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An outcomes-based approach to social work education?

In a previous blog post I discussed the current review by the New Zealand Social Workers Registration Board (SWRB) of its programme recognition standards. Since the programme recognition standards are what the SWRB use to recognise and (every five years) re-recognise a social work qualifying programme, any changes introduced as a result of the review would, in effect, reform social work education in Aotearoa New Zealand.  A consultant has circulated a survey amongst stakeholders to invite comment on the existing standards (SWRB, 2013) including: the graduate profile, the curriculum, requirements for fieldwork placement, admission criteria, modes of delivery, and staffing requirements. In my last post I discussed curriculum content and argued that specifying required curriculum content would hinder rather than help curriculum improvement. Instead, I argued that the focus of our attention ought not to be on curriculum inputs but on clarifying the outcomes of qualifying education. In this post I want to continue with that argument, reflect on the survey questions about the graduate profile, and consider what an effective, outcomes-based social work education might look like.

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Reforming social work education: the question of curriculum inputs

As a distance educator and someone who has been involved with learning technology for over twenty years I am a great fan of the Canadian educational researcher George Siemens. It was George who, along with Stephen Downes, developed the first Massive Open Online Course (or MOOC). However, the original MOOC designed by Siemens and Downes could not be less like the content driven MOOCs offered by the plethora of institutions who now occupy that space, theirs was founded on a connectivist pedagogy driven by the activity of learners and the networks they form, not by a pre-determined content driven structure.

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Submission on the Children, Young Persons, and Their Families (Advocacy, Workforce, and Age Settings) Amendment Bill

With the first ‘tranche’ of proposed legislative changes associated with the Child Youth and Family review comes the opportunity to make submissions to the Social Services Committee. We have made one in regards to the final proposed change – to delegate fairly substantial powers beyond the state organisation (name as yet unknown) to third party professionals/organisations. They don’t have to be social workers (in fact the point is exactly to extend certain powers beyond social workers to other professionals) and the organisations remain unknown. If passed, this Bill will have two main results we should be concerned about. Firstly, it is a direct challenge to the expertise of social workers – specifically – to be able to receive notifications and make the most intrusive types of orders – without leave. Even more concerning is the move to enable those outside the state (whoever it is) to be able to perform all the functions currently held by the CE of CYF. This includes every coercive power of the state you can think of, and with a direct reference to requiring the appropriate ‘contracting’ to be in place, seems clearly to set the scene for the privatisation not only of less contentious services such as foster care or preventive services (already contracted to a number of NGOS), but of direct front-line decision-making and practice such as taking notifications of concern, applying for declarations, and applying for custody orders. We think it’s a bad idea, for reasons given below.

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Train coming: Destination ‘Child Rescue’.

More rooms – more elephants! There are numerous references in the posts on this site to poverty, inequality and social justice in relation to child protection. These relationships are complex. The urban poor are, for example, subject to a higher level of professional surveillance than the residents of our gated and ‘leafy’ suburbs. However it is clear that the incidence and prevalence of child abuse is higher in relatively impoverished communities (Pelton, 2015). This should not come as any great surprise – the rates of crime, imprisonment, educational under-achievement and poor health outcomes are also higher. Why wouldn’t they be? The more important question in the current climate is “what does this mean for the ‘every-day’ practice of child protection social work?”

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Social work education and registration: Educating for social justice or learning to ‘not notice’

In 2001 Amy Rossiter asked the critical question:  ‘do we educate for or against social work‘.  She wrote  about being

 exhausted and beleaguered  by a lifetime of being positioned as a “professional helper” by a state that organizes the people’s problems as individual pathologies that are best administered by professionals who are trained not to notice the state. (p.1, emphasis added)

I suspect many social work educators feel the same. And in Aotearoa New Zealand we are being asked to ‘not notice’ the erosion of the welfare state, and ‘not notice’ poverty, homelessness, health inequalities and the institutional racism which pervades Māori experience of state institutions.  We are  being asked to ‘not notice’ the erosion of political commentary and debates in news media saturated by sport and inane clickbait  sensationalism. In this culture it becomes more vital for social work educators to teach students to notice, and to question (Beddoe & Keddell, 2016), and to resist the encroachment of  politicians into social work education.

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