GRADUATE SCHOOL

PHILOSOPHY UNIVERSITY GOALS

Education for Sustainable Human Development 1. Enable transformative and inclusive learning
experience
VISION 2. Generate new knowledge and technologies
3. Engage and empower communities
An Agricultural Research University of Global Standards 4. Intensify internationalization and resource generation
initiatives
MISSION 5. Establish one e-governance system
6. Enhance management of university resources
Leading innovations, building resilient and sustainable communities
GUIDING VALUES
INTEGRATED MANAGEMENT POLICY
• Quality and Excellence • Teamwork and Unity
The Central Bicol State University of Agriculture is committed to • Professionalism • Liberalism
lead innovations in instruction, research, extension, and resource • Institutional Pride
generation for client’s satisfaction, uphold its core values and principles,
protect the environment by satisfying all applicable standards and legal CORE PRINCIPLES
requirements through the continual improvement of its integrated • Discipline
management system. • Respect
• Care

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 PROGRAM OUTCOMES COLLEGE GOALS
After four years, the graduates of the Doctor of Philosophy in 1 2 3 4 5
Development Education program shall:
1. Experts in addressing problems in advancing developments in
education.
2. Competent and motivated in addressing the needs of the
communities geared toward their development.
3. Independent and proactive researchers to address societal problems
and issues and implement development initiatives for the Bicol
region.

STUDENTS OUTCOMES (PhD PROGRAM OUTCOMES) PROGRAM

OUTCOMES
By the time of graduation, the students of the Doctor of Philosophy in Development Education 1 2 3 4 5 6 7
program shall be able to:
1. Demonstration of highly advanced systematic knowledge and skills in highly specialized and/ or complex √ √ √ √ √ √ √
interdisciplinary or multidisciplinary field of learning;
2. Utilization of complex research/ creative work and / or professional practice and/ or the advancement of learning √ √ √ √ √ √ √
with full independence in the individual works and/ or in terms of interdisciplinary or multidisciplinary setting;
3. Application of more complex setting that demands leadership in research and creative works with strategic value √ √ √ √ √ √ √
added and
4. application of significant level of expertise-based autonomy and accountability to professional leadership for √ √ √ √ √ √ √
innovation, research and/ or development management in highly specialized or interdisciplinary or multi-
disciplinary field.

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 COURSE SYLLABUS

1. Course Number DEVED 302

2. Course Name DEVELOPMENT THEORIES, APPROACHES, AND PERSPECTIVES IN DEVELOPMENT EDUCATION
3. Course Description Philosophical and sociological foundations of educational system’s thrusts/orientations/methodologies
underlying the development and purpose of education and as a lens to analyzing educational movements
and trends. This course is a critique of issues and policies for educational research dimensions within a
social development framework. It is designed to guide Doctor of Philosophy (PhD) students in the
development of theory-guided and analytically sound reflections on development issues. The course also
covers topics to strengthen students' capacities in the design and evaluation of creative, culturally sensitive,
and ethical solutions to societal problems through a scholarly output highlighting the development education
systems and policy paper creation.
4. Credit Units 3 units
5. Contact Hours 3 hours/week (Saturday)
6. Prerequisite None
7. Values Integration Discipline, Respect, Collaboration, Gender-Sensitivity, Application of gender-fair language and women and men
empowering content/concepts, Application of Gender-neutral language, Promotion of Inclusive Education.
Awareness on the Policy on Gender-Based Violence, and promotion of functional literacy.
8. PhD student outcomes addressed by the Course Outcomes: Students Outcomes*
After considering this course, the student must be able to: a b c
1. Experts in addressing problems in advancing developments in education E E D
2. Competent and motivated in addressing the needs of the communities geared toward their development E E D
3. Independent and proactive researchers to address societal problems and issues and implement development E E D
initiatives for the Bicol region.
*Level: I – Introductory, P- Practice, E – Enabling, D – Demonstrative

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 9. Course Coverage
Intended Learning Teaching and Assessment Tasks
Time
Outcomes Topics Learning Activities
Allotment
(ILOs)
Theory Building in Theoretical Article readings and critiquing through the
Course overview: Social Science discussions following:
Class introduction context
(Preliminaries) (Development Seminar-style Subramanyam R. (2013). Art of reading a
Getting-to-know Education) discussions: Dialecticaljournal article: Methodically and effectively.
• Social policy thinking Journal of oral and maxillofacial Pathology:
Examine the focused on what JOMFP, 17(1),
Foundations of motivated social PhD students are 65–70.
Development Education action and the expected to view issues https://doi.org/10.4103/0973029X.110733
theories, approaches, different dimensions from multiple
and perspectives across of social education perspectives and to Paul, R. W. (2001). Dialogical and dialectical
the Philippines, ASEAN, development. arrive at the most thinking. Developing minds: A resource book
Week 1-2 and the world. • Discussion on the educational, for teaching thinking, 3, 427-436.
theories and economical and
This module covers the debates on social reasonable MISEDUCATION: The Failed System of
theory and foundations policies that focus reconciliation of Philippine Education EDCOM II Year One
of social development on education groups seemingly contradictory Report Accessed through
policy in education. (EDCOM), (PISA), information and https://edcom2.gov.ph/media/2024/02/EDCOM
etc. postures. -II-Year-One-Report-PDF-022924.pdf
• Mainstreaming of
theories and
counter-narratives in
the approaches of
social issues.
The Social Categorical Theoretical Required reading material:
Development mainstreaming of discussions
Week 3 Framework for different social Readings & Critiquing of
education Self-study

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 science context in Required reading Swanson, R., & Chermack, T. (2013). Theory
Understand and research along Building in Applied Disciplines. First Edition
comprehend the • Concepts and Hands-On Paperback print edition ISBN 978-1-60994-
phases of theory approaches to welfare 713-2
building (Social • Theoretical debates Check-in session PDF e-book ISBN 978-1-60994-733-0
science research and the social Lecture, small IDPF e-book ISBN 978-1-60994-734-7
context). development process group discussion
and the social Page 46 of the book
development practices
in education
Theories on Social • Modernization Hands-On Required reading material:
Policies: Theory,
• Dependency Check-in session Readings & Critiquing of
Conceptual debates Theory and Critique paper &
in educational • World Systems Lecture and think-pair- So, A. (1990). Social Change and
theories and Theory connections share Development: Modernization, Dependency
Week 4-5 perspective of the and World-System Theories (SAGE Library of
to development
reformists education Theoretical Social Research). ISBN-10 : 0803935471
Instruction ISBN-13 : 978-0803935471
Lecture and think-pair-
share

Mid Term Examination (25%)

Week 6 (Philosophical Paper and Oral Examination) for Publication

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 Alternative Theoretical Instruction Hák, T., Janoušková, S., & Moldan, B.,
Development (2016). Sustainable Development Goals: A
Approaches Case study reading need for relevant indicators.
https://doi.org/10.1016/j.ecolind.2015.08.003
Analyze and examine Hands-On
• Sustainable
the various Critiquing of the work
Development Goals
development Hák, T., et al.
• Human
approaches
Development
particularly the SDGs
Approach
Week 7 and Human
Development ASIA Society. Amartya Sen: A More Human
Approach Theoretical Instruction Theory of Development. Development as
Freedom (Oxford UP, 1999); On Ethics and
Amartya Sen: A More Economics (Basil Blackwell, 1987); and
Human Theory of Poverty and Famines: An Essay on
Development Entitlements and Deprivation (Clarendon
Press, 1982). Among his forthcoming books
Critiquing of the paper are Identity and the Violence of Illusion and
(foundational critique) The Argumentative Indian.
Contemporary Theoretical Instruction
Enhance and Perspectives in Analyzing and critiquing of the required
examine the various Development Examine and synthesize readings
contemporary the current
perspectives contemporary Aslam, H., and Azhar, S., (2013). Globalisation
• Globalization and
challenges and perspectives in and development: Challenges for developing
its Impacts
Week 8 opportunities in development education. countries. DOI: 10.1504/IJEPEE.2013.055795
• Environmental
educational
Sustainability and
development. Hands-On
Climate Change
Submit critique paper as
part of the augmentation
of readings.

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 Conduct and evaluate • Digital Divide and Theoretical and Hand-
the various Technological On
educational Change Analyzing and critiquing of the required
approaches to Educational Given the students readings
development Approaches to opportunity to look into
education instructions Development the lens of various (Reading of your choice related to the topic/s)
educational approaches
• Role of Education in and development
Development concerns in education.
Week 9 • Curriculum
Design for
Development
Education
• Education for
Sustainable
Development
(ESD)

Evaluate and plan Cultural Perspectives Theoretical and

various in Development Hands-On Instructions
developmental works Education Immersive experience, analyze, and critiquing
for marginalized Immerse and analyze of the required readings.
sectors particularly the impact of the
Week 10 • Indigenous
the indigenous evaluation and plan (Reading of your choice related to the topic/s)
Knowledge and
knowledge and made in order to obtain
Development
development. the indigenous
• Cultural Diversity
Moreover, analyzed knowledge and
and Development
the impact of global development. Moreover,

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 and intercultural • Global Citizenship analyzed the impact of
developmental works. Education global and intercultural
• Intercultural developmental works.
Competence in
Development Work

Policy Paper Theoretical and

Hands-On Instruction Immersive experience to collect data and
• Areas of the Policy ideas to deliver the desired areas / topic of the
Writing Policy Paper paper: [1] aims to identify Policy paper.
key policy issues;
-Interest fields [2] apply the best and (Reading of your choice related to the topic/s)
most up-to-date
Week 11
-Key Foci of the research to help
Policy Paper understand these
issues; and
[3] explores the
implications of this
research for the design
and conduct of policy.
The Prospective Policy Paper Theoretical and
Outcomes and Hands-On Instruction Policy papers need to be formal, concise,
Structure of Policy • Successful straightforward, organized, logical, thoughtful,
Paper Development [1] whether it be well researched, well supported, well written,
Projects and supporting and/or and well argued.
Programs endorsing the policy
Week 12 paper, (Reading of your choice related to the topic/s)
• Failures and
Lessons Learned in [2] adopting the use
Development of the set of criteria,
• Participatory [3] joining a working
Development and group, community
partnership, etc., and/or

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 Community [4] educating others
Engagement on this topic.
• Monitoring and
Evaluation of
Development
Programs

Initial preparations for Theoretical and Required reading material:

the policy paper Hands-On Instructions Capabilities and human development: Beyond
The Body of Policy the individual—
Paper (The Meat and • Writing a policy Create a logical, the critical role of social institutions and social
the Specific Targets). paper immersive, and SMART competencies. (2013). UNDP Human
• Expectations for the Policy targeting the
Development Reports.
policy seminar desired areas of the
community.
http://hdr.undp.org/sites/default/files/hdro_130
Week 13-15 3 _stewart.pdf

Required audio-visual material:

Policy Paper Tutorial
https://www.youtube.com/watch?v=eI-
0hk4JVvk

Infuse in the Theories on Social Hands-On Readings and critiquing of

discussion some of Policies: Check-in session
the social policies and Conceptual Debates Lecture, think-pair- Deacon, A. (2002) Perspectives on Welfare:
Week 16 concepts on justice • Distributive justice share, Ideas, Ideologies and Policy Debates.
and inclusivity. and social policy group exercise Buckingham: Open University Press.

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 • Citizenship and social Hills, J. and Stewart, K. (eds) (2005) A More
policy Equal Society? New Labour, Poverty,
Inequality and Exclusion. Bristol: Policy Press.

Lavalette, M., & Pratt, A. (Eds.). (2005). Social

policy: theories, concepts and issues. Sage.

Run through the data Initial preparations for the Hands-On Instruction Required reading material:
and analysis of the policy paper Capabilities and human development: Beyond the
policy paper and Consolidation and individual—
prepare for the • Writing a policy preparation of the policy the critical role of social institutions and social
presentations paper paper presentations. competencies. (2013). UNDP Human Development
• Expectations for the Reports.
Week 17 policy seminar http://hdr.undp.org/sites/default/files/hdro_1303
_stewart.pdf

Required audio-visual material:

Policy Paper Tutorial
https://www.youtube.com/watch?v=eI-0hk4JVvk

Presentation to the Presentation of Hands-On Instruction Final Examination

experts of the policy the chosen areas: Presentation of policy outputs
made in their chosen Presentation of the Final
fields of interest. Education; Output (Policy Paper) Analytical Rubrics:
Agriculture;
Week 18
Rural & Urban;
Management;
Please see the attached Appendix for the
Development Analytical Rubrics.
Issues

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 10. Course Evaluation
Class Standing – 50%
- Paper critiquing – 10%
- Policy Seminar– 15%
- Policy Paper– 25% (Original & group work study by field of interest)
Midterm Exam – 25% (Philosophical Paper and Oral Examination) Possible Publication
Final Exam – 25% (Presentation and Critiquing of Policy Paper Output) for Publication
Final Grade = Class standing + Midterm Examination + Final Examination
11. Resources Needed:
ASLAM, H., AND AZHAR, S., (2013). Globalisation and development: Challenges for developing countries. DOI: 10.1504/IJEPEE.2013.055795

CHED CMO 15 Series of 2019. Policies, Standards, and Guidelines for Graduate Programs. Accessed through: https://www.feu.edu.ph/wp-
content/uploads/2024/05/CHED-Memorandum-Order-No.-15-Series-of-2019-compressed.pdf

DEACON, A. (2002). Perspectives on Welfare: Ideas, Ideologies and Policy Debates. Buckingham: Open University Press.

HÁK, T., JANOUŠKOVÁ, S., & MOLDAN, B., (2016). Sustainable Development Goals: A need for relevant indicators.
https://doi.org/10.1016/j.ecolind.2015.08.003

HILLS, J. AND STEWART, K. (EDS) (2005). A More Equal Society? New Labour, Poverty, Inequality and Exclusion. Bristol: Policy Press.

LAVALETTE, M., & PRATT, A. (Eds.). (2005). Social policy: theories, concepts and issues. Sage.

ALMARIO, A.R., et al., (2024). MISEDUCATION: The Failed System of Philippine Education EDCOM II Year One Report

SWANSON, R., & CHERMACK, T. (2013). Theory Building in Applied Disciplines. First Edition Paperback print edition ISBN 978-1-60994-713-2
PDF e-book ISBN 978-1-60994-733-0 IDPF e-book ISBN 978-1-60994-734-7. Page 46 of the book. Accessed through
https://edcom2.gov.ph/media/2024/02/EDCOM-II-Year-One-Report-PDF-022924.pdf

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 PAUL, R. W. (2001). Dialogical and dialectical thinking. Developing minds: A resource book for teaching thinking, 3, 427-436.

SEN, A., (1999). A More Human Theory of Development. Development as Freedom (Oxford UP, 1999); On Ethics and Economics (Basil
Blackwell, 1987); and Poverty and Famines: An Essay on Entitlements and Deprivation (Clarendon Press, 1982). Among his forthcoming books
are Identity and the Violence of Illusion and The Argumentative Indian.

SO, A. (1990). Social Change and Development: Modernization, Dependency and World-System Theories (SAGE Library of Social Research).
ISBN-10 : 0803935471 ISBN-13 : 978-0803935471

SUBRAMANYAM R. (2013). Art of reading a journal article: Methodically and effectively. Journal of oral and maxillofacial Pathology: JOMFP,
17(1), 65–70. https://doi.org/10.4103/0973029X.110733

Other Reading and Video Presentation:

Denniss, R., & Gregory, A., (2017). How to Get Published: What Are Journal Editors Looking for? https://doi.org/10.1016/j.hlc.2017.04.001

Capabilities and human development: Beyond the individual—the critical role of social institutions and social competencies. (2013). UNDP
Human Development Reports. http://hdr.undp.org/sites/default/files/hdro_1303 _stewart.pdf

Policy Paper Tutorial: https://www.youtube.com/watch?v=eI-0hk4JVvk

For Publication: List of SCIMago/ SCOPUS Journals: https://www.scimagojr.com/journalrank.php?area=3300

Course Title: Prepared by: Recommending Approval: Approved by:

MELINDA PARRO-PAN, PhD

DEVED 302 Dean, College of Development
KENNEDY A. BELTRAN, PhD LILIBETH B. SAAVEDRA, PhD Education

Date Effective: CLARIBELLE C. HABER, PhD

August 7, 2024 Assistant Professor IV Chairperson, DEVED Dean, Graduate School
Date Signed:

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 OTHER CLASS POLICIES

LEARNING MODALITY (75% Face-to-Face and 25% Online) STRATEGY (50% Theoretical and 50% Hands-On)

Netiquette Guidelines during the Check-in Sessions

Let’s always make it a point to start on time. The class shall exercise academic independence following the 75%-25% modality, and
50%-50% strategies of instructions.

How do you effectively participate in class? There are basics from our normal face-to-face, such as sharing your experiences and
ideas and asking your peers and instructor questions. However, we all know that sometimes our participation is limited because of
slow internet connectivity (25% Online). Thus, I also welcome questions and comments through Zoom chat boxes during check-in
sessions or e-mail (kennedy.beltran@cbsua.edu.ph).

For online sessions (25%):

For the camera/video, I give you the liberty to turn it on or off; but I would appreciate it if you could turn on your videos when speaking
and attending in class.

As much as possible, stay focused during our class. We will usually have up to two hours of engagement; thus, it is best if we can
maximize this time. I know a lot of learners would multitask while attending online classes, but I hope you will all give our class time
your full attention.

Always maintain respect for others. Be mindful of the use of language. Even in an online environment, follow rules of academic
integrity.

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 For On-site sessions (75%):

I am very particular on participation, time, and output. Engagement is highly expected and noted.

Communication with Instructor (co-learners)

During work hours (9:00 AM to 5:00 PM), I will respond to your consultation questions, inquiries, and consultation appointments. You
can reach me via institutional email.

As for feedback, as long as you submit your output on the designated deadline, I will be able to give you generous feedback on your
work. However, I cannot promise quality feedback if it only allows me a limited time.

Late Submissions

Based on our experience in the past academic year, I will exercise full leniency on submissions. But as most graduate students
study on a part-time basis, it is recommended that you accomplish the academic requirements in a dedicated time frame. This is to
ensure you will not face difficulties towards the end of the semester. If you encounter any problems with the course deliverables,
please let me know how to help you with your work.

Plagiarism Policy

The online learning environment gives us a wealth of information. However, don’t forget to cite and make necessary attributions to
other people’s work! I have my own Turnitin to verify your submitted requirements, so please avoid plagiarizing at all costs. Plagiarism
is considered as intellectual dishonesty as per the CBSUA Code of Conduct, with the first violation warranting suspension of one (1)
semester to expulsion, and the second violation is automatic expulsion.

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 Accommodation to Learners

The online environment is expected to have many adjustments (and even discomfort), and these have been further validated based
on our experiences last semester. Let me know where you have difficulties or personal values and principles violated in this kind of
learning. Please feel free to discuss with me your learning needs. I am open to consultation if you foresee learning challenges this
semester.

Mental Health

With the uncertainty surrounding our daily lives, it is essential to take care of our mental health. I’m with you on this journey as a
person who cares. Do not hesitate to reach out to me if you are faced with mental health challenges.

PREPARING FOR THE POLICY PAPER PRESENTATION

Rules:
1. The class shall elect or appoint committee with president which will be in-charge of the areas in conducting the program.
2. Invitation of the panel of critique shall be the responsibility of the adviser and the president of the class.
3. Professional services to the invited resource persons shall be part of the student’s responsibility.
4. Proposals and other pertinent requirements shall be part of student’s responsibility.
5. Presentations shall be by fields of chosen areas.

A policy paper focusing on interrogating the issues concerning socially, economically, educational, legal, technological and
environmental will be the terminal output of this course. To strengthen and enrich the outputs, we will conduct a policy seminar before
the classes end. This seminar presentation will be open to the public.

The seminar will be packaged as a dialogue, where you will be able to interact with other early career researchers who are
also working on the topics you have chosen. Such activity is not meant to antagonize students (like a nerve-wracking defense, for

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 example);
but is intended to improve your outputs. The true spirit of scholarship is opening your work and gathering feedback. After all, as
graduate students, part of your expected outcomes after graduation is to input relevant policies that concern society – development
in education. More details will be provided soon, but let me share with you some of the things which you can already start preparing
upon reading this:

1. Think about the societal issue(s) that matters to you the most.

As you may have read in the syllabus, our course is grounded on the issues, theories, approaches, and perspectives that involve
those who are socially, politically, and economically relegated. You may even have read a lot about sectoral concerns in your previous
classes. Do not forget or lose those lessons—that will serve as essential inputs to the policy paper.

2. Start reading about the debates and dialogues.

These issues have multiple sides, and as potential policymakers, you should know all the current debates and dialogues. We will
have our biases—but if we have to make an argument eventually, this should be grounded on reasoned judgment. Read the news,
reports, and most of all, academic literature. What are the different viewpoints of the policy?

Policy papers and presentations will be done by group, but I want everyone to think of these two things individually. Then, I will group
you depending on the topic of your choice or the career professions you are in. To have these two things get going is already a big
step towards developing the policy paper.

Good luck!

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 APPENDIX FOR RUBRICS ON POLICY PAPER PRESENTATION

Meets Expectations
Exceeds Below
Effort at this level
Effort at this level is Effort at this level is less
represents what is RATINGS REMARKS
greater than expected than expected
expected
5 pts 1 pts
3 pts

Content Exceeds Meets Expectations Below

Content of discussion directly Content of discussion Content is off-topic for the

addresses required moderately connects to discussion; does not address
question(s) asked. topic/question(s) asked. question(s) asked.

Active engagement and Active engagement and Little engagement and/or

participation in each class. participation in most classes. participation in classes.

Critical Exceeds Meets Expectations Below

Thinking
Comments show deep Comments are simple but Comments lack insight and
insight and analysis. show some insight and analysis. Simply rehashes or
analysis. summarizes others' posts.
Personal opinion is

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 expressed clearly and fully Personal opinion is Does not express opinion
developed. expressed but lacks clearly.
elaboration and detail.
Poses questions or ideas to Posts do not inspire further
promote further discussion. Offers some new line of thinking.
thinking.

Connections Exceeds Meets Expectations Below

Clear connections are made Connections to course Connections are vague and
through specific reference to materials and/or personal do not address both course
course materials (websites, experiences are not specific materials and personal
articles, texts). or lack elaboration and detail. experiences.

Specific examples are used

to connect concepts to
personal experiences.

Accessed through: https://www.rcampus.com/rubricshowc.cfm?code=E24962W&sp=true&

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 ABOUT THE INSTRUCTOR (CO-LEARNER)
KENNEDY A. BELTRAN, PhD
Director, Curriculum and Instruction Division 2023-Present
Central Bicol State University of Agriculture

Education:
Doctor of Philosophy in Development Studies 2019-2023
Major in Education and Development
Minors in Strategic Planning and Policy Studies
Science, Technology & Development
University of the Philippines Los Baños

Master of Arts in Biology Education 2015-2018

Bicol University

Bachelor of Secondary Education 2010-2014

Major in Biology Education
Central Bicol State University of Agriculture

Publications:
Google scholar link: https://scholar.google.com/citations?user=uGgZs6MAAAAJ&hl=en&oi=ao

Subjects Taught:
Graduate School: DEVED 302 (Dev’t Theories, Approaches, & Perspectives in Dev’t Education)
New Curriculum
Undergraduate: Microbiology and Parasitology (Lecture and Laboratory)
Cell and Molecular Biology (Lecture and Laboratory)
The Teacher and the School Curriculum
Research in Teaching Science and Research in Teaching
Division I: Associate Member of DOST National Research Council of the Philippines

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