Bachelor's Programme in Social Education Programme description

The Bachelor’s Programme in Social Education is a three-year programme of professional study (180 credits). Students who complete the programme are awarded the degree of Bachelor in Social Education, which forms the basis for applying for authorisation as a social educator in accordance with the Act relating to Health Personnel etc.

The programme description is prepared on the basis of the National Curriculum for Social Educator Education adopted by the Ministry of Education and Research on 1 December 2005, and the Regulations relating to the National Curriculum for Social Educator Education, adopted by the Ministry of Education and Research on 1 December 2005 under the provisions of Act No 15 of 1 April 2005 relating to Universities and University Colleges. See the national curriculum on the university’s website.

The national curriculum comprises two parts; one common part (30 credits) for all the three-year bachelor’s degree programmes in health and social care subjects (nursing, occupational therapy, physiotherapy, social work, child welfare, radiography and social education) and one profession-specific part that is particular to the social education programme.

The purpose of the social education programme is to train user-oriented and reflected professionals who have the knowledge, practical skills and competence to help people with various functional impairments. The programme is organised on the basis of the four main topics described in the national curriculum and comprises 16 different courses, twelve theoretical courses and four periods of practical training.

Relevance to working life

A bachelor’s degree in social education qualifies students for work in municipal health and care services, mental healthcare, substance abuse services, habilitation, rehabilitation. Social educators can also work in kindergartens and schools.

Relevance to further education

The programme qualifies candidates for many different further education and master’s degree programmes, both at OsloMet and at other institutions.et group

The programme's target group is people who are interested in an education that qualifies them to work with people with various functional impairments and assistance needs, and who want to help to improve these people's living conditions and quality of life. Society has a great need for social educators.

The admission requirements are, in accordance with the Regulations concerning Admission to Higher Education, the Higher Education Entrance Qualification or prior learning and work experience.

A transcript of police records is a requirement for admission to the social education programme, cf. the Regulations concerning Admission to Higher Education.

The use of clothing that covers the face is incompatible with taking the programme's theoretical and practical training courses. During clinical training, the students must comply with the clothing regulations in force at all times at the institution where their practical training is taking place

Knowledge

The candidate has knowledge of

• the welfare state, different professions, health challenges and social problems

• different functional impairments, the most common somatic diseases, mental disorders and their consequences

• behaviour analysis and how it is applied in care and training

Skills

The candidate is capable of

• meeting users and partners with respect, and mapping users' values and wishes

• facilitating user participation and interprofessional cooperation

• carrying out systematic milieu therapy work to promote satisfaction, coping, participation and inclusion

• responsible drug administration

• providing counselling, training and basic care to persons in need of care/habilitation/rehabilitation

• case processing that is based on administrative principles and relevant legislation while safeguarding the needs and rights of users

Competence

The candidate

• understands the importance of interdisciplinary and interprofessional cooperation

• is capable of documenting, quality assuring and evaluating social education work in accordance with ethical guidelines and relevant theories

• is familiar with legal guidelines and particular ethical issues relating to social education work

• applies knowledge of people with learning disabilities and impaired cognitive functioning

The programme is taught as a full-time course of study over three years or a part-time course of study over four years. The part-time model is structured so that the theoretical courses are taken as a part-time course of study, whereas the practical training is taken as a full-time course of study. Part-time students must expect the last year of the programme to be largely full-time.

The programme is organised as a number of courses, each of which is worth 1, 10, 15 or 20 credits. The full-time and part-time students follow the same programme description.

Content:

The national curriculum stipulates goals and objectives for the programmes, shows the scope and contents of the programme and provides guidelines for how the programme is organised, work methods and assessment arrangements. The programme description describes the learning outcomes for the individual courses, and shall clearly describe the prerequisite knowledge required to be able to follow normal progress in the programme.

The programme is organised so that the first year focuses on important theoretical introductory courses, followed by a period of practical training. The second and third years of the programme focus on methodology subjects as well as analysis and application of recognised milieu therapy interventions, with subsequent practical training.

During the periods of practical training, students will work and participate in activities at the individual practical training establishment and rely on and use relevant theory from the courses they have already taken.

Theoretical studies and practical training are equally important parts of the study programme. The practical training is intended to help to increase the students' understanding of the relationship between theory and practical work. Practical training and skills training are compulsory and shall make up at least 60 credits, of which 48 credits shall be in direct contact with users. The practical training shall be linked to all of the main topics, and one of the practical training periods will be organised in a manner that allows the students to acquire necessary healthcare expertise and drug administration skills.

The practical training shall include key areas of work for social educators. All periods of practical training shall be planned and targeted, and will, among other things, facilitate learning through adapted supervision by a competent practical training supervisor, preferably a social educator.

The programme facilitates for students to acquire knowledge that contributes to an understanding and development of multicultural competence, respect and tolerance.

The programme uses work and teaching methods that promote the integration of theoretical knowledge and practical skills. The following work methods are used: lectures, inter-teaching, seminars, group work, written work, practical exercises and practical training. Students are also expected to acquire knowledge through self-study.

Lectures

Lectures are mainly used to introduce new subject matter and to provide an overview of the main elements of the relevant topics. Lectures are also used to go through particularly challenging parts of the syllabus.

Inter-teaching

Inter-teaching will be used as a general work method in some of the theoretical courses. Inter-teaching means that the students read about the topic in advance and discuss the literature in groups. This encourages students to participate in the teaching activities.

Seminars

The university organises compulsory seminars relating to set assignments or issues. These seminars give students an opportunity to develop their cooperation skills and receive feedback on their performance in addition to the academic benefit. Oral presentations by students and discussions are emphasised, and students are given the opportunity to practise their academic formulation skills. The lecturer will attend these seminars to provide feedback and supervision.

Group work

Work on issues and assignments together with other students is intended to promote cooperation between students and support learning of subject matter.

Skills training

Skills are personal knowledge that the individual student develops through trial and personal experience. Skills training takes place in the university’s skills training facilities and in connection with practical training.

Practical training

Practical training will develop the students’ practical skills and is undertaken at different establishments (in municipal health and care services, mental healthcare, substance abuse services, habilitation, rehabilitation, elderly care, early childhood education and care, and the school sector).

Written assignments and the bachelor’s thesis

Through written assignments and the bachelor’s thesis, students will work on research questions, either individually or in cooperation with other students. Students will learn theory and develop skills in using and referencing sources, analysis, discussion and written communication. The primary purpose of this is to develop their ability to critically reflect, see elements of the discipline/social education in context and develop a deeper understanding of a topic.

Self-study

The students must personally take responsibility for learning much of the subject matter. The number of hours spent on lectures is relatively low to allow students time for self-study and study groups organised by the students themselves. Study groups have no teacher participation, and serve as a forum where students can support each other's learning.

E-learning

The university uses web-based learning platforms and students are required to have internet access. The students will encounter various digital tools and web-based teaching in some courses in the programme. Such tools include Kahoot, flipped classrooms, podcasts, videos, electronic collaborative writing tools and other digital teaching tools.

Excursions

There will be compulsory excursions in some courses. They are organised to give the students experience that cannot be imparted in lectures, and to put them in close contact with the professional field.

The practical training is intended to help to increase the students' understanding of the relationship between theory and practical work. Practical training is intended to develop the students’ practical skills. Practical training at different practical training establishments will be facilitated to allow the students to learn about the professional role in different contexts. The students will be assigned a practical training supervisor and will receive regular supervision that will include assessment of their suitability and competence. Skills training before the practical training periods will be facilitated.

Compulsory practical training attendance makes up on average 30 hours a week. The student and the practical training supervisor must agree on what days and times the student will take the practical training. The plan must ensure the best possible learning outcomes for the student.

Students are encouraged to take part of their education at one of the university’s partner institutions abroad. In addition to the academic benefits, periods of study abroad impart additional skills for professional practice in a multicultural society. The increasing globalisation of the labour market also makes international experience and knowledge of languages and cultures more and more important.

The purpose of student exchange includes

• strengthening the discipline knowledge and acquire new perspectives on the subject

• promoting cultural understanding and acquiring language and communication skills

• improving understanding of what it means to be a part of a global community

• improving understanding of the relationship between different cultures

• qualifying students for work in a global community

The programme is organised to facilitate student exchange. A period of study abroad must last for at least three months and include both practical and theoretical studies. Student exchanges are possible in the second or third year of the programme.

Students who are accepted for an exchange must participate in a compulsory preparatory course.

Foreign exchange students who wish to take part of their studies at the university can take the following courses from the Bachelor’s Programme in Social Education:

• VERN2110/VERND2110/: Data Collection, Analysis and Learning Conditions (20 credits)

• VERN2400/VERND2400: Planning, Documentation and Evaluation (10 credits)

• VEPRA20/VEPRAD20: Proficiency and Behaviour Training (15 credits) (practical training)

These courses can be taught in English.

An up-to-date overview of the universities and university colleges with which OsloMet has cooperation agreements can be found on the university’s website.

Coursework requirements are all types of work, tests and compulsory attendance that are requirements for being permitted to take the exam. Required coursework is assessed as approved/not approved. The coursework requirements for each course are described in the relevant course description. The form of coursework and assessment criteria are described in the individual course schedules.

Compulsory attendance

Attendance is compulsory in areas that are important for achieving competence as a social educator, and where the student cannot acquire knowledge and skills through e.g. self-study. Therefore, compulsory attendance requirements may apply to lectures, group work, seminars and presentations of different types of work. As rule, a minimum attendance requirement of 80% applies. In some courses, 100% attendance is required. The attendance requirement is stated in the individual course schedules. Students are themselves responsible for ensuring that they meet the attendance requirements.

If a student exceeds the maximum limit for absence stated in the schedule, the lecturer will consider whether it is possible to compensate for absence by meeting alternative requirements, for example individual written assignments. Whether or not it is possible to compensate for absence depends on the extent of the student’s absence and which activities he/she has missed. Lacking attendance requirements which cannot be compensated might lead to delayed study progression.

Written assignments, practical exercises and tests

Several courses have written assignments, practical exercises and tests as coursework requirements. The student cannot take the ordinary exam if the written assignment, practical exercise or test has not been approved by the stipulated deadline. Deadlines are stated in the individual course schedules.

Unless otherwise stated in the schedule, students have two attempts at having the required coursework approved before the ordinary exam. Students are entitled to a new attempt before the resit/rescheduled exam. Students will not be allowed more than five attempts in total. Lacking approved assignments might lead to delayed study progression.

Exams and practical training are assessed in accordance with the provisions set out in the Act relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at OsloMet. See the university's website.

During the programme, the students will be given advice and guidance and their performance will be assessed. It is important and necessary to assess students’ knowledge and skills often, so that the students receive feedback on whether their performance is in line with the programme's requirements and whether they have achieved the learning outcomes.

All courses conclude with an exam. In theoretical courses, the grades used are pass/fail or letter grades from A to F, with A being the highest grade and E the poorest pass grade. The grade F means that the student has failed the exam. The grades pass/fail are used for the assessment of practical training.

An external programme supervisor scheme exists for the programme, as required by the Guidelines for Appointment and Use of Examiners at OsloMet. Over a three-year period, the external programme supervisor will carry out the following supervision of the programme: 

• Supervise the assessments given and assessment processes for selected courses in the bachelor's programme

• Evaluate exam questions and assessment criteria for grading in selected courses

• Assess the connections between the programme description's learning outcome descriptions, teaching arrangements and types of assessment

• Give the academic environment feedback and advice that can be used in the ongoing work on quality of education

The external supervisor will write an annual report on their work that will be included in the department's part of the university’s quality assurance system.

The assessment forms and criteria are described in each course description. All exams taken and the title of the bachelor’s thesis will be stated on the diploma.

The exam in Drug Calculations

In the course VERNLEG1/VERNDLEG1 Drug Calculations, 1 credit, the students’ drug calculation skills are tested. To pass the exam, the student must submit a faultless exam paper. The student has three attempts at the exam. If the student does not pass the exam on the third attempt, he/she can apply for a fourth and final attempt.

Progress requirements

The programme’s progress requirements are described in the individual course descriptions.

Assessment of practical training

Practical training is assessed as pass or fail. Assessment is a continuous and compulsory part of practical training. The student and the practical training supervisor cooperate on the assessment of the student's learning outcomes during the practical training. The lecturer participates in the assessment as needed.

If, at any time during a period of supervised practical training, doubt arises as to whether a student will be able to achieve the learning outcomes and pass the practical training period, the student must be invited to a meeting between the affected parties (student, programme representative and a representative of the practical training establishment). In this meeting, the student shall be given written notification or warning that there is doubt about whether he/she will be able to achieve the learning outcomes and pass the period of practical training. This meeting must be held no later than three weeks before the end of the practical training period, and always at such a time that the student has an opportunity to demonstrate satisfactory progress during the remainder of the training period to pass. If, towards the end of the practical training period, the student acts/behaves in a manner that clearly does not give grounds for passing the practical training, the student can nonetheless be awarded the grade fail, even without advance notification.

Midway assessment

The student and practical training supervisor shall together assess the extent to which the student has achieved the learning outcomes during the practical training course. The assessment must give the student insight into and feedback on how his/her skills and knowledge are assessed during the practical training period. The midway assessment shall also clarify what the student should focus on in the final half of the practical training period. The midway assessment is usually given orally halfway through the period of practical training or no later than three weeks before the final assessment. The lecturer participates in the assessment when needed.

Final assessment

The student and practical training supervisor shall together assess the student's total learning outcomes from the practical training period. The student and practical training supervisor write their own final assessments, and the practical training supervisor will provide written feedback in relation to the assessment criteria set out in the Regulations relating to Suitability Assessment in Higher Education. The lecturer participates in the assessment as needed.

Suitability assessment

Diplomas for the completed programme will only be awarded to graduates who are suited to practise the profession. A student who represents a potential threat to the physical or mental health, rights and safety of his/her patients and colleagues is not suited for the profession.

Suitability assessments are made on a continuous basis throughout the study programme, and will be included in the overall assessment of the students' professional and personal suitability for work as health personnel. Students who demonstrate little ability to master the social educator profession must be informed of this at the earliest possible stage of the programme. They will be given supervision and advice on how to improve, or be advised to leave the programme. Special suitability assessments are used in special cases, cf. the Regulations concerning Suitability Assessment in Higher Education.