Outcomes-based education and deep learning in first year social work in South Africa: Two case examples

Collins, Kathleen

doi:10.1177/0020872813503856

Cited by 4 publications

(16 citation statements)

References 23 publications

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“…Defining Clear and Measurable ILOs: Many researchers (Gunarathne, Senaratne & Senanayake, 2020;Kaliannan & Chandran, 2012;Collins et al, 2015;Ram & Ajay 2020;Akir et al, 2012;Maleki, 2021;Kennedy and Birch, 2020;Syeed et al, 2022;Damith et al, 2021) have noted that it is difficult to specify measurable learning outcomes in the process of implementation of OBE.…”

Section: Challenges In Defining Ilosmentioning

confidence: 99%

“…Define Specific ILOs: It is recommended that the development of a clear vision and followed by the establishment of SMART learning outcomes are the initial essential requirements for the successful implementation of OBE (Gunarathne, Senaratne & Senanayake, 2020;Kaliannan & Chandran, 2012;Collins, 2015;Ram & Ajay 2020;Damith et al, 2021). This will help to give educators a clear understanding of expectations related to what they plan.…”

Section: Recommendations For Defining Ilosmentioning

confidence: 99%

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Challenges and Recommendations for the Implementation of Outcome-Based Education: A Systematic Review

Piyasena,

Ali Mohammed,

Dhanapala

2023

IJEISSAH

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Enhancing the quality of education through focusing on the outcomes of the educational process is an increasingly highlighted area in the field of education. Outcome-based education (OBE) has been considered as the best approach to enhance the quality of education, and it is implementing inserted of traditional teacher-centered content-based education approach in most educational reforms. Also, there are research findings about this change in the literature. It is important to explore challenges and recommendations for OBE implementation especially for ‘those who are struggling with the same challenges’ and ‘who are planning for the same reforms.’ The purpose of this study is to discuss challenges and recommendations for OBE implementation in previous literature. The ‘conceptual content analyses’ on phenomenological and case study-based recent research publications were conducted. PRISMA article selection process was employed to identify suitable research papers. Twelve research papers published in the last ten years fulfilled all inclusion criteria. These research papers were selected from ‘Google Scholar’, Emerald Insight’ and ‘SAGE’ databases. Findings in both, challenges and recommendations were compiled under four categories. The first three categories: ‘defining intended learning outcomes’, ‘deciding teaching-learning activities’, and ‘student assessment’ were derived from the theory of constructive alignment. All other challenges and recommendations were discussed in the last category, ‘general’. However, there are more improvements with the OBE. However, it should not be considered as a magic solution for all issues and should be implemented carefully because there are no chances to learn through mistakes in educational reforms.

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Section: Challenges In Defining Ilosmentioning

confidence: 99%

Section: Recommendations For Defining Ilosmentioning

confidence: 99%

Challenges and Recommendations for the Implementation of Outcome-Based Education: A Systematic Review

Piyasena,

Ali Mohammed,

Dhanapala

2023

IJEISSAH

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“…According to Collins (2015), social work students were ideally expected to be compliant with both the performance of outcomes-based education and the indicators of deep learning. These significant changes to the training and practice of social work in the country included the new curricula that had to comply with SAQA's requirements for outcomes-based education and had to meet the 27 exit-level outcomes of the BSW as identified by the Standard Generating Bodies (SGB) (De Jager, 2013).…”

Section: Social Work Education In South Africamentioning

confidence: 99%

Centring African spirituality in developing social work programmes: The case of decoloniality and Afrocentricity

Sithole¹

2022

Critical Social Work Studies in South Africa: Prospects and Challenges

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The marginalisation of spirituality, African spirituality in particular, is found to manifest itself in how the holistic intervention is practised by the helping professions. This chapter explores the central role spirituality plays in human existence and outlines the quest for integration of the spiritual side of humans and African spirituality in social work education and practice, particularly in South African context. Sufficient literature depicts African spirituality, with its notion of existentialist existence, as having a space in South Africa's social work education and practice. One cannot overemphasise the numerous trauma that South Africans, Africans in particular, have and still face. This chapter starts by pointing to the historical connection between spirituality and social work and further highlights how the pre-occupation with the evidence-based approach and the related decisions around professionalisation influenced the centrifugality of spirituality. This chapter further draws from Afrocentricity as alternative thinking in validating the integration of spirituality in social work education and practice. This pursuit serves as the basis for challenging the imperial epistemologies propelled by Western perspectives on the epistemic parameters of what comprises African spirituality. This chapter concludes with the notion that a spiritually-sensitive approach to social work education and practice serves as the basis for spiritually-based intervention. As the helping profession, social work practice has the ethical responsibility to provide effective service to all clients. This chapter offers a recommendation that students and practitioners need to be trained in a deeper understanding of African spirituality and that the guidelines for spiritually-based intervention need to be developed in the process.

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“…Penyataan ini merupakan halangan yang sering dihadapi oleh pelajar untuk memilih klien yang berlainan agama dengan mereka. Kajian Collins (2014) dan Walls (2007) menunjukkan pelajar mempunyai kesedaran pentingnya pemahaman tentang agama lain supaya memudahkan mereka menyampaikan perkhidmatan sebagai pekerja sosial. Secara keseluruhannya, penemuan kajian menunjukkan sebilangan besar pelajar sangat tidak setuju (44.4%) dan tidak setuju (42.3%) dengan penyataan tersebut (Jadual 2).…”

Section: Kepelbagaian Agamaunclassified

Pemahaman dan Halangan Pelajar Program Kerja Sosial terhadap Kurikulum Asas Kerja Sosial: Kepelbagaian Klien (Understanding and Barriers among Student of Social Work Programs on the Basic Curriculum of Social Work: Diversity of Clients)

Asalal

Wahab

2020

Jurnal Pembangunan Sosial

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Kurikulum asas kerja sosial merupakan garis piawaian dalam pendidikan kerja sosial. Salah satu aspek yang perlu dalam kurikulum asas kerja sosial adalah aspek memahami kepelbagaian klien. Dalam konteks Malaysia, kepelbagaian kaum, etnik, budaya dan agama memerlukan pelajar program kerja sosial memahami dan menerima kepelbagaian tersebut agar mereka kompetensi dalam praktis kerja sosial. Satu kajian telah dilaksanakan untuk mengetahui pemahaman dan halangan pelajar terhadap kepelbagaian klien yang melibatkan seramai 279 pelajar tahun akhir program kerja sosial di enam buah universiti awam, Malaysia. Kajian ini menggunakan pendekatan kuantitatif dan analisis data menggunakan program SPSS versi 23 menerusi ujian Jadual Silang untuk menilai tahap antara pemboleh ubah. Sebanyak sembilan item dikenal pasti dalam pengkajian ini iaitu memahami kepelbagaian klien berdasarkan etnik, budaya, gender, orientasi seksual, agama, keupayaan fizikal dan mental, umur dan latar belakang. Penemuan kajian menunjukkan sebilangan besar pelajar program kerja sosial mampu memahami aspek kepelbagaian klien dan tidak mempunyai halangan untuk memahaminya. Pemahaman pelajar program kerja sosial terhadap aspek kepelbagaian klien menunjukkan pelajar program kerja sosial telah memenuhi salah satu aspek kurikulum asas kerja sosial yang ditetapkan selaras dengan Dasar Pendidikan dan Piawai untuk Pendidikan Kerja Sosial di Malaysia.

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Outcomes-based education and deep learning in first year social work in South Africa: Two case examples

Cited by 4 publications

References 23 publications

Challenges and Recommendations for the Implementation of Outcome-Based Education: A Systematic Review

Challenges and Recommendations for the Implementation of Outcome-Based Education: A Systematic Review

Centring African spirituality in developing social work programmes: The case of decoloniality and Afrocentricity

Pemahaman dan Halangan Pelajar Program Kerja Sosial terhadap Kurikulum Asas Kerja Sosial: Kepelbagaian Klien (Understanding and Barriers among Student of Social Work Programs on the Basic Curriculum of Social Work: Diversity of Clients)

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