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 Bachelor’s in Social Education, which forms the basis of applying for authorisation as a social educator in accordance with the Act relating to Health Personnel. The programme description has been drawn up in accordance with the National Regulations relating to a Common Curriculum for Health and Social Care Education and the Regulations on National Guidelines for Social Education Programmes adopted by the Ministry of Education and Research. The programme was established under the Act relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University.

According to the Regulations on National Guidelines for Social Education Programmes, the purpose of the education is to be an evidence-based and practice-oriented programme of professional study in the field of health and social care that qualifies graduates to practice health, care and welfare services in a lifespan perspective. The programme is also to ensure competence and attitudes that form a basis for equal provision of services for all groups in society, including the status of the Sami as an indigenous people and their rights to linguistically and culturally adapted services. The candidate is expected to have knowledge of impairments and societal conditions that create disability, and particular expertise in habilitation and rehabilitation, health promotion and health care. The candidate is also expected to have knowledge of complex needs and intellectual disabilities.

The programme qualifies students to cooperate with service users, next of kin, other service providers and parties to promote self-determination, participation, mastery of functional skills, health and quality of life. The education is intended to provide society with candidates that have the professional expertise necessary to ensure that disabled people have the same opportunities for personal development and self-realisation as others. After completing the programme, the candidates are expected to have a high level of ethical awareness, good communication and cooperation skills, and be capable of working in a goal oriented and systematic manner to provide services characterised by critical and innovative thinking.

This is a multidisciplinary programme that combines knowledge from the health sciences, psychology, educational pedagogy, and social sciences including law. The programme provides a systematic introduction to ethics, health promotion and health care, habilitation and rehabilitation, and inclusion and rights. Critical thinking, evidence-based practice and facilitating change and development are vital elements in the programme. Safeguarding participation and the rights of disabled people, particularly persons with intellectual disabilities, are recurring themes in the programme. The programme facilitates the development of multicultural competence, respect and tolerance.

The programme's academic profile is based on evidence-based and interdisciplinary change work with an emphasis on applied behaviour analysis.

Relevance to working life

A bachelor's degree in social education qualifies students for work in public and private health and care services, as well as in educational institutions such as kindergartens and schools. Social educators can also work in more specialised services such as substance abuse services, mental health, habilitation and rehabilitation, child and adolescent psychiatry, the educational and psychological counselling service, etc.

Relevance to further education

The Bachelor's Programme in Social Education qualifies students for admission to several master's programmes. Master's programmes in health and social care are particularly relevant. Some master's programmes in pedagogy may also be relevant.

The programme's target group is people who want to contribute to changes that promote coping and improve living conditions and quality of life for disabled people and people with different needs for assistance in cooperation with recipients of services and other service providers in different arenas.

Acts, regulations and guidelines in different parts of the health, care and education sectors use different terms to refer to disabled persons, children and pupils to whom services are provided. In this programme description, we use the term ‘service recipient’.

The admission requirements are, in accordance with the Regulations for Admission to Higher Education, the Higher Education Entrance Qualification or an assessment of prior learning and work experience. Students must submit a transcript of police records at the start of the programme.

The use of clothing that covers the face is incompatible with attending the programme. During the practical training, the students must comply with the clothing regulations in force at all times at the relevant practical placement.

After completing the Bachelor's Programme in Social Education, the candidate is expected to have achieved the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate

• has broad knowledge of the development of the service provision for persons with intellectual disabilities and is familiar with the development and traditions of the social educator profession
• has broad knowledge of communication, interaction and cooperation
• has broad knowledge of habilitation and rehabilitation
• has broad knowledge of the relationship between health, disability, and illness in an individual, social and lifespan perspective
• has broad knowledge of symptoms and treatment of the most common somatic illnesses and mental disorders
• has broad knowledge of participation, inclusion, equality, non-discrimination and human rights, including the UN Convention on the Rights of Persons with Disabilities
• has knowledge of research methodology, measurement, principles and concepts relevant for assessing scientific quality
• has knowledge of welfare technology and of how such technology can be used in services to support the resources of each individual and their opportunities for coping and independence
• has knowledge of social conditions and cultural diversity with a bearing on professional practice at the national and international level

Skills

The candidate

• can cooperate with service recipients in applying relevant methods in assessment and testing to identify goals, interests and needs to form a basis for measures and facilitating change
• can practice applied behaviour analysis in change, education and/or health and care work
• can contribute to good public health through empowerment, participation, health promotion and prevention of illness in a lifespan perspective
• can identify symptoms of illness and take necessary action, including obtaining assistance from other health professionals to ensure that health care is provided in a professional sound manner
• can carry out medication handling in a professional sound manner
• can apply up-to-date knowledge of the health and welfare system, applicable legislation, regulations and guidelines in their practice to ensure that service recipients receive equal and professionally sound services
• can apply academic knowledge, scientific methods and relevant research and development results as a basis for understanding practical and theoretical issues and make well-founded choices in his/her professional practice
• can plan, carry out and evaluate counselling/supervision of individuals and groups undergoing learning, coping or change processes

General competence

The candidate

• has insight into relevant academic and ethical issues related to social education practice and can identify, reflect on and deal with them with professional discretion in his/her practice
• has insight into new theories, processes and methods required to carry out coordinated, systematic and evidence-based milieu therapy, habilitation and rehabilitation for disabled people in general and intellectual disabilities in particular
• can, in cooperation with service recipients and other professions, plan, carry out, document and evaluate safe health care and habilitation/rehabilitation with an emphasis on applied behaviour analysis, including projects that take place over time 
• can use relevant forms of expression to communicate academic opinions and evidence-based practice in order to contribute to self-determination and equal participation in society for disabled people
• can be inventive and plan and carry out service innovation to contribute to systematic quality-enhancing work in cooperation with service recipients, next of kin, and other service providers and parties
• can reflect on his/her own academic practice and adjust it on the basis of feedback and supervision
• is familiar with global challenges facing disabled people and professional practice in an international perspective

Different learning activities are used to promote attainment of learning outcomes. This requires considerable effort on the part of the students. This means both benefiting from teaching and academic supervision and following this up with independent work in the form of theoretical studies and practical skills training. The university keeps the number of hours allocated for organised teaching relatively low to allow students reasonable time for self-study and study groups organised by the students themselves. The university recommends that the students form study groups to support each other's learning.

The programme will be taught in Norwegian and English. VERB1060 Evidence-Based Practice (EBP) in Health Care are taught in English will be taught in English if international exchange students take the course.

Several forms of digital learning resources are used in the programme, such as digital platforms, digital lectures, video clips, podcasts, tests and assignments. These resources are used in preparation for teaching activities or courses, or during seminars using the flipped classroom method. This form of teaching requires students to come prepared to teaching sessions. The most important work and teaching forms used in each course in the programme are described in the course descriptions.

Self-study and student cooperation

The attainment of the learning outcomes requires a high degree of self-study. Self-study entails both individual work and cooperation with fellow students. It is recommended that students take the initiative to form study groups.

Lectures

Lectures are mainly used to introduce new subject matter and provide an overview of the main elements, concepts, principles and problems of the relevant topics. Particularly demanding topics from the curriculum are also dealt with. The lectures are largely dialogue-based, and many lecturers include short group work sessions in their lectures.

Different methods are used to promote student activity in teaching sessions. They include supervised and unsupervised group work, flipped classroom, seminars and seminar groups, different forms of oral presentations, and interprofessional cooperative learning. Some courses consistently use inter-teaching, which entails guided instruction, interaction between students and feedback from the lecturer. Providing feedback to and receiving feedback from fellow students are examples of work methods that are frequently used in the programme. The different work methods mostly require the students to come prepared to teaching sessions. The student-active work methods help students to achieve learning outcomes through practising written and oral communication of subject matter and experience, as well as interaction and counselling/supervisions skills. These work methods give students more training in synthesising knowledge from different subject areas and allow them to develop analytical skills.

Seminars

The university organizes seminars related to given tasks or issues. Here, in addition to the academic benefit, the students will have the opportunity to develop their collaboration skills and receive feedback in their own way. Oral student presentations and discussions are emphasized, and students have the opportunity to practice skills in academic formulation. At these seminars, subject teachers will be present to give feedback and guidance.Skills training Skills are practical abilities that the individual student develops through personal experience. Skills training takes place in theoretical courses, in the university’s skills training facilities and in connection with practical training. Students develop skills within health care procedures, habilitation and rehabilitation, relational skills and counselling skills.

Multiple-choice tests

Multiple-choice tests are used in several courses. They serve multiple purposes: in addition to giving the students themselves insight into their own level of knowledge, they are used for teaching and sometimes for assessment purposes. Multiple-choice tests provide quick feedback to students on factual knowledge that is considered basic in the social education programme. The multiple-choice tests are usually required coursework but are sometimes used for exams. In some multiple choice- tests, students are required to give between 80 and 100% correct answers. Other times, the learning aspect is emphasised. In these cases, students can take the multiple-choice test as many times as they want, and if they give an incorrect answer, the correct answer will be displayed with an explanation of why their answer was wrong.

Written assignments

Through different written assignments and the bachelor's thesis, students will work on research questions, either individually or in cooperation with other students. The students are to learn theory and develop skills in using and referencing sources, analysis, discussion and written communication. The primary purpose is to develop their ability to critically reflect, see elements of the discipline in context and develop a deeper understanding of a topic. Written assignments can be reflection notes, mini-projects, action plans, answers to concrete academic questions/cases etc. Some written assignments are completed individually, others as group assignments. Students receive supervision or feedback on some assignments, but not others. The students are expected to supplement subject matter from teaching activities and the syllabus with research and scholarly articles, reference works and online resources.

The programme comprises a total of 30 weeks supervised practical training divided between three practical training courses. All the practical training shall be supervised and user-oriented in authentic work situations. The practical training is compulsory. Compulsory attendance makes up an average of 30 hours a week. Students must expect to engage in independent activity in addition to the time they spend at the practice placement. The ordinary workload for practical training courses is about 40 hours per week. The student and the practical training supervisor must agree on the days and times when the student will take the practical training. This agreement helps to ensure that the student achieves the best possible learning outcome. The university facilitates practical training at different public and private enterprises at different levels of the public administration.

The supervised practical training is intended to help students to develop their assessment, action and decision-making competence by integrating theoretical and practical knowledge. Practical training will also provide experience in multidisciplinary and interprofessional cooperation. A practical training supervisor is appointed. The practical training supervisor helps to support the student's learning process so that he/she achieves the learning outcomes for the practical training courses.

Skills training in the programme will not be divided by gender. Nor can gender separation be expected during practical training.

Each practical training course has its own learning outcomes, described in the individual course descriptions. The supervised practical training gives students experience of:

• interprofessional and inter-agency cooperation,
• habilitation and rehabilitation,
• health promotion, care and health care,
• adaptation, inclusion and participation for persons with impaired cognitive functioning and complex assistance needs, and
• innovation, documentation and quality assurance.

Overview of practical training courses in the programme.

• VERPRA10 Practical Studies in Health Promotion and Health Care, 20 ECTS: Health and care services, primarily nursing homes, home nursing services, residential care facilities for people with multiple disabilities, 9 weeks
• VERPRA20 Practical Studies in Social Education, 20 ECTS: Health and care services in municipalities and city districts. Kindergartens, schools/before and after school programmes (SFO/AKS), day centres, enterprises offering adapted working environments, upper secondary schools and various parts of the specialist health services, 10 weeks
• VERPRA35 Practical Studies related to Bachelor's Thesis, 15 ECTS: All relevant social education service areas. Must be related to direct contact with service recipients in authentic work situations, 11 weeks

The supervised practical training is assessed with the grade pass or fail by the practical training supervisor in cooperation with the university lecturer. The student and practical training supervisor hold midway and final assessments in the course. The lecturer participates in the assessment as needed.

In connection with the practical studies, there are 2 weeks of seminars on campus in the first two practical training courses. The seminars are conducted before, during and after practice. The focus of the seminars is adapted to where the student is in the practical training course. Central elements are the student role, guidance, synthesizing knowledge from various subjects earlier in the course, academic challenges the students face in practice, knowledge-based practice, written assignments and other important elements in relation to the implementation of practice.Attending these weeks is compulsory, and they are included in the number of credits each practical training course is worth.

Internationalisation can help students to see their own discipline in a bigger picture and in a different cultural context, thus contributing to the development of the discipline and global understanding. The students gain international professional experience and experience of communicating subject matter in a language other than their 1st language. Internationalisation can also help to enable students to deal with national and international diversity and work in a multicultural society.

Internationalisation takes place both through activities on campus and by taking part of the programme at educational institutions or practical training arenas abroad.

OsloMet has exchange agreements with educational institutions and practice placements in Europe and worldwide. The autumn semester is adapted for incoming exchange students. The semester can be adapted in different ways depending on which courses the student wants to take, see the list below (week numbers may vary from one year to the next).

Courses adapted for incoming exchange students

The following courses are made available to incoming exchange students in cooperation with the Bachelor’s Programme in Psychology with an Emphasis on Behaviour Analysis:

• VERPRA21 Practical Studies in Social Education, 15 credits
• PSYK2100 Research Methods 1 – Introduction to Quantitative and Qualitative Methodology, 10 credits
• VERB1060 Evidence-Based Practice (EBP) in Health Care, 5 credits
• PSYK1420 Behaviour Analysis 1 – General Principles of Behaviour Analysis, 10 credits

Courses adapted for outgoing exchange students

Part of the fifth and the entire sixth semesters are adapted for outgoing exchange students. This covers the courses VERPRA21, VERPRA35 and VERB3900.

Reference is otherwise made to the criteria that apply to student exchanges and the information about stays abroad.

Required coursework is all forms of work, tests and compulsory attendance that are requirements for a student to be assessed/permitted to take the exam. Required coursework is assessed as approved/not approved. The rules concerning cheating in the Act relating to Universities and University Colleges, the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University and the Guidelines for Dealing with Cheating and Attempt at Cheating in Connection with an Examination at OsloMet also apply to required coursework.

The coursework requirements for each course are described in the relevant course description. The purpose of coursework requirements is to

• contribute to students achieving the learning outcomes in the courses
• promote progress and academic development in the programme
• encourage students to seek out and acquire new knowledge
• facilitate cooperation and communication on social education issues

It is the students’ responsibility to ensure that coursework requirements are met by the deadlines stipulated.

Most of the coursework requirements in the programme concern compulsory attendance, written assignments to be submitted individually or in groups, multiple-choice tests, group work that may be supervised, oral presentations and feedback to fellow students.

Attendance requirements

A compulsory attendance requirement applies in some courses to ensure that the students have the necessary basis for achieving the learning outcomes. Compulsory attendance requirements are stipulated for skills training, group work, oral presentations and academic supervision. The specific attendance requirements are described in the course description; 90% for practical training and 80 or 100% for parts of theoretical courses.

If a student exceeds the maximum limit for absence, the person responsible for the course 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. Absence that cannot be compensated for may lead to delayed progress in the programme.

Written assignments

Several courses have written assignments as required coursework. Written assignments that are not approved must be reworked before re-submission. If the work is not approved on re-submission, the student cannot take the ordinary exam/assessment.

The student is entitled to a third attempt before the resit/rescheduled exam. If a piece of required coursework is not approved, this may lead to delayed progress in the programme. More detailed requirements for written work, deadlines etc. are set out in the teaching plan for the course in question.

Digital tests

In some courses, the students must take individual digital tests as required coursework. The tests are taken via the university's digital platform. Whether or not the test is approved depends on the percentage of correct answers. The requirement is usually 80–100%. Some of the tests can be taken several times until the minimum requirement is achieved. For other tests, there are deadlines for submission, and students are entitled to a third attempt before the resit/rescheduled exam.

A digital test must be approved within a set deadline in order for the student to be able to sit the ordinary exam. If a piece of required coursework is not approved, this may lead to delayed progress in the programme.

The Master’s Programme in Applied Social Sciences – Programme Option Child Welfare Work is a master’s degree programme for social workers, social educators and child welfare officers that aims to produce candidates with in-depth knowledge of children, young people and families in vulnerable life situations and of the social conditions that have a particular impact on their welfare, everyday life and development opportunities. Students should also be able to analyse the individual child’s care situation and, in cooperation with children and families, initiate change work to improve the child’s care situation and development opportunities.

This programme option provides insight into the importance of social conditions to children’s welfare and living conditions, as well as conditions for parenthood. Connections between welfare schemes, social policy decisions and children’s concrete everyday lives are emphasised and discussed. The master’s programme understands child welfare as a broad field where the term is assigned meaning not only in the child welfare service context, but generally in welfare administration, social services, the health sector and children’s residential institutions. Emphasis is placed on interprofessional and inter-agency cooperation. The programme emphasises the child welfare service’s role in a society characterised by cultural complexity, social inequality and diversity, and therefore focuses on child welfare work in large cities.

Child welfare is a social field whose practice is based on implicit and explicit theories drawn from many different disciplines. It is a normative area of activity, and a critical basis for assessing what knowledge is valid and relevant to practice in the field is required. Ways of understanding children and their status in society form important premises for the child welfare service’s activities at all times. The programme combines practice-based and research-based teaching.

The programme description and the content of the programme are based on the Regulations relating to national guidelines for master’s degree programmes in child welfare work.

The Master’s Programme in Applied Social Sciences – Programme Option Child Welfare Work is intended for social workers, child welfare officers and social educators who want to deepen their knowledge of child welfare work and the field of child welfare. The programme is also relevant to work in other arenas targeting children, young people and families in vulnerable life situations.

The programme qualifies students for:

• positions in municipal and state child welfare services
• positions in other welfare services and public administrative bodies working with children and families in vulnerable life situations
• positions in specialist environments, research and educational institutions
• admission to PhD programmes

Parts of the further education in Assessment of Children's Needs and further education in Law in Child Welfare Work may be incorporated into the study programme.