Better together: comprehensive social work education in England

Abstract

Prospective social workers in England are increasingly being segregated into different qualification routes. While the justification for this segregation relates to either academic achievement or the vocational nature of the course, students also end up segregated based on prior advantage, personal circumstances, context and experience. This article examines the three main routes into contemporary social work in England: fast-track training programmes, apprenticeships and mainstream programmes. It is shown that each of these approaches arguably have advantages and disadvantages, but that ultimately it is the segregation itself is doing the most damage to the profession. An alternative approach is suggested, based on comprehensive and social justice values, where the focus is on bringing students together, rather than splitting them apart.

Same game, same players, different fields: Social work and teacher education in crisis

“…The MacAlister Review also proposed an evaluation of 'quality' in all initial social work education routes, notably exempting Frontline on the basis that it has already been subject to evaluation (MacAlister, 2022: 184). The review made no mention of the myriad issues raised in those previous evaluations or in the growing body of additional research and evidence demonstrating the damaging impact that Frontline is having on the profession (Murphy, 2016;Jones, 2019;Tunstill, 2019;Scourfield et al, 2020Scourfield et al, , 2021Hanley, 2022a). While there is minimal detail about what such an evaluation of initial social work education routes could look like, we note that this recommendation comes at a time when the Initial Teacher Training (ITT) Market Review looks set to shrink the number of ITT programmes by 25 per cent, just as the profession is facing a deepening recruitment crisis (Martin, 2022).…”

Retention in statutory social work from fast-track child and family programs

“…There have been some trenchant criticisms of Frontline, especially from social work academics. It has been described as elitist, seeking to create an "officer class" of social work leaders (Murphy, 2016); too short in training duration; too narrowly focused on child protection and specific practice models (Thoburn, 2017;Tunstill, 2019); and as preparing people for wider leadership roles outside the profession, meaning they are less likely to stay in social work (Hanley, 2021(Hanley, , 2022. In their proposal to government and the profession, MacAlister et al (2012) explained that Frontline would draw on the successful model of Teach First, a fast-track scheme for high achieving graduates to enter teaching.…”