Target Group and Admission Requirements

This course addresses people with the will and the abilities to develop their knowledge, attitudes and skills towards taking care of other people’s dignity, needs, resources and opportunities. The admission requirement to this course is a university admission certification. Applicants who do not have a university admission certification, and turn 25 during the year of admission, can apply for a special assessment, based on the candidate’s real life competence.

Some students may need special provisions at the beginning of the programme, throughout the course or in connection with the exams.The Telemark University College disability statement contains information about the College’s provision for disabled students.The College is committed to providing access to all students and promotes an equal opportunities statement that includes equal treatment for all applicants and students. The right to education is regulated through the law. The College will see to that all students with special needs are provided for as well as possible. Provisions do not result in a reduction of the academic standards of the course.Cooperation, democracy, student participation and student welfareareimportant matters to Telemark University College.Telemark University College equal opportunities statement, laid down by the board, October 2000

Aim of the Programme

At the conclusion of their degree the students will enter a health and social work situation based on common values for the health and social worker programmes.Throughout the programme, students should develop an overall view of humanity, respect human integrity and human rights and look after the autonomy and co-determination of the user.

When the course is completed, the student should, as a health and social worker:

• Be able to justify their actions towards users of social services, other professional workers from ascience theoretical and research methodical point of view
• Be able to document their own work and carry out project work
• Have a reflected view on human beings and respect for human integrity and rights
• Be able to identify ethical dilemmas in real life situations, as well as in practical health and social work
• Consider ethical problems, use an ethical plan of action and identify conflicts of value
• Be able to read research reports and utilize research results in their own profession
• Have knowledge about health and social problems, the welfare state and the professions working within the welfare state
• Know the framework of their own profession and the task distribution between health and social services
• Know the decision making process and the administrational structure in the health and social sector, and relevant laws, regulations and treaties
• Know the background for health and social political priorities and be aware of the consequences of such priorities on a global level
• Have knowledge about how to affect health and social policymaking
• Have knowledge about health and social politics in a national and international perspective
• Be able to communicate with people with different ethnic, religious and cultural backgrounds
• Be a team player and be able to cooperate with users of social services as well as other professional groups
• Display knowledge about conflicts and conflict management

When receiving their degree, the social educator should have knowledge, skills and attitudes that provide a good basis for extending services to people with different kinds of disabilities. The student’s professional life should be based on equality, respect for individual integrity and it should focus on user participation and the user’s perspective. The social educator should have competence based on the connection between theoretical and practical studies, and should have developed the ability to use his/her knowledge in a real life working situation.

Once the student has completed the programme, the student as a social educator should:

• Face users with empathy and respect, based on the view of equality regardless of age, sex, culture, faith, and perception of reality
• Display knowledge about children and adolescents’ development and learning, and knowledge about what promotes and restrains good growing up conditions
• Have knowledge about normal development and development interruption
• Be able to understand the consequences of different disabilities, the most common somatic diseases and mental illness
• Be able to identify interests, resources and limitations in cooperation with users and to plan and follow through practical, methodical milieu therapy that ensures the best possible quality of life.
• Be able to display responsible handling of medicines.
• Ptovide guidance, training and basic care for people who want it and need it
• Be able to guide users and the next of kin and be responsible for guiding their co-workers.
• Be able to deal with a case according to administrational principles and current laws and regulations that maintain the users' rights and needs
• Be able to map out and analyze the connection between social conditions and the lifestyle situation of the users
• Be able to apply methods for changing the different framework conditions to the user's best interests
• Be able to assess ideology and means in the health and social policy and supply preconditions for decision-making locally, and on an overall political level
• Be able to prevent and handle conflicts of different kinds
• Be able to research professional problem areas in a systematic and reflecting manner
• Be able to document, evaluate and assure the quality of their own work.

Curriculum and structure

Preface

The curriculum for the Social educator programme is based on the general plan and regulations for the child welfare officer training, issued by the Ministry of Education, Research and Church Affairs, January 28 1999, in accordance with §46 No 2 in the Act of 12 May 1995 No 22 (About Universities and University Colleges).

The curriculum is base don the following documents.

• Report No 27 to the Storting (2000-2001) "Do your duty, demand your right – Reform of the quality of higher education.
• The general plan and regulations for the Social educator programme, issued by the Ministry of Education, Research and Church Affairs, 28 January 1999 in accordance with §46 No2 in the Act of 12 May 1995 No 2222. (About Universities and University Colleges).
• Act No 7 of 12 May 1995 No 22 (About Universities and University Colleges)Last amended on 28 June 2002 62.
• Telemark University College exam regulations, laid down by the board on 02.10.2003
• The curriculum for the social worker programme at Telemark University College, 22.03.00

This student handbook is the student’s contract with the institution and contains important descriptions on how this contract is to be fulfilled. This student handbook is also an informative description of the institute’s educational work/activities/operations.

External candidates are not admitted to the programme, or parts of it.

The curriculum for the Social Worker programme at Telemark University College is approved by the head of faculty at the department of health and social sciences.

Introduction

The social educator programme in Telemark was established in 1991, then a decentralised part-time programme of the Rogaland College of Social education. In 1998, the social educator programme was also made a part of the institute for social studies. Currently, the Social educator programme is available as a three-year full time programme in Porsgrunn, or as a decentralised part-time programme at Bakketeigen in Vestfold.

Telemark University College has a very good starting point to focus on the general plan’s joint part for the health and social studies, because the department for health social studies offers BA programmes in nursing, social education and child welfare work. The curricula for the three mentioned programmes aim at giving all students at the department a good basis for cooperation in the health and social sector. The department puts emphasis on giving the students an overview of what can be referred to as common basis and what special competence the different professions have.

The social Educator programmes in Norway were established to meet the requirement for qualified staff in caring for people with mental disabilities.The restructuring of the services available to disabled people, and the general deinstitutionalisation in the public services has

Can implicate major changes in the professional role of social educators. As a result, there are high demands for competence with regards to education of health and social workers and their qualifications for participation in a complex society, which demands insight, interdisciplinary skills and flexibility, combined with ethical challenges when cooperating with the individual user, their families and social networks. The social educator programme aims at educating user oriented and reflecting professionals who have the skills and qualification to perform welfare work and methodical social educational work in cooperation with people who need these services.

Telemark University College has a tradition for internationalisation and as a part of the College’s efforts towards increased internationalisation the institute for social studies intends to be internationally oriented. This manifests itself, i.e. in the efforts to develop international, global and multicultural themes and perspectives in our curricula and teaching plans, and participation in national and international education and research programmes. Arrangements are made for students to study abroad in the 7th semester. At the institute for social studies, the programmes in childhood and adolescence in a multicultural perspective, child welfare work and social education have ethical globalisation as a recurrent theme. In both professions, it is implied that it is important to have a particular responsibility for vulnerable and marginalized groups, to maintain human dignity, show solidarity and affect the development of society towards a fair and including society nationally and internationally. With this perspective, the institute wishes to contribute to make real the vision of a “fair world without poverty, in peace and ecological balance, where men are free and equal and have influence over their way of living”, and based on values of freedom, equality and solidarity. Report No 27 to the Storting (2000-2001) “Do your duty, Demand your rights” and Report No 19 to the Storting (2002-2003) “A world of opportunities – the age of globalisation and its challenges”

In its strategic plan, Telemark University College has put particular emphasis on two academic areas; culture and cultural understanding. This is continued by the institute of social studies, primarily in two ways:

• Multicultural competence when working with vulnerable groups
• Creative methodical work through activities and cultural initiative

The institute has substantial competence within the academic areas of culture, and this is expressed through our teaching methods, both in our undergraduate, and post graduate studies.

The Social educator programme particularly emphasises the student’s abilities to communicate with people from different ethnic, religious and cultural backgrounds, and have the ability to work in a multicultural context.

Use of activities and cultural initiative as a part of the child welfare education has been important for Telemark University College since the beginning of the programme in 1993.

Programme contents and description

The programme consists of three levels with 12 modules within these levels. The students have to submit a portfolio of assignments and/or project work for each module, and they must be submitted and passed as a part of the exam, and it makes up part of the grade for the particular module. The results from the portfolio assessments in each module make up the foundation for the grade, and these grades are a precondition to continue on the programme.

Programme contents

The credits for each module indicate the distribution of the workload.

Practical placement studies make up 60 ECTS credits and 48 of them consist of client based work. The practical placement studies and the skill training are compulsory and the foundation of knowledge is linked directly to the modules The placement period in Level III – health work – should put particular emphasis on the students' knowledge and skills in e.g. care procedures and the handliong of medicines. Placement period, Module 11: Methodical work can be taken abroad The student should have a test in pharmacology to make sure that they handle medicines responsibly - c.f."Regulations for the supply of medicines in the municipal health services" and "Hospital medical supply regulations"

The test in pharmacology needs to be 100 per cent correct in order to pass.

Duration, extent and level

The social educator programme set to three years and comprises 180 ECTS credits. On application, the Norwegian Board of Health provides authorisation as Social educator base don the documentation that the person in question "has taken an exam in the subject in question at a Norwegian university, university college or community college” – c.f. Health Personnel Act §48, 2nd paragraph. The programme must be completed with a passing grade and the established number of credits in each module that the general plan indicates, including obligatory placement studies.As an authorised health worker, the title Social educator is protected. The BA provides a basis for postgraduate studies.

The BA in social education combines different areas of knowledge and the students will acquire an overall competence based on theoretical, process oriented and practical studies throughout their education.

The contents of the main modules of the general plan, that is social sciences, law, psychology and education, as well as health care and habilitation and rehabilitation are organised in modules and are laid down in the general plan as follows:

Overview of the study ptogression according to valid curriculum 2004 for the part-time programme in Social education.

The College gives students the opportunity to take parts of the 5th semester abroad.

Teaching and Learning Methods

The contents of the social educator programme comprises theoretical knowledge, process-oriented and experience bases knowledge and development of relation competence. The goals for high quality in the study is linked to the development of the student’s ethical conciousness and the ability for independent critical and systematic thinking; understanding and action Theoretical studies need to be integrated and reflected when choosing edcation and teaching methods. The programme is organised around a wide range of educational means focusing mainly on the students’ own activities and cooperation in acquiring theoretical knowledge, professional skills and personal competence. All learning and teaching methods are rooted in the didactic target areas; cognitive goals, attitude and skills goals. This manifests itself in project organised teaching, lectures, group work, skill training, field work, placement studies and extensive use of tutoring as educational means.

As a study method, the role of placement studies can be justified from both an educational and an academic point of view. This learning method will contribute to giving the students an increased understanding of the connection between research, theory and practical work. The practical placement studies must be approved in order to pass the exams.

In this programme, there is extensive use of portfolio assessment as a part of the exam arrangements This is a flexible concept that leaves many options in terms of organisation and variation

A portfolio can be described as a systematic gathering of assignments and other kinds of documentation that provide an overview of the students’ development and learning within a specific academic area. A portfolio may also contain form essays, to their own and fellow students’ assessments of the student’s theoretical and practical skills. Peer feedback and student cooperation is a major part of the portfolio concept.
Taube, A. (2000): Mappevurdering Undervisningsstrategier og undervisningsredskap Oslo: Tano: Aschehoug

The students are expected to work in groups throughout their academic career. Group tutoring can be arranged, and the students are expected to utilize group work both for doing assignments as well as self-development.

Theory and Practical Training

PRAKSISSTUDIER

Placement code	Name	Time	Duration
061PRA1	Placement studies in social education	3. semester	Ca 10 weeks
061PRA2	Health work placement	5. and 6. semester	Ca 12 weeks
061PRA3	Methodical work/placement	7. semester	8 weeks/Norway or
061PRAU	Methodical work/placement	7.semester	12 weeks/abroad Includes. DO2

The practical placement studies should be completed and approved in accordance with the prevailing regulations, and a passing mark is a precondition for receiving a module mark.

The student's learning goals should be expressed in a "contract of learning" between the student, the tutor and the placement institution.The contract of learning should also contain times for tutoring, evaluation and independent study time for the student.

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

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

When a student's schedule that departs from these regulations, an agreement should be made with the student in advance. The student should have time off equivalent to one day per week to private studies.This time off can be given at one time as an entire day. The student cannot be forced to work overtime or extra shifts without the student’s explicit consent. In such case, the student should receive compensation for his/her labour. (Night shifts are considered to be extra service)

Tutorials: Each student is given a placement tutor. The tutor should have at least a university level education and the student should have one hour of tutoring per week. An agreement with regards to tutorials should be reached as soon as possible after the student has started his/her placement studies.

The tutorials should be prepared so that the student can reflect actively about academic and ethical issues, as well as what personal competence is in practical placement studies. The student is responsible for preparing questions that they feel need to be raised at the tutorials. This should be done well ahead of the tutorials. Both the student and the tutor should prepare for these tutorials.

The University College is responsible for the following-up of students in their placement studies. The University College undertakes at least one visit in each practical placement period. If the student, or the tutor require more than one visit, the college will see to this. The university college will arrange for tutorials in the time that the students are in the field.

The student should receive continuous feedback about how he/she is performing.The student should have a comprehensive mid-time and concluding evaluation with the tutor. If it comes natural, other employees should participate. The tutor should, in agreement with the student write a concluding evaluation report, which is to be sent to the college at the conclusion of the placement studies.

Presence: Practical placement studies are mandatory. In placement studies 80 per cent presence is required, regardless of the cause for absence. Participation in institutions that are secured in the university college’s by-laws as well as student organisations locally and nationally, are not considered to be absence, if the student can present written evidence of such. The total absence should not exceed 20 per cent of the ordinary working schedule in each placement period.When aborting placement studies due to illness or other cogent reasons, at least half of the placement period should be completed and evaluated before the student can continue the programme.The remaining part of the placement study should be re-taken as soon as possible.In case of interruption in the placement period, the missing part should be re-taken at a later time, and preferably be completed at the initial institution.

The student should be familiar with his/her professional secrecy and make a written promise of secrecy.

Guidelines for the assessment of placement studies: Approval or disallowance of placement studies is an individual decision, according to the Public Administration Act. At the end of the established part of the placement studies, an evaluation report from the tutor must be available. The tutor should write the report in deliberation with the student. This rule also applies if the placement studies are interrupted.

On the basis of the evaluation report or other kinds of documentation, the university college, represented by the responsible teacher decides whether or not the student shall receive a passing grade. The placement report should be submitted to the university college, signed by both the tutor and the student. If the question is raised whether or not the placement studies will receive a passing grade or not, a meeting is arranged between the parties in question (student, tutor, teacher) and/or any other involved parties. Such a meeting must be held no less than three weeks before the placement studies period end.

If the basis for receiving a passing grade allows it, a written plan should be made that provides an outline of what needs to be done for the student to receive a passing grade. The plan should contain specific details regarding the responsibility for introducing the necessary measures. The plan also constitutes a formal letter of warning to the student, that he/she is in danger of failing his/her placement studies. The parties should agree on a date for an evaluation meeting to discuss the effect of any correcting measures. A summary should be made from this meeting wherein the resonsible teacher concludes whether or not the placement studies are given a passing grade or not.

If the student fails placement studies once, he/she is given the opportunity to retake them once. When retaking placement studies, the normal procedures apply. Generally, this means following the university college’s schedule for placement studies, unless anything else is agreed on.

A notion to fail a student’s placement studies cannot be challenged, unless a procedural error has occurred. This means that it is not possible to make complaints about the assessment that serves as a basis for disapproval.

Assessment Methods

Each level has several modules that elaborate on the particular focus of the level.There is a portfolio assessment for each module, and the assessment of the assignments make up the basis for the mark for each level. The level mark is an average of the marks from the modules, where the extent of each level is considered. It is the level mark that is recorded on the diploma. The exam regulations provide the following definitions:

Assessment: The term assessment is used about the determination of marks, such as pass/fail in a module or a specific test or assignment.

Exam: The whole basis for assessment that leads to a mark, counts as the exam.

Module marks are used as a name for single marks that make out the basis for the module mark, and are established on the basis of the assessment of tests or assignments that are taken in the course of, and at the end of a module. Module marks do not show on the diploma.

The module mark makes up the mark for a module and is recorded on the transcript/diploma. The module mark makes up the mark for a module and is recorded on the transcript/diploma. The final mark should be an average of all the marks that make up a module, where such marks are used, cf. Telemark University College exam regulations §2 [laid down by the board on 2 October 2003 according to § 50 No Act No 7 of 12 May 1995 No 22 (About Universities and University Colleges), No 70, last amended on 27 June 2003 70]

The results from the portfolio assessments of each module provide the basis for the level mark. The student may attempt each assessment portfolio which is a part of the basis for evaluation three times in the course of his/her studies. In certain cases the dean can, if a good reason is provided, grant the student a 4th attempt. (c.f. the exam regulations § 3.4) It is a main rule that portfolios must be submitted at the conclusion of each module and as a main rule, two attempts at each assessment portfolio are provided for each academic year. If a second attempt is arranged, access is also given to students who wish to improve their mark. (C.f. exam regulations, § 6.6)

A passing module mark is a precondition for the student to continue with his/her studies. Generally, this means that students who do not receive a passing mark in their second attempt in each module, they have to leave the programme and, if desirable, continue with the next year.

General view of the assessment portfolios in the Social Educator programme:

For each module there is a portfolio assessment that makes up the basis for the level mark. There are two types of portfolios; Documentation portfolios and Assessment portfolios.

Documentation portfolios contain spesific demands for documentation like presence at lectures and tutorials, the completion of skill exercises and placement studies, group work, etc. The requirement of documentation portfolios are described under each module (see point Seven in the curriculum). The documentation portfolios must be submitted for the assessment portfolio to be assessed.

Assessment portfolios contain the assignments that provide the basis for the module marks. Several kinds of assessment may be used - c.f. §7 in the Telemark University college exam regulations. The assessment portfolio requirements are specified under each module.

The extent of written work is provided in the number of words required, +/- 10% In general, the portfolios are submitted at the end of each module.

The following mark system applies:

To pass the exam, the student needs to get no less than an E. The distinction between a pass and a fail are described to be absolute demands. The criteria for a passing mark should reflect academic competence, in correspondence with the current academic level. The requirements for a passing mark should not depend on changes in the student’s preconditions to see the module through. The boundry between pass and fail can be set at a higher level than between E and F where only the expressions pass and fail are used and not the mark system. 039-04 from the Ministry of education and research on the usage of marks in higher education.

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