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OLT’s VISION-MISSION AND GRADUATE ATTRIBUTES

Vision
By 2024, Our Lady of Triumph Institute of Technology – Pagadian City shall be a premiere Higher
Education, Technical-vocational and Basic Education Institution in the region known for nurturing the
aspirations of its students and helping them to live, learn and graduate as competent and responsible citizens
preferred by the local and international hospitality and tourism, maritime, criminal justice, engineering, teacher
education, social welfare and other industry sectors.
Mission

Our Lady of Triumph Institute of Technology – Pagadian City provides students comprehensive relevant
quality education, technical-vocational training, research and extension services through meaningful and
purposeful developmental activities and experiences, as they become fully transformed professionals and citizens
of the global community.

Graduate Attributes
Students graduating from OLT should demonstrate the following attributes:
Excellence

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 A commitment to excellence in all scholarly and intellectual activities.
Competence
Acquisition of adequate knowledge and skills necessary for the management of tourism and hospitality
industries here and abroad.
Social Responsibility
An awareness of the cultural, environmental and economic impacts of tourism and hospitality
management.
Compassion
The ability to perform work effectively with compassion and dedication.
Self-respect
Have an understanding of ethical standards and professionalism.
Creativity
Be creative, innovative and critical thinkers with highly developed problem solving skills.
Cooperation
Have an understanding of team dynamics and the ability to work with diverse culture.
Discipline
Exhibit a positive work attitude and work ethics to the highest level of professionalism.
God-fearing
Morally upright as demonstrated in actual practice in daily live.

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Course
Description
Focuses on the Philippine socio-political, economic, cultural, spiritual, environment and gender (SPECSEG) realities in the
context of local, regional and global situations, and their implications to social welfare and social work.

Course Cognitive
Intended 1.1 Outline the SPECSEG realities in the context of local, regional and global situations.
Learning 1.2 Describe Philippine reality using the SPECSEG Framework
Outcomes 1.3 Analyze the different structures and forces that define and/or impinge on the past and present situation of
Philippine
society
1.4 Examine the effects of SPECSEG factors that results to inequality, poverty and marginalization and their
impact on
people’s choices and quality of life.

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 Affective
2.1 Realize the universality of social problems in different Philippine societies.
2.2 Demonstrate appreciation of how these societies exhibit resiliency and strength in responding to social problems.
2.3 Recognize the need for congruence between social realities and its concomitant problems with existing social
protection programs and social welfare services
2.4 Recognize the peculiarities and diversities of social realities among individuals, groups, sectors,
communities/societies.
2.5 Commit to human rights, social justice, respect for diversity as core values and principles of social work.

Psychomotor
3.1 Produce a video presentation or any creative expressions on a selected social issue using the SPECSEG framework
reflecting the gains and gaps of any social protection programs or social welfare services that address the
identified or selected issues.
3.2 Implement an advocacy plan or initiative for a chosen sector.

Teaching The course will use the following teaching methodologies: formal and informal lecture which focus on the active
Learning participation of the students during classroom dynamics.
Methodology

COURSE PLAN IN UNDERSTANDING THE SELF

Wee Learning
Teaching and
Assessment Task Resources
Lesson/Topic Learning (Materials)
k Outcome
Activity
1-2 Discuss Definitions The student will
the of Reality. The teacher be graded
SPECSE Tools for will facilitate through given
G social interactive rubrics; Reaction
framewo analysis discussion on Papers on the
rk from (SPECSEG) the definition reality of the
contextu of reality and Philippine

4
alize tools for social situation.
base analysis
approac Student will
h Film showing: submit reflection
( local, “Diagnosing paper on “Kalye-
regional Anatomy of Poverty”, Serye”
and Social “Hele” and documentary
global) Problem and “Decada 70” or film Showing.
Related any Reaction Papers
Theories of documentary entitled:
Illustrate Social films of GMA “Community
social Problems and ABS-CBN Walk”
problem “Kalye Serye”
s and (street There will be
needs interview of written quizzes
faced in Definition of people from all and oral
different poverty, walks of life on recitation on
societies non- how they Anatomy of
resulting monetary definite their Social Problems
to aspects of realities) and related
poverty. poverty  “Communit  Self and Peer
Types of y Walk” evaluation
Define poverty, Reaction (with rubrics)
poverty dimensions papers Teacher will
of poverty give Written
and Students will Examination
approaches form two to students
in groups Group on the
measuring Discussion on different
poverty dimensions of dimensions of

5
 History of poverty poverty
poverty and
development Outputs of the
efforts in the discussion will Students will
Philippines be posted be rated
(using through Organize a
Explain SPECSEG Gallery walk gallery walk
the framework) and (Posters/ and/ or
concepts o HERst tarps on the exhibits
of ory history of depicting
neolibera Philippine Philippine
lism and Globalizatio development realities
globaliza n and movements
tion and neoliberalis and key
their m: players
implicati Implications
ons to to Philippine
social realities and
reality that of other
developing
Analyze countries
the Participatory
interplay development
of
internal Struggles
and and
external triumphs of
factors Filipinos in
impingin bringing
g on about

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 and/or change and
contribu empowerme
te to the nt in social
growth realities e.g.
of gender
Philippin equality and
e society gender
responsive
programs
and
intervention

Describe Social issues Teacher will Student will take

the present and problems facilitate written
3-9 situation, of different interactive examination on
problems, sectors of the discussion on different social
struggles, Philippines social issues issues and
issues and society; their and problems problems facing
needs of the situation, of the by Filipino
different needs, issues & Philippine people
sectors of struggles from Society
Philippine an gender lens;
society a. Women The class
o Global should be
Gender divided into
gap groups; Group Students will be
index discussion and rated based on
and later student submitted
the will conduct written

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 results Field Exposure documentation
of the to identify attached Photo
Result different social documentation
s of the issues being of field exposure;
Nation faced by the raw data will be
al different interview sheet.
Demog sectors
raphic Student will Student will be
and conduct graded based on
Health Interview to the final
Survey different reflection paper
(2013) sectoral on “Impossible
on groups on Dream”
GBV social issues
b. Children being faced by
(street, the different
CICL, sectors.
drug -
trade, Film Showing :
etc.) - “Impossible
c. Youth Dream” – film
(teenage on gender
pregnanc stereotyping
y, and multiple
education burden of
, etc.) women and
d. Elderly girl-child
e. Peasants -panel
f. Street discussions
families/ -video

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 homeless presentations
g. Workers -crosscutting
h. Indigeno analysis of
Value the us people issues
uniqueness i. Informal - Exhibits of
of each settlers advocacy
sector’s j. Persons materials
characterist with
ics, disability
circumstan k. Filipino
ces and Family:
struggles overseas,
and the transnati
universality onal,
of human internally
aspiration displaced
to achieve people,
decent and solo
humane parents,
quality of teen
life. parenting
,
grandpar
enting
l. LGBT
Communi
ty
m. People in
conflict-
affected

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 communi
ties
n. PLHIV
o. Transnati
onal
families
p. Human
traffickin
g
q. Protectio
n issues
in post-
disasters
(i.e.
women &
children
friendly
spaces)

SW
Principles
and
values
relating
the to
needs
and
uniquene
ss of the

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 various
sectors.

Identify Social The class will Students will be

10- Social Welfare and divide into 4 crafted Personal
16 welfare Social for small group Reading log/
programs Protection discussions on Reflection paper;
and policies, identification Synthesis by
services programs of social respective small
addressing and services welfare groups
the catering to programs and
particular various services Students will
needs and sectors addressing the also rate the
problems of particular students based
the sectors. needs and on the policy
problems of analysis on
the sectors. needs, problem
and delivery of
Teacher services.
facilitate
students in
reviewing
secondary data
and findings
from existing
researches.
After the data
review there

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 will be Class
Discussion
and Field
exposures
(Agency
Visitation)

Identify Social The class will Students will be

10- Social Welfare and divide into 4 crafted Personal
16 welfare Social for small group Reading log/
programs Protection discussions on Reflection paper;
and policies, identification Synthesis by
services programs of social respective small
addressing and services welfare groups
the catering to programs and
particular various services Students will
needs and sectors addressing the also rate the
problems of particular students based
the sectors. needs and on the policy
problems of analysis on
the sectors. needs, problem
and delivery of
Teacher services.
facilitate
students in
reviewing
secondary data

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 and findings
from existing
researches.
After the data
review there
will be Class
Discussion
and Field
exposures
(Agency
Visitation)

UNDERSTANDING THE SELF Course Map

UNDERSTANDING
NGEC1. Learning Outcomes
THE SELF
KNOWLEDGE
L
1. Analyze “texts” (written, visual, oral, etc.) critically
2. Demonstrate proficient and effective communication (writing, L
speaking, and use of new technologies)
L
3. Use basic concepts across the domains of knowledge
L
4 Demonstrate critical, analytical, and creative thinking
L
5. Apply different analytical mode in problem solving
VALUES

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 O
1. Appreciate the complexity of the human condition
O
2. Interpret the human experience from various perspectives
3. Examine the contemporary world from both Philippine and global perspectives O
4. Take responsibility for knowing and being Filipino O
5. Reflect critically on shared concerns O
6. Generate innovative practices and solutions guided by ethical standards O
7. Make decisions based on moral norms and imperatives O
8. Appreciate various art forms
9. Contribute to aesthetics
10. Advocate respect for human rights
11. Contribute personally and meaningfully to the country’s development O
SKILLS
1. Work effectively in a group O
2. Apply computing tools to process information effectively L
3. Use current technology to assist and facilitate learning and research L
4. Negotiate the world of technology responsibly P
5. Create solutions to problems in various fields P
6. Manage one’s knowledge, skills, and values for responsible and productive living O
7. Organize one’s self for lifelong learning O
Legend
L = Learned P = Practiced O = Opportunity to learn
REFERENCES:
1. Mendoza, Thelma Lee (2008). Social Welfare and Social Work. Central Bookstore.

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2. Payne ,Ruby K.(2013). A Framework for Understanding Poverty: A cognitive Approach .Aha! Process
Incorporated,USA .

3. Veneracion ,Ma .Corazon J. (ed.) (2003). Social Work in the Philippines Tradition and Profession PASWI.

4. Soroka , Michael and George J.Bryjak . Social Problems A World-At-Risk. Allyn and Bacon .(1995), (1998),
(1999)- get the latest version from Amazon.com

5. Schriver , Joe M.(2011). Human Behavior and the Social Environment . Allyn and Bacon.

6. Zanoria, Huberto ed. (2015) A Climate for Change.

7. Zulueta, Francisco and Dolores Liwag. (2001)Social Problems and Issues in the Philippines. National
Bookstore.

8. History books, film review, NEDA national, e-references ,The Causes of Poverty, Cultural vs. Structural,
Gregory Jordan, 2004.
9. Raluto (Poverty / environment)
10. PALASO – Center for Social Concern and Action “Philippine National Situation” Volume 1 Issue 1 DLSU, 201
11. “Indigenous Peoples in the Philippines” published electronically by Wikipedia at http//en.wikipedia.org
12. Writings by Prof.Warren Bello and other authors;
13. IBON Foundation Real Change, or More of the Same on the National Situation.
Maria Duran
14. DSWD Social Welfare Policy Documents;
15. Programs and Services of different agencies serving multi diverse clientele populations
16. Review of written and electronic materials used in the course
17. DSWD Annual Reports

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Course Policies
Language of Instruction: English
Attendance : 11 weeks 3 x a week (Minimum of 3 consecutive absences and maximum 6 un-consecutive absences)
Honor, Dress and Grooming Code: Standard / prescribed uniform for OLT STUDENTS AND
FACULTY
Grade Equivalent Interpretation
1.0 95-100% Excellent
1.1 94%
1.2 93%
1.3 92% Very Good
1.4 91%
1.5 90%
1.6 89%
1.7 88%
1.8 87% Good
1.9 86%
2.0 85%
2.1 84%
2.2 83%
2.3 82%
2.4 81%
2.5 80%
2.6 79% Fair
2.7 78%
2.8 77%
2.9 76%
3.0 75% Passed
5.0 below 75% Failed
Dr Dropped Dropped

Grading System:
This course shall adopt this grade distribution guide as follows:
Quizzes, Assignment – 30%

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Projects, Practicum – 30%
Examination Score – 40%
100%

Prepared by: Reviewed by: Approved by:

GEORGE GARSUTA
JESSA C. CARREON DONNA FATIMA M. SAHIAL
BSMT Dean
Instructor Academic Head

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