Responding by degrees: surveying the education and practice landscape

Abstract

In all four countries of the United Kingdom social work education has been subject to detailed review, a process culminating in the launch in England in September 2003 of the new social work degree. This paper surveys this process of change, which is located within the broader social policy modernisation agenda. Those working within social work education have been able to exercise positive influence on the review and can draw comfort from some of the outcomes. Nonetheless, critical reflections are offered about the change process and the organisational framework that surrounds it. The disjunction between the policy vision and the reality of state social work, together with competing perspectives within policy trends, are clearly mapped. The paper concludes that the landscape is not as inhospitable as once feared but continued vigilance is required by social work education and those higher education institutions accredited to provide it.

Keywords:

• Social Work Degree
• Modernisation Agenda
• Change Management

Notes

Correspondence to: Michael Preston‐Shoot, Professor of Social Work, Head of Department of Applied Social Studies, University of Luton, St. Nicholas House, Luton LU1 2AF, UK. Tel: + 44 (0)1582 743075; Email: michael.preston‐[email protected]

Social work education is undergoing change in all four nations. The pace and nature of the change varies. The terminology and analysis here draws on England where the process is furthest advanced.

Richard Banks, TOPSS England, contributed to Tables 1 and 2 and Figures 2 and 5 as part of the Department of Health award development project group's work on the prescribed curriculum.

The ends that social work is required to serve and the way in which work is regulated.

For instance, social work education's alleged failure to produce research‐minded practitioners can only partly be accounted for by DipSW courses. State agencies have often not encouraged practitioner research or seen theory as relevant.

The first two points of registration with the General Social Care Council being at the point of becoming a student and completing the degree successfully.

Here, as elsewhere, there is the prospect of non‐alignment between the four countries. Whether this outcome of devolution will mean appropriate responsiveness or unhelpful division in the regulation of social work practice and education is unclear.

In England, created by the Department of Health. Project groups have worked on development of the award, practice learning, funding, recruitment, and continuing professional development.

Universities may also seek to provide postgraduate students with a higher academic qualification within the framework.

Law; human growth and development; communication skills; partnership working across professional disciplines and agencies; and assessment, planning, intervention and review (DoH, 2002a).

Social work's purpose is envisaged as promoting social change, problem solving in human relationships and the empowerment and liberation of people to enhance well‐being.

Additional information

Notes on contributors

Michael Preston‐Shoot

Correspondence to: Michael Preston‐Shoot, Professor of Social Work, Head of Department of Applied Social Studies, University of Luton, St. Nicholas House, Luton LU1 2AF, UK. Tel: + 44 (0)1582 743075; Email: michael.preston‐[email protected]