Who Really Drives the Development of Post‐Qualifying Social Work Education and What are the Implications of This?

Back to the Future of Social Work: Child and Adolescent Mental Health and the Post Qualifying Curriculum in England and Wales

“…However, a system of PQSW education able to meet the needs of individuals and society rather than the challenges of globalisation must be based on a more sophisticated analysis of human autonomy, action and identity than suggested by the abstract ideologies of neo-liberalism reflected throughout the current framework (Lorenz, 2005). Changes in the requirements of PQSW education suggest a reordering of the relationship between PQSW education, government and the social work profession is taking place, modelled on neo-liberal ideology (Galpin, 2009). …”

“…It could further be argued that higher education in England now represents the 'glue' that binds practitioners' professional development, competency and intellectual abilities, to their social work values and beliefs (Galpin, 2009). PQSW education supports practitioners' contributions to meeting the challenges of a globalised economy while promoting practice designed to enable adult service users to develop individual economic power in the form of inclusion in the labour market (Lorenz, 2005).…”

Research Findings and Implementation Challenges of the Continuing Professional Development (Cpd) Policy for the Social Work Profession in South Africa

“…England, Scotland, Wales and Northern Ireland are examples where "[e]ach country has its own social work regulatory bodies which have been given the remit to develop a national CPD route designed to meet the needs of both employers and social work practitioners" (Galpin, 2009:66). It is thus linked to standards to which both employees and employers are expected to perform (Galpin, 2009). …”

‘How Am I Doing?’: Advancing Management Skills Through the Use of a Multi-source Feedback Tool to Enhance Work-based Learning on a Post-qualifying Post-graduate Leadership and Management Programme

“…There is a danger of overemphasising technical knowledge and skills and dependency on which specialist areas of practice and knowledge are prioritised. Galpin (2009) considers that this potentially overlooks broader structural issues for which skills are required to work with issues such as discrimination, oppression and inequality within communities.…”

“…These globalising conceptions of what managers can or should do include notions of accountability, transparency and sound governance (Clarke, 2009) combined with neo-liberalist ideology and a business-focussed approach. Debates about policies, governmental objectives and developments in care services are increasingly placed within fiscal frames which, according to Galpin (2009), have a significant impact on which specialist areas of practice and knowledge are deemed most valid for social work management and, consequently, what should be included in the management educational curriculum. There is a danger of overemphasising technical knowledge and skills and dependency on which specialist areas of practice and knowledge are prioritised.…”