Term 5    * Optional practice

Term 6    * Further study

Skills training consists of projects, excursions and practical exercises where the aim is to strengthen the student’s proficiency in practical work. Skills training is spread throughout the entire programme, partly as specific subjects and partly incorporated in the other teaching (see also sections 6 and 7).

Three examinations are taken during the course of study, one at the end of each year. In addition, the student must submit different assignments to qualify to take the examination (see also section 5).

Please also refer to section 9 – school timetable.

2.2    Profile and structure of the programme

Social educators have a specific frame of reference for carrying out their work consisting of knowledge from several subject areas:
      * social science and law
      * psychology and eductional science
      * medical subjects
      * work on the enviroment, habilitation and rehabilitation

      The combination of subjects in the training programme for social educators represents a big challenge with regard to conveying knowledge from the different subject areas. Students must manage to integrate these areas into a total professional understanding for the performance of their work.

      One of the main aims in the training of social educators is to educate them to be client-oriented and reflective. This will require knowledge of the major problem areas in their work, and an awareness of how knowledge of different subjects can contribute to giving different perspectives on these issues. The professional environment of the social educator has formed the basis for the College’s choice of ”valid knowledge” or relevant themes from the different subject areas in the training programme.

The frame plan for training uses environmental therapy as a general term for the work performed by social educators. The programme at the Rogaland College wants to use the work of social educators as a term for their performance of their work. The work of the social educator, as it is expressed in practice, takes as its starting point the different habilitation and rehabilitation perspectives.

The work of the social educator can entail working directly with one or several clients, but it can also mean making changes at organizational and community level. This entails a perspective which indicates that the performance of the work of social educators covers activities at the level of both the individual and the community. This is expressed in the programme by the fact that the teaching and work tasks generally start by being based on the social educators’ work at the level of the individual (the micro level) and ends by