1. Learning for Practice – a study of post-qualifying social work education Mary Coles: Manager Scottish PQ Consortium Kate Skinner: Research Lead, IRISS

2. The Context PQ education for SW in Scotland: Two levels of award: PQSW = 3rd year of degree AASW = masters level

3. PQ Framework aims: Validate professional development of social workers Ensure common educational standards Give flexible routes and career pathways Promote education as base for high standards of service Mechanism for assessment of practice

4. Main points: Awards achievable without going to college Based on assessed practice in the workplace Can be combined with college work Flexible: can be done in slices and linked to work Recognition of learning in practice

5. The PQ Consortium A collaborative body of employers and educational establishments Responsible for: - Accreditation of professional programmes - Assessment of portfolios - Quality assurance of both routes - Detailed guidance on assessment - Support to candidates

6. The Study Done in two stages Stage 1: using database to look at info on candidates, patterns in successful & unsuccessful awards and feedback to candidates Stage 2: will call on views of candidates, employers, assessors and mentors to give info on experiences, barriers and facilitators

7. The Story so far….Registrations 2001 -2008 AreaPercentage n = 793 130% 213% 325% 432%

8. Commentary Number reflects extent to which employers have embedded a CPD culture Some employers facing recruitment & retention problems offered rewards (incl. career progression) to those with PQ credits

9. PQSW Awards (third year of four year degree) AWARDS% Total12515 Awards by programme2419 Awards by prog & portfolio10181 Awards by portfolio alone00

10. Advanced Awards in SW (masters level) AreaPercentage n = 128 116% 215% 332% 437%

11. Commentary Most candidates used programme route These mostly in the central belt (more accessible to those in areas 2, 3 & 4) Often fitted with preparation for promotion either by the employer or the individual

12. Awards Per cent Total128100 Awards by programme3930 Awards by prog. And portfolio 1 Awards by portfolio alone6<5

13. Commentary Greater percentage of successes suggest that at this level motivation is greater, perhaps because progression is much clearer (advancement beyond qualifying level) Low number of completions by portfolio suggests that candidates view the portfolio route as more difficult at this level

14. Collaborative working Required by PQSW but mostly covered in programmes so info difficult for us to access Our hunch is that collaborative working is happening but is patchy It is hard to do Is an area that is relatively un-theorised and under researched, so is not well evidenced

15. Overall commentary Achieving award by portfolio is very hard For some candidates is not the best way Need a high level of individual motivation and capacity for independent learning Some candidates have no option – geography, agency resources, policy and priorities

16. Analysis of feedback to candidates Sample: 30 (total 173) = 17% 14 were Successful 16 graded Not Yet Competent* * Can resubmit

17. Strengths commented on: Structure, presentation and referencing Critical analysis of knowledge base including research Reflection on practice, learning & development and explicit value base

18. Areas for improvement Analysis Integration of knowledge base Structure, presentation & referencing Lack of evidence

19. Analysis of questionnaires from candidates Sample tiny: more to be done on this in Stage 2 Will be supplemented by interviews and greater depth of analysis

20. Tentative findings Factors that helped with PQ study: Training programmes Home Work Release from duties

21. Tentative findings (ii) Factors that hindered (52%): Changes in job responsibilities Lack of support at work No release from duties Sick leave None (38%) NB Numbers small

22. Usefulness of mentor Comments: Identified requirements Supportive Gave good feedback

23. Employers’ role Funding Study leave Access to educational resources Access to educational support

24. Impact on practice 64% reported positive impact Mentioned Ability to critically reflect Apply evidence to practice Increased skills and knowledge Confidence and competence increased

25. Impact on career development Confidence in applying for jobs Evidence of CPD for registration 33% said employer did not recognise or value PQ

26. Impact on culture 40% said it had impacted positively Supported CPD development Encouraged others Contributed to evidence-based practice Increased knowledge

27. Areas for further investigation Is there a link between time since qualifying and difficulties with analysis, reflection and use of theory & research? How does this compare with experience of others in different areas and different disciplines? Are there messages for us in helping colleagues with accredited CPD – for individuals and for organisations?