Introduction

The curriculum for Telemark University College’s Bachelor’s degree on Child Welfare in a Multicultural Society was developed on the basis of the following documents:

• The national curriculum and regulations for the 3-year programme, Child Welfare Officer, approved by the Ministry of Education and Research, 1st December 2005.
• The Norwegian Universities Act no. 15, 1st April 2005.
• White Paper No. 27 (2000-2001) on reforming the quality of higher education: Do your Duty – Demand your Rights.
• Regulations for Suitability Assessment in higher education set by the Ministry of Education and Research 30th June 2006, pursuant to the Norwegian Universities Act.
• Telemark University College’s Examination Regulations approved by the board 15th December 2005.
• Telemark University College’s Quality Assurance Handbook approved by the board 28th August 2006.
• Telemark University College’s Strategic Plan (2005-2009) approved by the board 18th February 2005.
• The curriculum for the Bachelor’s degree in Child Welfare, Telemark University College, 13th May 2005.

The study programme curriculum is to be understood as the student’s contract with the teaching faculty, and includes a basic description of how this contract should be executed. In addition, the curriculum will serve as a working and guidance tool for distributing information on the department’s professional pedagogical activities.

No part of the programme allows for the individual assessment of external candidates.

The curriculum for the Bachelor’s degree in Child Welfare in a Multicultural Society at Telemark University College has been approved by the dean of the Faculty of Health and Social Studies. The Child Welfare Officer programme in Telemark was established in 1993, as a course of studies at Telemark College of Nursing. After the higher education reform in 1994 a new faculty was established for health and social studies with two departments. The Department of Health Studies incorporated a nursing programme, as well as postgraduate programmes, whereas the Department of Social Studies offered the course of studies in child welfare. In 1998, a programme in social education was offered at the Department of Social Studies. Already at its inauguration in 1993, the Child Welfare Officer programme placed particular emphasis on culture and activities as an essential part of the programme.

In spring 2002, work was started on developing a Bachelor’s degree in health and social studies with an international profile. This finally resulted in the development of a Bachelor’s degree in Multicultural Child Welfare, in autumn 2005, and new admissions to the programme began in 2006. The background for this initiative was the realisation that there was an increasing need for multicultural skills in order to meet multicultural challenges within the welfare state in Norway with regard to the health, social and education sectors. Furthermore, the intention was to gain knowledge about international and global framework conditions and cultural understanding as a basis for professional child welfare activities in a multicultural environment. The study programme took as its starting point the national curriculum for child welfare officers, and has now been further developed into its present form, the Bachelor’s degree in Child Welfare in a Multicultural Society.

Telemark University College is well placed to carry out and emphasise the common elements of the national curricula in health and social studies, because the Faculty of Health and Social Studies offers Bachelor’s degrees in nursing, social education and child welfare. The curricula for the three study programmes are organised to ensure that students in this faculty will acquire a solid foundation to prepare them for cooperation in the area of health and social services. Emphasis is placed on providing an environment which will allow students to evaluate the shared elements of expertise and determine which specialised competencies the respective professional groups can offer.

The continual re-organisation of public services available for vulnerable children and youth and the general trend towards de-institutionalisation in the delivery of public services may result in substantial changes in the professional roles of child welfare officers. This has resulted in higher demands on health and social workers with regard to their professional skills and qualifications and their participation in a complex society. It requires social insight, interdisciplinary approaches, flexibility, and an ability to tackle the ethical challenges related to individual clients, their families and social networks. The Bachelor’s degree in Child Welfare in a Multicultural Society is designed to train user-oriented, reflective practitioners who are qualified to carry out welfare work and systematic social educational work in cooperation with the recipients of these services.

In keeping with Telemark University College’s objectives, the Department of Social Studies wishes to become more internationally oriented. This is reflected in the department’s development of international, global and multicultural themes and approaches in their curricula and teaching plans, and their participation in international educational and research programmes. Students in all the department’s Bachelor’s degree programmes are provided with an opportunity to study abroad during their sixth semester. At the Department of Social Studies, the international approach is built upon the principle of solidarity. Implicit in the professional ethical guidelines is a particular responsibility towards threatened and marginalised social groups, the preservation of human dignity, and the importance of solidarity and of influencing the development of a just and inclusive society, both nationally and internationally.

In Telemark University College’s strategic plan for 2005-2009, the university college places particular emphasis on professional efforts within cultural subjects. For the Department of Social Studies, this will be manifested through two points of particular emphasis:

• Multicultural understanding in work with threatened groups
• Creative methodological work involving the use of activities and cultural efforts

The department has comprehensive competence in the areas of culture and multicultural perspectives, and this is reflected in the teaching plans for the Bachelor’s degree programmes, the existing advanced programmes and the array of new advanced and Master’s degree programmes.

The Bachelor’s programme in Child Welfare in a Multicultural Society emphasises the student’s ability to communicate with people of different ethnic, religious and cultural backgrounds, and their ability to carry out their profession in multicultural contexts.

The use of activities and cultural initiatives as a part of the Child Welfare in a Multicultural Society programme has been emphasised by Telemark University College since the launch of the programme in 1993. This is manifested through an emphasis on cultural understanding and the use of various activities and cultural initiatives in the teaching plans.

Target Group and Admission Requirements

The study programme is aimed at people with the will and the abilities to develop their knowledge, attitudes and skills in respect of taking care of other people’s dignity, needs, resources and opportunities. Applicants are required to satisfy the general admission requirements in order to enrol on the Bachelor’s degree programme in Child Welfare in a Multicultural Society. Applicants who do not meet the criteria for general admission requirements, and who are at least 25 years of age during the year of enrolment, may apply for enrolment under separate rules regarding prior experiential learning.

Some students may need special provisions at the beginning of the programme, throughout the study programme or in connection with the examinations. Telemark University College’s disability statement contains information about the university college’s provision for disabled students; it is built on the principle that disabled students should have the same rights, opportunities and responsibilities as other students. The right to receive an education is regulated by Norwegian law. The university college will ensure as far as possible that all students with special needs are provided for. Provisions do not result in a reduction of the academic standards required by the various study programmes. Cooperation, democracy, student participation and student welfare are all given high priority by Telemark University College.

Aim of the Programme

The curriculum for the BA degree in Child Welfare in a Multicultural Society emphasises the necessity of cooperation between the various professional sectors in reaching solutions to complex problems within the health and social sectors. Consequently, 30 ECTS of this study programme are shared with other programmes for health and social workers. The curriculum’s aims with regard to students’ skills and qualifications in relation to their future roles as health and social workers on completing the degree may be summarised as follows:

On completion of the programme, the student, in preparation for his/her future role as a health and social worker, should:

• have the necessary knowledge and understanding of the common areas of knowledge within the health and social services, and be aware of the framework for their own professional sector as well as the distribution of tasks between the health and social services;
• have the necessary knowledge and understanding with regard to the importance of interaction between individual and social factors in the health and social services, by showing solidarity towards the weakest in society, taking the needs of the user as their starting point in their work, and planning and organising initiatives and services in cooperation with the people concerned;

• have the ability to identify and reflect on ethical dilemmas and give grounds for their choice of profession in light of major professional and ethical issues;
• be able to communicate with people from different ethnic, religious and cultural backgrounds;
• contribute to providing appropriate help to those who need it;
• be aware of social problems and welfare policies in national and international contexts;
• be able to assess global developments in the light of relevant welfare policy efforts, international rights and conventions, and national integration policies;
• have knowledge of the various welfare policy traditions and professions in the Norwegian welfare state;
• have detailed knowledge of public administration practices and thorough knowledge of the relevant areas of law;
• be able to influence and take joint responsibility in the development of welfare policies.

The Child Welfare in a Multicultural Society graduate should have knowledge, skills and attitudes that provide a good basis for extending services to vulnerable children and youth and their networks. The professional’s work should be based on equality and respect for individual integrity, and it should focus on user participation and the user’s perspective. The Child Welfare Officer should have competence based on the relationship between theoretical and practical studies, and should have developed the ability to use his/her knowledge in real life working situations.

Curriculum and structure

Overview of the courses Code Course title Credits O/V *) Credits pr. semester   S1(A) S2(V) S3(A) S4(V) S5(A) S6(V) 070-071 Childhood and Development in a Multicultural Society 60.00 O             070-072 Methodical Child Welfare Work 60.00 O             070-073 The Reflective Child Care Worker 60.00 O             Total: 0 60 0 60 0 60 *) O - Mandatory course, V - Optional course

The Bachelor’s degree in Child Welfare in a Multicultural Society is based on a nominal length of study of three years, and comprises 180 ECTS. The Bachelor’s degree provides a basis for Master’s degree studies. The Bachelor’s degree in Child Welfare in a Multicultural Society combines various areas of knowledge, and students will, during the course of the study programme, acquire overall skills based on a combination of theoretical and practical studies.

Overview of the curriculum’s major course units and course units in the Child Welfare in a Multicultural Society programme:

Social sciences courses National/Municipal Knowledge, Health and Social Policies* Scientific Theory and Research Methods* Sociology and Social Anthropology**	33 ECTS 15 ECTS 6 ECTS 12 ECTS
Legal courses The Legal System, Legal Methods and Administrative Law** Child Care Law and other Important Areas of Law	15 ECTS 9 ECTS 6 ECTS
Psychological and health studies courses General, Developmental and Social Psychology Clinical Psychology and Mental Health Work Pediatrics and Social Medicine	33 ECTS 15 ECTS 12 ECTS 6 ECTS
Pedagogical courses General Education and Special Needs Social Education	24 ECTS 12 ECTS 12 ECTS
Social Educational Activities with Children and Youth Ethics and Professional Role Communication, Interaction and Solving Conflicts Child Care Initiatives Environmental Work Activities Subjects Work with Groups, Organisations and Networks	75 ECTS 12 ECTS 15 ECTS 9 ECTS 15 ECTS 15 ECTS 9 ECTS

* Course included wholly or partly as a common course for the health and social subjects programmes.

** Course included wholly or partly as a common course for the Child Welfare Officer, Social Worker, and Social Educator programmes.

The aims of the national curriculum’s major course units are integrated into the curriculum’s courses. The distribution of ECTS credits in the national curriculum corresponds to curriculum’s course units.

The university college offers students the opportunity to apply to spend parts of their 6th semester abroad.

Students may have to cover some expenses related to the department’s particular focus on creative methodical work, which includes activities and cultural initiatives.

Programme contents and description

The programme consists of three major course units, which include 10 course units distributed between them in total. The subject areas and distribution of ECTS credits are determined by the national curriculum, and this is reflected in the major course units and course units of the programme curriculum. Students have to submit assessment assignments and/or documentation assignments for each course unit; these must be completed and approved and will contribute to the grade for the major course unit in question. Receiving passing grades in the assessment assignments of the course units provides the basis for the course grade, and receiving passing grades for the courses is a precondition for being allowed to continue on the programme.

Programme contents

Outline of the major course units, course units and course grades in BA Child Welfare in a Multicultural Society:

Course code: 070-071 Major Course Unit 1. Childhood and Development in a Multicultural Society

1st year of study

Course units	ECTS	Diploma Course grade for Major course unit 1 60 ECTS
1) Introduction	5 ECTS
2) Development and Childhood and Identity	15 ECTS
3) Social Framework Conditions	10 ECTS
4) Social Educational Work and Use of Activities	20 ECTS
5) Practical Child Welfare Work in Municipal, Regional and National Child Welfare Services	10 ECTS

Course code: 070-072 Major course unit 2. Methodical Child Welfare Work in a Multicultural Society

2nd year of study

Course units	ECTS	Diploma Course grade for major course unit 2 60 ECTS
6) Cultural Understanding in Practical Child Welfare Work. Practical Experience Studies	30 ECTS
7) Assessment of Child Care Skills	15 ECTS
8) The Methodical Care of Vulnerable Children and Adolescents	15 ECTS

Course code: 070-073 Major course unit 3. The Reflective Child Care Worker

3rd year of study

Course units	ECTS	Diploma Course grade for major course unit 3 60 ECTS
9) Critical Reflection	30 ECTS
10) Professional Specialisation, Practical Experience Studies and Bachelor’s Degree Assignment	30 ECTS

Practical experience studies and skills’ training comprise a minimum of 42 ECTS, and of these 32 ECTS are directly client related. Practical experience studies and skills’ training are obligatory and their knowledge foundation is related to all the major course units. The practical experience studies must be completed and receive a passing grade before the student may be allowed to continue on the study programme.

Syllabus

The syllabus is based on nationally recognised specialist literature; students are expected to read 3600 pages of syllabus literature every academic year. In the second year of studies 15% of the syllabus should be chosen by the student, and 30% in the third year. Syllabus literature chosen by the student should also be recognised specialist literature. In the second year of study the syllabus literature chosen by the student (15%) should be related to course unit 6: Cultural Understanding in Practical Child Welfare Work. In the third year of study the syllabus literature chosen by the student (30%) should relate to course unit 9: Critical Reflection and course unit 10: Professional Specialisation, Practical Experience Studies and Bachelor’s Degree Assignment. The application for approval of the syllabus literature chosen by the student should include an explanation for the choice of each title and a brief comment on the content; the applications will be approved by the subject teacher.

Teaching and Learning Methods

The content of the programme comprises theoretical and process-oriented knowledge, as well as experience-based knowledge and the development of relationship-related skills. To achieve quality in this programme the development of the students’ ethical awareness and their ability to think, understand and act systematically is particularly emphasised. Theoretical and practical training is integrated and reflected in the choice of teaching and learning methods. The programme is organised around a variety of educational methods. It focuses in particular on the students’ own activities and interaction in the assimilation of theoretical knowledge and professional skills, and in the development of the role of reflective child welfare worker as a target of the competence that students should acquire through the course of the programme. All the educational methods employed are anchored in the didactic target areas: cognitive goals, attainment of attitudes and skills. This is manifested in the use of teaching and learning methods such as lectures, group work, skills training, fieldwork, practical training, ‘project teaching’ and the extensive use of supervision.

The role of practical training in the programme can be justified from a pedagogical standpoint as a study method, and from the subject standpoint as part of a practice-oriented programme. The practical training and skills’ training is organised in such a way that progression in the studies is ensured. This learning method will contribute to providing students with an increased understanding of the relationship between research, theory and practical work. Each student’s practical training studies must be completed and approved in order to receive a passing mark for the course.

Students are expected to work in groups throughout the course of the programme. Group supervision can be arranged, and students are expected to use group work for assignment work and self-development.

Theory and Practical Training

PRACTICAL TRAINING

Code	Title	Semester
070-07P1	Methodical Child Care Work and Practical Training Studies	3rd semester
070-07P2	Professional Specialisation and Practical Training Studies	6th semester

The practical training studies must be completed and approved in accordance with the prevailing regulations. This is a precondition for the student receiving a passing grade for the course.

The student’s learning goals should be formulated in a “contract of learning” between the student, the supervisor and the placement institution for the practical training. The contract of learning should also contain dates for supervision, assessment and the student’s ‘study days’.

The student’s tasks should be diverse and lie within the area of child welfare work. The allocation of specific tasks for the student should be planned together by the supervisor and the student. These tasks should be in accordance with the learning goals which the student has determined and the aims and responsibilities of the placement institution.

Working hours: The planning of the student’s schedule will be based on the schedule of the placement institution. At institutions that use round-the-clock shifts, there should be a reasonable division between day and evening work. The norm is two evening shifts per week and no more than every third weekend. Night shifts should not be a part of the student’s working hours.

When a student’s schedule departs from these regulations, an agreement should be reached with the student in advance. The student should be given time off equivalent to one day per week for studies, for instance a whole day. The student should not be forced to work overtime or extra shifts without their explicit consent. In such case, the student should receive payment (night shifts are considered to be ‘extra’ shifts in this context).

Supervision: Each student is allocated a placement supervisor. The supervisor should possess at least a university degree and the student should be given one hour of supervision per week. An agreement regarding supervision should be reached as soon as possible after the student has started his/her practical training. When the student takes his/her period of practical training abroad, the supervision competence will be assessed according to recognised criteria for the assurance of quality.

The supervision should be planned so the student is able to reflect actively about academic and ethical issues, and on what constitutes personal skills in the context of the practical training. The student is responsible for preparing questions, which he/she may present to his/her supervisor. This should be done in written form well ahead of the period set aside for supervision. Both the student and the supervisor should prepare for the supervision period.

The university college is responsible for following-up students during their period of practical training. If the student or the supervisor requires more than one visit, the university college will arrange this. The university college will organise reflection groups for students during their practical training period.

The student should receive continuous feedback on how he/she is performing during the period of practical training. The student will receive a more comprehensive mid-placement and final evaluation from the supervisor. Other employees should also participate in this process where this seems appropriate. The supervisor should, in consultation with the student, write a final evaluation report, which will be sent to the university college at the conclusion of the practical training period.

Attendance: The period of practical training is mandatory. A minimum of 80 per cent attendance is required, regardless of the cause for absence. Total absenteeism must not exceed 20 per cent of the ordinary working hours of the institution in question during each period of practical training. Participation in the university college’s official bodies and committees, as well as student organisations locally and nationally, is not counted as absenteeism as long as documentation is submitted. When the practical training has been discontinued due to illness or other legitimate reasons, at least half of the period of practical training must have been completed and assessed before the student may be allowed to continue on the study programme. The remainder of the practical training must be completed as soon as possible, and preferably at the same institution.

The student should be familiar with his/her duty of professional confidentiality and must sign a declaration to this effect.

Guidelines for the assessment of the period of practical training: Approval or invalidation of the period of practical training is a decision taken in accordance with the Public Administration Act. At the end of the assessable part of the period of practical training, an assessment report must be submitted by the supervisor. The supervisor must write the report in consultation with the student. This rule also applies if the period of practical training is interrupted.

On the basis of the assessment report, or other kinds of documentation, the university college, represented by the instructor responsible, will decide whether or not the student will receive a passing grade for his/her period of practical training. The practical training report should be submitted to the university college, signed by both the supervisor and the student. If there is any doubt whether the student will receive a passing grade for the period of practical training, then a meeting will be arranged between the parties in question (student, supervisor and university college), and/or any other involved parties. Such a meeting must be held no less than three weeks before the completion of the practical training. If it is revealed that the student’s performance was deemed to be very unsatisfactory after this deadline, then notice should be given without undue delay, and the student will have this period of practical training invalidated (c.f. Examination Regulations § 11. no. 10).

If there is the possibility of the student receiving a passing grade, a written plan should be drafted providing an outline of what needs to be done in order for the student to receive a passing grade. The plan should contain specific details regarding the necessary measures and the delegation of responsibility for applying these. The plan also constitutes a formal letter of warning to the student that he/she is in danger of failing his/her practical training. The parties should agree on a date for an assessment meeting to discuss the effect of any corrective measures. The minutes of this meeting should be recorded. It is the university college that concludes whether or not the practical training should be given a passing grade or not.

If the student fails his/her period of practical training, he/she will be given the opportunity to repeat it. Normal procedures apply when repeating the period of practical training. Generally, this means following the university college’s schedule for practical training placements, unless other arrangements are agreed upon.

The decision to fail a student’s period of practical training cannot be challenged, unless a procedural error has occurred. This means that it is not possible to submit a complaint regarding the assessment that serves as the basis for the decision to fail a student.

Other special criteria are used for practical training completed abroad

Assessment Methods

Each of the three major course units includes several course units which provide an examination of the major course unit’s special focus. Each course unit includes assessment assignments and documentation assignments, and the assessment of the assignments forms the basis for the allocation of a grade for each major course unit. The grade given for the major course unit is an average of the grades given for the various course units. The grades given for the major course units are recorded on the diploma.

The examination regulations provide the following definitions:

The term “assessment” refers to the allocation of grades, such as pass/fail for a course, or for a specific examination or assignment.

“Final Examination” (Norwegian : “eksamen”) refers to the complete assessment which forms the basis for the grade.

“Partial Grade” refers to grades given for the course units, and is determined on the basis of the assessment of examinations or assignments which are given midway through a course, or at the end of a course. Partial grades are not entered on the diploma.

The “Course Grade” is the grade given for a major course unit, which is recorded on the diploma. The grade for the major course unit is based on the average grades given for the various course units (where partial grades are given), c.f. Telemark University College Examination Regulations §2.

The results from the assessment assignments in each course unit form the basis for the grade for the major course unit. The assessment assignments, which form part of the complete assessment, may be re-taken three times during the course of studies. In certain cases the dean may, if a good reason is provided, grant the student in question a 4th attempt. (cf. the Examination Regulations § 3.4). As a general guideline, there will be an opportunity to submit assessment assignments twice, if required, during the course of the academic year. If a second attempt is arranged, access is also given to students who wish to improve their grade (cf. the examination regulations, § 6.6).

Students are required to obtain a passing grade for each course in order to continue on the study programme. Generally, this means that students who do not receive a passing mark for the assessment assignments of the course units after a second attempt must leave the programme and, if desirable, continue with the programme the following year.

Overview of assessment assignments in Child Welfare in a Multicultural Society:

Courses	Assessment assignments	Type of assessment	ECTS	Course grade
Course code: 070-071 Childhood and Development in a Multicultural Society 60 ECTS
Course unit 1.	1-1 Reflection Notes	1-1 Pass	1-1 5 ECTS
Course unit 2.	2-1 Observation as a Method 2-2 Foundation Knowledge	2-1 Pass 2-2 grade	2-1 5 ECTS 2-2 10 ECTS	2-2 25 % of the course grade
Course unit 3.	3-1 Foundation Knowledge: Public Administration: Individual examination	3-1 grade	3-1 10 ECTS	3-1 25 % of the course grade
Course unit 4.	4-1 Social Educational Work: Group paper	4-1 grade	4-1 20 ECTS	4-1 25 % of the course grade
Course unit 5.	5-1 Practical Child Welfare Work: Group assignment 5-2 Act Relating to Child Welfare Services: Individual assignment	5-1 grade 5-2 pass	5-1 5 ECTS 5-2 5 ECTS	5-1 25 % of the course grade
Course code: 070-072 Methodical Child Welfare Work in a Multicultural Society 60 ECTS.
Course unit 6	6-1 Information Brochure: individual assignment 6-2 Recognition of Multicultural Practice: individual assignment 6-3 Ethical Dilemma: individual assignment	6-1 pass 6-2 pass 6-3 pass	6-1 5 ECTS 6-2 15 ECTS 6-3 10 ECTS
Course unit 7.	7-1 Assessment of Child Care Skills: Group assignment	7-1 grade	7-1 15 ECTS	7-1 50 % of the course grade
Course unit 8.	8-1 Methodical Work with Vulnerable Children and Youth: Individual, oral examination.	8-1 grade	8-1 15 ECTS	8-1 50 % of the course grade
Course code: 070-073 The Reflective Child Care Worker 60 ECTS.
Course unit 9	9-1 Organisation, System and Welfare Policies	9-1 grade	9-1 15 ECTS	9-1 20 % of the course grade
Course unit 9	9-2 Critical Reflection	9-2 grade	9-2 15 ECTS	9-2 20 % of the course grade
Course unit 10	10-1 Bachelor Assignment and Oral Examination	10-1 grade	10-1 30 ECTS	10-1 60 % of the course grade

The course units include assignments which are assessed. These form the basis for the course grade. There are two types of assignments: Documentation assignments and Assessment assignments.

Documentation assignments contain specific documentation requirements such as attendance at lectures and learning-groups, the completion of skills exercises and practical training, and learning processes in groups etc. Documentation assignment requirements are described under each course unit (refer to curriculum). The documentation assignments must first be submitted before the assessment assignments can be assessed; if the documentation assignments are nor submitted a course grade will not be given.

Assessment assignments form the basis for the course grades. Several kinds of assessment may be used - c.f. §7 in the Telemark University College Examination Regulations. The assessment assignments requirements are specified under each course unit. The length of written work is specified in the number of words required, +/- 10%. In general, the assignments are to be submitted at the end of each course unit.

Below is a description of the grading system:

Symbol	Description	General, qualitative description of assessment criteria
A	Excellent	An excellent performance, clearly outstanding. The candidate demonstrates excellent judgement and a high degree of independent thinking.
B	Very good	A very good performance, which is above average. Shows independent thinking.
C	Good	An average performance, which is satisfactory in the most important areas.
D	Satisfactory	Below-average performance, with significant shortcomings.
E	Sufficient	A performance that meets the minimum criteria, but no more.
F	Fail	A performance that does not meet the minimum academic criteria.

To pass the final examination, the student must attain no less than an E. It is an absolute requirement to receive a passing grade. The criteria for a passing grade must reflect the competence level which corresponds to the academic level of the programme. The requirements for attaining a passing grade should not be made dependent on changes in the student’s capacity to complete the programme. The borderline between pass and fail may be set at a higher level than between E and F, where the grade pass/fail is used rather than the letter-grade system.

In order to achieve a passing grade the candidate should exhibit sufficient knowledge and also to some extent be able to apply that knowledge in a professional manner in specific user, client and patient contexts. The candidate should be able to give an account of the main professional ethical challenges and exhibit the relevant understanding for the subject and its corresponding area of responsibility.

The candidate’s suitability for practising in the profession will be continually assessed during the course of the study programme, both formally and informally (c.f. Regulations for Suitability Assessment in Higher Education Set by the Ministry of Education and Research, 30th June 2006).

Minor adjustments may occur during the academic year, subject to the decision of the Dean