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Comments on "Reinventing social work accreditation"
- Author:
- MIDGLEY James
- Journal article citation:
- Research on Social Work Practice, 19(1), January 2009, pp.119-120.
- Publisher:
- Sage
The author comments on an article by Stoesz and Karger in this issue of 'Research on Social Work Practice'. He argues that, in some respects, their case is overstated. The problems associated with social work accreditation are not caused by the low publication productivity of social work faculty, nor by the low GRE scores of social work students. The primary purpose of social work education is to train practitioners, and faculty research productivity may be unrelated to this goal. There is an urgent need for research on the accreditation process in social work education.
The PQ directory: a guide to PQ consortia and accredited programmes of post qualifying education and training in social work
- Author:
- CENTRAL COUNCIL FOR EDUCATION AND TRAINING IN SOCIAL WORK
- Publisher:
- Central Council for Education and Training in Social Work
- Publication year:
- 1996
- Pagination:
- 88p.
- Place of publication:
- London
Directory providing a guide to the consortia approved by CCETSW to deliver post qualifying and advanced awards in social work. Lists all the higher education and in-service programmes accredited within the UK.
Individual pathways to the post qualifying award in social work and social care: a pilot project of the Scottish Post Qualifying Forum; March-December 1993; final report
- Authors:
- BRODIE Ian, et al
- Publisher:
- Scottish Post-Qualifying Forum
- Publication year:
- 1993
- Pagination:
- 43p.,diags.
- Place of publication:
- Glasgow
Report describing the objectives, process and outcomes of the Scottish post-qualifying award pilot projects undertaken during 1993. The project was mainly concerned with developing and testing mechanisms designed to facilitate individual pathways to professional and academic credit, through enabling a group of candidates to submit claims of prior learning for credit rating.
Accreditation in social work: principles and issues in context: a contribution to the debate
- Author:
- MALHERBE Madelaine
- Publisher:
- Central Council for Education and Training in Social Work
- Publication year:
- 1982
- Pagination:
- 127p.
- Place of publication:
- London
Suggestions for utilizing the 2008 EPAS in CSWE-accredited baccalaureate and masters curriculums—reflections from the field, part 2: the implicit curriculum
- Authors:
- PETRACCHI Helen E., ZASTROW Charles
- Journal article citation:
- Journal of Teaching in Social Work, 30(4), October 2010, pp.357-366.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
In 2008 in the United States, the Council on Social Work Education issued new guidelines for Educational Policy and Accreditation Standards (EPAS). This article is the second of two discussing these guidelines. Part 1 summarised an approach to identifying and sequencing tasks for developing an educational programme with assessment of the explicit curriculum requirements of 2008 EPAS for the classroom as well as field. It also presented instruments believed to be useful in assessing programme performance. This article focuses on the requirements and assessment of the implicit curriculum. It describes how the 2008 EPAS moved the focus of assessment for accreditation from the evaluation of programme objectives to assessment of educational outcomes and student achievement of practice competencies. Because major accreditation challenges for social work programmes derive from the 2008 EPAS, the article continues the discussion of a model for sequencing accreditation tasks.
Suggestions for utilizing the 2008 EPAS in CSWE-accredited baccalaureate and masters curriculums - reflections from the field, part 1: the explicit curriculum
- Authors:
- PETRACCHI Helen E., ZASTROW Charles
- Journal article citation:
- Journal of Teaching in Social Work, 30(2), April 2010, pp.125-146.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
In 2008, the US Council on Social Work Education (CSWE) issued new guidelines for Educational Policy and Accreditation Standards (EPAS), shifting the focus of assessment from the evaluation of the programme objectives to assessment of educational outcomes and student achievement of practice competencies. Part one of a two-part series presenting a model for sequencing curriculum accreditation tasks involved in developing or reaffirming an accredited social work programme, this article explores the explicit curriculum requirements of 2008 EPAS, including multiple measures to assess the extent to which students are achieving practice behaviours as indicators of core social work competencies.
Reinventing social work accreditation
- Authors:
- STOESZ David, KARGER Howard J.
- Journal article citation:
- Research on Social Work Practice, 19(1), January 2009, pp.104-111.
- Publisher:
- Sage
The authors argue that accreditation under the Council on Social Work Education (CSWE) in the US has contributed to the professional decline of social work. The lack of scholarship of the Board of Directors of CSWE compromises its decision making. The quality of the professional literature suffers from the weak scholarship of editors and referees. The calibre of deans and directors of social work educational programs is low with respect to their scholarship as well. Graduate students are ill-prepared to commence studies in social work. The substitution of ideology for academic rigor makes social work education vulnerable to its critics. Proposed revisions in Accreditation Standards indicate that CSWE is unlikely to undertake the necessary steps to reform social work education; therefore, schools of social work should be free to obtain accreditation independent of CSWE.
Response to Stoesz and Karger's article, "Reinventing social work accreditation"
- Author:
- WATKINS Julia M.
- Journal article citation:
- Research on Social Work Practice, 19(1), January 2009, pp.112-113.
- Publisher:
- Sage
The author critically responds to the article by David Stoesz and Howard J. Karger, "Reinventing Social Work Accreditation," and argues it is misleading and erroneous in its assumptions, makes unsubstantiated assertions, and demonstrates an ideological shallowness on the part of the authors in their understanding of social work education, the Council on Social Work Education, and the role of quality assurance on the part of accrediting bodies. The principal function of accreditation in the United States is quality assurance. Through a peer-review system, social work programs exercise appropriate autonomy to leverage resources and intellectual integrity in the design and administration of the curriculum. Stoesz and Karger's limited definition of a scholar misrepresents the multiple roles of faculty, deans, and directors. Furthermore, they fail to recognize that social work programs - their faculty, administration, and students - are actively pursuing the mission of social work through innovations in research, evidence-based interventions, and practice for an increasingly global community.
Rejoinder to "Reinventing social work education"
- Author:
- MOHAN Brij
- Journal article citation:
- Research on Social Work Practice, 19(1), January 2009, pp.116-118.
- Publisher:
- Sage
The author comments on an article by Stoesz and Karger in this issue of 'Research on Social Work Practice'. They argue that the main assumption of the article under discussion seems flawed and misconstrued. The "professional decline of social work" neither is because of the "lack of scholarship of the Board of Directors" nor is an outcome of an imperfect accreditation process. The presumption that independently achieved accreditation will improve the quality of scholarship and educational programs and raise the deans' and directors' calibre is also misconceived. The author, though in general agreement with many of the observations of Stoesz and Karger, finds the crisis of social work deeply rooted in the field's cultural contradictions, academic malaise, and professional mendacity. The triangularity of this problem obscures basic issues that are crucial to unravelling social work education, its variegated crisis, and its possible transformation.
The CSWE and social work accreditation: not guilty on all charges
- Author:
- THYER Bruce A.
- Journal article citation:
- Research on Social Work Practice, 19(1), January 2009, pp.127-130.
- Publisher:
- Sage
It is argued that many of the criticisms of Stoesz and Karger contained within their article titled "Reinventing Social Work Education" and focused against the Council on Social Work Education (CSWE) are misdirected. The CSWE accreditation mandate does not extend to the publishing records (or lack thereof) of social work faculty or deans, to the GRE scores of social work students, nor to the citation patterns of social work journals in general. There certainly are some problems with the current CSWE accreditation process and policies, and several concrete suggestions are given to incrementally strengthen social work education.