BSW3703 Assignment 1 2025 –
Complete Verified Answers with
Detailed Explanations
Due 2025
University of South Africa
Community Work: Theories, Approaches, and Models
Compiled for Student Success
July 19, 2025
,Contents
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
2 Core Questions from BSW3703 Assignment 1 . . . . . . . . . . . . . . . . 2
2.1 Discuss the Community Education Model in Detail . . . . . . . . . . . 2
2.2 Explain Two Group Work Theories Applicable to Community Edu-
cation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
2.3 Identify Five Advantages of the Community Education Model . . . . 3
3 100 Relevant Questions and Detailed Answers . . . . . . . . . . . . . . . 3
3.1 Foundational Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
3.2 Community Work Models . . . . . . . . . . . . . . . . . . . . . . . . . . 5
3.3 Theories in Community Work . . . . . . . . . . . . . . . . . . . . . . . . 6
3.4 Practical Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
3.5 Ethical Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3.6 Challenges and Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
3.7 South African Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
3.8 Evaluation and Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . 12
3.9 Advanced Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
3.10 Case Studies and Examples . . . . . . . . . . . . . . . . . . . . . . . . . 14
4 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
5 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
1
, 1 Introduction
This document provides a comprehensive resource for BSW3703 Assignment 1
for the 2025 academic year at the University of South Africa (UNISA), focusing
on Community Work: Theories, Approaches, and Models. It includes 100 detailed
questions and answers, crafted to align with the module’s learning outcomes.
The content prioritizes clarity, relevance, and depth, avoiding unnecessary jar-
gon and incorporating practical examples, particularly in the South African con-
text. The questions cover foundational theories, community work models, ethi-
cal considerations, and practical applications, ensuring a thorough understand-
ing of the subject matter.
2 Core Questions from BSW3703 Assignment 1
2.1 Discuss the Community Education Model in Detail
The community education model is a participatory approach that empowers
communities by enhancing their knowledge, attitudes, and skills (KAS). It ad-
dresses issues such as ignorance, harmful cultural practices, or social challenges
by fostering critical thinking and collective problem-solving. The model empha-
sizes active community involvement, ensuring interventions are locally relevant
and sustainable.
For example, in a South African township addressing teenage pregnancy, the
model might involve workshops where youth, parents, and educators collabo-
rate to identify root causes, such as lack of awareness or economic pressures.
Techniques like socio-drama or forum theatre allow participants to role-play
scenarios, fostering empathy and exploring solutions. Peer education, where
trained youth educate their peers, enhances trust and relatability. Community
workers facilitate these processes, ensuring inclusivity and cultural sensitivity.
The model’s strength lies in its ability to build community capacity, promote di-
alogue, and create lasting behavioral change.
2.2 Explain Two Group Work Theories Applicable to Commu-
nity Education
Two group work theories relevant to community education are:
• Social Learning Theory (Albert Bandura): This theory posits that indi-
viduals learn through observation, imitation, and reinforcement. In com-
munity education, it is applied by using role models, such as peer educa-
tors, to demonstrate positive behaviors. For instance, a peer-led workshop
on substance abuse prevention might show youth how to resist peer pres-
sure, encouraging them to model assertive behaviors. Reinforcement, such
as community recognition, strengthens these behaviors. The theory is ef-
fective because it leverages social influence and relatable figures to drive
change.
2
Complete Verified Answers with
Detailed Explanations
Due 2025
University of South Africa
Community Work: Theories, Approaches, and Models
Compiled for Student Success
July 19, 2025
,Contents
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
2 Core Questions from BSW3703 Assignment 1 . . . . . . . . . . . . . . . . 2
2.1 Discuss the Community Education Model in Detail . . . . . . . . . . . 2
2.2 Explain Two Group Work Theories Applicable to Community Edu-
cation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
2.3 Identify Five Advantages of the Community Education Model . . . . 3
3 100 Relevant Questions and Detailed Answers . . . . . . . . . . . . . . . 3
3.1 Foundational Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
3.2 Community Work Models . . . . . . . . . . . . . . . . . . . . . . . . . . 5
3.3 Theories in Community Work . . . . . . . . . . . . . . . . . . . . . . . . 6
3.4 Practical Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
3.5 Ethical Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3.6 Challenges and Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
3.7 South African Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
3.8 Evaluation and Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . 12
3.9 Advanced Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
3.10 Case Studies and Examples . . . . . . . . . . . . . . . . . . . . . . . . . 14
4 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
5 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
1
, 1 Introduction
This document provides a comprehensive resource for BSW3703 Assignment 1
for the 2025 academic year at the University of South Africa (UNISA), focusing
on Community Work: Theories, Approaches, and Models. It includes 100 detailed
questions and answers, crafted to align with the module’s learning outcomes.
The content prioritizes clarity, relevance, and depth, avoiding unnecessary jar-
gon and incorporating practical examples, particularly in the South African con-
text. The questions cover foundational theories, community work models, ethi-
cal considerations, and practical applications, ensuring a thorough understand-
ing of the subject matter.
2 Core Questions from BSW3703 Assignment 1
2.1 Discuss the Community Education Model in Detail
The community education model is a participatory approach that empowers
communities by enhancing their knowledge, attitudes, and skills (KAS). It ad-
dresses issues such as ignorance, harmful cultural practices, or social challenges
by fostering critical thinking and collective problem-solving. The model empha-
sizes active community involvement, ensuring interventions are locally relevant
and sustainable.
For example, in a South African township addressing teenage pregnancy, the
model might involve workshops where youth, parents, and educators collabo-
rate to identify root causes, such as lack of awareness or economic pressures.
Techniques like socio-drama or forum theatre allow participants to role-play
scenarios, fostering empathy and exploring solutions. Peer education, where
trained youth educate their peers, enhances trust and relatability. Community
workers facilitate these processes, ensuring inclusivity and cultural sensitivity.
The model’s strength lies in its ability to build community capacity, promote di-
alogue, and create lasting behavioral change.
2.2 Explain Two Group Work Theories Applicable to Commu-
nity Education
Two group work theories relevant to community education are:
• Social Learning Theory (Albert Bandura): This theory posits that indi-
viduals learn through observation, imitation, and reinforcement. In com-
munity education, it is applied by using role models, such as peer educa-
tors, to demonstrate positive behaviors. For instance, a peer-led workshop
on substance abuse prevention might show youth how to resist peer pres-
sure, encouraging them to model assertive behaviors. Reinforcement, such
as community recognition, strengthens these behaviors. The theory is ef-
fective because it leverages social influence and relatable figures to drive
change.
2
