The relevance of Global Standards to social work education in Australasia

2017 ◽  
Vol 62 (1) ◽  
pp. 35-47 ◽  
Author(s):  
David John McNabb ◽  
Marie Connolly
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Political Action ◽  
Qualitative Content Analysis ◽  
Indigenous Rights ◽  
National Standards ◽  
Equity Issues ◽  
Global Standards ◽  
Regulatory Bodies ◽  
Work Education

Underpinned by the Global Standards published for the promotion of quality social work education, and as a benchmark for social work education at national levels, a qualitative content analysis is conducted to explore the alignment of national standards of the Aotearoa New Zealand and Australia regulatory bodies with the Global Standards. A number of equity issues are identified: service users and student participation, student representativeness, indigenous rights and political action, gender and cultural equity, and equitable access. The implications for social work education internationally are considered, including a possibility of the role of the Global Standards in democratizing social work education.

Global standards for social work education and training

2004 ◽  
Vol 23 (5) ◽  
pp. 493-513 ◽  
Author(s):  
Vishanthie Sewpaul (IASSW Chair) ◽  
David Jones (IFSW Co‐Chair)
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Education And Training ◽  
Global Standards ◽  
Work Education ◽  
And Training

Redefining social work standards in the context of globalization

2008 ◽  
Vol 51 (2) ◽  
pp. 145-158 ◽  
Author(s):  
Mary Alphonse ◽  
Purnima George ◽  
Ken Moffatt
Keyword(s):  
Developing Countries ◽  
Social Work ◽  
Social Work Education ◽  
National Standards ◽  
The West ◽  
Travail Social ◽  
Communal Relations ◽  
Trabajo Social ◽  
Work Education ◽  
Negative Feelings

English Globalization impacts on all countries, adversely affecting developing countries such as India. Global and national standards for social work education should develop appropriate perspectives addressing the negative feelings of communities. The conception of 'self' as defined by the west needs to be seen in the context of communal relations of the east. French La mondialisation affecte toutes les nations, mais a un impact défavorable dans des pays en développement tels que l'Inde. Les normes mondiales et nationales de formation en travail social devraient développer des perspectives permettant d'en réduire les effets négatifs ressentis par les communautés. La conception du 'soi' (définie par l'occident) nécessite d'être vue dans le contexte des relations communales de l'orient. Spanish La globalización impacta a todos los países, afectado negativamente a naciones en desarrollo como la India. Los estÁndares globales y nacionales para la educación del Trabajo Social deberían desarrollar perspectivas para denunciar los efectos negativos que afectan a las comunidades. La concepción del "ser" (definida por el Occidente) necesita ser vista en el contexto de las relaciones comunales con el Oriente.

International Social Work: Education

2013 ◽  
Author(s):  
M. C. Terry Hokenstad
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
International Exchange ◽  
International Social Work Education ◽  
Local Conditions ◽  
Exchange Programs ◽  
Global Standards ◽  
Common Framework ◽  
Work Education ◽  
And Training

Social work education's development and focus around the world reflects the increasing reality of global interdependence in the initial decade of the 21st century. A number of countries have recently initiated programs of education for social workers, and there are an increasing number of international exchange programs for students and faculty. There continues to be considerable diversity in the focus and structure of educational programs across nations, but a recently developed set of Global Standards for Social Work Education and Training provides a common framework that can be voluntarily applied and adapted to local conditions.

Mandatory Interviews with Older Adults as an Undergraduate Social Work Education Strategy Integrating Generalist Practice Skills and Exposure to Older Adults

2005 ◽  
Vol 11 (sp1) ◽  
pp. 82-94 ◽  
Author(s):  
Lynda R. Sowbel ◽  
Joy Swanson Ernst
Keyword(s):  
Older Adults ◽  
Social Work ◽  
Social Work Education ◽  
Qualitative Content Analysis ◽  
Student Sample ◽  
Student Interview ◽  
Assessment Skills ◽  
Self Discovery ◽  
Generalist Practice ◽  
Work Education

Infusion of aging content into the baccalaureate social work curriculum has received increased consideration recently as a lack of student preparation to work with older adults and rising numbers of this population's need has come to light. Student resistance to working with this population has been well documented. Learning activities on an undergraduate level must meet multiple curricular goals such as teaching assessment skills across the life span. A qualitative content analysis of student interview assignments highlighted themes related to required exposure to seniors. Emergent themes included student inexperience, use of stereotypes of older adults, fear of aging, increased comfort in discussing sensitive or taboo topics, and self-discovery and realization of competence. Requiring interviews with older adults had positive outcomes for the small student sample studied. Implications for future social work education, research, and practice are discussed.

Otis, Jack

2013 ◽  
Author(s):  
Joshua Kirven
Keyword(s):  
Social Work ◽  
Juvenile Delinquency ◽  
Youth Development ◽  
Social Work Education ◽  
Kennedy Administration ◽  
National Standards ◽  
Work Education

Dr. Jack Otis (1923–2010) was best known for serving as Director of the Office of Juvenile Delinquency and Youth Development during the Kennedy administration and was instrumental in establishing national standards for the accreditation of undergraduate social work education.

scholarly journals Global standards for social work education and training

2021 ◽  
Vol 64 (2) ◽  
pp. 161-174
Author(s):  
Vasilios Ioakimidis ◽  
Dixon Sookraj
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
International Association ◽  
Education And Training ◽  
Further Education ◽  
Global Standards ◽  
Wide Range ◽  
Work Education ◽  
Regional Associations ◽  
And Training

This is the final document adopted at the International Association of Schools of Social Work (IASSW) and the International Federation of Social Workers (IFSW) General Assemblies in 2020. The updated Global Standards for Social Work Education and Training is the product of an extensive global consultation that lasted for more than 18 months and included a wide range of social work academics, practitioners and experts by experience across 125 countries, represented by 5 regional associations and engaging with approximately 400 universities and further education organisations. The consultation and publication process was co-ordinated by Professor Vasilios Ioakimidis (IFSW) and Professor Dixon Sookraj (IASSW).

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