BSW3703 Assignment 2 2025
Unique Number:
Due date: July 2025
QUESTION 1
1.1 Community Education Model
The community education model focuses on empowering individuals and groups through
knowledge, attitudes, and skills (KAS) to enable effective participation in their communities.
This model is rooted in the belief that a community’s well-being and social development
depend on how informed and equipped its members are. It aims to eliminate ignorance,
promote awareness, and foster responsible behaviour by targeting eight domains of human
functioning: intellectual, emotional, physical, social/civic, occupational, environmental,
financial/material, and spiritual/cultural. Community education emphasises active
involvement, dialogue, and participatory learning processes, rather than top-down
instruction. It encourages people to identify their own problems and participate in finding
solutions, promoting ownership of change and sustainable development (Swanepoel & De
Beer, 2016). Education, in this context, is a tool not only for individual growth but also for
transforming the entire community to address pressing issues like health, inequality, and
poverty (Weyers, 2011).
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
QUESTION 1
1.1 Community Education Model
The community education model focuses on empowering individuals and groups
through knowledge, attitudes, and skills (KAS) to enable effective participation in
their communities. This model is rooted in the belief that a community’s well-being
and social development depend on how informed and equipped its members are. It
aims to eliminate ignorance, promote awareness, and foster responsible behaviour
by targeting eight domains of human functioning: intellectual, emotional, physical,
social/civic, occupational, environmental, financial/material, and spiritual/cultural.
Community education emphasises active involvement, dialogue, and participatory
learning processes, rather than top-down instruction. It encourages people to identify
their own problems and participate in finding solutions, promoting ownership of
change and sustainable development (Swanepoel & De Beer, 2016). Education, in
this context, is a tool not only for individual growth but also for transforming the entire
community to address pressing issues like health, inequality, and poverty (Weyers,
2011).
1.2 Application of the Community Education Model to the Case Study
In addressing teenage pregnancy and HIV in the Limpopo village, the community
education model can be applied by first engaging stakeholders—learners, parents,
school staff, and community leaders—in a participatory dialogue. According to
Schenck, Louw, and Nel (2010), community work should begin by building trust and
encouraging open communication. As a third-year Unisa student facilitating this
process, I would organise workshops that provide accurate, age-appropriate
information on sexual health, HIV/AIDS prevention, and the risks of relationships with
older men. These workshops would target multiple KAS domains: intellectual
(knowledge of reproduction and HIV), emotional (self-esteem building), and
social/civic (peer pressure and gender roles).
I would also introduce peer education programmes where trained learners educate
their peers, reinforcing messages and creating a safe space for questions. In line
with Weyers (2011), I would ensure that the community plays a central role in
Unique Number:
Due date: July 2025
QUESTION 1
1.1 Community Education Model
The community education model focuses on empowering individuals and groups through
knowledge, attitudes, and skills (KAS) to enable effective participation in their communities.
This model is rooted in the belief that a community’s well-being and social development
depend on how informed and equipped its members are. It aims to eliminate ignorance,
promote awareness, and foster responsible behaviour by targeting eight domains of human
functioning: intellectual, emotional, physical, social/civic, occupational, environmental,
financial/material, and spiritual/cultural. Community education emphasises active
involvement, dialogue, and participatory learning processes, rather than top-down
instruction. It encourages people to identify their own problems and participate in finding
solutions, promoting ownership of change and sustainable development (Swanepoel & De
Beer, 2016). Education, in this context, is a tool not only for individual growth but also for
transforming the entire community to address pressing issues like health, inequality, and
poverty (Weyers, 2011).
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
QUESTION 1
1.1 Community Education Model
The community education model focuses on empowering individuals and groups
through knowledge, attitudes, and skills (KAS) to enable effective participation in
their communities. This model is rooted in the belief that a community’s well-being
and social development depend on how informed and equipped its members are. It
aims to eliminate ignorance, promote awareness, and foster responsible behaviour
by targeting eight domains of human functioning: intellectual, emotional, physical,
social/civic, occupational, environmental, financial/material, and spiritual/cultural.
Community education emphasises active involvement, dialogue, and participatory
learning processes, rather than top-down instruction. It encourages people to identify
their own problems and participate in finding solutions, promoting ownership of
change and sustainable development (Swanepoel & De Beer, 2016). Education, in
this context, is a tool not only for individual growth but also for transforming the entire
community to address pressing issues like health, inequality, and poverty (Weyers,
2011).
1.2 Application of the Community Education Model to the Case Study
In addressing teenage pregnancy and HIV in the Limpopo village, the community
education model can be applied by first engaging stakeholders—learners, parents,
school staff, and community leaders—in a participatory dialogue. According to
Schenck, Louw, and Nel (2010), community work should begin by building trust and
encouraging open communication. As a third-year Unisa student facilitating this
process, I would organise workshops that provide accurate, age-appropriate
information on sexual health, HIV/AIDS prevention, and the risks of relationships with
older men. These workshops would target multiple KAS domains: intellectual
(knowledge of reproduction and HIV), emotional (self-esteem building), and
social/civic (peer pressure and gender roles).
I would also introduce peer education programmes where trained learners educate
their peers, reinforcing messages and creating a safe space for questions. In line
with Weyers (2011), I would ensure that the community plays a central role in
