Exploring the Transferability of Competency-Based Education Model to Social Work Education in Vietnam

2016 ◽  
Vol 35 (6) ◽  
pp. 659-671 ◽  
Author(s):  
Meekyung Han ◽  
Diana Nguyen ◽  
Edward Cohen ◽  
Laurie Drabble ◽  
Hoa Nguyen ◽  
...  
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Competency Based Education ◽  
Competency Based ◽  
Education Model ◽  
Work Education

Competency-Based Education and Waiver Exams in Social Work Education

2019 ◽  
Vol 24 (1) ◽  
pp. 197-209
Author(s):  
Benjamin Robert Malczyk
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Learning Assessment ◽  
Placement Testing ◽  
Prior Learning ◽  
Social Work Educators ◽  
Competency Based Education ◽  
Time Requirements ◽  
Competency Based ◽  
Work Education

The core tenet of competency-based education is a focus on mastery of a skill or ability. The shift in focus in social work education to a competency-based approach can be applied and understood in varying ways. The current research study examined the use of waiver exams as one iteration of competency-based education in social work education. Forty seven of the 496 programs that replied to the survey indicated they offered some form of placement testing or the use of waiver exams. Further examination of program level policies suggests that social work educators continue to focus on policies and practices aligned with traditional seat-time requirements that run contrary to the principles of competency-based education. Results implicate the need for social work education to examine its commitment to competency-based education in all its forms or to at least encourage research in nontraditional approaches aligned with competency-based education including waiver exams and prior learning assessment.

scholarly journals Service-Learning and Social Work Competency-Based Education: A "Goodness of Fit"?

10.18060/1318 ◽  
2011 ◽  
Vol 12 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Amy Phillips
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Social Work Education ◽  
Goodness Of Fit ◽  
Pedagogical Tools ◽  
Field Placements ◽  
Competency Based Education ◽  
Practice Behaviors ◽  
Competency Based ◽  
Work Education

As social work education moves to a competency-based approach, faculty are increasing their use of pedagogical tools designed to provide students with opportunities, in addition to traditional field placements, to develop practice skills. Faculty are no doubt turning to service-learning, and other forms of experiential education, to provide these opportunities and to offer an additional means for departments to demonstrate and measure student practice behaviors. To help focus the use of service-learning in social work education, this article uses sources from the larger service-learning field and from social work scholarship to examine the nature of service-learning, to review current service-learning trends, to summarize its use in social work education, and to raise questions about its goodness of fit with competency-based education.

scholarly journals A competency-based contract and student assessment for implementing US Council on Social Work Education (CSWE) 2008 competencies in field education

2012 ◽  
Vol 10 (3) ◽  
pp. 17-36
Author(s):  
Karen Tapp
Keyword(s):  
Social Work ◽  
Student Learning ◽  
Social Work Education ◽  
Assessment Tool ◽  
Student Assessment ◽  
Field Education ◽  
Individual Student ◽  
Competency Based ◽  
Work Education ◽  
Learning Contract

This article introduces a competency-based integrated learning contract and student assessment for social work field education. Historically, learning contracts and student assessments have often been two separate documents and could appear unconnected. In addition, individually developed student learning objectives could lack consistency across placement settings. The proposed learning contract seeks to remedy these limitations and was created based on field supervisors’, field students’, social work faculty feedback, and the Council on Social Work Education (CSWE) 2008 competencies. This article describes how the instrument was developed, pilot-tested, and then fine-tuned. The contract provides significant direction for field student learning while still allowing for individual student created competencies. The learning contract and student assessment tool itself is provided for ease of implementing and adapting to other field programs.

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