[TYPE THE COMPANY NAME]
BSW3703 Assignment 2
(100% COMPLETE
ANSWERS) 2025
NO PLAGIARISM
[Pick the date]
[Type the abstract of the document here. The abstract is typically a short summary of the contents of
the document. Type the abstract of the document here. The abstract is typically a short summary of
the contents of the document.]
, Course
Community Work: Theories, Approaches and Models (BSW3703)
Book
Community Work: Theorie, Experiences and Challenges
BSW3703 Assignment 2 2025; 100 % TRUSTED workings, Expert Solved,
Explanations and Solutions Community Work: Theories, Approaches and
Models - BSW3703 ASSIGNMENT 2 Instructions Length: The assignment
should consist of about 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. Table of contents: The assignment must have
table of contents. Referencing. The assignment should include both intext
and bibliography NB: REFER TO STUDY GUIDE READ THE CASE STUDY
BELOW AND ANSWER THE QUESTIONS THAT FOLLOW: TEENAGE PREGNANCY
IS A PROBLEM IN SOUTH AFRICA Teenage pregnancy is a problem in South
Africa and particularly prevalent in rural areas. Young girls hoping to escape
poverty make easy prey for older men, known as “blessers” or “sugar
daddies”. A total of 36 girls aged between nine and 19 years from a cluster
of small villages in Limpopo became pregnant in 2018. Subsequently, 13 of
the pregnant teenagers also tested HIV positive while their parents tested
negative for the virus. The main challenge these young girls face, is having
to deal with both pregnancy and HIV infections. The concerned community
members and some parents convened a meeting at a local secondary school
where nine pupils were pregnant at that point in time. The school principal
was also concerned that the rate of teenage pregnancy was worrying; the
principal indicated that it was not only the school’s problem but that of the
entire community. Rural communities are still reluctant to talk openly about
sex. Talking to young people about sex is considered taboo. Pupils and
concerned parents expressed the need to learn more about HIV/Aids and
teenage pregnancy. As a third-year Unisa student you are expected to
facilitate a community work process at the secondary school (Adapted from
an article published by BBC News on 11 November 2018). QUESTION 1 1.1
Discuss the community education model [5 marks]
1.1 The Community Education Model
(5 marks)
The Community Education Model is a participatory approach that emphasizes learning and
development within a community setting, where the knowledge, skills, and values of community
members are used to address their shared challenges. It is a bottom-up, empowerment-based
,model that focuses on active citizen involvement, collective problem-solving, and capacity
building.
Key Features of the Community Education Model:
1. Community Participation:
The model is rooted in the belief that communities should play an active role in
identifying their own needs and designing interventions. It encourages collective
decision-making and shared responsibility, which is essential in the case of teenage
pregnancy and HIV in rural areas where traditional norms often suppress open dialogue.
2. Empowerment and Capacity Building:
It aims to empower individuals and groups by building their skills, knowledge, and
confidence. In this scenario, the model can help educate learners, parents, and teachers
about reproductive health, HIV prevention, and responsible behavior.
3. Holistic Learning:
Education is not limited to formal schooling but includes non-formal and informal
learning methods. Community workshops, peer education, storytelling, and role plays
could be used to teach adolescents about sexuality, HIV/AIDS, and life skills.
4. Cultural Sensitivity and Relevance:
The model respects local values and traditions while facilitating change. Given the taboo
around discussing sex in the rural Limpopo community, the model would promote
culturally appropriate education strategies that involve elders, traditional leaders, and
caregivers in conversations about teenage pregnancy.
5. Action-Oriented:
The model does not end with awareness but encourages communities to take practical
steps to improve their lives. For example, the school and broader community could
establish support groups, youth mentorship programs, or collaborate with clinics for
reproductive health services.
Application to the Case Study:
As a third-year UNISA student, you would use this model to facilitate educational
interventions at the school and broader community level. This includes organizing interactive
sessions with learners, dialogues with parents and traditional leaders, and training peer
educators to sustain knowledge-sharing. The ultimate goal is to create a safe, informed, and
supportive environment for young people to make healthier life choices.
The community education model is a fundamental approach within community work, focusing
on empowering individuals and groups through knowledge and skill development to address
social issues. It operates on the premise that informed and educated community members are
better equipped to identify, analyze, and solve their own problems.
Here's a discussion of its key aspects:
, 1. Definition and Core Purpose:
The community education model involves a deliberate and systematic process of providing
information, fostering critical thinking, and developing practical skills within a community. Its
primary purpose is not just to impart knowledge, but to stimulate action and facilitate social
change. It aims to raise awareness, change attitudes, and encourage behaviors that contribute to
individual and collective well-being.
2. Key Principles:
Participation and Empowerment: It emphasizes active participation from community
members in identifying their educational needs and shaping the content and delivery of
educational programs. This participatory approach fosters a sense of ownership and
empowerment, moving away from a top-down, expert-driven model.
Relevance and Contextuality: Educational content is tailored to the specific needs,
cultural context, and existing knowledge of the community. It addresses real-life issues
faced by the community, making the learning relevant and impactful.
Holistic Development: Beyond providing facts, the model seeks to develop critical
thinking, problem-solving, decision-making, and communication skills. It recognizes that
education is a tool for personal and community transformation.
Asset-Based Approach: While addressing problems, it also focuses on leveraging
existing community strengths, resources, and knowledge. It builds on what the
community already has, rather than solely concentrating on deficits.
Sustainability: The goal is to build the capacity of the community to sustain its own
learning and development efforts, reducing reliance on external facilitators over time.
This often involves training local leaders and peer educators.
3. Application in Community Work:
In practice, the community education model involves:
Needs Assessment: Collaboratively identifying educational gaps and issues within the
community (e.g., lack of knowledge about HIV/AIDS, reproductive health, or socio-
economic opportunities).
Curriculum Development: Designing educational programs, workshops, and materials
that are culturally appropriate and accessible to the target audience.
Facilitation: Employing participatory and engaging methods for knowledge transfer,
such as group discussions, role-playing, interactive sessions, and peer education.
Resource Mobilization: Identifying and utilizing local resources, including community
members with expertise, existing facilities (like schools or community centers), and
traditional communication channels.
Evaluation: Assessing the effectiveness of educational interventions in terms of
increased knowledge, changed attitudes, and observable behavioral changes.
4. Relevance to the Case Study:
BSW3703 Assignment 2
(100% COMPLETE
ANSWERS) 2025
NO PLAGIARISM
[Pick the date]
[Type the abstract of the document here. The abstract is typically a short summary of the contents of
the document. Type the abstract of the document here. The abstract is typically a short summary of
the contents of the document.]
, Course
Community Work: Theories, Approaches and Models (BSW3703)
Book
Community Work: Theorie, Experiences and Challenges
BSW3703 Assignment 2 2025; 100 % TRUSTED workings, Expert Solved,
Explanations and Solutions Community Work: Theories, Approaches and
Models - BSW3703 ASSIGNMENT 2 Instructions Length: The assignment
should consist of about 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. Table of contents: The assignment must have
table of contents. Referencing. The assignment should include both intext
and bibliography NB: REFER TO STUDY GUIDE READ THE CASE STUDY
BELOW AND ANSWER THE QUESTIONS THAT FOLLOW: TEENAGE PREGNANCY
IS A PROBLEM IN SOUTH AFRICA Teenage pregnancy is a problem in South
Africa and particularly prevalent in rural areas. Young girls hoping to escape
poverty make easy prey for older men, known as “blessers” or “sugar
daddies”. A total of 36 girls aged between nine and 19 years from a cluster
of small villages in Limpopo became pregnant in 2018. Subsequently, 13 of
the pregnant teenagers also tested HIV positive while their parents tested
negative for the virus. The main challenge these young girls face, is having
to deal with both pregnancy and HIV infections. The concerned community
members and some parents convened a meeting at a local secondary school
where nine pupils were pregnant at that point in time. The school principal
was also concerned that the rate of teenage pregnancy was worrying; the
principal indicated that it was not only the school’s problem but that of the
entire community. Rural communities are still reluctant to talk openly about
sex. Talking to young people about sex is considered taboo. Pupils and
concerned parents expressed the need to learn more about HIV/Aids and
teenage pregnancy. As a third-year Unisa student you are expected to
facilitate a community work process at the secondary school (Adapted from
an article published by BBC News on 11 November 2018). QUESTION 1 1.1
Discuss the community education model [5 marks]
1.1 The Community Education Model
(5 marks)
The Community Education Model is a participatory approach that emphasizes learning and
development within a community setting, where the knowledge, skills, and values of community
members are used to address their shared challenges. It is a bottom-up, empowerment-based
,model that focuses on active citizen involvement, collective problem-solving, and capacity
building.
Key Features of the Community Education Model:
1. Community Participation:
The model is rooted in the belief that communities should play an active role in
identifying their own needs and designing interventions. It encourages collective
decision-making and shared responsibility, which is essential in the case of teenage
pregnancy and HIV in rural areas where traditional norms often suppress open dialogue.
2. Empowerment and Capacity Building:
It aims to empower individuals and groups by building their skills, knowledge, and
confidence. In this scenario, the model can help educate learners, parents, and teachers
about reproductive health, HIV prevention, and responsible behavior.
3. Holistic Learning:
Education is not limited to formal schooling but includes non-formal and informal
learning methods. Community workshops, peer education, storytelling, and role plays
could be used to teach adolescents about sexuality, HIV/AIDS, and life skills.
4. Cultural Sensitivity and Relevance:
The model respects local values and traditions while facilitating change. Given the taboo
around discussing sex in the rural Limpopo community, the model would promote
culturally appropriate education strategies that involve elders, traditional leaders, and
caregivers in conversations about teenage pregnancy.
5. Action-Oriented:
The model does not end with awareness but encourages communities to take practical
steps to improve their lives. For example, the school and broader community could
establish support groups, youth mentorship programs, or collaborate with clinics for
reproductive health services.
Application to the Case Study:
As a third-year UNISA student, you would use this model to facilitate educational
interventions at the school and broader community level. This includes organizing interactive
sessions with learners, dialogues with parents and traditional leaders, and training peer
educators to sustain knowledge-sharing. The ultimate goal is to create a safe, informed, and
supportive environment for young people to make healthier life choices.
The community education model is a fundamental approach within community work, focusing
on empowering individuals and groups through knowledge and skill development to address
social issues. It operates on the premise that informed and educated community members are
better equipped to identify, analyze, and solve their own problems.
Here's a discussion of its key aspects:
, 1. Definition and Core Purpose:
The community education model involves a deliberate and systematic process of providing
information, fostering critical thinking, and developing practical skills within a community. Its
primary purpose is not just to impart knowledge, but to stimulate action and facilitate social
change. It aims to raise awareness, change attitudes, and encourage behaviors that contribute to
individual and collective well-being.
2. Key Principles:
Participation and Empowerment: It emphasizes active participation from community
members in identifying their educational needs and shaping the content and delivery of
educational programs. This participatory approach fosters a sense of ownership and
empowerment, moving away from a top-down, expert-driven model.
Relevance and Contextuality: Educational content is tailored to the specific needs,
cultural context, and existing knowledge of the community. It addresses real-life issues
faced by the community, making the learning relevant and impactful.
Holistic Development: Beyond providing facts, the model seeks to develop critical
thinking, problem-solving, decision-making, and communication skills. It recognizes that
education is a tool for personal and community transformation.
Asset-Based Approach: While addressing problems, it also focuses on leveraging
existing community strengths, resources, and knowledge. It builds on what the
community already has, rather than solely concentrating on deficits.
Sustainability: The goal is to build the capacity of the community to sustain its own
learning and development efforts, reducing reliance on external facilitators over time.
This often involves training local leaders and peer educators.
3. Application in Community Work:
In practice, the community education model involves:
Needs Assessment: Collaboratively identifying educational gaps and issues within the
community (e.g., lack of knowledge about HIV/AIDS, reproductive health, or socio-
economic opportunities).
Curriculum Development: Designing educational programs, workshops, and materials
that are culturally appropriate and accessible to the target audience.
Facilitation: Employing participatory and engaging methods for knowledge transfer,
such as group discussions, role-playing, interactive sessions, and peer education.
Resource Mobilization: Identifying and utilizing local resources, including community
members with expertise, existing facilities (like schools or community centers), and
traditional communication channels.
Evaluation: Assessing the effectiveness of educational interventions in terms of
increased knowledge, changed attitudes, and observable behavioral changes.
4. Relevance to the Case Study:
