The Bibingka Approach: a cooking recipe as a method of institutionalizing SL
By Brother Bernard S. Oca
President of De La Salle University, Philippines.
Allow me to share with you what the fascinating «Bibingka Approach» is (Bibingka – Baked Filipino Rice Cake). The Bibingka Approach was first conceptualized and used by De La Salle University (DLSU) to institutionalize Service-Learning. Embedding transformative change, such as Service-Learning, into the very fabric of a university is not simple. It requires skill, commitment, a certain degree of flexibility apart from following a recipe, and heat from all sides – much like perfecting the beloved Filipino rice cake, Bibingka!
Traditionally, Bibingka is cooked in a shallow banana leaf-lined terracotta bowl with live charcoal placed both above and below the rice flour mixture simultaneously.
This mouthwatering and apt metaphor captures DLSU’s strategy to institutionalize Service-Learning: achieving meaningful, sustainable change requires mutually reinforcing actions from both the top leadership and the grassroots energies from faculty and students, actively supported by both sides. It is a dynamic process, not just only a top-down mandate or a bottom-up plea, but a powerful synergy.
So, how do we achieve that balanced and harmonious participation – the perfect Bibingka – among the key stakeholders: university leadership, faculty, students, and community partners? Based on DLSU’s Service-Learning Institutionalization experience, we have to:
FIRST – Recognize the interdependence of all service-learning stakeholders (the recipe). First, everyone involved must understand that success hinges on mutual effort. Just like Bibingka needs heat from both top and bottom, service-learning institutionalization needs both high-level policy commitment and passionate ground-level implementation. One without the other leads to an incomplete outcome – a half-baked initiative!
SECOND – Ignite the “fire from above” (the leadership commitment). University leaders (President, Chancellors, Vice Presidents) must do more than just approve Service-Learning; they need to champion it! This means integrating service-learning explicitly into the university’s strategic plans, mission statements, and key result areas, as De La Salle University did. Make it mandatory as an institutional goal. This high-level endorsement provides legitimacy, direction including policy frameworks, dedicated budgets and clear performance indicators, and allocation of essential resources. It shows that service-learning is not just a side project; it is a central part of our mission.
THIRD – Fuel the “fire from below” (the faculty, staff & student engagement). Recognize, nurture, and empower “service-learning champions” – those passionate faculty and staff already integrating service into their work. Support them! Provide strong faculty development programs focused on service-learning pedagogy, syllabus integration, and best practices.
Encourage student involvement through clear orientations that frame service-learning not just as a troublesome and additional requirement, but as a transformative learning experience aligned with the institution’s core values. This grassroots energy ensures authenticity and relevance. When faculty believe in service-learning, they innovate and inspire students. Recognizing their efforts through awards, considering SERVICE-LEARNING work in faculty promotions, and providing platforms for sharing SERVICE-LEARNING research validate their commitment beyond just monetary gain. It promotes a sense of fulfillment and ownership.
FOURTH – Systematically “fan the fire” (the backbone support). Establish a dedicated coordinating body, like DLSU’s Center for Social Concern and Action (COSCA) with its Service-Learning Program. This entity is crucial for fanning the flames – connecting the top and bottom, managing logistics, and maintaining momentum. Staff this unit adequately!
COSCA acts as the central hub. The unit develops guidelines, facilitates community placements, supports faculty and students during projects, conducts vital monitoring and evaluation, organizes training, and builds partnerships. They are the weavers connecting all threads, ensuring smooth operations and consistent communication. They also play a key role in facilitating policy discussions, ensuring practical insights inform high-level decisions.
