Adopted at the General Assemblies of IASSW and IFSW, Adelaide, Australia in 2004.
The process of developing global standards for the education and training of the social work profession1 is as important as the product; the actual standards that have been developed. In undertaking such an initiative it was also vital that minority opinions were considered and reflected in the development of the document. Thus, Appendix A describes fully the processes that were involved in developing the standards, and it documents the minority views that were expressed. Given the centrality of the process-product dialectic, and the fact that the principles underscoring the standards emerged, to a large extent, out of the processes, it is vital that the standards are read in conjunction with Appendices A and B. Appendix B provides the concluding comments and discusses the kinds of caution that must be exercised in the use of the document. Having duly considered all the concerns expressed in Appendices A and B, and having considered the need to take into account context-specific realities, and the ambiguities surrounding the education and practice of social work professionals, this document details nine sets of standards in respect of: the school’s core purpose or mission statement; programme objectives and outcomes; programme curricula including fieldwork; core curricula; professional staff; social work students; structure, administration, governance and resources; cultural diversity; and social work values and ethics. As a point of departure, the international definition of the social work profession is accepted, and the core purposes and functions of social work are summarised.
INTERNATIONAL DEFINITION OF SOCIAL WORK
In July 2001, both the IASSW and the IFSW reached agreement on adopting the following international definition of social work:
The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. Utilising theories of human behaviour and social systems, social work intervenes at the points where people interact with their environments. Principles of human rights and social justice are fundamental to social work.
Both the definition and the commentaries that follow are set within the parameters of broad ethical principles that cannot be refuted on an ideological level. However, the fact that social work is operationalised differently both within nation states and regional boundaries, and across the world, with its control and status-quo maintaining functions being dominant in some contexts, cannot be disputed. Lorenz (2001) considered the
ambiguities, tensions and contradictions of the social work profession, which have to be constantly negotiated and re-negotiated, rather than resolved, to constitute its success and challenge. It is, perhaps, these very tensions that lend to the richness of the local-global dialectic, and provide legitimacy for the development of global standards. According to Lorenz (2001:12): “It is its paradigmatic openness that gives this
profession the chance to engage with very specific (and constantly changing) historical and political contexts while at the same time striving for a degree of universality, scientific reliability, professional autonomy and moral accountability.”
CORE PURPOSES OF THE SOCIAL WORK PROFESSION
Social work, in various parts of the world, is targeted at interventions for social support and for developmental, protective, preventive and/or therapeutic purposes. Drawing on available literature, the feedback from colleagues during consultations and the commentary on the international definition of social work, the following core purposes of social work have been identified:
1. STANDARDS REGARDING THE SCHOOL’S CORE PURPOSE OR MISSION STATEMENT
All schools should aspire toward the development of a core purpose statement or a mission statement which:
1.1 Is clearly articulated so those major stakeholders4 who have an investment in such a core purpose or mission understand it.
1.2 Reflects the values and the ethical principles of social work.
1.3 Reflects aspiration towards equity with regard to the demographic profile of the institution’s locality. The core purpose or mission statement should thus incorporate such issues as ethnic and gender representation on the faculty, as well as in recruitment and admission procedures for students.
1.4 Respects the rights and interests of service users and their participation in all aspects of delivery of programmes.
2. STANDARDS REGARDING PROGRAMME OBJECTIVES AND OUTCOMES
In respect of programme objectives and expected outcomes, schools should endeavour to reach the following:
2.1 A specification of its programme objectives and expected higher education outcomes.
2.2 A reflection of the values and ethical principles of the profession in its programme design and implementation.
2.3 Identification of the programme’s instructional methods, to ensure they support the achievement of the cognitive and affective development of social work students.
2.4 An indication of how the programme reflects the core knowledge, processes, values and skills of the social work profession, as applied in context-specific realities.
2.5 An indication of how an initial level of proficiency with regard to self-reflective use of social work values, knowledge and skills is to be attained by social work students.
2.6 An indication of how the programme meets the requirements of nationally and/or regionally/internationally defined professional goals, and how the programme addresses local, national and/or regional/international developmental needs and priorities.
2.7 As social work does not operate in a vacuum, the programme should take account of the impact of interacting cultural, economic, communication, social, political and psychological global factors.
2.8 Provision of an educational preparation that is relevant to beginning social work professional practice with individuals, families, groups and/or communities in any given context.
2.9 Self-evaluation to assess the extent to which its programme objectives and expected outcomes are being achieved.
2.10 External peer evaluation as far as is reasonable and financially viable. This may be in the form of external peer moderation of assignments and/or written examinations and dissertations, and external peer review and assessment of curricula.
2.11 The conferring of a distinctive social work qualification at the certificate, diploma, first degree or post-graduate level as approved by national and/or regional qualification authorities, where such authorities exist.
3. STANDARDS WITH REGARD TO PROGRAMME CURRICULA INCLUDING FIELD EDUCATION
With regard to standards regarding programme curricula, schools should consistently aspire towards the following:
3.1 The curricula and methods of instruction being consistent with the school’s programme objectives, its expected outcomes and its mission statement.
3.2 Clear plans for the organisation, implementation and evaluation of the theory and field education components of the programme.
3.3 Involvement of service users in the planning and delivery of programmes.
3.4 Recognition and development of indigenous or locally specific social work education and practice from the traditions and cultures of different ethnic groups and societies, insofar that such traditions and cultures do not violate human rights.
3.5 Specific attention to the constant review and development of the curricula.
3.6 Ensuring that the curricula help social work students to develop skills of critical thinking and scholarly attitudes of reasoning, openness to new experiences and paradigms, and commitment to life-long learning.
3.7 Field education should be sufficient in duration and complexity of tasks and learning opportunities to ensure that students are prepared for professional practice.
3.8 Planned co-ordination and links between the school and the agency/field placement setting.
3.9 Provision of orientation for fieldwork supervisors or instructors.
3.10 Appointment of field supervisors or instructors who are qualified and experienced, as determined by the development status of the social work profession in any given country, and provision of orientation for fieldwork supervisors or instructors.
3.11 Provision for the inclusion and participation of field instructors in curriculum development.
3.12 A partnership between the educational institution and the agency (where applicable) and service users in decision-making regarding field education and the evaluation of student’s fieldwork performance.
3.13 Making available, to fieldwork instructors or supervisors, a field instruction manual that details its fieldwork standards, procedures, assessment standards/criteria and expectations.
3.14 Ensuring that adequate and appropriate resources, to meet the needs of the fieldwork component of the programme, are made available.
4. STANDARDS WITH REGARD TO CORE CURRICULA
In respect core curricula, schools should aspire toward the following:
4.1 An identification of and selection for inclusion in the programme curricula, as determined by local, national and/or regional/international needs and priorities.
4.2 Notwithstanding the provision of 4.1 there are certain core curricula that may be seen to be universally applicable. Thus the school should ensure that social work students, by the end of their first Social Work professional qualification, have had exposure to the following core curricula which are organised into four conceptual components:
4.1.1 Domain of the Social Work Profession
* Supervised fieldwork education, with due consideration to the provisions of Item 3 above.
4.2.4 Paradigm of the Social Work Profession:
Of particular current salience to professional social work education, training and practice are the following epistemological paradigms (which are not mutually exclusive), that should inform the core curricula:
5. STANDARDS WITH REGARD TO PROFESSIONAL STAFF
With regard to professional staff, schools should aspire towards:
5.1 The provision of professional staff, adequate in number and range of expertise, who have appropriate qualifications as determined by the development status of the social work profession in any given country. As far as possible a Masters level qualification in social work, or a related discipline (in countries where social work is an emerging discipline), should be required.
5.2 The provision of opportunities for staff participation in the development of its core purpose or mission, in the formulation of the objectives and expected outcomes of the programme, and in any other initiative that the school might be involved in.
5.3 Provision for the continuing professional development of its staff, particularly in areas of emerging knowledge.
5.4 A clear statement, where possible, of its equity-based policies or preferences, with regard to considerations of gender, ethnicity, ‘race’ or any other form of diversity in its recruitment and appointment of staff.
5.5 Sensitivity to languages relevant to the practice of social work in that context.
5.6 In its allocation of teaching, fieldwork instruction, supervision and administrative workloads, making provision for research and publications.
5.7 Making provision for professional staff, as far as is reasonable and possible, to be involved in the formulation, analysis and the evaluation of the impact of social policies, and in community outreach initiatives.
6. STANDARDS WITH REGARD TO SOCIAL WORK STUDENTS
In respect of social work students, schools should endeavor to reach the following:
6.1 Clear articulation of its admission criteria and procedures.
6.2 Student recruitment, admission and retention policies that reflect the demographic profile of the locality that the institution is based in with active involvement of practitioners and service users in relevant processes. Due recognition should be given to minority groups10 that are under-represented and/or under-served. Relevant criminal convictions, involving abuse of others or
human rights violations, must be taken into account given the primary responsibility of protecting and empowering service users.
6.3 Provision for student advising that is directed toward student orientation, assessment of the student’s aptitude and motivation for a career in social work, regular evaluation of the student’s performance and guidance in the selection of courses/modules.
6.4 Ensuring high quality of the educational programme whatever the mode of delivery. In the case of distance, mixed-mode, decentralised and/or internet-based teaching, mechanisms for locally-based instruction and supervision should be put in place, especially with regard to the fieldwork component of the programme.
6.5 Explicit criteria for the evaluation of student’s academic and fieldwork performance.
6.6 Non-discrimination against any student on the basis of ‘race’, colour, culture, ethnicity, linguistic origin, religion, political orientation, gender, sexual orientation, age, marital status, physical status and socio-economic status.
6.7 Grievance and appeals procedures which are accessible, clearly explained to all students and operated without prejudice to the assessment of students.
7. STANDARDS WITH REGARD TO STRUCTURE, ADMINISTRATION, GOVERNANCE AND RESOURCES
With regard to structure, administration, governance and resources, the school and/or the educational institution should aspire towards the following:
7.1 Social work programmes are implemented through a distinct unit known as a Faculty, School, Department, Centre or Division, which has a clear identity within the educational institution.
7.2 The school has a designated Head or Director who has demonstrated administrative, scholarly and professional competence, preferably in the profession of social work.
7.3 The Head or Director has primary responsibility for the co-ordination and professional leadership of the school, with sufficient time and resources to fulfil these responsibilities.
7.4 The school’s budgetary allocation is sufficient to achieve its core purpose or mission and the programme objectives.
7.5 The budgetary allocation is stable enough to ensure programme planning and sustainability.
7.6 There are adequate physical facilities, including classroom space, offices for professional and administrative staff and space for student, faculty and field-liaison meetings, and the equipment necessary for the achievement of the
school’s core purpose or mission and the programme objectives.
7.7 Library and, where possible, internet resources, necessary to achieve the programme objectives, are made available.
7.8 The necessary clerical and administrative staff are made available for the achievement of the programme objectives.
7.9 Where the school offers distance, mixed-mode, decentralised and/or internet-based education there is provision of adequate infrastructure, including classroom space, computers, texts, audio-visual equipment, community resources for fieldwork education, and on-site instruction and supervision to facilitate the achievement of its core purpose or mission, programme objectives and expected outcomes.
7.10 The school plays a key role with regard to the recruitment, appointment and promotion of staff.
7.11 The school strives toward gender equity in its recruitment, appointment, promotion and tenure policies and practices.
7.12 In its recruitment, appointment, promotion and tenure principles and procedures, the school reflects the diversities of the population that it interacts with and serves.
7.13 The decision-making processes of the school reflect participatory principles and procedures.
7.14 The school promotes the development of a cooperative, supportive and productive working environment to facilitate the achievement of programme objectives.
7.15 The school develops and maintains linkages within the institution, with external organisations, and with service users relevant to its core purpose or mission and its objectives.
8. STANDARDS WITH REGARD TO CULTURAL AND ETHNIC DIVERSITY AND GENDER INCLUSIVENESS
With regard to cultural and ethnic diversity schools should aspire towards the following:
8.1 Making concerted and continuous efforts to ensure the enrichment of the educational experience by reflecting cultural and ethnic diversity, and gender analysis in its programme.
8.2 Ensuring that the programme, either through mainstreaming into all courses/modules and/or through a separate course/module, has clearly articulated objectives in respect of cultural and ethnic diversity, and gender analysis.
8.3 Indicating that issues regarding gender analysis and cultural and ethnic diversity, are represented in the fieldwork component of the programme.
8.4 Ensuring that social work students are provided with opportunities to develop self-awareness regarding their personal and cultural values, beliefs, traditions and biases and how these might influence the ability to develop relationships with people, and to work with diverse population groups.
8.5 Promoting sensitivity to, and increasing knowledge about, cultural and ethnic diversity, and gender analysis.
8.6 Minimising group stereotypes and prejudices11 and ensuring that racist behaviours, policies and structures are not reproduced through social work practice.
8.7 Ensuring that social work students are able to form relationships with, and treat all persons with respect and dignity irrespective of such persons’ cultural and ethnic beliefs and orientations.
8.8 Ensuring that social work students are schooled in a basic human rights approach, as reflected in international instruments such as the Universal Declaration on Human Rights, the United Nations Convention on the Rights of
the Child (1989) and the UN Vienna Declaration (1993).12
8.9 Ensuring that the programme makes provision for social work students to know themselves both as individuals and as members of collective socio-cultural groups in terms of strengths and areas for further development.
9. STANDARDS WITH REGARD TO VALUES AND ETHICAL CODES OF CONDUCT OF THE SOCIAL WORK PROFESSION
In view of the recognition that social work values, ethics and principles are the core components of the profession, schools should consistently aspire towards:
9.1 Focused and meticulous attention to this aspect of the programme in curricula design and implementation.
9.2 Clearly articulated objectives with regard to social work values, principles and ethical conduct.
9.3 Registration of professional staff and social work students (insofar as social work students develop working relationships with people via fieldwork placements) with national and/or regional regulatory (whether statutory or non-statutory) bodies, with defined codes of ethics.13 Members of such bodies are generally bound to the provisions of those codes.
9.4 Ensuring that every social work student involved in fieldwork education, and every professional staff member, is aware of the boundaries of professional practice and what might constitute unprofessional conduct in terms of the code of ethics. Where students violate the code of ethics, programme staff may take necessary and acceptable remedial and/or initial disciplinary measures, or
counsel the student out of the programme.
9.5 Taking appropriate action in relation to those social work students and professional staff who fail to comply with the code of ethics, either through an established regulatory social work body, established procedures of the
educational institution, and/or through legal mechanisms.
9.6 Ensuring that regulatory social work bodies are broadly representative of the social work profession, including, where applicable, social workers from both the public and private sector, and of the community that it serves, including the direct participation of service users.
9.7 Upholding, as far as is reasonable and possible, the principles of restorative rather than retributive justice14 in disciplining either social work students or professional staff who violate the code of ethics.
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1 All reference to “social work” in this document is to read as the “social work profession”, and reference to the “social worker” is to read as the “social work professional” , Vol 23, No. 5: 555-565