The aim of main course III is to provide students with a theoretical introduction to global challenges related to the most important international and multicultural conditions which contribute to maintaining an unjust world order. Further, it is a goal that students expand their knowledge of, and gain a deeper ideological, professional and ethical understanding of the foundation and positions within practice-oriented professions. Students will develop a greater awareness of the roots of practice-oriented professions, and the range of actions and potential for change inherent in them. Main course III provides the students with an opportunity to develop their understanding and skills in practice areas which they may consider particularly challenging and interesting. It will also provide students with a basis for enhancing their abilities to reflect, argue and re-orientate themselves when engaging in professional health and social work in national and international contexts. The intention is to make one’s own working role and profession into an object of continual assessment with respect to traditional interpretations, and contribute to professional practices encouraging increased solidarity, and an unflagging dedication to people in distress; and the protection of human worth and human rights in a globalised world.
The aim of course unit 9 is that students will be able to identify the diversity of international practical child welfare-related work with vulnerable children and youth and that they will gain basic knowledge of the global and international causes that create and maintain an unjust world, which prevents all children and youth from being cared for adequately. The course unit provides students with an opportunity to develop their knowledge and understanding of the conditions, realities and possibilities that the relevant humanitarian and professional aid organisations have to secure and improve this group’s life conditions and quality. Further, students are encouraged to critically reflect on Norwegian and international development policies and the UN’s Convention of the Rights of the Child, and its four core principles: non-discrimination; devotion to the best interests of the child; the right to life, survival and development; and respect for the views of the child.
The content of the course unit covers the subject areas: global understanding, the North-South divide, development questions, cultural understanding, intercultural communication and theories and empirical data regarding professional aid work seen in the context of Norwegian and international development policies. In addition, the course unit covers knowledge relating to the tasks and responsibilities of relevant professional aid organisations in connection with high-risk children and youth in an international context.
The course unit comprises varied teaching and learning methods such as lectures, reflection and discussion assignments, self-study and group work. Students choose their own groups and work on solving a case relating to practical child welfare-related work in a multicultural and international perspective.
The course unit includes one assignment for the assessment portfolio, and one assignment for the documentation portfolio:
Course unit code: 869HEMN3 9-1
Assessment assignment 9-1: International work with children and youth
The assignment should include an account of the important characteristics of child welfare-related work internationally, and also examine humanitarian and professional aid approaches regarding vulnerable children and youth in a professional child welfare perspective. Individual answers (2000 words). The grade achieved constitutes 30% of the grade for main course III.
Course unit code: 869HEMN3 DO1
Documentation assignment: Each student must document a minimum of 75% participation throughout the whole of the course unit period.
The aim of course unit 10/11 is to provide the individual student with an opportunity of professional specialisation through practice studies. The course unit is organised so that students will gain methodical knowledge and experience in connection with child welfare-related practice in an international context. Through practice studies each student will develop their own professional attitudes based on knowledge, understanding and experience from professional practical work in a multicultural and international perspective which includes Norway.
The content of the course unit 10/11 consists of lectures, professional practical work with supervision, specialisation of syllabus literature chosen by the student related to the practice placement and an assessment assignment. The practice studies are represented by a quality-assured practice arena in an international context where there is a clear focus on child welfare work. The students’ specialisation assignments and practice studies are organised so that they will be professionally challenging and relevant in relation to the respective curriculums’ intentions and aims.
The execution of practice studies internationally includes practice studies in Norway. The practice studies may be related to choice of subject for the student’s specialisation assignment in course unit 12.
The students will be given an opportunity to suggest practice arenas, but it is the university college’s responsibility to evaluate, quality-assure and obtain agreements for practice contracts.
In preparation for the practice studies the content of course unit 9 is emphasised, including independent study of syllabus literature in relation to this. In addition, it is expected that students work with the syllabus literature they have chosen, and that they draft and identify a problem approach that is relevant to the practice placement. The problem approach and description must be sent to the contact teacher within three weeks after the practice studies have commenced, and the contact teacher will provide the student with feedback.
The practice studies and the methodical specialisation constitute the most important teaching and learning methods of the course unit. The course unit will provide students with an opportunity to reflect about both personal and professional ethical aspects regarding their practice experience. Course unit 10/11 concludes with follow-up work in which students exchange, compare and reflect over their own and others’ experiences. The students will discuss their knowledge and experiences from the practice training in plenary. In addition, the students will draft an individual assessment assignment concerning the course unit’s methodical specialisation/practice studies.
Course unit 10/11 requires one assignment for the assessment portfolio, and one assignment for the documentation portfolio:
Course unit code: 869HEMN3 11-1
Assessment assignment 11-1: Individual assignment regarding methodical specialisation
The student will draft an individual assessment assignment concerning the course unit’s methodical specialisation/practice studies. Based on the student’s experiences from practice studies; it should reflect the student’s understanding and ability to reflect on the professional aspects of the practice period.
The student will draft a problem approach that has relevance for the practice placement’s activities and the student’s own area of specialisation. The assignment will discuss important aspects of the practice institution’s professional foundation and the context which the institution is a part of.
The assignment’s problem approach and description should be submitted to the contact teacher within three weeks of beginning the practice period, and the contact teacher will give a written and supervisory response to the student.
Individual answer (2000 words). Pass/fail.
Course unit code: 869HEMN4 DO2
Documentation assignment: The individual student must document a minimum of 75% attendance in the preparatory and follow up sessions for the practice placement in course unit 11.
The aim of course unit 12 is to provide students with an opportunity to take a critical look at their own professional practice in order to improve their ability to reflect upon and discuss issues in the field of health and social work in a multicultural and international society. The students will become acquainted with current discourses in their own field of practice and discourses regarding the health and social professions’ contribution to social development and the legitimacy of their position in society. The students will work on assessing their future professional role and that of their own profession, and critically evaluate users’ needs and perspectives in the context of the scientific validity of the profession. In addition, the course unit will enhance students’ insight into the contexts which form the conditions for practicing health and social work nationally and internationally, and further develop their skills in working methods which may help to improve the living conditions, quality of life and social status of vulnerable groups.
The contentof the course unit includes three main areas: scientific theory and methods, an in-depth assignment, and a critical approach to health and social work. Insight into the various scientific theories will help us to achieve personal insight and gain distance (reflection) from our own actions. Students will acquire knowledge regarding scientific research methods, and emphasis will be placed on how scientific knowledge is acquired, so as to provide a foundation for practice, a principle condition for participation in discussions and the processes of change.
The in-depth assignment, counts for 15 ECTS. The guidelines for the in-depth assignment will be described in more detail in a separate requirements document. The specialisation project should relate to child welfare issues and multicultural and international challenges.
A critical approach to health and social work implies knowledge of the fundamental aspects of the modern and global society. The course teaching considers relevant approaches and aspects in the field of health and social work, seen in the light of processes and developmental trends in society. The students will learn about the human consequences of globalisation, as reflected by the professional challenges within the field of health and social work. Child-welfare workers and social educators have a special joint social responsibility for the care of vulnerable and marginalised groups and the preservation of their human worth. In addition, the course unit discusses the importance of a critical approach towards one’s own professional practice regarding being aware of power relations and disenfranchisement.
Course unit 12 employs individual study, lectures, and discussion and reflection groups as pedagogic tools. In addition, supervision and presentation of in-depth assignments form an important part of the learning process for course unit 12.
Course unit 12 provides one assignment for the assessment portfolio, and one assignment for the documentation folio:
Course unit code: 869HEMN3 12-1
Assessment assignment 12-1: In-depth assignment and oral examination
The in-depth assignment will, as a rule, take the form of a written group project. The groups may either be composed of students from similar or different programmes.
Written in-depth assignment. 10 000 words. Letter grade which counts for 70% of the grade for main course III.
The individual oral examination will be based on the in-depth assignment. In addition, the student may be asked questions from the obligatory or self-chosen syllabus in main course III. The in-depth assignment must receive a passing grade prior to taking the oral examination. The grade for the in-depth assignment is given before the oral examination. The oral examination may influence the grade for the assessment portfolio 12.1. If the grade is F, the student will be permitted to re-sit by taking a weeklong individual written home-examination, followed by an oral examination along the lines previously described above.
Course unit code: 869HEMN3 DO3
Documentation assignment: The individual student must document an attendance rate of at least 75% participation in instruction connected with the themes of scientific theory and methods and critical approaches to one’s own professional health and social work in a multicultural and international society.
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