Policies and Standards for Bachelor of Science in Social Work Program

June 9, 2010

CHED MEMORANDUM ORDER NO. 011-10

 

In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the "Higher Education Act of 1994," and by virtue of the 345th Regular Commission en Banc Resolution No. 499-2009 dated December 23, 2009 and for the purpose of making relevant the general principles for the operation of undergraduate social work program in all Higher Education Institutions (HEIs), this set of Policies and Standards (PS) is hereby adopted and promulgated by this Commission. ECISAD

ARTICLE I

Introduction

SECTION 1. Rationale and Background. — Cognizant to Republic Act 4373 otherwise known as the "Social Work Law" formally recognizing the profession of social work in the Philippines, the Bachelor of Science in Social Work (BSSW) is an undergraduate program that prepares students for direct [generalist] practice of social work with individuals, families, groups, and communities. The profession aims to advance the growth and empowerment of people, development and social progress of communities; and greater justice and equality of societies where there exist oppression, discrimination and inequality among marginalized individuals, families, groups, and communities. The hallmarks of the profession are the promotion of social change, empowerment, and problem solving in human relationships. The enactment of the law and the specification of the BSSW curriculum should be able to distinguish a professional social worker from the other professionals like community development worker, counselor, nurse, psychologist, teacher and others.

The academic requirements for the Bachelor level are consistent with the "Global Standards for Social Work Education and Training" set forth by the International Association of Schools of Social Work or IASSW and the International Federation of Social Workers or the IFSW in 2001. Likewise, these standards also take into consideration the specific Philippine socio-political, and economic context.

ARTICLE II

Authority to Operate

SECTION 2. All Private Higher Education Institutions (PHEIs) intending to offer Bachelor of Science in Social Work must secure proper authority from the Commission on Higher Education in accordance with existing rules and regulations. State Universities and Colleges (SUCs), and Local Colleges and Universities (LCUs) should likewise strictly adhere to the provisions in this set of Policies and Standards.

ARTICLE III

Program Specification

SECTION 3. Degree Name. — The degree under this program shall be called Bachelor of Science in Social Work (BSSW).

SECTION 4. Program Description. — Social Work education in the undergraduate level shall be geared towards the preparation of students for generalist social work practice. Professional education in social work requires the acquisition and application of beginning level of knowledge, attitudes, values and skills in enhancing the social functioning of individuals, families, groups, and communities, linking people [client systems] with needed resources, improving the operation of social service delivery networks, and promoting social justice through advocating for just social policies.

The BSSW curriculum must emphasize the integrative character of social work within the context of a micro-macro practice continuum focusing on human development and social transformation, possessing such attributes as cultural and gender-sensitivity, rights-context and evidence based, critical-reflective thinking, emphasizing clients' empowerment, and demonstrating competence in assuming a wide range of professional roles.

Underpinning social work education is the formation and inculcation of values, attitudes, and behaviors that are deeply rooted in the profession's core values, philosophy, principles, and code of ethics.

SECTION 5. Specific Occupations or Trades that the Graduates of this Program may go into. TcSaHC

5.1. Social work graduates work in the private, public or business sectors, addressing social needs, issues and concerns of various sectors such as children, youth in conflict with the law, peasants, workers, women, urban poor, migrants, indigenous peoples and others.

5.2. Among the social work fields of practice are family and children's services, health and rehabilitation, mental health, adult and juvenile corrections, gerontology, disaster response and management, occupational health and safety, forensic social work, community development, human resource development, education, and international source welfare.

5.3. Specific occupations social work graduates may go into:

5.3.1. Casework

5.3.2. Groupwork

5.3.3. Social work counseling

5.3.4. Community organizing

5.3.5. Social administration

5.3.6. Supervision

5.3.7. Policy/legislative advocacy

5.3.8. Social welfare planning

5.3.9. Social work agency management

5.3.10. Program/project development and management

5.3.11. Human resource development, including teaching

5.3.12. Social work practice with specific client populations with special needs and in special circumstances (e.g., the elderly, people with disabilities, people with HIV-AIDS, youth in conflict with the law, alcohol and substance abusers, survivors of human rights violations as well as sexual and physical abuse) CSHEAI

5.3.13. International social work practice i.e., social development work at the regional and international settings (e.g., consortia with UN agencies and other humanitarian endeavors; direct practice and advocacy on migration and refugee issues, international trafficking, ecological issues; regional international settings and humanitarian crisis)

ARTICLE IV

Competency Standards

SECTION 6. The BSSW curriculum adheres to the global standards for social work education and training but particularizes in contextualized and indigenous nature of social work practice. The following are based on the global standards but give special reference to the Philippine context:

6.1. Knowledge of and skills in the generalist helping process and planned change process within the micro-meso-macro practice continuum for the purposes of developmental, protective, preventive and/or therapeutic intervention.

6.2. A critical understanding of social work origin, development, and purposes unique to the Philippine experience.

6.3. A critical understanding of how global and national socio-structural inadequacies, discrimination, oppression, and socio-economic and political injustice impact on human functioning and development.

6.4. Knowledge of human behavior and the social environment, with particular emphasis on the person-in-environment transaction, life span development and the interaction among biological, psychological, socio-structural, gender, cultural and spiritual factors in shaping human development and behavior.

6.5. Knowledge of social welfare policies, programs, and services of the locality, country and/or region. HIaTCc

6.6. Knowledge of, and skills in social work research, including ethical use of research, traditional local positivism and alternative research paradigms, and critical appreciation of the use of research in social work practice.

6.7. Sufficient knowledge of related occupations and professions and ability to work with multidisciplinary/interdisciplinary/transdisciplinary teams to facilitate inter-professional collaboration and teamwork.

6.8. The development of critical self-reflective and ethically active practitioners.

6.9. Ability to practice in various contexts, e.g., respect for diverse ethnic and cultural groups, including those with special needs.

6.10. Ability to network, mobilize resources and develop partnerships.

6.11. Ability to use supervision for personal and professional growth.

6.12. Application of social work values, ethical principles, knowledge and skills to address and transform social inequities.

SECTION 7. Framework for a Competency-Based Social Work Curriculum. —

ARTICLE V

Curriculum

SECTION 8. Curriculum Description. — The BSSW program shall have a minimum of 149 units.

The curriculum consists of three (3) parts: (1) General Education Courses (63 units); (2) Professional Courses (72 units); and (3) Others (Physical Education {8 units}, National Service Training Program {NSTP} {6 units}).

However, the subjects listed under the General Education courses shall automatically be considered as revised once a new CMO on General Education is issued by CHED, without the need for additional action on the part of the concerned Technical Panel. The Office of Programs and Standards (OPS) will issue an amendment to this CMO at such time to show the revised curriculum.

Institutions may opt to offer social work electives that are consistent with their respective philosophy, mission and goals. AHcaDC

							Equivalent
					No. of	Units Per	TTL
					Subjects	Subject	Units
1.	General Education (GE) Courses		21			63
	Language and Literature				24
		English		3		3
		Filipino		3		3
		Literature		2		3
	Mathematics and Natural Sciences				15
		Mathematics		2			3
		Natural Sciences	2			3
		Science Elective	1			3
	Humanities and Social Sciences					18
		Humanities		2
			Arts					3
			Philosophy				3
		Social Sciences	4
			Basic Economics (with Taxation and Agrarian				3
				Reform)
			General Psychology				3
			Politics and Governance (with Philippine				3
				Constitution)
			Society and Culture (with reproductive health)				3
	Mandated Subjects			2		6
		Life and Works of Rizal				3
		Philippine History				3
2.	Professional Courses		22
	2.1	Human Behavior and Social Environment	5				15
		The Philippine Social Realities and Social Welfare				3
		Filipino Personality and Social Work				3
		Social Deviation and Social Work				3
		Social Environment and Social Work: The Family,				3
			Group, Community and Organizations
		Social Change and Development Perspectives				3
	2.2	Social Welfare Policies, Programs, and Services	7				21
		Social Welfare Policies, Programs, and Services				3
		Social Welfare Project/Program Development and				3
			Management
		Social Work Statistics				3
		Social Welfare Agency Administration				3
		Social Work Community Education and Training				3
		Social Work Research I (Development of a research				3
			design/proposal)
		Social Work Research II (Implementation of a research				3
			design/proposal)
	2.3	Social Work Practice	8				24
		Knowledge and Philosophical Foundations of the Social				3
			Work Profession
		Fields of Social Work				3
		Social Work Communication and Documentation				3
		Social Work Counseling				3
		Social Work Practice with Individuals and families				3
		Social Work Practice with Groups				3
		Social Work Practice with Communities (Community				3
			organizing and community-based social work
			practice)
		Seminar on Current Trends in Social Work Practice				3
	2.4	Field Instruction	2				12
		Field Instruction I (500 hours)				6
		Field Instruction II (500 hours)				6
3.	Others				6			14
	3.1	Physical Education (P.E.)	4			2	8
	3.2	National Service Training Program (NSTP)	2			3	6
4.	Summary of Units
		1.	General Education Courses		21			63
		2.	Professional Courses		20			72
				Human Behavior and Social Environment	5			15
				Social Welfare Policies, Programs, and Services	7			21
				Social Work Practice	8			24
				Field Instruction	2			12
		3.	Others		6			14
				Physical Education	4			8
				National Service Training Program	2			6
									———
		Total No. of Units					149
									=====

 

SECTION 9. Sample Program of Study. —

FIRST YEAR
	First Semester			Second Semester
	Courses	Units		Courses	Units
English 1	3	English 2	3
Filipino 1	3	Filipino 2	3
Math 1	3	Math 2	3
General Psychology	3	Philippine History	3
Knowledge and Philosophical Foundations	3	Philippine Social Realities and	3
	of the Social Work Profession			Social Welfare
Society and Culture (with Reproductive	3	Filipino Personality and Social	3
	Health)			Work
PE 1		2	PE 2		2
NSTP 1	3	NSTP 2	3
		——			——
		23			23
		====			====
SECOND YEAR
	First Semester			Second Semester
	Courses	Units		Courses	Units
English 3	3	Literature 1	3
Filipino 3	3	Politics and Governance (with	3
				Philippine Constitution)
Basic Economics (with Taxation and	3	Science Elective	3
	Agrarian Reform)
The Fields of Social Work	3	Life and Works of Rizal	3
Social Deviation and Social Work	3	Social Welfare Policies,	3
				Programs & Services
Social Work Communication and	3	Social Work Counseling	3
	Documentation
Social Environment and Social Work	3	Social Change and	3
				Development Perspectives
PE 3		2	PE 4		2
		——			——
		23			23
		====			====
THIRD YEAR
	First Semester			Second Semester
	Courses	Units		Courses	Units
Literature 2	3	Humanities-Arts	3
Humanities-Philosophy	3	Natural Science 2	3
Social Welfare Project/Program	3	Social Welfare Agency	3
	Development & Management			Administration
Natural Science 1	3	Social Work Practice w/	3
				Communities
Social Work Practice with Individuals &	3	Social Work Community	3
	Families			Education and Training
Social Work Practice with Groups	3	Social Work Research I	3
* Social Work Statistics	3
		——			——
		21			18
		====			====
*	This subject can be taught by a non social worker faculty, but it should be noted that reference must be given to social work data/samples; it is advisable that the subject be 'team-taught' by a non-social worker faculty and a social worker faculty
FOURTH YEAR
	First Semester			Second Semester
	Courses	Units		Courses	Units
Field Instruction I (agency-based)	6	Field Instruction II (community-	6
				based)
Social Work Research II	3	Seminar on Current Trends in	3
				Social Work Practice
		——			——
		9			9
		====			====
Note: The institution is free to enhance and to follow different patterns and modalities based on the needs of its clientele.

 

SECTION 10. Social Work Research/Project Requirements for the Program. — The institution may allow a choice between an individual or group work on a research project. The research output is equivalent to thesis and is a prerequisite to graduation.

SECTION 11. Supervised Field Instruction Requirements. —

11.1 Field instruction (FI) is an essential feature of the BSSW Curriculum. It requires students to spend a minimum of 1,000 hours as required by Social Work Law RA 4373. The FI is a supervised field work in a social welfare institution and in a rural or urban community with required documentation of the placement experience.

11.2 The college/institution/department shall ensure that an adequate number of competent social work faculty members supervise the students. The maximum faculty-student ratio shall be 1:10.

11.3 The college/institution/department of social work shall choose rural or urban communities that can be its partner in the field instruction of students. The selection may be based on existing community needs, problems or issues, available resources, and security considerations. ACIDTE

11.4 Preferably, the college/institution/department shall engage partner communities in a development initiative for at least three (3) years to provide enough time for all stakeholders — faculty, students and communities — to achieve desired outcomes.

11.5 The agency where social work students are placed must designate a supervisor to be referred to as "Field Supervisor" or "Agency Supervisor." The Agency Supervisor must be a licensed social worker who has completed at least fifty percent (50%) of the academic requirements for a master's degree in social work. She/he must have had a variety of direct social work practice experience, and at least a year's experience as a supervisor. She/he must demonstrate leadership qualities and a commitment to the development of the social work profession.

11.6 Social work facilities for FI. The college/institution/department of social work shall ensure:

11.6.1 that selected social welfare/development agencies and partner communities for FI are affiliated preferably with authorized, registered, licensed and/or accredited social welfare organizations/institutions/agencies.

11.6.2 that they have at least one (1) licensed social worker who is willing to supervise FI students. The agency supervisor to students ratio should be 1:5.

11.6.3 that they can provide the appropriate learning opportunities and work space for students.

ARTICLE VI

Description and Specification of Courses

For description and specification of courses, please refer to Annex A.

ARTICLE VII

Other Requirements

SECTION 12. Program Administration. —

12.1 The program must be administered by a Dean and/or Department Chair, Head, and/or Coordinator with appropriate minimum qualifications specified below:

• A registered social worker with a valid license

• A holder of a master's degree in social work

• Three (3) years of social work practice

• Preferably with at least two (2) years of supervisory experience in social work or social development

• Must be a full-time faculty member

• Must have at least three (3) years of teaching experience

• Must be a member of any accredited professional organization in social work

12.2 Functions/Responsibilities of the Dean/Department Chair/Head/Coordinator of a social work unit/department/college are: DEaCSA

a. Assists the school head/president in all matters affecting general policies of the institution that relate to social work education.

b. Exercises educational leadership among faculty by:

1. initiating, developing and implementing a faculty development program as approved by the duly authorized body in the institution;

2. recommending the appointment, promotion, or separation of faculty members in the college/institution/department;

3. preparing the teaching load of faculty members;

4. ensuring that the syllabus of each course in the program is fully implemented within the term;

5. convening regular and special departmental faculty meetings;

6. designing and supervising programs for training, research and extension of the department as approved by the duly authorized body in the institution;

7. assigning a faculty to do advising of students regarding their program of studies;

8. approving teaching/course loads of faculty;

9. revising and updating periodically the social work curricula with the assistance of qualified faculty members using the existing CHED guidelines as minimum standards;

10. coordinating with the university office of student affairs regarding services and other matters relative to students' welfare;

11. instituting a program of supervision in order to raise the efficiency and effectiveness of instruction;

12. supervising and evaluating classroom and field instruction teaching methodologies and strategies for faculty development;

13. ensuring that the faculty-student ratio for classroom for professional courses should be no higher than 1:35; and for FI courses, 1:10; and

14. undertaking networking, linkaging, and resource-generation activities for the department/college.

c. Assumes responsibility for his/her continuing professional growth.

12.3 Teaching Load

 The Dean/Department Chair/Head/Coordinator may be allowed a maximum teaching load of six (6) units. TCAScE

12.4 Coordinator for Field Instruction (FI)

 There must be a Field Instruction Unit headed by a field Instruction Coordinator who will:

a. identify and asses social welfare and social development agencies/organizations and community organizations for possible partnership in Field Instruction.

b. match students with FI partners based on a convergence of learning goals and opportunities.

SECTION 13. Faculty. — Teaching social work effectively requires the creative blending/integration of theory and practice.

13.1 Qualifications of Faculty

 All professional courses in the BSSW curriculum must be taught by faculty members with the following minimum qualifications:

a. A holder of Master of Social Work degree from an authorized institute/college/university or

b. a holder of Master of Arts/Science degree in any field related to social work from an authorized institute/college/university but must be a BSSW graduate

c. A registered social worker with a valid license

d. A regular member in social work professional organizations, specifically National Association of Social Work Educators, Inc. (NASWEI) and Philippine Association of Social Workers, Inc. (PASWI) 

e. Preferably, engaged in extension work or in social development practice

13.2 The following conditions of employment should be observed:

a. The ratio of full-time instructors to part-time instructors should be at least 2:1, in order to encourage the development of commitment of instructors to the institution and the employment of more full-time instructors. TDCcAE

b. At least 60% of the professional courses offered should be taught by permanent and full-time instructors/faculty who are provided with security of tenure and other work related/fringe benefits.

13.3 Faculty-student Ratio

 The faculty-student ratio for classroom instruction for professional courses should not be higher than 1:35.

13.4 Percentage of Full-time Faculty

 At least 50% of the program's total faculty line up must be full-time with MSW degree.

13.5. Teaching Load

a. A full-time faculty shall have a regular teaching load of eighteen (18) units inclusive of administrative, research, and extension assignments; beyond this is considered as overload and therefore subject to an overload pay per semester/term.

b. A part-time faculty member shall have a minimum load of three (3) units and a maximum of nine (9) units per semester/term.

SECTION 14. Agency Field Supervisor, Field Coordinator and Faculty Supervisor. —

14.1 Responsibilities and Tasks of the Agency Field Supervisor

a. Provide the students orientation regarding the following field placement set-up;

1. Vision, mission, goals, policies, programs, and services of the agency/organization

2. Organizational set-up and mechanisms, staff of the agency/organization

3. Essential forms to use and flow of communication in the agency

4. Procedures and protocols of the helping processes

5. Other necessary information that are essential to the accomplishment of the students learning goals

b. Ensure that the students' expectations and the expectations of the agency/organizations jibe through the conduct of a trialogue — a session attended by the field instructor, the agency supervisor and the student/s.

c. Conduct weekly supervision to monitor student's progress in relation to FI learning goals and plan, and to provide timely and appropriate administrative and other forms of support. CHDTIS

d. Attend regular sharing sessions and other activities as may be necessary for the fulfillment of the learning goals.

e. Evaluate and provide feedback on students' performance during trialogues at the middle and end of the semester.

f. Coordinate with the faculty supervisor at least twice a month on students' progress.

14.2 Responsibilities and Tasks of the Field Coordinator

a. Scout for potential partner agencies or organizations and visit them to assess their capacities to provide the students a conducive learning environment

b. Make initial arrangements with prospective agencies that meet the criteria set by the Field Instruction Unit

c. Determine psychological, physical, emotional and economic fitness of the student to go on Field Instruction

d. Assess and match students and agency/field site by ensuring congruence of interests, needs, and preferences

e. Prepare and finalize the list of students and corresponding faculty supervisors in consultation with the head of the Field Instruction Unit

f. Formalize the partnership between the school and the FI agency/community through a Memorandum of Agreement (MOA)

g. Prepare a separate folder for each FI student which will contain the following:

1. Autobiography

2. FI application form

3. Student information sheet

4. Medical certificate

5. Parents'/guardians' consent form

6. Waiver of school and agency accountability signed by parents/guardians

6.1 Ensure students' enrolment in a group life annual insurance

6.2 Endorse FI enrollees' folders to the agency and faculty supervisors

14.3 Responsibilities and Tasks of the Faculty supervisor

a. Conduct weekly supervision to monitor students' progress in relation to FI learning goals and plan, and to provide timely and appropriate administrative and other forms of support CEaDAc

b. Initiate trialogue with students and agency supervisor at the beginning, middle and end of the semester/term

c. Conduct monthly field visits to observe and monitor actual performance of students

d. Orient students on the qualitative and quantitative standards for documentation and evaluation

e. Attend regular sharing sessions of field instruction students

SECTION 15. Faculty Development Program. — Each institution offering social work must institutionalize a well-designed faculty development program which may include any of the following:

15.1 Provision of one scholarship grant for at least one-year graduate study in social work or in any related field of social development work

15.2 Availability of thesis grants to deserving members of the faculty, the procedure of which is defined by the institution's faculty manual

15.3 Attendance in seminars, conventions, conferences, fora or in-service training programs on official time shall be encouraged and records of such attendance shall be at the office of the dean. Attendance in seminars, conferences, conventions and fora conducted by PASWI and NASWEI is a must.

15.4 Encouraging the professional development of the faculty not only through the pursuit of further studies but also through the practice of their profession and involvement in national development endeavors. The institution shall involve faculty members in both institutional and individual research and in research activities pertinent to the development of an indigenous social work education. An arrangement for honorarium and a reduced teaching load shall be instituted without prejudice to their regular salary.

15.5 Engaging in research and extension work related to social work. Extension and research work must be distinguished from paid/compensated/commissioned work. It refers to activities that are truly described as service and volunteer work. It does not involve any financial remuneration except for honoraria. Honoraria received shall be pegged at 20% of the social worker's monthly salary.

SECTION 16. Library. —

16.1 Library Staff

 Every college/institution/department offering a social work program shall have an adequately equipped library that will provide all the basic textbooks, as well as reference materials for research and other scholarly purposes, as well as resource for current trends. The following are the minimum staff requirements: ISCaDH

a. A college/institution/department library should have a full-time librarian who is a holder of Master in Library and Information Science degree with a valid license.

b. There should be one full-time librarian for the first 500 students enrolled, and for an enrollment of 1,000 students two (2) full-time librarians shall be required.

c. Library assistant/s must be a holder/s of Bachelor of Library and Information Science degree.

16.2 Library Holdings

 For needs of the college/institution/department of social work:

a. The library must provide five (5) book titles per course found in the curriculum with a ratio of one (1) book for every ten (10) students. These titles must have been published within the last five (5) years.

b. At least five per cent (5%) of the book collection should be Filipiniana and Orientalia or Asiana.

c. The library resources should include, in addition to books, a substantial number of appropriate professional publications such as journals, bibliographies, annuals, monographs, serials, periodicals and magazines in varied quantity and pamphlets, documents, newspapers and non-book materials.

d. There should be one (1) subscription to at least two (2) social work journals (local and international).

e. At least 100 audio-visual materials in the forms of tapes, films, records, CDs and DVDs. Fifty percent of the collections should have been published/produced within the last ten (10) years.

f. The library must provide internet access to allow faculty members and students to undertake research and other academic activities.

g. The library may provide access to electronic library materials such as CD-ROMS and electronic subscriptions. These are considered as additional library holdings beyond the minimum requirements.

ARTICLE VIII

Facilities and Equipment

SECTION 17. Classrooms. — Classrooms must be equipped with adequate facilities (i.e., white boards, overhead projectors) and other audiovisual and equipment technology to facilitate creative learning/teaching (i.e., TV, radio, computer, DVD or VCD, LCD/multimedia projectors). SHECcD

For lecture classes, the ideal size is thirty-five (35) students per class. Special lectures with class size of more than forty (40) may be allowed as long as the attendant facilities are provided.

ARTICLE IX

Admission, Retention and Residency

SECTION 18. Admission. —

a. Admission to the social work program requires a high school diploma from a government-recognized institution, passing the particular college/university's required admission examinations, as well as meeting all other requirements (an interview and/or written examination) the admitting institution may deem necessary.

b. Applicants must be properly screened by the head of the social work Department/Institution subject to the admission policies of the university/college.

c. Applicants must not be discriminated based on gender, class, ethnicity, disability and other social constructs.

SECTION 19. Retention. —

Students admitted into the BS Social Work program must comply with the HEIs rules governing retention.

SECTION 20. Residence and Unit. —

A student may be allowed to carry a study load per semester of twenty-one (21) academic units up to a maximum of thirty (30) units, inclusive of school specific courses. Units in excess of this requirement shall need approval from the Commission on Higher Education through its Regional Offices.

If a student obtains a grade of "Incomplete" for non-compliance with course requirements, s/he should not be given credit for the subject or course unless s/he satisfactorily removes the "incomplete" grade within one year from the date it was obtained.

ARTICLE X

Research

SECTION 21. Research is integral to the development of social work and theory and practice to ensure continuing relevant responses to social realities at the local, national and international arenas. The college/institution/department shall undertake independent or joint research activities towards determining effectiveness and impacts of social work interventions; generating data for social policy advocacy; documenting good practices; developing innovative, integrative and indigenous practice models; and defining the Filipino character of social work in the Philippines.

ARTICLE XI

Transitory Provisions

SECTION 22. All HEIs, including SUCs and LUCs, with existing authority for BSSW degree program are hereby given a period of three (3) years from the effectivity thereof to fully comply with all the requirements in this CMO.

ARTICLE XII

Sanctions

SECTION 23. For violation of this Order, the Commission may impose such administrative sanction as it may deem appropriate pursuant to the pertinent provisions of RA 7722 in relation to Sections 68-69 of Batas Pambansa Blg. 232 otherwise known as the Higher Education Act of 1982. Section 63 of Article XII and Sections 142-143 of Article XXVI of the Manual of Regulations for Private Higher Education of 2008, and other related laws.

ARTICLE XIII

Separability and Repealing Clause

SECTION 24. Any provisions of this Order, which may thereafter be held invalid, shall not affect the remaining provisions.

All CHED issuances or part thereof inconsistent with the provisions in this CMO shall be deemed modified or repealed.

ARTICLE XIV

Effectivity Clause

SECTION 25. This Order shall take effect fifteen (15) days after its publication in the Official Gazette or in a newspaper of general circulation. acITSD

Quezon City, Philippines June 9, 2010.

(SGD.) EMMANUEL Y. ANGELESChairman

ANNEX A

DESCRIPTION AND SPECIFICATION OF COURSES

A. Human Behavior and Social Environment (15 units)

COMPETENCY	:	Ability to:
REQUIREMENTS		•	Analyze individual, group, family, community and
			organization behavior in the context of Philippine cultures
		•	Apply theories of human behavior in understanding/
			assessing individuals, families, groups, communities and
			organizations
		•	Analyze patterns of family dynamics and processes, and
			how they affect family members
		•	Explain local, national, regional and global realities and
			their impact on the functioning, relations and welfare of
			individuals, families, groups, and communities
		•	Explain the forms, mechanisms and consequences of
			oppression and discrimination based on class, gender,
			race, ethnicity and identity
		•	Analyze how gender informs identity, social processes and
			relations
		•	Apply understanding of social processes and social
			structures in working with collectivities of people
Course Name	:	1.	Philippine Social Realities and Social Welfare
Course Description	:	Philippine economic, political, social and environmental
		realities in the context of the regional and global situation, and
		their effects on social welfare and social work.
Course Credits	:	3 units
Contact Hours/week	:	3 hours
Prerequisite	:	None
Suggested Course		•	Historical, structural, cultural and gender perspectives on
Content			poverty and underdevelopment in the Philippines
		•	Neoliberal globalization
		•	Analysis of the situation, needs, issues and struggles of
			various sectors in the Philippines — peasants, workers,
			indigenous peoples, informal settlers, people with
			disability, overseas Filipinos and their families,
			lesbians/gays/bisexuals and transgenders, people in
			conflict-affected communities
		•	Implications to social work practice in terms of
			policies, programs and services
Course Name	:	2. Filipino Personality and Social Work
Course Description	:	Concepts, theories and indigenous perspectives for
		understanding Filipino behavior and culture in relation to social
		work practice.
Course Credits	:	3 units
Contact Hours/week	:	3 hours
Prerequisite	:	General Psychology
Suggested Course		•	Human growth and development (from a bio-physiological,
Content			social, psychological, spiritual-moral framework)
		•	Personal and professional growth processes: building
			self-awareness in intrapersonal and interpersonal relationships
		•	The concept of social functioning of individuals: a
			person-in-situation/environment (PIE) perspective
		•	Personality theories
			o	The Filipino concept of kapwa, loob, and core Filipino values
			o	Psychodynamic and socio-cultural theories (Freud,
				Erikson, Adler, Jung, Horney)
			o	Behavioral theories (Watson, Pavlov, Skinner)
				-	Social learning theories (Piaget and Bandura)
				-	Humanistic and existential theories (Maslow and Rogers)
				-	Cognitive and Moral (Piaget and Kohlberg)
				-	Gilligan's feminist ethics
		•	Personal and professional growth processes: building.
			self-awareness in intrapersonal and interpersonal relationships
Course Name	:	3. Social Deviation and Social Work
Course Description	:	Socio-psychological perspectives on social deviation and
		implications to social welfare and social work.
Course Credits	:	3 units
Contact Hours/week	:	3 hours
Prerequisite	:	None
Suggested Course		•	Traditional/dominant and alternative critical paradigms on
Content			understanding and responding to social deviation
		•	Objectivist and subjectivist approaches to defining
			deviance
		•	Perspectives on social deviation
			o	Strain theory
			o	Differential association
			o	Social control
			o	Deterrence perspective
			o	Interactionist/labeling perspective
			o	Ethno-methodology perspective
			o	Conflict perspective
			o	Critical perspective
			o	Feminist perspective
		•	Issues and problems in categorizing deviant behavior
		•	Implications to social work practice
Course Name	:	4.	Social Environment and Social Work: The Family,
			Group, Community and Organizations
Course Description	:	Traditional, alternative and emerging perspectives to
		understand children and families, groups, and communities:
		types, variations, structures, processes, and dynamics in the
		Philippine context; implications and relevance to social work.
Course Credits	:	3 units
Contact Hours/week	:	3 hours
Prerequisite	:	None
Suggested Course		•	Systems theory as used in social work (elements,
Content			dynamics, and structures)
		•	Ecological perspective
			o	Micro context (the family, the group and community)
			o	Macro context (the local, national, regional and
				international/global)
		•	Societal forces influencing family, group, and community behavior
		•	The concept of social functioning in understanding families,
			groups, communities
		•	Families: types, structures, dynamics
		•	Developmental life cycles and growth processes of families and groups
		•	Social groups: types, structures, dynamics
		•	Organizational behaviour
		•	Community and community-based processes: concepts/theories
			used in examining structures, processes of
			change and gender relations in Philippine communities;
			typologies and classifications; approaches and tools useful
			for conducting community study
		•	Contemporary and emerging social work practice trends
			and issues in working with children and families, social
			groups, and communities
Course Name	:	5.	Social Change and Development Perspectives
Course Description	:	Critical analysis of social change, development and
		transformation theories, and good practices in development
		work with emphasis on their relevance and impact on
		developing countries, and best practices (Prerequisite
		courses: Society and Culture, Economics and other social sciences)
Course Credits	:	3 units
Contact Hours/week	:	3 hours
Prerequisite	:	None
Suggested Course		•	Conceptions and Dimensions of Development
Content			o	Economic growth
			o	Increased welfare and human development
			o	Modernization
			o	Elimination of dependency
			o	Participatory development
			o	Sustainable development
			o	Development as history
			o	Development as Freedom
		•	Social Change and Development Theories
			o	Structural — Functionalism
			o	Rostow's Modernization Theory
			o	Dependency Theory
			o	Dialectical and historical materialism
			o	Neoliberalism
		•	Multi-disciplinary perspectives on and approaches to social development
			o	Basic Needs Approach
			o	Human Development
			o	Feminism
			o	Gender and Development
			o	Rights Based Approach
		•	Social movements and their impacts on the
			re-conceptualization of Development
			o	sectoral movements: children, labor, urban poor,
				overseas Filipinos, people with disabilities, indigenous peoples
			o	feminist movements
			o	faith-based movements
			o	LGBTI
			o	peace and justice
			o	liberation movement
			o	fair trade
			o	ecological movement

 

B. Social Welfare Policies, Programs and Services (SWPP), and Research (21 units)

COMPETENCY	:	Ability to:
REQUIREMENTS		•	Define socio economic needs, engage in social legislation,
			and formulate/propose appropriate programs and services
		•	Explain the policy formulation process
		•	Develop social welfare programs and services
		•	Write project/program proposals
		•	Identify the roles and functions of social work in different
			social welfare settings
		•	Actively engage in advocacy, lobbying, networking, social
			action and resource generation in the local, national settings
		•	To formulate/conduct social work research
		•	Ability to discuss, interpret and apply social welfare
			legislation to social work practice
Course Name	:	1.	Social Welfare Policies, Programs and Services
Course Description	:	Analysis of social welfare policies, programs and services of
		different stakeholders and institutions in the public and private
		sectors such as government agencies, non-governmental
		organizations, people's organizations, faith-based
		organizations, corporate foundations and their implications to
		social work practice.
Course Credits	:	3 units
Contact Hours/week	:	3 hours
Prerequisite	:	None
Suggested Course	:	•	Theoretical frameworks, concepts, strategies, tools, and
Content			processes (concepts in policy studies; development
			discourses influencing policy development; emerging
			theories and perspectives on policy development, policy
			formulation process and implementation (i.e., social welfare
			planning and processes, human rights framework, gender
			and development framework, human development
			framework; mapping out policy environment, tools in policy
			analysis, and strategies i.e., use of research, report writing,
			position papers, advocacy, lobbying, etc.)
		•	Mapping out and examining welfare policies and programs
			in the Philippines (example: The Medium Term Plan 2005-2010
			and sectoral plans in relation to children, the elderly,
			people with disabilities,; policies and programs addressing
			the needs, concerns, and rights of marginalized sectors,
			i.e., children, women, migrant workers; international laws
			and instruments)
		•	Emerging policy concerns focusing on ethical policy issues.
Course Name	:	2.	Social Welfare Project/Program Development and
			Management
Course Description	:	Concepts, perspectives, processes, and tools for effective
		development and management of social welfare projects in
		the context of institutions, communities, and/or peoples'
		organizations in which social work operates.
Course Credits	:	3 units
Contact Hours/week	:	3 hours
Prerequisite	:	None
Suggested Course		a.	Different Perspectives on Social Welfare & Development
Content			•	Goal-directed project management
			•	Social administration
			•	Social planning
			•	Sustainable development
			•	Participatory development
Suggested Course		b.	Introduction to the Project Cycle: Process, Techniques and
Content			Tools
			•	Needs assessment: participatory rapid community
				appraisal, appreciative inquiry, Strengths-
				Weaknesses-Opportunities-Threats-Values
				(SWOT-V) analysis, stakeholders' analysis
			•	Identification and design of the project: strategic
				positioning of projects
			•	Conduct of a feasibility study
				Project development and/or feasibility studies and
				appraisal: project development cycle; components of
				project feasibility study/appraisal;
				1.	Technical Feasibility: technical analysis of projects,
				2.	Marketing Feasibility: market beneficiary needs analysis
				3.	Management & Personnel feasibility: project
					organization and management analysis
				4.	Social feasibility: social soundness and gender
					sensitivity analysis of projects
				5.	Financial Feasibility: simplified financial and
					economic analysis of projects,
				6.	Environmental feasibility: environmental impact assessment
				7.	Cross cutting considerations in Project Designing:
					environmental compliance, gender sensitivity, labor
					standards compliance, analysis for discriminatory
					tendencies vis-à-vis people with disabilities, the
					elderly, and other sectors
					•	Planning: logframe, benchmarking, Gantt chart, PERT-CPM
					•	Implementation: problem-solving and decision-making tools,
					•	Monitoring: use of different forms of
						documentation, reporting,
					•	Evaluation: formulation and use of outcome
						indicators, evaluation design, reporting
		c.	Practical Application
			•	Actual project preparation, implementation and
				evaluation (identification of topic, developing the paper
				(research), proposal presentation
Course Name		3.	Social Work Statistics (Statistical analysis in social work) *
Course Description	:	Concepts, principles, methods and application of statistics in
		Social Work research.
Course Credits	:	3 units
Contact Hours/week	:	3 hours
Prerequisites	:	Math 1 and 2
Suggested Course	:	•	Locating statistics in Social Work: Importance, relevance
Content			and uses in policy and program development, advocacy,
			direct practice, evaluation and social marketing
		•	Foundation concepts for understanding statistics
		•	Data collection, processing and analysis
			o	Organizing data into meaningful information
			o	Use of statistical tools (e.g., measures of central
				tendency and variability, normal distribution, correlation
				and regression)
			o	Use of basic computer software, e.g., Statistical
				Package for the Social Science (SPSS)
* This can be taught by a non social worker faculty but should give special reference to social work data; team teaching by non social work faculty and social work faculty is encouraged
Course Name	:	4.	Social Welfare Agency Administration
Course Description	:	Theories, methods and processes of social welfare agency
		administration
Course Credits	:	3 units
Contact Hours/week	:	3 hours
Prerequisite	:	None
Suggested Course		•	Organizational context of social work practice: vision,
Content			mission, goals, functions, structures, auspices
			(government, non-government, corporate, faith-based)
		•	Models of agency structure (bureaucratic model, collegial
			model, project team model, mixed matrix model)
		•	Roles and functions of social workers in the agency
		•	Theories, methods, principles and functions of social
			agency administration
		•	Supervision in Social Work: Importance, utilization,
			process, methods, record keeping, and ethical
			considerations
Course Name	:	5.	Social Work Community Education and Training
Course Description	:	Training design, strategies, and supervision for capacity
		building in social welfare
Course Credits	:	3 units
Contact Hours/week	:	3 hours
Prerequisite	:	None
Suggested Course	:	•	Scope, theories, concepts in HRD
Content		•	Training framework and processes (development of TNA
			instrument and conduct of TNA, development of training
			design/curriculum/schedule/popular education modules,
			formulation of training objectives, identification and
			selection of appropriate training methodologies, materials
			and visual aids, development of training evaluation
			instrument, facilitation skills, adult learning principles, etc.
		•	Roles of trainers in development work
		•	Types and levels of training (area specific; basic and
			advanced programs)
		•	Actual training implementation and management: skills in
			training management
or
Course Name	:	Social Work Community Education and Training
Course Description	:	Development and conduct of Social Work community
		education and training activities in the context of building
		capacities of peoples' organizations
Course Credits	:	3 units
Contact Hours/week	:	3 hours
Prerequisite	:	None
Suggested Course		•	Framework on Social Work Community Education and
Content			Training
		•	Principles of adult learning
		•	Processes (needs assessment, objective-setting, module
			making, selection of appropriate methods, materials and
			visual aids, budget preparation, conduct of the activity,
			documentation, evaluation)
		•	Roles and skills of trainers in social work community
			education and training
		•	Actual training implementation and management
Course Name	:	6.	Social Work Research 1
Course Description	:	Theories, concepts, processes and methods of research in
		social work. Development of a research design/proposal is the
		required output.
Course Credits	:	3 units
Contact Hours/week	:	3 hours
Prerequisites	:	The Social Work Profession, Philippine Social Realities and
		Social Welfare, Filipino Personality and Social Work, The
		Fields of Social Work, Social Deviation and Social Work,
		Social Work Communication and Documentation, The Social
		Environment in SW, Social Welfare Policies, Programs and
		Services, Social Work & Counseling, Social Change and
		Development Perspectives, Social Welfare Project/Program
		Development & Management, Social Work Statistics
Suggested Course		•	Concepts, principles and importance of research in social
Content			work
		•	Overview of social work research
		•	Research problem formulation
		•	Formulation of research objectives
		•	Review of related literature
		•	Developing a research framework
		•	Hypothesis formulation
		•	Data collection and techniques (survey and case studies;
			participatory-action research; feminist methodologies;
			process documentation research; impact evaluation)
Course Name	:	7.	Social Work Research 2
Course Description	:	Research practicum dissemination and utilization of  strategies
		in social work. Implementation of the research design/proposal.
Course Credits	:	3 units
Contact Hours/week	:	3 hours
Prerequisite	:	Social Work Research 1
Suggested Course		•	Review and refinement of the proposed research design
Content			(framework, definition and specification of variables and instruments)
		•	Data collection
		•	Data processing, analysis, and interpretation
		•	Presentation of research findings
		•	Finalization of research report

 

C. Social Work Practice (SWP) (24 units)

COMPETENCY	:	Ability to:
REQUIREMENTS		•	Engage people in problem solving processes
		•	Use self as a professional tool in engaging working
			relationship with clients (individual, group, community)
		•	Evaluate and utilize existing research/studies to further practice
		•	Utilize supervision to effectively work with client systems
		•	Integrate assessment and intervention theories, models
			techniques and approaches in working with client systems
		•	Prepare comprehensive, accurate, and systematic social
			welfare documentation and recordings
		•	Ability to practice in a cross-cultural setting
		•	Ability to engage in peace building initiative and conflict transformation
Course Name	:	1.	Knowledge and Philosophical Foundations of the
			Social Work Profession
Course Description	:	A Generalist Perspective: History, philosophy, values,
		principles, and ethics with special reference to the
		profession's global standards and the Philippine social work
		code of ethics; knowledge base/foundations of social work
		e.g., human behavior and social environment, social work
		practice including adaptation to cross-cultural settings, and
		social welfare policies, programs and services.
Course Credits	:	3 units
Contact Hours/week	:	3 hours
Prerequisite	:	None
Suggested Course		•	Historical perspectives: evolution of social welfare in
Content			Europe, US, Philippines
		•	The development of social work profession in the
			Philippines
		•	Concepts of social welfare, social services, and social
			work
		•	Goals of social welfare and social work
		•	The philosophical foundation of social work: philosophy,
			core values, principles, ethics of the profession
		•	Knowledge foundation
		•	Values and ethical dilemmas
		•	Professional use of self
		•	Attributes and domain of social work as a profession
		•	The concept of planned change; scientific problem-
			solving/social work helping process
		•	Definition of generalist social work
		•	Components of social work practice
Course Name	:	2.	Fields of Social Work
Course Description	:	Exposure to and orientation on different social welfare/social
		work settings and contexts; social work roles and functions in
		working with different types of client systems, issues and
		concerns of social welfare/development agencies.
Course Credits	:	3 units
Contact Hours/week	:	3 hours
Prerequisite	:	None
Suggested Course	:	•	Concept of needs, problems, provision and social
Content			responsibility
		•	Human rights
		•	Overview on social realities
		•	Concept of clients and their difficult social circumstances
		•	Social services and resource systems for clients
		•	Fields of social work practice according to:
			o	Locus of practice: Direct and indirect practice; primary
				and secondary settings
			o	System levels/size: micro or clinical, mezzo, macro
			o	Setting/context (hospitals, courts, welfare institutions,
				schools, church, military, industrial/corporate, etc.)
			o	Sector-based client populations (farmers, fisher folks,
				peasants, laborers, overseas/migrant workers, urban poor, etc.)
			o	Types of organizations: work with local government
				(LGU), GO, and NGO
			o	Social work practice with specific client population with
				special needs and circumstances (women, child and
				family welfare, elderly, drug addiction, victims of sexual
				and physical abuse, law offenders, victims of human
				rights violation, etc.).
			o	International social work practice i.e., social
				development work at the regional and international
				settings (consortiums with UN agencies and other
				humanitarian endeavors; on migration and refugee
				issues, overseas workers, environmental issues, and
				other ill impacts/consequences of globalization,
				international NGOs, etc.)
		•	Roles,  functions, skills of social worker
Course Name	:	3.	Social Work Communication and Documentation
Course Description	:	Concepts, methods, processes, techniques, skills, and tools for
		social work interviewing and recording.
Course Credits	:	3 units
Contact Hours/week	:	3 hours
Prerequisite	:	None
Suggested Course		•	Communication skills: verbal and non verbal
Content		•	Active listening
		•	Interviewing: tool, method, types, purposes, skills
		•	Use of multi media and other technology (e.g., traditional
			and new information technologies)
		•	Protocols for conducting/presiding/moderating/facilitating
			meetings, conferences, group discussions, etc.
		•	Effective public speaking    TDCcAE
		•	Forms of social work professional writing: process-reflective,
			narrative-process, critical-analytical, case study
			writing, writing for different media
		•	Documentation for casework, group work, and community
			organizing (e.g., process recordings, case study writing)
		•	Other technical writing skills: correspondence, referral,
			business letters, memorandums, minutes of meetings,
			project proposal making, etc.
		•	Creative expressions through community-based popular
			theater arts programs, indigenous arts, etc.
Course Name	:	4.	Social Work Counseling
Course Description	:	Basic counseling skills in social work practice.
Course Credits	:	3 units
Contact Hours/week	:	3 hours
Prerequisite	:	HBSE courses except Social Change and Development
		Perspectives
Suggested Course		•	The helping relationship: kinds of relationships;
Content			characteristics of effective helpers
		•	The counseling process in social work
		•	Basic counseling skills in social work (Seden 1999):
			o	Attention giving, active listening, non-critical acceptance
			o	Paraphrasing, reflecting back, summarizing and checking     SHECcD
			o	Awareness of the use of different kinds of questions,
				minimal prompting, use of alternatives to questions
			o	Empathic understanding, linking, immediacy
			o	Challenging, confronting, work with defenses
			o	Goal setting, problem solving, focusing techniques
			o	Knowledge about own and others use of body language
			o	Avoidance of judging and moralistic responses
			o	Boundary awareness, structuring techniques, the ability
				to say difficult things constructively
			o	The ability to offer feedback, techniques for diffusing    TDCcAE
Course Name	:	5.	Social Work Practice with Individuals and Families
Course Description	:	Theories, principles, methods, approaches and techniques in
		assessment and interventions in working with individuals and families.
Course Credits	:	3 units
Contact Hours/week	:	3 hours
Prerequisite	:	HBSE courses
Suggested Course		•	Casework theory and practice: introduction to working with
Content			individuals and families
		•	Problem-solving framework vis-à-vis helping process in
			social work
		•	Assessment: perspectives, techniques, tools, roles, skills
		•	Goal setting and planning: principles, tasks, activities, and skills
		•	Social work intervention: models and approaches, roles of social worker
		•	Evaluation and termination of the helping relationship
		•	Issues and trends in working with specific client groups
Course Name	:	6.	Social Work Practice with Groups
Course Description	:	Theories, principles, methods, skills, and techniques in
		assessing and working with social groups.
Course Credits	:	3 units
Contact Hours/week	:	3 hours
Prerequisite	:	HBSE courses
Suggested Course		•	Social groupwork theory and practice: introduction to
Content			working with groups
		•	History and origin
		•	Values and knowledge foundation
		•	Uses of groups in social work
		•	Phases of group development
		•	The helping process in social work with groups
		•	Theoretical models and approaches
		•	Roles and skills of social worker
		•	Issues and trends in social work with groups
Course Name	7.	Social Work Practice with Communities
Course Description	:	Community organizing and community-based social work
		practice: Theories, principles, models, skills, and trends in
		community organizing; strategies in awareness raising, and
		community mobilization focusing on social entrepreneurship,
		advocacy and networking, corporate social responsibility.
Course Credits	:	3 units
Contact Hours/week	:	3 hours
Prerequisite	:	HBSE courses
Suggested Course	:	•	Definitions: community, organization, community
Content			organization
		•	Historical roots: foreign vis-à-vis Philippine experience
		•	CO values, principles, and attributes
		•	Critical and feminist perspectives and models of CO
		•	Typologies and approaches (project-based, issue-based,
			sector-based, gender-based, rights-based, BEC approach,
			eclectic approach, community-managed development,
			basic ecclesial community, basic Christian community-community
			organizing, etc.)
		•	Models of CO
		•	Tools of analysis (gender analysis, class and structural
			analysis, problem tree, appreciative inquiry)
		•	CO phases and processes (social preparatory phase
			e.g., institutional preparation, area selection, community entry
			and social investigation; leadership formation and capacity
			building e.g., spotting of potential leaders, core group
			formation, capacity building; organization building and
			management e.g., organizational diagnosis, levels of
			organizational development, organizational development
			and management; program development
			and management; networking and advocacy; phase out or
			localization phase
		•	Current trends and practices in CO: Issues, concerns, and
			implications to social work practice; strategies and
			approaches used by development organizations (NGO and GO)
Course Name	:	8.	Seminar on Current Trends in Social Work Practice
Course Description	:	Special topics on emerging trends in the different fields of
		social work practice focusing on the profession's responses to
		social issues and problems.
Course Credits	:	3 units
Contact Hours/week	:	3 hours
Prerequisite	:	Must be taken in the 4th year level
Suggested Course	:	Examples: International social work practice, forensic social
Content		work, child protection, social work and the law, industrial social
		work practice, social work in disaster response and management

 

D. Field Instruction (FI) (12 units)

COMPETENCY	:	Ability to:
REQUIREMENTS		•	Apply/perform generalist social work practice in working
			with individuals, groups and communities
		•	Acquire beginning social work skills i.e., demonstration of
			the helping process
		•	Acquire beginning skills in performing the various roles of
			generalist social work practitioner
		•	Develop analytical assessment skills intervention skills
		•	Select appropriate assessment and evaluation instruments
			to evaluate client's progress
		•	Apply tools to evaluate own professional progress and
			agency effectiveness
		•	Select appropriate tool for analysis for understanding
			social problems and social policy
		•	Assess impact of diversity and other forms of social
			exclusion on client's social functioning
		•	Demonstrate appropriate use strategies for individual and
			social transformation/change
Course Name	:	1.	Field Instruction I
Course Description	:	Placement in an institutional setting with particular focus on
		work with individuals, families and small groups.
Course Credits	:	6 units
Contact Hours/week	:	500 Hours
Prerequisite	:	Completion of all Required courses except Social Work
		Research II and Seminar on Special Problems in Social Work
Suggested Course		•	Orientation on the vision-mission, goals and programs of
Content			the social agency
		•	Minimum load of five cases involving individuals, groups or families
		•	Engaging clients in problem solving: interviewing,
			recording, program planning and mobilizing community resources
		•	Conduct of groupwork
		•	Conduct of case conferences, case presentations
		•	Participation in mid-term and end-of-term field instruction
			sharing and evaluation
		•	Participation in social agency processes and activities, e.g.,
			meetings, staff development, case conferences
		•	Documentation: case studies, progress reports, process
			documentation, integration paper
Course Name	:	2.	Field Instruction II
Course Description	:	Placement in a community-based setting with particular
		focused on working with a larger collectivity (60-150 families)
		i.e., grassroots community.
Course Credits	:	6 units
Contact Hours/week	:	500 Hours
Prerequisite	:	Field Instruction I
Suggested Course		•	Integration with the community (attainment of minimum
Content			number of contacts made with individuals and families;
			initial assessment of community, people, needs, problems and issues)
		•	Social investigation using participatory methods
			(community profile — new or updates to include gender
			relations, sex disaggregated data; assessment of
			community situation, structures and processes;
			identification of needs and problems — through
			participatory action research, assessment of needs,
			problems, social relations, power structures/processes
			and gender analysis
		•	Formation or consolidation of a group or organization to
			to act on identified needs and problems with appropriate and
			gender sensitive leadership, structure, policies, or
			consolidated organization
		•	Mobilization of the group/organization to address needs/problems/issue
			with at least one mobilization conducted
			(actual mobilization for community meetings, mobilization
			for trainings, issue-based mobilization, mobilization for
			participatory research, networking, resource mobilization)
		•	Leadership development (core group of leaders who are
			socially aware, committed, gender aware, and with skills in
			basic/advanced leadership)
		•	Documentation: Community study, updated organizational
			or sectoral profile, integrative paper on the organizing process
		•	* For students assigned to assist in the consolidation and
			expansion of community organizations, the proposed
			minimum requirements are:
			a.	An updated community profile
			b.	Organizational diagnosis using participatory methods
				where possible. If not, the student is expected to
				prepare an assessment of the organization in terms of:
				leadership (formal and informal) structure, dynamics
				and processes, the extent to which leaders are self-propelling;
				clarity of VMG, policies, structure,
				procedures, programs; level of participation of
				members in activities and reasons why; whether the
				organization is externally-driven (e.g., fund availability,
				push by partner NGO)
			c.	Resource mapping
			d.	Advocacy
			e.	Mobilization

 

Published in the Official Gazette Vol. 106, No. 37, p. 5173 on September 13, 2010.