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Learning for Practice – a study of post-qualifying social work education

Learning for Practice – a study of post-qualifying social work education. Mary Coles: Manager Scottish PQ Consortium Kate Skinner: Research Lead, IRISS. The Context. PQ education for SW in Scotland: Two levels of award: PQSW = 3rd year of degree AASW = masters level.

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Learning for Practice – a study of post-qualifying social work education

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  1. Learning for Practice – a study of post-qualifying social work education Mary Coles: Manager Scottish PQ Consortium Kate Skinner: Research Lead, IRISS

  2. The Context PQ education for SW in Scotland: • Two levels of award: PQSW = 3rd year of degree AASW = masters level

  3. PQ Framework aims: • Validate professional development of social workers • Ensure common educational standards • Give flexible routes and career pathways • Promote education as base for high standards of service • Mechanism for assessment of practice

  4. Main points: • Awards achievable without going to college • Based on assessed practice in the workplace • Can be combined with college work • Flexible: can be done in slices and linked to work • Recognition of learning in practice

  5. The PQ Consortium A collaborative body of employers and educational establishments Responsible for: - Accreditation of professional programmes - Assessment of portfolios - Quality assurance of both routes - Detailed guidance on assessment - Support to candidates

  6. The Study • Done in two stages Stage 1: using database to look at info on candidates, patterns in successful & unsuccessful awards and feedback to candidates Stage 2: will call on views of candidates, employers, assessors and mentors to give info on experiences, barriers and facilitators

  7. The Story so far….Registrations 2001 -2008

  8. Commentary • Number reflects extent to which employers have embedded a CPD culture • Some employers facing recruitment & retention problems offered rewards (incl. career progression) to those with PQ credits

  9. PQSW Awards (third year of four year degree)

  10. Advanced Awards in SW (masters level)

  11. Commentary • Most candidates used programme route • These mostly in the central belt (more accessible to those in areas 2, 3 & 4) • Often fitted with preparation for promotion either by the employer or the individual

  12. Awards

  13. Commentary • Greater percentage of successes suggest that at this level motivation is greater, perhaps because progression is much clearer (advancement beyond qualifying level) • Low number of completions by portfolio suggests that candidates view the portfolio route as more difficult at this level

  14. Collaborative working • Required by PQSW but mostly covered in programmes so info difficult for us to access • Our hunch is that collaborative working is happening but is patchy • It is hard to do • Is an area that is relatively un-theorised and under researched, so is not well evidenced

  15. Overall commentary • Achieving award by portfolio is very hard • For some candidates is not the best way • Need a high level of individual motivation and capacity for independent learning • Some candidates have no option – geography, agency resources, policy and priorities

  16. Analysis of feedback to candidates • Sample: 30 (total 173) = 17% • 14 were Successful • 16 graded Not Yet Competent* * Can resubmit

  17. Strengths commented on: • Structure, presentation and referencing • Critical analysis of knowledge base including research • Reflection on practice, learning & development and explicit value base

  18. Areas for improvement • Analysis • Integration of knowledge base • Structure, presentation & referencing • Lack of evidence

  19. Analysis of questionnaires from candidates • Sample tiny: more to be done on this in Stage 2 • Will be supplemented by interviews and greater depth of analysis

  20. Tentative findings • Factors that helped with PQ study: Training programmes Home Work Release from duties

  21. Tentative findings (ii) • Factors that hindered (52%): Changes in job responsibilities Lack of support at work No release from duties Sick leave None (38%) NB Numbers small

  22. Usefulness of mentor • Comments: Identified requirements Supportive Gave good feedback

  23. Employers’ role • Funding • Study leave • Access to educational resources • Access to educational support

  24. Impact on practice • 64% reported positive impact • Mentioned Ability to critically reflect Apply evidence to practice Increased skills and knowledge Confidence and competence increased

  25. Impact on career development • Confidence in applying for jobs • Evidence of CPD for registration • 33% said employer did not recognise or value PQ

  26. Impact on culture • 40% said it had impacted positively • Supported CPD development • Encouraged others • Contributed to evidence-based practice • Increased knowledge

  27. Areas for further investigation • Is there a link between time since qualifying and difficulties with analysis, reflection and use of theory & research? • How does this compare with experience of others in different areas and different disciplines? • Are there messages for us in helping colleagues with accredited CPD – for individuals and for organisations?

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