done, according to

Mr.Gimo, was the fact that they planted a solanaceous crop

when supposedly it is not advisable once the previous crop

 16

was tobacco because of the virus that will remain in the soil

of the area. This was the reason why the PAGRO team in charge

of sweet pepper production emphasized the thoroughness of

crop management to fill in the lapses from the planting

period. Crop management practices such as sticking and

trilling were done to ensure the best condition of the crops.

Watering the sweet pepper only happened every

Thursday and Friday since the crops were enclosed in a

greenhouse set-up and were having a drip irrigation system,

this simultaneously happened with watering the strawberry

runners and the vegetable seedlings. The trainees had the

opportunity to be introduced to the idea of a soilless medium

which was what the program was using. During the continuation

of the second week, the trainees were tasked to prepare the

soil media to be put on the seedling trays for the sowing

activity later on. The planting media used was a mixture of

carbonized rice hull and peat moss following the 1:1 ratio (1

sack of rice hull and 1 sack of peat moss). It is considered

the best planting media available in PAGRO due to its high-

water retention capacity, and most of all it was all organic.

The trainees also experienced planting pechay(Brassica rapa)

and pakbet vegetable seeds. They were able to sow a total of

1,450 seeds of pechay and a total of 13,775 seeds of

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pakbet vegetables. The trainees also experienced replanting

potato seedlings using a mixing medium ratio of half sack of

lime, 1 sack of coconut peat/cocopeat, and 1 sack of peat

moss. They were also tasked in grass clearing outside the

greenhouse, as well as sort out and select coconut seedlings

for planting. The trainees were also tasked to harvest the

sweet pepper fruits that exhibits damage which was caused by

different factors such as inconsistent watering and lack of

calcium. The identified common case of damaged was called

bottom-fruit rot which was mainly due to the said reasons. 7

kilograms of damaged fruit were harvested by the trainees

which mirrored the “still lacking management” according to

Mr.Resty Cagas. The last task the trainees performed during

their second assigned area was land preparation. This proved

to be a lot harder than what they’d assumed. Tilling the

soil and repairing the soil bed has taken the trainees a

full half day to accomplished the rigorous task.

The second week’s activity brought forth a sense of

normalcy and consistency to the trainees which helped them

realize that when engaging oneself in vegetable production

and all other crops, factors such as time and patience

should be practiced daily. The work might be considered

redundant and boring to some but the resulting fruit of the

labor will
 18

proved otherwise. Since Team A was a group completely

composed of BSA students majoring in animal science, the

second week experiences were considered a rare opportunity

for them to be exposed to crop-related activities.

Itik Pinas Production Program

This program was under the supervision of Mr. Gielo Jose

A. Manguiran and Mr.Jericho M. Millan. The former emphasized

that they aimed for the trainees to learn not just

theoretical knowledge but most especially technical and

practical knowledge with regards to the program they are

handling. During the introduction and short discussion, Team

A was instructed on the feeding ratio and schemes which the

program adhered.

A feed mixture of 20 kilogram of PDP feeds and 7

kilogram of layer mash were fed every day to feed a total of

220 heads of itik pinas in order to reach the 120 grams per

head per day feeding ratio. Team A prepared the feeds every

afternoon to be fed the next day. They also made sure that

the waterer and feeder were cleaned beforehand. They were

informed that the program came into realization due to the

idea and concept of rice-duck program adapted from Japan I

which the ducks

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will serve as both the biocontrol agent and fertilizer on

the rice field. The focal in charge procured eggs of Itik

pinas breed and incubated it in order to start the project.

They were able to hatch a total of 666 heads of ducklings,

which they then underwent a brooding period following

specific feeding ratio and requirements.

From the first 2 weeks of the six weeks of brooding,

the ducklings were fed adlibitum, and the rest 4 weeks, the

birds were fed 20h-40g per head per day with booster. During

6-12 weeks, the birds were fed with starter feeds following

an 80g per head per day scheme. During its 12-18 weeks

onward, it will then be fed with layer feeds following the

120g per head per day scheme.

Under this particular program, the trainees also

learned the process of sexing (identifying the sex) the

ducklings and chicks. There was a distinct difference of

sexing the chick and ducklings. Identifying the sex of

ducklings required looking into the opening of its cloaca

whereas in the case of the chicks, it can be easily

identified by looking on its wings.

The trainees also did some minor and major repairs, and

minor and general cleaning on the housing of the birds.

Major repairs were done during the second day in the

program, this
 20

took the trainees half of the day to finish. They gathered

the available and alternative materials for the task around

the vicinity of PAGRO, and were able to significantly change

the structure into a sturdier one. They also procured sacks

of feeds from the storage and transferred it to G1 in

preparation for the following days’ feeding session.

Team A with the help of the other teams, were also able

to build an alternative laying house for ducks under free

range set-up. Other teams also cooperated during the general

cleaning of the housing. They procured adlai hulls to

replace the hulls in the laying area, cleaned the cages, and

repaired the floorings in the housing of the birds. Team A

also recorded the eggs harvested during the duration they

were assigned in the program.

This was considered the most productive week of Team A,

not just because of the fact that they have accomplished

more tasks compared to other designated assignments but they

also learned chunks of knowledge with regards to the Care

and Management of Itik pinas, especially the importance of

proper housing and consistency on its feeding schemes.

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Hydroponics Experience

Hydroponics was the program where Team A was assigned

during their fourth week of OJT. They were under the

supervision of Mr.Benjamin Boston and Ms.Rubelin Vallar.

Under this, the trainees learned the specific formulation of

solutions for hydroponics. Prior to the exposure of this

program, the team were already familiar with the concept of

hydroponics because of the lecture given by Mr. Arancon.

This assignment mostly involved cleaning the area, cleaning

the solution beds, harvesting the hydroponically grown

crops, packing the harvest, and cleaning the materials used

for the project.

The trainees experienced sowing seeds of three

different varieties of lettuce including loose leaf lettuce,

red lettuce, and golden diamond lettuce. The planting media

used were the same as that of the vegetable seedling

production week—a mixture of peat moss and coco peat.

Harvesting the mature lettuce romaine ready for market was

also one of the tasks undertaken by the team during this

assignment. They were able to harvest a total of 7.75

kilograms of lettuce romaine which will be sold at 50 pesos

per pack. After harvesting, they then cleaned the harvested

lettuce and
 22

selected the saleable harvest before packing it following

the standard weigh per pack(250g). They were able to get 31

packed lettuce romaine which have an expected sale of 1,550

pesos.

The Team also learned the specific formulation of

solutions used in the hydroponic program. Solution A is a

mixture of Master Blend and Calcium Nitrate mixed in 9

liters of water, while solution B contains Magnesium Sulfate

mixed in 9 liters of water. This combination of solutions

could cater up to ten beds of non-circulating hydroponic

set-up. Each bed should contain 450ml of solution A and

solution B mixed 118 liters of water. A CF Eco stick

nutrient meter was used to determine whether the water

contained enough nutrients or solution needed for the

particular crops grown.

The trainees also experienced tractor driving during

this week. Most of the focal persons were not present during

the last day of the fourth week due to their strategic

planning. With this, the trainees were given the chance to

learn how to drive the tractor without an attached

implement. Each one of the trainees were given ample time to

learn the functions personally and drive the tractor around

the inside vicinity of PAGRO.

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Cacao and Coffee Production

The last designated area for Team A was in Cacao and

Coffee Production. The activities they undertook mostly

includes soil media preparation, grafting, ceremonial

planting, and soil bagging. The soil media preparation in

this section of PAGRO is differently done compared to the

other programs. Under this assignment, they were tasked to

prepare a soil media for the nursery. The media used

involved using a mixture of soil and cocopeat and peat moss

in contrast to the soilless media from the previous

programs.

The trainees produced a 5-wheelbarrow quantity of soil

and mixed it with 2 sacks of cocopeat and 1 sack of peat

moss. They put the prepared soil media into a 5x8 planting

bag.

In this program, they also learned the different

varieties of coffee grown in the nursery including coffee

Arabica (ideally planted on highlands, beyond 800 meter

above sea level), and coffee Robusta (ideally planted on

lowlands, within 800 meter above sea level). Team A also did

a ceremonial planting of coffee which is the highlight in

this program. They also learned the basics of grafting using

Durian rootstocks. They were taught on the particulars

 24

involving grafting, such as the size of scion to be used and

the compatible rootstocks as well.

This concludes the on-field experiences of Team A

during their 200-hour On-the-Job Training in Provincial

Agriculture Office (PAGRO).

 SKILLS LEARNED

This On-the-Job Training at the Provincial Agriculture

Office helped the trainees developed different kinds of

skills throughout their working experiences, which were the

following:

Cognitive Skills

Field work, as part of the agricultural activity,

necessitates ingenuity, patience, and concentration. The

trainees have learned to constantly pay attention when

transmitting instructions for each assigned task in order

for it to be done correctly, with fewer errors/issues as

much as possible. Furthermore, the trainees mastered the

ability of remembering every learned lesson, even the

critical type of work done from each activity, which was

extremely significant in the creation of this report.

Manipulative Skills

The trainees learned how to utilize various farming and

research instruments, some as a result of the specific tasks

given to them, and the rest as the result of their assigned

everyday activities. They have also learned how to drive a

 26

tractor, and how to operate the incubator, as well as how to

do land preparation, and soil media preparation for crops.

Throughout their working experience, they adhered to the

safety practices in the workplace and even at the points of

entry and departure. Aside from that, the trainees also made

certain that every time they worked on the tasks assigned to

them, it was completed on time and with a satisfactory

finish.

Managerial Skills

There were numerous occasions when the supervising

personnel assigned to the trainees were not there to

instruct them and observed their individual work

performance. With this, the trainees learned to discipline

themselves while performing their assigned task with only

the previous instructions to guide them. In this situation,

they learned to uphold honesty in their daily time record,

as well as the discipline of always wearing the appropriate

attire during work hours without their focal persons

reminding them.
 27

Communication Skills

Communication is the most effective tool for connecting

with others, understanding people, expressing, and

clarifying ideas. The trainees learned how to deal with and

address various people at work including the PAGRO staff and

focal persons, their co-trainees, and certain individuals

they randomly encountered throughout the entire practicum

experience. Dealing with people effectively was critical

during the OJT because it promoted a healthy environment

free of concerns and disputes. This also adds to the ease of

responding to the everyday mood of those around them.

 28

PROBLEMS MET AND SUGGESTED SOLUTIONS

Problems Met

The trainees encountered many problems during their On-

the-Job Training. However, they took this as a challenge to

measure how far their skills and abilities could take them.

The following are the problems they met:

1. Inconsistency of watering causes disease to sweet

pepper. As mentioned, there was an inconsistent

watering activity observed during the stay. The

schedule for watering was not properly followed

sometimes which caused the plant to exhibit certain

negative physiological conditions such as the bottom-

rot disease.

2. Rickety Duck House. The housing for ducks was mostly

just bamboo and wood. Due to the nature of Itik pinas

as a water loving bird, the structure was not very

reliable. This poses danger for the trainees as well as

the focal to perform the needed daily activity. Not

only that, it causes inconvenience and inefficiency.

3. Lack of materials for repairs. Much as the trainees

wanted to repair the major problems in the duck house.

 29

They were only able to perform what is considered below

average repairs due to the lack of materials and tools

in the vicinity.

4. Transportation. This factor poses financial problems

for trainees. Due to the location of PAGRO, which is a

bit far from the trainees' respective boarding houses

and homes, it cannot be denied that tardiness was

evident during the duration of OJT.

5. Late notice from the supervising personnel caused a lot

of free and idle time. There are times when PAGRO focal

persons notify the trainees about their absence on

eleventh-hour. Due to this, they cannot give specific

instructions for the trainees on what should be

productively done on that day. This will result in the

trainees performing the specified task under that

particular program they were assigned to and the rest

of the time were spent idly instead of productively.

 30

Suggested Solutions

The trainees brainstormed and came up with the

solutions they thought will help amend or improve the

problems encountered. The following are the solutions:

1. Water was always available in the vicinity, in fact

there is an abundance of water supply observed during

the stay in PAGRO. Therefore, personnel should stick

and strictly follow their regular watering schedule to

lessen the loss caused by this faulty practice of

inconsistent watering.

2. The rickety duck house poses risk to the life of the

personnel. This should be addressed immediately because

it will not just affect the performance of the

personnel but it can very well be the cause of a major

accident. The duck house should undergo major repair

for this to be considered operation and safe enough for

workers to perform their task every day.

3. Necessary tools should be readily available within the

vicinity. This will evidently improve the performance

of the worker and will not cause loss of time for

looking everywhere for that particular tool when it

could have been used on the task at hand.

 31

4. The problem of transportation can only be addressed

financially. Fortunately, Team A came up with the

solution to lessen as much as possible the cost of this

factor. Each one of them contributed gasoline, which

was then used by those who had motorcycles to solve the

problem.

5. Supervising personnel should notify the trainees

beforehand with their absence and should instruct the

trainees on what to do in advance to use the available

time effectively and productively.

 32

SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary

Despite the obstacles encountered in the field or

workplace, the On-the-Job Training program was a terrific

experience for all trainees. The trainees gained cognitive,

manipulative, managerial, and communication skills, as well

as other abilities that aided in their preparation as future

agriculturists. All activities done in each program in

Provincial Agriculture Office-MOPADC Complex resulted in the

quality enhancement of each program, making them productive

in accordance with their purpose. The trainees had a

successful practicum, and they treasured every bit of time

they spent with their co-trainees. The PAGRO OJT experiences

served as a stepping stone for the trainees as they made

decisions about future endeavors.

Conclusion

The OJT mechanism was indeed very challenging.

Commitment and tenacity were just two of the mindsets the

trainees needed to maintain while they faced professional

hurdles. All that happened throughout the previous 25 days

of
 33

their practicum reinforced the trainees' agriculturist

spirit.

Recommendation

The trainees would like to suggest that the Provincial

Agricultural Office (PAGRO) strengthen and focus on the

growth of each station. This allows the focal person to make

their task more convenient for the trainees. Every assigned

region must utilize its time so that the interns can gain

and improve more knowledge and abilities during their time

at each station. The trainees believed that it would be

advantageous to the office in the future. What the practicum

intended for students participating in on-the-job training

to have by the end of the course has been made available to

them. Aside from achieving all of the goals, the practicum

also provided the trainees with the opportunity to have

practical application of some of the thesis ideas in

advance, this proved to be very beneficial to them because

it alleviated any difficulties they may have faced during

those days of training and conducting their research soon

afterward without any basic knowledge. Nonetheless, the

trainees' problems have

 34

room for further relevant improvements, and the practicum

was the experience they will relive.

 35

REFERENCES

Chand, S. (2014, April 2). Training: Meaning, Definition and

Types of Training. Your Article Library.
https://www.yourarticlelibrary.com/human-
resource-development/training-meaning-definition-
and-types-of-training/32374

The Skills Companies Need Most in 2018 – And The Courses to

Get Them. (n.d.). Www.linkedin.com.
https://www.linkedin.com/business/learning/blog/t
op-skills-and-courses/the-skills-companies-need-
most-in-2018-and-the-courses-to-get

Valamis. (2021, December 7). On-the-job training (OJT):

Meaning, Benefits, Best Practices. Valamis.
https://www.valamis.com/hub/on-the-job-training
APPENDICES
 Appendix A

Personal Information Sheet

 Appendix B

Certificate of Completion
 Appendix C

Evaluation Sheet
 Appendix D

Letter of Intent
 Appendix E

Daily Time Records

 Appendix F

Liability of Waiver
 Documentations

WEEK1: Manok Pinoy Care and Management

Figure 12.1: Feeding Management

Figure 12.2: Deworming

Figure 12.3: Minor Repairs

 Figure 12.4: Manure Collection

Figure 12.5: Incubation and Hatchery

Figure 12.6: Chicken Nest Making

 WEEK 2: Sweet Pepper and Vegetable Production

Figure 13.1: Vermicomposting and Hydroponics Lecture

Figure 13.2: Soilless Media Preparation

Figure 13.3: Sowing

 Figure 13.4: Harvesting

Figure 13.5: Re-planting of seedlings

Figure 13.6: Sorting and Grading of Coconut seedlings

 Figure 13.7: Land Preparation

WEEK 3: Itik Pinas Care and Management

Figure 14.1: Feeding Management

Figure 14.2: Sexing

Figure 14.3: Minor and Major Repairs

Figure 14.4: Building of Laying House

 Figure 14.5: Daily Maintenance

WEEK 4: Hydroponics production and Management

Figure 15.1: Hydroponics Formulation

Figure 15.2: Cleaning the solution bed

 Figure 15.3: Harvesting

Figure 15.4: Soilless Media Preparation

Figure 15.5: General Cleaning and Maintenance

 Figure 15.6: Tractor Driving

WEEK 5: Cacao and Coffee Care and Management

Figure 16.1: Soil Media Preparation

Figure 16.2: Soil Bagging

 Figure 16.3: Plant Propagation

Figure 16.4: Ceremonial Planting