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.

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.

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

scholarly journals Institutionalizing service-learning as a social work pedagogy: experiences, challenges and contributions to acquisition of competencies

2022 ◽  
pp. 35-44
Author(s):  
Melody Ambagan
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Professional Learning ◽  
Social Work Education ◽  
Academic Discipline ◽  
The Philippines ◽  
Community Needs ◽  
Basic Competencies ◽  
Competency Based ◽  
Work Education

Social Work Education (SWE) in the Philippines is a competency-based academic discipline that focuses on the development of student practice behaviors. The goal of SWE is to demonstrate the integration and application of the competencies in practice with various client systems. This is where the SWE of Southern Christian College (SCC) saw the need to adopt service-learning (SL) as a pedagogy that would aid, assess, and enhance students’ readiness for professional practice. Since it is a combination of academic instruction and community service to address identified community needs, SL is viewed to be an effective vehicle to ensure that students apply what they learn from their classes to address real-world problems in communities. This paper will present the process of how SL had been introduced as an academic framework in one of the social work courses in SCC in 2010 and will particularly highlight the experiences, challenges, gains and learning insights. Experiences of students and faculty revolved around their engagements, challenges encountered, personal and professional learning, and social and psychological gains. Based on the data gathered, an SL framework was developed to reflect the practice of SL in the SCC-SWE. In conclusion, SL as a pedagogy in social work education has contributed to the acquisition and development of basic competencies in terms of knowledge, values and attitudes and skills. The gains which service-learners identified superseded the challenges which they encountered along the various phases.

Social Work Education and Service Learning

2003 ◽  
Vol 8 (2) ◽  
pp. 37-48 ◽  
Author(s):  
Michael E. King
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Community Service ◽  
Social Work Education ◽  
Theory And Practice ◽  
Master's Level ◽  
Social Work Values ◽  
Student Skill ◽  
Work Education ◽  
Schools Of Social Work

In order to increase the collaboration between communities and schools of social work, this article urges educators at both the undergraduate and graduate levels to consider the benefits of including service learning in social work curricula. An approach to social work education via service learning places an equal emphasis on meaningful community service and student skill development, in contrast to other forms of experiential learning. An empowering approach to integrating theory and practice, service learning embodies specific social work values, such as respect for diversity, self-determination, collaboration, social justice, a person-in-environment focus, and accountability. Drawing on recent examples from baccalaureate and master's-level programs, empirical evidence supporting the efficacy of service learning in the field of social work is offered.

scholarly journals The Development of International Programs in a School of Social Work

2014 ◽  
Vol 15 (1) ◽  
pp. 143-162
Author(s):  
Frank B. Raymond
Keyword(s):  
South Carolina ◽  
Social Work ◽  
Social Work Education ◽  
Global Perspective ◽  
International Social Work ◽  
University Of South Carolina ◽  
Field Placements ◽  
School Of Social Work ◽  
Work Education ◽  
International Social

During the last decade increasing numbers of schools of social work have adopted an international mission and have developed a variety of activities to reflect their global perspective. In earlier years, however, relatively few schools expressed a global mission, offered coursework on international social work, provided field placements or other opportunities to expose students to international learning, or extended components of their academic programs to other countries. An early leader in doing such things was the College of Social Work at the University of South Carolina (COSW), where the author was privileged to serve as dean for 22 years (1980-2002) when many of these developments occurred. This paper will discuss how this school acquired an international mission and developed various programs to manifest this commitment. The paper will describe, in particular, the college’s signature achievement in international social work education – the development and implementation of a Korea-based MSW program. The COSW was the first school of social work in the US to offer a master’s degree in its entirety in a foreign country. It is hoped that the recounting of this school’s experiences will offer guidance to other social work education programs that are exploring ways of expanding their international initiatives.

Sign in / Sign up

Export Citation Format

Share Document