Nevertheless, several of the undergraduate students consider social welfare policy to be disinteresting (Popple & Leighninger; Woik, Pray, Weismiller & Dempsey). Some of the students like working only with people and families and are not interested in macro-level issues. Some others do not have enough experience in tackling with the major troubles, thus they have to be striving with the thinking of incompetence to comprehend social welfare policies. Still others find that it is difficult to apply policy structures to the political, economic and socio-cultural complications which are a part of the social welfare troubles.
There is a theory that by using experimental styles for teaching students about the social welfare policy, they would be able to attain more knowledge and skill regarding their work on social and economic justice matters. In this study a comparison of two kinds of ways will be presented. One way is by teaching about social welfare policy as a service learning course while the other incorporates social welfare policy into the learners' class experience.
This study has been undertaken in order to provide the teachers and students with the information regarding the methods of teaching about the issue at hand. This was the motivation. Through this they can discover the ways of teaching effectively.
Many know about the students' disinterestedness in matters regarding social welfare policy. ...
Several of the teachers have seen this for themselves and have noticed how such feelings may rise to such heights that they do not allow the learner to absorb the new information, employ logical structures, and reflect on the probabilities for social action. Although these troubles are troubling a survey for the graduates revealed that they feel that their education did not help them as much in social welfare policy as it did for doing direct service (Anderson & Harris, 511-512).
Service learning is being noticed a lot in social work partially because of the experimental pedagogy of service learning is congruent to the social work's feasible focus, and both stress on the requirement of addressing the social difficulties. Initiating at the position at which the patron is a hallmark of social work practice which is strengthened in service-learning programs prerequisite that the society and not the leaner is the one defining the difficult and the actions which they would carry out so as to tackle with it (Jacoby & Associates; Weigert). Likewise, service learning modules, for example social work, are defined through a meaning of reciprocity and empathy in people's relations (Enos & Troppe; Eyler & Giles; Rhoads). Furthermore, service learning stresses on consideration together with the act so as to allow the students to raise their consciousness and to challenge their rulings concerning the social troubles like poverty, tyranny, and communal prejudice. This system promotes the stress of social work on morals explanation and its augmented dedication to tackle the issues of communal and monetary unfairness.
In spite of there existing a match between service education and social work, there are not many social welfare policy modules that