learning for practice – a study of post-qualifying social work education mary coles: manager...
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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
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
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
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
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
The Story so far….Registrations 2001 -2008
Area Percentage n = 793
1 30%
2 13%
3 25%
4 32%
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
PQSW Awards (third year of four year degree)
AWARDS %
Total 125 15
Awards by programme 24 19
Awards by prog & portfolio 101 81
Awards by portfolio alone 0 0
Advanced Awards in SW (masters level)
Area Percentage n = 128
1 16%
2 15%
3 32%
4 37%
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
Awards
Awards Per cent
Total 128 100
Awards by programme 39 30
Awards by prog. And portfolio
1
Awards by portfolio alone 6 <5
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
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
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
Analysis of feedback to candidates
• Sample: 30 (total 173) = 17%
• 14 were Successful
• 16 graded Not Yet Competent*
* Can resubmit
Strengths commented on:
• Structure, presentation and referencing
• Critical analysis of knowledge base including research
• Reflection on practice, learning & development and explicit value base
Areas for improvement
• Analysis
• Integration of knowledge base
• Structure, presentation & referencing
• Lack of evidence
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
Tentative findings
• Factors that helped with PQ study:
Training programmes
Home
Work
Release from duties
Tentative findings (ii)
• Factors that hindered (52%):
Changes in job responsibilitiesLack of support at workNo release from dutiesSick leaveNone (38%)
NB Numbers small
Usefulness of mentor
• Comments:
Identified requirements
Supportive
Gave good feedback
Employers’ role
• Funding
• Study leave
• Access to educational resources
• Access to educational support
Impact on practice
• 64% reported positive impact
• Mentioned
Ability to critically reflect
Apply evidence to practice
Increased skills and knowledge
Confidence and competence increased
Impact on career development
• Confidence in applying for jobs
• Evidence of CPD for registration
• 33% said employer did not recognise or value PQ
Impact on culture
• 40% said it had impacted positively
• Supported CPD development
• Encouraged others
• Contributed to evidence-based practice
• Increased knowledge
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?