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Standardization of Social Work Teaching-Learning and Assessment Methods

Standardization of Social Work Teaching-Learning and Assessment Methods. Dr TBBSV RAMANAIAH PROFESSOR DEPARTMENT OF SOCIAL WORK UNIVERSITY OF MYSORE MANASA GANGOTHRI MYSORE. PRESENT SCENARIO. The future of social work profession has become a serious concern of every social worker

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Standardization of Social Work Teaching-Learning and Assessment Methods

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  1. Standardization of Social Work Teaching-Learning and Assessment Methods Dr TBBSV RAMANAIAH PROFESSOR DEPARTMENT OF SOCIAL WORK UNIVERSITY OF MYSORE MANASA GANGOTHRI MYSORE

  2. PRESENT SCENARIO • The future of social work profession has become a serious concern of every social worker • The alarming rise of schools of social work, especially in the recent past, has become a problem by itself; not because of its number but because of its unsystematic plan of expansion with regional imbalance; unhealthy competition among the schools of social work; and lack of concern for normative standards. • In the process, the quality of education is the victim.

  3. Contd… • We have institutions of high quality on one hand and on the other side we have more number of institutions of poor quality on all critical counts.

  4. One thing that consoles all of us is that the best schools have remained the best; the good institutions are trying to climb the ladder to join the cream. • But we have schools of poor quality due to inadequate infrastructure on every important aspect and these schools are doing more harm to the future of social work.

  5. It is not too late; we have time to rectify the wrongs and move in the right direction. We can identify the weak spots and take corrective steps by ourselves and make social work education a better choice for the youth in the years to come

  6. The deliberations of national seminars and empirical evidences on the status of social work education in the preceding one decade have identified certain weak spots viz. • Obsolescence of teaching methods, practicum, reading material and course curricula • Large number of inadequately trained graduate and PG students. • Marginalised status of the profession. • Poor performance of professional bodies. • The most pressing issue today is to seriously consider how the wrongs can be corrected.

  7. EVOLUTION OF SOCIAL WORK EDUCATION AND PROFESSIONAL ASSOCIATIONS • Dr. Clifford Manshardt, the then Director of Sir Dorabji Tata Graduate School of Social Work, during his opening address of the School in 1936 said………. “…… this school, which is opening today, represents the first attempt in India to raise social work to the dignity of a learned profession, standing on the same plane as graduate schools of law, medicine or education”.

  8. 1946- Second School of Social Work at Delhi Third School of Social Work at Baroda Fourth School of Social Work at Varnasi 1954 – Lucknow University started Ph.D programme in Social Work 1956 - Lucknow University started UG programme in Social Work • In 1975 – there were 34 Schools of Social Work in India • In 2008 – we have more than 200 Schools of Social Work in India • Association of Schools of Social Work in 1960 • Indian Association of Trained Social Workers in 1964 • Indian Society of Professional Social Work in 1970

  9. The deliberations of National Seminars in the preceding one decade have centred around issues concerned with course content, teaching methods, practicum, reading material; and professional bodies. We have identified the weak spots and evolved concrete measures to improve the quality of education. But very little worth-mentioning is achieved.

  10. Contd… The pertinent questions one would ask are…… • Do we have any norms to follow? • Who would enforce the norms?

  11. Contd… The teaching-learning and assessment process in social work programme needs to be on the basis of the curricular plans. It is largely a combined and coordinated work of teachers, students and field work personnel. The standards to be maintained on each of the issues are listed below:

  12. Admission Policy – Learning – Teaching and Assessment • A well defined policy regarding admission of candidates to social work programme, especially, at PG level is required. • In many universities, candidates from all streams and with different systems of assessment at graduate level are admitted to social work course. Hence, for the assessment of performance, a written test, followed by group discussion is ideal so as to make the admission procedure more objective and transparent.

  13. Contd… • The intake of candidates has to be limited to the availability of infrastructural facilities, faculty strength, and opportunities for field practicum. • The intake has to be limited to 50 (ideal:30) in a class.

  14. Contd… • There is a need for introductory classes to make the admitted candidates familiar with the course content, field work guidelines, dress code, code of conduct, and regulations governing admission, attendance and examination. A separate booklet is to be prepared and make it available to all candidates in the beginning of the semester/academic year.

  15. Contd… • A minimum attendance of 75% both in class-room instructions and field practicum is to be made mandatory. Under no circumstances, this be condoned. • Teaching aids like OHP, Flipcharts and power-point presentations are to be used extensively. • A class should not be limited to mere transmission of knowledge. The teacher should be sensitive to the aptitude of students and facilitate their learning. • The classes should be more of interactive and participatory in nature with emphasis on varied cultural issues.

  16. Contd… • The school must have facility of guest lectures and mostly by field practitioners. • A frequent interaction between teachers and practitioners is to be encouraged.

  17. Contd… • Assessment of performance of the candidate is to be made on the basis of ……. • Written examination, giving proper weightage to analysis of cases, and problem-centred issues, is to be adopted. • Assignments/Seminars • Viva-voce examination on theory and field practicum.

  18. Learning- Teaching for skill workshops • Workshops for the development of life skills need to be conducted to all the student at the beginning of the course. • Workshops for the development of social work skills are to be organised once a year. • Towards the end of the programme, workshops for acquiring skills for professional advancement; identifying avenues for higher education; preparing for job interviews and group discussions are to be arranged. • The workshops are to be made participatory and interactive.

  19. Term paper / Research Project / Dissertation / Thesis • Guidelines for undertaking and writing research project/thesis, system evaluation, and the ethical issues to be complied with are to be given to candidates well in advance. • While the aim of research project at PG level is evidence-based practice, the aim at Doctoral level is practice innovation. • A small project of action-research during the second year PG course is to be undertaken in the field work practicum. • There should be frequent interaction between the guide and the student at least once a week so as to make the research work a fruitful exercise. • The assessment of Term paper / Research Project / Dissertation should be done by one internal and one external examiner.

  20. Contd… • The student has to be encouraged to participate in Conferences/Seminars at State and National levels and to make presentation of their research work. • Publication of research papers in leading journals by the students is to be encouraged. • Wherever possible, the results of the Project Report/Dissertation are to be discussed with the stake-holders.

  21. Assessment System, Results and Certification • Examinations are to be conducted well in time and grade system instead of mark system has to be followed. • The results of examination, especially the last semester, are to be announced within 30 days from the last day of examination. • All students are to be given a comprehensive testimonial at the end of the course, highlighting the subjects studied, field work placement, research exposure, participation in co-curricular and extracurricular activities, strengths and achievements.

  22. Alternate Mode of Social Work Education • Alternate mode of social work education such as distance mode, outreach programme, and internet mode or mixed mode both at UG and PG levels can be considered only if the institution has the required infrastructure, faculty, opportunities for the field work practice, well equipped library. Further, the institution must have experience in offering BSW/MSW through campus mode.

  23. Standards for Selection of Social Work Faculty Members • No person shall be appointed to a teaching post unless he/she has PG Degree in Social Work with UGC NET/SLET/Doctoral Degree in Social Work. • Field experience of at least 10 years and experience in consultation and documentation at State/National/International levels has to be considered at par with research/teaching experience for higher positions. • While selecting a faculty member at a lower level, a demonstration class would be required rather than asking few questions in the interview and evaluate the performance. • Gender parity/reservation for SCs/STs/OBCs/other categories are to be maintained.

  24. Contd… • The faculty : student ratio should be maintained at 1:15. • The ideal faculty strength be of one Professor, two Readers and four Lecturers.

  25. Workload of Faculty Members The teachers have varied responsibilities including class-room teaching, field instructions and guidance of research projects. Some teachers also get actively involved in action/projects. A workload of 40 hours per week is required which includes….. • Preparation for classes, actual class hours, and assessment of subjects taught. • Field work instructions and assessment including organising Orientation/Observation Visits, Professional-cum-Academic Tour, Rural Camp and Block Placement.

  26. Contd… • Guidance and assessment of Term Paper/Research Report. • Conducting research and Organising and/or participating in seminars/conferences/workshops/symposia. • Undertaking Field Action Projects/Consultancy /Involving in Policy Making/Planning in Committees of Government. • Contributing to continuing education programme. • Undertaking responsibilities as a Member/Chairman of Board of Studies, Board of Examiners, and Affiliation Committee. • Faculty members must meet periodically to review the progress and to plan the future programmes.

  27. Standards for Faculty Development Programme • Social Work teachers have to be encouraged to become life members of professional associations. • They have to be encouraged to participate in UGC sponsored Refresher/Orientation Courses. • Faculty Improvement Programme has to be implemented so as to enable faculty members complete M.Phil/Ph.D programmes. • Encourage Faculty Exchange Programme.

  28. Quality Standards for Monitoring and Evaluation • Every teacher has to prepare annual self-appraisal report and use it for future planning and take guidance from senior faculty members. • Teachers who have exhibited outstanding performance/talent in teaching/research/publications/field action need to be rewarded suitably by the concerned Universities/Colleges/Professional Associations. • Senior faculty members who have made a significant contribution to the field have to be invited to serve on Boards of Studies, Boards of Appointments, Boards of Examiners and Committees of Voluntary Agencies and Government. • A list of experts in social work education has to be prepared at least at the state-level and seek their guidance as and when required, to improve the quality of education.

  29. Contd… • It is high time that we need to undertake exercises of quality assessment and quality improvement so as to make social work professional goals responsive to the social realities.

  30. THE FUTURE OF SOCIAL WORK EDUCATION The future depends on the corrective measures that we undertake now like: • Emphasis more on multi-skill development in different streams rather than adopting one specialization approach at Master’s level. • A five-year integrated course in Social Work after PUC (+2) or three-year Master’s programme in Social Work

  31. Contd… • Adopting a well planned procedure for admission of candidates to Social Work course. • Creation of more faculty positions at base level and appointment of young professionals as faculty members. • Maintaining teacher: student ration at 1:15. • Strengthening field practicum – preparation of field work manuals at local levels.

  32. Contd… • Emphasis on evidence-based/practice-based research. • Strengthening of professional associations at least at state levels to advice and monitor the functioning of schools of social work. • Practice-base for faculty. • Publications and adopting teaching materials.

  33. THANK YOU

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