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REFORM OF SOCIAL WORK EDUCATION: PROPOSALS FOR CONSULTATION ON THE CURRICULUM FOR THE NEW HONOURS DEGREE

6. The place of practice learning in the new degree

6.1 Practice learning is central to the new degree and covers a broad spectrum of connected learning experiences. The term "practice learning" is used deliberately to convey that a broader range of experiences can contribute to social work qualifying education than just those traditionally associated with practice placements.

6.2 The options for practice learning cover the amount and types of practice learning that could take place as part of the new degree. This paper also covers how practice learning could be organised and supported in the future.

7. Proposals for practice learning requirements

7.1 Underpinning the new degree are the Standards in Social Work Education (SiSWE). The requirements set out in respect of practice learning in the new degree need to take account of SiSWE.

7.2 The Practice Learning Group believe that students should receive a "balanced diet" drawn from a "menu" of practice learning experiences in academic institutions and in a variety of practice learning settings across statutory, voluntary and private sectors. It is considered that this "balanced diet" should include a number of required elements some of which are covered by SiSWE. These include:accounting for interventions in a legal forum;

• reporting social histories of family circumstances;
• assessment of risk to and from individuals;
• inter-professional practice and integrated service delivery;
• working with carers;
• complex assessment of need;
• care management;
• use of a range of methods of intervention; and
• use of reflection, evaluation and research in practice and planning.

7.3 The menu would also include a variety of up-to-date, proven methods of providing practice learning experiences. It is recommended that both "live" and "simulated" practice learning take place as part of the new arrangements. Current techniques such as problem based learning (also known as enquiry action learning) should also be deployed as part of this menu.

7.4 It is recommended that practice learning as part of the honours degree must include an element of assessed, supervised direct practice in a service delivery setting. This should be structured over the course of the new degree to allow students to have experience of all of the following:

• statutory social work tasks involving legal interventions;
• at least two practice settings;
• of providing services to at least two user groups; and
• diversity.

7.5 The Practice Learning Group have concluded that the practice learning experience may also include experiential placements and shadowing of experienced social workers and other professionals but should always be designed to allow the student to demonstrate learning outcomes linked to the requirements set out in SiSWE.

7.6 Prior to undertaking "live" learning it is recommended that a period of preparation should be required and should be assessed. This is to ensure a student's readiness to undergo a period of supervised direct practice and fitness to engage with people who use services. This can include simulated learning techniques such as role-play and standardised clients but must cover basic knowledge and skills such as communication, interview skills and inter-personal techniques.

7.7 In considering how practice learning should be structured in future the emphasis is on achievement of relevant learning outcomes. However, it is acknowledged that specifying a number of days means that funding arrangements are easier to determine since it provides clarity as to exactly what is being funded. In order to maximise the opportunities for improvements in the standards of practice the practice learning element of the new degree should not be any less than is currently in place within the DipSW programmes.

7.8 Views are now sought on the paragraphs 7.2 to 7.6. In particular:

7.9 Please refer to section 16 for the requested format for responses, or refer to the website http://www.scotland.gov.uk/consultations/swsi/practiceLearning_responses.asp

8. Options

8.1 The following represent the options developed by the Practice Learning Group in respect of what could constitute the required amount of practice learning within the new degree:

8.2 Option A clearly achieves the principle that the amount of practice learning in the new degree should be no less than is currently the case for DipSW programmes. The increased number of days is broadly in proportion to the number of days required at present. It does not set any additional requirement in respect of practice learning beyond the supervised direct practice in a service delivery setting. How this can be structured is flexible. This option would meet the expectation of those who strongly believe that practice placements are the most valuable and effective method for producing competent, confident practitioners.

8.3 However, the effect of prescribing at least 200 days in practice placements for every student, has implications for some routes, including postgraduate programmes. It also does not take account of the evidence that suggests that practice learning techniques such as problem based learning and micro skills teaching can be very effective in equipping students to become competent, reflective practitioners. The inability to credit experiential learning against the practice component does not take account of the current policy context for Scotland as set out in the Introduction to the Scottish Credit and Qualifications Framework ⁷. It does not take account of the aim of improving access to qualifying training as set out in the Action Plan for the Social Services Workforce. Nor does it recognise that many people undertaking the professional qualification for social work are currently working in social care settings and may have considerable experience.

8.4 Option B allows for the practice learning experience to be made up from both supervised direct practice and other forms of practice learning. A minimum requirement is set of 200 days of supervised direct practice in service provider settings. Flexibility is left with Higher Education Institutes (HEIs) to construct the additional practice learning element according to the needs of the individual student within these broad parameters. Greater emphasis could be given to developing individual learning plans which take account of the students prior experience where it exists to ensure that all elements of the "practice learning menu" are suitably and sufficiently covered.

8.5 The ability to credit prior experiential learning means that students with substantial prior experience can fast track into programmes. Setting the requirement at 240 days with 200 days in supervised direct practice does however have implications for how the degree course would need to be structured as well as for other routes, such as postgraduate and employment based.

8.6 This option is similar to option B, differing only in terms of the number of days and the extent to which credit can be achieved for prior experiential learning. The requirement in terms of number of days still meets the criteria of increasing the practice learning element in the new degree but to a lesser extent. It would however allow sufficient flexibility for the continued provision of different routes into the qualifying training, including postgraduate programmes.

8.7 Views are now sought on all these options. In particular your views are sought on:

8.8 Please refer to section 17 for the requested format for responses, or refer to the website http://www.scotland.gov.uk/consultations/swsi/practiceLearning_responses.asp

9. A strategic vision for the provision of practice learning in service delivery settings in the 21 ^st century

9.1 The strategic planning for the development, arrangement and support of practice learning in service delivery settings requires improvement. Whilst there is some measure of support for the current collaborative arrangements for the provision of practice placements identified within the PwC ⁸ work, there are also stringent criticisms of the system. In particular the continuing shortage of suitable practice placements is problematic. Any increase in the amount of practice learning as part of the new degree, and in particular supervised direct practice in service provider settings, will impact and exacerbate this difficulty unless significant steps are taken to address it.

9.2 We need an adequate supply of practice learning opportunities which are of an appropriate quality for the new degree. In addition practice learning in service delivery settings must take account of the continually changing nature of that service delivery.

9.3 Increasingly local authorities are commissioners and purchasers of services with the voluntary and private sectors providing a greater proportion of social care services. Across all sectors - children, community care and criminal and youth justice - the policy context requires an increasingly integrated approach to the delivery of services.

9.4 While there are significant numbers of qualified practice teachers, many are not taking students and often do not take more than one or two students in total. The current practice teaching award which is generally viewed as a requirement to be a practice teacher ⁹ has also been criticised as complex and unnecessarily bureaucratic. The HEIs' legal responsibility for providing students with suitable placements has led some to invest significant funds of their own in purchasing placements in a desire to meet their obligations. The current arrangements also make it difficult to respond flexibly to students needs and have been criticised as too parochial.

9.5 Some changes that may improve the current situation lie at the hand of the Scottish Social Services Council (SSSC) either alone or with employers. It is suggested that the Council should review its current quality assurance requirements ¹⁰ in the light of the new degree. Equally ADSW and CoSLA could consider ways in which currently trained practice teachers could be brought "out of mothballs" to address shortfalls in the supply of practice placements in the short term.

10. Possible models for the delivery of practice learning

10.1 Whilst consideration will need to be given to what will ease the current supply and demand problems in the short term, we need to ensure we get enough future practice learning experiences of the right quality to meet the demands of the new honours degree. We must think ahead and then look to identify the transitional arrangements that will help us get there. The transitional issues are currently subject to debate elsewhere. OHowever, options for the future include:

10.2 This would be least disruptive on the basis that the existing structures would absorb the new requirements for practice learning. It has the advantage of being a straightforward solution in terms of funding and would be least disruptive both in the short and longer term requiring limited change on the part of practice teaching arrangements and the regional training consortia, fora and practice teaching units. There would be existing structures to handle transitional arrangements.

10.3 This option however does not address the concerns voiced in respect of the current system. This includes a significant number of students commencing placements late, leading to disruption of courses for students and possible litigation against HEIs, complaints about lack of flexibility and that responsibility for practice teaching and provision of practice learning rests with individual practice teachers rather than within agencies strategic planning mechanisms. The PwC findings on the shortcomings of the current arrangements need to be considered here.

10.4 The national taskforce would work at a regional and national level with service providers to establish the provision of practice learning opportunities within work based settings. It would address the concerns about lack of provision in non-traditional settings and the need for inter-professional practice learning opportunities. It would enhance more flexible matching of students' individual needs to practice learning opportunities across Scotland. It also assists in locating responsibility for practice learning at a strategic level within agencies rather than with individual practice teachers. Targets in respect of practice learning opportunities within service provider settings could be required which could be followed up in Annual Inspection visits by SWSI and/or be linked to receipt of specific training grant monies from the Scottish Executive at least in respect of local authorities.

10.5 It does not however address the perceived "gap" between practice teaching and learning and academic institutions. Consideration would also still need to be given to how practice learning in service provider settings would be delivered and supported, for example whether current practice teaching arrangements are retained. Issues in respect of the quality of practice learning opportunities are not necessarily directly addressed in this model, being concerned more with demand and supply issues.

10.6 This model is broadly similar to the one above. In addition to encouraging the facilitation of placements within service provider settings it would establish at a national level a picture of the range and availability of practice learning opportunities and match students needs to these opportunities. This would allow the development at an early stage of a "profile" of the range of learning needs that a student might have. This would facilitate the identification of likely practice learning requirements for particular cohorts of students and then this could be used to develop practice learning opportunities accordingly, including the development and co-ordination of practice learning across sectors and professions. It would act as broker between the HEI, student and agency. This role could be extended to include profiling at the point of qualification the continuing professional development needs of the newly qualified worker. Issues in respect of raising standards in practice learning may also be at least in part addressed through seeking feedback as part of the brokerage function.

10.7 In addition it could provide a broader range of functions. Such tasks could include provision of screening and assessment of applicants for the degree on behalf of HEIs. If involvement of people who use services and their carers in selection of students is seen as desirable this may also be facilitated as part of this screening process rather than being left to individual HEIs who may find this difficult and costly to implement.

10.8 In common with previous models decisions in respect of how practice learning should be supported and assessed in service provider settings would still need to be addressed. This includes issues in respect of practice teaching, the practice teaching award and whether existing arrangements are both cost effective and provide the quality of practice learning opportunities necessary for the new degree. The levers to encourage the supply of such practice learning opportunities within agencies also still require to be addressed.

10.9 Such agencies or centres would provide dedicated practice learning opportunities. Staff of the centres could be employed to provide both practice learning within the centre and to teach within the HEIs, for example teaching and assessing in respect of the preparation for practice learning or in delivery of core programmes. This would greatly assist in breaking down the barriers that currently exist between the HEIs and agencies, bringing together theory and practice in a meaningful way for students. A number of such centres or agencies would be required across Scotland to ensure sufficient dedicated practice learning opportunities. Over and above the opportunities provided directly by such centres, additional practice learning opportunities could be supported by the practice teachers from such centres on a long arm basis. Day to day supervision would be offered by staff in the service provider setting who have undertaken specific training to support such practice learning opportunities. Responsibility for ensuring the quality of the practice learning provided would rest with the centre.

10.10 Such centres would provide more cost effective practice learning opportunities, with staff taking a greater number of students at any one time than existing practice teaching arrangements. It also allows service users to benefit from the enthusiasm and up-to-date, evidence-based learning of the student practitioner. It would ensure an adequate supply of quality practice learning experiences across Scotland and assist the development of excellence in practice learning and practice teaching for the future. Such centres or agencies could also be well placed to develop strong links with the current centres of excellence such as the Scottish Institute for Residential Child Care, further enhancing the opportunity for models of best practice to be established across Scotland.

10.11 It clearly also eases pressure on existing agencies for the provision of practice learning opportunities and the concerns of practice teachers. By concentrating the provision of practice learning in a number of centres or agencies funding can be clearly directed and targeted on the provision of practice learning and would therefore achieve more cost effective practice learning opportunities. They also provide the opportunity for those teaching on social work programmes to keep up-to-date with real practice and issues as well as allowing for practice learning to benefit from up-to-date research.

10.12 However, it could be argued that such dedicated centres may offer a more limited experience of service delivery than in "real" service delivery settings. Such centres or agencies would take time to establish with a greater planning and lead time required than with some of the other models. Care would need to be taken as to the geographical spread and location of such centres or agencies to ensure appropriate coverage across the whole of Scotland to ensure that rural or more inaccessible areas are covered. It would also be important to ensure that these centres or agencies can provide practice learning experiences that meet the requirements set out in SiSWE and have sufficient breadth in terms of the practice learning they can offer to meet student needs, including access to more specialised practice learning opportunities. HEIs would need to consider how to structure the delivery of the new honours degree to maximise the practice learning opportunities offered by such centres.

10.13 Your views are now sought on each of these proposed possible models. Whilst they are not mutually exclusive we would be interested in which if any of the four suggested models set out above approximates most closely to your understanding of what is required to best serve our future needs.

10.14 In addition we would be interested in your views on how effectively each arrangement could address:

10.15 Please refer to section 18 for the requested format for responses, or refer to the website http://www.scotland.gov.uk/consultations/swsi/practiceLearning_responses.asp

10.16 Further consideration will be given to the method(s) and timing of assessment of practice learning that will be required. This will include looking at the involvement of carers and people who use services in assessment of students. These have not been dealt with in this paper.

11. Transitional arrangements

11.1 The new honours degree will be introduced in Scotland in 2004. Further thought will be given to what transitional arrangements are required for this period including the practice learning arrangements and how they are to be funded in the period of overlap following the outcomes of this consultation. These transitional arrangements will need to try to ensure that an adequate supply of good quality practice learning opportunities is available in the short term as well as for the new degree.

12. Funding

12.1 Current funding arrangements may need to change to reflect any new structures agreed. PwC have been retained to cost preferred future options and this work will commence once the consultation responses have been analysed.

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