061 BA Social Education Studies, Part-Time, bachelor


The curriculum for the BA Degree in Social Education Studies at Telemark University has been formulated on the basis of the following documents:

  • The General Curriculum for Social Education Studies, issued by the Ministry of Education and Research, 1st December, 2005.
  • The Curriculum Regulations for Social Education Studies issued 1st December 2005.
  • Act Relating to Universities and University Colleges no. 15, 1st April 2005.
  • White Paper No. 27 (2000-2001) on reform of the quality of higher education: Do your duty – Demand your rights.
  • Regulations Regarding Suitability Assessment in Higher Education issued by the Ministry of Education and Research 30th June 2006 pursuant to the provisions of the Act Relating to Universities and University Colleges, and Telemark University College’s Examination Regulations set by the board on 15th December 2005.
  • Quality Handbook for Educational Activities at Telemark University College set by the board on 28th August 2006.
  • Telemark University College’s Strategic Plan (2005-2009) set by the board 24th February 2005.
  • The Curriculum of the Bachelor’s Degree in Social Education Studies at Telemark University College, 13th May 2005.

The study programme curriculum is to be understood as the student’s contract with the teaching facility, and includes a basic description of how this contract should be executed. In addition, the curriculum will serve as a working and guidance tool for distributing information on the department’s professional pedagogical activities.
No part of the programme allows for the individual assessment of external candidates.
The curriculum for a Bachelor’s degree in Social Education Studies at the Telemark University College has been approved by the Dean of the Faculty of Health and Social Work Studies.
The programme in Telemark was established in 1991 as a decentralised part-time study programme under the auspices of the Rogaland College of Social Educators. From 1998, the social education study programme was incorporated into Telemark University College under the Faculty of Health and Social Studies, Department of Social Studies. As of 2009, the Bachelor’s degree in Social Education Studies is organised as both a three-year full-time study programme and as a part-time programme at Telemark University College, Porsgrunn.
Telemark University College is well placed to carry out and emphasise the common elements of the general curricula in health and social studies, because the Department of Health and Social Studies offers Bachelor’s degrees in nursing, social education and child welfare. The curricula for the three study programmes are organised to ensure that students in this faculty will acquire a solid foundation to prepare them for cooperation in the area of health and social services. Emphasis is placed on providing an environment which will allow students to evaluate the shared elements of expertise and determine which specialised competencies the respective professional groups can offer.
Social education programmes in Norway were established in response to the need for qualified personnel to care for the mentally disabled. The reorganisation of the assistance programmes for the disabled, and the general trend toward deinstitutionalisation in the public services, has led to great changes in the professional responsibilities of social educators. This has in turn resulted in higher demands for professional competence in a complex society, including social insight, interdisciplinary approaches and flexibility, as well as posing ethical challenges related to the individual clients, their families and social networks.
In keeping with Telemark University College’s objectives, the Department of Social Studies wishes to become more internationally oriented. This is reflected in the efforts of the department to become more deeply involved in the development of an international perspective on professional health and social work. Moreover, the study programme thematises how the social educator's work and knowledge are shaped by the cultural complexity that characterizes modern society. Students in all our Bachelor’s degree programmes are provided with an opportunity to apply for permission to take practical training abroad during their sixth semester. At the Department of Social Studies, the international approach is built upon professional ethical guidelines. The social educator has a special responsibility concerning threatened and marginalised social groups, the preservation of human dignity, and the importance of solidarity and of influencing the development of a just and inclusive society, both nationally and internationally.
The study programme aims to educate reflective professionals with solid values who are able to carry out welfare work, community work and methodical habilitation and rehabilitation work in cooperation with users of services and based on their needs.
In Telemark University College’s strategic plan for 2005-2009, the university college has placed particular emphasis on professional efforts within cultural subjects. The Department of Social Studies will manifest this through two points of particular emphasis:

  • Cultural understanding in work with vulnerable groups
  • Creative methodological work involving the use of activities and cultural efforts

The emphasis on these two areas is reflected in the teaching plans for the Bachelor’s degree programmes, the existing advanced programmes and in the choice of three new advanced and Master’s degree programmes, such as the Master’s programme in Multicultural Preventative Care with Children & Young People, at the Department of Health and Social Studies at Telemark University College. The Bachelor’s programme in Social Education Studies emphasises the student’s ability to communicate with people of differing cognitive skills, and their ability to carry out professional activities in a modern complex society.

Target Group and Admission Requirements

The study programme is aimed at people with the will and the ability to take care of other people’s dignity, needs, resources and opportunities. Applicants are required to satisfy general admission requirements. Applicants who do not meet the criteria for general admission requirements, and who are at least 25 years of age during the year of enrolment, may apply for enrolment under separate rules regarding prior experiential learning.

Some students may need special provisions at the beginning of the programme, throughout the study programme or in connection with the examinations. Telemark University College’s disability statement contains information about the university college’s provision for disabled students; it is built on the principle that disabled students should have the same rights, opportunities and responsibilities as other students. The right to receive an education is regulated by Norwegian law. The university college will ensure as far as possible that all students with special needs are provided for. Provisions do not result in a reduction of the academic standards required by the various study programmes. Cooperation, democracy, student participation and student welfare are all given high priority by Telemark University College.

Aim of the Programme

The curriculum for the BA degree in Social Education Studies emphasises the necessity of cooperation between the various professional sectors in reaching solutions to complex problems within the health and social sectors. Consequently, 30 ECTS of this study programme are shared with other programmes for health and social workers in Norway. To fulfil the intentions of the curriculum in this area, the Department of Health and Social Studies organises joint teaching sessions for child welfare, social education and nursing students. The fundamental values of the curriculum in relation to the joint health and social studies professional competence is defined as respect for the sanctity of life, respect for human self-worth and solidarity with the unprivileged. The purpose of a common content in the health and social professional studies is the adoption of a common framework for a better collaboration within the health and social services.

The curriculum’s aims regarding common health and social professional competence is achieved by professionals who:

  • Take as their starting point the needs of users in their work, and are able to plan and organise measures in cooperation with the people concerned.
  • Have the ability to reflect upon and justify their activities in relation to overall professional and ethical perspectives, and view their professional role in a critical light.
  • Take responsibility for feedback to professional and political authorities regarding the reasons for the need of help, the effect of measures and adverse social conditions.
  • Are able to contribute to the health and social sector providing the appropriate help to those who need it.
  • Have knowledge of the organisation’s place in society and their place in the organisation.
  • Have knowledge of other professions, and are able to assess their own and others' expertise in specific collaborative situations.

The Social Education Studies graduate should have knowledge, skills and attitudes that provide a solid basis for extending services to people with different kinds of disabilities; and who are able to focus on user-participation and user-perspectives. The Social Educator should have competence based on the relationship between theoretical and practical studies, and should have developed the ability to use his/her knowledge in real life working situations.

Further Education opportunities

This Bachelor’s degree qualifies graduates for admission to a Master’s degree programme within the area of health and social subjects.

Curriculum and structure

Code Course title Credits O/V *) Credits pr. semester
  S1(A) S2(V) S3(A) S4(V) S5(A) S6(V) S7(A) S8(V)
061-E1 Introduction to Social Education Work 20.00 O 20              
061-E2 Development and Identity 10.00 O   10            
061-E3 Social Framework Conditions 10.00 O   10            
061-E4 Social Education Work and Disability 20.00 O     20          
061-E5 Practical Training Studies: Social
Education Work
16.00 O       16        
061-E6 Foundation Knowledge for Health
14.00 O       14        
061-E7 Social Educational Work, Nursing and
Care, and Medication Management
14.00 O         14      
061-E8 Practical Training: Health-Oriented
Social Education Work and Rehabilitation
16.00 O           16    
061-E9 Critical Reflection 30.00 O             30  
061-E10 Practical Training Studies:
Specialisation and Bachelor’s Thesis
30.00 O               30
Total: 20 20 20 30 14 16 30 30
*) O - Mandatory course, V - Optional course

Code Course title Credits O/V *) Credits pr. semester
  S1(A) S2(V) S3(A) S4(V) S5(A) S6(V)
Total: 0 0 0 0 0 0
*) O - Mandatory course, V - Optional course


The Bachelor’s degree in Social Education Studies is based on a nominal length of study of three years, and comprises 180 ECTS. On application, the Norwegian Board of Health Supervision provides authorisation as a Social Educator on the basis of documentation which shows that the person in question “has passed examinations in the relevant subjects at a Norwegian university, university college or upper secondary school” c.f. Health Personnel Act § 48, second subsection. The study programme in question must have been completed and approved with the set number of ECTS credits for each course as required by the curriculum, including the obligatory practical training. As an authorised health worker the title of Social Educator is protected. The Bachelor’s degree provides a basis for Master’s degree studies.

The Bachelor’s degree in Social Education Studies combines various areas of knowledge, and students will, during the course of the study programme, acquire overall skills based on a combination of theoretical and practical studies.

Overview of the curriculum’s major course units and course units in the Social Education Studies programme:

Social sciences and legal courses

National/Municipal Knowledge, Health and Social Policies*

Sociology and Social Anthropology**


Scientific Theory and Research Methods*






Psychological and pedagogical courses

General, Developmental and Social Psychology

General Pedagogical and Social Pedagogy




Health subjects courses

Medical and Natural Sciences Topics

Nursing and Care

Mental Health Care





Social educational care and habilitation and rehabilitation work

The Profession’s Development, Ideology, Ethics and Professional Role*

Skills and Behaviour Learning

Welfare Work

Work with Groups, Organisations and Networks**

Communication, Interaction and Solving Conflicts*








180 ECTS

* Course included wholly or partly as a common course for the health and social subjects programmes.

** Course included wholly or partly as a common course for the Child Welfare, Social Work, and Social Education programmes.

The university college offers students the opportunity to apply to spend parts of their 6th semester abroad.

Students may have to cover some expenses related to the department’s particular focus on creative methodical work, which includes activities and cultural initiatives.

Programme contents and description

The programme consists of three major course units, which include 10 course units distributed between them in total. The subject areas and distribution of ECTS credits are determined by the general curriculum, and this is reflected in the major course units and course units of the programme curriculum. Students have to submit assessment assignments and/or documentation assignments for each course unit; these contribute to the grade for the major course unit in question. Receiving passing grades in these assessments is a precondition for being allowed to continue on the programme.

Programme contents

Outline of the major course units, course units and course grades in BA Social Education Studies:

Code: 060-071 Major course unit 1 – Life Cycle and Disability in a Multicultural Society 60 ECTS

1st year of study

Course units



Grade for major course unit I


Course unit 1: Introduction


Course unit 2: Development, Childhood and Identity


Course unit 3: Social Framework Conditions


Course unit 4: Milieu Work and Disability


Code: 060-072 Major course unit 2 - Health, Disability and Welfare 60 ECTS

2nd year of study

Course units



Grade for Major course unit II


Course unit 5: Practical Training: Milieu Work and Habilitation


Course unit 6: Foundation Knowledge for Health Professionals


Course unit 7: Milieu Work, Nursing and Care

Medication Management


Course unit 8: Practical Training: Milieu Work and Health


Code: 060-073 Major course unit 3 – The Reflective Social Educator 60 ECTS

3rd year of study

Course units



Grade for major course unit III


Course unit 9: Critical Reflection


Course unit 10: Professional Specialisation Practical Training and Bachelor’s Thesis


The number of ECTS in each course unit also indicates the amount of work required for each course unit. Part of the preparation for Practical Training I (course unit 5), equivalent to a minimum of 1 ECTS, must be included as part of course unit 4.

Practical training and skills training comprises a minimum of 60 ECTS, of which 48 ECTS are client-related. Practical training and skills training is obligatory, and the knowledge foundation is related to all the major course units. The practical and skills training is organised so as to ensure professional progression. Other practical training in major course unit II – Milieu Work and Health – will ensure that students acquire knowledge of, and skills in, amongst other things, nursing and care work and medication management. Students will be examined in the foundation knowledge of pharmacology and medication calculation in order to ensure safe medication management – c.f. “Regulations Regarding the Administration of Medicine, etc., in the Local Health Services”, and “Regulations Regarding the Administration of Medicine in Hospitals etc”. Students must receive a grade of 100% in the examination on medication calculation in order to achieve a passing mark.


The syllabus is based on nationally recognised specialist literature.

Students are expected to read 3600 pages of syllabus literature every academic year. In the second year of studies 15% of the syllabus should be chosen by the student, and 30% in the third year.

Syllabus literature chosen by the student should also be recognised specialist literature.

In the second year of study, the syllabus literature chosen by the student (15%) should be related to course unit 5: Practical Training: Milieu Work and Habilitation and course unit 8: Practical Training: Milieu Work and Health.

In the third year of study the syllabus literature chosen by the student (30%) should relate to course unit 9: Critical Reflection and course unit 10: Professional Specialisation, Practical Experience Studies and Bachelor’s Thesis.

The application for approval of the syllabus literature chosen by the student should include an explanation for the choice of each title and a brief comment on the content.

The applications will be approved by the subject teacher.

Teaching and Learning Methods

The content of the programme comprises theoretical and process-oriented knowledge, as well as experience-based knowledge and the development of relationship-related skills. To achieve quality in this programme the development of the students’ ethical awareness and their ability to think, understand and act systematically is particularly emphasised. Theoretical and practical training is integrated and reflected in the choice of teaching and learning methods. The programme is organised around a variety of educational methods. It focuses in particular on the students’ own activities and interaction in the assimilation of theoretical knowledge and professional skills, and in the development of the role of reflective practitioner as a target of the competence that students should acquire through the course of the programme. All the educational methods employed are anchored in the didactic target areas: cognitive goals, attainment of attitudes and skills. This is manifested in the use of teaching and learning methods such as lectures, group work, skills training, fieldwork, practical training, ‘project teaching’ and the extensive use of supervision.

The role of practical training in the programme can be justified from a pedagogical standpoint as a study method, and from the subject standpoint as part of a practice-oriented programme. Each student’s practical training studies must be approved in order to receive a passing mark for the programme. This learning method will contribute to providing students with an increased understanding of the relationship between research, theory and practical work. Each student’s practical training studies must be completed and approved in order to receive a passing mark for the course.

Theory and Practical Training






Practical Training: Milieu Work and Habilitation

3rd semester


Practical Training: Milieu Work and Health

4th semester


Practical Training: Professional Specialisation

6th semester

The practical training studies are to be completed and approved in accordance with the prevailing regulations. This is a precondition for the student receiving a passing grade for the programme.

The student’s learning goals should be formulated in a “contract of learning” between the student, the supervisor and the placement institution for the practical training. The contract of learning should also contain dates for supervision, assessment and the student’s ‘study days’. Since 2008, cooperation with the practical training institutions has been re-organised and developed due to the re-organisation of the funding of practical experience studies by the Ministry of Education and Research and the Ministry of Health and Care Services.

The student’s tasks should be diverse and lie within the area of social education work. The allocation of specific tasks for the student should be planned together by the supervisor and the student. These tasks should be in accordance with the learning goals which the student has determined and the aims and responsibilities of the placement institution.

Working hours: The planning of the student’s schedule will be based on the schedule of the placement institution. At institutions that use round-the-clock shifts, there should be a reasonable division between day and evening work. The norm is two evening shifts per week and no more than every third weekend. Night shifts should not be a part of the student’s working hours.

When a student’s schedule departs from these regulations, an agreement should be reached with the student in advance. The student should be given time off equivalent to one day per week for studies, for instance a whole day. The student should not be forced to work overtime or extra shifts without their explicit consent. In such case, the student should receive payment (night shifts are considered to be ‘extra’ shifts in this context).

Supervision: Each student is allocated a placement supervisor. The supervisor should possess at least a university college degree and the student should be given one hour of supervision per week. An agreement regarding supervision should be reached as soon as possible after the student has started his/her practical training.

The supervision should be planned so the student is able to reflect actively about academic and ethical issues, and on what constitutes personal skills in the context of the practical training. The student is responsible for preparing questions, which he/she may present to his/her supervisor. This should be done in written form well ahead of the period set aside for supervision. Both the student and the supervisor should prepare for the supervision period.

The university college is responsible for following-up students during their period of practical training. The university college will undertake at least one visit during each period of practical training. If the student or the supervisor requires more than one visit, the university college will arrange this. The university college will organise reflection groups for students during their practical training period.

The student should receive continuous feedback on how he/she is performing during the period of practical training. The student will receive a more comprehensive mid-placement and final evaluation from the supervisor. Other employees should also participate in this process where this seems appropriate. The supervisor should, in consultation with the student, write a final evaluation report, which will be sent to the university college at the conclusion of the practical training period.

Attendance: The period of practical training is mandatory. A minimum of 80 per cent attendance is required, regardless of the cause for absence. Total absenteeism must not exceed 20 per cent of the ordinary working hours during each period of practical training. Participation in the university college’s official bodies and committees, as well as student organisations locally and nationally, is not counted as absenteeism as long as documentation is submitted. When the practical training has been discontinued due to illness or other legitimate reasons, at least half of the period of practical training must have been completed and assessed before the student may be allowed to continue on the study programme. The remainder of the practical training must be completed as soon as possible, and preferably at the same institution.

The student should be familiar with his/her duty of professional confidentiality and must sign a declaration to this effect.

Guidelines for the assessment of the period of practical training: Approval or invalidation of the period of practical training is a decision taken in accordance with the Public Administration Act. At the end of the assessable part of the period of practical training, an assessment report must be submitted by the supervisor. The supervisor must write the report in consultation with the student. This rule also applies if the period of practical training is interrupted.

On the basis of the assessment report, or other kinds of documentation, the university college, represented by the instructor responsible, will decide whether or not the student will receive a passing grade for his/her period of practical training. The practical training report should be submitted to the university college, signed by both the supervisor and the student. If there is any doubt whether the student will receive a passing grade for the period of practical training, then a meeting will be arranged between the parties in question (student, supervisor and university college), and/or any other involved parties. Such a meeting must be held no less than three weeks before the completion of the practical training. If it is revealed that the student’s performance was deemed to be very unsatisfactory after this deadline, then notice should be given without undue delay, and the student will have this period of practical training invalidated (c.f. Examination Regulations § 11. no. 10).

If there is the possibility of the student receiving a passing grade, a written plan should be drafted providing an outline of what needs to be done in order for the student to receive a passing grade. The plan should contain specific details regarding the necessary measures and the delegation of responsibility for applying these. The plan also constitutes a formal letter of warning to the student that he/she is in danger of failing his/her practical training. The parties should agree on a date for an assessment meeting to discuss the effect of any corrective measures. The minutes of this meeting should be recorded. It is the university college that concludes whether or not the practical training should be given a passing grade or not.

If the student fails his/her period of practical training, he/she will be given the opportunity to repeat it. Normal procedures apply when repeating the period of practical training. Generally, this means following the university college’s schedule for practical training placements, unless other arrangements are agreed.

The decision to fail a student’s period of practical training cannot be challenged, unless a procedural error has occurred. This means that it is not possible to submit a complaint regarding the assessment that serves as the basis for the decision to fail a student.

Other special criteria are used for practical training completed abroad.

Assessment Methods

Each of the three major course units includes several course units which provide an examination of the major course unit’s special focus. Each course unit includes assessment assignments and documentation assignments, and the assessment of the assignments forms the basis for the allocation of a grade for each major course unit. The grade given for the major course unit is an average of the grades given for the various course units. The grades given for the major course units are recorded on the diploma.

The examination regulations provide the following definitions:

The term “Assessment” refers to the allocation of grades, such as pass/fail for a course, or for a specific examination or assignment.

“Final Examination” (Norwegian: “eksamen”) refers to the complete assessment which forms the basis for the grade.

“Partial Grade” refers to grades given for the course units, and is determined on the basis of the assessment of examinations or assignments which are given midway through a course, or at the end of a course. Partial grades are not entered on the diploma.

The “course grade” is the grade given for a major course unit, which is recorded on the diploma/transcript. The grade for the major course unit is based on the average grades given for the various course units (where partial grades are given), c.f. Telemark University College Examination Regulations §2.7.

The results from the assessment assignments in each course unit form the basis for the grade for the major course unit. The assessment assignments, which form part of the complete assessment, may be re-taken three times during the course of studies. In certain cases the dean may, if a good reason is provided, grant the student in question a 4th attempt. (cf. the Examination Regulations § 3.4). As a general guideline, there will be an opportunity to submit assessment assignments twice, if required, during the course of the academic year. If a second attempt is arranged, access is also given to students who wish to improve their grade (cf. the examination regulations, § 7.6).

Students are required to obtain a passing grade for each major course unit in order to continue on the study programme. Generally, this means that students who do not receive a passing mark for the assessment assignments of the course units after a second attempt must leave the programme and, if desirable, continue with the programme the following year.

BA Social Education Studies: Overview of assessment assignments:



Assessment assignments



Course unit 1.


1-1 Learning and teaching

1-1 pass



2-1 Observation as a method

2-2 Foundation knowledge

2-1 pass

2-2 grade



2-2 20 % of course grade


3-1 Foundation Knowledge: Public Administration, individual examination

3-1 grade


3-1 20 % of course grade


4-1 Individual Plan, Individual Examination

4-2 Milieu Work with Vulnerable Groups and Oral Examination.

4-1 pass

4-2 grade



4-2 60 % of course grade


Course code: 060-072 Health, Disability and Welfare 60 ECTS


5-1 Practical Training Assignment in Milieu/Habilitation

5-1 grade


5-1 40 % of course grade


6-1 Group Assignment in Anatomy, Physiology and Diseases

6-2 Individual Examination in Anatomy/Physiology and Diseases

6-1 grade

6-2 pass



6-1 20 % of course grade


7-1 Skills test in nursing and care procedures, individual test

7-2 Individual examination in pharmacology and medication

7-1 pass

7-2 pass




8-1 Practical Training Assignment (individual) in Milieu Work and health

8-1 grade


8-1 40 % of course grade


Course code: 060-073 The Reflective Social Educator 60 ECTS


9-1 Case exposition, (individual)

9-1 grade


9-1 15 % of course grade


9-2 Critical reflection (group answer)

9-2 grade


9-2 25 % of course grade


10-1 Bachelor Thesis and oral examination

10-1 grade


10-1 60 % of course grade


The course units include assignments which are assessed. These form the basis for the major course unit grade. There are two types of assignments: Documentation assignments and Assessment assignments.

Documentation assignments contain specific documentation requirements such as attendance at lectures and learning-groups, the completion of skills exercises and practical training, and learning processes in groups etc. Documentation assignment requirements are described under each course unit. The documentation assignments must first be submitted before the assessment assignments can be assessed.

Assessment assignments form the basis for the major course unit grade. Several kinds of assessment may be used - c.f. §8 in the Telemark University College Examination Regulations. The assessment assignments requirements are specified under each course unit.

The length of written work is specified in the number of words required, +/- 10%. In general, the assignments are to be submitted at the end of each course unit.

Below is a description of the grading system:



General, qualitative description of assessment criteria



An excellent performance, clearly outstanding. The candidate demonstrates excellent judgement and a high degree of independent thinking.


Very good

A very good performance, which is above average. Shows independent thinking.



An average performance, which is satisfactory in the most important areas.



Below-average performance, with significant shortcomings.



A performance that meets the minimum criteria, but no more.



A performance that does not meet the minimum academic criteria.

To pass the final examination, the student must attain no less than an E. It is an absolute requirement to receive a passing grade. The criteria for a passing grade must reflect the competence level which corresponds to the academic level of the programme. The requirements for attaining a passing grade should not depend on the student’s ability to complete the programme. The borderline between pass and fail may be set at a higher level than between E and F, where the grade pass/fail is used rather than the letter-grade system.

In order to achieve a passing grade the candidate should exhibit sufficient knowledge and also to some extent be able to apply that knowledge in a professional manner in specific user, client and patient contexts. The candidate should be able to give an account of the main professional ethical challenges and exhibit the relevant understanding for the subject and its corresponding area of responsibility.

The candidate’s suitability for practising in the profession will be continually assessed during the course of the study programme, both formally and informally (c.f. Regulations for Suitability Assessment in Higher Education Set by the Ministry of Education and Research, 30th June, 2006).

Minor adjustments may occur during the academic year, subject to the decision of the Dean

Publisert av / forfatter Frode Evenstad <Frode.EvenstadSPAMFILTER@hit.no>, last modified Ian Hector Harkness - 31/05/2011