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?