Outcomes-based education and deep learning in first year social work in South Africa : two case examples
- Authors: Collins, Kathleen Jane
- Date: 2015-06-04
- Subjects: Deep learning , Narrative construction , Outcomes-based education , Social work education
- Type: Article
- Identifier: uj:5557 , ISSN 00208728 , http://hdl.handle.net/10210/14144
- Description: South African social work education changed from norm-based to outcomes-based education soon after the first democratic government came into power in 1994 and a new Bachelor of Social Work has been in existence since 2007. The article argues in support of deep learning principles and presents narrative constructions from two differently advantaged departments of social work, illustrating how lecturers and students there have adapted to outcomes-based education. Conclusions indicate that statutory requirements and institutional pressures militate against the development of deep learning. The urgency to incorporate transformative learning in meeting professional standards is placed in the international context.
- Full Text:
- Authors: Collins, Kathleen Jane
- Date: 2015-06-04
- Subjects: Deep learning , Narrative construction , Outcomes-based education , Social work education
- Type: Article
- Identifier: uj:5557 , ISSN 00208728 , http://hdl.handle.net/10210/14144
- Description: South African social work education changed from norm-based to outcomes-based education soon after the first democratic government came into power in 1994 and a new Bachelor of Social Work has been in existence since 2007. The article argues in support of deep learning principles and presents narrative constructions from two differently advantaged departments of social work, illustrating how lecturers and students there have adapted to outcomes-based education. Conclusions indicate that statutory requirements and institutional pressures militate against the development of deep learning. The urgency to incorporate transformative learning in meeting professional standards is placed in the international context.
- Full Text:
Transforming teaching and learning in South Africa : first year in the bachelor of social work
- Authors: Collins, Kathleen Jane
- Date: 2014-02-27
- Subjects: Social work students , Bachelor of Social Work degree , Social work education
- Type: Article
- Identifier: uj:6017 , http://hdl.handle.net/10210/9564
- Description: The South African qualification for social work was transformed in 2003, along with other transforming post-apartheid policies and practices since the first democratic government was elected in 1994. The educational collective was committed to outcomes-based approaches which were legislated by statutory bodies emphasising redress of previous inequities. The new Bachelor of Social Work (BSW) is accordingly criterion-based and measured by 27 exit level outcomes, giving direct guidance which assists historically disadvantaged students and facilitates entry to qualifications as intended by the current South African reform. The BSW replaces the previous Bachelor of Arts in Social Work [BA (SW)] which was norm-based and relied on good students educated in historically advantaged institutions. The political history and context for the new qualification is presented and typical difficulties experienced during the first year are referenced. With the BSW being due for revision in 2012, a research project on its teaching and learning in the first year was commissioned in 2010 by the Association of South African Social Work Education Institutions. A section of this project is presented here. Consistent with the international literature, human and material resources emerge as very important in providing academic support. Tension between policies and practice should provide a good basis for revising the BSW
- Full Text: false
- Authors: Collins, Kathleen Jane
- Date: 2014-02-27
- Subjects: Social work students , Bachelor of Social Work degree , Social work education
- Type: Article
- Identifier: uj:6017 , http://hdl.handle.net/10210/9564
- Description: The South African qualification for social work was transformed in 2003, along with other transforming post-apartheid policies and practices since the first democratic government was elected in 1994. The educational collective was committed to outcomes-based approaches which were legislated by statutory bodies emphasising redress of previous inequities. The new Bachelor of Social Work (BSW) is accordingly criterion-based and measured by 27 exit level outcomes, giving direct guidance which assists historically disadvantaged students and facilitates entry to qualifications as intended by the current South African reform. The BSW replaces the previous Bachelor of Arts in Social Work [BA (SW)] which was norm-based and relied on good students educated in historically advantaged institutions. The political history and context for the new qualification is presented and typical difficulties experienced during the first year are referenced. With the BSW being due for revision in 2012, a research project on its teaching and learning in the first year was commissioned in 2010 by the Association of South African Social Work Education Institutions. A section of this project is presented here. Consistent with the international literature, human and material resources emerge as very important in providing academic support. Tension between policies and practice should provide a good basis for revising the BSW
- Full Text: false
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