Republic of the Philippines | Office of the President COMMISSION ON HIGHER EDUCATION CHED MEMORANDUM ORDER (CMO) No. _14 Series of __ 2040 SUBJECT : j POLICIES AND STANDARDS FOR BACHELOR OF SCIENCE IN SOCIAL WORK PROGRAM In accordance with] the pertinént provisions of Republic Act (RA) No. 7722, otherwise known as the ‘Higher Education Act of 1994,” and by virtue of the 345" 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. di | Article 1, \ INTRODUCTION Section 1. Rationale and Background. Cognizant to Republic Act 4373 otherwise known ag 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 growtt) and empowerment of people, development and social progress of communities, andigreater 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, hurse, psychologist, teacher and others. The academic requirements for the Bachelor [evel are consistent with the "Global ‘Standards for Social Work Education and’ Trainiig” set forth by the International Association of Schools of Social Work or |ASSW and the International Federation of Social Workers or/the IFSW: in 2001. Likewise, these standards also take into Consideration the specific Phlpine socioy ‘political, and economic context 1of16Article | AUTHORITY To OPERATE Section 2. All Private Higher Education Institutions (PHElIs) 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 Il PROGRAM SPECIFICATION Section 3. Degree Name. The degree under this program shall be called Bachelor of Sclenge 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 pf 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 gurriculum must emphasize the ititegrative 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, jrights-context and evidencé based, oritical-reflective thinking, emphasizing clients’ empowerment, and demonstrating competence in assuming a wide range of Profesional 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. 5.1 Social work graduates work in. the private, public or business sectors, sn social needs, issues’ and concems of various sectors such as children, youth in conflict with the law, peasants, workers, women, urban poor, Inigrants, 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 resoufce development, education, and intemational social welfare. 5.3 Specific occupations social work graduates may go into: 5.3.1 |Casework 5.3.2 |Groupwork al 20f 165.3.3 |Social work counseling 5.3.4 |Community organizing 5.3.5 |Social administration 5.3.6 | Supervision 5.3.7 |Policyllegislative 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) 5.3.13 Intemational social work practice i.e., social development work at |the regional and international settings (e.g. consortia with UN jagencies 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 ComPeTeticy 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: 64 62 63 64 6.5 66 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. : A critical understanding of social work origin, development, and purposes unique to the Philippine experisnce. A critical understandirig of how ‘global and national socio-structural inadequacies, discriminalion,' ‘oppression, and socio-economic and politcal injustice impact on human functioning and development. 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. : Knowledge of social welfare policies, programs, and services of the locality, country and/or region 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. 30f166.7 Sufficient knowledge of related occupations and professions and ability to work with multidisciplinaryfinterdisciplinary/transdisciplinary teams to am 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 fo 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. res for a Competency-Based Social Work Curriculum Article V CurRIcULUM Section 8 Curriculum Description. The BSSW program shail have a minimum of 149 ut 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}). 1 7 I : However, the subjects, listed under the General Education courses shall automatically be cohsidered 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 | 40f 16‘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 EQuivatenT No.or | UnrsPER | TTL _| Suesects | Suevect_| units ‘GENERAL EDUCATION (GE) CouRsES a in| EOS 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 _ 4 3 io Humanities and Social Sciences 8 Humanities — 2 ‘Arts 3 Philosophy’ i 3 Social Sciences - a Basic Econiomics (with Taxation and Agrarian 3 Reform) General Psychology 7 3 Politics and Governance (with Philippine 3 Constitution) Society ang Culture oath ‘reproductive health) 3 ~ Wandated Subjects = 2 é Life and Works of Rizal 3 Philippine History 3 2. PROFESSIONAL COURSES 22 72 | 2.1 Human Behavior and Social Environment 5 Z - 6 |_The Philippine Social Realities and Social Welfare 3 Filipino Personality and Social Work a 3 “Social Deviation|and Social Work 3 Social Environment and Social Work: The Family, 3 7 Group, Community and Organizations 7 _ ‘Social Change and Development Perspectives 3 2.2 Social Welfare Policies, Programs, and 5 7 24 ‘Social Welfare Policies, Programs, and Services zs | Social Welfare Pfoject/ Program Development and 3 Management = _ [Social Work Statistics zs Social Welfare Agency Administration - 3 ‘Social Work Contmunity Education and Training 3 Social Work Research | (Development of a research a | design/propasal) ‘Social Work Research Il (implementation of a research | 3 design/propesa) fi : 2.3 Social Work Practice = 8 24 Knowledge and Philosophical Foundations of the Social 7 3 | Work Profession : : 7 Fields of Social Work o —t _ - 3 Sof 16a EQuwvatenr, No.of | UnispeR | TTL | f SuBJects | SuBJect | units Social Work Conjmunication and Documentation 3 ‘Social Work Counseling _ 3 ‘Social Work Practice with Individuals and families _ 3 Social Work Pradtice with Groups 3 | Social Work Practice with Communities (Community 3 organizing arld community-based social work | practice) ' = - \ ‘Seminar on Current Trends in Social Work Practice 3 : 2.4 Field instruction. 2 2 | ~~ Field instruction | (600 hours) = ~ = é 7 Field Instruction {i (600 hours) — 6 3_OTHERS i é 4 3.1 PHYSICAL EDUCATION [P.E.) - 4 2 g 3.2 NATIONAL SERVIGE TRAINING PROGRAM (NSTP) 2 [3 “|6 ‘@.SUMMARY OF UNITS 7 1. General Education Courses 21 63. 2. Professional Courses - 20 72 Human Behavior and Sociai Environment 15 [as ~ Social Welfare Policies, Programs, and Services| 7__ 21 ‘Social Work Practice _ - 8 [24 Field instruction fe iE 12 ~3. Others 6 4 Physical Education 4 z= 8 ~__ National Service Training Program = 2 6 | TOTAL NO. OF UNITS: 7 149 | Section 9. Sample Program of Study FIRST YEAR [ ‘Second Semester ~| Units ___ Courses Units English 1 3__| English 2 3 Filipino 4 al : 3-_| Filipino 2 - 3 [Math 4 i 3 _ | Math 2 7 3 General Psychology | 3_ Pl ie History, Em Knowledge and Philosophical Foundations |~ 3 | Philippine Social Realities and 3 of the Social Work Frofession Social Welfare Society and Culture|(with Reproductive Filipino Personality and Social 3 Health vt : L Work PEt 1 "2 |PE2 ~ EJ NSTP 1 : 7 3_[NSTP2 Cs (i - - "23 2 [23 SECOND YEAR - — First Semester T Second Semester 7] Courses Units "Courses Units English 3 eee 13 | Literature 7 3] vig i 6 of 16Filipino 3 3. | Politics and Governance (with 3 Philippine Constitution) Basic Economics (with Taxation and 3 | Science Elective 3 Agrarian Reform) |___ _ _ 7 ‘The Fields of Social Work 3__| Life and Works of Rizal 3 ‘Social Deviation and Social Work 3 _| Social Welfare Policies, 5 Programs & Services _ | Social Work Communication and 3 | Social Work Counseling 3 Documentation _ Social Environment and Social Work 3 | Social Change and 3 | a Development Perspectives PES 2 |PE4 - 2 ~ 23 - 23 = THIRD YEAR in First Semester Second Semester on Courses Units Courses Units Literature2 | _3__| Humanities-arts 3 ‘Humanities- Philosophy Natural Science 2 3 Social Welfare Project/Program 3 | Social Welfare Agency 3 Development & Management ‘Administration Natural Science 7 TT 3 | Social Work Practice w/ 3 | oe _ Communities ‘Social Work Practice|with individuals & 3 | Social Work Community 3 Families Education and Training _ "Social Work Practice|with Groups 3__| Social Work Research | 3 social Work Statistics a 3 1 — | _ 2 | 8 * This subject can be taught by a non social worker facully, but it should be noted that reference must ‘be given to social wyork data/ samples; tis advisable that the subject be team-taught’ by a non-social worker facully anda social worker faculty ' x 1 FOURTH YEAR= | First Semester_ Second Semester Courses __ Units — Courses Units Field Instruction | (agency-based) 6 | Field instruction It (community- | 6 __ "| based) Social Work Research Tr 3_ | Seminar on Current Trends in 3 a _ 1 | Social Work Practice 9. re 9 | Note: The institution the needs of its client 5 le. is free to enhance and fo follow differer nt patterns and modalities based on Section 10., Social Work ResearchiProject Requirements for the Program. The institution may allow a choice between an individual or group work on a research Project. The reseai | Section 11. | Supervised Field Instruction Requirements ich output is equivalent to thesis and is a prerequisite to graduation. 7 0f 16W4 14 11.6 Field instruction (Fl) 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 Fl is a supervised field work in a social welfare institution and in a rural or urban community with required documentation of the placement experience The college/institution/department shall ensure that an adequate number of competent sotial work faculty members supervise the students. The maximum faculty-student ratio shall be 1:10. The collegesinstitution/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 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. 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. 4 Social work faclties for Fl) The collegesinstitution/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. 1 i 14.6.2 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. 1" + i 11.6.3 that they can provide tthe appropriate learning opportunities and | work space for students. ARTICLEVI, > | DESCRIPTION AND SPECIFICATION OF COURSES FFor description and specification of courses, please refer to Annex A. ARTICLE VII | _ OTHER REQUIREMENTS i 8 of 16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: = Ategistered social worker with a valid license + Aholder 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 sotial work 12.2. Functions / Responsibilities of the Dean / Department Chair / Head / Coordinator of a social work unit/department/college are: 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: initiating, developing and implementing a faculty development program as approved by the duly authorized body in the institution; . Fecommending the appointment, promotion, or separation of faculty | members in the college/institutioh/department; | preparing the teaching load of faculty members; | Ensuring that the syllabus of each course in the program is fully | implemented within the term: 5. convening regulariand 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; ey 7.| assigning a faculty to do advising of students regarding their program of studies; approving 'teaching/course loads'of faculty; |. 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 universityoffice of student affairs regarding ; services and other matters relative to students’ welfare; 11 instituting @ 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 ithe faculty-student ratio for classroom for professional courses should. be’ no higher than 1:35; and for Fl courses, 1:10;!and i « 14: undertaking ‘networking, ‘linkaging, and resource-generation activities for the department/college. ore Bo o@ ‘ 9 of 16°. Assumes responsibility for his/her continuing professional growth. 123 Teaching Load The Dean/ Department Chair/ Head/ Coordinator may be allowed a maximum teaching load of six (6) units 12.4 Coordinator for Field Instruction (1) 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 Fl 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. ' 7 13.1 Qualifications of Faculty | Fi |All professional courses in the BSW curriculum must be taught by faculty members with the following minimum qualifications: a. b. c. 4. A Hiolder of Master of Social Work degree from an authorized institute/ college/university or ‘! ' A holder of Master of Arts/Science degree in any field related to social wok from an authorized institute/college/university but must be a BSSW graduate A registered social worker with a valid license regular member in social work professional organizations, specifically National Association of Social Work Educators, Inc. (NASWEl) and Philippine Association of Social Workers, Inc. (PASWI) Preferably, engaged inj.extension : work or in social development practice. 13.2. The following conditions of employment should be observed: Mn " a. b. 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 injtructors to the institution and the employment of more full-time instructors. ‘Atleast 60% of the professional:courses offered should be taught by Permanent and full-time instructors/faculty who are provided with security of teriure and other work related/fringe benefits, 13.3 Faculty-student Ratio | 4 oe The faculty-student ratio for classroom instruction for professional : : 10 of 16courses should not be higher than 1:35. 13:4 — of Full-time Faculty At least 50% of the program's total faculty line up must be full-time with MISW degree. 13.5 Teaching Load a. Aifull-time faculty shall have a regular teaching load of eighteen (18) b. Section 14, Agene: Supervisor. units inclusive of administrative, research, and extension assignments; beyond this is considered as overload and therefore subject to an overload pay’per semester/term. A partime faculty member shall have a minimum load of three (3) “units and a maximum of nine (9) units per semester/term. ield Supervisor, Field Coordinator and Faculty 14.1 Responsibilities and Tasks of the Agency Field Supervisor a. Provide the students orientation regarding the following field placement #t-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 Jearning goals . Efsure 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 students. Conduct weekly Supervision to monitor students’ progress in relation to Fl learning goals and plan, and to provide timely and appropriate administrative and other forms of support Attend regular sharing sessions and other activities as may be |nécessary for the fulfillment of the learning goals . Evaluate and provide feedback: on students’ performance during triglogues at the middle and end of the semester. ian et Coordinate with the faculty supervisor at least twice a month on stlidents’ progress. c Va 14.2 Responsibilities and Tasks of the Fiéld Coordinator 11 of 1614.3 a. Scout for potential partner agencies or organizations and visit them to ‘asgess their capacities, to provide the students a conducive learning erpironment 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 Prepare and finalize the list of students and corresponding faculty an in consultation with the head of the Field Instruction Unit f. ‘Formalize thé 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 aT : 1.| Autobiography int t '2.| Fl application form 3.) Student information sheet 4.| Medical certificate 5.| Parents'/quardians’ consent form | Waiver of school and agency accountability signed by parents/ guardians i mn bl ' |6.1. Ensure students’ enrolment in a group life annual insurance |6.2 Endorse FI enrollees’ folders to the agency and faculty supelvisors 4 Resppnsibilities and Tasks of the Faculty supervisor a. Conduct weekly supervision to monitor students’ progress in relation to Fl| learning goals and plan, and. to provide timely and appropriate administrative and other forms of support b. a trialogue with students and agency supervisor at the beginning, middie and end of the semester/term ©. Conduct mdnthly field visits to observe and monitor actual ‘performance of students d. Orient students on the qualitative and quantitative standards for documentation and evaluation ‘Attend regular sharing sessions of field instruction students 12 of 16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 sociallwork 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, coriventions and fora conducted by PASWI and NASWEl 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 salar 15.5 Engaging in research and extension work related to social work. Extension and research work! must’ be distinguished from paid/ cotnpensated/commissioned work. It refers to activities that are truly described as service and volunteer work. It does not involve any financial remuneration exGept for honoraria. Honoraria received shall be pegged at 20% of the social worker's monthly salary. Section 16.|Library ead ae 16.1 Libraly Staff " | Every college/institution/department offering a social work program shall have an adequately equipped library that will provide all the basic textbdoks, as well as reference materials for research and other scholarly purposes, as well as resoutce for curfént trends. The following are the minimum staff requirements: ; a. A college/institution/department library should have a full-time librarian who is a holder of Mastér in Library and Information Science degree with a valid license. b. There should be one full-titne ‘librarian for the first 500 students enrolled, and for an’ enroliment of 1,000 students two (2) full-ime librarians shall be required. mn c. Library assistan’s must be a holdér/s of Bachelor of Library and Information Sciende degree." 13 of 16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. Aljleast 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 attess to allow faculty members and students to undertake research and,other academic activities. Q. 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 it be equipped with adequate facilities (Le. white boards, overhead ‘projectors) and other audiovisual and equipment technology to facilitate creative leaming/teaching (le. TY, radio, computer, DVD or VCD, LCD/multimetia 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 ARTICLEIX 1 ADMISSION, RETENTION AND RESIDENCY tow 14 of 16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 Tequired admission examinations, as well as meeting all other requirements (an interview and/or written examination) the admitting institution may deem necessar b. Applicants must bé properly screened by the head of the social work Depart yn subject to the admission policies of the university! college. ©. Applicants must not be discriminated based on gender, class, ethnicity, disability and other social constructs. Section 19.| Retention. Students adinitted 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. . ; | Ifa 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 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 Filiping character of social work in the Philippines. a | ARTICLEXI TRANSITORY PROVISIONS Section 22. All HEls, 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 15 of 16E ‘Annex “A” DESCRIPTION AND SPECIFICATION OF COURSES + & Human Behavior and Social Environment (15 units) I COMPETENCY |] :[ Abiliyto. ] 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 pattems 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 :| 4. Philippine Social Realities and Social Welfare _ | Course Description Philippine economic, , poitical, social and environmental ‘ealities in the context of thé regional and global situation, and their effects on social welfare and social work. Course Credits |_| :| 3 units Contact Hoursiweek | :| 3 hours z - Prerequisite | None : = zl Suggested Course > Historical, structural, cultural and gender perspectives on Content poverty and underdevelopment in the Philippines | > Neoliberal globalization | > Analysis of the Situatioll, needs, issues and struggles of various setiors in the' Philippines- peasants, workers, Indigenous” peoples, informal settlers, people with disability, ‘overseas ‘Filipinos and their families, Jesbiansigays/bisexuals" and transgenders, people in ‘conflict-affected communities > Implications to social Work practice in terms of policies, programis arid services ' - se ees = —$— Course Name__| Course Descri ‘sonality and Social Work fries and) indigenous perspectives for understanding Filipino behavior and culture in relation to social 7 work practice. 7 Course Credits 2] 3 units 4 Contact Hoursiwebk [| 3 hours i 7 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- ea in-situation/environment (PIE) perspectiveAnnex "A” > Personality theories ‘+ The Filipino concept of kapwa, loob, and core Filipino values js Psychodynamic and socio-cultural theories (Freud, + Erikson, Adler, Jung, Homey) .* Behavioral theories (Watson, Pavlov, Skinner) * Social learning theories (Piaget and Bandura) + Humanistic and existential theories (Maslow and Rogers) + Cognitive and Moral (Piaget and Kohiberg) + Gilligan's feminist ethics > Personal and professional growth processes: building self- awareness in inlrapersonal and interpersonal relationships | [Course Name; Course Description 3. Social Deviation and Social Work ‘Socjo-psychological perspeclives on social deviation and implications to social welfare and social work. ] [Course Credits | 3 units _ Contact Hours ‘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 + Strain theory Differential association Social control Deterrence perspective InteractionisY/ labeling perspective Ethno-miethodology perspective Conflict perspective, + Critical perspective ; ‘s Feminist perspective > Issues and problems in categorizing de > Implications to social work practice nt behavior Course Name i ‘4. Social Environment and Social Work: The Fa Group, Community and Organizations ‘Course Description Course Credits | 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. 3 units ‘Contact Hoursweek | :| 3 hours Ls Prerequisite I None: ‘Suggested Course Content > Systems theory..as used in social work (elements, dynamics, and structures) > Ecological perspective 4 Micro context (the family, the group and community) '* Macro context (the local, national, regional and i internationa/global) > Societal forces influencing family, group, and community behavior > The concept of social functioning in understanding families, groups, communities. Annex “A” as > Families: types, structures, dynamics > Developmental lite 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. ! vvy 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 Credi 3 units Contact Hoursiwesk |: 3 hours = Prerequisite None ‘Suggested Course | [> Conceptions and Dimensions of Development Content Economic growth Increased welfare arjd human development. Modemization, Elimination of dependency Participatory development Sustainable development Development as history Development as Freedom | > Social Change and Development Theories Structural — Functionatism Rostow's Modernization Theory Dependency Theory Dialectical and historical mat Neoliberalism: | > Mult gisciplinary perspectives on and approaches to social development. + + Basic Needs Approach + Human Development + Feminism + Gender and Development + Rights Based Approach | > Social movements ard their impacts on the re- conceptualization of Development ‘= sectoral movements: children, labor, urban poor, overseas Filipinos, people with disabiliies, indigenous : peoples =; A | * feminist movements ; | | ie faith-based movements | * LGBT ie * peace and justice liberation movement : ialismAnnex “A” © fair rade + ecological movement COMPETENCY REQUIREMENTS Ability to: ~~ > 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 > Identity 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 Ser 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 Contact Hoursiweei 3 units :[Shours _ Prerequisite | :[None. : Suggested Course Content _| > Emerging policy conberns focusing on ethical policy issues. > Theoretical frameworks, concepts, strategies, tools, and processés (cdncepts jn policy "sludies; 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 j.e. use of research, report writing, Position papers, advocaty, lobbying, etc.) > Mapping out and examiriing 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, ahd rights of marginalized sectors, i.e. children,’ women, migrant workers; international laws and iristruments) ’ Course Name . Social Welfare ProjectiProgram 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 whicti social work operates,Annex "A" (Course Credits |] =] 3 units —— Contact Hoursiweek | :| 3 hours Prerequisile ‘None ‘Suggested Course) Content a. Different Perspectives on Social Welfare & Development > Goal-directed project management > Social administration > Social planning > Sustainable development > Participatory development _ | Suggested Course Content b. Introduction to the Project Cycle: 3@8s, techniques and 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 Feasibiliy: 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 économie analysis of projects, 6. Environmental feasibility: environmental impact assessment. | 7. Cross cutting considerations in Project Designing: i environmental compliance, gender sensitivity, labor ; standards compliance, analysis for discriminatory tendencies: vis-8-vis people with disabilities, the eldeity, and other'sectors % Planning: lograme, benchmarking, Gantt chart, PERT-CPM « > Implementation: problem-solving and decision- making tools, > Monitoring: use of different forms of documentation, reporting, n: formulation and use of outcome valuation design, reporting ¢. Practical Application Practical Application > Actual, project preparation, implementation and evaluation (identification of topic, developing the paper (research), proposal presentationCourse Name Course Descriptio | Annex “A” 3. Social Work Statistics (Statistical analysis in social _work)* Concepts, principles, methods and application of stalistics in Social Work research, [Course Credits _ 3 units t _ Contact Hoursiweek [| 3 hours — [Prerequisites |__| :| Math 7 and 2 ‘Suggested Course) Content, > Locating statistics in Social Work: Importance, relevance and uses in policy and program development, advocacy, direct practice, evaluation and social marketing > Foundation concepts for understanding statistics > Data collection, processing and analysis Organizing data into meaningful information + Use of statistical fools (e.g. measures of central tendency and variability, normal distribution, correlation and regression) + Use of basic computer software, eg. Statistical Package for the Social Science (SPSS) "This can be taught by & data; team teaching by. ‘non social worker faculty but should give special reference to social work non social work faculty and social work faculty is encouraged | Course Name 4. Social Welfare Agency Administration Course Descriptio | Course Credits :| Theories, methods and processes of social welfare agency Contact Hours jweek Prerequisite Suggested Cours Content > Organizational context of social work practice: vision, mission, goals, functions, structures, auspices (goverment, non-government, corporate, faith-based) > Models of agency structure (bureaucratic model, collegial nodel, 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 Course Credits Training design, ‘strategies, and supervision for capacity building in social, welt 3 units Contact Hoursiweek | :[ 3 hours : Prerequisite |_| :| None ‘Suggesied Course | | Scope, theories, concepts in HRD } Content > Training framewosk 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 leaming principles, etc. > Roles of trainers in development work > ‘Types and levels of training (area specific; basic and advanéed programs)‘Annex " Actual training implementation and management: skills in training management or Course Name Social Work Community Education and Training Course Descriptior Development and conduct of Social Work community education and training activities in the context of building capacities of peoples’ organizations Course Credits 3 units a - Contact Hoursiw "3 hours - Prerequisite ‘None ‘Suggested Course Content Course Name Course Descriptior =] 6. Social Work Research 1 > Framework on Sodal Work Community Education and Training > Principles of adult leaming > 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 tr education and training ers in social work community > _Actual training implementation and management Theories, concepts, processes and meihods of research in social work, Development of a research designiproposal is the required output. Course Credits | 3 units ‘3 hours ‘Contact Hoursiweek Prerequisites | | =] The’ Social Work Profession, Hppine 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| Content > Concepts, principles and importance of research in social work > Overview of social work Feiner > 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 reséarch; feminist methodologies: Brocéss documentation résearch; 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. ara Course Credits 3 unitsContact Hoursiweek Annex “A” ‘Shours Prerequisite T ‘Social Work Research 1 ‘Suggested Course] |> Review and refinement of the proposed research desion Content, | (iramework, definition and specification of variables and instruments) Bata collection Data processing, analysis, and interpretation. Presentation of research findings Finalization of research report vvvv | ©. Social Work Practice (SWP) (24 units) COMPETENCY REQUIREMENTS | Ability to: ~ > 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 confict 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 | Sur u (‘Contact Hourshve S hours aa Prerequisite | None - ‘Suggested Course | | > Historical pérspectives”” 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” ' > Altributes and domain of social work as a profession > ‘The concept of planned'change; scientific problem-solving / social work helping provess > Definition of genéralist social work >_Comporients of social work practice mort 8: Annex "A" [CourseName | [:]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 weltare/development agencies. Course Credits units Contact Hoursweek | =] 3 hours Prerequisite | None. — Suggested Couise| [> Concept of needs, problems, provision and social Content responsibilty > Humen rights | | > Overview on social realities || [® Conceptof clients and their dificult social circumstances > Social services and resource systems for clients > Fields of social work practice according to: +) Locus of practice: Direct and indirect practice; primary and secondary settings + System levels! size: micro or clinical, mezzo, macro * Setting’ context (hospitals, courts, welfare institutions, J | schools, church, military, industrial / corporate, etc.) + Sector-based client populations (farmers, fisher folks, peasants, laborers, overseas / migrant workers, urban oor, et.) + Types of organizations: work with local goverment (UGU), Go, and NGO: * Social work practice with specific client population with | special needs: and citcumstances (women, child and | family welfare, elderly, drug addiction, victims of sexual and physical abuse, law offenders, victims of human fights violation, ete.). +, Intemational social work practice i.e., social | development work at the regional and intemational settings (consortiums with UN agencies and other humanitaiian endeavors; on migration and refugee issues, overseas workers, environmental issues, and other’ lil impacts’ consequences of globalization, international NGOs, ele.) [> Roles, functions, skils 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 | 213 units = Contact Hoursiweek [| Shours =] Prerequisite None : Suggested Coutse |_| > 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 pubiic speaking Forms of social work) professional writing: process- Teflective, narrative-procéss, critical-analytical, case study . 9 v vv: Annex “A” vwiiting, writing for different media ae > 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 | Social Work Counseling Course Description Basic counseling skilis in social work practice. Course Credits * 3 units Contact Hoursiweek 7) 3 hours ‘Suggested Content Prerequisite — Course HBSE courses except Social Change and Development Perspectives: characteristics of effective helpers » The counseling process in social work > Basic counseling skills in social work (Seden 1999) +! Attention giving, active listening, non-critical acceptance © Paraphrasing, reflecting back, summarizing and checking + Awareness of'the use of different kinds of questions, minimal prompting, use of alternatives to questions Empathic understanding, linking, immediacy Challenging, conffonting, work with defenses Goal setting, problem solving, focusing techniques Knowledge about own and others use of body language, i Avoidance of judging and moralistic responses Boundary awareness, structuring techniques, the ability to say difficult things Gbnstructively +The ability to offer feedback, techniques for diffusing > The helping relationship: kinds of _ relationships; Course Name 5. Social Work Pract Course Descriptio} ‘Theories; principles, methods, approaches and techniques in assessment and interventions in working with individuals and families. ihog Course Credits | S units — > Problém-solving framework vi 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 vis helping process in vovv vv | Contact Hour: week hours 1 | Prerequisite [ HBSE courses u a ~ Suggested Couise | | > Casework theory and practice: introduction to working with Content =, | individuals and families‘Course Name 2] 6. Soci Annex A” | 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/wepk Prerequisite Content Suggested Couise ‘Social groupwork theory and practice: introduction to 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 vVvvvvvvyv vic Course Name. 27. 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 responsibil Course Credits | 3 units Prerequisite Contact Hourshvesk | ‘S hours m7 HBSE courses ‘Suggested Course | |> Definitions: community, organization, community Content organization | > Historical roots: foreign vis-8-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, | basie ecclesial, community, basic Christian community- community organizing, etc.) > Models of CO > Tools of analysis (gerider analysis, class and structural analysis, problem tree; appreciative inquiry) > CO phases and processes (social preparatory phase e.g. institutional preparation.:iarea selection, community entry and social investigation; leadership formation and capacity building ¢.9, spotting f potential leaders, core group formation, capatity 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 devslepment organizations (NGO and 0) uAnnex “A” Course Name Course Description [:] 8. Se far on Current Trends in Social Work Practice | 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 7] 3 units: Contact Hoursiweek. hours [Prerequisite | lust be taken in the 4" year level Suggested Coutse | | 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 (Fl) (12 units) COMPETENCY REQUIREMENTS ‘aly ‘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 skils in performing the various roles of generalist social work practitioner > Develop analytical assessment skill intervention skills > Select appropriate assessment and evaluation instruments to evaluate client's progtess > Apply tools to evalualé 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 clieit's social functioning > Demonstrate apprdpriate use strategies for individual and social transformation/ change 4 Course Name, | ‘Course Description 4. Field Instruction 1 1 Placement in an institutional setting with particular focus on work with individuals, families and small groups. Course Credits |__| :/6 units - {Contact Hoursiweék | :| 500 Hours | Prerequisite Completion of all Requiréd courses except Social Work Ly Research II and Seminar on Spécial Problems in Social Work ‘Suggested Coujse | | > Orientation on the visior-mission, goals and programs of Content the social agency > Minimum toad of five cases involving individuals, groups or families > Engaging clients in’®problem solving: interviewing, | | fecording! program plahning 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 evaliiatioh * } > Participation in social agency processes and activities, e.g, meetings, staff déveloprtient, case conferences > Documentation: tase slisdies, progress reports, process _|__ documentation, integration paper _ : i 2 vvAnnex "A” Course Name Course Description (2. Field instruction ] 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 7 Contact Hoursiwebk | :| 500 Hours ~ Prerequisite |_| :| Field instruction | 7 Suggested Coufse| | > 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 Telations, sex disaggregated dala; assessment of community situation, structures and processes; identification of needs and —_problems—through participatory action research, assessment of needs, broblems. social relations, power structures/ processes and gender analysis > Formation or consolidation of a group or organization 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 sof VMG, policies, structure, procedures, :programs; level of participation of members in activities and reasons why; whether the organization is extemally-driven (e.g. fund availability, push by partner NGO) Resource mapping) « ‘Advocacy Mobilization...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 Big. 232 otherwise known as the “Higher Education Act of 1982, Section 63 of Article XII and Sections 142-143 of Article XXVI of thé Manual of Regulations for Private Higher Education of 2008, and catherréiated laws.| | | ARTICLE XIll | SEPARABILITY AND REPEALING CLAUSE Section 24) Any provision of this Order, which may thereafter be held invalid, shall not affect the|remaining provisions; All CHED igsuances of part thereof inconsistent with the provision 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. i i arn Quezon City, Philippings__ June‘ 9," 2010 Attachments: ‘ Lone 1 EMMANUEL Y. ANGELES . Chairman 1 ub someta Annex “A” = Description and Specification of Courses for BSSW ! 16 of 16