Midterm Report

Presented to:
Hafsah Arnorol
Instructor, Department of Social Work
Philippine Integrated College Academy Foundation
Marawi City
Philippines

In Partial Fulfillment
For the Requirement for the Course
SW145 ( Social Work Community Education and Training)
1st Trimester, A.Y 2023-2024

Presented by:
HAFSAH H.E. HADJI SAMAD
ANNA ASNIHAYA EPPIE
RANIYAH ABDULNASSER

September 06, 2023

Introduction to Social Work Community Education and Training
---HAFSAH HADJI SAMAD---

THE ADULT LEARNING:CONCEPTS AND PRINCIPLES

Adult learning is a complex field with various concepts and theories. Some key concepts in adult
learning include:

1. Andragogy: This term, popularized by Malcolm Knowles, refers to the study of how adults
learn differently from children. It emphasizes self-directed learning, experience, and problem-
solving.

2. Self-Directed Learning: Adults often take responsibility for their own learning, choosing what
and how they want to learn. Self-directed learning allows them to set goals and pursue
knowledge independently.

3. Experiential Learning: This concept, developed by David Kolb, highlights the importance of
learning from experience. Adults learn by reflecting on their experiences and making
connections to new information.

4. Lifelong Learning: Adults engage in continuous learning throughout their lives to adapt to
changes in their careers, society, and personal interests. Lifelong learning is essential for
staying relevant and skilled.

5. Transformative Learning: Proposed by Jack Mezirow, this concept suggests that adults can
experience profound shifts in their perspectives and beliefs through learning experiences that
challenge their existing assumptions.

6. Knowles' Assumptions of Adult Learners: Knowles identified key assumptions about adult
learners, including the need to know why they are learning, the need to be self-directed, and the
value of their life experiences.

7. Motivation and Relevance: Adults are motivated to learn when they see the relevance of the
content to their goals and real-life situations. Understanding their motivations is crucial for
effective teaching.

8. Prior Experience: Adults bring a wealth of prior experiences and knowledge to their learning.
Acknowledging and building on this existing knowledge is important for effective teaching.

Here are some principles of adult learning that guide effective teaching and training for adults:

1. Respect for Autonomy: Adults prefer to be self-directed learners. They want to have control
over their learning process, including setting goals and choosing the learning methods and
resources. Instructors should respect and support their autonomy.

2. Relevance: Adult learners are motivated when they see the direct relevance of what they are
learning to their personal or professional lives. Learning should address their immediate needs
and interests.

3. Experience-Based: Adults bring rich life experiences to their learning. Effective teaching
acknowledges and values these experiences, using them as a foundation for new learning.
4. Problem-Centered Approach: Adult learners often prefer to tackle real-world problems and
challenges. Learning activities should be designed to help them solve practical problems and
apply knowledge.

5. Active Learning: Adults learn best when actively engaged in the learning process. Interactive
activities, discussions, case studies, and hands-on experiences are often more effective than
passive learning methods.

6. Collaboration: Collaborative learning opportunities, such as group discussions and peer

learning, can be highly effective for adults. Sharing experiences and perspectives with peers
enhances learning.

7. Feedback and Reflection: Adults benefit from feedback on their progress. Encourage self-
reflection and provide constructive feedback to help them improve.

8. Flexibility: Adult learners have diverse schedules and responsibilities. Flexible learning
options, such as online courses or part-time programs, accommodate their needs.

9. Clear Goals and Expectations: Clearly communicate learning objectives and expectations.
Adults want to know what they will achieve and how their progress will be measured.

10. Safe and Inclusive Environment: Create a safe and inclusive learning environment where
adults feel comfortable sharing their thoughts and experiences without fear of judgment.

11. Continuous Assessment: Assess adult learners' progress regularly, and adjust instruction
based on their needs. Assessment should be formative and ongoing.

12. Support and Resources: Provide access to resources and support services that assist adult
learners in their educational journey, such as tutoring, counseling, or mentorship.

PROFILING THE LEARNERS IN SOCIAL WORK COMMUNITY EDUCATION AND TRAINING

Sectorial Movement Learners:

1. Children:

- Learner Profile: Teachers, child advocates, caregivers, social workers.

- Key Considerations: Training should focus on child development, psychology, and child
rights. Effective teaching methods, child protection strategies, and trauma-informed care are
essential topics.

2. Labour:

- Learner Profile: Union members, HR professionals, industrial workers.

- Key Considerations: Education should cover labor laws, collective bargaining, conflict
resolution, and workplace safety. Understanding wage negotiations and labor rights is crucial.

3. Urban Poor:

- Learner Profile: Community organizers, social workers, urban residents.

 - Key Considerations: Training programs should address community empowerment, poverty
alleviation, access to healthcare, housing, and basic services. Community organizing and
advocacy skills are vital.

4. Overseas Filipinos:

- Learner Profile: Migrant workers, returnees, support organizations.

- Key Considerations: Education should cover legal rights, financial literacy, cultural sensitivity,
and reintegration support. Language skills and understanding of host country laws are
important.

5. People with Disabilities:

- Learner Profile: Individuals with disabilities, caregivers, advocates.

- Key Considerations: Training should focus on accessibility, inclusive practices, disability

rights, and adaptive technologies. Educators should emphasize empathy and understanding.

6. Indigenous People:

- Learner Profile: Community leaders, activists, educators.

- Key Considerations: Education should respect indigenous knowledge, address land rights,
cultural preservation, and sustainable development. Cultural sensitivity and collaboration with
indigenous communities are crucial.

Issue-Based Movement Learners:

1. Feminist:

- Learner Profile: Activists, gender studies students, advocates.

- Key Considerations: Training should explore gender analysis, intersectionality, feminist

theory, and strategies for advocacy and policy change. Inclusive and safe learning
environments are essential.

2. Freedom from Debt:

- Learner Profile: Economists, activists, policymakers.

- Key Considerations: Education should cover debt relief mechanisms, financial literacy,
responsible lending practices, and advocacy strategies. Economic justice and policy analysis
are key areas.

3. Fair Trade:

- Learner Profile: Fair trade producers, consumers, advocates.

- Key Considerations: Training should delve into fair trade principles, certification, marketing
strategies, and ethical business practices. Understanding global supply chains is important.

4. LGBT:
 - Learner Profile: LGBTQ+ activists, allies, healthcare professionals.

- Key Considerations: Education should address LGBTQ+ health disparities, discrimination,

legal rights, and inclusive healthcare practices. Creating LGBTQ+ friendly spaces and cultural
competence is vital.

5. Peace and Justice:

- Learner Profile: Conflict zone workers, diplomats, human rights advocates.

- Key Considerations: Training might involve conflict resolution techniques, international

human rights law, peacebuilding strategies, and diplomatic skills. Cultural sensitivity and
empathy are essential.

6. Feminist and Ecological Movement:

- Learner Profile: Environmental activists, feminists, researchers.

- Key Considerations: Education should explore the connections between gender equity and
environmental sustainability, addressing issues like climate justice and ecofeminism.
Interdisciplinary thinking and advocacy strategies are important.

Faith-Based Movement Learners:

1. Faith-Based Movement:

- Learner Profile: Clergy members, volunteers, social workers.

- Key Considerations: Training should align with specific faith values, encompassing
community service, humanitarian aid, and ethics in social work. Interfaith dialogue and cultural
sensitivity are valuable skills.

---ANNA ASNIHAYA EPPIE---

Liberation Movement Learners:

-Learner Profile: These learners are typically individuals passionate about social justice,
equality, and liberation movements. They may include activists, organizers, and advocates from
various backgrounds.

-Key Considerations: Training for liberation movement learners should foster a deep
understanding of social justice principles, empower advocacy against systemic inequalities, and
promote critical thinking and advocacy skills within the historical context of liberation
movements.

THE TRAINING PROCESS

1. Training Needs Assessment (TNA)

 - Purpose: The primary goal of TNA is to understand the gap between the current skills and
knowledge of the learners and the desired skills and knowledge required for their roles.

- Data Collection: TNA involves collecting data through various methods such as surveys,
interviews, focus groups, job analysis, and performance evaluations.

- Identifying Gaps: The collected data is analyzed to identify the specific areas where learners
require training and development.

- Setting Objectives: Clear and measurable learning objectives are established based on the
identified gaps to guide the training program.

2. The Process of TNA

- Stakeholder Involvement: Key stakeholders, including subject matter experts, supervisors,

and learners themselves, are often involved in the TNA process to ensure a comprehensive
understanding of training needs.

- Data Analysis: Data collected during the TNA process is carefully analyzed to prioritize the
training needs and determine the root causes of performance gaps.

- Feedback Loop: Continuous feedback from stakeholders helps refine the TNA process and
ensures that the training program is aligned with organizational goals.

3. Methods of Determining the Training Need of a Social Worker

Can vary depending on the organization or agency they work for. Here are a few common
methods that may be used:

 Performance evaluations

Regular performance evaluations can help identify areas where a social worker may need
additional training or support.

 Needs assessments

Conducting a needs assessment involves evaluating the current skills and knowledge of social
workers and identifying any gaps or areas for improvement.

 Client feedback

Social workers can gather feedback directly from the clients they serve to identify areas where
they may need additional training or support.

 Professional development plans

Social workers can work with their supervisors or managers to create individualized professional
development plans.

---RANIYAH ABDULNASSER---

4. Design the Training of a Social Worker

 Tailored training programs

Designing training programs that are specifically tailored to the needs and challenges faced by
social workers can be highly effective.

 Practical experience

Incorporating practical experience into the training of social workers can be valuable, this can
include internships, fieldwork, or simulations that allow social workers to apply their knowledge
and skills in real-world scenarios.

 Collaboration and mentorship

Encouraging collaboration among social workers and providing mentorship opportunities can
greatly enhance their training.

 Continuous professional development

It's important for social workers to engage in continuous professional development to stay
updated with the latest research, practices, and policies in their field.

BLOOM’S TAXONOMY OF OBJECTIVES

-Is a framework that classifies learning objectives into different levels of cognitive complexity. It
was developed by Benjamin Bloom and his colleagues in the 1950s. The taxonomy consists of
six levels, which are;

1. Knowledge

This level involves the recall of information or facts. It focuses on the ability to remember
previously learned material.

2. Comprehension

This level involves understanding and interpreting information. It focuses on the ability to grasp
the meaning of information and explain it in one's own words.

3. Application

This level involves using learned concepts or principles in new situations. It focuses on the
ability to apply knowledge and skills to real-life scenarios.

4. Analysis

This level involves breaking down information into its component parts and understanding the
relationships between them. It focuses on the ability to identify patterns, make connections, and
draw conclusions.

5. Synthesis

This level involves creating something new by combining different elements or ideas. It focuses
on the ability to generate unique solutions or perspectives.
6. Evaluation

This level involves making judgments or decisions based on criteria or standards. It focuses on
the ability to assess the value or effectiveness of something.