BSW3703
Assignment 2 2025
Unique #:
Due Date: July 2025
Detailed solutions, explanations, workings
and references.
+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
Varsity Cube 2025 +27 81 278 3372
Assignment 2 2025
Unique #:
Due Date: July 2025
Detailed solutions, explanations, workings
and references.
+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
Varsity Cube 2025 +27 81 278 3372
