COVID-19 impact on social work admissions and education in seven international universities

Abstract

Inter-country Social Work admissions and educational comparisons are difficult due to variance in policy and practices between Social Work educational providers, even within the same country. However, this paper aims to provide an examination of different levels of impact that COVID-19 'lockdown' had on 'admissions to social work' processes and on education, using examples from universities in

Service User Involvement and COVID-19—An Afterthought?

“…In all of this, lived experiential knowledge has been marginalised (McFadden et al, 2020). The views of those on the receiving end of services have been silenced (McLaughlin et al, 2020a,b).…”

Knowledge Management Strategies Through Educational Digital Platforms During Periods of Social Confinement

“…These actions have not only limited human interaction, but have also fractured the face-to-face behavior of the learning process in educational institutions. In Colombia, the national government has designed measures to mitigate this educational crisis, including: promotion of teleworking, use of interactive platforms, delivery of computer equipment and other events that encourage the interaction of users with materials and tools that generate an immersive and innovative experience [3].…”

It’s up to you: The need for self-directed learning for social work students on placement during COVID-19

“… Archer-Kuhn et al , 2020 ; Zuchowski et al , 2021 ). The initial reporting on alternative placements internationally and locally during COVID-19 highlighted innovation and alternatives to traditional placement models, including opportunities for simulation as a melded approach to field education ( Mitchell et al , 2021 ), online direct practice delivery ( Sarbu and Unwin, 2021 ), a self-directed field practicum with the university as the placement host ( Archer-Kuhn et al , 2020 ), community development focused projects ( Bentley-Davey et al , 2020 ), student-initiated social action projects ( Morris et al , 2020 ), tele-health approaches to placements ( McFadden et al , 2020 ) and research placements ( Morley and Clarke, 2020 ).…”

“…A review of the literature published during 2020 and 2021 reported that many field education programmes around the world reported the relaxation or removal of practice hour requirements, and a focus instead on demonstrating that students had met practice learning outcomes, with a more permissive approach to how this might be achieved ( Mclaughlin et al , 2020 , p. 978). A study of field education programmes across seven countries showed that practice placements ended or were paused ( McFadden et al , 2020 ), but the interesting difference was the ability to act quickly if the universities were in national or regional partnerships with other universities and governing bodies. In Northern Ireland and England, an assessed year in employment enabled final year students to withdraw early from their placements, and recruiting them into the social work workforce to carry forward unmet learning needs into their first year ( Beesley and Devonald, 2020 ; McFadden et al , 2020 ).…”

“…A study of field education programmes across seven countries showed that practice placements ended or were paused ( McFadden et al , 2020 ), but the interesting difference was the ability to act quickly if the universities were in national or regional partnerships with other universities and governing bodies. In Northern Ireland and England, an assessed year in employment enabled final year students to withdraw early from their placements, and recruiting them into the social work workforce to carry forward unmet learning needs into their first year ( Beesley and Devonald, 2020 ; McFadden et al , 2020 ). Temporary amendments to social work education accreditation standards also occurred in the USA and Canada (Canadian Association For Social Work Education (CASWE), 2020 ; Council on Social Work Education (CSWE), 2020 ) with adjustments made to allow for a continuation of placement when the standard placement activities were interrupted and potentially threatened student progression and completion ( Mclaughlin et al , 2020 ).…”