SYLLABUS FOR UNDERGRADUATE COURSES

MAJOR, CORE CURRICULUM and ELECTIVES

A. COURSE INFORMATION

NO. OF
COURSE NUMBER SOCSC 14 3
UNITS

COURSE TITLE POLITICS, GOVERNANCE, AND CITIZENSHIP

PREREQUISITE/S SOCSC 11, SOCSC 12, AND SOCSC 13

DEPARTMENT/ POLITICAL SCIENCE SOCIAL

SCHOOL
PROGRAM (AB Dip-IR) SCIENCES

SCHOOL YEAR SY 2021-2022 SEMESTER 2ND

INSTRUCTOR OLIVER JOHN C. QUINTANA, M.A.

CTC104/ T-TH
VENUE/PLATFORM ONLINE SECTION DipIR-A SCHEDULE 3:30 – 5:00 PM
(CANVAS) (FLEX)

B. COURSE DESCRIPTION

Social Sciences 14 is a praxis-oriented course that interrogates dominant perspectives on

democracy, governance, and citizenship. It begins with a reflection on critical concepts learned in
previous social sciences courses. Students critically examine the formation and characteristics of
the state and how these evolution and qualities affect patterns of governance as well as the
transformation of institutions. It draws on the experiences of the Philippines from a comparative
perspective using power, contestation and change as an organizing frame.

The course analyzes both the formal-legal-constitutional and substantive bases of governance (as
embodied for example in the Philippine constitution, political institutions, and social relations).
These are studied in terms of how they frame the challenges of deepening democracy – the role
of the state, and the rights, responsibilities, and expressions of citizenship. Politics, democracy,
and governance shall also be analyzed in the individual, local, national, regional, and global terms.

Acknowledging students as the future leaders of the country, the course supports the formation of
democratic citizenship through discipline-based projects that identify dissonances of the state but

Page 1 of 16
 also how to respond to critical social and political reform challenges within the ambit of collective
participation. Ultimately, the task of this course is to support citizenship projects that have the
potential to engage current policy debates and conversations.

WHERE IS THE COURSE SITUATED WITHIN THE FORMATION

STAGES IN THE FRAMEWORK OF THE LOYOLA SCHOOLS
CURRICULA

FOUNDATIONS: Exploring and Equipping the Self

ROOTEDNESS: Investigating and Knowing the World

DEEPENING: Defining the Self in the World

✓ LEADERSHIP: Engaging and Transforming the World

C. COURSE LEARNING OUTCOMES

By the end of this course, students should be able to:

COURSE LEARNING OUTCOMES

CLO1: Examine various concepts, ideas, and frameworks about the state, institutions,
governance, and citizenship.

CLO2: Assess the relationships between these concepts vis-a-vis power and politics.

CLO3: Demonstrate the proficient use of the various tools and ideas in evaluating and
designing social and political reform alternatives.

CLO4: Construct a critical stance towards the state, its institutions, and democratic practices.

CLO5: Contribute to the processes of democratic citizenship by maximizing their capacities as

citizens and as future leaders of the country.

CLO6: Collectively respond to the challenges of governance by building a constituency of

reform.

D. COURSE OUTLINE and LEARNING HOURS

Course Outline CLOs Estimated

Contact
or Learning
Hours

Module 0: Introduction and Orientation

a) Inform the students of the objectives, premises and N/A 2
concerns of the course;

Page 2 of 16
 b) Assess the students’ initial understanding/
appreciation of their personal situation

Module 1: Politics and Power

a) Compare differing definitions of politics and power
relations, and how they are experienced in different
contexts; and 1, 2 10
b) Analyze one’s own personal and social
experiences via the lens of politics and power
relations.

Module 2: Institutions
a) Explain key perspectives about institutions taken
from various social science disciplines
1, 2, 3 10
b) Explain the role of formal and informal institutions
in selected contemporary politics and governance
issues

Module 3: The State

a) Organize the concept of a State to a set of facts in
a meaningful order
1, 2, 3 10
b) Relate the importance and necessity of State
institutions to one’s daily life experiences and
engagements

Module 4: Democracy
a) Connect their daily lives to the “high institutional”
processes of democracy by creating a matrix on
how everyday interactions or objects can be
connected to greater degrees of societal 3, 4, 5 10
organization (maybe even up to the global).
b) Craft or critique policies by assessing their impacts
not only on the stated policy objectives but also on
democratic institutions and values

Module 5: Governance—Theories and Practice

a) Distinguish various definitions and perspectives of
governance from different sources and contexts
3, 4, 5, 6 10
b) Appraise the role and function of different key
actors in pushing for effective and good
governance

Module 6: Citizenship, Leadership and Nation-

Building
a) Appreciate critically the value of citizenship
3, 4, 5, 6 8
b) Relate key contemporary issues to processes of
democratic citizenship, leadership, and nation-
building

Page 3 of 16
E. ASSESSMENTS AND RUBRICS*

Assessment Assessment CLOs

Tasks Weight

Reflection and Module Essays

30% 1, 2, 3, 4
(Modules 1 and 2)

Synthesis Reflection Essay

30% 1–6
(Module 6)

Advocacy Paper
Part I: Situationer
Part II: Stakeholder Analysis 40% 3–6
Part III: Community Engagement
Proposal/Policy Recommendations

*Note: Detailed assessment descriptions and rubrics are available at the Appendix.

Schedule of Course Assessments:

Module Assessments Points

1 Pre-Course Reflection Essay (Individual) 10

2 Institutions Module Essay (Individual) 10

4 Advocacy Paper Part I: Situationer 20

5 Advocacy Paper Part II: Stakeholder Analysis 20

Synthesis Reflection Essay (Individual) 10

6 Advocacy Paper Part III: Community Engagement

Proposal/Policy Recommendations (Choice of Written or 20
Video/Creative Output)

F. TEACHING and LEARNING METHODS

TEACHING & LEARNING METHODS CLOs

and ACTIVITIES
Module Readings 1–4
Video and Audio Clips 1–4
Discussion Boards 1–4
Module Assignments 1–4

Page 4 of 16
 Synchronous Lectures 1–4

G. REQUIRED READINGS

Course Outline Required Multimedia Material(s)

Reading Material(s)

Module 1: Politics and Kerkvliet, B. (2013). Minhaj, H. 2019. Patriot Act

Power “Introduction,” in Everyday with Hasan Minhaj. Aired on
Politics in the Philippines: Class Netflix.
and Status Relations in a Central
Luzon Village. Quezon City: Note: Episodes to be used are
Ateneo de Manila University available on YouTube; links
Press. 1-18. will be provided in Canvas.

Barnett, M. and Duvall, R., eds.

(2004). Power in Global
Governance. Cambridge
University Press. 8-23.

Module 2: Institutions Kaufmann, W.; Hooghiemstra, R.; Fukuyama, F. (2011).

& Feeney, M. (2018). “Formal “Modern Political Institutions.”
Institutions, informal institutions, YouTube.
and red tape: A comparative <https://www.youtube.com/
study”, Public Administration, 96: watch?v=uLWsvWIttjE>
386-403.

Leftwich, A. and Sen, K. (2011)

“’Don’t Mourn: Organize’:
Institutions and Organizations in
the Politics and Economics of
Growth and Poverty- Reduction,”
Journal of International
Development 23: 319-337.

Finnemore, M. & Sikkink, K.

(1998). “International Norm
Dynamics and Political Change”,
International Organization, 52(4):
887-917.

Module 3: The State The 1987 Constitution of the DW News. 2019. “Papua riots
Republic of the Philippines. sweep through eastern
Articles I-III, VI-VIII. Indonesia”. News Item. Bonn:
Deutsche Welle. 5:54.
Bernas, J. (2009). The 1987 Youtube.
Constitution of the Republic of the <https://www.youtube.com/
Philippines: A Commentary. watch?v=2uwWn0mctTM>
Quezon City: Rex Bookstore, pp.
38 – 59.*

Page 5 of 16
 Fairfood International. 2014.
Jackson, R. and Rosberg, C. “Mindanao: The Land of
(1982). “Why Africa’s Weak State Promise?” Documentary.
Persist” World Politics 35(1): 1- Amsterdam: Fairfood
24. International. 21:13.
<https://www.youtube.com/
Lara, F. J. Jr. (2014). Insurgents, watch?v=YvJSDt8BI4c>
Clans, and States: Political
Legitimacy and Resurgent Tugade, R. (2020). An
Conflict in Muslim Mindanao, Introduction to the Bill of
Philippines. Quezon City: Ateneo Rights of the 1987
de Manila University Press. Constitution of the Republic of
the Philippines. Audio upload
in Canvas.

Module 4: Democracy Quimpo, N.G. (2008). Contested Abao, Carmel V. 2021. “Is
Democracy and the Left in the Democracy the Solution or the
Philippines after Marcos. Quezon Problem?” Magisterial
City: Ateneo de Manila University Lecture. Arete. Youtube.
Press. 1-53. <https://youtu.be/OtJm3jAu
61Q>
Leftwich, A. 2005. “Democracy
and Development: Is There Democratic Decay and
Institutional Renewal (web resource hub):
Incompatibility,” Democratization <https://www.democratic-
12(5), 686-703. decay.org/>

Sen, A. (2000). Development as

Freedom. New York: Anchor
Books.

Module 5: Asian Development Bank (2005), Candelaria, Anne Lan K.

Governance— Country Governance 2021. “It Takes a Village to
Theories and Practice Assessment, pp. 1-3. Raise a Country” Magisterial
Lecture. Arete. Youtube.
United Nations Development <https://youtu.be/LzU2RxNf
Programme (1995), w7Q>
Reconceptualizing Governance,
Discussion Paper 2. New York. Harvard Ash Center. 2011.
“Naga City People
United Nations Development Empowerment Program (The
Programme (2014). Governance Philippines).” YouTube.
for Sustainable Development. <https://www.youtube.com/
Discussion Paper. New York. watch?v=Ap78yUU1Pj4>

Cabo, W. (2009). ‘Exploring

Accountability Initiatives in
Philippine Local Governance’,
Philippine Public Administration
Journal 51(1-4): 33-50.

Page 6 of 16
 Case Studies:

Eaton, K. (2003). ‘Restoration or

Transformation? ‘Trapos’ versus
NGOs in the Democratization of
the Philippines,’ The Journal of
Asian Studies 62(2): 469-496.

Kawanaka, T. (2013). ‘The

Robredo Style: Philippine Local
Politics in Transition’, Atienza, M.
(ed.) Introduction to Philippine
Politics: Local Politics, the State,
Nation-Building, and
Democratization. Quezon City:
The University of the Philippines
Press.

Baquino, M. (2017). ‘Upi,

Maguindanao: Left Behind No
More’, Hechanova, M., Teng-
Calleja, M. & Franco, E. (eds.)
(2017) Transforming Local
Government. Quezon City:
Bughaw, Ateneo de Manila
University Press, 121-138.

Tiongson, M. (2017). ‘The

Business of Local Governance:
The Transformation Story of San
Jose City, Nueva Ecija’,
Hechanova, M., Teng-Calleja, M.
& Franco, E. (eds.) (2017)
Transforming Local Government.
Quezon City: Bughaw, Ateneo de
Manila University Press, 103-120.

Module 6: Citizenship, Bolden, R. (2011). “Distributed "Tomas Chamorro-Premuzic:

Leadership and Nation- leadership in organizations: A Why do so many incompetent
Building review of theory and research.” men become leaders?"
International Journal of YouTube.
Management Reviews, 13: 251- <https://www.youtube.com/
269. watch?v=zeAEFEXvcBg>

Diokno, M.S. (1997). “Becoming "Eric Liu: How to turn protest

a Filipino citizen: Perspectives on into powerful change"
citizenship and democracy”. in YouTube.
Democracy and Citizenship in <https://www.youtube.com/
Filipino Political Culture. Quezon watch?v=c_g1BMVFcuw>

Page 7 of 16
 City: Third World Studies Center, "McKenna Pope: Want to be
University of the Philippines. an activist? Start with your
toys" YouTube.
<https://www.youtube.com/
watch?v=cTK_cJVryIc>

H. SUGGESTED READINGS

Acemoglu, D. (2012). “The Making of Prosperity and Poverty” and “Small Differences and
Critical Junctures: The Weight of History”, in Why Nations Fail: The Origins of Power,
Prosperity, and Poverty. Crown Publishers.
Arendt, H. (2005). “Introduction into Politics,” in The Promise of Politics. New York: Schocken
Books. 93-200.
Cornelio, J.S. (2013). Religious Freedom in the Philippines: From Legalities to Lived
Experience, The Review of Faith & International Affairs, 11(2), 36-45.
Hobson, J. & Seabrooke, L. (2007). Everyday Politics of the World Economy. Cambridge:
Cambridge University Press.
Po-Han Lee (2016). “LGBT rights versus Asian values: de/reconstructing the universality of
human rights”, The International Journal of Human Rights, 20(7), 978-992.
Purdey, J.; Encarnacion Tadem, T.; & Tadem, E. (2018). “Political Dynasties in the Philippines”,
South East Asia Research, 24(3), 328-340.
Rocha Menocal, A. (2017). “Political Settlements and the Politics of Transformation: Where Do
‘Inclusive Institutions’ Come From?”, Journal of International Development, 29, 559-575.

I. GRADING SYSTEM

A Excellent 92 and above

B+ Very Good 87-91
B Good 83-86
C+ Very Satisfactory 79-82
C Satisfactory 75-78
D Pass 70-74
F Fail 69 and below

J. CLASS POLICIES

1. Learning Management System. The main Learning Management System (LMS) to be used for
this class is Canvas.

Students should be automatically enrolled to our Canvas page once officially enrolled. If you do not
know how to use Canvas, consult the LS One-Stop Student Services Hub. Access LS-One here:
https://sites.google.com/ateneo.edu/ls-one. For Canvas specifically, students may access:
https://sites.google.com/ateneo.edu/canvasbasicsbydiscs/for-students/student-modules.

Students who require support for Canvas may seek help by sending an email to [email protected]
or chatting with LS-One through that account using their OBF email.

Page 8 of 16
Access to Canvas Class. Only students who are officially enrolled in the course will be included in
the Canvas class. Only those who are on Canvas will be allowed to participate in class activities and
take course assessments.

Student access to the Canvas course will be closed a week after the electronic release of grades for
the quarter. Students are encouraged to download the course materials as well as the records of their
grades before the Canvas course closes.

2. Synchronous Sessions and Asynchronous Learning. The class will be a combination of

asynchronous and synchronous sessions.

① Asynchronous sessions. Students are expected to study each module based on the
schedule written in the course outline. They are expected to read the uploaded files on each
module, watch pre-recorded lectures, and complete the tasks assigned within the given time
frame. Go through the materials at your own pace.

If you are having difficulties with a particular reading or if you have questions about any
relevant topic, you may post it in the class discussion board that will be provided in Canvas.
I will be more than happy to help you.

Only the assessments included in the Course Outline will be included in the computation of
your grades.

Please read Module 0 of the Canvas page to know how you can access the readings.

② Synchronous sessions will be conducted using Zoom. Please kindly create a Zoom
account to join our sessions. Students are expected to rename their Zoom account using
their full names.

Each class is expected to hold at least one (1) synchronous session per week. The weekly
synchronous sessions are meant to ensure teacher-student presence and live interaction.

Links to the synchronous sessions will be posted via the Canvas Announcements page.
Synchronous sessions will start at exactly 3:30 PM and will end at 4:50 PM. This will give
both the instructor and students enough time to prepare for their next class.

Students are expected to actively participate during class lectures and online discussions.
Recordings of the sessions will be uploaded and be made available for streaming/download
any time in the class Canvas at least a day after the synchronous session.

Synchronous class sessions should be held during the official schedule of the class. For
synchronous sessions held outside the official schedule of the class, the written consent of
the students must be secured and approval from the Department Chair should be obtained.
Any change in schedule should be announced at least one (1) week before the session.

Online etiquette. The default will be microphones on mute (except for the
instructors/speakers). Students are encouraged to use the chat function at any time during
the synchronous session (and not just when the instructor asks if there are questions).
Students are also encouraged to reply to each other’s chat messages. They may turn on
their microphones/cameras if they are recognized by the instructors/moderators. It is

Page 9 of 16
 preferable, but not required, that cameras are kept open during synchronous sessions so
that the instructor can receive non-verbal feedback.

In case the instructor’s connection is interrupted or is disconnected from the synchronous

session for more than 15 minutes without having given any reason (e.g. sudden outage of
internet connection, emergency, etc.), the synchronous session is deemed immediately
ended on that day.

3. Access problems. If you encounter any problem accessing any of the materials concerning the
class for any reason, contact the instructor through email or Canvas.

Students with no or very unstable internet connections are advised to immediately inform through
email (a) their Home Department Chair/Program Director, (b) [email protected], and (c) the
Instructor so that appropriate assistance can be extended and adjustments can be made. If
necessary, portable learning packets (PLPs) which can be in the form of flash drives or printed
materials can be sent to the students.

4. Attendance. Students are expected to attend and fully participate in synchronous class sessions
so that they enjoy the full benefits of learning. If instructors wish to monitor student attendance
during synchronous sessions in the spirit of cura personalis, they are advised to use Zoom records
rather than to call a roll. A recording and/or transcript of synchronous classes will be made available
for students who are unable to attend a synchronous class.

① Attending classes regularly is one of the most important obligations of students. These
include being present in all scheduled classes, exams, and activities required by the
instructor. While attendance does not form part of the student’s grade for the course, it is
deemed as important as course assessments and other class activities such that students
receive a grade of W (Withdrawal without Permission) if their absences exceed 20% of
the total number of class hours in an academic term (2021 Revised LS Undergraduate
Academic Regulations, Section III, 1.2, 2.2 and Section V 1.2; 2019 Graduate Student
Handbook, Section III.B.6).

② In an online setting, students are expected to participate in all course activities, both
synchronous and asynchronous. Unstable or irregular internet access and other issues may
prevent students from attending synchronous sessions; hence, a W cannot be given on the
sole basis of attendance. The essence of the W grade, however, as measuring a student’s
minimum commitment to a course, should be upheld. A student who fails to effectively
commit to the class through submission of requirements may be deemed to have dropped
the course.

③ In light of the above, for undergraduate and graduate online classes, students will receive
the grade of W (Withdrawal without Permission) if the highest possible total % weight, as
indicated in the syllabus, of requirements they have fulfilled is less than 33.33% by the end
of the academic term.

④ If the highest possible total % weight of the requirements fulfilled is greater than or equal to
33.33% by the end of the academic term, the appropriate letter grade should be issued.
Final grades are to be computed on the basis of 100% of course requirements as indicated
in the syllabus.

Page 10 of 16
5. Communication between students and faculty and feedback. The instructor will
communicate with students using Canvas or email. Please communicate with the instructor using
your OBF account email during office hours only unless very urgent. Replies may only be expected
during office hours.

6. Grades. The final grade will be the one posted in AISIS. Grades reflected on Canvas are not
necessarily the official grades for the class.

7. Academic honesty. Any form of cheating and/or plagiarism shall be punished and dealt with in
accordance with university guidelines on academic and/or intellectual dishonesty.

As stated in Section E: Offenses Involving Dishonesty under the Code of Conduct for Students, pp.
42-43 in the Loyola Schools Undergraduate Student Handbook (2019 Edition), cheating in any
major course requirement will merit an academic penalty of F in the course and will be regarded as
a major disciplinary offense.

8. Group work. We will always assume that groups are working harmoniously together. If there are
serious problems with a groupmate (non-attendance, unprofessional behavior, lack of contribution,
etc.), contact the instructor as soon as possible.

9. Make-up work. The provision for make-up work, as provided for in Article II, Section 2, Item g.iii
of the Magna Carta of Undergraduate Student Rights, is to be observed.

10. Expectations on Study Pacing. We expect that students will work on their readings during the
allotted class times per week. Go through the materials at your own pace. Discussion boards are
provided in the Canvas page for your questions on specific modules or topics.

11. Health Concerns. If you are a person with a disability or mental health diagnosis, or if there
are any current or emergent circumstances that make online learning difficult for you, please inform
the instructor through email so that s/he may be aware and can make adjustments if necessary.
Your personal information will not be shared with anyone.

12. LS Gender Policy. The Ateneo de Manila University does not discriminate on the basis of sex,
gender, marital or parental status, sexual orientation, or gender identity or expression. See the
following link for more information on the LS Gender Policy: http://www.ateneo.edu/ls/ls-gender-
policy.

13. Safe spaces. The course is a safe space and will strictly adhere to Republic Act (RA) 11313 or
the Safe Spaces Act. Specifically, it will not tolerate gender-based online sexual harassment,
defined by the law as “acts that use information and communications technology in terrorizing and
intimidating victims through physical, psychological, and emotional threats, unwanted sexual
misogynistic, transphobic, homophobic and sexist remarks and comments online whether publicly
or through direct and private messages, invasion of victim’s privacy through cyberstalking and
incessant messaging, uploading and sharing without consent of the victim, any form of media that
contains photos, voice, or video with sexual content, any unauthorized recording and sharing of any
of the victim’s photos, videos, or any information online, impersonating identities of victims online
or posting lies about victims to harm their reputation, or filing false abuse reports to online platforms
to silence victims” (Art II, Sec 12). The full text of the law is available online at:
https://www.officialgazette.gov.ph/downloads/2019/04apr/20190417-RA-11313-RRD.pdf.

Page 11 of 16
14. Class Beadle. A class beadle will be assigned at the beginning of the semester. The class
beadle may create and manage alternative platforms for purposes of community and
communication between the students. The beadle will serve as a liaison between the class and
instructor, remind the instructor to record synchronous class sessions, and report class concerns
about the instructor to the Acting Chair of the Department of Political Science, Mr. Gino Antonio P.
Trinidad, M.A. ([email protected]) and the School Dean.

15. Data Privacy. Class materials and recordings of synchronous sessions may not be reproduced,
shared, or reposted by students without the express written consent of the teacher. Personal data
collected during an online class or other official activity must not be used for personal purposes or
reasons.

Teachers and students should not post such data on personal social media accounts or use them
for other unofficial and unauthorized purposes. Class materials and personal data (including the
files or records that contain them) stored or uploaded to an LMS may be covered by a number of
legal or technical requirements (e.g., confidentiality, access restriction, retention, and intellectual
property laws).

Therefore, publicly disseminating, reposting, or resharing them may be violative of the Data Privacy
Act and other applicable laws, regulations, and policies. Extreme care must be exercised when
handling them. Consulting the appropriate offices and, when necessary, securing consent or
authorization are strongly advised before any of the foregoing actions are taken.

16. Online Synchronous Consultations. Consultation may be done via email or via Zoom call.

① For inquiries sent via Canvas or email, please expect a response within 24 hours.

② For Zoom call consultations, please kindly schedule via email a 10-minute zoom call at least
two days before the desired time of consultation. Please take note that the schedule of
consultation can be during our official class time and should not coincide with any of the
scheduled synchronous sessions. Should this not be possible on particular dates, the
student/s and the instructor should agree on a common time for a separate consultation
schedule.

③ For the protection of both instructors and students, there should be a third person present
during a synchronous online consultation. The instructor and the student should each give
consent for the presence of this third person. If a consultation is to be recorded (instead of
having a third person present), the recording must be downloaded, saved in an ADMU
Google Drive account, and shared with the student unaltered. To maintain the academic
nature of online consultations, a family member may not serve as the third person during
online consultations.

K. CONSULTATION HOURS

NAME OF FACULTY CONTACT DETAILS DAY/S TIME

Tuesday & 3:30 – 5:00 PM

Oliver John C. Quintana [email protected]
Thursday (by appointment)

Page 12 of 16
 APPENDIX: COURSE REQUIREMENT RUBRICS

Reflection Essays: Students will be required to submit reflection essays, and they are
expected to provide responses/outputs that help in summarizing their analysis, reflections and
critiques on the assigned readings and class discussions for the specific module.

These will serve as a means to gauge the students’ comprehension of the assigned readings,
the teacher’s lectures and the class discussions/questions. The word count limit for essays is
500 words.

Rubrics:

Excellent Good Fair Poor

Criteria
10 8 6 0-5

Attempts
Evidence of
Insightful made at
analysis with
analysis, analysis, No analysis,
some synthesis
coherent synthesis, synthesis,
and evaluation
Critical Thinking synthesis; clear and evaluation, and
presented;
connections evaluation; connections are
general
made to real-life vague presented
connections are
situations connections
made
are stated

Little
Thoughtful
evidence of Does not
insights that
Connects ideas connection demonstrate any
Personal connect
and thoughts to between connections of
Reflection between real-
personal life learning learning to one’s
life, learning and
and one’s personal life
texts
life

Multiple
Obvious
grammatical and
Occasional to no Few grammatical
spelling errors that
grammatical grammatical and spelling
Grammar/Spelling makes content
and/or spelling and/or spelling errors that
very difficult to
errors errors interferes
read and
with content
comprehend

Advocacy Paper: This will be the culminating output of the course, and will be their main
outputs for Modules 4, 5, and 6. This will be accomplished via the class group. Rooting from the
Problem Tree, they are now asked to create a document that can be used to analyze their
specific issue of concern, as well as enable potential readers/users to strategize and plan for
real-world/real-time responses.

The Advocacy Paper should reflect the following key elements:

1. That the advocacy that they crafted comes from their own context, experience or
knowledge;
2. That the advocacy that they crafted avoids narrowness in framework/analysis;
Page 13 of 16
 3. That the policy “balances” democratic ideals and developmental concerns;
4. That the policy is rooted in an easily identifiable and defensible democratic principle or
value;
5. That the advocacy addresses an actual need as evidenced by data.

The paper shall be submitted in three (3) parts, with a range of 1,200-1,500 words per part:

A. Situationer (20 points)

This part, based on the Problem Tree analysis, should provide an initial report of the issue
you will be discussing/trying to address. The document itself should be clear with regards to
the coverage of recent history it will be covering. (ex. an issue may be decades old but you
will only cover the most recent incidences/policy debates surrounding it within the last 5
years). Justification as to your chosen coverage should also be given.

The following general content will be expected:

1. Historical Context (roots)

2. Current Policies
3. Contemporary Issues and Challenges (branch)
4. Problem Identification: (zeroing in on Priority Cause & Priority Effect)

Rubrics:

Excellent Good Fair Poor

Criteria
19-20 16-18 14-15 0-13

Evidence of
Insightful analysis, No analysis,
analysis with some Attempts made at
coherent synthesis,
Critical synthesis and analysis, synthesis
synthesis; clear evaluation,
Thinking evaluation and evaluation;
connections made and
(50%) presented; general vague connections
to real-life connections
connections are are stated
situations are presented
made

Content reflects
significant Content shows Content reflects Content does
research and adequate research some references, not
preparation done and backed but is still demonstrate
backed up by up by sources, but dominated by any basis or
relevant data and data used may be anecdotal corroborated
Content
up-to-date dated/needs evidence. references or
(50%)
references. updating. Narrative Narrative implies data. There is
Narrative is may provide key concerns. no underlying
focused. Problem insight but problem Problem narrative. No
has been identification needs identification is problem is
specifically refocusing. vague. identified.
identified.

Page 14 of 16
B. Stakeholder Analysis

This part should include the students’ analysis of affected sectors or communities and the
potential actors involved. It should also reflect the relationships between the actors they will
be engaging/enjoining to act. Finally, the section should also identify the best stakeholder to
spearhead the campaign/advocacy that can address the issue, with justification and basis to
your claim.

The following general content will be expected:

1. Who are your stakeholders?

2. What are their interests and levels of influence?
3. Who is most suited to lead the campaign and why? (Strategic Considerations for
Engagement)

Excellent Good Fair Poor

Criteria
19-20 16-18 14-15 0-13

Stakeholders
are clearly Stakeholders are Stakeholders
Stakeholders are
stated and stated and are not clearly
stated but not
Identifying backed by backed by stated, and not
supported by
and reliable reliable supported by
reliable evidence.
analyzing evidence. evidence. Good reliable
Attempts made at
stakeholders Insightful analysis with evidence. No
analysis, with
(50%) analysis, with some general analysis and
vague connections
specific connections connections are
made.
connections made. made.
made.

Content reflects
Content shows
significant Content reflects
adequate
research and some references,
research done Content does
analysis backed but is still
and backed up not demonstrate
up by relevant dominated by
Extent of by sources, but any basis or
data and up-to- anecdotal evidence.
analysis data used may corroborated
date references. Narrative is not
(50%) be dated/needs references or
Narrative is developed, with
updating. data. Analysis is
focused. strength of analysis
Analysis may non-existent.
Analysis is suffering as a
need additional
plausible and result.
support.
consistent.

C. Community Engagement Proposal (CEP)

This part shall serve as the “action blueprint” of the stakeholders they intend to assist/engage
with. This part may be submitted either as an essay (1,500 – 1,700 words) or as a video
submission where students discuss the following points:
Page 15 of 16
 1.) Issue Engagement Proposal

These can include the planning for engagement/advocacy activities that the
organization can engage. It can include, if possible, the policy
ideas/recommendations they should advocate for in government (reflected from your
learnings in the course). This can also include deliverables which the community
needs to address to prepare themselves for engagement/political action

2.) Communication Management Plan

This will outline/address your strategies and options for communicating your
advocacy and campaigns. This should list down your potential campaign/promotional
materials. It may even include samples/prototypes print and multimedia materials,
depending on the group’s preference and/or capacity.

3.) Capacity Checklist

This will assist the organization/community in assessing whether they are achieving
their objectives within a recommended time frame.

Rubrics:

Excellent Good Fair Poor

Criteria
19-20 16-18 14-15 0-13

Specific position,
Specific
thesis or Specific position,
Specific position, perspective,
hypothesis is thesis or
Critical thesis or hypothesis thesis or
imaginative, hypothesis
Thinking takes into account hypothesis is
taking into acknowledges
(50%) the complexities of stated, but
account the different sides of
the problem. simplistic and
complexities of the problem.
obvious.
the problem.

Outlined action
Outlined action
plans are Outlined action
plans need Outlined action
specific, plans are consistent
Viability of significant revision plan cannot be
measurable, but may require
proposal and assessed by
attainable, additional
(50%) reorganization, in any of the
relevant and itemization/detail to
order to be “SMART” items.
time-bound be “SMART.”
“SMART.”
(“SMART”).

Page 16 of 16