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Standardization of Social Work Teaching-Learning and Assessment Methods

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Standardization of Social Work Teaching-Learning and Assessment Methods Dr TBBSV RAMANAIAH PROFESSOR DEPARTMENT OF SOCIAL WORK UNIVERSITY OF MYSORE – PowerPoint PPT presentation

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Title: Standardization of Social Work Teaching-Learning and Assessment Methods


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 (ideal30) 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 115.
  • 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/sy
    mposia.
  • 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/publicatio
    ns/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 Masters level.
  • A five-year integrated course in Social Work
    after PUC (2) or three-year Masters 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 115.
  • 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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