IGNOU MSWE 007 Solved Assignment 2022-23 Download PDF , MSWE 007 INTERNATIONAL SOCIAL WORK Solved Assignment 2022-23 Download Free : MSWE 007 Solved Assignment 2022-23 , IGNOU MSWE 007 Assignment 2022-23, MSWE 007 Assignment 2022-23 , MSWE 007 Assignment , MSWE 007 INTERNATIONAL SOCIAL WORK Solved Assignment 2022-23 Download Free IGNOU Assignments 2022-23- MASTER DEGREE IN SOCIAL WORK Assignment 2022-23 Gandhi National Open University had recently uploaded the assignments of the present session for MASTER DEGREE IN SOCIAL WORK Programme for the year 2022-23. MSW course or Master of Social Work is a post-graduation course majoring in the field of social work. MSW course is imparted with a two-year duration, which is typically divided into four semesters. Aspirants can pursue MSW courses after completing a Bachelor degree in the relevant field. A career in social work is all about giving and helping others in need. From various NGOs (non-government organizations) across the nation to social development, a Master of Social Work (MSW) course provides comprehensive knowledge about the work put into the development of humanity and social welfare. Students are recommended to download their Assignments from this webpage itself. IGNOU solved assignment 2022-23 ignou dece solved assignment 2022-23 ignou ma sociology assignment 2022-23 meg 10 solved assignment 2022-23 ts 6 solved assignment 2022-23 , meg solved assignment 2022-23 .
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IGNOU MSWE 007 Solved Assignment 2022-23
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Important Note – IGNOU MSWE 007 Solved Assignment 2022-23 Download PDF. You may be aware that you need to submit your assignments before you can appear for the Term End Exams. Please remember to keep a copy of your completed assignment, just in case the one you submitted is lost in transit.
Submission Date :
- 31st March 2033 (if enrolled in the July 2033 Session)
- 30th Sept, 2033 (if enrolled in the January 2033 session).
Answer all the five questions.
All questions carry equal marks.
Answers to question no. 1 and 2 should not exceed 600 words each.
Q.1. Discuss the difference between International Social Work and Internationalization of Social Work Education.
Define Indigenization of Social Work.
The Role of Social Work Education in Intercultural Learning
Higher education should provide students with a mechanism to contextualize world events and to understand their responsibility for engagement and response (Asamoah 2003; Hare 2004; Marga, 2007; Rai 2004). In the field of social work, such contextualization and understanding interfaces with a set of professional values. According to the National Association of Social Workers (2008), social work values include service, social justice, dignity and worth of the person, importance of human relationships, integrity, and competence. The ethical principles underlying each of the values speak to understanding change and working from a current and broader knowledge base to develop solutions appropriate for clients. These values, which are based on the code of ethics for the National Association of Social Workers in the U.S., were developed in a U.S. context. Many of the values transcend that context, but may be interpreted differently in other contexts. Higher education provides the opportunity both for faculty planning programs and for students gaining international and intercultural experiences to reflect upon what values are local and which are universal, rather than permitting them simply to make assumptions about the universality of values and of practice standards (Carrilio & Mathiesen 2006; Tesoriero 2006; Lindsey 2005). This examination of values and ethical principles should form the basis from which to develop study abroad and/or embedded learning programs. Aiding students in understanding the cultural context of values and helping them to make ethical choices are components of the competencies social workers learn in an educational setting. The contextualization of world events Marga (2007) examines can be difficult for faculty to accomplish if they have not experienced international learning for themselves and are not clear that the issues faced by social workers are simultaneously global and contextual. Education abroad can empower both students and faculty with a better understanding of who they are and where they fit in the global context. Sandgren (1999) and his colleagues describe how even short-term experiences abroad can initiate reflection that changes how faculty perceive issues and thus how they teach. As Marga (2007, 30) stated, “the dominant direction of today’s culture is that of exploiting what is given, rather than asking what is possible.” In other words, without developing a sense of how problems are handled in other contexts, students may continue to re-use solutions from one context that are not the most effective in another
Rationales for Education Abroad
Writers on education abroad in general have noted similar rationales for intercultural learning. Marjik van der Wende, in a chart in Hans de Wit’s Internationalization of Higher Education in the USA and Europe (de Wit, 2002, 100), provides four rationales that have been used to justify education abroad at different times: the political, the economic, the cultural, and the educational. Of course, more than one rationale can come into play at any one time. In the first decade of the 21st century, the U.S. government is sponsoring a “critical languages” program, which provides support for students who are studying languages important to U.S. security at locations abroad. This support clearly is a political rationale. One of those languages is Arabic, and regardless of one’s political leanings, it seems not to be a great stretch to connect the political rationale to the economic rationale in this regard: oil from Middle Eastern countries where Arabic is spoken is a driver in the U.S. economy. Cultural rationales are among the most traditional rationales for education abroad: students studying art, literature, history, music, and other humanities fields have needed to understand the cultures that shaped the artists and historical figures they study. For example, a student who has visited both St. Petersburg and Moscow will understand the dichotomies Tolstoy suggests in War and Peace much better than one who has not. While all study abroad, hopefully, is educational (although the possibility of what Dewey (1938/1997) calls “mis-education,” if students’ existing perceptions are not examined and interrogated, unfortunately is all too real) the educational rationales for study abroad mean that there are some topics a student simply cannot study in the same way in his or her home location as he or she can in a location abroad. A colleague specializing in tropical ecology could not learn about rain forest plants in quite the same way at his campus in Syracuse as he could at a field station in Puerto Rico. Another colleague, interested in how the use of Russian language is changing in the former Soviet republics in Central Asia, needs to be in Central Asia. He cannot learn what he needs to know in Bloomington, Indiana. Different education abroad program designs can emphasize and respond to different rationales (Rodman and Merrill, 2010).
International Education in Professional Programs
What these rationales and educational structures mean is that, in the past, in the U.S. education abroad usually was not part of professional education. Professional education, in fields such as social work or law or pharmacy or engineering, in the U.S. traditionally has been tightly regulated by accrediting and licensing bodies. In many ways, this is as it should be; consumers want to know that an engineer knows how to build a bridge and that a pharmacist knows which chemical compounds interact with which other ones in which ways. However, in the “people professions” or “helping professions,” where the profession itself focuses on interaction with others, for example social work, nursing, education, or business, then part of the “skill set” of the profession is understanding other cultures. Social workers, for example, as previously noted, in many cities now encounter a diversity of nationalities that a generation ago they did not: Somalis in Lewiston, Maine; Hmong in Central California; a Russian Christian community in Idaho; Burmese in Utah. Competency in social work practice now means understanding both the specific cultures of the populations with which one works as well as “culture general” concepts such as individualism and collectivism that can help one stop and analyze characteristics of many cultures.
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2. Explain the development of Social Work and Social Welfare in South America.
Describe the emergence and growth of Social Work discipline in ASIA.
The welfare state, or social protection system, is one of the most important functions of government. It redistributes wealth within capitalist systems that are prone to market failure and an unequal distribution of assets. The welfare state also influences long-term prospects for economic growth and poverty reduction through investments in human capital. The welfare state also bolsters democracy by legitimizing the political system. In this sense, the welfare state can be seen as those policies that constitute the ‘social contract’— an often implicit agreement between government and citizens that defines basic social and economic protections that the government is obliged to provide; and, the responsibilities of citizens who expect to receive these rights.3Indeed the right to social protection is enshrined in the constitutions and laws of most Latin American countries.
Social protection policies can be defined as the sum of two types of policies: social assistance and social insurance. Social insurance policies are used by governments to correct insurance market failures, and ensure consumption smoothing; they usually consist of pensions and unemployment insurance. Social assistance aims to reduce poverty and address equity issues, these programs include conditional cash transfers (CCTs). In Latin America, social insurance is predominantly the reserve of citizens in formal employment, while those in the informal sector must make do with social assistance. There is an explicit understanding that social insurance policies are preferable, since they offer protection and planning against life’s vicissitudes and inevitable old age. Social assistance policies are akin to a sticking plaster, bestow a lesser monetary value, and merely try to ameliorate the circumstances of those already in dire straits.
There is a great deal of diversity within the Latin America region in terms of social policy. The most economically advanced countries such as Uruguay, Chile and Costa Rica spend about as much as Spain on social protection, whereas the poorest countries such as Guatemala and Paraguay spend about the same amount as the Philippines or Indonesia. That said, one of the defining characteristics of the Latin American labor market is the high level of informality. Though often not the largest sector in terms of GDP, the informal sector often employs the majority of the labor force in the region. Many scholars believe that informal workers are more vulnerable than formal workers—they lack legal protection, benefits such as social insurance, and the right to union organization. Others claim that formal jobs are not necessarily better than informal jobs, and that workers often shift between the two sectors. However, informality seems to affect productivity in both sectors, and impedes economic growth.
For as long as data has been collected on living standards, Latin America has ranked as the most unequal region in the world. Although social protection systems developed as early as the 1920s in the region, the Latin American welfare state has historically failed to address the region’s high levels of poverty and inequality. By the early 19thcentury, the Latin American colonies had fought for, and won independence from Europe. Yet the independence movement was essentially an elite undertaking designed to protect established privilege, rather than transform the structure of society or rewrite the social contract and share wealth.
Post revolution, and in the absence of the unifying glue of the Castilian crown, the State looked to military strongmen to act as a stabilizing force after the economic depression and chaos that followed independence. The militarization of society created a political elite that treated politics as a form of economic enterprise; geared not towards governance, but the capture of public funds to offer patronage and build up power networks. By the eve of the Mexican revolution in 1910, only 2.4 percent of household heads in rural Mexico owned land, whereas this figure was 75 percent in North America, due to policies such as the Homestead Act of 1872 which distributed free land.
Despite the huge progress wrought by the first globalization boom in the late 19th century—streets were paved and lit, railways were built, urban life expanded apace—there was surprisingly little change to the structure of Latin American society, and therefore the opportunities for material progress for the majority of citizens. Economic growth was based entirely on raw materials, which ultimately meant a continuance in the exploitation of the traditional rural sector. Thus during the last quarter of the 19th Century, no bourgeois revolution had actually occurred. The hacienda and its vast landholdings dominated the economy and the servile rural labor force. Politics remained based on patronage, and the Latin American state remained essentially weak. With little incentive to revolutionize technology or innovate, the region fell far behind its northern neighbours.
3. Answer any twoof the following questions in about 300 words each:
a) Discuss about the values and beliefs of International Social Work Practice.
b) Define the need for International Social Work Education.
c) Explain Social Work Education in Europe.
d) Discuss about the emergence of Social Work Practice in South Africa.
4. Attempt any four of the following in about 150 words each:
a) Describe the history of International Social Work.
b) Explain the emergence and growth of Social Work Discipline in Pacific Region.
c) Enlist the UN Agencies involved in development and relief work.
d) Discuss about the role of social workers in international organizations.
e) Elucidate major issues of social work intervention in Pacific Region.
f) Highlight the different ‘Milestones’ in social work history.
5. Write short notes on any five of the following in about 100 words each:
a) Social Work in France
b) United Nations Human Rights Council(UNHRC)
c) Global Regulatory Bodies
e) International Social Issues
f) Cultural Competence
g) Culture and its function
h) International Policy formulation and Advocacy
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MSWE 007 Handwritten Assignment 2022-23
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