1 Degree Programme in Social Services Curriculum Autumn 2014 Learning Track Helsinki Metropolia University of Applied Sciences Bachelor of Social Services
4 3 THE BASIC MISSION OF THE DEGREE PROGRAMME IN SOCIAL SER- VICES (BACHELOR OF SOCIAL SERVICES) The degree programme in Social Services provides students with socio-pedagogical compe-tence and innovative expertise in the social sector which aims to meet the changing requirements of the Helsinki Metropolitan area. Bachelors of Social Services act confidently to promote social participation, equality and wellbeing in society. They work in cooperation with individuals and communities to prevent and reduce social deprivation and exclusion. They are capable of demonstrating their competence in their profession and committed to their ongoing development. THE EXPERTISE REQUIRED IN THE DEGREE PROGRAMME FOR BACHE- LORS OF SOCIAL SERVICES The foundation of professionalism for Bachelors of Social Services is built on the sociopedagogical approach. Bachelors of Social Services are capable of analysing social phenomena and understand their significance to people s lives and wellbeing. Combining pedagogical (education and learning) and social (societal) perspectives at work is emphasised in social pedagogy. The work is carried out in the daily lives of people of different ages in their own living environment. Bachelors of Social Services show competence in dialogue with different people, which requires appreciation of the diversity of their daily living. By means of socio-pedagogical competence, Bachelors of Social Services can influence a client s functional ability and sense of empowerment. This expertise manifests itself, for example, in socio-cultural competence as well as clientoriented and participatory actions. Bachelors of Social Services are also capable of taking on tasks requiring development and leadership skills, promoting the social perspective within social services as well as multiprofessionalism and networking within the overlapping areas among welfare providers. COMPETENCES IN THE DEGREE PROGRAMME FOR BACHELOR OF SO- CIAL SERVICES The degree programme is based on the competence areas of Bachelor of Social Services: 1. Ethical competence in social services 2. Communication and interaction competence 3. Counselling and guidance competence 4. Participatory and critical societal competence 5. Research and development competence 6. Work community and leadership competence
5 4 1. Ethical competence in social services Bachelors of Social Services are committed to the values and principles of professional ethics and act according to them. They are competent in the reflection of their work required by the social service profession and their own actions. In addition, they are able to deal with their emotions and are aware of their limits. Graduates recognise the significance of their concept of man and values in their work with clients and different groups of clients. They are able to take into account the uniqueness of each individual and act ethically in situations involving conflicts of values. They understand the significance of power to their actions. Bachelors of Social Services promote human rights, equality and tolerance, aim to reduce differences in social welfare, and prevent social deprivation from the viewpoint of society, community and the individual. 2. Communication and interaction competence Bachelors of Social Services are capable of creating a professionally interactive and coopera-tive relationship based on dialogue. This relationship is participatory and applies to both individuals and communities. They possess cross-cultural sensitivity and respect pluralism when meeting individuals. They also embrace and reinforce the existing resources of individuals and communities. Graduates are able to apply different methods of communication and interaction accordingly when working with individuals and communities. They use various means of documentation and reporting in their work, work community and multiprofessional networks networks. Bachelors of Social Services are able to participate in societal value discussions and have the ability to act as experts of their field in multiprofessional networks. 3. Counselling and guidance competence The client counselling and pedagogical competence of Bachelors of Social Services comprises goal-oriented support, counselling and guidance of individuals and communities. Students aim to promote empowerment and participatory involvement with individuals, communities and other actors in the field. They are able to help people examine their life situations and living environments critically, as well as to encourage them to change them when necessary. Bachelors of Social Services can observe the development, actions, environment and needs of individuals, groups and communities and analyse them from different theoretical perspectives. Graduates demonstrate competence in supporting and counselling different clients and client groups in their daily life, through different phases of growth and development as well as in life situations in a
6 5 goal-oriented way. They are able to use various pedagogical methods appropriately. They are familiar with the client process and are able to plan, document, evaluate and develop their actions. 4. Participatory and critical social competence Bachelors of Social Services comprehend the relationship between individuals and society and are able to analyse it from various perspectives. They understand the relationship between the individuals social capacity and social decision-making. Graduates comprehend social problems from a societal and global framework and are able to analyse socially exclusive structures and processes. They are capable of using preventative and structural social work and social advocacy. At the same time, they understand the operational principles of communities and are able to strengthen and create a sense of communality and participation supporting citizenship through communal work. Graduates are acquainted with the official and unofficial structures supporting wellbeing and social security. They have familiarized themselves with legislation, norms and general guidelines as well as their impact on their work. This education enables the graduates to anticipate and analyse changes in social politics and welfare services as well as to participate in the production and development of services. They are able to work as experts of their field in multi-professional work groups and networks as well as to promote the function of the client s support networks. 5. Research and development competence Bachelors of Social Services show practical research competence. They have the ability to gather empirical and theoretical information systematically and to foster development critically. Their problem-solving skills enable them to address practice based problems and to develop service models within the work environment. Graduates know how to plan, implement, evaluate and report on development projects related to their work. 6. Work community and leadership competence Bachelors of Social Services work as members of the work community and as supervisors em-bracing independent work planning and decision-making. They are able to take the lead in changing situations where competence and performance are an issue. Graduates understand the significance of economic factors to their work. They know how to maintain their own occupational wellbeing as well as that of their workplace.
7 6 They develop competence within the social service sector, work communities and services in multi-professional cooperation in a critical and innovative way. They also develop the partnership between social service education and the workplace environment. STUDYING IN THE DEGREE PROGRAMME The Social Services Degree Programme follows the common principles of Metropolia s Learner s Track. Workplace-oriented teaching and learning take place in multicultural environments in the Metropolitan area. Programme teaching takes advantage of many different ways of learning such as exploratory and project-based learning. Studies also include the planning and implementation of projects that develop social services together with a team of experts. In the course of their studies, each student will participate in multidisciplinary courses and have the opportunity to choose up to 30 credits of optional modules and elective courses from the social services degree programme and from other suitable degree programmes. The Learner's Track encourages students to join international activities such as international internships, exchange programmes and projects. Because the Degree Programme in Social Services is conducted in both Finnish and English, all students will have the opportunity to complete part of their studies in Finnish. Students may acquire the Competence in Early Childhood Education in Social Services by studying the required amount of early childhood education courses ( Attachment 2). Studies include tutoring and study guiding from the first term on. Starting from the second term studies include also guidance for professional growth (Attachment 1). Professional growth groups meet twice each term. Assessment of studies is based on Metropolia Assessment Guidelines (attachment in Study Guide curriculum). Teachers are responsible for informing the students in the beginning of each study unit about the unit specific assessment practice. Early childhood education track studies are marked with a star (*). Students of Early childhood education track choose the (*)-units instead of the previous study units. SOCIO-PEDAGOGICAL ORIENTATION, 15 cr Students will be prepared to study at the university of applied sciences. They will know the theoretical principles of social pedagogy and be able to apply the means and technology of professional communication.
8 7 Introduction to Studying, 5 cr After completing this course, students will be familiar with their physical, social and digital study envi-ronments. Students will know the key guidelines, rules and study practices of Helsinki Metropolia Univer-sity of Applied Sciences. They will know the key student services and information gathering systems relevant to their studies. Students will become familiar with the structure of the curriculum and thus know how to plan their study progress according to the Learning Track s objectives. Students will understand the principles of project learning and its required work and study habits. They will also understand the principles of group learning and together take responsibility for their learning. Students will recognise their prior learning (APL) in relation to their individual learning objectives at the university of applied sciences and be able to plan the course of their studies based on them. They will understand their study-related strengths and development targets, and know how to develop their learning and study skills. Students will become familiar with national and international career opportunities and know how to improve their competence in international affairs. General content: - Physical, social and digital study environments - Key guidelines and rules of study at the university of applied sciences - Student services: Student Affairs Office, study wellbeing and study planning guidance, international services, student union (METKA), library and IT services, IT administration services - Individual Learning Track and project learning Degree-based content: - Curriculum and study plans (APL, ISP) - Group learning - Learning and study skills - Sector-based knowledge of work life and international competence
9 8 Professional Communication and IT Skills, 5 cr Students will understand the significance of structured and clear communication as it relates to professionalism and interaction. They will have a command of key written and oral communication skills and be able to communicate convincingly in Finnish in interactions in their own fields of expertise. Students will be capable of choosing and evaluating the appropriateness of different types of text and means and channels of communication in varying situations. Students will develop their communication and data management skills and their ability to actively participate in the current communications environment. They will have a command of key information and communication technology (ICT) pertinent to work life and studying at the university of applied sciences. - Communication in online and work environments - Principles of research communication and writing, use of sources and critical evaluation - Purposeful public speaking and presenting - Giving, receiving and using feedback - Devices and local networks, data security and privacy, and internet, e- learning - Word processing and technical standards for documents and assignments - Introduction to spreadsheets, graphics software, image processing and online publishing Introduction to Social Pedagogy, 5 cr Tavoitteet Students will be familiar with the theoretical foundations of social pedagogy and its international trends. They will recognise the values that socio-pedagogical work is based on, the basic ethical concepts and the principles of professional ethics. Students will also understand the importance of critical thinking. Social pedagogy as a field of science, a profession and a discipline. Foundation and development of social pedagogy. Central concepts of social pedagogy. Introduction to ethical thinking. WORK ENVIRONMENTS OF BACHELORS OF SOCIAL SERVICES, 15 cr
10 9 Students will recognise the development trends in society and understand their connections to welfare changes. They will understand the nature of social work and the demands of special needs as they relate to their own work. Development of the Welfare State, 5 cr Students will understand the impact of the structures and processes of society on the lives of individuals and communities. They will become familiar with the development trends of social policy and how they are tied to the need for change in welfare services. Students will recognise the official and unofficial structures that support wellbeing, social participation and safety. They will comprehend the decision-making mechanisms within society. In addition, students will understand the effects of global economics and national economic development on social activities and people s living conditions. They will become familiar with the different means of producing and organising welfare services. Welfare theories. Development of the Finnish welfare state and society. International welfare state models. Multi-ple-producer model of the welfare state. Structures and methods of decision-making. Dependency of the welfare state on the global economy, production, standard of living, economic policy and employment. Work and Working Environments in Social Services, 10 cr Includes Swedish at Work, 3 cr Students will become familiar with the different work environments of social services. They will understand the process-like quality of client work and identify the various phases of this process. Students will be able to determine the different work orientations of client work and understand the significance of sustainable development in their work. They will be able to establish objectives for their work and act accordingly. Students will become familiar with the concept of reflection and understand its importance as a tool for professional development. They will also comprehend the impact of attitudes and prejudices on social work.
11 10 Students will learn to work as members of a team. They will understand the significance of developing their own skills in relation to teamwork and the working community. Students will be able to describe the factors that influ-ence work and student wellbeing and to take care of their own wellbeing. They will strengthen their workplace skills and understand the position of an employee as a workplace resource. They will have the skills to function as social services representatives in the work community. Students will acquire the oral and written language skills of their professional field in the second national language as required by the university of applied sciences legislation (352/2003 8). They will be able to communicate in Swedish in their work environments and relate professional information orally and in written form. Their oral and written communication skills must be at a B1 level according to the Common European Framework for Languages (CEFR). Work environments in social services. Professional competence areas and goalorientation in socio-pedagogical work. Preventative, rehabilitative, constructive and reformative work. Socio-pedagogical and partnership-based work orientation. Demands of a diversifying workplace. Sustainable development as part of the work approach. Reflection and its significance to one s own actions. The Act on the Status and Rights of Social Welfare Clients and the Act on the Openness of Government Activities..The team, team roles and team development as a learning environment. The employee s/student s role in com-munity as a promoter of wellbeing. Workplace skills. Professional development. Multi-professional work. Key concepts, terms and interactions in Swedish at the work. Tasks, study and work environments in Swedish. The course of Finnish as a second language is obligatory for the students of Degree Programmes whose language of school education is not Finnish and who have been exempted from Swedish studies SOCIAL INCLUSION, 15 cr Students will know the various stages of human development. They will understand social exclusion and disad-vantage as individual, communal and societal phenomena. They will be able to plan and offer guidance in a goal-oriented manner.
12 11 Individual Growth and Development, 5 cr Students will become familiar with the different phases of life: early childhood, childhood, adolescence, adulthood and old age. They will know and recognise the phases of growth and development and specify factors influencing each of them. Different development theories. Physical, psychological, cognitive and social development and growth during different phases of life. * Early childhood education track: Childhood Growth and Development, 5 cr Students will become familiar with the various stages of human development and the factors affecting them: early childhood, childhood, adolescence, adulthood and old age. Students will learn the basic knowledge of childhood development. The key development theories related to early childhood development. Physical, psychological, cognitive and social development and growth in childhood. Social Participation and Exclusion, 4 cr Students will identify the factors related to wellbeing. They will understand disadvantage as a social, communal and individual phenomenon. Students will be able to define the social structures and processes that contribute to exclusion. They will understand the importance of participation and community for an individual s wellbeing. Components of welfare. Social integration, poverty, exclusion and marginalisation. Social risks and problems in life s different phases. Socio-pedagogical means for supporting participation. * Early childhood education track: Everyday Life of Families and Children in Finnish Socie-ty, 5 ECTS cr Students will understand the diversity of childhood and family life as a social phenomenon. They will identify the components of child and family welfare as well as the conceptual changes of childhood and the child in Finnish society. They will understand the importance of childhood for supporting inclusion and preventing social exclusion.
13 12 Components of child and family welfare. Social integration, poverty, exclusion and marginalization from a child-hood point of view. Forms of early support. A resourcebased perspective. Individual and Community Counselling, 5 cr Students will learn the theoretical basis for counselling. They will know how to prepare and carry out a counselling plan appropriately and by listening to their client. Students will be able to apply the principles of dialogue to coun-selling. They will be capable of supporting participation in a way that respects diversity. Students will be able to offer guidance according to individual needs in both individual and group counselling. Various approaches to client counselling. Goal-oriented, methodical and contextualised counselling. The counsel-lor s roles. Communication orientations and various dimensions of dialogue. Life-long learning. Building pedagogi-cal relationships. Individual counselling needs. Basics of individual, group and community counselling. Evaluation skills and reflection on one s own counselling competence. The study unit includes four hours of guidance for professional growth. SUPPORTING DAILY LIFE THROUGH SOCIO-PEDAGOGICAL WORK, 15 CR Supporting Daily Life through Socio-Pedagogical Work, 1. Internship Includes English language studies 3 cr and the first internship, 5 cr Students will be able to analyse a variety of cultures, practices and journeys of life and assess their significance in the lives of individuals and communities. Students will be able to evaluate their own attitudes and promote equality through their activities in the diverse social work field. Students will understand the significance of various pedagogical approaches in supporting daily life and know how to use them in socio-pedagogical work. They will know how to set goals in accordance to ages, lifestyles and life situations.
14 13 Students will be able to communicate fluently and effectively in English in their studies and working life, as well as use it in their own professional skills development. They will be able to encounter people and easily work in multi-cultural settings and various cultural environments. Students will be able to acquire the necessary knowledge of social care from various sources, as well as process and communicate it orally and in written form. Students will know how to work within the socio-pedagogical framework. They will know the appropriate ways to support individuals and communities in everyday life activities. Students will know how to interact in working life situations by taking into account the communication culture and habits of the organisation, and by anticipating the necessary interactive skills needed in different situations. Additionally, they will identify and take into account the specific characteristics of cross-cultural communication. The students will be goal-oriented and learn to document and evaluate their activities. They will be able to take care of their own wellbeing. Students will know first aid for emergency situations. Different cultures, lifestyles, life processes and cultural conflicts. Interaction challenges, communication in plain language. The promotion of equality, non-discrimination and social integration laws. Pedagogical methods suitable for different client groups: physical education, art education, music education, verbal expression and literature. Basics of methodology and connections to socio-pedagogical work. Texts and interaction skills related to studies and work in social services. The study module includes four hours of guidance for professional growth. Internship in a socio-pedagogical work environment in the metropolitan area, where students apply the means of supporting life s processes (5 credits). Includes emergency first aid training. Prerequisites: Introduction to Social-Pedagogy * Early childhood education track: Supporting Daily Life in Early Education Includes English language studies 3 cr and the first internship, 5 cr Students will be able to analyse a variety of cultures, practices and journeys of life and assess their significance in the lives of individuals and communities. Students will be
15 14 able to evaluate their own attitudes and promote equality through their activities in the diverse social work field. Students will know children s rights and the principles for child-based activity. They will understand the signifi-cance of different pedagogical methods for supporting children s processes and be able to use them in socio-pedagogical work. Students will identify children s typical ways of operating and be able to plan supportive activity for the child based on them. Students will be able to communicate fluently and effectively in English in their studies and working life, and to use English in their own professional skills development. They will be able to encounter people and easily work in multicultural settings and various cultural environments. Students will be able to acquire the necessary professional knowledge from various sources, as well as process and communicate it orally and in written form Students will know how to work within the socio-pedagogical framework. They will know the appropriate ways to support individuals and communities in everyday life activities. Students will know how to interact in working life situations by taking into account the communication culture and habits of the organisation, and by anticipating the necessary interactive skills needed in different situations. Additionally, they will identify and take into account the specific characteristics of cross-cultural communication. The students will be goal-oriented and learn to document and evaluate their activities. They will be able to take care of their own wellbeing. Students will know first aid for emergency situations. The study module includes four hours of professional growth. Lifestyles, cultures and cultural conflicts of childhood. United Nations Convention on the Rights of the Child. Pedagogical methods in early education: art education, physical education, music education, verbal expression and literature. Basics of methodology and connections to early pedagogical work. Interaction challenges, communication in plain language. The promotion of equality, non-discrimination and social integration laws. Texts and interaction in relation to studies and work in the field of social services. The study module includes four hours of professional growth. Internship in a socio-pedagogical work environment in the metropolitan area, where students apply the means of supporting life s processes (5 credits). Includes emergency first aid training.
16 15 Prerequisites: Introduction to Social Pedagogy EMPOWERING IN SOCIO-PEDAGOGICAL WORK, 15 cr Students will know how to us empowering socio-pedagogical means in client work. They will know how to apply the professional ethics of social services in both professional as well as volunteer work. Students will promote human rights and sustainable development through their activities. Empowering, Ethics and Work Challenges, 10 cr Students will know the theoretical foundations of empowerment and influence. In their work with clients, they will know how to use culturally sensitive socio-pedagogical means to strengthen the social inclusion of individuals and communities. Students will be able to use the tools of social influence and create citizenship-reinforcing inclusion and community. They will be able to express themselves in many ways and participate in social debate. Students will be aware of the impact of their own values on client work. They will recognise the significance of the exercise of power and ethical value conflicts in their work in the social services. The students will understand the importance of professional and work ethics in social work, and be committed to the ethical principles of social work and act accordingly. They will be able to reflect on ethical challenges in light of their own values and for the development of their activities. Students will understand the importance of emotions in professional work and learn to deal with their own feelings reflectively. They will internalise the importance of professionalism in their interactions. Students will be able to anticipate and act in threatening client situations. Theories of Empowerment. Power and the exercise of power. The different channels of social influence. Civic action. Challenges to socio-pedagogical work in an increasingly multi-value society. Tension between the individual and society. Media education, media skills and social media. Language for a client-empowering approach. Professional ethics in social services. Work ethics. International and national conventions and guidelines. Ethics of reporting in client work. Self-reflection of activities and
17 16 choices from an ethical point of view. The significance and handling emotions in ethically challenging situations. Limiting of the right to self-determination. Interaction in threatening customer situations. Antici-pating threatening situations, and examination of one s own courses of action. Aggressive client situations. Responsibility in taking care of one s own workplace wellbeing. The study unit includes four hours of guidance for professional growth. Fourth Internship, 5 cr Students will know the volunteer and civic activities of the social services field. Students will plan and implement an internship, taking into consideration the development opportunities of their professional specialization. They will strengthen their professional competences. Students will promote justice, human rights, equality and sustainable development through their activities. Students will comprehend the importance, principles, and practices of volunteer work in the social services field. Students will present an internship plan and carry it out during their studies. For example, the internship can in-clude civic activities, volunteer and mentor activities and / or paid work related to professional competence. The internship may begin after the first academic year, and as a general rule, should carried out during the second year. DIVERSE LIVES, 15 cr Students will understand the phenomena related to child protection, mental health, substance abuse, disability, chronic illness and special education. They will know how to apply key concepts, relevant legislation and services. They will identify the most important methods and be able to evaluate issues related to the current debate. Child Protection, 5 cr ( also part of early childhood education track) Students will understand the phenomena related to child protection. They will acknowledge the uniqueness of the client group and its needs. Students will able to apply key fundamental concepts, legislation and services. They will identify the most
18 17 important work practices and evaluate the current debate related to child protection. They will be able to reflect on their own professional activity. The child's role in changing society. United Nations Convention on the Rights of the Child. Work values and princi-ples of child welfare. Preventive child welfare. The child protection process. Child welfare legislation for securing fundamental individual rights. Practices of preventive work, as well as child and family-specific work. The study unit includes four hours of guidance for professional growth. Mental Health and Substance Abuse, 5 cr Students will understand the phenomena related to mental health and use of substances. They will identify the uniqueness of client groups and their needs. Students will able to apply key fundamental concepts, basic legislation and services. They will identify the most important work practices and evaluate the current debate related to mental health and substance abuse. They will be able to reflect on their own professional activity. Mental health: protective factors/risk factors; normality/abnormality. History of mental health work. Components of mental health. Mental health problems. Substances and addictions in human life. Substance abuse trends. En-countering, talking through issues and motivating. Substance abuse and mental health legislation for safeguarding individual rights and related essential services. Preventive, constructive, corrective and rehabilitative mental health and substance abuse work. Disability, Chronic Illness and Special Education, 5 cr Students will understand the phenomena related to disability, chronic illness and special education. They will iden-tify the uniqueness of client groups and their special needs. Students will be able to apply key fundamental con-cepts, legislation and services. They will identify work practices in each area of study and evaluate the current debate related to them. They will be able to reflect on their own professional activity.
19 18 Disability, chronic illness, and special difficulties and related special needs. Experiencing and encountering special needs. Finnish disability policy principles and challenges. Disability legislation as a safeguard for the fundamental rights of the individual. Guiding principles of organising special education and disability services. * Early childhood education track: Special Needs Support in Early Education, 5 ECTS credits Students will recognize and have the capacity to encounter diversity in society and educational communities. They will understand the importance of appreciative encounters for supporting the development of a child. Students will apply the basic concepts of disability work and special education, key legislation and services. They will identify the most important work practices of special support needs. They will be able to reflect on their professional activity. Inclusion. Experiencing and encountering special needs. The three-tier model of early education support measures. Disability, chronic illness, and the specific support needs of childhood and family. Disability legislation as a safe-guard for the fundamental rights of the individual. Guiding principles of organising special education and disability services. SOCIAL PROTECTION AND CLIENT COUNSELLING, 15 cr Students will understand social protection as a whole and be able to use case management and online counselling means to guide clients. Students will understand the significance of research and develop-ment in the social services sector. Case Management, 10 cr Students will understand the significance of legislation as a means for guiding the work of social services. They will be aware of the hierarchy of norms and key legislation in the social and health care sectors. Students will become familiar with social welfare as a whole. They will also be aware of the legal remedies for clients in social services and health care.
20 19 Students will understand the significance and task of social services for preventing and alleviating disadvantage. They will work to promote justice, human rights and equality. Students will also be able to identify the client s re-sources and draw up a service plan together with the client. They will know how to apply legislation, other norms and general instructions in case management services. Students will know the special features and requirements of online counselling. They will know how to do online counselling, utilise the possibilities of social media in it, and use information technology in social services. Key legislation related to the work of Bachelors of Social Services. Legislative hierarchy: constitution, general laws, special laws, regulations, instructions. Social and health care legislation, service systems and other social welfare. Clients legal protection: complaints, reminders and appeals. Client responsibility, resources and networks. Orientations and models of case management. Processes of case management. Service plan. Online counselling and encountering skills. Special features and requirements of online counselling. Ethical guide-lines and data security. Opportunities and challenges of the future. IT in social services. The study unit includes four hours of guidance for professional growth. Basics of Research and Development, 5 cr Students will be able to identify and evaluate important development needs of working life and the clients who use their services. They will have a command of the premises and concepts of R&D and service design, and be able to apply them in the service and product development processes of their fields of study. Students will know how to search for, critically evaluate and justify the appropriate research data and professional codes of conduct for their areas of study. They will be able to think critically, know the basics of concept and theory formulation, and understand the significance of the theory of knowledge to development work. Students will base their activity on good ethical standards in R&D. - Approaches, nature and process of R&D and service design - Searching for information (databases) - Critical thinking and reasoning
DEGREE PROGRAMME IN EARLY CHILDHOOD EDUCATION CURRICULUM 2014-2017 (approved by the faculty council 27.3.2014, updated VAAM044, VAAM045 and VAAM051, VARS030, KTK0006, VARS034 faculty council 26.3.2015)
LEARNING AND COMPETENCE 2020 Strategy of the Finnish National Board of Education (FNBE) Enhancing studies and provision of education and training Strengthening teaching personnel s competence Leading and
MASTER S DEGREE PROGRAMME IN LEARNING, EDUCATION AND TECHNOLOGY (LET) CURRICULUM 2012-2014 Faculty of Education Department of Educational Sciences and Teacher Education 1 Master s Degree Programme in Learning,
Lahti University of Applied Sciences Master s Degree Programme in Social and Health Care Development and Management Study Guide 2014-2015 Sisällysluettelo Social and Health Care Development and Management...
Lahti University of Applied Sciences Master s Degree Programme in Media (YAMK) Study guide 2014-2015 Contents Master s Degree Programme in Media... 2 CORE COMPETENCIES... 9 ADVANCED PROFESSIONAL STUDIES
MODIFIED TRAINING PROGRAMME FOR TRAINERS AND TEACHERS OF OCCUPATIONAL THERAPY IN TAJIKISTAN These materials have been prepared within the framework of the project Technical Assistance to the Sector Policy
PRESERVICE PROFESSIONAL STANDARDS FOR TEACHERS (graduate level): March 2009 INTRODUCTION The Professional Standards for Queensland Teachers underpin all stages of teachers professional learning throughout
Faculty Board for Teacher Education Programme Study Plan Primary Education Specialisation: Teaching in pre-school class and grades 1-3 Specialisation: Teaching in grades 4-6. Programme Code Programme Title
Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace
LONDON METROPOLITAN UNIVERSITY Course Specification template The University s course specification template has been developed to fulfil three main functions; it shall act: as a source of information for
Helsinki Metropolia University of Applied Sciences Master's Degree Programme in Health Business Management (in English) Health Business Management is a multidisciplinary Master s degree programme for bachelor
UTAH STATE UNIVERSITY Professional School Guidance Counselor Education Program Mapping Course Key: PSY 6130 Evidence-Based Practice: School Intervention PSY 6240 Comprehensive School Counseling Programs
Utah State University Professional School Counselor Education Program Learning Objectives (Adapted from the Standards for Utah School Counselor Education Programs and the Council for Accreditation of Counseling
CURRICULUM Bachelor of Business Administration, Degree Programme in International Business The Degree Programme in International Business enables you to develop competences required in global business.
BACHELOR S DEGREE PROGRAM NURSING SCIENCE MEDICAL UNIVERSITY OF GRAZ Table of Contents Introduction... 3 The Degree Program... 4 Admission Requirements and Admission... 4 Objectives of the Degree Program...
HUMANITIES AND EDUCATION Qualifications in Humanities and Education Qualifications in Humanities and Education (vocational qualifications and further qualifications) impart the competence needed in many
Appendix 2: Intended learning outcomes of the Bachelor IBA Intended international & intercultural learning outcomes are presented in bold. Content related aspects Have knowledge of business administrative
CURRICULUM BUSINESS ECONOMICS Centre for Business and Engineering The Degree Programme in Business Economics provides you with a solid, wide and holistic understanding of business. You learn to comprehend
ACADEMIC REQUIREMENTS Please note that these requirements apply to students entering Vesalius College during the academic year 2014/15. Students who entered in previous years are bound by the requirements
Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive
Helsinki Metropolia University of Applied Sciences Master's Degree Programme in Health Business Management (in English) Master s Programme in Health Business Management is a joint programme with students
Master of Arts, Counseling Psychology Course Descriptions Advanced Theories of Counseling & Intervention (3 credits) This course addresses the theoretical approaches used in counseling, therapy and intervention.
Developing your Graduate Attributes: MA in Marketing The MA in Marketing involves studying theory and practice. The programme is distinctive in that it adopts a critical marketing and management studies
Degree requirements 2016 2020 Master s Degree Programme in Dance Pedagogy (120 credits) The Master s Degree Programme in Dance Pedagogy is intended for graduates from a BA programme in dance or persons
Faculty Board for Teacher Education Programme Study Plan Early Years Education Programme Programme Code Programme Title LGFLP Early Years Education Programme Credits/ECTS: 210 Programme Approval The Programme
Professional Standards for Teachers Guidelines for Professional Practice July 2005 Queensland the Smart State The State of Queensland (Department of Education) 2005 Copyright protects this publication.
INTRODUCTION This Declaration, prepared within the framework of the Belgian Chairmanship of the Committee of Ministers of the Council of Europe, is addressed to the Member States of the Council of Europe,
Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive
Health education as a new compulsory school subject in Finnish schools Lasse Kannas, Professor of Health Education, Department of Health Sciences, Faculty of Sport and Health Sciences University of Jyväskylä,
Plan for Masters Degree in Social Work 009 1- General Rules and Conditions: A- This plan conforms to the regulations of programs of graduate studies. B-. Areas of specialty accepted for admission according
Department of Social Work Description The B. Social Work degree programme is designed to introduce and equip students with knowledge, skills and understanding of the remedial, pro-active and developmental
Syllabus Study Programme in Occupational Therapy 1AR07 Established by the Board of Higher Education, 8 November 2006 Confirmed by the Board of Higher Education, 4 April 2007 Latest revision by the Board
Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Equivalent in the Performance Based Principal Licensure Standards (current principal standards)
II. STANDARDS FOR THE SCHOOL SERVICE PERSONNEL CERTIFICATE Standards for the School Counselor [23.110] STANDARD 1 - Academic Development Domain The competent school counselor understands the learning process
Courses Description Bachelor Degree in Social Work Introduction to Social Work 2701101 Understanding the history of social work profession. Other topics include the philosophy, principles and ethics of
Standards for School Counseling Page 1 Standards for School Counseling WAC Standards... 1 CACREP Standards... 7 Conceptual Framework Standards... 12 WAC Standards The items below indicate the candidate
AITSL is funded by the Australian Government Australian Professional Standard for Principals July 2011 Formerly the National Professional Standard for Principals 2011 Education Services Australia as the
Illinois Professional Teaching Standards Preamble: We believe that all students have the potential to learn rigorous content and achieve high standards. A well-educated citizenry is essential for maintaining
Child Care Occupational Standard MQF Level 5 CDC 501 Establish and develop working relationships CDC 502 Support policies, procedures and practice to safeguard children and ensure their inclusion and well-being
Faculty Board for Teacher Education Programme Study Plan Secondary Education Programme Programme Code Programme Title LAALP Secondary Education Programme Credits/ECTS: 270/300/330 Programme Approval The
DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Leadership and Management: supporting leadership and management development December 2012 Contents Page The Standards for Leadership
INTERACTIONS MA Degree in Digital Culture Study Information 2012-2013 I Interactions Studies 35 cr II Digital Culture Studies 35-40 cr III MA Thesis 40 cr IV Language Studies 5-10 cr 120 cr I Interactions
Graduate Profile BA (Hons/Ord) Learning Disability Nursing The following information, in conjunction with the graduate's individual practice portfolio and C.V., constitutes the graduate profile for the
PROGRAMME SPECIFICATION MSc Developmental and Educational Psychology Awarding body: University College London Teaching Institutions: UCL Institute of Education Name of final award: Master of Science (MSc)
A kickstart towards lifelong learning 1 A kickstart towards lifelong learning To develop important skills towards life and lifelong learning. In Helsinki, the level of learning is high on an international
Rubric for Evaluating North Carolina s School Psychologists Standard 1: School psychologists demonstrate leadership. School psychologists demonstrate leadership by promoting and enhancing the overall academic
Undergraduate Psychology Major Learning Goals and Outcomes i Goal 1: Knowledge Base of Psychology Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical
215 REGULATIONS FOR THE DEGREE OF MASTER OF EDUCATION (MEd) (See also General Regulations) Any publication based on work approved for a higher degree should contain a reference to the effect that the work
247 REGULATIONS FOR THE DEGREE OF MASTER OF EDUCATION (MEd) (See also General Regulations) Any publication based on work approved for a higher degree should contain a reference to the effect that the work
Lead and manage the provision of care services that deals effectively with transitions and significant life events Overview This standard identifies the requirements associated with leading and managing
GEDİZ UNIVERSITY FACULTY OF HEALTH SCIENCES DEPARTMENT OF SOCIAL WORK UNDERGRADUATE PROGRAM FIRST DEGREE COURSE CONTENT FIRST SEMESTER SHF 101 Introduction to Social Work Profession 3 0 3 / 10 The course
Lead and manage service provision that promotes the well being of Overview This standard identifies the requirements associated with leading and managing practice that supports the health and well being
Key Principles for Promoting Quality in Inclusive Education Key Principles for Promoting Quality in Inclusive Education European Agency for Development in Special Needs Education CONTENTS INTRODUCTION...3
THE PSYCHOLOGICAL SOCIETY OF IRELAND CUMANN SÍCEOLAITHE ÉIREANN ACCREDITATION CRITERIA FOR POSTGRADUATE PROFESSIONAL TRAINING IN EDUCATIONAL PSYCHOLOGY DATE: 22 ND FEBRUARY 2010 Date for review: February
DEGREE PROGRAMME IN INTERNATIONAL BUSINESS MANAGEMENT MASTER OF BUSINESS ADMINISTRATION 90 cu Theme 2 Management of Resources Theme 3 International Business Environment Theme 1 Business in Context Dynamics
SW 629 School Social Worker Interventions Spring/Summer 2015 Beth Sherman, MSW Assistant Clinical Faculty Office: 3784 School of Social Work Office Hours: Mondays 5-6pm and Tuesdays 5-6pm Contact: firstname.lastname@example.org
FINAL YEAR MODULE OPTIONS FOR 2015/2016 Dear Students FINAL YEAR MODULE OPTIONS 2015-16 Now that you have had the briefing session, here are the guidelines to assist you with choosing your final year modules.
Programme Syllabus for Master of Science in Management 120 higher education credits Second Cycle Established by the Faculty Board of the School of Business, Economics and Law, University of Gothenburg,
MSW Core Curriculum for Generalist Practice St. Catherine University/University of St. Thomas Core and Advanced Competencies of the MSW Program The SCU/UST MSW curriculum prepares its graduates for advanced
MSc in Entrepreneurship and Management (full-time) For students entering in 2014/5 Awarding Institution: University of Reading Teaching Institution: University of Reading Relevant QAA subject Benchmarking
Institut für Erziehungswissenschaft des Fachbereichs Erziehungswissenschaften (FB 21) Degree programme Bachelor of educational science and pedagogy Summarised information for international partner universities
Programme description for PhD Programme in Educational Sciences for Teacher Education (180 ECTS credits) at Oslo and Akershus University College of Applied Sciences Approved by the Oslo and Akershus University
LSI YW00 Youth Work National Occupational Standards Introduction Youth Work National Occupational Standards Introduction Contents: Suite Overview...2 Glossary......8 Functional Map.11 List of Standards..15
Module Handbook for the Master Degree Programme "Intercultural Communication and European Studies (ICEUS) M 1 Communication, Intercultural Communication and Understanding the Cultural Other Learning Objectives:
PROGRAMME SPECIFICATION KEY FACTS Programme name Master of Public Health Award Master of Public Health (MPH) School Health Sciences Department or equivalent Health Services Research and Management Programme
Psychology Faculty: Kim G. Brenneman (chair) Gregory Koop Judy H. Mullet Major: Psychology Minor: Psychology Study in psychology provides multiple perspectives on understanding persons as individuals and
CURRICULUM MASTER OF HEALTH CARE GLOBAL DEVELOPMENT AND MANAGEMENT IN HEALTH CARE 90 ECTS Autumn 2016 Curriculum 2(14) CONTENT CONTENT... 2 1 Laurea University of Applied Sciences... 3 1.1 Laurea s Mission...
NUNAVUT HEALTH & WELLNESS CAREERS Social work PROGRAM REPORT 014 Social Services Worker Program Start Term: No Specified Start Date End Term: No Specified End Date Program Status: Approved Action Type:
MASTER S DEGREE PROGRAMME IN LEARNING, EDUCATION AND TECHNOLOGY (LET) CURRICULUM 2015-2017 Learning and Educational Technology Research Unit Faculty of Education 1 Master s Degree Programme in Learning,
CURRICULUM MASTER OF HEALTH CARE GLOBAL DEVELOPMENT AND MANAGEMENT IN HEALTH CARE 90 ECTS Autumn 2015 Curriculum 2(16) CONTENT 1 Laurea University of Applied Sciences... 3 1.1 Laurea s Mission... 3 1.2
Doctoral Studies in Social Work and Social Policy at SSW National University Kiev-Mohyla Academy Doctoral Studies in Social Work and Social Policy is the first doctoral program which offers postgraduate
Curriculum 1 (8) GENERAL INFORMATION DEGREE PROGRAMME PERIOD OF EXECUTION 2014-2017 SCOPE DESCRIPTION Degree Programme in Entrepreneurship Development 210 ECTS credits While working at the Team Academy,
QUALITY ASSURANCE DOCUMENT QA3 - PROGRAMME SPECIFICATION 1. Target Award MSc Data Analytics and Marketing 2. Programme Title MSc Data Analytics and Marketing 3. Exit Awards PG Diploma Data Analytics and
International Master s Program in Comparative Social Work Kyösti Urponen Network of Barents CBU Social Work Master Program UNIVERSITY OF LAPLAND University of Oulu Murmansk Humanities Institute Murmansk
Mission The principal educational purpose of the psychology department is to provide an excellent basic education for undergraduates in the theory, methodology, and core content areas of contemporary psychology.
KEY COMPETENCES FOR LIFELONG LEARNING European Reference Framework The Key Competences for Lifelong Learning A European Framework is an annex of a Recommendation of the European Parliament and of the Council
WHAT IS SCHOOL PSYCHOLOGY? A Career That Makes a Difference Adapted from Stephen Andrew (2004) 1 What is a School Psychologist? 2 School Psychologists link mental health to learning and behaviour to promote:
CONCEPT PAPER: YOUTH EDUCATION & TRAINING 1 Concept Paper youth education & training Photo: Ricardo Ramirez The IBIS Education for Change strategy states the overall objective of IBIS work with education
I. Program Administrator Definition The program administrator is the individual responsible for planning, implementing, and evaluating a child care, preschool or kindergarten program. The role of the administrator
Professional Capability Framework - End of First Placement Level Capabilities: By the end of the first placement students should demonstrate effective use of knowledge, skills and commitment to core values
DOCTOR IN EDUCATION COURSE DESCRIPTIONS A. CORE COURSES NEDD 800 Professionalism, Ethics, and the Self This introductory core course will explore and interrogate ideas surrounding professionalism and professionalization.
I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document
Tampere Vocational College Qualification Specific Part of the Curriculum Vocational Qualification in Business and Administration, 180 cr Study Programme in Customer Services and Sales Study Programme in
Youth Empowerment Program Youth Empowerment Program An Initiative of Complete Human Resource Solutions House # 97, Street 96, I-8/4, Islamabd, Pakistan. Website: www.chrs.pk, Email: email@example.com Preface
University of Turku HUMAN RESOURCES POLICY Publisher Turun yliopisto Layout Mirja Sarlin Suomen Yliopistopaino Oy Uniprint 2012 University of Turku HUMAN RESOURCES POLICY Approved by the Board 28 March