BULACAN POLYTECHNIC COLLEGE

Bulihan, City of Malolos, Bulacan

Bachelor of Technical -Vocational Teacher Education (BTVTEd)

VISION
The Bachelor of Technical-Vocational Teacher Education (BTVTEd) Program envisions to prepare graduates for meaningful careers in the field of education by providing them knowledge,
skills, and developing in them good values and right work attitude necessary to become highly competent, effective and caring teachers in technical and vocational education despite ever-
changing society.

MISSION
The Bachelor of Technical-Vocational Teacher Education (BTVTEd) Program is committed to providing its graduates the capability to:

1. Demonstrate the competencies required of the Philippine TVET Trainers-Assessors Qualifications Framework (PTTQF).
2. Demonstrate broad and coherent, meaningful knowledge and skills in technology and livelihood education.
3. Apply with the minimal supervision of specialized knowledge and skills in technology and livelihood education.
4. Demonstrate higher level literacy, communication, numeracy, critical thinking. Learning skills needed for higher learning.
5. Manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students.
6. Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural and political processes.
7. Apply a wide range of teaching process skills (including curriculum development, educational assessment, and teaching approaches.)
8. Reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter and other factors affecting
educational processes in order to constantly improve their teaching knowledge, skills, and practices.

COURSE CODE: CW 123

COURSE TITLE: The Contemporary World
COURSE CREDIT: 3 units
COURSE PRE-REQUISITE: none
COURSE DESCRIPTION: 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 other transformations that have created an increasing awareness of the interconnectedness of
peoples and places around 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.

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CW 123 – Contemporary World
LEARNING OUTCOMES
Expected Graduates Attributes General Learning Outcomes
1. Demonstrated thorough knowledge on the vision, mission, goals, and objectives of the
1. Contributed to and give impact on the educational, economic, social, cultural BPC and of the BTVTEd Program.
political and moral well-being and environment consciousness they serve; 2. Distinguish different interpretations of and approaches to globalization
2. Gained world-class knowledge proactive and committed individuals; 3. Describe the emergence of global economic, political, social and cultural systems.
3. Developed socially responsible individual ls; 4. Analyze the various contemporary drivers of globalization.
4. Empowered human resources; 5. Understand the issues confronting the nation-state.
5. Gained knowledge for poverty alleviation, environmental protection. 6. Assess the effects of globalization on different social units and their responses
6. Globally competitive towards sustainable development 7. Analyze Contemporary news events in the context of globalization
8. Articulate personal positions on various global issues
9. Identify the ethical implications of global citizenship

LEARNING PLANS
Specific Learning Objectives Topics No. of Hrs. Learning Activities Assessment Technique
 Introduce self to classmates and  Course overview  Classroom sharing (Introductions)  Quiz
teachers  Classroom policies  Lecture
 List expectations for the course  Personal concept map of
globalization: Students will engage
 Recall course rules
in a free association exercise of
 Write a personal definition of 3 ideas they associate with
globalization based on a concept “globalization.” Based on the
map concepts they list, they will
synthesize a personal definition of
the concept.

 Differentiate the competing Introduction to the Study of Globalization 3  Lecture  Quiz on the reading
conceptions of globalization  Defining globalization  News report critique: Students will materials
 Identify the underlying philosophies find and read three newspaper op-  Recitation
eds (local or international)
of the varying definitions of
discussing globalization. Before
globalization class, they will write 50-word
 Agree on a working definition of summaries of each op-ed,
globalization for the course identifying what the underlying
definitions of globalization the op-

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 ed writers use.

 Define economic globalization  The Global Economy  Lecture / discussion  Quiz on the reading
 Identify the actors that facilitate  Film viewing and discussion materials
economic globalization  Recitation
 Define the modern world system 3
 Articulate a stance on global
economic integration

 Explain the role of international  Market Integration  Lecture / discussion  Quiz on the reading
financial institutions in the creation  Film viewing and discussion materials
of a global economy  Recitation
 Narrate a short history of global
market integration in the twentieth 3
century
 Identify the attributes of global
corporations

 Explain the effects of globalization  The Global Interstate System  Lecture / discussion  Quiz on the reading
on government materials
 Identify the institutions that govern  Recitation
international relations 3
 Differentiate internationalism from
globalism

 Identify the functions of the role of  Contemporary global Governance  Lecture / discussion  Quiz on the reading
the United Nations materials
 Identify the challenges of global  Recitation
governance in the twenty-first 3
century
 Explain the relevance of the state
amid globalization
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  Define the term “Global South”  Global Divides: The North and  Lecture / discussion  Quiz on the reading
 Differentiate the Global South from the South (focus on Latin  Group report materials
the Third World. America)  Graded group report:
 Analyze how a new conception of students will form groups of
global relations emerged from the 3-5. Each group will be
experiences of Latin American assigned a Latin American
3
countries country to report on. These
groups will deliver 10-
minute presentations on the
contemporary foreign and
economic policies of their
respective countries.
 Differentiate between  Asian regionalism  Lecture/ Discussion  Quiz on the reading
regionalization and globalization  Group Report materials
 Identify the factors leading to  Graded Group Report:
greater integration of the Asian Students will form groups of
region 3-5. Each group will be
 Analyze how different Asian states assigned an Asian country
confront the challenges of 3 to research and report on.
globalization and regionalization These groups will deliver
10-minute presentations on
the contemporary foreign
and economic policies of
their respective countries.

 Synthesize knowledge concerning  Synthesis 3  Midterm essay Midterm essay:

globalization Students will be
asked to write 2,000-
word essays
answering one of
these two questions:
1. How do we make
globalization more just?
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 2. How is the state affected by
globalization?
How is the nation affected by
globalization? Do these
institutions/concept points
remain relevant?
 Why/why not?
 Analyze how various media drive  Global Media Cultures  Lecture / discussion  Quiz on the reading
various forms of global integration  Group Report materials
 Explain the dynamic between local  Graded Group Report:
and global cultural production Students will form groups of
3-5. Each group will be
asked to pick an Asian
musical act that became
internationally famous. In
their group report, they
3 must answer the following
questions:
1. Where did the musical
act/artist originate?
2. In which countries did the
artist become famous?
3. How did the artist become
famous?
4. Why do you think the artist
became famous?

 Explain how globalization affects  The Globalization of Religion  Lecture / discussion  Quiz on the reading
religious practices and beliefs.  Discussion of film materials
 Analyze the relationship between 3  Recitation
religion and global conflict and
conversely, global peace
 Identify the attributes of a global city  Mandated topic: Global 3  Lecture / Discussion  Quiz on the reading
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  Analyze how cities serve as Demography materials
engines of globalization  Short research paper to
discuss the topic: Has the
Philippines undergone the
demographic transition?
Why or why not?

 Analyze the political, economic,  Global Migration  Lecture / discussion  Quiz on the reading
cultural, and social factors  OFW Interview: Each student will materials
underlying the global movements of be asked to interview a former or a  Recitation
people. 3 current OFW (face-to-face or
online). In class, they will share
 Display first-hand knowledge of the learnings from the interviews about
experiences of OFWs transnationalism and the factors
that affect global migrations.
 Write a research paper proposal  Research Proposal Writing  Lecture on citation methods for
with proper citation  Research Proposal Critique research papers
 Critique research proposals of  Proposal for a final research paper:
students will begin writing a 500-
classmates
3 word proposal for their final
research paper.
 Pair discussion: Students will pair
off and critique each other’s
research proposals.
 Differentiate stability from  Sustainable development  Lecture / discussion  Quiz on the reading
sustainability materials
3
 Articulate models of global  Recitation
sustainable development
 Define global food security  Global Food Security  Lecture / discussion  Quiz on the reading material
 Critique existing models of global 3
food security
 Articulate a personal definition of  Global Citizenship 3  Lecture / discussion  Quiz on the reading
global citizenship  Personal concept map of global materials
citizenship: Students will engage in
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  Appreciate the ethical obligations of a free association exercise of ideas  Recitation
global citizenship they associate with “global
citizenship.” Based on this, they will
list the obligations of a global
citizen.
 Write a research paper on a topic  Research paper writing  Independent research and writing  Students will spend the final
related to globalization, with proper 3 will completing their
citation research papers.

Resources:
Introduce textbook: Manfred Stregger, Paul Battersby, and Joseph M. Siracusa, eds. 2014. The SAGE Handbook of Globalization. Two Vols. Thousand Oaks: SAGE.
Chapter 2 of the textbook: "Approaches to the Study of Globalization" by Manfred B. Steger
Steger, Manfred B. “Ideologies of Globalization”. 2005. Journal of Political Ideologies 10 (1): 11-30
Chapter 9 of the textbook: "The Globalization of Economic Relations" by Istvan Benczes
Wallerstein, Immanuel 2004. “The Modern World-System as a Capitalist World Economy: Production, Surplus-value, and polarization.” In World-Systems Analysis: An Introduction. Durham & London: Duke
University Press, pp. 23-41
Chapter 17 of the textbook: "The Rise of the Global Corporation" by Deane Neubauer
Bello, Walden F. 2006. “The Multiple Crises of Global Capitalism.” In Deglobalization: Ideas for a New World Economy. Quezon City: Ateneo de Manila University Press, pp. 1-31
Chapter 7 of the textbook: "Governments and Citizens in a Globally Interconnected World of States" by Hans Schattle
Mazower, Mark. 2006. "International Civilization? Empire, Internationalism and the Crisis of the Mid-Twentieth Century." International Affairs 82(3):553-566
Chapter 29 of the textbook: "The United Nations Meets the Twenty-first Century: Confronting the Challenges of Global Governance" by Thomas G. Weiss and Ramesh Thakur
Hobsbawm, Eric J. 1996. "The Future of the State." Development and Change 27 (2): 267-278
Chapter 12 of the textbook: "Location the Global South" by Lisandro E. Claudio
Connel, Raewyn. 2007. "Dependency, Autonomy, and Culture. In Southern Theory: The Global Dynamics of Knowledge in Social Science. Cambridge, UK: Polity Press, pp. 139-163
Chapter 13 of the textbook: "Globalization and the Asia Pacific and South Asia" by Ehito Kimura
Shiraishi, Takashi. 2006. “The Third Wave: Southeast Asia and Middle-Class Formation in the Making of a Region.” In Beyond Japan: The Dynamics of East Asian Regionalism, ed. Peter Katzenstein and
Takashi Shiraishi. Ithaca, NY: Cornell University Press, pp. 237-71
Chapter 22 of the textbook: "Globalization and the Media: Creating the Global Village" by Jack Lule
Chapter 23 of the textbook: "Popular Music and Globalization" by Yara El-Ghadban
Chapter 10 of the textbook: "Religion and Globalization" by Victor Roudometof
Chapter 43 of the Textbook: "Religion and Global Conflict" by Mark Juergensmeyer
Chapter 26 of the Textbook: "Mobility, Diversity, and Community in the Global City" by Val Colic-Peisker
Sassen, Saskia. 2005. “The Global City: Introducing a Concept.” Brown Journal of World Affairs XI (2) 27-43
Lee, Ronald. 2003. “The Demographic Transition: Three Centuries of Fundamental Change.” Journal of Economic Perspectives 17 (4): 167-190
LEsthaeghe, Ron. 2010. “The Unfolding Story of the Second Demographic Transition.” Population and Development Review 36 (2): 211-251.
Livi-Bacci, Massiomo. 2005. “What We Can and Cannot Learn from the History of World Population. Population Studies: A Journal of Demography 69 (S1): S21-S28
Castles, Stephen. 2000. “International Migration at the Beginning of the Twenty-First: Global Trends and Issues.” International Social Science Journal 52 (165): 269-281.
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Aguilar, Filomeno V. 2012. “Differentiating Sedimented from Modular Transnationalism: The View from East Asia.” Asian and Pacific Migration Journal 21 (2): 149-171.
Chapter 48 of the textbook: "Sustainable Economic Systems" by Sebastian Plociennik
Chapter 50 of the textbook: "Global Food Security: the Challenge of Feeding the World" by Monika Barthwal-Datta
McMichael, Philip. 2009. “A Food Regime Analysis of the ‘World Food Crisis. Agriculture and Human Values 26(4): 281-95
Carter, April. 2001. “Global Civil Society: Acting as Global Citizens” in the Political Theory of Global Citizenship. London: Routledge, pp. 147-176

GRADING SYSTEM
Quizzes 20%
Recitation 10%
Seatwork 10%
Midterm/Finals 30%
Attendance/Character 10%
Project 20%
TOTAL 100%

CLASSROOM POLICIES
1. College policies on attendance will be implemented.
2. Students are responsible for whatever is taken up during class in case of absences, excused or unexcused.
3. Students can only take quizzes that they missed within one (1) week after the quiz has been given. Failure to do so would mean a score of Zero (0) in that particular quiz.
4. Cheating is equivalent to a grade of 5.0
5. NO ID and not wearing the proper uniform are not allowed to enter the room premises.
6. Cleanliness and orderliness in the classroom should be maintained.

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