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REFORM OF SOCIAL WORK EDUCATION: PROPOSALS FOR CONSULTATION ON THE CURRICULUM FOR THE NEW HONOURS DEGREE
13. SiSWE consultation comments. Requested format and timescales
Hearing and making use of people's comments on the draft SiSWE is critical for improving the clarity, relevance and quality of the final document. Responses need to be submitted by 7 November. We appreciate that this is an extremely pressing timescale. However in order to get the new degree in place by October 2004, the curriculum and the place of practice learning within it have to be settled by the end of November. We thank you in advance for your understanding and forbearance.
The structured format we are requesting respondees to follow will make the task of sifting and incorporating comments enormously simpler.
- If there are overall comments, not tied to specific elements, please feel free to respond outwith the requested format.
- We would also ask if responses could be submitted by email, or on the Scottish Executive website wherever possible.
- The themes of the comments are not intended to be prescriptive, but again will aid our analysis of the responses.
- Please
- specify the paragraph you wish to comment on;
- wherever possible indicate the theme of your comment; and
- where relevant offer alternative wording.
The requested themes are as follows:
- Language -the language used is that of the original documents from which SiSWE are derived, that is the QAA Benchmark Statement and the NOS. Does the language make the meaning clear or is it unnecessarily jargonistic?
- Layout -does the four-column format clearly indicate the learning progression expected of the social work student?
- Carers -we are keen to make sure that social work students have a proper understanding of the role carers play as stakeholders and providers as well as recipients of services. Do the SiSWE sufficiently reflect this?
- Users -do the SiSWE place sufficient emphasis on the ethical basis of social work and the desirability of working in partnership with users? Do they offer sufficient training for working with users where there is a statutory obligation for intervention?
- People from minority ethnic communities -we are keen to attract more people from minority ethnic communities into the social services workforce and to ensure that social workers are properly equipped and trained to work with all sections of the community. Does the SiSWE document will help achieve this objective?
- Criminal Justice Services -the new honours degree will enable social workers to practice in any setting and with any user group. In Scotland there is no separate probation service. Do the SiSWE enable social workers to provide a service within the Criminal Justice system?
- Integrated services -the introduction of the new honours degree coincides with a period of considerable change in the delivery of social work services. Do the SiSWE sufficiently reflect this changing environment and properly prepare students for working in integrated services?
- Change -do the SiSWE provide sufficient grounding in knowledge and understanding of social work to allow social workers to be confident about the profession and able to initiate and respond to change?
- Management -do the SiSWE give students sufficient training in management issues to allow them to be competent in those aspects of management they will encounter on qualification (self management, care management etc.) and to develop their potential as managers in the future?
- Social work reasoning -one of the key objectives in introducing a new degree at honours level is to encourage and train social workers to be critical, reflective practitioners. Do the SiSWE meet this objective?
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A worked example is offered as follows
SiSWE comments | Who you are
(Individual or Organisation) John Williams |
Contact details Williamsj@aol.comor 23 Main Square Kirkcudbright. | Paragraph reference B4 |
Theme of comment (please select relevant themes) Language, Layout, Carers, Users, Minority Communities, Criminal Justice Services, Integrated Services, Change, Management, Social Work Reasoning. Other. |
Comment I think it would be helpful if the primacy of the user perspective was included in this section. |
Alternative wording. (B4) Consider specific factors relevant to social work practice such as risk, rights, user perspectives, cultural differences and linguistic sensitivities, statutory responsibilities to protect vulnerable individuals and legal obligations. |
Comments proforma for SiSWE (please copy as many times as necessary)
Please feel free to copy this table as many times as necessary into Word, and then email the Word document to us at the address in the covering letter. If this is completed in Word the boxes will expand to accommodate additional text. It is also possible to log your comments at http://www.scotland.gov.uk/consultations/swsi/siswe_responses.asp
A blank comments sheet is included for those wanting to submit hand written comments.
SiSWE comments | Who you are
(Individual or Organisation) |
Contact details | Paragraph reference |
Theme of comment (please select relevant themes) Language, Layout, Carers, Users, Minority Communities, Criminal Justice Services, Integrated Services, Change, Management, Social Work Reasoning. Other. |
Comment |
Alternative wording |
14. Practice Learning in the New Degree. Requested format for responses to the consultation
As with the SiSWE consultation, taking account of people's comments will be critical for establishing a viable and effective platform for practice learning within the new degree. The structured format we are requesting respondees to follow will make the task of taking account of their contributions enormously simpler. Again, responses need to be submitted by 7 November.
- If there are overall comments which do not fit with the requested format please feel free to respond as you wish.
- We would also ask if responses could be submitted by email, or on the Scottish Executive website wherever possible.
14.1 Section 7 - proposals for practice learning requirements
Views are now sought on practice learning requirements set out in section 7. In particular:
- whether practice learning as part of the new degree must include a period of supervised direct practice in a service provider setting;
- whether the specified requirements listed at 7.4 are sufficient (bearing in mind the practice outcomes set out in SiSWE);
- whether there are other requirements that should be specified;
- whether other types of practice learning in addition to experiential learning and shadowing of experienced social workers and other professionals should be specified as part of the practice learning arrangements;
- whether the requirement for assessed preparation for supervised direct practice is necessary for all students and whether a minimum should be specified; and
- whether the interests and needs of people who use services and carers are sufficiently covered by ensuring that students are "fit" to engage with them as part of the assessed preparation for supervised direct practice.
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Comments proforma for practice learning in the new degree (please copy as many times as necessary). It is also possible to log your comments at http://www.scotland.gov.uk/consultations/swsi/practiceLearning_responses.asp
Practice Learning section 7 comments | Who you are
(Individual or Organisation) |
Contact details |
Comment |
14.2 Section 8 - options
Your views are now sought on each of these proposed options.
Option A At least 200 days in supervised direct practice in service delivery settings which all students must undertake and which must be assessed. |
Option B At least 240 days practice learning of which a minimum of 200 days must be spent in supervised direct practice in service delivery settings which must be assessed. Up to a maximum of one third of the supervised direct practice could be put forward for accreditation for prior experiential learning. |
Option C At least 200 days practice learning of which 160 must be spent in supervised direct practice in service delivery settings which must be assessed. Up to 60 days of the supervised direct practice element can be subject to credit for prior experiential learning. |
Further comment is invited on the following issues:
- the proposed balance between practice learning and academic teaching in the new degree;
- the proposed split between supervised direct practice in service provider settings and other forms of practice learning;
- the proposal in Options B and C to allow for credit of prior experiential learning in line with the SCQF framework;
- the proposed flexibility for HEIs to structure practice learning to meet individual learning needs;
- whether other matters should be prescribed; and
- whether the balance between prescription and flexibility is sufficient to ensure competent, confident workers.
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You are invited to use this proforma to select an option, to say how it will address the issues set out above, and to suggest modifications. It is also possible to log your comments at http://www.scotland.gov.uk/consultations/swsi/practiceLearning_responses.asp
Practice Learning section 8 comments | Who you are
(Individual or Organisation) |
Contact details | Preferred Option |
Comments on how your preferred option addresses the issues |
Suggested Modifications |
14.3 Section 10 Possible models for the delivery of practice learning
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. Please indicate your preferred model.
Models
Model 1 Retain current arrangements and structures but invest more funds. |
Model 2 Establish a national taskforce with a specific remit to provide, encourage and facilitate placement provision in the social services, possibly with regionally appointed development officers working across sectors and making cross professional arrangements. |
Model 3 A National Consortium or Agency specifically tasked with providing and facilitating placements. |
Model 4 Practice Teaching Agencies or Centres operating from either an agency base
or from within a University but essentially set up and operating on a partnership basis employing staff who will teach in the HEI and in the community. These centres would work with real people to assess, provide and/or arrange for the delivery of services. |
Model 5 None of the above. |
In particular we would be interested in your views on how your preferred model will address:
- the provision of sufficient quantities of practice learning in service provider settings;
- the quality of practice learning opportunities;
- the provision of practice learning opportunities in non traditional settings;
- the inter-professional and integrated service delivery agenda;
- concerns in respect of lack of support for practice teaching at agency level;
- meet the requirements set out in SiSWE;
- safeguard the interests of people who use services; and
- meeting the requirements set out in SiSWE.
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You are invited to use this proforma to express a main preference, to say how it will address the issues set out above, and to suggest modifications. You can refer to elements drawn from other models if you wish to create a hybrid.
Please feel free to copy this table as many times as necessary into Word, and then email the Word document to us at the address in the covering letter. If this is completed in Word the boxes will expand to accommodate additional text. A blank comments sheet is included for those wanting to submit hand written comments. It is also possible to log your comments at http://www.scotland.gov.uk/consultations/swsi/practiceLearning_responses.asp
Practice Learning section 10 comments | Who you are
(Individual or Organisation) |
Contact details | Preferred model |
Comments on how your preferred model addresses the issues |
Suggested Modifications |
15. SiSWE comments sheet for hand written or "typed in" responses. Please copy as necessary.
SiSWE comments | Who you are
(Individual or Organisation) |
Contact details | Paragraph reference |
Theme of comment (please select relevant themes) Language, Layout, Carers, Users, Minority Communities, Criminal Justice Services, Integrated Services, Change, Management, Social Work Reasoning. Other. |
Comment |
Alternative wording |
SiSWE comments | Who you are
(Individual or Organisation) |
Contact details | Paragraph reference |
Theme of comment (please select relevant themes) Language, Layout, Carers, Users, Minority Communities, Criminal Justice Services, Integrated Services, Change, Management, Social Work Reasoning. Other. |
Comment |
Alternative wording |
16. Section 7 -Proposals for practice learning requirements comments sheet for hand written or "typed in" responses. Please copy as necessary.
Practice Learning section 7 comments | Who you are
(Individual or Organisation) |
Contact details |
Comment |
Practice Learning section 7 comments | Who you are
(Individual or Organisation) |
Contact details |
Comment |
17. Section 8 - Practice Learning options comments sheet for hand written or "typed in" responses. Please copy as necessary.
Practice Learning section 8 comments | Who you are
(Individual or Organisation) |
Contact details | Preferred Option |
Comments on how your preferred option addresses the issues |
Suggested Modifications |
Practice Learning section 8 comments | Who you are
(Individual or Organisation) |
Contact details. | Preferred Option |
Comments on how your preferred option addresses the issues |
Suggested Modifications |
18. Section 10 - Possible models for the delivery of practice learning comments sheet for hand written or "typed in" responses. Please copy as necessary.
Practice Learning section 10 comments | Who you are
(Individual or Organisation) |
Contact details | Preferred model |
Comments on how your preferred model addresses the issues |
Suggested Modifications |
Practice Learning section 10 comments | Who you are
(Individual or Organisation) |
Contact details | Preferred model |
Comments on how your preferred model addresses the issues |
Suggested Modifications |
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