Republic of the Philippines

Bulacan State University

City of Malolos, Bulacan

GRADUATE SCHOOL

COURSE SYLLABUS
PHILIPPINE ADMINISTRATIVE SYSTEM
AY 2023-2024

COLLEGE: Graduate School

COURSE CODE: PA 504

COURSE TITLE: Philippine Administrative System

FACULTY MEMBER: Arnel F. Mendoza, MCD, DPA

PRE-REQUISITE/S: None

CONSULTATION HOURS: 1500H to 1700H, Mondays to Fridays

COURSE DESCRIPTION:
This course deals with the architecture of the Philippine administrative
system—its contours, nodes of power, and cross-functional dynamics.

University Vision
Bulacan State University is a progressive knowledge-generating institution,
globally recognized for excellent instruction, pioneering research, and
responsive community engagements.

University Mission
Bulacan State University exists to produce highly competent, ethical and
service-oriented professionals that contribute to the sustainable socio-
economic growth and development of the nation.

Core Values: SOAR BulSU!

S - Service to God and Community
O - Order and Peace
A - Assurance of Quality and Accountability
R - Respect and Responsibility
 BulSU Ideal Graduates Attributes (BIG A)
The BulSU Ideal Graduates Attributes (BIG A) reflect the graduate’s capacity
as:
a. Highly and globally competent;
b. Ethical and service-oriented citizen;
c. Analytical and critical thinker; and
d. Reflective life-long learner.

Program Educational Objectives (PEO)

Master in Public Administration

Program Educational University Mission

Objectives (PEOs) BIG-a BIG-b BIG-c BIG-d

1. Prepare students to Highly and

assume the role of high- globally
competent
level public servants in the
areas of management of
government, public
enterprises, non-
government, and private
nonprofit sectors.

2. Equip the students with Highly and Analytical Reflective

scientific knowledge of globally and critical life-long
competent thinker learner
administrative and
management concepts and
theories useful in
formulating solutions to
problems associated with
public and nonprofit
administration.

3. Provide students with Ethical and Analytical

knowledge and service- and critical
oriented thinker
understanding of the laws, citizen
rules, norms, and traditions
that shape the internal
structure, efficiency, and
innovativeness of public
sector and nonprofit
organizations.
 Program Educational University Mission
Objectives (PEOs) BIG-a BIG-b BIG-c BIG-d

4. Enhance students’ Analytical Reflective

research capability in the and critical life-long
thinker learner
areas of public
administration, policy
formulation and analysis,
development management,
global governance, human
resource development, and
in contemporary issues in
public affairs management

PROGRAM OUTCOMES (PO)

On completion of the course, the student is expected to be able to do the
following:

Program Educational Objectives

Program Outcomes
PEO1 PEO2 PEO3 PEO4

1. Demonstrate an advanced
knowledge and skills in a
specialized, interdisciplinary, or ✔ ✔
multidisciplinary field of study for
professional practice.

2. Demonstrate mastery for self-

directed research. ✔ ✔

3. Demonstrate a lifelong learning

skill with a highly substantial
degree of independence that
involves individual work or teams ✔
of interdisciplinary, or
multidisciplinary experts.

4. Apply the skills in research,

professional, or creative work. ✔ ✔
LEARNING OUTCOMES (LO)
On completion of the course, the student is expected to be able to do the
following:

BulSU Mission
Learning Outcomes
Elements

LO 1. Use empirical and theoretical materials

and offer structured arguments in each
person’s work and, in so doing, present
opinions and counterarguments based on
facts and data anchored on logic.
Highly competent
professionals
LO 2. Use a systems approach in taking a wider
view of why and how the structures of
administrative organs are formed as such;
taking into consideration the country’s
history and political dynamics

LO 3. Formulate and apply sustainable

interventions and actions on the system’s
leverage points, where micro changes can
result to macro changes, and, in the
Ethical professionals
process, improve the people’s lives;
recognizing that each action or solution
has consequences whether intended or
unintended.

LO 4. Recognize that the manner the

architecture of government is organized
Service-oriented and structured impact the situation of a
professionals country—whether it will remain in
stagnation or take the bold path towards
shared prosperity.

Professionals that
contribute to the LO 5. Locate leverage points to change system
sustainable socio- behaviors and improve system
economic growth and performance.
development of the nation
FINAL COURSE OUTPUT
As evidence of attaining the above learning outcomes (LO), the students are
required to accomplish and submit the following:

You are a state actor. Supply your preferences in the following, and provide
rational explanations to your decisions:

Type of Process (select Rationalization

TABLE 1
one) (reason/s why)
Who will formulate the ◌ Executive-directed (by
system and structure of the chief executive)
the new government?
What process would ◌ Traditional legislature
you take? ◌ Assembly of delegates
If you chose the process of assembly of delegates:
Who would comprise it? How will delegates be chosen?

At the national level, the idea of bipartite and tripartite governments

where power is dispersed horizontally is anchored on the concept of
establishing multiple centers or nodes of power to prevent autocracy of a
particular organ of government. However, it is up to the framers’ choice to either
disperse or aggregate power. Aggregation is lowering the number of
independent actors or organs of government that have exclusive power to make
certain governmental decisions (Wahiu, 2011).

Horizontal Allocation and Rationalization

TABLE 2
Node/s of Power (select one) (reason/s why)
How should If you answered
power be “dispersed,” to
allocated? which branches of
◌ Dispersed government
should power be
distributed?
Enumerate.
If you answered
“aggregated,” to
which branch of
◌ Aggregated government
should power be
concentrated?
 Rationalization
TABLE 3 Key Questions
(reason/s why)
Should the head Be directly elected by the people for a
of government: fixed term or shall s/he derive his/her
legitimacy from the legislature,
making his/her origin and survival
dependent on the legislature?

◌ Yes
◌ No
Be also the head of state? If so, shall
s/he be elected by the people
(presidential system) or by the
legislature (1899 Malolos
Constitution)?

◌ Yes
◌ No
Be a dual executive with a directly
elected head of state and a head of
government that is selected by both
the head of state and the legislature?

◌ Yes
◌ No

If you chose dual executive, answer the follow-ups:

In the case of a dual executive, shall the head of state have the power to
appoint/select/dismiss the head of government?

In a dual executive, shall the head of state be involved in appointing

and/or dismissing cabinet members or shall this power vest exclusively
in the head of government?
Architecture of the Executive Rationalization
TABLE 4
Branch (select one) (reason/s why)
Should the
position of head ◌ A single person?
of government ◌ A collegial executive, where
(and head of the presidency is composed of
state) exercised several members?
by:
If you chose collegial executive, answer the follow-up:

Should all members of the presidency have the same powers or shall they
have weighted powers, requiring the presidency to decide collectively only on
important issues?
Rationalization
TABLE 5 Key Questions
(reason/s why)
Architecture Should the legislature be:

◌ Unicameral?
◌ Bicameral?
Compostition of According to which electoral system
the legislature shall the legislature be composed?
Shall there be a simple plurality
system or a proportional
representation system or a mixture of
the two?

◌ Simple plurality
◌ Proportional representation
◌ Combination of vote
Shoud the legislature be:

◌ Exclusively elected by the

people?
◌ Filled by appointment of the
executive?
◌ Elected by the people though
some seats will be filled by
appointment of the legislature
itself?
Vertical Should there be legislatures at various
distribution of levels of government in the country,
legislative power i.e. local governments?

◌ Yes
◌ No
If you answered “yes,” what legislative powers should be
transferred to the lower levels of governments?
Enumerate.
 TABLE 6 Key Questions
Role of the
judiciary What is the role of the judicial branch?

How does the judiciary contribute to ensuring the rule of

law?
What checks and balances exist between the judiciary
and other branches?
Powers of the What is the role of the judicial branch in enforcing the
judiciary guarantees of the constitution?
What laws and decisions can be reviewed by the
judiciary?

Which courts can exercise judicial review?

What checks may the judiciary exercise over other

branches?
How is the judiciary involved in the administration of
elections and political parties?
Composition of
the judiciary How are judges selected? Who selects them?

Under which criteria?

How long might judges serve?

How are judges removed?

Decentralization or the vertical distribution of governmental power is

designed to place the delivery of services within people’s reach, for efficiency
and accountability purpose; and to encourage coherence among various
groups within a country.

Rationalization
TABLE 7 Vertical Allocation of Power
(reason/s why)
National and From a vertical perspective, should
local there be various levels of
administration administration or levels of government
in the country aside from the national
government (i.e. local governments)?

◌ Yes
◌ No
 If your answer is Should the respective head of local
“yes”: administration be elected by the
people of that unit or shall s/he be
appointed by the national executive?

◌ Yes
◌ No
Should the local government be able to
raise its own revenues independently
from the national government?

◌ Yes
◌ No
Should the local government
implement national policies, or should
be empowered to determine the
policies with regard to specific issues
autonomously?

◌ Yes
◌ No

Scoring Rubrics
Each table will be scored as follows:

CONTENT
The idea is clearly well thought out
and based on the needs of today’s
society. Proposal is clear and Exceeds Meets Approaches Below
precise, easily identifiable, takes Expectations Expectations Expectations Expectations
advantage of new insights and (5 points) (4 points) (3 points) (2 points)
perspectives or approaches, idea is
original and sophisticated.

RATIONALE
Problem and/or existing policy is
thoroughly described. The history
of the problem/policy is included.
The rational clearly identifies and
Exceeds Meets Approaches Below
explains reasons why such
Expectations Expectations Expectations Expectations
amendment should be made. Each
(5 points) (4 points) (3 points) (2 points)
assertion is supported with
researchable and verifiable support
from reputable sources. No bias is
evident in the analysis.
EFFECT
Proposal’s impact on other
systems, and all its possible
weaknesses are identified.
Evaluative review of the policy is Exceeds Meets Approaches Below
included. All relevant policy factors Expectations Expectations Expectations Expectations
affecting the policy are addressed. (5 points) (4 points) (3 points) (2 points)
Ambiguities, conflicts, problems,
and contradictions related to the
policies are explained.

GRADING SYSTEM

Elements Score

Attendance 10%

Participation/Recitation 30%

Projects, Outputs, and

30%
Activities

Term Examination
30%
(Final Output)

Total 100%

Score (%) Grade

97-100 1.00

94 – 96 1.25

91 – 93 1.50

88 – 90 1.75

85 – 87 2.00

82 – 84 2.25

79 – 81 2.50

76 – 78 2.75

75 (Passed) 3.00

Conditional Passed 4.00

 Failed 5.00

Incomplete INC.

Officially Dropped D

Unofficially Dropped UD

Failure due to
FDA
Absences

LEARNING EPISODES

Learning
Topics Weeks Learning Activities
Outcomes

Orientation and Focused instruction

Grouping

- Course syllabus
- Class policies
1

LO2 A Systems Approach to

Viewing the Philippine
Administrative System
(Rewiring Our Brains)

LO1, LO2, Presentation 1:

LO4 Contextualization: The
Birth of Government

Suggested reading:

Raadschelders, J., & 2

Vigoda-Gadot, E. (2015).
Global Dimensions of
Public Administration and
Governance: A
Comparative Voyage, 17-
40. John Wiley & Sons.
 Learning
Topics Weeks Learning Activities
Outcomes

LO1, LO2, Presentation 2:

LO4 Territoriality

Suggested reading:

Raadschelders, J., &

Vigoda-Gadot, E. (2015). 2
Global Dimensions of
Public Administration and
Governance: A
Comparative Voyage, 41-
69. John Wiley & Sons.

LO1, LO2, Presentation 3: Political

LO4 Systems and the Multi-
Tiered Government

Suggested reading:

Raadschelders, J., & 2

Vigoda-Gadot, E. (2015).
Global Dimensions of
Public Administration and
Governance: A
Comparative Voyage, 97-
128. John Wiley & Sons.

LO1, LO2, Presentation 4: The Guided instruction

LO4 “Haop”: The Sixteenth
Century Philippine Collaborative learning
Administrative System—
Presentation and Critique Independent learning
of the System

Suggested reading:
2
Scott, W. H. (1994).
Barangay: sixteenth-
century Philippine culture
and society, 127-
140,173-177,183-
184,219-228. Quezon
City: Ateneo De Manila
University Press.
 Learning
Topics Weeks Learning Activities
Outcomes

LO1, LO2, Presentation 5: The Guided instruction

LO4 Philippine Administrative
System during the Collaborative learning
2
Spanish Regime—
Presentation and Critique Independent learning
of the System

LO1, LO2, Presentation 6: The

LO4 Political Economy of the
Philippines under
Spain—Presentation and
Critique of the System

Suggested reading:

Fradera, J. M. (2004).
The historical origins of 3
the Philippine economy: a
survey of recent research
of the Spanish colonial
era. Australian Economic
History Review, 44(3),
307–320.
https://doi.org/10.1111/j.1
467-8446.2004.00124.x

LO1, LO2, Presentation 7: The Guided instruction

LO4 Aborted Philippine
Administrative System: Collaborative learning
The 1899 Architecture of
Government— Independent learning
Presentation and Critique
of the System

Suggested readings:

Calderón, F., & 3

Buencamino, F. (1899,
January 20). La
Constitución De Malolos.
Malolos.

Mabini, A. (1898).
Programa Constitucional
de la República Filipina.
Kavite: D. Zacarias
Fajardo.
 Learning
Topics Weeks Learning Activities
Outcomes
Malcolm, G. A. (1921,
March). The Malolos
Constitution. Political
Science Quarterly, 36(1),
91-103.

LO1, LO2, Presentation 8: The Guided instruction

LO4 1899 Philippine
Administrative System Collaborative learning
and the Iron Law of
Oligarchy: Creating an Independent learning
Oligarchy to Prevent
Oligarchy—Presentation
and Critique

Suggested readings:

Calderón, F. G. (1907).
Mis memorias sobre la
revolución filipina:
segunda etapa, 1898 á
1901. Manila: Imp. de el
Renacimiento. Retrieved
from
https://quod.lib.umich.edu 3
/p/philamer/ARB8046.000
1.001?view=toc

Michels, R. (1915).
Political Parties: A
Sociological Study of the
Oligarchical Tendencies
of Modern Democracy.
(E. Paul, & C. Paul,
Trans.) Kitchener,
Ontario: Batoche Books,
2001.

Malcolm, G. A. (1921,
March). The Malolos
Constitution. Political
Science Quarterly, 36(1),
91-103.
 Learning
Topics Weeks Learning Activities
Outcomes

LO1, LO2, Presentation 9: The Guided instruction

LO4 Philippine Administrative
System during the Collaborative learning
American Occupation of 3
the Philippines— Independent learning
Presentation and Critique
of the System

LO1, LO2, Presentation 10: The Guided instruction

LO4 Philippine Administrative
System during the Collaborative learning
American Occupation of 3
the Philippines— Independent learning
Presentation and Critique
of the System

LO1, LO2, Presentation 11: The Guided instruction

LO4 Philippine Administrative
System during the Collaborative learning
Japanese Occupation of 4
the Philippines— Independent learning
Presentation and Critique
of the System

LO1, LO2, Presentation 12: The Guided instruction

LO4 1973 Philippine
Administrative System— Collaborative learning
Presentation and Critique
of the System Independent learning
4
Suggested readings:

Sison, C. V. (1988).
Comparative Study of the
1987, 1973, and 1935
Philippine Constitutions.
 Learning
Topics Weeks Learning Activities
Outcomes

LO1, LO2, Presentation 13: The Guided instruction

LO4 1899, 1935, 1973, and
1987 Philippine Collaborative learning
Administrative Systems:
Comparisons and Independent learning
Critique

Suggested reading:

Calderón, F., &

Buencamino, F. (1899,
January 20). La
Constitución De Malolos.
Malolos.

Malcolm, G. A. (1921, 4
March). The Malolos
Constitution. Political
Science Quarterly, 36(1),
91-103.

Mulder, N. (2012). The

Insufficiency of Filipino
Nationhood. Moussons.
https://doi.org/10.4000/m
oussons.1690

Sison, C. V. (1988).
Comparative Study of the
1987, 1973, and 1935
Philippine Constitutions.

LO1, LO2, Presentation 14: Guided instruction

LO4 Horizontal Distribution of
Power in the Present Collaborative learning
Philippine Government
(Executive-Legislative- Independent learning
Judiciary) —Presentation
and Critique of the
System 4
Suggested reading:

Lazo, R. S. (2009).
Philippine Governance
and the 1987
Constitution. Rex
Bookstore, Inc.
 Learning
Topics Weeks Learning Activities
Outcomes

LO1, LO2, Presentation 15: Vertical Guided instruction

LO4 Distribution of Power in
the Present Philippine Collaborative learning
Government (From the
National to the Sub- Independent learning
national)—Presentation
and Critique of the
System

Suggested readings:
4
Lazo, R. S. (2009).
Philippine Governance
and the 1987
Constitution. Rex
Bookstore, Inc.

P. (2008). Rules and

Regulations
Implementing the Local
Government Code of
1991: R.A. 7160.

LO1, LO2, Presentation 16: Guided instruction

LO4 Building Administrative
Institutions and Designing Collaborative learning
the Contours of Political
Architecture Independent learning

Suggested readings:

Galligan, D. J., &

Versteeg, M. (2013).
Social and Political
4
Foundations of
Constitutions. Cambridge
University Press.

Rhodes, R. A., Binder, S.

A., & Rockman, B. A.
(Eds.). (2006). The
Oxford Handbook of
Political Institutions. New
York: Oxford University
Press.
 Learning
Topics Weeks Learning Activities
Outcomes

Tushnet, M. (2014).
Advanced Introduction to
Comparative
Constitutional Law.
Cheltenham, UK;
Northampton, MA, USA:
Elgar Advanced
Introductions.

Wahiu, W. (2011). A
Practical Guide to
Constitution Building: An
Introduction. Stockholm:
International Institute for
Democracy and Electoral
Assistance (International
IDEA).

LO3, LO5 Final Presentation Oral and written presentation

5
of the course output
REFERENCES

Senge, P., Smith, B., Kruschwitz, N., Laur, J., Schley, S., & Brealey, N.
(2008). The Necessary Revolution (How Individuals and Organizations
Are Working Together). Penguin Ramdom House.

Stroh, D. P. (2015). Systems Thinking for Social Change: A Practical Guide to

Solving Complex Problems, Avoiding Unintended Consequences, and
Achieiving Lasting Results. White River Junction, Vermont: Chelsea
Green Publishing.

Sweeney, L. B., & Meadows, D. (2010). The Systems Thinking Playbook.

https://www.researchgate.net/figure/The-Iceberg-Model-of-
analysis_fig2_324971425: Chelsea Green Publishing. Retrieved from
https://www.researchgate.net/figure/The-Iceberg-Model-of-
analysis_fig2_324971425

SUGGESTED READINGS AND RESOURCES

Calderón, F. G. (1907). Mis memorias sobre la revolución filipina: segunda

etapa, 1898 á 1901. Manila: Imp. de el Renacimiento. Retrieved from
https://quod.lib.umich.edu/p/philamer/ARB8046.0001.001?view=toc

Calderón, F., & Buencamino, F. (1899, January 20). La Constitución De

Malolos. Malolos.

Fradera, J. M. (2004). The historical origins of the Philippine economy: a

survey of recent research of the Spanish colonial era. Australian
Economic History Review, 44(3), 307–320.
https://doi.org/10.1111/j.1467-8446.2004.00124.x. Download link:
https://1drv.ms/b/s!Ahz8hSzQku9ahNJnFkY0Qrqs1AleVQ?e=J6s23C

Galligan, D. J., & Versteeg, M. (2013). Social and Political Foundations of

Constitutions, 182-204. Cambridge University Press. Download link:
https://1drv.ms/b/s!Ahz8hSzQku9ahOsxhVZUTGKjw_CUzw?e=0DVBO
V

Lazo, R. S. (2009). Philippine Governance and the 1987 Constitution. Rex

Bookstore, Inc.

Mabini, A. (1898). Programa Constitucional de la República Filipina. Kavite:

D. Zacarias Fajardo.

Malcolm, G. A. (1921, March). The Malolos Constitution. Political Science

Quarterly, 36(1), 91-103. Download link:
https://1drv.ms/b/s!Ahz8hSzQku9ahOsm-IYye6WH_NT_og?e=gPCYci

Mulder, N. (2012). The Insufficiency of Filipino Nationhood. Moussons.

https://doi.org/10.4000/moussons.1690. Download link:
https://1drv.ms/b/s!Ahz8hSzQku9ah-YSph4aSJh1TnFfPw?e=Gu7Orv
P. (2008). Rules and Regulations Implementing the Local Government Code
of 1991: R.A. 7160.

Raadschelders, J., & Vigoda-Gadot, E. (2015). Global Dimensions of Public

Administration and Governance: A Comparative Voyage. John Wiley &
Sons. Download link:
https://1drv.ms/b/s!Ahz8hSzQku9aid5K19WpdZjcVg056A?e=uMGDo2

Rhodes, R. A., Binder, S. A., & Rockman, B. A. (Eds.). (2006). The Oxford
Handbook of Political Institutions, 114-115. New York: Oxford
University Press. Download link:
https://1drv.ms/b/s!Ahz8hSzQku9ahNMYs4YyiTsLHujFTQ?e=7CntlQ

Scott, W. H. (1994). Barangay: sixteenth-century Philippine culture and

society, 127-140,173-177,183-184,219-228. Quezon City: Ateneo De
Manila University Press. Download link:
https://1drv.ms/b/s!Ahz8hSzQku9arh_tWNV90pW_1ZEA?e=AlmphJ

Sison, C. V. (1988). Comparative Study of the 1987, 1973, and 1935

Philippine Constitutions.

Tushnet, M. (2014). Advanced Introduction to Comparative Constitutional

Law. Cheltenham, UK; Northampton, MA, USA: Elgar Advanced
Introductions. Download link:
https://1drv.ms/b/s!Ahz8hSzQku9ahNlMkIWqQ2xaIxJ-lg?e=nX9AdP

Wahiu, W. (2011). A Practical Guide to Constitution Building: An Introduction.

Stockholm: International Institute for Democracy and Electoral
Assistance (International IDEA). Download link:
https://1drv.ms/b/s!Ahz8hSzQku9ah8NwQZFWRzOehV1_cA?e=l1sKh
4

INSTRUCTIONAL MATERIALS
1. Slides, laptop, projection device
2. Digital handouts
3. Writing implements

CLASSROOM POLICIES
1. For each session day, each student is eligible to receive fifty (50) points
worth of Class Work.
2. To earn fifty (50) points per session day, a student may:
a. Participate in the class discussion: Each verbal manifestation or
recitation motu proprio is equivalent to five (5) points. The designated
class secretary will tally the number of times of recitation per student,
and the total number of which for the entire session day will be
multiplied by five (5) points; and/or
b. Present: Each oral presentation is equivalent up to fifty (50) points
possible.
ORAL PRESENTATION GUIDELINES
1. Depending on the number of students per class, a student may be required
to produce and present more than one (1) presentation for the entire
duration of the course.
2. Each presentation must run for not less than forty (40) minutes but not more
than ninety (90) minutes. The designated class secretary shall take note of
the time, and prompt the presenter of such.
3. Reference materials for each presentation are provided; however, the
presenter may use other sources IN ADDITION to those provided. The
reference materials provided will be the main sources of information that
must be incorporated in the presentation.
4. The presenter is encouraged to facilitate class participation to make the
presentation more dynamic and interactive. Class participation in the
presentation will be counted as recitation and will be graded as such.

CONSULTATION HOURS:

DAY/S TIME
Mondays to Fridays 1500H to 1700H

Prepared by:

ARNEL F. MENDOZA
Professor

Checked by:

_____________________________
Area Chairperson

Approved:

TEODY C. SAN ANDRES

Dean
 DECLARATION
I have read and understood the above course syllabus in full and in
participating in this course I agree to the above rules. I have a
clear understanding of the policies and my responsibilities, and I
have discussed everything unclear to me with the instructor.
I will adhere to the academic integrity and policy and I will treat my
fellow students and my teacher with due respect.
I understand that this course syllabus can be modified or overruled
by announcements of the instructor in class or in any social media
site at any time.

Student’s Copy

--------------------------------------Cut here---------------------------------------

DECLARATION
I have read and understood the above course syllabus in full and in
participating in this course I agree to the above rules. I have a
clear understanding of the policies and my responsibilities, and I
have discussed everything unclear to me with the instructor.
I will adhere to the academic integrity and policy and I will treat my
fellow students and my teacher with due respect.
I understand that this course syllabus can be modified or overruled
by announcements of the instructor in class or in any social media
site at any time.

Printed Name & Section Signature Date

Instructor’s Copy