Policies, Standards and Guidelines for the Bachelor of Science in Social Work Program

May 12, 2017

CHED MEMORANDUM ORDER NO. 039-17

 

In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the "Higher Education Act of 1994," in pursuance of an outcomes-based quality assurance system as advocated under CMO No. 46 s. 2012 entitled "Policy Standards to Enhance Quality Assurance (QA) in Philippine Higher Education Through an Outcomes-Based and Typology-Based QA," and by virtue of Commission en banc Resolution No. 231-2017 dated March 28, 2017, the following policies, standards and guidelines (PSGs) are hereby adopted and promulgated by the Commission.

ARTICLE I

Introduction

SECTION 1. Rationale. —

Based on the Guidelines for the Implementation of CMO No. 46 s. 2012, this PSG implements the "shift to learning competency-based standards/outcomes-based education." It specifies the 'core competencies' expected of BS Social Work graduates "regardless of the type of HEI they graduate from." However, in "recognition of the spirit of outcomes-based education and . . . of the typology of HEIs," this PSG also provides "ample space for HEIs to innovate in the curriculum in line with the assessment of how best to achieve learning outcomes in their particular contexts and their respective missions. . . ."

ARTICLE II

Authority to Operate

SECTION 2. Government Recognition. —

All private higher education institutions (PHEIs) intending to offer BS Social Work program must first secure proper authorization from the Commission in accordance with this PSG. All PHEIs with an existing BS Social Work program are required to shift to an outcomes-based approach based on this PSG. State universities and colleges (SUCs), and local colleges and universities (LUCs) should likewise strictly adhere to the provisions in these policies and standards.

ARTICLE III

General Provisions

Per Section 13 of RA 7722, the higher education institution shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs, the general education distribution requirements and the specific professional courses.

SECTION 3. The Articles that follow give minimum standards and other requirements and prescriptions. The minimum standards are expressed as a minimum set of desired program outcomes stated in Article IV Section 6. The CHED designed a curriculum to attain such outcomes. This curriculum is shown in Article V Section 8 as a sample curriculum. The number of units in this curriculum is here prescribed as the "minimum unit requirement" pursuant to Section 13 of RA 7722. In designing the curriculum, the CHED employed a curriculum map, which is shown in Article V Section 9 as a sample curriculum map.

Using a learner-centered/outcomes-based approach, the CHED also determined appropriate curriculum delivery methods, shown in Article V Section 10. The sample course syllabus stated in Article V Section 11 show some of these methods.

Based on the curriculum and its delivery, the CHED determined the physical resource requirements for the library, laboratories and other facilities and the human resource requirements in terms of administration and faculty (see Article VI).

SECTION 4. The HEIs are allowed to design curricula suited to their own contexts and missions provided that they can demonstrate that the same leads to the attainment of the required minimum set of outcomes, albeit by a different route. In the same vein, they have latitude in terms of curriculum delivery and in terms of specification and deployment of human and physical resources as long as they can show that the attainment of the program outcomes and satisfaction of program educational objectives can be assured by the alternative means they propose.

The HEIs can use the CHED Implementation Handbook for Outcomes-Based Education (OBE) and the Institutional Sustainability Assessment (ISA) as a guide in making their submissions for Sections 16, 17 and 18 of Article VII.

ARTICLE IV

Program Specifications

SECTION 5. Program Description. —

5.1 Degree Name

The degree program described herein shall be called Bachelor of Science in Social Work (BS Social Work).

5.2 Nature of the Field of Study

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 organizing and advocacy.

The BSSW curriculum must emphasize the integrative character of social work within the context of a micro to macro practice continuum, focusing on human development and social transformation.

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.

5.3 Program Goals

BS Social Work — In an era where social development issues, challenges and responses are interconnected globally, the social work profession has become a global profession. Accordingly, the BSSW program in the Philippines integrates internationally benchmarked outcomes without ignoring the particularities and priorities of the national situation. These international outcomes are contained in the document "Global Standards for the Education and Training of the Social Work Profession" which was adopted in the General Assemblies of the International Federation of Social Workers (IFSW) and the International Association of Schools of Social Work (IASSW) in Adelaide, Australia in 2004.

The starting point of the BSSW program is the global definition of social work that was adopted in July 2014, i.e., "Social work is a practice-based profession and an academic discipline that promotes social change and development, social cohesion, and the empowerment and liberation of people. Principles of social justice, human rights, collective responsibility and respect for diversities are central to social work. Underpinned by theories of social work, social sciences, humanities and indigenous knowledges, social work engages people and structures to address life challenges and enhance wellbeing."

As contained in the "Global Standards for the Education and Training of the Social Work Profession," the core purposes of social work are as follows:

1. "Facilitate the inclusion of marginalised, socially excluded, dispossessed, vulnerable and at-risk groups of people."

2. "Address and challenge barriers, inequalities and injustices that exist in society."

3. "Form short and longer-term working relationships with and mobilise individuals, families, groups, organisations and communities to enhance their well-being and their problem-solving capacities."

4. "Assist and educate people to obtain services and resources in their communities."

5. "Formulate and implement policies and programmes that enhance people's well-being, promote development and human rights, and promote collective social harmony and social stability, insofar as such stability does not violate human rights."

6. "Encourage people to engage in advocacy with regard to pertinent local, national, regional and/or international concerns."

7. "Act with and/or for people to advocate the formulation and targeted implementation of policies that are consistent with the ethical principles of the profession."

8. "Act with and/or for people to advocate changes in those policies and structural conditions that maintain people in marginalised, dispossessed and vulnerable positions, and those that infringe the collective social harmony and stability of various ethnic groups, insofar as such stability does not violate human rights."

9. "Work towards the protection of people who are not in a position to do so themselves, for example children and youth in need of care and persons experiencing mental illness or mental retardation, within the parameters of accepted and ethically sound legislation."

10. "Engage in social and political action to impact social policy and economic development, and to effect change by critiquing and eliminating inequalities."

11. "Enhance stable, harmonious and mutually respectful societies that do not violate people's human rights."

12. "Promote respect for traditions, cultures, ideologies, beliefs and religions amongst different ethnic groups and societies, insofar as these do not conflict with the fundamental human rights of people."

13. "Plan, organise, administer and manage programmes and organisations dedicated to any of the purposes delineated above."

5.4 Specific Professions/Careers/Occupations or Trades that the Graduates of this Program may go into:

5.4.1 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.

5.4.2 Among the social work fields of practice are child, youth and family welfare, health and rehabilitation, mental health, corrections and justice (e.g., courts, community diversion and prevention programs for children/youth in conflict with the law), gerontology, disaster response and management, occupational health and safety, forensic social work, community development, human resource development, education, and international social welfare.

5.4.3 Specific occupations social work graduates may go into:

5.4.3.1 Case manager

5.4.3.2 Groupworker

5.4.3.3 Social work counsellor

5.4.3.4 Community organizer

5.4.3.5 Researcher in social welfare agencies

5.4.3.6 Policy/legislative advocacy officer

5.4.3.7 Social welfare and development officer in local government units

5.4.3.8 Social agency manager

5.4.3.9 Officer for program/project development and management

5.4.3.10 Trainor

5.4.3.11 Teacher

5.4.3.12 Social worker 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).

5.4.3.13 International social worker, i.e., professional practice in regional and international settings, e.g., consortia with UN agencies and other humanitarian endeavors to address migration and refugee issues, international trafficking, ecological issues; defense of peoples' rights; immediate and long-term responses to humanitarian crisis situations.

SECTION 6. Program Outcomes. —

The minimum standards for the BS Social Work program are expressed in the following minimum set of learning outcomes:

6.1 Common to all programs in all types of schools

The graduates have the ability to:

a) discuss the latest developments in the specific field of practice. (PQF level 6 descriptor);

b) effectively communicate orally and in writing using both English and Filipino;

c) work effectively and independently in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor);

d) act in recognition of professional, social, and ethical responsibility; and

e) preserve and promote "Filipino historical and cultural heritage" (based on RA 7722).

6.2 Common to the Social Sciences and Communication

Graduates of the Social Sciences and Communication programs are able to:

a) Apply social science concepts and theories to the analysis of social issues;

b) Execute social research using appropriate approaches and methods; and

c) Practice professional and ethical standards in the fields of social sciences and communication.

6.3 Specific to Social Work

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:

1. Demonstrate knowledge, skills, and attitudes in engaging in a generalist helping process and planned change process for therapeutic, protective, preventive, and transformative purposes.

2. Analyze critically the origin, development, and purposes of social work in the Philippines.

3. Critique the impacts of global and national socio-structural inadequacies, discrimination, and oppression on quality of life.

4. Apply knowledge of human behavior and social environment with emphasis on the person-in-situation dynamic for social work assessment and intervention.

5. Critique social welfare policies, programs, and services of the locality, country and/or region in terms of relevance, responsiveness, accessibility and availability to target populations.

6. Engage in advocacy work to promote socio-economic and cultural rights and well-being.

7. Generate resources for networking and partnership development.

8. Identify with the social work profession and conduct oneself in accordance with social work values and ethical principles.

9. Engage in social work practices that promote diversity and difference in client systems.

10. Use supervision to develop critical self-reflective practice for personal and professional growth.

11. Produce a portfolio of recordings, case studies and other social work documentation to reflect the quality and progress of practice.

6.4 Common to a horizontal type as defined in CMO No. 46 s. 2012:

• Graduates of professional institutions demonstrate a service orientation in their profession.

• Graduates of colleges participate in various types of employment, development activities, and public discourses, particularly in response to the needs of the communities they serve.

• Graduates of universities participate in the generation of new knowledge or in research and development projects.

Graduates of State Universities and Colleges must, in addition, have the competencies to support "national, regional and local development plans." (RA 7722)

A PHEI, at its option, may adopt mission-related program outcomes that are not included in the minimum set.

SECTION 7. Sample Performance Indicators. —

 

CORE PROGRAM OUTCOMES	PERFORMANCE INDICATORS
1. Demonstrate knowledge, skills, and attitudes in engaging in a generalist helping process and planned change process for therapeutic, protective, preventive, and transformative purposes.	• Students effectively engage people, as individuals and as collectivities, in a helping process to address concrete needs and problems, as well as human rights violations. • They know how to formulate a helping plan for therapeutic, protective, or preventive and transformative goals. • They relate with clients with respect, non-discrimination, and fairness. • They communicate clearly and effectively. • The process they use is participatory, gender responsive and rights-based.
2. Analyze critically the origin, development, and purposes of social work in the Philippines.	• Students can explain the socio-economic and political contexts that gave rise to the emergence and legal recognition of Social Work as a profession in the Philippines. • They can analyze and categorise the purposes of Social Work, and define the social conditions under which a set of purposes may be relevant.
3. Critique the impacts of global and national socio-structural inadequacies, discrimination, and oppression on quality of life.	• Students can explain what neoliberal globalization is and its differential impacts on the lives of people, within a country and between countries, based on social class, gender, ethnicity, race, nationality, and location in international relations. • They question who benefits, who loses in neoliberal globalization. • They are able to relate individual, personal anguish and issues to structural forces in society. • They can argue how a social problem or issue is affected, positively or negatively, by national and/or global realities. • They can apply intersectional analysis in assessing clients' lived experience with discrimination and oppression.
4. Apply knowledge of human behavior and social environment with emphasis on the person-in-situation dynamic for social work assessment and intervention.	• Students are able to critically select and use the appropriate human behavior and social environment theory in the assessment of clients' situation and in intervention planning. • They can explain the causes and effects of social problems on personal and collective well-being. • They can connect micro-meso-macro conditions that affect, positively and/or negatively, human well-being. • They demonstrate the capacity to engage clients in the helping process.
5. Critique social welfare policies, programs, and services of the locality, country and/or region in terms of relevance, responsiveness, accessibility and availability to target populations.	• Students can interpret how social welfare policies, programs and services are developed. • They can link existing/proposed program policies and services to their broader social, cultural and political contexts. • They can identify the needs of social work target population and match them with the appropriate social welfare policies, programs and services. • They can discuss the implications of policies, programs and services to social work practice and contexts. • They can evaluate the effects of selected social welfare policies, programs and services on target population. • They produce a policy analysis paper that reflects understanding of how policies are formulate and implemented.
6. Engage in advocacy work to promote socio-economic and cultural rights and well-being.	• Students analyze and interpret social issues using human rights, gender and cultural sensitivity as analytical lenses. • They identify the appropriate course of action based on environmental and issue analysis. • They demonstrate beginning skills in documentation, public speaking and writing for advocacy. • They can identify key stakeholders for mobilization of support or as targets for advocacy. • They can mobilize support for advocacy work from stakeholders. • They can strategize, plan advocacy work from logistics, mobilization of people and tasking to setting up mechanics for assessment.
7. Generate resources and develop networks and partnerships.	• Students are able to work within the context of a social service delivery system and client's environment and link client with resources, services and opportunities. • They can map and index agency and community resources. • They can build information network (personal, professional and organizational) for referral purposes. • They demonstrate skills in referral, linkaging, and networking. • They can produce a resource generation plan. • They can distinguish roles of social workers as advocates, brokers, coordinator, and networkers. • They can mobilize clients' participation in resource mobilization.
8. Identify with the social work profession and conduct oneself in accordance with social work values and ethical principles.	• Students are able to express self-identification with the profession. • They adhere to the code of ethics of the social work profession in practice situations. • They can demarcate personal feelings and needs from professional relationships. • They demonstrate professional decorum in all practice situations. • They demonstrate in practice situations the operationalization of the profession's core values which are service, social justice, respect for the dignity and worth of the person, importance of human relationships, competence, human rights, and scientific inquiry. • They can resolve effectively any ethical and/or value dilemmas or conflicts.
9. Engage in social work practices that promote diversity and difference in client systems.	• Students are able to assess a client's situation based on how the intersection of social variables such as age, economic status, gender and educational attainment influences and shapes clients' situation. • They use non-discriminatory language. • They can critique assumptions that underlie socially dominant norms such as heteronormativity. • They can identify personal values and biases, discuss how these can affect working relations with clients, and subsume them to professional values and principles. • They acknowledge and respect diversity and difference in the manner they work with clients, and write about them.
10. Produce a portfolio of recordings, case studies and other social work documentation to reflect the quality and progress of practice.	• Students submit required documentation on time. • They construct descriptive and analytical narratives. • They use non discriminatory language in their recordings. • They reflect critical thinking in their recordings. • They are able to organize their ideas in a coherent, logical and meaningful way, consistent with their theoretical and analytical frameworks. • They are able to synthesize Field Instruction experiences.
11. Use supervision to develop critical self-reflective practice for personal and professional growth.	• Students are able to prepare and submit recordings that reflect insights and leanings, not only a description of events. • They identify personal and ethical dilemmas encountered in Field Instruction. • They are able to engage the faculty supervisor on matters that affect personal and professional values and principles.

COMPETENCIES

To achieve the set program outcomes, the following core competencies are hereby identified:

Competencies	Details
Knowledge	1) Knowledge of 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. 2) 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. 3) Knowledge of how climate change impacts on societies. 4) Knowledge of social welfare meanings, policies, programs, and services in the public and private sectors of the locality, country and/or region. 5) Knowledge of 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) Knowledge of the role in social change of social movements in the Philippines and globally. 7) Knowledge of related occupations and professions and ability to work with multidisciplinary/interdisciplinary/transdisciplinary teams to facilitate inter-professional collaboration and teamwork.
Skills and Abilities	1) Skills in the generalist helping process and planned change process within the micro-meso-macro practice continuum for purposes of developmental, protective, preventive and/or therapeutic interventions. 2) 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. 3) A critical understanding of social work history, development, and purposes unique to the Philippine experience. 4) 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. 5) Ability to practice in various contexts, e.g., respect for diverse ethnic and cultural groups, including those with special needs. 6) Ability to network, mobilize resources and develop partnerships. 7) Ability to use supervision for personal and professional growth. 8) Ability to communicate, orally and in writing, in a non-discriminatory manner. 9) Ability to use tools of analysis that are appropriate within a chosen theoretical framework.
Attitude/Values	1) Respect for peoples' inherent worth, dignity and rights 2) Holism 3) Equality 4) Critical thinking 5) Self-reflectivity and reflexivity 6) Non-discrimination 7) Respect for and celebration of human diversity 8) Mutual support and benefit 9) Cooperation, not competition 10) Solidarity with struggles of the poor and marginalized sectors of society 11) Social justice 12) Democracy in social relations, structures and processes 13) Adherence to the Social Work Code of Conduct

ARTICLE V

Curriculum

SECTION 8. Curriculum Description. —

The BSSW program shall require a minimum of 140 units which consist of the following:

1. General Education courses

2. Professional courses

3. P.E.

4. NSTP

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

The subjects under the General Education (GE) Courses are as per CHED requirements, 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.

SECTION 9. Curriculum Outline. —

9.1 Components

Bachelor of Science in Social Work

COURSES

UNITS

General Education	As per CHED Requirements	36
Professional Courses	Human Behavior and Social Environment The Philippine Social Realities and Social Welfare Filipino Personality and Social Work Social Deviation and Social Work Social Environment and Social Work: The Family, Group, Community and Organizations Social Change and Development Perspectives	15
	Social Welfare Policies, Programs, and Services Social Welfare Policies, Programs, and Services Social Welfare Project/Program Development and Management * Social Work Statistics Social Welfare Agency Administration Social Work Community Education and Training Social Work Research I (Development of a research design) Social Work Research II (Implementation of a research design)	21
	Social Work Practice Knowledge and Philosophical Foundations of the Social Work Profession Fields of Social Work Social Work Communication and Documentation Social Work Counselling Social Work Practice with Individuals and families Social Work Practice with Groups Social Work Practice with Communities (Community organizing and community-based social work practice) Seminar on Current Trends in Social Work Practice	24
	Field Instruction Field Instruction I (500 hours) Field Instruction II (500 hours)	30
Other Requirements	Physical Education (P.E.)	8
National Service Training Program (NSTP)	6
TOTAL NO. OF UNITS	BS Social Work	140

* 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.

 

9.2 Sample Program of Study

FIRST YEAR

First Semester

Second Semester

Course	Units	Course	Units
Understanding the Self (GE Core Course) Readings in Philippine History (GE Core Course) Mathematics in the Modern World (GE Core Course) Knowledge and Philosophical Foundations of the Social Work Profession PE 1 NSTP 1	3   3   3   3     2 3	Purposive Communication (GE Core Course) The Contemporary World (GE Core Course) Philippine Social Realities and Social Welfare Filipino Personality and Social Work Fields of Social Work Art Appreciation (GE Core Course) NSTP 2	3   3   3   3   3 3 3
TOTAL	17	TOTAL	21

SECOND YEAR

First Semester

Second Semester

Course	Units	Course	Units
Elective (Social Sciences and Philosophy) Science, Technology and Society (GE Core Course) Social Environment and Social Work: The Family, Group, Community and Organizations Social Deviation and Social Work Social Change and Development Perspectives Elective (Arts and Humanities) PE 2	3   3   3       3   3   3 2	Ethics (GE Core Course) Social Welfare Policies, Programs, and Services Social Work Statistics Social Work Counseling Social Work Practice with Individuals and Families Social Work Communication and Documentation PE 3	3 3   3 3 3   3   2
TOTAL	20	TOTAL	20

THIRD YEAR

First Semester

Second Semester

Course	Units	Course	Units
Social Welfare Agency Management Elective (Science and Technology) Social Work Practice with Groups Social Work Research I Social Welfare Project/Program Development and Management PE 4	3   3   3   3 3       2	Social Work Practice with Communities Social Work Community Education and Training Social Work Research II Seminar on Current Trends in Social Work Practice Life and Works of Rizal	3   3   3 3   3
TOTAL	17	TOTAL	15

* 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

Course	Units	Course	Units
Field Instruction 1 (500 hours)	15	Field Instruction II (500 hours)	15
TOTAL	15	TOTAL	15

Note: The institution is free to enhance and to follow different patterns and modalities based on the needs of its clientele.

 

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.

Supervised Field Instruction Requirements

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.

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.

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.

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.

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.

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

a) 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.

b) 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.

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

SECTION 10. Sample Curriculum Map. —

The set of all courses and the minimum set of program outcomes showing which outcome(s) each course touches upon and in what way is presented in "Annex B".

SECTION 11. Sample Means of Curriculum Delivery. —

The BSSW department can employ a range of instructional methods that are particularly suited to Social Work.

Some considerations include:

• Use of variety of appropriate teaching/learning methods and strategies based on learning objectives, learner characteristics, involvement of community, time requirements, community dynamics and policies, available resources and instructional setting

• Selection of relevant economic topics and issues

• Samples of instructional methods well suited to Social Work:

o active learning methods/cooperative learning

o hands-on observation and discovery in Social Work

o inquiry

o community-based action research and problem solving

o investigating economic issues

o service learning (?)

o simulations and models

o case studies

o project-based learning

o problem-based learning

SECTION 12. Sample Syllabi for Selected Professional Courses (Annex C)

ARTICLE VI

Required Resources

SECTION 13. Program Administration. — The minimum qualification of the head of the unit that implements the degree program is as follows:

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

Coordinator for Field Instruction (FI). There must be a Field Instruction Unit headed by a Field Instruction Coordinator who will:

a. identify and assess 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 14. Faculty Requirements. — Teaching social work effectively requires the creative blending/integration of theory and practice.

Qualifications. 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 Education, Inc. (NASWEI) and Philippine Association of Social Workers, Inc. (PASWI).

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

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.

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.

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

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

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.

Agency Field Supervisor, Field Coordinator and Faculty Supervisor.

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.

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

1. 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.

2. 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.

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

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

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

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

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.

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.

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

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.

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

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.

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.

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 15. Library Requirements (CHED requirement). —

Library personnel, facilities and holdings should conform to existing CHED requirements for libraries which are embodied in a separate CHED issuance. The library must maintain a collection of updated and appropriate/suitable textbooks and references used for core courses in the curriculum. Library resources should complement curriculum delivery to optimize the achievement of the program outcomes for the BS Social Work program.

SECTION 16. Laboratories and Other Facilities. —

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).

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.

SECTION 17. Admission, Retention and Residency. —

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.

Retention

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

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.

Research

Research is integral to the development of social work 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 VII

Compliance of HEIs

Using the CHED Implementation Handbook for OBE and ISA as reference, an HEI shall develop the following items which will be submitted to CHED when they apply for a permit for a new program:

SECTION 18. The complete set of program outcomes, including its proposed additional program outcomes.

SECTION 19. Its proposed curriculum and its justification including a curriculum map.

SECTION 20. Proposed performance indicators for each outcome. Proposed measurement system for the level of attainment of each indicator.

SECTION 21. Proposed outcomes-based syllabus for each course.

SECTION 22. Proposed system of program assessment and evaluation.

SECTION 23. Proposed system of program Continuous Quality Improvement (CQI).

For existing programs, the CHED shall conduct regular monitoring and evaluation on the compliance of HEIs to this PSG using an outcomes-based assessment instrument.

ARTICLE VIII

Sanction

SECTION 24. 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 IX

Transitory, Repealing and Effectivity Provisions

SECTION 25. Transitory Provision. —

All private HEIs, state universities and colleges (SUCs) and local universities and colleges (LUCs) with existing authorization to operate the Bachelor of Science in Social Work program are hereby given a period of three (3) years from the effectivity thereof to fully comply with all the requirements in this CMO. However, the prescribed minimum curricular requirements in this CMO shall be implemented starting Academic Year 2018-2019.

SECTION 26. Repealing Clause. —

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

SECTION 27. Effectivity Clause. —

This CMO shall take effect fifteen (15) days after its publication in the Official Gazette, or in two (2) newspapers of national circulation. This CMO shall be implemented beginning Academic Year 2018-19.

Quezon City, Philippines, May 12, 2017.

For the Commission:

(SGD.) PATRICIA B. LICUANAN, Ph.D.

Chairperson

ANNEX A

Definition of Terms

TERMS/ACRONYMS	DEFINITION
Assessment	one or more process that identify, collect, analyze, and report data that can be used to evaluate achievement of the program educational objectives and program outcomes. Effective assessment uses relevant direct, indirect, quantitative and qualitative measures as appropriate to the outcome or objective being measured. (CMO No. 37, s. 2012).
Competency	statement of a set of related knowledge, attitudes and skills required to successfully perform a task that supports the desired program outcomes through a course or series of courses.
Course Outcomes	the knowledge, values and skills all learners are expected to demonstrate at the end of a course to a certain level of performance.
Evaluation	one or more process interpreting the data and evidence accumulated through assessment processes. Evaluation determines the extent to which program or student outcomes are achieved. Evaluation results in decisions and actions regarding program continuous quality improvement. (CMO No. 37, s. 2012)
Learning outcomes	outcomes of a specific lesson supporting the Course outcomes.
Outcomes-based assessment	measure of students' demonstration of their learning with agreed explicit criteria for assessing each outcome.
Outcomes-based education	an approach that focuses and organizes the educational system around what is essential for all learners to know, value and be able to do to achieve a desired level of competence at the time of graduation.
Outcomes-based teaching and learning	the constructive alignment of intended learning outcomes with essential content, appropriate learner-centered activities and outcomes-based assessment.
Program Goal	Broad statements describe the career and professional accomplishments that the program is preparing graduates to achieve within 3-5 years of graduation. Program goals are based on the needs of the program constituencies.
Program outcomes	the knowledge, values and skills all learners are expected to demonstrate to a certain level of performance at the time of graduation.

ANNEX B

Curriculum Map for Bachelor of Science in Social Work

 

ANNEX C

Sample Syllabi

COURSE TITLE	:	SOCIAL AGENCY ADMINISTRATION
COURSE DESCRIPTION	:	Theories, methods and processes of social welfare agency administration
NO. of UNITS	:	3 units (3 hours/week)
Contact Hours per Week	:	3 hours
Prerequisites	:	Introduction to Social Work Social Work Policies, Programs and Service Objectives

By the end of the term, students are expected to be able to:

1) Differentiate management and social administration;

2) Explain basic theories, methods, principles and functions of social agency administration;

3) Compare and contrast the various models, functions, structures of different social agencies in the private, public and business sectors;

4) Discuss the different roles and functions of social workers in an agency;

5) Explain how culture influences social administration styles and practices; and

6) Demonstrate beginning skills in environmental scanning, planning, organizing, leadership, supervision, monitoring and evaluation, and budgetting.

METHODOLOGY: Use of interactive methods, case studies, role plays and visits to social agencies

COURSE OUTLINE:

I. Social Agency Administration vs. Management

A. Definitions

B. Location in Social Welfare

C. Process

II. The Social Agency (also referred to as human service organization)

A. Elements of a social agency

B. Purposes

C. Guiding principles, values and code of ethics

D. Auspices: Private, Public, Business

E. Frameworks

1. Theoretical frameworks

a. Open system

b. Closed system

2. Regulatory frameworks in the Philippines

III. Social Agency Administration: Functions and Processes

A. Environmental Assessment: External and Internal Environments

1. Tools of analysis

2. Process

B. Planning

1. Vision, mission and goals

2. Levels of planning

3. Hierarchy of objectives

4. Tools in planning

a. Logical Framework

b. Theory of Change

C. Organising

1. Fayol's Administrative Theory

2. Feminist Principles and Values

3. Congruence between a) social agency vision, mission and goals and b) organizational structure and processes

4. Models of Social Agency Structures

a. Bureaucracy

b. Collective

c. Project Team

d. Mixed Matrix

D. Leading

1. Comparison of a leader and a manager

2. Leadership styles

a. Autocratic leadership

b. Democratic leadership

c. Transformational leadership

3. Inspiring and motivating personnel

4. Supervision

5. Conflict management

E. Monitoring and Evaluation (M & E)

1. Comparison of monitoring and evaluation

2. Complementary functions of monitoring and supervision

3. Formulation of M & E designs and indicators

F. Budgeting

IV. Issues and Concerns

A. Staff turnover

B. Levels of accountability

C. Conflict between a) social agency principles, vision, mission and goals, and b) actual practices

D. Sustainability

V. Course Synthesis