SPES AT ISUFST: A summer that changed 50 lives

Every summer has its own story. For 50 students of the Iloilo State University of Fisheries Science and Technology (ISUFST), the summer of 2025 was one written with early morning sign-ins, stacks of documents, laughter shared over lunch breaks, and the quiet pride of receiving their first pay slip. Through the Special Program for Employment of Students (SPES), they became more than just “SPES babies.” They became breadwinners, learners, and dreamers—proving that temporary work can leave a permanent mark.

SPES, a flagship initiative of the Department of Labor and Employment (DOLE) under Republic Act 7323, as amended, is not just another government program. It is a bridge for financially challenged yet determined students, giving them temporary employment during school breaks. Employers like ISUFST shoulder 60% of their salaries, while DOLE covers the remaining 40%. For students who often juggle tuition, boarding house fees, and the shame of borrowing money just to commute, SPES is a lifeline.

From struggles to strength

The tasks varied—clerical work, creative layouts, library assistance, laboratory support, and even physical logistics—but the lessons were universal. Many students came in nervous on their first day. By the end, they carried more confidence, discipline, and a stronger sense of responsibility.

“Coming from a family that works hard just to get by, I knew I had to help with my schooling without adding to my parents’ load,” said May Ann Palanog, a third-year Education student. “The SPES program became an answered prayer—a chance to earn, learn, and grow within the school. It was more than just financial support; it was an opportunity to stand on my own feet, even for a short while.”

Her words capture the essence of what many participants echoed: SPES is never just about allowance. It is about discovering that even filing papers or encoding data can feel meaningful when done with care, because every task contributes to the larger life of a university.

Third-year student Arnel Ariete said his nerves disappeared once he met his supervisors. “I never felt below them. They made me feel I truly belonged, and with that, every task felt lighter.”

For others, the takeaway was about service. Jenny Rose Recto, a 19-year-old Education student, shared: “SPES taught me that responsibility is doing your part well, and service is putting others first. It is more than a job—it is about making a difference.”

Equity in action: ISUFST’s commitment

The 50 students hired reflected ISUFST’s mission. Many were children of solo parents, first in their family to attend college, or from low-income homes. By opening doors to them, the university showed that equity in action is not just a slogan but a lived commitment.

“I had days when I only had enough money for fare,” admitted Russ Micah Ysunza, a third-year Education student. “But SPES gave me a chance to earn and to realize that I could be more confident, take initiative, and build relationships.” For her, it was not just about survival, but about dignity.

For Jhona Mae Balayo, a 20-year-old Education student and daughter of a solo parent, the highlight was designing the bulletin board. “It was tiring but fulfilling. My creativity made a real difference in school. It gave me pride and showed me that small contributions count.”

Stella Marie Bontigao, a 19-year-old student assigned to museum duties, found pride in tasks others might dismiss. “Even behind-the-scenes work matters. Mopping floors and keeping the museum clean taught me that consistency and attention to detail are valuable. It made me proud to contribute to something bigger than myself.”

Chrisean Gabriel Dequiña, a fourth-year Education student balancing SPES by day and work at his town’s fish landing by night, captured the spirit of perseverance: “It was exhausting, but worth it. Every small task I did was for my family, and that made it meaningful.”

LG Jannah Faith Aberde, the eldest in a family of eight and a first-generation Education student, shared: “I wanted to help ease the burden on my parents. Through SPES, I earned while learning. It showed me that even as a student, I can already make a difference.”

Nicole Jan Descuatan, a fourth-year Education student from a humble household, was equally grateful: “SPES helped me enhance my responsibility and time management. Even small office tasks taught me to take my work seriously.”

Jude Michael Casumpang, a fourth-year Education student raised by a solo parent, found unexpected lessons in belonging. “From cleaning to enrollment tasks, I felt seen and valued. The kindness around me kept me strong.”

That was the experience of Catherine Arsenal, a third-year student and daughter of a solo parent, who assisted in labs and research. “It was tiring, but the chance to learn more—even identifying species of shrimp—made me realize that growth often comes from unexpected tasks.”

Sarah Jane Alcantara, a 20-year-old Education student and only child of a solo parent, reflected on the value of guidance. “Editing school programs taught me humility.”

Jiero Belonio, a 20-year-old Education student from a family in the countryside, appreciated the little things. “Delivering evaluation forms across different offices may seem simple, but for me it built confidence. I realized I could navigate spaces, talk to people, and represent myself with pride.”

Rendel Balitor, a third-year Fisheries student, emphasized teamwork: “We were goofing around at times, but when it was time to work, we were serious. Finishing my 20-day duty made me realize that I can really work with colleagues. That experience gave me confidence.”

Building futures, advancing goals

The goals of SPES and the UN Sustainable Development Goals meet on the same path. Extra income means less poverty (SDG 1), continued schooling means quality education (SDG 4), decent jobs mean fair growth (SDG 8), and attention to vulnerable students means reduced inequality (SDG 10). And by joining efforts between DOLE, ISUFST, and the students themselves, it embodies SDG 17: Partnerships for the Goals.

As Balitor’s story shows, the program was about more than allowance—it was about professionalism. And as Alcantara’s story reveals, it was also about humility. Each student walked away not only with pay but with a sharpened sense of self, discipline, and resilience.

And in a similar breath, Director Armando Katalbas of the Student Support Center (SSC), the office in charge of this program, reminded: “SPES is not just about giving students temporary jobs. It is about showing them that their efforts matter and that the government and the university care about their struggles. When we invest in them, we are investing in the nation’s future.”

Lessons that last beyond summer

The survey responses tell a common story of transformation. Many students admitted they applied out of financial desperation—some needed fare, others allowances, still others had parents too stretched to send extra money. Yet what they gained was far more than financial relief.

Students shared how waking up early taught them discipline, how simple tasks like encoding or organizing records gave them pride, and how setbacks—like rejected applicants during admissions—toughened their resolve. Many also found camaraderie: supervisors turned mentors, co-workers turned friends, and tasks that quietly built their self-confidence.

Beyond the practical lessons, many reflected on the dignity of labor itself. Several wrote that even small assignments—delivering forms, printing files, or arranging chairs—taught them humility and perseverance. The experience convinced them that no task is ever insignificant when it contributes to a larger purpose. For students who once doubted their worth, SPES became proof that they had something valuable to offer.

Most importantly, the program shifted how they saw themselves. They began to picture their future as resilient workers and compassionate leaders. SPES left them with one lasting lesson: education is not only about rising alone, but also about helping others rise too.

Others emphasized how SPES improved their social confidence. Introverted students shared that greeting co-workers with a simple “good morning,” asking for guidance from supervisors, or sharing food with peers slowly broke their fears of rejection. What began as quiet hesitation turned into genuine relationships, teaching them that confidence grows not from perfection but from connection.

Finally, they found balance: study and work, duty and rest, effort and laughter. They learned time management and endurance, but also joy in the small things. SPES was more than a paycheck—it was a lesson in life, with resilience, kindness, and discipline as the real wages.

As Alcantara said, “SPES was not just a job for me—it was a training ground. It taught me teamwork, patience, and how to value even small tasks.”

And as Belonio put it, “The most meaningful part was realizing that even errands like delivering forms can teach you confidence. Small things build big skills.”

Collectively, the voices of these students echo a single truth: SPES was not just employment—it was empowerment.

A summer to remember

In the end, SPES at ISUFST was proof that equity-driven programs work. Fifty students who might otherwise have spent their summer worrying about money spent it instead contributing to their university, supporting their families, and preparing for their futures.

Dr. Nordy Siason Jr., ISUFST president, emphasized this larger mission: “Social justice in education means creating pathways for those who need them most. SPES is one way we uphold our duty—not only to train students for professions but also to help them reach their dreams so they can, in turn, lift others. This is how we build a just and empowered nation.”

This summer of service and struggle showed that no task is too small, and no student too marginalized, when given the chance to shine. At ISUFST, SPES was not just a program. It was a promise—that education and opportunity should never be a privilege, but a right. (PAMMCO)