Dr Dominic Chilvers, Dr Kathryn Hay and Liz McCafferty Field - - PowerPoint PPT Presentation

Dr Dominic Chilvers, Dr Kathryn Hay and Liz McCafferty

 Field education in Aotearoa New Zealand  The field education position paper  National training and professional development initiative  Professional suitability guidelines  Moving forward: recommendations from the position paper  Questions and discussion

 18 providers of 4 Year BSW qualifications – Uni/Poly/Wānanga/Private  Review of Vocational Education 2019  Competition for placements, pressures geographically  Longstanding cooperative relationships with field education staff  Pressures from students and the providers around placements  Work-integrated learning is gaining traction in tertiary institutions  Universities NZ work-integrated learning committee  Ministerial review of social work education – focus on field ed  The development of a field education position paper

 SW education has been offered for over 40 years  Programme standards set by government regulator  Māori and Western pedagogical models so delivery varies  120 days minimum field education experience  1272 placements in 2017 – concerns about saturation  Collaboration and competition  Diverse learning environments for students  Limited quality assurance data or minimum standards

 Government funding does not recognise field education

demands

 Limited recognition in workload planning in education  No additional support for students’ additional costs  Not recognised by employers in job descriptions  Founded on a system of good will  Employers want students most likely to be employed  Partnership approach is required but often absent  Review of resourcing by all players is required

 Field educator training is valued by practitioners  Costs and outcomes of training are questionable  Field education is a complex interdependent context requiring

a holistic approach to initial training and ongoing support

 Initial training is institution specific and of variable quality  Field educator guidelines could guide training and

development

 Learning community model – Professional association  National repository of field education resources

 Preparatory skills teaching is labour intensive  Field educators may feel anxious about teaching integration  Managing marginal or failing students requires a partnership

approach and considerable support from educators

 Field educator competency concerns test frail partnerships  Live supervision and observation is an area of weakness  Standardised assessment outcomes could add value

 Desire to develop consistency in training of field educators/mentors  Field educators/mentors often taking students from different

providers

 Emphasis on commonalities and to demonstrate collaboration  Aim to increase knowledge and skills for field educators/mentors  National FE Guidelines enable a strong foundation for the training  Current focus:

• Face to face orientation to field education session – (5 providers involved)
• Establish partnership between ANZASW and CSWEANZ
• Online resources, e.g. video on what is field education; why become a field

educator; what students want from their placement

 SWRB require applicants for registration to be “a fit and

proper person to practice social work”

 Implications for educators particularly in field education  Variability of systems around professional suitability  CWEANZ Field Education sub committee project: process

 Criminal offences  Health issues  Character  Professional background  Portfolio  Guidelines don’t remove the grey areas but they do have the

potential to support field education co-ordinator practice

 Review resourcing for field education – all players  Research the impact of placement duration  Map placement provision and link to enrolments  Regional and national approaches to organising placements  Standardised quality assurance form for all education providers  Identify a lead organisation to champion field education and

provide a learning community, resources and information

 Professional standards framework for field educators  Some standardisation of learning outcomes and assessment  Develop a student capabilities framework

Comments and Questions