INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC

TITLE: SOCIAL WORK COMMUNITY EDUCATION AND TRAINING

COURSE CODE : SW 20 Checked by: ROXAN R. LADAGA, RSW

OIC-Program Coordinator
Date Signed: __________________________
DESCRIPTIVE TITLE : SOCIAL WORK COMMUNITY EDUCATION AND
TRAINING
DARWIN S. SERION, MSSW
CREDITS : 3 units (3 unit lecture) 54 Hours College Dean
3 hour-lecture / week (54 hrs. LEC/sem) Date Signed: __________________________

PREREQUISITES : HBSE COURSE

Reviewed by : MARISSA B. PATULAY, RSW
OIC- Academic Coordinator
CO-REQUISITES : NONE Date Signed : ___________________________

COURSE : BACHELOR OF SCIENCE IN SOCIAL WORK

Recommending Approval: CINDY DULDULAO, PTRP, MPH

TERM : SECOND SEMESTER F.Y. 2022-2023 Academic Consultant
Date Signed: ____________________________
: III
YEAR LEVEL

PREPARED BY : ROXAN R. LADAGA, RSW Approved by: WINNIE T. CANCEJO, RRT, MPH
Subject Teacher Vice President for Academic Affairs
Date Approved: _____________________________
: ______________________
Date Signed
SCHOOL VISION: INSTITUTIONAL OBJECTIVES:
The International School of Asia and the Pacific is a distinctive institution with multi-disciplinary and
integrated academic approaches producing exceptionally-skilled and values-oriented professionals To achieve the vision and mission, ISAP commits itself to the
following avowed objectives:
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TITLE: SOCIAL WORK COMMUNITY EDUCATION AND TRAINING

thereby uplifting the quality of life and empowering self-sustaining communities of Asia-Pacific Region. 1. Provides every individual equal access to quality and affordable
education and extend scholarship programs and other holistic
SCHOOL MISSION: developmental activities.
The International School of Asia and the Pacific works for the holistic development of the person – a
2. Offers enriched and relevant curricular and co-curricular
socially responsible, virtuous and versatile individual challenged by the demands of the society,
programs and imbue them with passion and selfless service to
responding to the individualized needs of the global community for its productivity and sustainability.
the community.
CORE VALUES: 3. Produces exceptionally-skilled professionals and board
Dr. Ronald P. Guzman is a visionary founder and Christian Leader who pursuits for the transformation topnotchers with high board performance rating.
of the nation. The following core values exhibited by the founder should be imbibed to all members of 4. Continuously produces research enthusiasts and innovative
the ISAP: research outputs.
5. Institutes linkages both locally and abroad to ensure
I- INTEGRITY opportunities for relevant experiences and employment and to
S- SPIRITUAL UPRIGHTNESS boost community extension programs.
A- ALTRUISM
P- PATIENCE INSTITUTIONAL OUTCOMES:
I- INNOVATIVENESS
A- ADAPTIVENESS The International School of Asia and the Pacific Institutional
N- NATIONALISM Outcomes are the qualities that ISAPians must possess.
1. Demonstrates through institutional mechanisms, quality
PURPOSE: standards and code of good practice which are reflective of
equal participatory decision making and accountability.
“Transforming Lives through Selfless Service”
2. Practices spiritual values and ethical behaviors which promote
PHILOSOPHY: and inspire greater harmony to project a credible image in
God created man in His image with distinct talents and skills integral to human progression. These the society.
talents, once given adequate appreciation and encouragement, can foster holistic development for his 3. Exhibits life-long learning and global competency proficient in
benefit and betterment of his fellowmen for the glory of God. entrepreneurial skills, selfless innovative mindset and socio-
civic services.
4. Manifests self-discipline, self-direction and adaptability in
dealing with life’s situations and challenges.
5. Mobilizes community resources to foster and sustain

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institutional programs for community development.

GRADUATE ATTRIBUTES:

1. Role Model – imbued with self-discipline rooted from

constitutional provisions, social norms and other regulations
contributory to social development and progress.
2. Research Enthusiast – equipped with knowledge of the past and
present social milieu, who is skilled and motivated to discover new
ideas, to introduce novel approaches and strategies and to utilize
discoveries for social change and development.
3. Exceptional Professional – provided with sufficient learning
experiences and exposures both locally and globally, who is
equipped with the attributes required of his professional field and
chosen area of expertise.
4. Altruistic – imbued with outpouring love for the poor and under
privileged, the welfare of communities, the development of the
country and the promotion of dignity and humanity, who is ready to
utilize his blessings and gifts without counting the cost.
5. Life-long Learner – a professional of both formal and informal
learning opportunities throughout people’s lives and to foster
continuously the knowledge and skills needed for employment and
personal fulfilment.
6. Mighty Eagle – like an eagle, who is fearless to dream and pursue
his goals, directed to the realizations of his plans, strong and
confident to deal with challenges, resilient to the signs and
demands of the times and nurturing of the succeeding generation’s
future.
7. Spiritually Upright – one who keeps the Laws of God primary in
all his undertakings and transcends human aspirations into God’s
willful promises.

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TITLE: SOCIAL WORK COMMUNITY EDUCATION AND TRAINING

PROGRAM EDUCATIONAL OBJECTIVES (PEO)

The graduates of the Social Work Department of the International School of Asia and the Pacific are social workers who adhere to the global standards for social work
education and training but particularize in contextualized and indigenous nature of social work practice. The following are the program outcomes:

1. Demonstrate knowledge, skills, and attitudes in engaging in a generalist helping process and planned change process for therapeutic, 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 behaviour on 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
population.
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.
STUDENT OUTCOMES (SO)
A graduate of Bachelor of Science in Social Work should be able to:
a. Effectively engage people as individuals and as collectivities, in helping process to address concrete needs and problems as well as human rights violations.
b. 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.
c. 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.
d. Critically select and use the appropriate human behavior and social environment theory in the assessment of client’s situation and in intervention planning.
e. Interpret how social welfare policies, programs and services are developed and its implications to social work practice.
f. Analyze and interpret social issues using human rights gender and cultural sensitivity as analytical lenses.
g. Work within the context of a social service delivery system and client’s environment and link client with resources services and opportunities.
h. Adhere to the code of ethics of the social work profession in practice situations and express self-identification with the profession.
i. Assess 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.
j. Prepare and submit recordings that reflect insights and learnings.

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TITLE: SOCIAL WORK COMMUNITY EDUCATION AND TRAINING

COURSE OUTCOMES (CO):

A student of Bachelor of Science in Social Work has achieved the following after finishing the subject:

Cognitive
1. Explain the theoretical basis and practical application of the different perspective and methodologies in social work community education and training.
Affective
2. Conduct with confidence and competence community education and training.
Psychomotor
3. Design implements training based on the results of training needs assessment.
COURSE DESCRIPTION:
The course deals with the development and conduct of Social Work community education and training activities in the context building capacities of peoples
organizations.
VALUE AIMS:
1. To help the students to familiarize, understand and appreciate the value of the social work profession
2. To inculcate the knowledge, values, attitudes, integrative character of social work student’s in order for them to be aware and appreciate the various social welfare
policies programs and services.
3. To be able to establish diligence of the students to start reading their books and patience in reviewing all their past lessons related to this topic.
4. To enhance student’s patience in studying and give more importance to developing an excellent study habit in order to pass each examination to help them become
fully equip in their chosen profession.
5. To help develop creativity in making their studies easier for their lifestyle and inculcate in them the importance of group working.

COURSE REQUIREMENTS: GRADING SYSTEM

 Regular Class Attendance The student’s grade at the end of the semester represents the
 Graded Recitation and Participation (online or face to face) combined marks for (CS) class standing projects, attendance, etc; Average
 Quizzes, Seat works and Assignments Quizzes (AQ); and the Term Test (TT). There are four (4) grading periods
namely, Preliminary, Midterm, Semi-Final, and Final Examinations. The
 Compilations of drills and exercises
school has adopted the cumulative grading system, which is computed as
 Periodical Exams (Prelims, Midterms, Semi-Finals and Finals) follows:

CLASSROOM MANAGEMENT (F2F & ONLINE)

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TITLE: SOCIAL WORK COMMUNITY EDUCATION AND TRAINING

Teachers:
1. All teachers are expected to conduct themselves in a professional manner specially when dealing 1. Prelim Grade
with their students PG= AQ+CS+TT
2. Always provide accessible learning resources such as recorded video lectures, videos from online 3
sources as well as lecture notes. 2. Midterm Grade MCA= MG X 2 + PG
3. When they are in synchronous delivery of learning, the teacher must ensure the availability of MG= AQ+CS+TT 3
technologies he will use as well as posting the schedule ahead of time. 3
4. Learning resources to be uploaded in the LMS shall always ensure integrity and follow the protocols 3. Semi-Final Grade
SFG= AQ+CS+TT SFCA= SFG X 2 MG
before uploading it to the platform.
3 3
5. Always ensure to check all submitted activities by the students (assignments, quizzes etc.)
4. Final Grade
6. Ensure to always follow the etiquette guidelines be polite and respectful, be tolerant of views
FG= AQ+CS+TT(FEx X .70 +CE X .30)
expressed by others, address the idea, not the person, be careful when using sarcasm and humor
3
and think carefully about what you write. AFG = FG X 2 + SFG
7. Ensure academic integrity of the students submitted requirements by doing plagiarism test 3
checking, grammar and composition. LEGEND:
8. Ensure online presence by continuously communicating with the progress of the learners and AQ = Average Quizzes
answer students concerns whenever possible. Encourage students to ask questions and to answer CS = Class standing (attendance, recitation, attitude)
each other. Include various teamwork projects and divide students into groups working in different TT = Term Test
breakout rooms. PG = Prelim Grade
9. Encourage transparency in rating students’ accomplishments by providing standards like the use of MG = Midterm Grade
rubrics and other assessment criteria. MCA = Midterm Cumulative Average
SFG = Semi – Final Grade
SFCA = Semi – Final Cumulative Average
Students: FG = Final Grade
1. All learning resources which can be accessed and downloaded in the LMS shall be kept confidential. FCA = Final Cumulative Average
FTT = Final Term Test
2. Ensure to always follow the etiquette guidelines be polite, respectful, be tolerant of views expressed
FEx = Final Examination
by others, address the idea not the person, be careful when using sarcasm and humor and think CE = Comprehensive Examination
carefully what you write.
3. Whenever there is a synchronous delivery of instruction, ensure the availability of technologies to be
used, also, be punctual and use an appropriate attire when attending to the room.
4. Ensure that the submitted requirements have integrity by following the guidelines in referencing and
citation of scholarly work.
5. Ensure to perform all learning activities in the LMS and ensure submission of requirements in the
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TITLE: SOCIAL WORK COMMUNITY EDUCATION AND TRAINING

given deadline.
6. Participation in the classroom is very much encouraged.
7. Communicate with the course teacher whenever there are concerns related to the course.
8. Participate collaboration by utilizing the chat feature of the LMS.

ACADEMIC COUNSELLING TIME:

Time: Thursday, 8:00-9:00
Venue: N/A
Subject Teacher: Roxan R. Ladaga, RSW
CP Number:
TEXTBOOK:
1. Thompson, Neil (2018). Social work theory and methods: the essentials 1 st edition
2. Lishman, Joyce (2018) Social work an Introduction 1st edition
3. Garrett, Paul Michael (2018) Welfare words: critical social work and policy social 1st edition
4. Hood, Rick (2018) Complexity in Social work 1st edition
5. Parker, Jonathan (2018) Social work with Marginalized people 1st edition
6. Tabares (2015). Community Education and Training. A Facilitators Manual
WEBSITE REFERENCES:
1. http://cec.vcn.bc.ca/cmp/modules/str-1.htm
2. https://open.lib.umn.edu/humanresourcemanagement/chapter/8-2-types-of-training-2/
3. http://www.helsinki.fi/science/networkedlearning/texts/principlesforlos.pdf
4. https://www.open.edu/openlearncreate/pluginfile.php/4652/mod_oucontent/oucontent_download/word/
d3f83bcdf91c935a7492a142bb890ed74a4c23d1/6._principles_of_learning.doc
6. https://www.open.edu/openlearn/ocw/pluginfile.php/618861/mod_resource/content/1/k205_1readerchap14.pdf
7. http://puente2014.pbworks.com/w/file/fetch/87465079/freire_banking_concept.pdf
8. www.pcw.gov.ph
9. https://www.pcw.gov.ph/sites/default/files/documents/resources/harmonized-gad-guidelines-2nd_ed_0.pdf
10. https://www.jica.go.jp/project/cambodia/0601331/pdf/english/3_TNA_01.pdf
11. https://www.pennfoster.edu/~/media/Files/PDF/SampleLessons/476-Human%20Resources%20Undergraduate%20Certificate.ashx
12. http://www.helsinki.fi/science/networkedlearning/texts/principlesforlos.pdf
13. https://level-up.cc/before-an-event/preparing-sessions-using-adids/
14. https://educationaltechnology.net/kirkpatrick-model-four-levels-learning-evaluation/

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TITLE: SOCIAL WORK COMMUNITY EDUCATION AND TRAINING

15. https://www.people.vcu.edu/~albest/EDGE/Session8.pdf

TIME Intended Learning Teaching and Learning Activities

Course Contents Assessment Tasks (TA) Resource Materials
FRAME Outcomes (ILO) (TLA)

PRELIM COVERAGE
Week PRELIM COVERAGE ONLINE IN PERSON ONLINE IN PERSON ONLINE
1–5 (F2F) (F2F)
13
Describe community Definition, Scope and Context of The student’s will -Lecture Online Activity
Hours - Computer/laptop,
education and training in Community Education & Training access the lecture Discussion Quizzes/ Sheets gadgets
the context of community notes and video -Visual - Projector
Types and Levels of Training link uploaded in Presentation Examinations Assignment
development -
the LMS. PowerPoint/pamphlet/
Perspectives, Theories, Principles brochures
Activities are given Group Assignment Quiz
and Concepts on Social work - Internet Connection
via Learning Presentation
Community Education and Training Quiz/ Google Journal
Management http://cec.vcn.bc.ca/
(CET) Forms Writing
System to which cmp/modules/str-
Illustrate the Work Sheets/
students are Recitation 1.htm
● Learning concepts and models/ community Assignments
Theories of Learning advised to log in. education and
https://
● Anti- Oppressive Social Work training through
Accomplished open.lib.umn.edu/
● Principles of Community community Online
Discuss the exercises humanresourcemanag
Education assessment Written
different ement/chapter/8-2-
● Inclusive Education situation. Reports
perspectives types-of-training-2/
● Gender (Magna Carta of Women
theories and Study and read E- Reaction/
(pertaining to Education and http://www.helsinki.fi/
principles and the different Reflection Reaction and
Training) science/
concepts of Social perspectives Paper Reflection
● Gender perspective and the networkedlearning/
Work Community theories and Paper
Harmonized GAD guidelines texts/principlesforlos.pdf
Education and principles and
- Objective setting https://www.open.edu/o
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TITLE: SOCIAL WORK COMMUNITY EDUCATION AND TRAINING

Identify various - Module making Training concepts of Reaction penlearncreate/pluginfile

perspectives, theories, - Selection of women as Social Work paper .php/4652/mod_ouconte
trainers and as trainees Community nt/
principles and concepts on
- Selection of topic on gender Education and oucontent_download/
community education and word/
main- streaming Training
training d3f83bcdf91c935a7492a
142bb890ed74a4c23d1/
6._principles_of_learnin
g.doc

https://
www.open.edu/
openlearn/ocw/
pluginfile.php/
618861/
mod_resource/
content/1/
k205_1readerchap14.
pdf

http://
puente2014.pbworks.
com/w/file/fetch/
87465079/
freire_banking_conce
pt.pdf

www.pcw.gov.ph

https://
www.pcw.gov.ph/
sites/default/files/
documents/
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TITLE: SOCIAL WORK COMMUNITY EDUCATION AND TRAINING

resources/
PRELIM EXAMINATION harmonized-gad-
guidelines-
2nd_ed_0.pdf

IN PERSON (F2F)

- Global Asia Pacific

definitions of Social
Work by IASSW/IFSW

Tabares (2015).
Community Education
and Training. A
Facilitators Manual

MIDTERM COVERAGE
Week MIDTERM COVERAGE ONLINE IN PERSON ONLINE IN PERSON ONLINE
6–9 Formulate a training Training Processes: The student’s will (F2F) (F2F) - Computer/laptop,
13 needs assessment tool access the lecture -Lecture Quizzes/ gadgets
Hours - Needs assessment notes and video discussion with Online - Projector
using gender inclusive handouts
- Planning (training design and link uploaded in Quizzes/ -
language administered by Accomplished
curriculum preparation) the LMS. PowerPoint/pamphlet/
the social work students Accomplished exercises,
- Selection of appropriate brochures
Study and read exercises, Assignments
methods, materials and visual Activities are given - Internet Connection
the training Assignments
aids via Learning processes and Reaction
Enumerate the different - Budget preparation Management Reaction http://cec.vcn.bc.ca/
conduct an Paper and
processes in the training - Conduct of training System to which Paper and cmp/modules/str-
actual training Quiz bee
- Documentation Quiz bee 3.htm
design students are process:
- Monitoring and Evaluation -
(Qualitative and Quantitative) advised to log in. Online http://cec.vcn.bc.ca/
Identificatio Group
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TITLE: SOCIAL WORK COMMUNITY EDUCATION AND TRAINING

Online lecture n of training presentation Discussion of cmp/modules/tm-

discussion topic and of and actual the Contexts, cur.htm
Prepare a community audience/ output: Sector Based
training design that Actual conduct of participants Client, and https://
reflects the components/ Training Process (brainstormi - Training the types of www.jica.go.jp/
elements: rationale, - Identification of ng) Program organization project/cambodia/
training topic - Developmen concept under Fields 0601331/pdf/english/
different methodologies
and audience/ t of TNA tool - TNA tool of Social 3_TNA_01.pdf
and training module. participants (writeshop - TNA report Work in the
(brainstorming) - Actual Philippines. https://
- Development of conduct of Written www.pennfoster.edu/
TNA tool TNA with Report ~/media/Files/PDF/
(writeshop target SampleLessons/476-
- Actual conduct training Human%20Resources
of TNA with participants %20Undergraduate
target training (remote) %20Certificate.ashx
participants - Writing of
(remote) TNA IN PERSON (F2F)
- Writing of TNA (writeshop) - Global Asia Pacific
report/ online Developing definitions of Social
presentation to Training Design Work by IASSW/IFSW
class and Curriculum
(writeshop) (writeshop) Tabares (2015).
- Developing Community Education
Training and Training. A
Design and Facilitators Manual

MIDTERM EXAMINATION Curriculum

(writeshop)

SEMI FINALS
SEMI FINAL COVERAGE ONLINE IN PERSON ONLINE IN PERSON ONLINE
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TITLE: SOCIAL WORK COMMUNITY EDUCATION AND TRAINING

(F2F) (F2F)
Roles and Skills of Trainers in social
Week Demonstrate basic training work community education and The student’s will -Lecture Online Quizzes/ - Computer/laptop,
10 – 13 skills and use of training access the lecture discussion with Quizzes/ gadgets
notes and video Handouts Examination - Projector
appropriate techniques in
link uploaded in Examination -
handling community - Role of Facilitator
- Skills of Training organizer the LMS. Recording of PowerPoint/pamphlet/
13 education trainings Assignments, Assignments,
problem-solving brochures
Hours Activities are given Accomplished Accomplished
simulation - Internet Connection
Exercises Exercises
Training Techniques via Learning depicting roles - Writing Materials
Management and skills of Reaction Reaction https://
A. Presentation and System to which trainers Paper Paper www.people.vcu.edu/
Dramatize skills in Demonstration Techniques ~albest/EDGE/
students are
implementation of B. Ice breaker and Energizer Students will be Approach in Illustrative Session4.pdf
Techniques advised to log in. given case and working with
community training Essay
C. Discussion Techniques illustrate the individuals/gr https://
D. Practice Exercises differences of oups/commu elearningindustry.com
Online session:
E. Learning Assessment the direct and nities. /modern-trainers-
Problem solving
Techniques indirect method roles-responsibilities
and
approach in
demonstration/ https://
working with
simulation www.people.vcu.edu/
individuals/grou
ps/communities. ~albest/EDGE/
Session8.pdf
Reflection
Papers IN PERSON (F2F)

Writing Materials

Journals, Newspaper
clippings or websites
with news related to
Social Welfare and

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Social Services

Thompson, Neil
(2018) Social Work
Theory and Methods :
Essentials

Mendoza, Thelma. Social

Welfare & Social Work
3rd Edition published by
MEGA BOOKS Company
SEMI FINAL EXAMINATION Quezon City, Philippines

FINAL COVERAGE
FINAL COVERAGE ONLINE (LMS) IN PERSON ONLINE IN PERSON ONLINE
(F2F) (F2F)
Actual Community education and The student’s will - Computer/laptop,
WEEK Training access the lecture -Lecture Online Quizzes/ gadgets
14 – 17 notes and video discussion Quizzes/ - Projector
Develop student’s link uploaded in Examinations -
confidence and the LMS. -Virtual Examination PowerPoint/pamphlet/
14 demonstrate beginning Actual training implementation and presentations brochures
Hours skills/ competencies in Recorded
management of the entire CET Activities are given Actual - Internet Connection
conducting community Documented training
process. via Learning material training
education and training Actual Training https://
Management design and
curriculum journals.sagepub.com
System to which Full Training Evaluation of
/doi/
students are report (with training
Training Documentation, Reporting Rubrics abs/10.1177/0020872
advised to log in. training material
Evaluation 866009004 04?
evaluation) produced
journalCode=iswb
Actual conduct of Self and peer Self-

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training evaluation evaluation https://

socialworkhelper.com/
201 7/01/31/four-
social-workpractice-
models/
Interview
Recordings IN PERSON (F2F)
-The Ethical
Foundations
of Social Work, Annie
Pullen-Sansfacon and
Stephen Cowden

-Techniques and
Guidelines for Social
FINAL EXAMINATION Work Practice , 5th
ed.Sheafor, Bradford
W., Horesjsi, Charles
R.,
Horesjsi, Gloria A.
ALIGNMENT OF OBJECTIVES AND OUTCOMES

A. PROGRAM EDUCATIONAL OBJECTIVES TO THE INSTITUTION VISION - MISSION STATEMENT:

PROGRAM EDUCATIONAL OBJECTIVES Vision –Mission

(PEO) STATEMENT
Vision – Vision – Vision – Vision – Vision – Vision – Vision –
Vision -Mission 1
Mission 2 Mission 3 Mission 4 Mission 5 Mission 6 Mission 7 Mission 8
Multi-disciplinary Producing Producing Uplifting
Empowering Socially Passion for Global
and integrated exceptionally- values- the
self-sustaining responsible excellence in staging is
academic skilled oriented quality of
communities individual service unwavering
approaches professionals professionals life
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Demonstrate knowledge, skills, and attitudes

in engaging in a generalist helping process and
/ / / / / / / /
planned change process for therapeutic,
preventive, and transformative purposes
Analyze critically the origin, development, and
/ / / /
purposes of social work in the Philippines.
Critique the impacts of global and national
socio structural inadequacies, discrimination / / / / /
and oppression on quality of life
Apply knowledge of human behavior on social
environment with emphasis on the person in
/ / / / / / /
situation dynamic for social work assessment
and intervention
Critique social welfare policies, programs and
services of the locality country and or region in
terms of relevance responsiveness, / / / / / / /
accessibility and availability to target
population.
Engage in advocacy work to promote socio
/ / / / / / / /
economic and cultural rights and well-being.
Generate resources for networking and
/ / / / / /
partnership development
Identify with the social work profession and
conduct oneself in accordance with social work / / / / / / / /
values and ethical principles.
Engage in social work practices that promote
/ / / / / / /
diversity and difference in client systems
Use supervision to develop critical self- / / / / / /

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reflective practice for personal and

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

B. PROGRAM EDUCATIONAL OBJECTIVES TO STUDENT OUTCOMES

STUDENTS OUTCOMES
PROGRAM EDUCATIONAL OBJECTIVES (PEO)
A B C D E F G H I J
Demonstrate knowledge, skills, and attitudes in engaging in
a generalist helping process and planned change process for / / / / / / / / / /
therapeutic, preventive, and transformative purposes
Analyze critically the origin, development, and purposes of
/ / / / / / / / /
social work in the Philippines.
Critique the impacts of global and national socio structural
/ / / / / / / /
inadequacies, discrimination and oppression on quality of life
Apply knowledge of human behavior on social environment
with emphasis on the person in situation dynamic for social / / / / / / / /
work assessment and intervention
Critique social welfare policies, programs and services of the
locality country and or region in terms of relevance
/ / / / / / /
responsiveness, accessibility and availability to target
population.
Engage in advocacy work to promote socio economic and /
/ / / / / /
cultural rights and well-being.
Generate resources for networking and partnership / /
/ / / /
development
Identify with the social work profession and conduct oneself
in accordance with social work values and ethical principles. / / / / / /
/ / /
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TITLE: SOCIAL WORK COMMUNITY EDUCATION AND TRAINING

Engage in social work practices that promote diversity and

difference in client systems / / / / / /
/ / /

Use supervision to develop critical self-reflective practice for

personal and professional growth / / /
/ / /

Produce a portfolio of recordings, case studies and other

social work documentation to reflect the quality and / / /
progress of practice. / /

C. STUDENT OUTCOMES TO COURSE OUTCOMES

COURSE
COURSE OUTCOMES
STUDENT OUTCOMES (SO) LEVEL OUTCOMES
Proficiency assessed by
Satisfied
Effectively engage people as individuals and as collectivities, in helping process to address concrete needs and Oral & written examination
a, b, c, d, e,
problems as well as human rights violations. L with the use of OBE
f,
rubrics
Explain the socio economic and political contexts that gave rise to the emergence and legal recognition of Oral & written examination
social work as a profession in the Philippines. P a, c with the use of OBE
rubrics
Explain what neoliberal globalization is and its differential impacts on the lives of people, within a country and Oral & written examination
between countries, based on social class, gender, ethnicity, race, nationality and location in international P a, c, e with the use of OBE
relations. rubrics
Critically select and use the appropriate human behavior and social environment theory in the assessment of Oral & written
client’s situation and in intervention planning P a, c, d examination with the use
of OBE rubrics
Interpret how social welfare policies, programs and services are developed and its implications to social work P c, f Oral & written examination
practice with the use of OBE
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 INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC

TITLE: SOCIAL WORK COMMUNITY EDUCATION AND TRAINING

rubrics
Analyze and interpret social issues using human rights gender and cultural sensitivity as analytical lenses Oral & written examination
L c, d, e, with the use of OBE
rubrics
Work within the context of a social service delivery system and client’s environment and link client with Oral & written examination
resources services and opportunities L a, c, f with the use of OBE
rubrics
Adhere to the code of ethics of the social work profession in practice situations and express self-identification Oral & written examination
with the profession. L a, d, e, f with the use of OBE
rubrics
Assess client’s situation based on how the intersection of social variables such as age, economic status gender Oral & written examination
and educational attainment influences and shapes client’s situation. L a, b, c, e with the use of OBE
rubrics
Prepare and submit recordings that reflect insights and leanings. Oral & written examination
L b, d, f with the use of OBE
rubrics

D. STUDENT OUTCOMES TO COURSE CONTENTS

COURSE CONTENTS STUDENT OUTCOMES

A B C D E F
1. Purpose of Social work Program
Basic concepts related to social work / / / / /

2. Historical development perspective; : Evolution of Social welfare in UK, USA and Philippines
and the ASEAN countries /

3. Legal bases of Social work / /

4. Attributes of profession and Functions of Social work / / / /
5. Core Filipino Values based on the Sikolohiyang Pilipino and Gender informed Value /
/ /
Perspective

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 INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC

TITLE: SOCIAL WORK COMMUNITY EDUCATION AND TRAINING

6. Theories and Perspective in Social Work /

Direct and indirect method of approach in working with individuals, groups and communities / / / /

7. Essential Elements of SW practice / / / /

8. Planned change and the Social work Helping Process / / / / /
10. Social Work interventions / / / / /
11. Social work in practice Issues in the Social Work profession Global agenda for Social Work /
/ / / /
and Social Development

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