EVALUATION OF THE INTENSIVE COURSE IN MWANZA, TANZANIA REPORTED BY ULLA-MAIJA KOIVULA, TAMPERE UNIVERSITY OF APPLIED SCIENCES

Transcription

1 EVALUATION OF THE INTENSIVE COURSE IN MWANZA, TANZANIA REPORTED BY ULLA-MAIJA KOIVULA, TAMPERE UNIVERSITY OF APPLIED SCIENCES 1 Introduction The course evaluation was done during the last day of the course in two ways, by reflective discussions in the country groups and individually by a written feedback form from students and teachers. The feedback form contained both structured and open questions. The coded questions asked to give feedback using the scale from 1 to 5, where 1 meant not at all and 5 marked for very much / very satisfied. In the report, the median values were counted both by country and in total. The feedback forms for students were more detailed than those for teachers. This report summarizes the findings from the feedback 2 Students views 2.1 Arrangements of the course The duration of the course was two weeks when calculating the travel days as well. The actual course days were from Monday 17 th of August to Wednesday 26 th of August. During the week end there was one cultural activity day (Saturday) which left only one free day. The working days were long. The course started at 8 am with a bus drive to the campus and the lessons continued until 4-5 pm in the afternoon. Cultural evening continued until 10 pm and also cultural activity day during the week end ended about 6 pm. Long days seemed to be a problem to the Finnish students who would have liked the course to have been longer and not so packed.

2 CHART 1. Duration and dates (Median values, N=18) Generally the duration and the actual dates were considered to be good (median value 4 for duration and 5 for the dates from all respodents). All participants had received good support from both home and host institution before and during the IP. The median values to both options were excellent. In the open answers there were some comments regarding need for more preparation before the course and also about getting information early enough about the arrangements and programme. The accommodation was arranged in a local hotel in the city centre of Mwanza. This was considered to be excellent as well (median value 5). One of the students even wrote that the accommodation was a bit too good. Also the venue of the course at SAUT was praised to be comfortable and nice. All in all, in most open comments, the students praised the arrangements to be excellent. The lunches were delicious as well, organized by the college catering.

3 2.2 Motivation to participate and results of the learning The students were asked which factors motivated you to participate? and the options were given as academic, cultural, practice of foreign language, career plans and international experience. CHART 2. Motivation to participate (Median values, N=18) In general the three main motivation were academic, cultural and international experience. For the Mozambiquan students also the opportunity to practice foreign language was highly valued. South African students and Tanzanian students also marked career plans to be very important. The Finnish students top motivation was cultural and international experience. Career plans were the least important for them. CHART 3. Learning outcomes (Median values, N=18)

4 Self-evaluation of their learning outcomes were on a high level as well, but Tanzanian students considered both their academic as well as personal outcomes to have realized in an excellent way. The scale in the questions was 1=poor and 5=excellent. Finnish students were the most critical in their evaluation but still the median value was Activities of the course Students were asked to evaluate How satisfied were you with the academic activities and the pedagogy of the course. The scale was from 1=not at all to 5=very much. CHART 4. Satisfaction to the academic activities and pedagogy (Median values, N=18) The best rating was given to field visits which were also commented in many open answers. Especially for Finnish students these way meaningful, which is very understandable since for some this was the first visit to Africa. Cultural programme was also rated to be excellent. Generally the most satisfied to all activities were South African students, then Tanzanian and Mozambiquan students and the most critical Finnish students. The least liked was the requirement to write a blog story during the course. Because of the tight time schedule, there was too little time to do blog writing. In the open questions about the most effective method of teaching, many students mentioned that to been group works and/or discussions. Group works and different kind of participatory methods were recommended to be used more, since long days and a lot of lectures began to be too tyring for some, especially Finnish students. Field visits were informative and memorable for all students. One student would have liked to have some more time in the field visit to discuss with the service users. That would have needed translators as well, not only more time.

5 Some of more grouping exercises could have been used as well, was suggested in one of the feedbacks, since some students tend to stick to their own country groups quite much. The Finnish students workshop of using creative methods, especially small toys, to reflect their childhood and dreams, was mentioned in some open answers to have been inspiring. Presentations were some pair discussions or reflections were used and those presentations which included videos or other visual materials were mentioned to have been effective and providing opportunity to contextualize the knowledge. Generally the atmosphere in the course was inspiring and empowering. Multicultural communication was not felt as problematic despite some small language problems. Empowered as a social worker, enjoyed enthusiasm of the social work students and teachers (Finnish student) All in all, in intensive course like this, interactive methods and small group exercises give an opportunity to exchange ideas and insights with others. This was mentioned in almost all open answers and as a suggestion also when designing next courses. 2.3 Impact for future studies and employment or career The students were asked whether they thought that participation in the course will help they in their future studies and employment? The coded question was followed by an open question of what kind of effects this intensive course might have in your future studies or career and how would you able to use the knowledge gained. CHART 5. Estimation what kind of effects the course might have in future studies or employment? (Median values, N=18)

6 Many of the students considered that the course effects their future studies. Some said that they plan now to study global social work (Finnish student) or study social work as their second bachelor degree (Tanzanian student). There were some who started to plan to have a practical training or exchange abroad. Several students from African countries expressed to have an opportunity for international exchange also in future. These kinds of intensive courses were wished to be continued. Several African students realized social work s potential for community development and some expressed that they will use the knowledge and skills to develop their own communities. As social work is not a fully practiced profession in my country I have had the overview on its academic and practical perspective that will help me facilitate my future career and use the knowledge as a social capital to my community (Student from Tanzania) As a social worker I will be able to help different people based on their problems by addressing them to the respective authority and encouraging community participation toward solving different problems from bottom - up perspective (Student from Tanzania) Students were also asked how they plan to disseminate what they learned. Several reported to keep a presentation in their school and/or work place. There seemed also to raise a certain professional proud of being a social worker and/or doing something for the community. 2.4 Overall evaluation of the course The overall rating for the course was asked by the scale 1 to 5, 1=poor/negative and 5=excellent. The means varied from minimum 4 (Finnish students) to 5 (South African students). The total value was 4,39 which can be considered to be excellent. The most satisfied were South African and Tanzanian students.

7 CHART 6. Overall evaluation (Means, N=18) In open comments the students thanked the course organizers and participants. The course was mentioned to be eye-opening, unforgettable, Appreciated all, really a good way of having people together to think and make some efforts to solve some problems around their societies and sharing together on what they have been doing. Really good and supportive. (Tanzanian student) Would love to insist that we should keep in touch through social networks and other communication means. Do not break the bond. Karibuni sana! (Tanzanian student) Unique chance and opportunity - all active and motivated (Finnish student) I am certain I will go back to my home country carrying so much knowledge that I can share with other students and teachers. Would never think twice about being part of this course again. That is how strong and deep the impact it has made. Thank you. (South African student) 3 Teachers feedback There were eight teachers who filled the evaluation form. The coded questions considered organizational aspects of the course and secondly teaching and learning process. The scale used was from 1 to 5 of which 1 = weak and 5= excellent. In addition there were some open comment field after the coded questions. Two open questions regarded dissemination activities as well as the effect the course will have in the curriculum in the participating institute.

8 CHART 7. Organizational aspects of the course (Means, N=8) Timing and length were valued to be very good as was with students as well. Practical arrangements were very good as well and they were also commented in open answers. The content was well-balance with seminar presentations and field trips, was said. Organization was just fine and we all have learned a lot, wrote another. Support from home institution was evaluated to be good as well but the amount of support from NSS programme was not considered very good. This was probably due to the fact that the programme did not have the opportunity to pay daily allowances. Work division between teachers seemed fine based on the means value 4,17. Information exchange, though arrangements need to be changed and details were planned late due to holiday period and other constraints, was still considered to be good. Student selection and planning were in average quite good as well.

9 CHART 8. Teaching and learning process (Means, N=8) Teaching and learning process was evaluated with even better grades. Collaboration between teachers and students was running smoothly. Balance between theory and practice was considered to be very good as well as the methods and contents as well. All teachers were very active and engaged. Teachers also valued the opportunity to work together. How will the course influence the curriculum in the institutes? The course has had an impact for more internationalization within institutes, answered two teachers. Some teachers promised to add some of contents to their own teaching, especially community development issues. Teaching materials and blog will be disseminated to colleagues and used as the basis for teaching. Dissemination activities planned consisted of students presentations and also supporting students bachelor and master thesis to be done regarding topics discussed during the course. The programme was wished to be continued as well. But at least, teachers expressed efforts to plan to write together and to try applying new funding for joint research. Also, especially Finnish teachers try to urge student and teachers to go abroad for international exchange, especially to developing countries. Global social work will keep on enhancing development work and the theme of sustainable social work also in future.