A course module

in
SW101 PHILIPPINE SOCIAL REALITIES AND
SOCIAL WELFARE

AIZA A. SALAPUDIN, RSW

LESSON 1: Anatomy of Social Problem and Related
Theories of Social Problems
LESSON 2: What is Poverty?

Prepared by:

AIZA A. SALAPUDIN, RSW

 PREFACE

The Basilan State College remains focused in its vision and mission amidst the COVID – 19 pandemic;
practicing and advocating its core values (accountability, commitment, cultural sensitivity, excellence,
spiritual uprightness and service), aligning all efforts toward its realization, mindful and compliant to both
the Commission on Higher Education Programs, Standards and Directives and Inter Agency Task Force
Guidelines and shall use instructional design in module making that is anchored on Behaviourist and
Constructivist Theories (partly crafted CHED and WUP Webinar on “Designing Instructional Modules for
Flexible Learning” last August 14, 2020 wherein Dr. Greg Pawilen, the speaker emphasized the use of
3R’s (read, reflect, and respond) as the most practical way in designing a module in as much as with do we
not have the luxury of time.
To contextualize instruction BaSC made some modifications and added steps that are based on
existing principles of learning and teaching. Hence, each lesson in the module shall be written following the
foregoing steps:
A. Activating Prior Knowledge which shall be done either through pre-test or brainstorming
to unleash what they already know about the lesson.

B. Engagement in Relevant Content and Appropriate Learning Activities. This is part of the
module where lesson content is presented, done by any or a combination of the
following: providing relevant reading articles, listening to pre-recorded lecture or viewing
materials on related active links.

C. Reflection and Response/Action shall be facilitated with the use of convergent and
divergent questions about the given reading, listening or viewing activity which shall be
followed by a task to offer provision for application of a specific skill or combination of
skills.

D. Summative Assessment shall be done at the end of every unit through a performance
task that will contribute in addressing the outcome of the course. However, the teacher
is highly encouraged to give objective type of examination for board courses.

E. Feedback to improve learning and teaching shall be done as the need arises in each
lesson of the module that shall be written in the space provided for. The teacher has to
take note of the difficulties cited by students and as much as possible look for means to
address them. Feedback shall serve as the basis for additional knowledge. Once
assimilated, it will form part of the student’s prior knowledge. Hence, the instructional
cycle continues all activities/tasks shall be answered in the designated page number
that shall be cut and returned to the teacher on the date agreed upon
 LETTER TO THE STUDENTS

Dear Students,

In the midst of the challenges brought upon by the COVID-

19 pandemic, I curated this module that will serve the key
educational tool that will bridge the process of teaching and learning
in the courseSW101 PHILIPPINE SOCIAL REALITIES AND SOCIAL
WELFARE for the entire semester of Academic Year 2020-2021.
Your midterm and final grades will solely be based on your
performances in completing every set of your learning modules.
Nonetheless, there is no reason for you to feel pressured in
continuing your educational journey as I will be behind you,
specifically during consultation time to address your learning
difficulties in the course and help you succeed.

This module is composed of five relevant sections; marked

with specific directions. All activities that will require your answer
shall be placed in the separate answer sheets that I provided which
you will detach and submit to me as scheduled every week.

Never allow anything to hinder you from achieving the best. I

believe you can! Just believe in yourself, invest interest, and exert
your effort.

Thank you and enjoy!

Truly yours,

AIZA A. SALAPUDIN, RSW

Facebook: yssayabellanasalapudin
Contact No: 09552268056
 Republic of the Philippines

BASILAN STATE COLLEGE

COLLEGE OF ARTS AND SCIENCES
Main Campus Sumagdang, Isabela City, Basilan

SOCIAL WORK DEPARTMENT

Vision: Course SW 101 WEEK/DAY 1-3
Code
A center of excellence
in instruction, research, Course PHILIPPINE SOCIAL Duration &
extension and
production directed
Description REALITIES AND SOCIAL Schedule
towards global and WELFARE
sustainable human
development.
Lesson/Topic  Anatomy of Social Lesson No. 1-2
Problem and Related
Theories of Social
Problems
Mission:  What is Poverty?
Basilan State College shall
provide quality human
resources equipped with Learning  Discuss the SPECSEG framework from contextualize base
adequate knowledge, skills, Outcome/s approach
and attitude in
technological, vocational ( local, regional and global)
and professional fields of
instruction, research,
 Illustrate social problems and needs faced in different societies
extension, and production resulting to poverty.
to improve the quality of
life of its clientele.
 Define poverty
 Explain the concepts of neoliberalism and globalization and
their implications to social reality
 Analyze the interplay of internal and external factors
impingingon and/or contribute to the growth of Philippine
society
Reference/s socialproblems/chapter/1-2-sociological-perspectives-on-social-
problems
https://www.jagranjosh.com/general-knowledge/what-is-poverty-and-
its-types
The Dimensions of Poverty Book by George F. R. Ellis

Course coach AIZA A. SALAPUDIN, RSW

LEARNING MODULE UNIT 1

SW101/Subject Module Overview
Week 1-3
To my students: We are now about to start the first lesson for the Week 1-3

Read learning materials below and do the activities given to you and answer the following
question for your assessment in your activity sheets given at the end of this module.

NOTE: DO NOTE WRITE ANYTHING ON THE MODULE.

 I.ACTIVATION ON PRIOR
KNOWLEDGE

Activity 1. Film Viewing.

Choose one of the documentary film below and make a critique paper .What are your
insights upon watching the clip? (Please refer to Annex A for the answer sheet)

https://www.youtube.com/watch?v=yKg_JP3z1o4 - Street Children in the Philippines

https://www.youtube.com/watch?v=QFLe11Kr0GI - Poverty: Is there a Hope in the

Philippines?

https://www.youtube.com/watch?v=8ipzwxXjAcA - The Philippines Baby Factory

We’re done with the first activity!!!

How was it? Is it difficult or easy? Well, don’t pressure yourself and just enjoy
learning.

Right now, we will proceed to our 1st lecture in this Chapter.

II.Engagement in the
Learning Content and
Appropriate Learning
Activities
What is Reality?

 Reality is the sum or aggregate of all that is real or existent within a system, as
opposed to that which is only imaginary. The term is also used to refer to the
ontological status of things, indicating their existence. In physical terms, reality is
the totality of a system, known and unknown.

What is Social Reality?

 The product of human dialogue, social reality may be considered as consisting of

the accepted social tenets of a community, involving thereby relatively stable laws
and social representations.

Tools for social analysis (SPECSEG)

What is Social Analysis?

 Social analysis is the practice of systematically examining a social problem, issue

or trend, often with the aim of prompting changes in the situation being analyzed.
A social problem is a situation that is viewed by some community members as
being undesirable.

Example: How would you describe your community?

 Social Analysis speaks of burning issues and realities in the communities.

 Usually a group effort since issues and realities affects other members of the
community.
  Also referred to s situationer
 The term “problem” refers to individual concern or disturbance.
 “Problem” becomes an “issue” when it affects two or more individual.

Why do we need social analysis?

 Governments act to make better lives for some groups of people. Social

analysis explains how those actions will affect all communities.We need to
understand the potential benefits and consequences of a government action on
human communities as well as the physical environment.

What Is a Social Problem?

A social problem is any condition or behavior that has negative consequences for large
numbers of people and that is generally recognized as a condition or behavior that needs
to be addressed. This definition has both an objective component and
a subjective component.

The objective component is this: For any condition or behavior to be considered a social

problem, it must have negative consequences for large numbers of people, as each
chapter of this book discusses. How do we know if a social problem has negative
consequences? Reasonable people can and do disagree on whether such consequences
exist and, if so, on their extent and seriousness, but ordinarily a body of data accumulate
from work by academic researchers, government agencies, and other sources that strongly
points to extensive and serious consequences. The reasons for these consequences are
often hotly debated, and sometimes, as we shall see in certain chapters in this book,
sometimes the very existence of these consequences is disputed. A current example
is climate change: Although the overwhelming majority of climate scientists say that
climate change (changes in the earth’s climate due to the buildup of greenhouse gases in
the atmosphere) is real and serious, fewer than two-thirds of Americans (64 percent) in a
2011 poll said they “think that global warming is happening”(Leiserowitz, et. al., 2011).

This type of dispute points to the subjective component of the definition of social

problems: There must be a perception that a condition or behavior needs to be addressed
for it to be considered a social problem. This component lies at the heart of the social
constructionist view of social problems (Rubington & Weinberg, 2010). In this view,
many types of negative conditions and behaviors exist. Many of these are considered
sufficiently negative to acquire the status of a social problem; some do not receive this
consideration and thus do not become a social problem; and some become considered a
social problem only if citizens, policymakers, or other parties call attention to the
condition or behavior.

Theories of Social Problems

Three theoretical perspectives guide sociological thinking on social problems:

functionalist theory, conflict theory, and symbolic interactionist theory. These
perspectives look at the same social problems, but they do so in different ways.
 Theoretical
Major assumptions Views of social problems
perspective

Social problems weaken a

Social stability is necessary for a
strong society, and adequate
socialization and social integration
are necessary for social stability.
Functionalism Society’s social institutions
perform important functions to help
ensure social stability. Slow social
change is desirable, but rapid social
change threatens social order.
society’s stability but do not
reflect fundamental faults in how
the society is structured. Solutions
to social problems should take the
form of gradual social reform
rather than sudden and far-
reaching change. Despite their
negative effects, social problems
often also serve important
functions for society.

Social problems arise from

Society is characterized by
pervasive inequality based on
social class, race, gender, and other
Conflict
factors. Far-reaching social change
theory
is needed to reduce or eliminate
social inequality and to create an
egalitarian society.
fundamental faults in the structure
of a society and both reflect and
reinforce inequalities based on
social class, race, gender, and
other dimensions. Successful
solutions to social problems must
involve far-reaching change in the
structure of society.

People construct their roles as they

interact; they do not merely learn
the roles that society has set out for
Social problems arise from the
them. As this interaction occurs,
interaction of individuals. People
individuals negotiate their
who engage in socially
definitions of the situations in
Symbolic problematic behaviors often learn
which they find themselves and
interactionism these behaviors from other
socially construct the reality of
people. Individuals also learn
these situations. In so doing, they
their perceptions of social
rely heavily on symbols such as
problems from other people.
words and gestures to reach a
shared understanding of their
interaction.

 According to C. Wright Mills, the sociological imagination involves the ability to

recognize that private troubles are rooted in public issues and structural problems.
 Functionalism emphasizes the importance of social institutions for social stability and
implies that far-reaching social change will be socially harmful.
 Conflict theory emphasizes social inequality and suggests that far-reaching social
change is needed to achieve a just society.
 Symbolic interactionism emphasizes the social meanings and understandings that
individuals derive from their social interaction.

Applying the Three Perspectives

To help you further understand the different views of these three theoretical perspectives,
let’s see what they would probably say about armed robbery, a very serious form of
crime, while recognizing that the three perspectives together provide a more
comprehensive understanding of armed robbery than any one perspective provides by
itself.

A functionalist approach might suggest that armed robbery actually serves positive
functions for society, such as the job-creating function mentioned earlier for crime in
general. It would still think that efforts should be made to reduce armed robbery, but it
would also assume that far-reaching changes in our society would be neither wise nor
necessary as part of the effort to reduce crime.

Conflict theory would take a very different approach to understanding armed robbery. It
might note that most street criminals are poor and thus emphasize that armed robbery is
the result of the despair and frustration of living in poverty and facing a lack of jobs and
other opportunities for economic and social success. The roots of street crime, from the
perspective of conflict theory, thus lie in society at least as much as they lie in the
individuals committing such crime. To reduce armed robbery and other street crime,
conflict theory would advocate far-reaching changes in the economic structure of society.

For its part, symbolic interactionism would focus on how armed robbers make such
decisions as when and where to rob someone and on how their interactions with other
criminals reinforce their own criminal tendencies. It would also investigate how victims
of armed robbery behave when confronted by a robber. To reduce armed robbery, it
would advocate programs that reduce the opportunities for interaction among potential
criminal offenders, for example, after-school programs that keep at-risk youths busy in
“conventional” activities so that they have less time to spend with youths who might help
them get into trouble.

What is Poverty?

Poverty is an economic state where people are experiencing scarcity or the lack of certain
commodities that are required for the lives of human beings like money and material
things. Therefore, poverty is a multifaceted concept inclusive of social, economic and
political elements.
Poverty is an economic state where people are experiencing scarcity or the lack of certain
commodities that are required for the lives of human beings like money and material
things. Therefore, poverty is a multifaceted concept inclusive of social, economic and
political elements.

The word poverty comes from French word “poverté” which means poor.

On the basis of social, economical and political aspects, there are different ways to
identify the type of Poverty:
1.  Absolute poverty.
2.  Relative Poverty.
3.  Situational Poverty.
4.  Generational Poverty.
5.  Rural Poverty.
6.  Urban Poverty.

Now let us understand them one by one:

1. Absolute poverty: Also known as extreme poverty or abject poverty, it involves the
scarcity of basic food, clean water, health, shelter, education and information. Those who
belong to absolute poverty tend to struggle to live and experience a lot of child deaths
from preventable diseases like malaria, cholera and water-contamination related diseases.
Absolute Poverty is usually uncommon in developed countries.

It was first introduced in 1990, the “dollar a day” poverty line measured absolute poverty
by the standards of the world's poorest countries. In October 2015, the World Bank reset
it to $1.90 a day. This number is controversial; therefore each nation has its own
threshold for absolute poverty line.

2. Relative Poverty: It is defined from the social perspective that is living standard
compared to the economic standards of population living in surroundings. Hence it is a
measure of income inequality. For example, a family can be considered poor if it cannot
afford vacations, or cannot buy presents for children at Christmas, or cannot send its
young to the university.

Usually, relative poverty is measured as the percentage of the population with income
less than some fixed proportion of median income.

3. Situational Poverty: It is a temporary type of poverty based on occurrence of an

adverse event like environmental disaster, job loss and severe health problem.
People can help themselves even with a small assistance, as the poverty comes because of
unfortunate event.

4. Generational Poverty: It is handed over to individual and families from one

generation to the one. This is more complicated as there is no escape because the people
are trapped in its cause and unable to access the tools required getting out of it.

“Occurs in families where at least two generations have been born into poverty. 
Families living in this type of poverty are not equipped with the tools to move out of their
situation” (Jensen, 2009).

5. Rural Poverty: It occurs in rural areas with population below 50,000. It is the area
where there are less job opportunities, less access to services, less support for disabilities
and quality education opportunities. People are tending to live mostly on the farming and
other menial work available to the surroundings.

The rural poverty rate is growing and has exceeded the urban rate every year since data
collection began in the 1960s. The difference between the two poverty rates has averaged
about 5 percent for the last 30 years, with urban rates near 10–15 percent and rural rates
near 15–20 percent (Jolliffe, 2004).

6. Urban Poverty: It occurs in the metropolitan areas with population over 50,000.
These are some major challenges faced by the Urban Poor:
•    Limited access to health and education.
•    Inadequate housing and services.
•    Violent and unhealthy environment because of overcrowding.
•    Little or no social protection mechanism.
 Keeping the multiple dimensions of poverty at the heart of development

 Impressive gains in reducing extreme poverty have been made at the global
level, but the world is still far from ending poverty.
 Many people who have escaped poverty as defined by Millennium
Development Goal 1a are still poor according to different thresholds of income
poverty, or when measuring poverty according to its many other dimensions.
The MDGs’ focus on global progress also masks uneven progress across and
within countries, localities and population groups.
 Uneven progress reflects a fundamental weakness in current approaches to
measuring poverty, influencing the targets chosen and the policies adopted. The
goals framework which replaces the MDGs should get these approaches right if
it is to meet the urgent challenge of ending poverty in all its dimensions.
 A wide range of policies beyond those focused on growth will be essential to
redistribute resources, devise and implement targeted approaches to reduce
poverty and inequality and to increase resilience.
 The future goals framework should: promote inclusive and sustainable
economies that improve well-being and enable all, including the poorest, to
participate in and benefit from economic growth; include a goal of reducing
income inequality; and a set of indicators of inequality across the various goals;
include multidimensional measures of poverty; be global, but recognise
national realities; and integrate poverty and environment objectives.
 The OECD is developing a range of measures and indices for measuring the
multiple, non-income dimensions of poverty, from well-being, to gender and
social cohesion. These could be considered in defining the new development
goals beyond 2015.

FOUR APPROACHES TO POVERTY

The monetary approach

This is the traditional approach, which most people and experts hold (even if they don’t
know they do). It basically defines poverty as the lack of material resources, i.e. income.
That is, people are poor if they don’t have money.

Capability approach

The Capability approach, proposed by novel prize laureate Amartya Sen, goes beyond the
materialistic understanding of poverty of the monetary approach. It notes that material
resources are not enough to guarantee well-being since their presence doesn’t entail their
enjoyment. As we mentioned before, a rich person with a disease might not be able to
enjoy his wealth. He may actually be greatly deprived, or, in other words, be poor.
Considering this, the capability approach defines poverty as the lack of opportunities to
enjoy the kind of lives people value. The approach calls this opportunities “capabilities, ”
and gets its name from this concept.
Social Exclusion

The Social Exclusion approach also notes the narrowness of the monetary approach, but
focuses on the processes of marginalization to specific groups. For example, some people
may have good jobs, but if they are marginalized by the majority because of their
race/religion/ethnicity/etc., then they cannot be said to have a good life. According to this
approach, a person may be suffering poverty if he or she is being excluded by other
members of society.

Participatory approaches

Participatory approaches do not bother to ask the experts what poverty is. Rather, they
seek to understand poverty from the perspective of the poor. They gather the testimonies
of greatly deprived people on what poverty is. Based on these testimonies, they note
common themes and propose a broad conception of poverty which includes many
dimensions.

Philippines Causes of Poverty
From one perspective, poverty is a function of total output of an economy relative to its
population--GNP per capita--and the distribution of that income among families. In the
World Bank's World Development Report, 1990, the Philippines were ranked at the lower
end of the grouping of lower middle-income economies. Given its relative position, the
country should be able to limit the extent of poverty with a reasonably equitable sharing
of the nation's income. In fact, the actual distribution of income was highly skewed.
Although considerable underreporting was thought to occur among upper-income
families, and incorrect reporting from lack of information was common, particularly with
respect to noncash income, the data were adequate to provide a broad overview.

In 1988 the most affluent 20 percent of families in the Philippines received more than 50
percent of total personal income, with most going to the top 10 percent. Below the richest
10 percent of the population, the share accruing to each decile diminished rather
gradually. A 1988 World Bank poverty report suggested that there had been a small shift
toward a more equal distribution of income since 1961. The beneficiaries appear to have
been middle-income earners, however, rather than the poor.

The World Bank report concluded, and many economists associated with the Philippines
concurred, that the country's high population growth rate was a major cause of the
widespread poverty, particularly in the rural areas. Implementation of a government-
sponsored family-planning program, however, was thwarted by stiff opposition from the
hierarchy of the Roman Catholic Church. Church pronouncements in the late 1980s and
early 1990s focused on injustice, graft and corruption, and mismanagement of resources
as the fundamental causes of Philippine underdevelopment. These issues were in turn
linked to the concentration of control of economic resources and the structure of the
economy. Land ownership was highly unequal, but land reform initiatives had made little
progress.

In urban areas also, the extent of poverty was related to the concentrated control of
wealth. Considerable portions of both industry and finance were highly monopolized.
Access to finance was severely limited to those who already possessed resources. The
most profitable investment opportunities were often in areas in which tariff or other forms
of government protection ensured high profits but did not necessarily result in rapidly
expanding employment opportunities. In her election campaign President Aquino pledged
to destroy the monopolies and structures of privilege aggravated by the Marcos regime.
She looked to the private sector to revitalize the economy, create jobs for the masses of
Filipinos, and lead the society to a higher standard of living. The state-protected
monopolies were dismantled, but not the monopoly structure of the Philippine economy
that existed long before Marcos assumed power. In their privileged positions, the
business elite did not live up to the President's expectations. As a consequence,
unemployment and, more importantly for the issue of poverty, underemployment
remained widespread.

Philippine strategy for sustainable development

The goal of the Philippine strategy for sustainable development (PSSD) is to achieve
economic growth with adequate protection of the country's biological resources and its
diversity, vital ecosystem functions, and overall environmental quality. The PSSD has for
its core a number of implementing strategies. This is aimed at resolving and reconciling
the diverse and sometimes conflicting environmental, demographic, economic and natural
resource use issues arising from the country development efforts. The strategies are:

1) Integration of environmental considerations in decision-making;

2) Proper pricing of natural resources;
3) Property rights reform;
4) Establishment of an integrated protected areas system;
5) Rehabilitation of degraded ecosystems;
6) Strengthening of residuals management in industry (pollution control);
7) Integration of population concerns and social welfare in development planning;
8) Inducing growth in rural areas;
9) Promotion of environmental education; and
10) Strengthening of citizen's participation and constituency building.

END OF OUR LESSON

III. REFLECTION/RESPONSE
ACTION

Activity 2. Poster Making

Imagine the current situation of the Philippines. Widen your imagination and create a
poster regarding the poverty here in our country and place it in a 1/8 size cardboard.
(50pts) Goodluck!
Activity 3. Essay
After making your poster, now explain and describe the message of your drawing.
(Please refer to Annex B for the answer sheets.) (50pts.)
IV. SUMMATIVE
ASSESSMENT

Activity 4. List down the possible roots of poverty using this graphic organizer. ( Please
refer Annex C for the Answer sheets)

POVERTY

V. FEEDBACK

PLEASE LEAVE A REPLY!

 Republic of the Philippines
BASILAN STATE COLLEGE
COLLEGE OF ARTS AND SCIENCES
Main Campus Sumagdang, Isabela City, Basilan

Vision:
A center of excellence
in instruction, research,
extension and
production directed
ANNEX A
towards global and
sustainable human
development.

Activity 1. Film Viewing.

Mission:
Choose one of the documentary film below and make a critique paper .What are your
Basilan State College shall
provide quality humaninsights upon watching the clip? (Please refer to Annex A for the answer sheet)
resources equipped with
adequate knowledge, skills,
and attitude in
technological, vocational ______________________________________________________________________________
and professional fields of
instruction, research, ______________________________________________________________________________
extension, and production
to improve the quality of
______________________________________________________________________________
life of its clientele. ______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________
 Republic of the Philippines
BASILAN STATE COLLEGE
COLLEGE OF ARTS AND SCIENCES
Main Campus Sumagdang, Isabela City, Basilan

Vision:
A center of excellence
in instruction, research,
extension and
ANNEX B
production directed
towards global and
sustainable human
development.

Activity 3. Essay
After making your poster, now explain and describe the message of your drawing.
Mission: (Please refer to Annex B for the answer sheets.) (50pts.)
Basilan State College shall
provide quality human
resources equipped with ___________________________________________________
adequate knowledge, skills, Title
and attitude in
technological, vocational
and professional fields of
instruction, research,
extension, and production ______________________________________________________________________________
to improve the quality of
life of its clientele. ______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________________________
 Republic of the Philippines
BASILAN STATE COLLEGE
COLLEGE OF ARTS AND SCIENCES
Main Campus Sumagdang, Isabela City, Basilan

Vision:
A center of excellence
in instruction, research,
extension and
production directed
ANNEX C
towards global and
sustainable human
development.

Activity 4. List down the possible roots of poverty using this graphic organizer.
(Please refer Annex C for the Answer sheets)
Mission:
Basilan State College shall
provide quality human
resources equipped with
adequate knowledge, skills,
and attitude in
technological, vocational
and professional fields of
instruction, research,
extension, and production
to improve the quality of
life of its clientele.

POVERTY
 Republic of the Philippines
BASILAN STATE COLLEGE
COLLEGE OF ARTS AND SCIENCES
Main Campus Sumagdang, Isabela City, Basilan

Vision:
A center of excellence
in instruction, research,
extension and
ANNEX D
production directed
towards global and
sustainable human
development.

PLEASE LEAVE A REPLY!

Mission:
Basilan State College shall
provide quality human
resources equipped with
adequate knowledge, skills,
and attitude in
technological, vocational
and professional fields of
instruction, research,
extension, and production
to improve the quality of
life of its clientele.