South African social work education changed from norm-based to outcomes-based education soon after the first democratic government came into power in 1994 and a new Bachelor of Social Work has been in existence since 2007. The article argues in support of deep learning principles and presents narrative constructions from two differently advantaged departments of social work, illustrating how lecturers and students there have adapted to outcomes-based education. Conclusions indicate that statutory requirements and institutional pressures militate against the development of deep learning. The urgency to incorporate transformative learning in meeting professional standards is placed in the international context.
AdamsM.BellL. A.GriffinP. (2007) Teaching for Diversity and Social Justice. New York: Routledge.
2.
BiggsJ. (2003) Teaching for Quality Learning at University. Buckingham: Open University Press.
3.
BlochG. (2009) The Toxic Mix: What’s Wrong with South African Schools and How to Fix It. Cape Town: Tafelberg.
4.
BougheyC. (2008) ‘Texts, Practices and Student Learning: A View from the South’, International Journal of Educational Research47(3): 192–9.
5.
BougheyC. (2010) Academic Development for Improved Efficiency in the Higher Education and Training System in South Africa. Pretoria: Southern Africa Development Bank.
6.
BozalekV. (2009) ‘Outcomes-Based Assessment: Necessary Evil or Transformative Potential?’, Social Work/Maatskaplike Werk45(1): 91–110.
7.
BrowningP.L. (1997) Transition in Action. Montgomery, AL: Wells Printing.
8.
BryanC.CleggK. (2006) Innovative Assessment in Higher Education. London: Routledge.
9.
ButcherC.DaviesJ.HightonM. (2006) Designing Learning: From Module to Effective Teaching. London: Routledge.
10.
CarnellE. (2007) ‘Conceptions of Effective Teaching in Higher Education: Extending the Boundaries’, Teaching in Higher Education12(1): 25–40.
11.
CollinsK. (2011) ‘Teaching and Learning In First Year Social Work in South Africa: Experiences of Lecturers and Students’, unpublished report commissioned by the Association of South African Social Work Educational Institutions, Durban, South Africa.
12.
CollinsK.MillardM. (2012) ‘Hybrid Indigenisation: Why are Africans Still Failing at Western Standards?’ Educational Review, 20January [online].
13.
CollinsK.J. (2012a) ‘Transforming Teaching and Learning in South Africa: First Year in the Bachelor of Social Work’, Social Work Education, 21April [online].
14.
CollinsK.J. (2012b) ‘Contradictions to Concern Benchmarking in the South African Bachelor of Social Work’, Social Work/Maatskaplike Werk48(2): 113–25.
15.
Council on Higher Education South Africa (2009) Available online at: http://www.che.ac.za (accessed 29 June 2009).
16.
CreeV.E.MacauleyC. (2000) Transfer of Learning in Professional and Vocational Education. London: Routledge.
17.
FranklandS. (2007) Enhancing Teaching and Learning through Assessment: Deriving an Appropriate Model. Hong Kong: The Assessment Resource Centre, The Hong Kong Polytechnic University/Dordrecht, The Netherlands: Springer.
18.
FryH.KetteridgeS.MarshallS. (2007) A Handbook for Teaching and Learning in Higher Education. London: Kogan Page.
19.
Global Standards for the Education and Training of the Social Work Profession (2004) Available online at www.IASSW-AIETS.org (accessed 26 May 2012).
20.
GrayM.FookJ. (2004) ‘The Quest for a Universal Social Work: Some Issues and Implications’, Social Work Education23(5): 625–44.
21.
HarveyL.DrewS. (2006) The First Year Experience: A Literature Review for the Higher Education Academy. Sheffield: Centre for Research and Evaluation, Sheffield Hallam University.
22.
HarveyA.KamvouniasP. (2008) ‘Bridging the Implementation Gap: A Teacher-as-Learner Approach to Teaching and Learning Policy’, Higher Education Research and Development27(1): 31–41.
23.
HénardF. (2010) Learning Our Lesson: Review of Quality Teaching in Higher Education. Paris: Organization for Economic Co-operation and Development.
24.
HochfeldT. (2009) ‘Social Development and Minimum Standards in Social Work Education in South Africa’, Social Work Education, 11December [online].
25.
HughesJ.MightyJ. (2010) Taking Stock: Research on Teaching and Learning in Higher Education. Kingston, ON: McGill-Queen University Press.
26.
JansenJ. (2009) Knowledge in the Blood: Confronting Race and the Apartheid Past. Cape Town: UCT Press.
27.
JansenJ. (2012) ‘Time to Raise the Bar’, The Times, 17May.
28.
LombardA.GrobbelaarM.PruisS. (2003) ‘Standards for Social Work Qualifications in South Africa’, Social Work/Maatskaplike Werk39(1): 1–17.
29.
MakiP.L. (2010) Assessing for Learning: Building a Sustainable Commitment across the Institution. Sterling, VA: Stylus.
30.
MurrayR. (2002) ‘Writing Development for Lecturers Moving from Further to Higher Education: A Case Study’, Journal of Higher Education26(3): 229–38.
31.
Nelson Mandela Metropolitan University (2011) Available online at: http://www.nmmu.ac.za (accessed 15 May 2011).
32.
Opening Conversations on First-Year Success (2008) 1st Southern African Conference on the First-year Experience, University of Stellenbosch, South Africa.
33.
RaglandR. (2008) ‘Using Scholarly Research in Course Redesign: Teaching Students with Authentic Disciplinary Practices’, International Journal for the Scholarship of Teaching and Learning2(2) [online].
34.
Republic of South Africa (1995) South African Qualifications Authority Act No 58 of 1995. Pretoria: Government Printer.
35.
Republic of South Africa (2008) National Qualifications Framework Act, No 67 of 2008. Pretoria: Government Printer.
36.
RossE. (2010) ‘Selection Tests and Social Justice: A Profile of Applicants Seeking Admission to the Social Work Undergraduate Degree at a South African University’, Social Work Education29(5): 1–16.
37.
SAQA (2001) Criteria and Guidelines for Assessment of NQF Registered Unit Standards snd Qualifications. Pretoria: South African Qualifications Authority.
38.
SAQA (2004) Demonstrate Understanding of the Outcomes-Based Education and Training Approach within the Context of a National Qualifactions Framework (SAQA US ID 114924). Pretoria: South African Qualifications Authority.
39.
SAQA (2005) Guidelines for Integrated Assessment. Pretoria: South African Qualifications Authority.
40.
ScottI. (2008) ‘First Year Experience as Terrain of Failure or Platform for Future Development? Critical Choices for Higher Education’, paper presented at the 1st Southern African Conference on the First-year Experience, University of Stellenbosch, South Africa.
41.
ScottI.YeldN.HendryJ. (2007) ‘A Case of Improving Teaching and Learning in South African Higher Education’, Higher Education Monitor no. 6, Council on Higher Education. Available online at: http://www.che.ac.za/documents/d00155/ (accessed 20 February 2009).
42.
SewpaulV. (2006) ‘The Power of Biography: Shifting the Boundaries of Knowledge through Emancipatory Pedagogy and Critical Consciousness’, Social Work/Maatskaplike Werk42(2): 101–16.
43.
SewpaulV.LombardA. (2004) ‘Social Work Education, Training and Standards in Africa’, Social Work Education23(5): 537–54.
44.
SewpaulV.OsthusI.MhoneC. (2011) ‘Participatory Pedagogy and Community Work: The Teaching-Practice Nexus’, Social Work/Maatskaplike Werk47(4): 391–404.
45.
SimpsonB. (2010) ‘Outcomes-Based Education: Is it Right for Social Work?’, Social Work/Maatskaplike Werk46(3): 274–82.
