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The Context , Influences and Perspectives of Social Work Education in Europe

The Context , Influences and Perspectives of Social Work Education in Europe. Professor Nino Žganec , EASSW President University of Zagreb Faculty of Law Department of Social Work. International Capacity Building seminar for Social Work Education:

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The Context , Influences and Perspectives of Social Work Education in Europe

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  1. TheContext, Influences and Perspectivesof Social WorkEducationin Europe Professor Nino Žganec, EASSW President Universityof Zagreb FacultyofLaw Department ofSocialWork International Capacity Building seminar for Social Work Education: Current Issues and Future Developments of “Glocal” Social Work Education: Challenges for Constructing Inclusive Society by “Glocal” Social Work Tokyo, January 13th, 2019

  2. Trajectories of the SW education in Europe • Pronounced differences in educational systems as the result of the socio-cultural, political and economical differences • European Commission defines since ’80es series of different measures for the emprovement of SW education quality • Socrates programs; later on Erasmus programs

  3. Process of convergence in education… • Bolognadeclarationfrom 1999 – 29 European countrieswiththegoalofmakingtheeuropeanspace for highereducationuntil 2010 • AdditionaldeclarationsfromPrague (longlifelearning), Berlin (research, interdisciplinarity, introducingofthestandards) andBergen • WiththeBolognaprocessbeginstheprocessofconvergence but notunificationofeducationalmodels

  4. Furtherdevelopmentandharmonizationofeducationhavebeenstimulatedby….Furtherdevelopmentandharmonizationofeducationhavebeenstimulatedby…. • Dublin Descriptors (Joint Quality Initiative) • 2000. project “Tuning Educational Structures in Europe” • The European Network for Quality Insurance in Higher Education morphed into European Association for Quality Insurance in Higher Education (ENQA) • Nacional educational standards

  5. But differencesinthe SW educationstillexist… • Differencesinthedegreeofthecentralizationofeducation • Dual systemofeducation as therule (180-210-240 ECTS) • Differencesinthetypeoftheeducationalinstitutitons: Universities, HighSchools • Numberofstudents: dependent on theneedsofthelabourmarket, teacher-student ratio, financial capabilities

  6. Initiatives toward harmonization • EuropeanSocialWorkNetwork , (1999-2004) • European NetworkModules (1999-2004): Social Policy and Social Work, • EUSW-European Platform for Worldwide Social Work (2005-2008)

  7. Further contributions to the harmonization… • Thegoalsoftheeducation: mainlyharmonizedwiththeCorePurposesofSocialWork (IASSW, 2004a) andMinisters Council Recommendation about SocialWork to member countries (European Council, 2001)andwiththe national standardsofindividualcountry Specificknowledge: theory, methodologyandpracticeof SW Baciceducation: applied socialsciences, psychologyandlaw

  8. Theoreticalinfluences to SW education • ‘70es and ‘80es stronger impact of the sociological approaches • ’90es SW more oriented toward psychological approach • Stronger development of the theory and practice of casework and family work (also influence of the ecological and system approach) • Beginning of the stronger development of group work and community work

  9. Social work as psycho-socialoriented • Self - maintaining • Disempowering • Labelling e.g.PTSD • Creates elite: foreign experts - unnacountable local experts-accelerated promotion and salary • Self-fulfilling evaluation:narrow, quantitative • Uncoordinated • Temporary • Duplicating • Pecnik and Stubbs, 1995:38 • Expert based • Pathologising oriented • Medicalising • Distanced • Professionalising • Inflexible • Prestigious for workers not users • Needs defined by experts not communities • Disconnnected from community needs

  10. Developmentallyorientedsocial work? • Flexible • Empowering • Engaged/social movement • Community-based/localised • Integrating • Transformative • Links/connectsdifferentlevels • Human rights • Developsskills • Democratic • Civil society • Political • Actionresearch • Longtermplanning • Pecnikand Stubbs, 1995:38

  11. Confusionofsocialworker’s roles • Education • Facilitator • Advocate • Broker • Negotiator • Educator • Manager • Mediator • Analyst • Integrator • Initiator • Activist • Researcher • Enabler • Organizer Practice • Administrator • “Fireman” • “Social policeman” • Therapist • Family mediator • Accountant • Lawyer • Adviser • Case manager • Discrepancybetweeneducationandpractice • ConflictingRoles • Lackofeducation • Big numberofclients

  12. Influences to the SW practice • SW is mostlydefinedbymeasuresofthegovernmentalsocialpolicy • But it seemsthat state doesnothave clear ideasaboutwhatsocialworkersreally do • Thisresultswithrelativelyweak professional cultureandlowsocial status ofsocialworkers • There is a need for clearerdefininigandexplainingofthevalues, theory, methodologyandpracticalpossibilitiesof SW • Therebyattentionshouldbepaid to localeconomical, culturalandotherspecificities

  13. Influences to SW educationthatshouldbecounted • glo(ba-ca)lization, • europeanization, • changes at the labour market, • unemployment, • demografic changes, • decline in fertility, • aging of the population, • growth of poverty, • changes of the women’s role in the family , • increase in divorce rates, • increase of single parents families, • increased social mobility, • increase of addiction incidence, • …

  14. 2004 Global standards for the education and training of the social work profession (IASSW, EASSW, IFSW) • standards regarding the school’s core purpose or mission • standards regarding programme objectives and outcomes • standards with regard to programme curricula including fieldeducation • standards with regard to core curricula • standards with regard to professional staff • standards with regard to social work students • standards with regard to structure, administration, governanceand resources • standards with regard to cultural and ethnic diversity and genderinclusiveness • standards with regard to values and ethical codes of conduct of the social work profession • http://cdn.ifsw.org/assets/ifsw_65044-3.pdf

  15. Hazard ofthestandardizationandharmonization…

  16. The roles of the SW faculties • 1.) to take over leadership in the knowledge building through development and testing of inovative approaches to continuing changes in the society

  17. 2.) to take over the responsibility for encouraging the creation of new methods and “technologies” in providing of social services that are coherent with the client’s needs

  18. 3) to struggle with the arguments for the resources that are more and more limited what has negative influences on the possibilities for development of education as well as development of practice

  19. 4. to lead the processes of advancement of SW theory and practice • 5. to develop systems and models of evaluation of programs and measures of social policy • 6. to take care thereby about highest possible harmonization of educational programs and practical needs

  20. Directions of development

  21. Questions about organization of the faculties Durationoftheundergraduateandgraduatestudies Organization of the MA and PhD studies

  22. Open questions • Howwillsocialservices look like andwhatkindoftheprovisionswill provide inthe future? • Whatroleswillhavesocialworkers? • Whatcompetencies are needed for this? • Howmanysocialworkers do weneedinthecountry? • Whattypeoftheeducation do weneedinthe future? • What are therolesoftheteachersintheprocessoffeaturingofsocialservices? • Isour role proactive or reactive?

  23. Challenges for future SW education… • Strengtheningofsocial work impactinsociety? • More directsocial work – lessadministration? • Continuingeducation? • Actionresearch? • Communitysocial work? • Better professional association? • Ethicsofsocial work? • Human rightsbased SW? • Interdisciplinarylinkage / Teamwork? Whatelse?

  24. How can social work promote, enhance and be involved in social change?

  25. Practical opportunities for social work to be involved in social change

  26. Demonstrative activities Aim: to raise public conscious on: - issue: its’ range, resource distribution, structural factors that influence - and action: promoting that change is posibble, people have capacity and responsibility to act ˝public˝ includes politicians, experts, media, various stakeholders, population in general…

  27. Demonstrative activities (II) • e.g. Festival for equal opportunities: • Organisedeveryyearbyallianceof NGO’s for peoplewith dissability • In centre of Croatia capital city promotevarious aspectsoftheir creative life and rights

  28. Cooperative activities AIM: Finding partners, exchanging resources and creating pressure • Widening and strengthening social partnership at all levels • Partners can be found among co-workers, social work clients, other professionals, media representatives, public agencies, scientist… • Various forms of collaboration: networks, alliances, coalitions, pressure groups • E.g. NGO’s in Croatia interested in gender issues built alliance and made significant public pressure

  29. Formative activities AIM: have impact on social work students to profile themselves as social activist’s • transfer of specific knowledge and experiences about radical approach to social workstudents. Stronger binding of social work education with the „real life“ of social work clients as an alternative to prevailing evidence basedepistemology in social sciences

  30. Transformative activities • Direct impact on • Available resources and services • Changing legislative framework- Social workers have to be familiar with national and international legislative processes as well as possibilities to be actively involved • The most challenging activity?

  31. Projection of the future

  32. Projection of the future development • Weneed to consider: • The nature ofthe SW profession • Traditionofthe SW • Real possibilitiesofthesocietyandfaculty for sustainabledevelopment • Needs on thelabourmarket • Some methods for theprojectionofthe future development: • scenario, delphytechnique, interview, expert groups meetings, trend extrapolation…

  33. Some proposals • Develop and Promulgate a Clearly Articulated Scope of Social Work Practice • Focus on the Development of Ethical Codes and Standards for Professional Practice and Mechanisms for Accountability • Design and Implement a Social Work Labor Market Survey • Develop Interdisciplinary Programs and Cross-Border Models • Develop Social Work Competencies • Strengthen Social Work Supervision

  34. Some proposals • Create or Revise Curriculum to Link Social Work Practice with Field Education • Build Capacity of Social Work Associations to Service Members, Advocate, and Educate • Develop Ph.D. Programs in Social Work • Develop and Apply Indicators and Mechanisms for Measuring Performance Social Work Education And The Practice Environment In Europe And Eurasia; USAID, 2008

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