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COURSE SYLLABUS
GE-SS 101- THE CONTEMPORARY WORLD (W/ ASEAN INTEGRATION
1st Semester, AY 2024-2025

National Goal : The attainment of globally competitive Filipinos through quality and excellent education, relevant and responsive to
changing environment, accessible and equitable to deserving students, and efficient and effective in optimizing returns and
benefits.

Vision : By 2040, Southern Leyte State University is a leading higher education institution that advances knowledge and will be
known for innovation and compassion for humanity, creating an inclusive society and a sustainable world

Mission : We commit to be a smart and green University that advances education, technological and professional instruction, research
and innovation, community engagement services and progressive leadership in arts, sciences and technology that are
relevant to the needs of the global communities. We produce graduates and life-long learners equipped with knowledge that
enhances lives and invigorates economic development.

Breakthrough Goals :

1. Curricular programs, research and community engagement initiatives that meet domestic and international challenges, and
driven by 4th Industrial Revolution (4IR).
2. Sound financial stewardship and management of the university's tangible resources.
3. Service delivery, management, and governance that meet international and domestic standards, powered by competent
academic and non-academic staff and the latest quality processes and technologies.
4. Academic and non-academic personnel of SLSU are exemplar educators and public servants.
Quality Policy : We, at Southern Leyte State University, commit enthusiastically to satisfy our stakeholders' needs and expectations by
adhering to good governance, relevance, and innovations of our instruction, research, extension, and other support services

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and to continually improve the effectiveness of our Quality Management System in compliance to ethical standards and
applicable statutory, regulatory, industry, and stakeholders' requirements.

Core Values : Excellence Service Leadership and Good Governance Innovation

Social Responsibility Integrity Professionalism Spirituality

Program Outcomes:

The minimum standards for the BS Entrepreneurship are expressed in:

A. Common to all programs in all types of school

The graduates should be able to:

a. Articulate and discuss the latest developments in the specific field of practice. [Philippine Qualifications Framework (PQF)
level 6 description]
b. Effectively communicate orally and in writing using both English and Filipino
c. Work effectively and independently in multi-disciplinary and multi-cultural teams. (PQF level 6 description)
d. Act in recognition of professional, social and ethical responsibility
e. Preserve and promote “Filipino historical and cultural heritage”

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B. Common to the Business and Management Discipline

f. Perform the basic functions of management such as planning, organizing, staffing, directing, and controlling
g. Apply the basic concepts that underlie each of the functional areas of business (marketing, finance, human resources
management, production and operations management, information technology, and strategic management) in various
business situations
h. Select the proper decision-making tools to critically, analytically, and creatively solve problems and drive results
i. Express oneself clearly and communicate effective with stakeholders both in oral and written forms
j. Apply information and communication technology (ICT) skills as required by the business environment
k. Work effectively with other stakeholders and manage conflict in the workplace
l. Plan and implement business related activities
m. Demonstrate corporate citizenship and social responsibility
n. Exercise high personal, moral, and ethical standards

C. Specific to the Bachelor of Science in Entrepreneurship Program

o. Conduct an assessment to determine level of entrepreneurial competencies

p. Analyze/scan the environment to determine business opportunities and development and profitability profiles from
which entrepreneurial ventures can be form
q. Prepare a business plan
r. Mobilize the necessary human, financial, logistical and technical resources to implement the business plan
s. Prepare and comply with requirements for business operation
t. Prepare and manage the enterprise observing good governance and social responsibility
u. Apply entrepreneurial management in any organization other than own enterprise.

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D. Common to all graduates of a university

v. Participate in the generation of new knowledge using research and development projects

Institutional (Mission Related)

 Innovative and competitive Administrative Office Professional equipped with office administration and entrepreneurial specialized skills and

Competencies

Graduate Attributes

A. Mind: Thinking Skills B. Feel: Attitudes and Mindsets C. Do: Skills and Knowledge

1. Innovative thinking 1. Open minded 1. Research skills

2. Analytical thinking 2. Global mindset 2. Leadership and management skills
3. Conceptual thinking 3. Self-directed 3. Collaborative skills
4. Creative thinking 4. Intrinsic motivation 4. Planning and organizational skills
5. Critical thinking 5. Curiosity 5. Entrepreneurial skills
6. System Thinking 6. Reflection 6. Problem solving skills
7. Strategic Thinking 7. Resilient 7. Decision making skills
8. Implementation Thinking 8. Learning to learn skills
9. Visual Thinking 9. Facilitation skills

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A. COURSE DETAILS

COURSE NAME The Contemporary World (with ASEAN Integration)

This course introduces students to the contemporary world by examining the multifaceted phenomenon of
Globalization. Using the various disciplines of the social sciences, it examines the economic, social, political,
technological,
and the transformation that have created an increasing awareness of the interconnectedness of peoples and
places around
COURSE DESCRIPTION the globe. To this end, the course provides an overview of the various debates in global governance,
development, and
sustainability. Beyond exposing the student to the world outside the Philippines, it seeks to inculcate a sense of
global
citizenship and global ethical responsibility.

NUMBER OF UNITS 3

PREREQUISITE NONE

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B. RELATIONSHIP TO PROGRAM OUTCOMES:

Course Outcomes Program Outcomes

At the end of the course, student must have: A B C D E F G H I J K L M N 0 P Q R S T U V

Distinguish different interpretations and P

I P I I I P
approaches to globalization

Describe the emergence of global, economic,

P P
political social and cultural systems

Critique paper on an article about issues P

I I I I I I P
confronting globalization

Analyze contemporary news, events in the P

I I I I I P
context of globalization

Possess hard work, team work and P

cooperation among members and develop a
sense of global P P P P P P
citizenship and global ethical responsibility.

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C. LECTURE LEARNING PLAN

Allotted
Teaching-Learning Instructional
Intended Learning Outcomes Topics Time in Assessment Tasks
Activities Materials
hours
Orientation:

National Goal

University
At the end of the orientation, the SLSU Vision and

Lecture Manual &
students should be able to: Mission
Student Hand
 Campus Goals
Discussions book
Explain and interpret the national and Objectives
 Program 1.5 hrs.
and regional goal, university vision
Objectives
and mission, campus objectives, and Teacher-Student Course
 Course
relate the overall course outline, Interaction Syllabus
Objectives
grading system and requirements.  Course Outline
 Course Grading
System
 Course
Requirement
At the end of the introduction, the Introduction  Discussion Lesson 1: Multiple type of
students should be able to:  Power Point test 15 items.
1. Introduction to the 1.5 Textbook
 Identify the extend of study of globalization Presentation

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A course
Module for
The
Contemporar
Lesson 2: Essay type of
 Film Viewing y World
test. (20 points)
Globalization
 Defining  Supervised various By: Nephtaly
 Define Globalization
globalization group activities Joel B. Botor,
 Articulate the assumptions
 Metaphors of Eric Paul
behind globalization that will evaluate
Globalization 1.5 Peralta, R.
 Critically evaluate the impacts of Long Quiz on Unit I
the students Ferrer, J.
globalization especially for poor  Types of
Globalization learning every Amparo, T.
countries.
Laude.
topic.

At the end of the unit ,the students Unit II: Structures of  Discussion Lesson 3 & 4: 20 item test
should be able to: Globalization.  Power Point (multiple choice)
1.5 Textbook
 Define economic globalization Lesson 3: The Global Presentation
1.5 Lesson 5 & 6: 20 item test
economy  Film Viewing (identification)
 Identify the actors that facilitate
economic globalization. Lesson 4: The Global 1.5  Supervised various A course
Interstate System Module for
group activities

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The
Contemporar
y World
 Differentiate internationalism
that will evaluate
from globalism. Lesson 5: Market Integration By: Nephtaly
the students Joel B. Botor,
 Narrate a short history of global Lesson 6: Contemporary Long Quiz on Unit II
1.5 learning every Eric Paul
market integration in the Global Governance.
topic. Peralta, R.
twentieth century.
Ferrer, J.
Amparo, T.
Laude.

At the end of the unit, the students Unit III: Legal Basis of  Discussion Lesson 7 & 8: modified Textbook
should be able to: International Relations  Power Point True or False type of test
1.5 on the two lessons. (20 A course
 Understand the basic principles Lesson 7: General principles Presentation Module for
items)
of international law. of International law.  Film Viewing The
 Discuss the concept of states, its 1.5 Contemporar
Lesson 8: States, nationality  Supervised various
recognition and its rights and y World
duties. and Statelessness. group activities Lesson 9: An essay type of
 Identify the principle of the law of test. ( 20 points) By: Nephtaly
Lesson 9: Law of the Sea that will evaluate
the sea. 1.5 Joel B. Botor,
the students Long Quiz on Unit III Eric Paul
Lesson 10: International 1.5
Human Rights law. learning every Peralta, R.
Ferrer, J.
topic.
Lesson 11: principles on Amparo, T.
International Environmental

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law.
1.5 Laude.

Textbook
 Discussion
A course
At the end of the unit, the students Unit IV: A world of Ideas 1.5  Power Point
Module for
Lesson 12 & 13:
should be able to: Presentation The
Lesson 12: Global Divides 1.5 Identification type of test
 Film Viewing (20 items) Contemporar
 Define the term “Global South”
Lesson 13: The Global South y World
 Differentiate the Global South  Supervised various Lesson 14 & 15 : Multiple
from the Third World
Lesson 14: Asian 1.5 group activities choice of test on the two By: Nephtaly
 Analyse how a new conception of
Regionalism lessons. ( 20 items) Joel B. Botor,
global relations emerged from the that will evaluate
Eric Paul
experiences of Latin American Lesson 15: The SEAN the students Long Quiz on Unit IV Peralta, R.
countries Integration 1.5
learning every Ferrer, J.
Amparo, T.
topic.
Laude.

MIDTERM EXAMINATION 1.5 hrs

TOTAL 25.5 hrs

At the end of the unit, the students Unit V: A world of ideas.  Discussion Quiz on identifying the Textbook
should be able to:  Power Point attributes of global
Lesson 16: Global Media 1.5 corporations and Market

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Culture.
 Define Culture; 3
 Cite example of media culture Lesson 17: Globalization of
Presentation
 Revisit concept of religion; Religion.
 Film Viewing
 Explain How Globalization affects
Lesson 18: Globalization of  Supervised various Integration
religious practices and beliefs; 3
Technology. group activities
 Define Technology; Reaction Paper on the film
that will evaluate
 Determine the advantages and “The Corporation”
Lesson 19: Globalization of the students
disadvantages of technological 1.5
Lifestyle. learning every
globalization.
topic.
 Discuss issues in the globalization Lesson 20: Globalization of
lifestyle; Education.
3

At the end of the unit, the students Unit VI: Global Population  Discussion Quiz on identifying the Textbook
should be able to: and Mobility  Power Point institutions that govern
Presentation international relations
 Understand the concept of global Lesson 21: Global Cities and
1.5  Film Viewing
cities and its characteristics; differentiation of
Lesson 22: Global  Supervised various
 Analyse the demographic internationalism from
Demography. 3 group activities
transition theory and its criticism globalism
that will evaluate
 Identify the main drivers of Lesson 23: Global Migration: 1.5 the students Group Activity about the
migration; Basic Concept learning every effects of globalization on
 Know the relevant laws covering topic. Governments (Numbered
Overseas Filipino Workers. Lesson 24: Global Migration: 1.5 Heads Together Strategy)
Overseas Filipino

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Employments

Lesson 25: Global Health 1.5

At the end of the unit, the students Unit VII: Towards Quiz on identifying the Textbook
 Discussion roles and functions of the
should be able to: Sustainable Development
 Power Point United Nations and the
 Recall the deferent definitions of Lesson 26: Sustainable Presentation challenges of global
sustainable development; Development 1.5  Film Viewing governance in the twenty-
 Explain the different aspects of  Supervised various first century
food Security; Lesson 27: Global Food 1.5
group activities
 Formulate commitment Security Group Activity about the
that will evaluate
statement regarding your rights relevance of the state
and responsibilities related to the students
Lesson 28: Global 1.5 amid globalization
citizenship. learning every
Citizenship. (Cooperative Learning
topic.
Strategy)
FINAL TERM EXAMINATION 1.5

TOTAL 54 hrs

BOOKS

1. Aldama, P.K.R., (2018).The Contemporary [Link] Bookstore, Inc. Quezon City

2. The Contemporary World by: Mona L. Laya, Yvan R. Gumbao, Mico Ray E. Taglucop, Jo-ann Y. Solomon and Sircio C. Chan

ELECTRONIC SOURCES

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1. (Political theory of global citizenship) [Link]

[Link]
2. (What is global citizenship) [Link]
3. (Emerging Asian Regionalism) [Link]
4. (Regionalism, Asia Style) [Link]
5. (ASEAN:The Experiment in Open Regionalism…) [Link]

Research Study
1. RM Harden. 1999. Outcome Based Education, Medical Teacher Journal Vol. 21, Issue 1.
2. Slaven, Robert. E. 2002. Sage journals.

E. Course Requirements:

1. Projects/outputs

F. Grading System:

Learning task - 60%

Outputs - 40%
Total - 100%

Authentic Assessment Tool:

G. Authentic Assessment Tool:

Debate
Evidence 20

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Content 8
Delivery 15
Originality 7
Persuasiveness 10
Interpretation 10 Interpretation 5
Rebuttal 15 Total 15 points
Total 70 points

Reflection Paper Oral Recitation

Content 15 Content 10
Originality 10 Delivery 5
Interpretation 5 Correctness 5
Total 30 points Total 15 points

Poster Making

Relevance 30

Originality 25

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Questions answered
Website: [Link]
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Evidence of the interview 10

Creativity 20

Color Harmony 15 Punctuality 5

Visual Impact 10 Total 30 points

Total 100 points

Role Playing

Mastery of Play Star 15

Quality
Voice Quality and 10
Script
Relevance to the 15
Theme
Props 15

Teamwork 5

Total 60 points

Provision for Flexibility:

a. Students with special needs shall appropriately depending on the course’s activities/requirements.
b. Students who are excused due to some valid reasons and missed some academic activities shall be given special activities
of related kind per request by the concerned students.
c. In all classroom activities, cell phone is not allowed.
d. Cheating in the class will not be tolerated. University policies on cheating are followed and enforced in every instance.

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e. When absent, it is always the student’s responsibility to cope with the missing discussions in order to participate actively
in the next discussion.

*GENDER AWARENESS AND DEVELOPMENT (GAD)

The Magna Carta of Women (Republic Act No. 9710) defines Gender and Development Program (GAD) as the development perspective
and process that is participatory and empowering, equitable, sustainable, free from violence, respectful of human rights, supportive of self-
determination and actualization of human potentials. It seeks to achieve ender equality as a fundamental value that should be reflected in
development choices and contends that women are active agents of development, not just passive recipients of development. GAD focuses on Gender
Mainstreaming or a strategy for:

 making women’s as well as men’s concerns and experiences an integral dimension of the design, implementation, monitoring, and evaluation
of policies, programs and projects in all social, political, civil, and economic spheres so that women and men benefit equally.

 assessing the implications for women and men of any planned action, including legislation, policies or programs in all areas and at all levels

The SLSU’s Gender and Development office will ensure the integration and mainstreaming of gender in the trilogical function of the University;

1) gender-responsive curricular programs,

2) gender-responsive research programs, and

3) gender-responsive extension programs, policies and programs from the design, implementation, monitoring, and evaluation where both women
and men can benefit equally.

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*DISASTER AND RISK PREPAREDNESS

Natural or man-made disasters wreak havoc on people's lives and livelihoods. According to the United Nations’ country classification from 1970
to present, 91 percent of all deaths caused by weather, climate, and water risks occurred in developing economies. Natural disasters and climate
change exacerbate the vulnerability of disadvantaged communities. Everyone is affected differently by disasters. Disasters disproportionately affect
children, women and girls, the elderly, people with disabilities, indigenous peoples, and other disadvantaged groups, particularly in low-income
nations. Thus, with this burgeoning effect of the disasters to humans, disaster and risk preparedness is implemented by the university. DRP is a
collection of probable actions taken by academic institutions (private or government), organizations, communities, and individuals to better respond
to and cope with the immediate aftermath of a disaster, whether it is caused by humans or natural disasters. The goal is to minimize the loss of life
and livelihood. Simple steps, such as training for search and rescue, establishing early warning systems, developing contingency plans, or stockpiling
equipment and supplies, can go a long way. Disaster preparedness is crucial in helping communities become more resilient.

Hereunder are some of the programs/projects/activities which PAGASA and PHIVOLCS undertake related to National Disaster Reduction.

PAGASA

1. Special Tropical Cyclone Reconnaissance Information Dissemination and Damage Evaluation (STRIFE) a quick response team (QRT) to
conduct in the spot investigation in areas affected by landfilling TC's, tornadoes, storm surges etc.

2. Provision of Farm-Weather Forecast and Warning Services-Provides Weather Information related to plant growth/development and farming
operations including livestock and crop production.

3. Information and Education Campaign (IEC) Program for natural Disaster Reduction. Include the level of awareness/preparedness of the
people on natural hazards and disasters through the development of hi-tech audio-visual and multi-media technology, conducts
seminars/workshops, lectures and training's throughout the country.

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PHIVOLCS

1. Volcanic Hazards Identification and Mapping-identify, catalogue and characterize activities and potentially active volcanoes.

2. Hazardous Volcanic Products and Process: to map extent of emplacement, thickness of deposition, stratigraphy and source vents to these
hazardous volcanic products which may give an overview of the anticipated hazards and risks from future eruptive episodes.

3. National Lahar Mapping Program: this involves mapping out the possible extent of emplacement and distribution of lahar deposits from past
explosives eruption. The ultimate aim of this program is to generate lahar hazard maps for selected active volcanoes which shall identify
possible routes and areas that can be affective during a particular lahar flow incident.

[Link]

[Link]

[Link]

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Prepared by: Recommending Approval: Approved:

MERCY JOY S. GARCIA LOUREMEL MARIE L. MUNCADA , MM GWENDOLYN C. TATOY, DBA

Instructor Head,BMD Dean, FBM

CONFIRMATION AND ACKNOWLEDGEMENT RECEIPT

This is to confirm that the contents of the course syllabus in GE_SS 101 The Contemporary World ( W/ ASEAN Integration) 1st semester of AY 2024-
2025 at SLSU-San Juan, Southern Leyte, were discussed to us during the first day of class and a copy of which was provided for reproduction and
individual reference and guide.

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Names Signature Names Signature

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