A new distance learning national framework for social work continuing education: critical reflections on the first phases of implementation

Abstract

This article utilises a range of secondary research methodologies in an exploration of the challenges and opportunities that have arisen from the establishment and first years of delivery of a new single and predominantly distant learning national post-qualifying framework. The CPEL framework is directly commissioned by the professional regulator Social Care Wales (SCW, formerly the Care Council for Wales (CCW)), provided by an alliance of four universities (Bangor, Cardiff, Glyndwr and Swansea) and actively involves employers, practitioners and service users in their development. Critical reflections on the early implementation of the Experienced, Senior and Consultant Programmes that contribute to the CPEL framework will help understand the key characteristics, challenges and opportunities post qualifying education for social workers can bring. The paper commences with an analysis of the moves to design a national post-qualification framework that is more accessible, flexible and responsive than the previous patchwork quilt setup , including an examination of the increased role of distance learning and the teaching methodologies that support it. It then critically summarises the specific context and developments of the CPEL framework. This is followed by substantive analyses of the key messages. These messages are of the value of; provider collaboration, quality of e learning experience, employer commitment and student perceived competence/satisfaction.

Continuing Professional Development: Standards And Practices In European Associations Of Social Work

“…The ability to attract funds could be an excellent motivator for providing free CPD activities, especially for social workers from disadvantages rural areas, or working at microlevel with individuals and families from vulnerable groups. Supportive workplaces, reduced workloads, the ensuring a significant study time, strong mentors and strong line manager support, use of distance learning and new technologies, appropriate resources and support to avoid the lack of motivation or quitting their jobs, are pre-requisites for effective continuing professional development (Rees et al, 2018).…”

“…Not only professional standards but also recent studies (Gray, 2020;Hudson et al, 2020;Mueller & King, 2018;Rentea et al, 2021) show that it is almost vital for social workers to continually improve 1025 their knowledge and skills and to be lifelong learners, the positive impact (Gray, 2020) being immediately visible in improvement of self-esteem and confidence which, in turn, are the main motivators for accessing new CPD activities (Cabiati, 2017). There are though many challenges faced by social workers in accessing CPD: the pressure of time needed for the accumulation of mandatory credit points for maintaining the registration, the inflexibility of their employers regarding the allocation of time for participation in CPD activities, long distances travels (Rees et al, 2018) till the location of the learning activities, the lack of the necessary funds required to participate to different credited activities offered by professional membership organizations in social work field, personal challenges and, in many cases, inability and discomfort in interacting with information technologies. At the same time, social workers are challenged by the limited time at their workplace for reflection on the new acquired knowledge, the lack of a learning culture in some work settings and lack of social networks with other professionals (Jivanjee et al, 2015), which are frequently mentioned as obstacles to continuing professional development in the workplace.…”

The Study of Arabic Conversation Skills was carried out at elementary school

“…Learning Arabic, especially for Muslims, is very important for learning Islamic teachings which were revealed in Arabic, Arabic as well as the language of the Koran which Allah SWT sent down for Muslims as Islamic teachings. (Rees et al, 2018). Arabic is also a world language that has experienced the social development of society and science.…”