BSW3703/101/0/2024

Tutorial Letter 101/0/2024

COMMUNITY WORK: THEORIES

APPROACHES AND MODELS
BSW3703

Year Module

Department of Social Work

This tutorial letter contains important information about your module.

BARCODE
 CONTENTS
Page

1 INTRODUCTION.......................................................................................................................... 3
2 PURPOSE AND OUTCOMES ..................................................................................................... 4
2.1 Purpose........................................................................................................................................ 4
2.2 Outcomes..................................................................................................................................... 4
3 CURRICULUM TRANSFORMATION .......................................................................................... 6
4 LECTURER(S) AND CONTACT DETAILS .................................................................................. 6
4.1 Lecturer(s).................................................................................................................................... 6
4.2 Department .................................................................................................................................. 6
4.3 University ..................................................................................................................................... 6
5 RESOURCES .............................................................................................................................. 6
5.1 Prescribed book(s) ....................................................................................................................... 6
5.2 Recommended book(s) ................................................................................................................ 6
5.3 Electronic reserves (e-reserves)................................................................................................... 7
6 STUDENT SUPPORT SERVICES ............................................................................................... 8
6.1 The Unisa First-Year Experience Programme .............................................................................. 8
7 STUDY PLAN .............................................................................................................................. 9
8 PRACTICAL WORK .................................................................................................................... 9
9 ASSESSMENT ............................................................................................................................ 9
9.1 Assessment criteria ...................................................................................................................... 9
9.2 Assessment plan .........................................................................................................................11
9.3 Assessment due dates ................................................................................................................12
9.4 Submission of assessments ........................................................................................................12
9.4.1 Types of assignments and descriptions .......................................................................................13
9.5 The assessments ........................................................................................................................14
9.6 The examination..........................................................................................................................22
9.6.1 Invigilation/proctoring ..................................................................................................................22
10 ACADEMIC DISHONESTY .........................................................................................................23
10.1 Plagiarism ...................................................................................................................................23
10.2 Cheating......................................................................................................................................23
10.3 For more information about plagiarism, follow the link below: ......................................................23
11 STUDENTS LIVING WITH DISABILITIES ..................................................................................23
12 FREQUENTLY ASKED QUESTIONS .........................................................................................23
13 IN CLOSING ...............................................................................................................................24
14 ADDENDUM ...............................................................................................................................24

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 BSW3703/101/0/2024

1 INTRODUCTION
Dear Student
Unisa is a comprehensive open distance e-learning (CODeL) higher education institution. The
comprehensiveness of our curricula encapsulates a range of offerings, from strictly vocational
to strictly academic certificates, diplomas and degrees. Unisa's "openness" and its distance
eLearning character result in many students registering at Unisa who may not have had an
opportunity to enrol in higher education. Our CODeL character implies that our programmes are
carefully planned and structured to ensure success for students ranging from the under-
prepared but with potential to the sufficiently prepared.

Teaching and learning in a CODeL context involves multiple modes of delivery ranging from
blended learning to fully online. As a default position, all post graduate programmes are offered
fully online with no printed study materials, while undergraduate programmes are offered in a
blended mode of delivery where printed study materials are augmented with online teaching and
learning via the learner management system – myUnisa. In some instances, undergraduate
programmes are offered fully online as well.

Furthermore, our programmes are aligned with the vision, mission and values of the University.
Unisa's commitment to serve humanity and shape futures combined with a clear appreciation of
our location on the African continent, Unisa's graduates have distinctive graduate qualities which
include

• independent, resilient, responsible and caring citizens who are able to fulfil and serve in
multiple roles in their immediate and future local, national and global communities

• having a critical understanding of their location on the African continent with its histories,
challenges and potential in relation to globally diverse contexts

• the ability to critically analyse and evaluate the credibility and usefulness of information
and data from multiple sources in a globalised world with its ever-increasing information
and data flows and competing worldviews

• how to apply their discipline-specific knowledges competently, ethically and creatively

to solve real-life problems

• an awareness of their own learning and developmental needs and future potential

BSW3703 module is blended (print and online). All information is available via internet, and we
use MyUnisa as our virtual campus. This is an online system that is used to administer,
document, and deliver educational material to you and support engagement with you. Look out
for information from your lecturer as well as other Unisa platforms to determine how to access
the virtual myUnisa module site. Information on the tools that will be available to engage with
the lecturer and fellow students to support your learning will also be communicated via various
platforms.

You are encouraged to log into the module site on myUnisa regularly (that is, at least twice per
week).

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Because this is a fully online module, you will need to use myUnisa to study and complete the
learning activities for this module. Visit the website for BSW3703 on myUnisa frequently. The
website for your module is BSW3703-2024.

We wish you every success with your studies!

2 PURPOSE AND OUTCOMES

2.1 Purpose

The module will equip students with a broad knowledge comprising various theories, approaches,
models, skills and techniques to identify, assess, plan, implement, evaluate and terminate
appropriate social work intervention processes with communities from a developmental paradigm.
The module will introduce students to various theories, approaches, techniques, and intervention
models in community work within varying contexts. Qualifying students will be equipped with
knowledge based on community work as one of the primary methods in social work.

2.2 Outcomes

Specific outcomes and assessment criteria

Specific outcome Assessment criteria
Describe the nature of community • The concepts "community work" and "community
work as an intervention method in development", and the purpose, goals and objectives of
social work service delivery. community work are described and critically reviewed.
• Different dimensions of communities are explored and
explained.
• The aspects of the practical demarcation of communities are
identified and explained.
• Causes of community change and reactions to community
change are outlined and critically reflected on.
• Community work theories, models, approaches, techniques
and principles are identified, explained and evaluated.
• The developmental approach is explained and critically
reflected on.
Develop and maintain professional • The process of establishing and maintaining professional
social work relationships with relationships is described.
communities. • An enabling environment for communities is discussed.
• The process of contracting with communities is described.
• The ethics, principles and values of social work when providing
services to communities are identified and discussed.
Describe and analyse the process of • Situational analysis is described, analysed and critically
community work intervention. reflected on.
• The identification and analysis of impediments are described,
analysed and critically reflected on.
• The formulation of a plan is described, analysed and critically
reflected on.
• The implementation of a plan is described, analysed and
critically reflected on.

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Specific outcomes and assessment criteria

Specific outcome Assessment criteria
• The evaluation of the process, results and the sustainability of
change are described, analysed and critically reflected on.
• The types of systems in community work are explained and
critically reflected on.
Analyse the different roles of the • The various roles of the social worker within diverse
social worker in different community community settings are described and analysed.
settings. • The implementation of the various roles of the social worker
within diverse community work settings is explained.
Determine stakeholders appropriate • Stakeholders appropriate to the community's needs, strengths
to community needs and strengths. and goals are identified.
• Referrals to appropriate stakeholders are discussed.
Demonstrate social work skills, • Assessments, intervention plans, strategies, techniques and
values, principles and techniques outcomes reflecting a sensitivity to diversity are outlined and
while interacting with diverse discussed.
communities. • An awareness of different viewpoints and values, and the
ability to appreciate different viewpoints in relation to one's own
views and values are described.
• Interaction and teamwork within community work practice is
explained.
Terminate a community work • The mutually agreed termination of community work services
intervention. between relevant parties in accordance with social work
principles is discussed.
• The timeous and realistic preparation of the community for the
termination of services is outlined.
• All administrative aspects of termination completed in
accordance with professional requirements are recorded
Produce and maintain records of • Community work files containing all relevant reports according
community work interventions, to agreed-upon time frames, standards and procedures are
processes and outcomes. discussed.
• Reports containing accurate details of all community work
intervention activities, processes and outcomes according to
agreed-upon or prescribed formats are developed.
• Process, progress, comprehensive and other related reports
relating to community work intervention activities are
discussed and compiled in line with guidelines provided.
• Safe record-keeping (print and electronic) is discussed.
Evaluate the outcomes of • The outcomes of intervention strategies, techniques and
community work intervention processes utilised in relation to stated goals and community
strategies, techniques and strengths and needs are evaluated.
processes. • The basis for planning, terminating and implementing ongoing
community work services is assessed.
• A capacity for reflection is demonstrated.
• Interventions are monitored and evaluated through the
compilation of process and progress reports.

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3 CURRICULUM TRANSFORMATION
Unisa has implemented a transformation charter, in terms of which the university has placed curriculum
transformation high on the teaching and learning agenda. Curriculum transformation includes student-
centred scholarship, the pedagogical renewal of teaching and assessment practices, the scholarship of
teaching and learning, and the infusion of African epistemologies and philosophies. All of these will be
phased in at both programme and module levels, and as a result of this you will notice a marked change in
the teaching and learning strategy implemented by Unisa, together with the way in which the content is
conceptualised in your modules. We encourage you to embrace these changes during your studies at Unisa
in a responsive way within the framework of transformation.

4 LECTURER(S) AND CONTACT DETAILS

4.1 Lecturer(s)

Primary lecturer Secondary lecturer

Ms. Winnie Morake Dr. Jan Masombuka
E mail: morakmwl@unisa.ac.za E mail: masomj@unisa.ac.za
Contact number: 012 429 4917 Contact number: 012 429 4202

4.2 Department

Department of Social Work

4.3 University

Contact addresses of the various administrative departments appear on the Unisa website:
http://www.unisa.ac.za/sites/corporate/default/Contact-us/Student-enquiries.

Please include the student number in all correspondence.

5 RESOURCES
5.1 Prescribed book(s)

Your prescribed books for this module are as follows:

• Only study guide for BSW3703: Community work: Theories, approaches and models

5.2 Recommended book(s)

• Swanepoel H & de Beer F.2016. Community development: Breaking the cycle of poverty.
6th edition. Juta, Lansdownie, Cape Town, South Africa: Juta and company

• Schenck, CJ, Louw, H & Nel, H. 2010. Introduction to participatory community practice.
Pretoria: Unisa Press.

• Weyers, M L. 2011. Theory and practice of community work: an SA perspective. 2nd edition.
Potchefstroom: Keurkopie.

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Please note that, as a third-year student, you are expected to consult additional books and articles
related to this module to enhance your knowledge and skills.

Recommended books can be requested online, via the library catalogue.

5.3 Electronic reserves (e-reserves)

There are no e-reserves for this module.

E-reserves can be downloaded from the library webpage Find e-reserves. More information
is available at: http://oasis.unisa.ac.za/search/r

5.4 Library services and resources

The Unisa Library offers a range of information services and resources. The library has created
numerous library guides, available at http://libguides.unisa.ac.za

Recommended guides :

• For brief information on the library, go to https://www.unisa.ac.za/library/libatglance

• For more detailed library information, go
to http://www.unisa.ac.za/sites/corporate/default/Library
• Frequently Asked Questions,
visit https://www.unisa.ac.za/sites/corporate/default/Library/Frequently-Asked-Questions
• For research support and services such as the Personal Librarian service and the
Information Search Librarian's Literature
Search Request (on your research topic) service,
visit http://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-support.
• For library training for undergraduate
students, visit https://www.unisa.ac.za/sites/corporate/default/Library/Library-
services/Training
• Lending Services https://www.unisa.ac.za/sites/corporate/default/Library/Library-
services/Lending-services
• Services for Postgraduate students
- https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-Postgraduates
• Support and Services for students with disabilities
- https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-students-with-
special-needs
• Library Technology Support -https://libguides.unisa.ac.za/techsupport
• Finding and using library resources and tools -http://libguides.unisa.ac.za/Research_skills
• A–Z list of library databases – https://libguides.unisa.ac.za/az.php

Important contact information:

• Technical problems encountered in accessing library online services: Lib-help@unisa.ac.za
• General library-related queries: Library-enquiries@unisa.ac.za
• Queries related to library fines and payments: Library-fines@unisa.ac.za
• Interlibrary loan service for postgraduate students: libr-ill@unisa.ac.za
• Literature Search Service: Lib-search@unisa.ac.za
• Social media channels: Facebook: UnisaLibrary and Twitter: @UnisaLibrary

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6 STUDENT SUPPORT SERVICES
The Study @ Unisa brochure is available on myUnisa: www.unisa.ac.za/brochures/studies

This brochure contains important information and guidelines for successful studies through Unisa.

If you need assistance with regard to the myModules system, you are welcome to use the following
contact details:

• Toll-free landline: 0800 00 1870 (Select option 07 for myModules)

• E-mail: mymodule22@unisa.ac.za or myUnisaHelp@unisa.ac.za

You can access and view short videos on topics such as how to view your calendar, how to
access module content, how to view announcements for modules, how to submit assessment
and how to participate in forum activities via the following link: https://dtls-
qa.unisa.ac.za/course/view.php?id=32130

Registered Unisa students get a free myLife e-mail account. Important information, notices and
updates are sent exclusively to this account. Please note that it can take up to 24 hours for your
account to be activated after you have claimed it. Please do this immediately after registering
at Unisa, by following this link: myLifeHelp@unisa.ac.za

Your myLife account is the only e-mail account recognised by Unisa for official correspondence
with the university and will remain the official primary e-mail address on record at Unisa. You
remain responsible for the management of this e-mail account.

6.1 The Unisa First-Year Experience Programme

Many students find the transition from school education to tertiary education stressful. This is also true in
the case of students enrolling at Unisa for the first time. Unisa is a dedicated open distance and e-learning
institution, and it is very different from face-to-face/contact institutions. It is a mega university, and all our
programmes are offered through either blended learning or fully online learning. It is for this reason that we
thought it necessary to offer first-time students additional/extended support to help them seamlessly
navigate the Unisa teaching and learning journey with little difficulty and few barriers. We therefore offer a
specialised student support programme to students enrolling at Unisa for the first time – this is Unisa’s First-
Year Experience (FYE) Programme, designed to provide you with prompt and helpful information about
services that the institution offers and how you can access information. The following FYE services are
currently offered:

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FYE Website Email Support

www.unisa.ac.za/FYE fye@unisa.ac.za

FYE1500
Post
myUnisa; Study
Registration
Referrals to Skills; Academic &
Orientation Digital Literacies;
other support
services i.e. etc
Counselling;
Reading & Writing
workshops

To ensure that you do not miss out on important academic and support communication from
the SRU, please check your myLife inbox regularly.

7 STUDY PLAN
Use the Study@Unisa brochure for information on general time management and planning skills.

8 PRACTICAL WORK
Please note that there is no practical work for this module. The full practical component of this
module has been incorporated into module BSW3705. However, those who are not registered for
BSW3705 do not need to worry, since what is covered in the practical is only the implementation
of the theory covered in this module.

9 ASSESSMENT
9.1 Assessment criteria

Specific outcomes and assessment criteria

Specific outcome Assessment criteria
Describe the nature of • The concepts "community work" and "community development", and
community work as an the purpose, goals and objectives of community work are described
intervention method in social and critically reviewed.
work service delivery. • Different dimensions of communities are explored and explained.
• The aspects of the practical demarcation of communities are
identified and explained.
• Causes of community change and reactions to community change
are outlined and critically reflected on.

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Specific outcomes and assessment criteria
Specific outcome Assessment criteria
• Community work theories, models, approaches, techniques and
principles are identified, explained and evaluated.
• The developmental approach is explained and critically reflected on.
Develop and maintain • The process of establishing and maintaining professional
professional social work relationships is described.
relationships with communities. • An enabling environment for communities is discussed.
• The process of contracting with communities is described.
• The ethics, principles and values of social work when providing
services to communities are identified and discussed.
Describe and analyse the • Situational analysis is described, analysed and critically reflected on.
process of community work • The identification and analysis of impediments are described,
intervention. analysed and critically reflected on.
• The formulation of a plan is described, analysed and critically
reflected on.
• The implementation of a plan is described, analysed and critically
reflected on.
• The evaluation of the process, results and the sustainability of
change are described, analysed and critically reflected on.
• The types of systems in community work are explained and critically
reflected on.
Analyse the different roles of the • The various roles of the social worker within diverse community
social worker in different settings are described and analysed.
community settings. • The implementation of the various roles of the social worker within
diverse community work settings is explained.
Determine stakeholders • Stakeholders appropriate to the community's needs, strengths and
appropriate to community needs goals are identified.
and strengths. • Referrals to appropriate stakeholders are discussed.
Demonstrate social work skills, • Assessments, intervention plans, strategies, techniques and
values, principles and techniques outcomes reflecting a sensitivity to diversity are outlined and
while interacting with diverse discussed.
communities. • An awareness of different viewpoints and values, and the ability to
appreciate different viewpoints in relation to one's own views and
values are described.
• Interaction and teamwork within community work practice is
explained.
Terminate a community work • The mutually agreed termination of community work services
intervention. between relevant parties in accordance with social work principles
is discussed.
• The timeous and realistic preparation of the community for the
termination of services is outlined.
• All administrative aspects of termination completed in accordance
with professional requirements are recorded
Produce and maintain records of
• Community work files containing all relevant reports according to
community work interventions,
agreed-upon time frames, standards and procedures are discussed.
processes and outcomes.

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Specific outcomes and assessment criteria

Specific outcome Assessment criteria
• Reports containing accurate details of all community work
intervention activities, processes and outcomes according to
agreed-upon or prescribed formats are developed.
• Process, progress, comprehensive and other related reports relating
to community work intervention activities are discussed and
compiled in line with guidelines provided.
• Safe record-keeping (print and electronic) is discussed.
Evaluate the outcomes of • The outcomes of intervention strategies, techniques and processes
community work intervention utilised in relation to stated goals and community strengths and
strategies, techniques and needs are evaluated.
processes. • The basis for planning, terminating and implementing ongoing
community work services is assessed.
• A capacity for reflection is demonstrated.
• Interventions are monitored and evaluated through the compilation
of process and progress reports.

9.2 Assessment plan

• To complete this module, you will be required to submit two (2) assessments.
• All information about when and where to submit your assessments will be made available
to you via the myModules site for your module.
• Due dates for assessments, as well as the actual assessments are available on the
myModules site for this module.
• To gain admission to the examination, you will be required to submit one (1) assignment.
• To gain admission to the examination, you need to obtain a year mark average of 40% for
the assignments.
• The assignment weighting for the module is 40%.
• You will receive examination information via the myModules sites. Please watch out for
announcements on how examinations for the modules for which you are registered will be
conducted.
• The examination will count 60% towards the final module mark.

The following is an example of how to calculate your final mark. The assignment weight is 40%,
while the examination weight 60%.
Your final mark = year mark (all your assignments) (out of 100) x 40% + Examination mark (out
of 100) x 60%
Suppose your year mark is 50% and you obtain 60% for the examination, your final mark will
be calculated as follows:
(50 x 40%) + (60 x 60%)
= (50 x 0.4) + (60 x 0.6)
= 20 + 36
= 56%

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9.3 Assessment due dates

• There are no assignment due dates included in this tutorial letter.

• Assignment due dates will be made available to you on the myUnisa landing page for this
module. We envisage that the due dates will be available to you upon registration.

• Please start working on your assessments as soon as you register for the module.

• Log on to the myUnisa site for this module to obtain more information on the due dates for
the submission of the assessments.

9.4 Submission of assessments

• Unisa, as a comprehensive open distance e-learning institution (CODeL), is moving towards

becoming an online institution. You will therefore see that all your study material,
assessments and engagements with your lecturer and fellow students will take place online.
We use myUnisa as our virtual campus.

• The myUnisa virtual campus will offer students access to the myModules site, where
learning material will be available online and where assessments should be completed. This
is an online system that is used to administer, document, and deliver educational material
to students and support engagement between academics and students.

• The myUnisa platform can be accessed via https://my.unisa.ac.za. Click on the myModules
2024 button to access the online sites for the modules that you are registered for.

• The university undertakes to communicate clearly and as frequently as is necessary to

ensure that you obtain the greatest benefit from the use of the myModules learning
management system. Please access the announcements on your myModules site
regularly, as this is where your lecturer will post important information to be shared with you.

• When you access your myModules site for the module/s you are registered for, you will
see a welcome message posted by your lecturer. Below the welcome message you will see
the assessment shells for the assessments that you need to complete. Some assessments
may be multiple choice, some tests, others written assessments, some forum discussions,
and so on. All assessments must be completed on the assessment shells available on the
respective module platforms.

• To complete quiz assessments, please log on to the module site where you need to
complete the assessment. Click on the relevant assessment shell (Assessment 1,
Assessment 2, etc.). There will be a date on which the assessment will open for you. When
the assessment is open, access the quiz online and complete it within the time available to
you. Quiz assessment questions are not included in this tutorial letter (Tutorial Letter 101),
and are only made available online. You must therefore access the quiz online and complete
it online where the quiz has been created.

• It is not advisable to use a cell phone to complete the quiz. Please use a desktop computer,
tablet or laptop when completing the quiz. Students who use a cell phone find it difficult to
navigate the Online Assessment tool on the small screen and often struggle to navigate

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between questions and successfully complete the quizzes. In addition, cell phones are more
vulnerable to dropped internet connections than other devices. If at all possible, please do
not use a cell phone for this assessment type.

• For written assessments, please note the due date by which the assessment must be
submitted. Ensure that you follow the guidelines given by your lecturer to complete the
assessment. Click on the submission button on the relevant assessment shell on
myModules. You will then be able to upload your written assessment on the myModules site
of the modules that you are registered for. Before you finalise the upload, double check that
you have selected the correct file for upload. Remember, no marks can be allocated for
incorrectly submitted assessments.

9.4.1 Types of assignments and descriptions

All assignments are defined as either optional, mandatory, compulsory, or elective.

• Elective assignments
- If not submitted, the student gets no mark for this item.- The best of the required
submissions will count.
• Mandatory assignments
- If not submitted, the student gets no mark for this item.
• Compulsory assignments
- If not submitted, the result on the student’s academic record will be absent.
• Optional assignments – You are encouraged as a student to do optional assignment so that
it may benefit your learning.

I. Elective assignments
a. the student is given a choice of which assignments within an identified group to submit,
only the best result(-s), the number of which is specified in advance, will contribute
towards the year mark.
b. elective assignments must also be grouped into an elective group.
c. for the student to select which assignment to submit, the elective assignments must be
grouped together. For such an elective group, relevant information must be provided to
the student, such as how many of the assignments must be submitted and how many of
the assignment marks should be combined into the year mark.
d. The selection criteria define how marks received for assignments in an elective group
are to be combined into the year mark. Three different criteria may be used for
calculating the year mark:
• The best mark should be used, or
• If the student submits fewer than the required number of assignments per group or
no assignment in a group, a mark of 0% will be used.
• 0% is awarded to all non-submitted or unmarked assessments. A best mark is then
calculated from all items.

II. Mandatory assignments

a. contribute to the year mark.
b. If a student fails to submit a mandatory assignment, no mark is awarded and the year
mark is calculated accordingly. The student will therefore forfeit the marks attached to
this assignment when the final mark for the module is calculated.

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 III. Compulsory Assessment
a. when not submitted, the student will fail a Continuous Assessment module but will be
shown as absent from the examination in the case of other modules.

IV. Optional assignments – You are encouraged as a student to do optional assignment so

that it may benefit your learning.

9.5 The assessments

As indicated in section 9.2, you need to complete XXX assessments for this module. Details on the
assessments….

[For academics: If there are no assessments in the TL101 please indicate: There are no
assignments included in this tutorial letter. Assignments and due dates will be made available
to you on myModules for this module. We envisage that the due dates will be available to you upon
registration.]

9.5.1 Assignment 01 (If relevant. If not, please delete)

Length

The assignment should consist of about 15–20 handwritten pages or 10–15 typed pages (excluding
the table of contents and bibliography). The length is important because this assignment is also an
exercise in learning to condense and integrate material from different sources into a meaningful
whole. You will probably have to rewrite the assignment a few times to meet this requirement:
limiting the length while also covering the topic well.

This assignment counts 40% towards the year mark.

NB: REFER TO ONLY STUDY GUIDE FOR BSW3703

Question 1

1.1 Discuss community work and community development (16 marks)

1.2 Discuss the difference between community work and community development. (4 marks)

Question 2

Identify and discuss five community work theories/approaches. (20 marks)

Question 3

Identify and discuss five community practice models (20 marks)

Question 4

Identify and discuss five phases of the community work process according to Only Study guide for
BSW3703 (20 marks)

Question 5

Identify and discuss five principles for guiding work with communities (20 marks)

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TOTAL: 100

9.5.2 Assignment 02

Length

The assignment should consist of about 15–20 pages (including the table of contents and
bibliography). The length is important, because this assignment is also an exercise in learning to
condense and integrate material from different sources into a meaningful whole. You will probably
need to rewrite the assignment a few times to meet this requirement succeed in limiting the length
while also covering the topic properly.

Use the knowledge and understanding you have gained and critically reflect on the
following case study:

CASE STUDY 1: DEVELOPMENT OF THE IKAGENG WITKOPPEN PRE-PRIMARY SCHOOL

This case study was facilitated by a Unisa student.

BACKGROUND

The opening of the Ikageng Witkoppen Pre-Primary School in January 1994 was the culmination
of a participatory, grassroots, micro development process that started in April 1993 and reached
the implementation stage just before the dawn of democracy in South Africa in 1994.

Witkoppen is an affluent, white residential area of smallholdings north-west of the greater

Johannesburg area, in the district of Sandton. Witkoppen has a flourishing business community.

Large numbers of mainly black people are employed as domestic workers and farm labourers.
These employees are socially and economically disadvantaged. The accommodation, education
and recreation of these labourers have not been given a high priority and few facilities were
developed in the past. The migrant labour situation meant that families were split up, and a high
percentage of the children growing up in this area come from single-parent families.
Accommodation for these families is minimal and there is overcrowding, a lack of privacy and little
transport. These difficult conditions resulted in far-reaching social problems such as alcoholism,
prostitution, teenage pregnancy, and child neglect.

During the years when schooling was racially segregated, the Witkoppen School developed as a
farm school catering for the children of domestic workers and farm labourers as well as children
from squatter camps in the area. Most of the children came from a socially and economically
impoverished background. In the school situation, this manifested itself in behavioural problems,
an inability to concentrate, tiredness, hunger, and a general malaise.

MAKING CONTACT WITH THE COMMUNITY

The student became aware of, and was overwhelmed by, the plight of the disadvantaged people
in the community. Some of them could be seen at the local health clinic, while others were to be
found sitting at the bottle store, obviously unemployed and lacking transport, and recreational
facilities. In April 1993, the social worker at the Witkoppen Health Clinic introduced the student to
the Principal of the Witkoppen School, Mr Sam Makama. Mr Makama took pride in relating the

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history and development of the school and discussed the problems the school was experiencing.
He was excited by the student's idea of grass-roots development with a focus on broad
participation, democratic decision-making, the development of problem-solving skills, and self-help
and self-reliance in a cooperative atmosphere. He gave the student permission to get to know the
community and to decide on a project that would address these problems.

The principal was particularly interested in a project the student proposed to develop in cooperation
with the teachers and parents of the pupils, because he believed that his people had been
disempowered for a long time. The community was known for a sense of apathy, disinterestedness,
and a lack of self-sufficiency.

The following emerged from a SWOT analysis carried out in collaboration with the principal:

Strengths: Committed and efficient staff members; positive interpersonal relationships between
staff members and pupils.

Weaknesses: A lack of goal realisation among staff; jealousy among staff; age differences in
classes, which caused disruptions and caused children to develop an attitude of defiance,
disrespect and disobedience.

Opportunities: The excitement of creating a learning atmosphere, developing confidence among

pupils and embarking on education at a younger age so that pupils were all school ready.

Threats: Overcrowding and its negative effect on the learning atmosphere; the gradual infiltration
of ideology that caused resistance among older children as well as boycotts.

IDENTIFICATION OF NEEDS

Needs were identified over a period by way of a number of contacts.

Teachers

After gaining the support of the principal, the student made contact with individual teachers. Each
one had a story to tell. The student was impressed by their optimism despite difficult teaching
conditions. The student became aware of the difficulties that teachers experienced in teaching
pupils from disadvantaged home backgrounds. Conditions were characterised by overcrowding,
lack of privacy, little stimulation and inadequate transport. Some children walked many kilometres
to school and consequently fell asleep during lessons. The high crime rate had a negative effect
on the children. Child abuse and neglect, which could be attributed to ignorance and illiteracy, were
common.

It became apparent that the main concerns of the teachers were a high failure rate and the large
number of children who dropped out of school prematurely. The failure rate gave rise to other
problems because some children had to remain in the junior primary classes for many years. In
Grade 1 classes, for example, the ages of children ranged from 6 to 12 years, and in Grade 3
classes they ranged from 9 to 16 years. The teachers were excited by the prospect of developing
a project and putting forward solutions. The most common proposal was for a remedial centre so
that the school could directly address the many learning problems and the high failure rate. The
student agreed that remedial assistance was needed, but felt she was being rushed to make

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decisions. The teachers were then asked to complete a questionnaire about their day-to-day
teaching problems.

The student tabulated the responses, called a meeting with teachers and presented a list of
problems for discussion. Seventeen problems had been identified, including children's lack of
school readiness, an inability to concentrate or memorise information, inadequate knowledge of
English, transport problems, poverty and insufficient teaching equipment. To the student, these
problems seemed overwhelming, but there was an atmosphere of anticipation and excitement
among the teachers. They enjoyed sharing their problems and having someone listen to them, and
they enjoyed looking for ways of addressing these problems. It gradually became evident that a
remedial facility would address the immediate needs of children with learning problems, but that a
pre-primary school would have more long-term benefits in that many children would be school
ready when they embarked on formal education. An action committee of five teacher members was
elected.

The action committee realised at the outset that the teachers were aware of the importance of
preschool education, but what about the parents? There were no other pre-primary schools for
black children in the entire area. The action committee therefore decided to conduct another survey
and each teacher was asked to speak to a number of parents. Parents were asked what they did
with their four-to-six-year-olds during the day while they worked, whether they experienced
problems with their preschool children and whether they knew about the importance of school
readiness and preschool education. They were also tentatively asked whether they would be
interested in helping to develop a preschool facility and then sending their children there if one was
established. The response was overwhelming. Illiterate parents were anxious that their children
should get a proper education and domestic workers wanted their "backyard" children to have the
same opportunities for fun and education as their employers' children. All were prepared to help
pay for their children's education.

FORMING A COMMITTEE

The generative theme, namely, the concern of teachers and parents about the lack of adequate
preparation for formal schooling, had been identified and the junior primary teachers spontaneously
offered their services to form a concerned-persons committee.

Initially, when the committee was formed, the group wanted a formal committee with a chairperson,
secretary and treasurer. This was done and worked well until the chairperson was promoted and
left the school to become a school inspector. This was a setback for the committee because the
self-confidence of the committee members was so low that they thought they could not go on
without her. The student had to reassure, support and challenge the committee. There was no
chairperson, but the secretary, Godfrey, asked members to put forward items for the agenda at the
beginning of each meeting. Godfrey proved to be a conscientious secretary, reminding members
of upcoming meetings and taking minutes. He was young and did not have a high status in the
community, but his contribution to the preschool project increased his status.

PLANNING

The vision

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The possibility of developing a pre-primary school was an exciting prospect. There was real energy
and commitment, but no one had ever tackled a project of this type or size. The parents and
teachers felt overwhelmed, so the student facilitated the formulation of long- and short-term plans.

Identifying resources

Identifying the available resources was one of the first tasks of the committee. Thorough planning
helped to eliminate the feeling of being overwhelmed. The student found a retired preschool
teacher who was interested in developing a self-help pre-primary school. Other committee
members identified entities who could be turned to for advice, such as the Sandton Association of
Nursery Schools. An old clinic was identified as possible premises. The committee members
approached their contacts for donations of money and equipment, and many donations started
coming in – even before the real planning had started. This had a significant effect on the morale
of the committee. Progress to date was evaluated at each meeting. Not only was the "bounty"
counted, but the strategy that the relevant member used to obtain it was also discussed. This
helped to motivate the committee.

Setting goals

Focused and thorough planning was facilitated. The following goals were written down in July:

Long-term goals

• To open a pre-primary school in January.

• To start with one class and one teacher and then to expand the school if necessary.

• To be entirely self-supporting, with parents providing resources for their children in the
school.

• To ensure the children's school readiness.

Short-term goals

• To find premises.

• To budget for teachers' salaries, rent, equipment and a feeding scheme.

• To obtain funds by asking for donations.

• To advertise the project so that the community could support it.

• To find a teacher and someone to supervise her/him because few qualified teachers would
be available.

• To visit various training centres and preschools to find out what was required for the project.

• To involve parents and the community in all the steps.

IMPLEMENTATION

The student facilitated incremental and short-term action planning by the committee, and specific
objectives were set. The budget was the main focus in August. The committee had high ideals of
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paying the teacher a realistic wage and of feeding the children. It had been agreed that the parents
would pay R50 per month per child.

The committee formulated a funding proposal to be sent to identified donors. The response raised
R17 000. The committee was thrilled and felt that the reaction validated the project. However,
serious problems were experienced. It became clear that the operational costs of the project would
have to be sustained by the community.

The committee called another meeting of parents and discussed the situation. The parents agreed
to pay R10 more per month if necessary. Many children had been enrolled and with more enquiries
being received every day, the committee decided to open the school with two classes and two
teachers. Salaries were then reassessed and when teachers were interviewed, they gladly
accepted the position and the salary. Both teachers had completed a short preschool training
course and were pleased to know that there would be supervision from experienced volunteers.

Two experts, who were long-standing enemies of each other, joined the committee. One was a
retired preschool teacher and the other the headmistress of a local preschool. They failed to agree,
and arguments ensued. Nevertheless, both contributed enormously to the planning. The
destabilising effect of their animosity only became apparent during the implementation stage. Mr
Makama, the principal of the primary school, was determined that the project would be developed
by the people for the people. He wanted the preschool to be on the premises of the existing school
and attempted to make accommodation available without consulting the school board. A member
of the board came to hear of the project, was furious that the board had not been consulted and
attempted to halt the project. This angered the committee but had the positive effect of bonding
them and they were willing to consider social action. Until then, they had received only
encouragement. Facing an "enemy" had a motivating effect. The committee subsequently learnt
that the angry board member had been speaking from a personal point of view and wanted to take
credit for providing a preschool in three years' time.

The principal officially informed the school board of the project when there was money in the bank
account and planning had reached an advanced stage. The school board welcomed the project
and offered its encouragement. It was then realised that accommodation at the old clinic would not
be available. This caused a dilemma because the committee had to get an ablution block built in
time. Other premises were inspected and rejected. Finally, the committee was offered a house by
a local landowner who was on the school board. The house was ideally situated opposite the
school. However, it was being used by a clinic sister, who was a valued figure in the community.
She was upset about being evicted and the committee decided to decline the accommodation. The
student disagreed with the committee, but the committee members were so adamant that they all
resigned. This was the first real clash the student experienced with the committee. She reviewed
the situation and realised that she had to work with the community and could not insist on what she
thought was right. If the clinic sister was alienated, the project would probably no longer belong to
the community. She went back and spoke to the members of the committee individually. They
evaluated what had taken place to date, the potential of the project and the need for the preschool.
The committee agreed to meet again and at the meeting decided to continue with the project.

The December school holidays arrived, the committee members were about to go their separate
ways for the holidays, there were no premises, 35 children had enrolled and their registration fees

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had been paid. In January, when the student was able to resume contact with the committee, five
days remained before the school was due to open. The committee members had in the meantime
come to an agreement with the clinic sister, who now gave her blessing for the preschool to use
her previous accommodation. The student and the committee then made plans for the next four
days. Once again, her role was to help the committee work on one objective at a time.

Owing to the problems regarding the premises and because of theft, the final arrangements had
been left to the last minute. Considerable planning and coordination had been done the previous
year to ensure that parents, contractors, volunteers and the committee would get the old,
prefabricated house ready for the opening of the school on Wednesday, 12 January.

Parents and committee members cleaned the house, cleared the grounds of garbage, levelled the
playground and fixed the fences. The contractors arrived to attend to the electricity and to fix broken
windows and the roof. Plumbers arrived to build an ablution block. Parents and other people
created a sandpit. The teachers worked with the supervisors and prepared for the first day of
school. All the contractors were impressed with the project and offered to assist in other ways.
They rather overshadowed the parents at this stage, as did the many volunteers who arrived with
equipment and ideas, and the student had to deal with the situation. The self-help nature of the
project was explained repeatedly as people came in droves to make enquiries.

On Wednesday, the school opened. Parents arrived with their children. Fifty children were enrolled
and about the same number had to be turned away. Their names were placed on a waiting list.

EVALUATION

On evaluating the process, it was realised that many people had not registered early. The
committee hypothesised that this was because the project was the first self-help project the locals
had ever seen and consequently there had been doubt about whether it would get off the ground.
The clinic sister episode had also left many people uncertain.

Within three days, the school was running smoothly. The committee realised that it was important
to handle the money responsibly. The previous treasurer of the committee was teaching full time
and could no longer help. A volunteer with transport arrived and the committee decided to use her
to visit the school three times a month to collect and bank fees, to pay the teachers and to buy
supplies.

Having originally thought that the school would take up a tremendous amount of her time, the
student suddenly found that she was idle since the school was running well. She therefore used
her energy to help the committee change from a working and decision-making body to a
management committee.

Problems experienced in the implementation stage

Conflict: The expert supervisors did not get along. Within 10 days, both supervisors had resigned
and the school was left with two insufficiently qualified teachers with no supervision. The committee
attempted to get both experts to return to their voluntary jobs, but one of them refused.

Contractors and volunteers: These people were so excited about the project that they were keen
to do things "for" and not "with" the community and the committee members. This created

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problems, because, with their expertise, they overshadowed the parents and committee members,
demotivating them.

Many committee members were pleased with the help because they could communicate very
carefully with all parties to prevent the nature of the project changing from self-help to "top down".

Sustaining the change: The existing committee changed from a working group to a management
committee. The original plan was for the action committee to set up the infrastructure and then to
train the parents to manage it. This attempt was not successful because the parents were unsure
of their abilities and were not always available. The parents then asked the action committee
members to continue making the everyday decisions, and they agreed. The committee met on a
monthly basis and its main function was to provide support to the preschool. It continued raising
funds, and at the end of June, two new classrooms were built to accommodate the many children
on the waiting list. Working Sundays were introduced. On one such occasion, the parents
suggested that new teachers be recruited and trained. Gone were the apathy and lack of self-
confidence. They were proud of their self-help project and liked the feeling of independence and
democracy.

THE SITUATION TWO YEARS LATER

The pre-primary school has become a local symbol of the new South Africa. It is treasured by the
local community and appears to have a status different from that of any other organisation in the
area. The student withdrew as a facilitator, but became an additional member on the committee,
attending meetings on request to act as a consultant.

Question 1

Identify and describe the community practice model applicable in the case study. Provide a
theoretical description and motivate/support your answer with examples from the case study. (10
marks)

Question 2

Discuss application of asset-based community development (ABCD) approach in the case

study. Provide a theoretical description and motivate/support your answer with examples from the
case study. (10 marks)

Question 3

Discuss application of person centred approach in the case study. Provide a theoretical
description and motivate/support your answer with examples from the case study. (10 marks)

Question 4

Discuss the role of facilitator and enabler in the case study. Provide a theoretical description
and motivate/support your answer with examples from the case study. (20 marks)

Question 5

Discuss the social environment in the case study. Provide a theoretical description and
motivate/support your answer with examples from the case study. (10 marks)
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Question 6

Discuss the application of participation principle in the case study. Provide a theoretical
description and motivate/support your answer with examples from the case study. (10 marks)

Question 7

Discuss the application of ownership principle in the case study. Provide a theoretical
description and motivate/support your answer with examples from the case study. (10 marks)

Question 8

Discuss application of need orientation or relevance in the case study. Provide theoretical
description and motivate/support your answer with examples from the case study. (10 marks)

Question 7

Discuss application of sustainability five in the case study. Provide theoretical description and
motivate/support your answer with examples from the case study. (10 marks)

9.6 The examination

Examination information and details on the format of the examination will be made available to you
online via the myUnisa site. Look out for information that will be shared with you by your lecturer
and e-tutors (where relevant) and for communication from the university.

9.6.1 Invigilation/proctoring

Since 2020 Unisa conducts all its assessments online. Given stringent requirements from
professional bodies and increased solicitations of Unisa’s students by third parties to unlawfully
assist them with the completion of assignments and examinations, the University is obliged to
assure its assessment integrity through the utilisation of various proctoring tools: Turnitin, Moodle
Proctoring, the Invigilator App and IRIS. These tools will authenticate the student’s identity and flag
suspicious behaviour to assure credibility of students’ responses during assessments. The
description below is for your benefit as you may encounter any or all of these in your registered
modules:

Turnitin is a plagiarism software that facilitates checks for originality in students’ submissions
against internal and external sources. Turnitin assists in identifying academic fraud and ghost
writing. Students are expected to submit typed responses for utilisation of the Turnitin software.

The Moodle Proctoring tool is a facial recognition software that authenticates students’ identity
during their Quiz assessments. This tool requires access to a student’s mobile or laptop camera.
Students must ensure their camera is activated in their browser settings prior to their assessments.

The Invigilator “mobile application-based service does verification” of the identity of an

assessment participant.

The Invigilator Mobile Application detects student dishonesty-by-proxy and ensures that the
assessment participant is the registered student. This invigilation tool requires students to
download the app from their Play Store (Google, Huawei and Apple) on their mobile devices
(camera enabled) prior to their assessment.
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IRIS Invigilation software verifies the identity of a student during assessment and provides for
both manual and automated facial verification. It has the ability to record and review a student’s
assessment session. It flags suspicious behaviour by the students for review by an academic
administrator. IRIS software requires installation on students’ laptop devices that are enabled with
a webcam.

Students who are identified and flagged for suspicious dishonest behaviour arising from the
invigilation and proctoring reports are referred to the disciplinary office for formal proceeding.

Please note:

Students must refer to their module assessment information on their myModule sites to determine
which proctoring or invigilation tool will be utilised for their formative and summative assessments.

10 ACADEMIC DISHONESTY
10.1 Plagiarism
Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them as your
own. It is a form of theft. Plagiarism includes the following forms of academic dishonesty:

• Copying and pasting from any source without acknowledging the source.
• Not including references or deliberately inserting incorrect bibliographic information.
• Paraphrasing without acknowledging the original source of the information.
10.2 Cheating
Cheating includes, but is not limited to, the following:

• Completing assessments on behalf of another student, copying the work of another

student during an assessment, or allowing another student to copy your work.
• Using social media (e.g. WhatsApp, Telegram) or other platforms to disseminate
assessment information.
• Submitting corrupt or irrelevant files as per examination guidelines
• Buying completed answers from so-called “tutors” or internet sites (contract cheating).
10.3 For more information about plagiarism, follow the link below:
https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules

11 STUDENTS LIVING WITH DISABILITIES

The Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) provides an
opportunity for staff to interact with first-time and returning students with disabilities.
If you are a student with a disability and would like additional support or need additional time for
assessments, you are invited to contact Ms. Winnie Morake: morakmwl@unisa.ac.za to discuss
the assistance that you need.

12 FREQUENTLY ASKED QUESTIONS

Refer to the Study @ Unisa brochure.

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13 IN CLOSING
You are welcome to contact us by e-mail if you are experiencing problems with the contents of this
tutorial letter, or with any other academic aspect of the module.

We wish you a fascinating and satisfying journey through the learning material, and we trust that
you will complete the module successfully.

Enjoy the journey!

Ms Winnie Morake

Module leader BSW3703

14 ADDENDUM
Checklist for assignments

1. Used size 12 font and 1.5-line spacing, justified margins, numbered pages

2. Included student number, module name and code, and assignment number on cover page

3. Signed plagiarism declaration

4. Numbered the Introduction

5. Numbered questions with headings correctly with marks

6. Included Conclusion

7. Included complete and comprehensive bibliography

8. Consistently used in-text references with correct formatting

9. Avoided the use of plagiarism; assignment own work, with only limited quoting, if any

10. Grammar and spell-checked assignment and clearly did a final proofread

11. Submitted an electronic copy on myUnisa

©
Unisa 2024

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