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ABSTRACT
This article utilizes a range of secondary research methodologies to explore the challenges and opportunities that have arisen from the establishment and first years of delivery of a new single and predominantly distant learning national post-qualifying framework. The continuing professional education and learning (CPEL) framework is directly commissioned by the professional regulator Social Care Wales, provided by an alliance of four universities (Bangor, Cardiff, Glyndwr and Swansea) and actively involves employers, practitioners and service users in their development. Critical reflections on the early implementation of the Experienced, Senior and Consultant Programs that contribute to the CPEL framework will help understand the key characteristics, challenges and opportunities post-qualifying education for social workers can bring. The article commences with an analysis of the moves to design a national post-qualification framework that is more accessible, flexible and responsive than the previous patchwork quilt set-up, including an examination of the increased role of distance learning and the teaching methodologies that support it. It then critically summarizes the specific context and developments of the CPEL framework. This is followed by substantive analyses of the key messages. These messages are of the value of; provider collaboration, quality of e-learning experience, employer commitment and student-perceived competence/satisfaction.
Acknowledgments
The authors would like to offer their thanks to all of the CPEL stakeholders who participated in the reviews and the article reviewers for their invaluable comments.
Disclosure statement
We, the authors of this study, would like to declare that we design modules and teach in the CPEL framework.
Additional information
Notes on contributors
Jo Rees
Jo Rees is a qualified social worker with experience in a variety of settings, including mental health and substance misuse. Jo has been a social work educator since 1998 and is currently an Associate Professor and post-qualifying social work education lead at Swansea University. Her interests include post-qualifying social work, blended learning and disability issues.
Teresa de Villiers
Teresa de Villiers is a social worker with experience of working with children and families. Teresa has worked in qualifying and post qualifying social work education and training since 1997 and was one of the original consultants regarding the CPEL programmes. Teresa is a Senior Lecturer in social work and Director of Postgraduate Research at Cardiff University.
Wulf Livingston
Wulf Livingston has been a qualified social worker for over 20 years, working in the voluntary and statutory sectors with a focus on alcohol, drugs and mental health. As an academic at Glyndwr University he leads on social work post qualification education and is active publishing and undertaking research focusing on alcohol, policy and participatory methods.
Tracey Maegusuku-Hewett
Tracey Maegusuku-Hewett is a qualified social worker with experience of working with children, young people and families, predominantly in the voluntary sector and through community development and outreach work. Tracey has been teaching social work since 2007 and her research interests include children’s rights and well-being, immigration and social policy, and evidence based practice in social work.
Gwenan Prysor
Gwenan Prysor is a qualified social worker with experience mainly in working with children and families. This was followed by a period working as a local authority social work training officer, coordinating the North Wales Practice Teaching programme and managing the North Wales Practice Learning Centre. Since 2012, Gwenan has been the Director of the MA Social Work programme at Bangor University. Gwenan’s interests include bilingualism, adult learning and mindfulness in social work.