Decree On Training For The Bachelor In Diaconal And Social Pedagogy

Original Language Title: Bekendtgørelse om uddannelsen til professionsbachelor i diakoni og socialpædagogik

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Overview (table of contents)



Annex 1



Targets for learning outcomes for training to bachelor in diaconal and social pedagogy


The full text of the Decree on training for the bachelor in diaconal and social pedagogy

Under section 22 of the Act on vocational college education and University bacheloruddannelser of the basic regulation. lovbekendtgørelse nr. 882 of 8. August 2011, fixed: § 1. The aim of the programme to the bachelor in diaconal and social pedagogy is to qualify the trained to independently exercise and develop educational and social care work at professional level in the pedagogical, social and diakonale working field as well as ensure the basis for further training.

(2). The graduates must have knowledge, skills and competences, as set out in annex 1.

§ 2. Training, there is a full-time education is rated at 210 ECTS credits. 60 ECTS credits corresponding to a full-time student work in 1 year.

(2). The training provides the qualified right to apply the title bachelor of diaconal and social pedagogy. The English title is Bachelor of Diaconia and Social Pedagogy.

(3). The term of education is Ba Degree Programme in Diaconia and Social Pedagogy.

§ 3. The training consists of: 1) Mandatory educational elements with a total extent of 105 ECTS-points.

2) Internship with a total extent of 75 ECTS credits, of which 60 ECTS-points is a paid internship.

3) optional training elements for each student have a total extent of 15 ECTS credits.

4) Bachelor's degree project of 15 ECTS credits.

(2). Education mandatory elements are arranged in the following core areas: 1) Diaconal and social work.

2) Social pedagogy.

3) Culture didactics.

4) Health and care.

5) Society and the cross-professional cooperation.

(3). 60 ECTS credits of internship is a paid internship. However, 30 ECTS credits thereof be unpaid if the internship takes place abroad, not here and there is a possibility of compensation of the students.

§ 4. The training shall be subject to the rules of professional bacheloruddannelser, laid down in the Ordinance on vocational college education and professional bacheloruddannelser, including rules on purpose, level of knowledge, training, content and organization, duration and structure, access, teacher qualifications, tests and exam, academic regulations, merit and complaints.

§ 5. Agency for higher education and training aid may allow derogation by Decree as part of trials. During experiments at the same time, the experiment duration and fixed reporting form.

(2). Agency may exempt from the Ordinance, when it is justified by special circumstances.

§ 6. The notice shall enter into force on the 1. August 2012.

(2). The educational institution shall organise the transitional arrangements for students who are following the current pilot training as Deacon, can complete training in accordance with the provisions of this Ordinance.

Agency for higher education and Training support, the 4. July 2012 Mærkedahl Director/Kirsten Inge Lippert



Annex 1 targets for learning outcomes for training to bachelor in diaconal and social pedagogy

Goals for learning yield include the knowledge, skills and competences, as a bachelor in diaconal and social pedagogy must achieve in education.

Knowledge

The graduates have knowledge about 1) Central theological and Christian professional concepts, theories and methods, Bible studies, Church-and diaconal history as the basis for the understanding of Church and diakonale organisations, social and pedagogical practices, including their history, value based, task field and the involvement of volunteers,



2) key concepts, theories and methods in the field of pedagogy, didactics (including culture didactics), communication, psychology and ethics in relation to being able to understand, analyze and carry out educational, learning, communication and care tasks in both private as public auspices,



3) Central correlations between cultural appropriation and cultural development in an educational and social perspective,



4) interaction between individual, institution/organization and society and samspillets significance of the individual's upbringing and living conditions,



5) central social scientific concepts, theories and methods, the societal and social policy development, legislation and the ethical discourses and their significance for social pædagogens/social diakonens work,



6) health science concepts, theories and methods, health system structure and function, as well as basic diseases and diagnoses and health educational considerations of relevance to the socio-educational and diakonale care,



7) selected fields within the professional field, such as the student specializes in,



8) Science theoretical basic concepts and perceptions and



9) the pedagogical, social and diakonale professional field and a detailed practice understanding in both normal-as a special area.

Skills

The trained may 1) read, interpret and reflect biblical and Church historical texts in order to be able to analyze and participate in a debate on the development of the diakonal-social work and people's living conditions,



2) analyze, document and evaluate the pedagogical and social professional practice,



3) select and justify the use of core educational concepts, theories and methods in relation to specific educational actions, including taking professional post for the ethical challenges therein,



4) organise, implement, engage volunteers in, analyze and assess the various activities in the fields of music, drama, movement, outdoor recreation and værkstedsfag on the basis of professional and user-oriented educational and didactic considerations



5) apply core concepts, theories and methods concerning the interplay between individual, institution/organization and society in relation to the analysis of the professional field practice



6) analyze health issues related to educational and social work as well as assess the user's State of health and in collaboration with health professionals propose justified health educational measures



7) in an exemplary manner put himself into and acquire special knowledge and insight in selected professions relevant disciplines and



8) analyse, argue and make critical methodology considerations in relation to assess professional academic literature, own profession professional development and development work in the professional field.

Competencies

The trained may 1) perform, justify, develop and manage diakonalt, social and pedagogical work, including enter into and carry out diakonalt care and educational tasks, on the basis of educational organisation and theological reflection,



2) integrating pedagogical, psychological, sociological and diaconal professional perspectives in the socio-educational work field,



3) perform professional relevant practical work tasks, commit themselves in changing communities and contribute to the development of common learning situations and environments,



4) independently develop and implement user-relevant culture didactic activities on the basis of the didactic, pedagogical, psychological and social considerations,



5) professionally and cross-professional cooperation with persons within and outside the profession based on a holistic understanding of the human being's multi-faceted life contexts,



6) enter into and perform management tasks. both volunteers as professionals in the socio-educational and diakonale professional field, including the assume project and team leadership and organizing organizational strategies,



7) manage the existing legislation in relation to the socio-educational and professional field, diakonale



8) carry out health educational tasks related to different user groups and engage in a cross-professional cooperation in the field of health promotion and prevention,



9) perform basic nursing care and tasks in the light of diakonalt view of humanity and ethics,



10) work with personal and social competences in relation both to itself and to the professional work with users and



11) contribute to the development of the profession and professional field, including participation in relevant training.