LOURDES COLLEGE

Inc.
Cagayan De Oro City

Syllabus for Online Learning

I. COURSE TITLE : SSE11 - Comparative Economic Planning

Prerequisite Subject/s : None

II. COURSE CREDIT : 3 Units

III. COURSE DESCRIPTION
: This course focuses on a general survey of the development strategies of developed economies i.e., U.S.A.,
Japan, China and developing countries i.e., Philippines, Thailand and Malaysia in search for a model economy to
solve the problem of poverty, resource degradation, lack of urban planning, unemployment, deficit fiscal
policies, economic dependency and other related issues. It investigates the nuances of the economic
development in the First World economy in the end that the same may benefit the developing economies of the
world.

IV. COURSE OUTCOMES:

At the end of the course, the pre-service teachers can:

CO1. demonstrate an understanding on the contemporary field of comparative economic planning that has evolved from the traditional
to modern economics encompassing transition from a purely quantitative to mixed and behavioral economics;

CO2. demonstrate an understanding of research-based knowledge exploring the economic conditions of the Philippines as compared
to other countries.
 V. LEARNING OUTCOMES AND COURSE OUTPUTS:

Week #
(10 weeks with 5 hours per Course Outcomes
week + 1 hour (only the Course Four-Pronged Integration Expected Output /
Topics Learning Outcomes
academic consultation Outcome Number: e.g. (Process Questions) Assessment
(synchronous and CO1, CO2, CO3, etc.)
asynchronous)

Synchronous: At the end of these weeks, the preservice
I. Review of Important Concepts teacher (PST) should be able to:
A. Economics: Its Meaning, Nature and
Importance a. define Economics and explain the field as a
B. Other Important Concepts CO1 social science;
1. The concept of Development b. explain the nature and meaning of
2. Economics and Development Economics;
studies c. cite the importance of the study of
Week 1 & 2 3. The Real Meaning of Economics;
Development d. explain the different views/connotations on
development;
Asynchronous: e. cite examples explaining the real meaning
II. Classifying Countries of the World of development; and f. define economic
A. First World
CO1 planning and explain its nature;
B. Second World
f. differentiate between the First, Second and
C. Third World
Third World countries;
g. explain the basic criteria for distinguishing
the most important structural differences
among developing nations;
h. discuss each of the common
characteristics of Developing Countries;
and
i. cite examples of how each of the
characteristics of Developing Countries is
manifested in the Philippines, a Third World
country.
Written objective test/essay
Core/Related Value: on understanding economics
Excellence / Competence.
How can understanding the subject of Written objective test/essay
economics help us to become world class on classifying countries of the
competent? World
Social Integration: Oral recitation on their
Daily Transactions such as buying or insights from the activities.
selling products are skills necessary for
everyday living. How can learning the
concepts related to economics assist our
daily transactions?
Subject Across Discipline:
In Geography, countries are located and
identified through the world map.
What countries are classified first, second,
or third world countries by looking at the
world map?
Biblical Scripture:
How should we use our desire for
competence?
2 Timothy 3:17 ESV
That the man of God may be competent,
equipped for every good work.
 Week #
(10 weeks with 5 hours per Course Outcomes Expected Output /
week + 1 hour (only the Course Learning Outcomes Four-Pronged Integration Assessment
academic consultation Topics Outcome Number: e.g. (SMART) (Process Questions) (Brief Description of the
(synchronous and CO1, CO2, CO3, etc.)
asynchronous) Assessment/Output)

At the end of these weeks, the preservice Recitation

Synchronous: teacher (PST) should be able to: Core/Related Value:
III. Diversity Among Nations Faith / Nationalism. Written Quiz
1. Historical background a. explain the historical, political and How can understanding the diversity
2. Size and income level CO1 economic background of countries with among nations help us realize our own Presentation of output
3. Resources emphasis on diversity among Nations. worth as a nation? Position paper
4. Ethnicity and religion b. explain the distinction between low levels
5. Industrial Structure of living and low per capita incomes; Social Integration:
6. Importance of private and public sector c. discuss on the reasons of high and rising High population growth is an indicator of a
7. External dependency levels of developing country, but it is not always a
unemployment/underemployment; and good thing. How can we identify that high
d. explain the consequences of dominance, population growth is a good or bad thing?
Asynchronous: dependence and vulnerability in
IV-A. Common Characteristics of international relations. Subject Across Discipline:
Developing Countries In Economics, an increase of GDP is an
1. Low levels of living indicator of a developing country. How
2. Low productivity
CO1 does an increase of GDP reflect the
Week 3 & 4 3. High population growth and dependency
livelihood of the people in a developing
burden
4. High and rising levels of unemployment/ country?
underemployment
5. Dependence on agriculture and export Biblical Scripture:
of primary products Does nationality, race, economic status,
6. Imperfect markets and social standing matter when it comes
7. Dominance, dependence and to spirituality?
vulnerability in international relations
Galatians 3:28 ESV
There is neither Jew nor Greek, there is
neither slave nor free, there is no male
and female, for you are all one in Christ
Jesus.
 Week #
(10 weeks with 5 hours per Course Outcomes Expected Output /
week + 1 hour (only the Course Learning Outcomes Four-Pronged Integration Assessment
Topics
academic consultation Outcome Number: e.g. (SMART) (Process Questions) (Brief Description of the
(synchronous and CO1, CO2, CO3, etc.) Assessment/Output)
asynchronous)

At the end of these weeks, the preservice Recitation

Synchronous: teacher (PST) should be able to: Core/Related Value:
IV-B. Domestic Problems and Service / Preferential Love for the Poor. Written Quiz
Policies a. define the term poverty, absolute In what ways could we assist those who
A. Poverty, Growth and poverty; have nothing, we also do not have After the lesson students are
Income Distribution b. demonstrate how the Lorenz Curve can everything? to form pairs and must then
B. Population Growth be used to illustrate the distribution of write two questions regarding
C. Unemployment CO2 income; Social Integration: the topic. All the questions
D. Rural- Urban Migration c. compare and contrast the rate of Poverty causes many implications to the from the different groups will
E. Education and population growth in LDCs and that of poor, one of those is the inability to go to be collected and then each
Development modern Developed nations; school. How can understanding domestic pair will randomly pick two
F. Agricultural d. discuss the various manifestations of problems assist in the development of questions and answer and
Transformation and Rural the underutilization of labor; community interventions for the poor? discuss them in front of the
Development
Week 5 & 6 e. identify government policies which will class. The teacher will rate
G. Environment and
promote a better balance between Subject Across Discipline: their responses based on a
Development
urban and rural economic and social In Technology and Livelihood Education rubric
opportunities; (TLE), basic livelihood skills are taught.
Asynchronous:
V. Comparison of Development f. explain what is meant by “integrated” How can these basic livelihood skills Recitation
Theories rural development; improve the welfare and livelihood of the
A. Evolutionary Theory g. explain what is meant by “economics of poor? Written Quiz
B. Folk-Urban Continuum education”;
C. Linear-Stages Theory h. compare and contrast the different Biblical Scripture: Presentation of output
D. Structural theories of development; and How can we use our privilege to go to - Case Studies
Functionalism Theory i. identify some strengths as well as school to help those who cannot? - Venn Diagram
E. Conflict Theory CO1 weaknesses of each of the different
F. International- theories Matthew 25:42-43 ESV
Dependence Revolution For I was hungry and you gave me no
G. Neo Classical Counter food, I was thirsty and you gave me no
Revolution drink, I was a stranger and you did not
H. New Growth Theory welcome me, naked and you did not
clothe me, sick and in prison and you did
 not visit me.’

Week #
(10 weeks with 5 hours per Course Outcomes Expected Output /
week + 1 hour (only the Course Learning Outcomes Four-Pronged Integration Assessment
Topics
academic consultation Outcome Number: e.g. (SMART) (Process Questions) (Brief Description of the
(synchronous and CO1, CO2, CO3, etc.) Assessment/Output)
asynchronous)

At the end of these weeks, the preservice Core/Related Value: Written objective test/essay
Synchronous: teacher (PST) should be able to: Excellence / Competence.
VI. Nature of Development How can we show competence by means Vlogging. Output will be a
Planning and Related Concepts a. identify the necessity for development of planning and development of reflection paper on the
A. The Need for Planning planning; interventions? causes of unemployment in
B. Planning in Mixed b. discuss important aspects of planning in their areas.
Developing Economies Mixed Developing Economies; Social Integration:
C. Rationale of Planning CO2 c. explain the rationale and process of Providing assistance to the poor is one of Oral recitation on the content
1. Market planning; the programs of the government with of the speech/dialogue or
failure d. explain the factors that gave rise to the proper interventions. What interventions insights on the issue on
2. Resource crisis in planning; and can a student do to provide assistance for inflation
Week 7 & 8 mobilization e. explain each of the noneconomic factors of the poor?
3. Allocation development. Output will be a reflection
4. Attitudinal or
Subject Across Discipline: paper on their preference of
psychological
In Social Work, assisting the weak, the time (past or present) based
impact
5. Foreign aids poor, and the voiceless are one of their on the results of prices of
Asynchronous: honorable tasks. What assistive action products, and the answers
D. The Planning Process can pre-service teachers or students do to from the interview
1. assist the weak, the poor, and the
Characteristics voiceless?
of the planning
process Biblical Scripture:
2. Planning What reasons should we think to become
models selfless for the minority and the poor?
3. Types and
uses of models CO1 Philippians 2:4 ESV
4. Some Let each of you look not only to his own
principles in interests, but also to the interests of
planning others.
5. Choosing
projects: some
 criteria E. The
Crisis in
Planning
1. Problems of
implementation and plan
failures
2. Theory versus practice
a. Factor
prices, choice
of technique
and
employment
creation
b. Rural-urban
imbalances and
migration
c. Demand for
education and
employment
d. Structure of
the economy
3. Reasons for plan
failures
a. Plan
deficiencies
and their
implementation
b. Insufficient
and unreliable
data
c.
Unanticipated
internal and
external
economic
disturbance
d. Lack of
political will

Week #
(10 weeks with 5 hours per
week + 1 hour
academic consultation
(synchronous and
Topics Course Outcomes Learning Outcomes Four-Pronged Integration Expected Output /
(only the Course (SMART) (Process Questions) Assessment
Outcome Number: e.g.
(Brief Description of the
CO1, CO2, CO3, etc.)
Assessment/Output)
 asynchronous)
Synchronous:
VII. Globalization and
Technological Advancements
A. The Advent of Mass
Production
B. Machination of
Progress
C. Globalizing Trade
D. The Shift from
Week 9 & 10 Industrial Age to
Computer Revolution
Asynchronous:
VIII. Routes to Globalization
A. The Challenge
B. The Struggle
C. The Response
D. A Call for International
Cooperation
V. MODE OF CONSULTATION:
Learning Management System/Online Classroom Code :
Social Media Group Chat :
FB Account :
At the end of the week, the preservice
teacher (PST) should be able to:
a. differentiate the competing conceptions of
globalization;
b. identify the underlying philosophies of the
CO2 varying definitions of globalization;
c. explain the shift from Industrial Age to
Computer;
e. explain the effects of globalization; and
f. identify the institutions that govern
international relations
CO2
Core/Related Value:
Excellence / Resourcefulness.
How does resourcefulness reflect and
manifest in the age of globalization?
Social Integration:
International Relations is one of the
effects of cross-cultural collaboration
brought by globalization. What possible
effects students, teachers, and
educational institutions gain from cross-
cultural and international collaborations?
Subject Across Discipline:
In International Studies, is a course that
studies diplomatic relations and the study
of international studies. How does
globalization open the path of
international studies to become a proper
course?
Biblical Scripture:
How can the different nations become
impartial and be united despite the
differences in culture?
Acts 10:34-35 ESV
So Peter opened his mouth and said:
“Truly I understand that God shows no
partiality, but in every nation anyone who
fears him and does what is right is
acceptable to him.
Written objective test/essay
Output will be a reflection
paper on the causes of
globalization
Oral recitation on the content
of the speech/dialogue or
insights on the issue on
globalization
Written objective test/essay
Output will be a reflection
paper on how Asian states
confront the challenges of
globalization
Oral recitation on the content
on the complexities of
modern life focusing on
systems of transportation,
communication, business,
education, economy, etc.)
 Consultation Schedule : Every Monday and Thursday 10:00 AM to 12:00 NN

VI. ASSESSMENTS

Criteria for Grading

Dimensions For Major Subjects of Board Courses
Performance Tasks 50 %
Quizzes, Assignments 20%
Term Examinations 30 %
Total 100 %

VII. SCOPE/SEQUENCE:

VIII. LEARNING TASKS/ACTIVITIES:

1. Lecture-discussion using PowerPoint Presentation on understanding economics
2. Lecture-discussion using PowerPoint Presentation the classifying countries of the World
3. Have students conduct surveys on the knowledge of the students as to the classification of the different countries of the world
4. Provide practice problems – both graphic and narrative – in which students identify the different impacts of being a member of a First World,
Second and Third World
5. Provide practice problems in which students compose narrative explanations based on graphic models, and graphs based on narratives on
problems encountered as members of First World, Second and Third World
6. Lecture/Discussion
7. Web based research The students are to write historical/famous places and landmarks to be found in Europe, Africa and Australia/Oceania. Make a
Venn Diagram on the Diversity of Nations
8. Web based research Factors that characterize the Developing Countries. Make a summary and present a position paper on the different factors of
change that affect the lives of people
9. Lecture-discussion using PowerPoint Presentation on Domestic Problems and Policies
10. Cooperative learning
11. Experiential learning
12. Case Studies
13. Group Activity
14. Group Presentation
15. lecture-discussion using PowerPoint Presentation on the Different Development Theories
16. Case Studies of Countries which uses Different Development Theories
17. After discussion of the different theories, students will be asked to identify the strengths and weaknesses of each theory. Make a Venn Diagram
 18. Lecture-discussion using PowerPoint Presentation and video clips on Development Planning and related concepts
19. Three-minute Video Blogging or VLOGging, three times a week, about market failure and resource mobilization , based on an approved interview
schedule
20. Gap Exercises. Students free write for three minutes on “what is” versus “what should be” in the Foreign Aids, then debrief in threes. When it’s a
student’s turn, he or she summarizes his or her freewrite and then is silent and listens as the other two ask questions only (give no advice, do not
swap stories), then work around the group every couple of minutes. Someone will report his/her notes on “what is” versus “what should be”
21. Provocative Picture. Begin the lecture with a picture meant to provoke discussion or emotion. Option: caricature or cartoon
22. Case analysis of settling crisis in Planning
23. Interview with grandparents/elders and younger generation regarding the past and present situations of different products and prices. Approved
guide questions will be used. Compare the results of different times from the interview form
24. Lecture-discussion using PowerPoint Presentation and video clips on Globalization and Technological Advancements
25. News report critique: Students will find and read three newspaper op-eds (local or international) discussing globalization. Before class, they will
write 50-word summaries of each op-ed, identifying what the underlying definitions of globalization the op-ed writers use
26. Class Discussion about the Students’ “Globalization Experience”
27. Lecture-discussion using PowerPoint Presentation and video clips on Routes to Globalization
28. To make a position paper/critique on how Asian states confront the challenges of globalization
29. Web based Research Each group of students will present common day scenarios/proofs about the complexities of modern life focusing on systems
of transportation, communication, business, education, economy, etc.)
30. List down and explain the various reasons why technology is said to be the sine qua non for globalization

IX. REFERENCES OF E-RESOURCES/ BOOKS/ VIDEO CLIPS (APA format):

Albrecht, M. (2010). Supply chain coordination mechanisms. Berlin: Springer-Verlag

Aligica, P. D. and Boettke, P. J. (2018). Comparative economic systems. Cheltenham: Edward Eldgar Publishing

Becker, R. A. (2013). The economic theory of income inequality. Cheltenham: Edward Eldgar Publishing

Clark, B. (2016). The evolution of economic systems: Varieties of capitalism in the global economy. New York: Oxford University Press, 1st Edition

Caplan, B. (2007). The myth of the rational voter: Why democracies choose bad politics. Woodstock: Princeton University Press

Clifford, P. G. (2017). The China paradox. Boston: Walter de Gruyter Inc.

Huang, Y. (2008). Capitalism with Chinese characteristics: Entrepreneurship and the state. New York: Cambridge University Press, 1st Edition

Humphrey, J. (2019). Global value chains. Cheltenham: Edward Eldgar Publishing

Gregory, P. R. and Stuart, R. C. (2014). The global economy and its economic systems. Mason: South-Western, Cengage Learning\

Mishkin, F. S. (2019). Economics of money, banking and financial markets. London: Pearson, 12th Edition

Rosser, J. B., Jr. and Rosser, M. V. (2018). Comparative economics in a transforming world economy. Cambridge: MIT Press, 3rd Edition

Sherman, R. (2008). Market regulation. London: Pearson

Wolff, R. D. and Resnick, S. (2012). Contending economic theories: Neoclassical, keynesian, and marxian. Cambridge: MIT Press

Zhou, Z. (2013). Study on globalizing cities: A theoretical framework and China's modes. Singapore: World Century Publishing

Prepared by: Reviewed by:

KRISCENTTI EXZUR P. BARCELONA, Ph.D.

Dean, Teacher Education Program