‘Gateway’ : An Innovative Pedagogical Approach to Prepare Social Care Workers for Social Work Training. / Leonard, Kate; Mason, Karl; Pearce, Jill; Jackson, Cleve.

In: Practice: Social Work in Action, 03.10.2021, p. 1-5.

Research output: Contribution to journalArticlepeer-review

E-pub ahead of print

Standard

‘Gateway’ : An Innovative Pedagogical Approach to Prepare Social Care Workers for Social Work Training. / Leonard, Kate; Mason, Karl; Pearce, Jill; Jackson, Cleve.

In: Practice: Social Work in Action, 03.10.2021, p. 1-5.

Research output: Contribution to journalArticlepeer-review

Harvard

APA

Vancouver

Author

BibTeX

@article{9a923850955b40febc54772b48a63003,
title = "{\textquoteleft}Gateway{\textquoteright}: An Innovative Pedagogical Approach to Prepare Social Care Workers for Social Work Training",
abstract = "This article presents a case study of an innovative course requested, funded and designed by the West London Social Work Teaching Partnership (WLSWTP). Due to difficulties in recruiting social workers across these local authorities, the graduate certificate in social care recognised and developed the skills of the current local social care workforce, many of whom were already undertaking roles previously undertaken only by social workers. Many social care workers were unable to access social work qualification routes because they were not in a position to study independently or did not have the required qualifications for bursaried programmes at universities or through fast-track providers. The delivery of a graduate certificate in social care, over one academic year, one day a week, offered the opportunity for social care workers across adult{\textquoteright}s and children{\textquoteright}s services to provide evidence of their ability to study at degree level. Those students completing at a 2:1 level met the academic entry requirements for the MSc course at one of the partner universities and one fast track route. The case study outlines the course development, curriculum design and preliminary findings from an ongoing evaluation.",
keywords = "teaching partnership, workforce, graduate certificate, inclusive education, social work education",
author = "Kate Leonard and Karl Mason and Jill Pearce and Cleve Jackson",
year = "2021",
month = oct,
day = "3",
doi = "10.1080/09503153.2021.1970127",
language = "English",
pages = "1--5",
journal = "Practice: Social Work in Action",
issn = "1742-4909",
publisher = "Taylor & Francis",

}

RIS

TY - JOUR

T1 - ‘Gateway’

T2 - An Innovative Pedagogical Approach to Prepare Social Care Workers for Social Work Training

AU - Leonard, Kate

AU - Mason, Karl

AU - Pearce, Jill

AU - Jackson, Cleve

PY - 2021/10/3

Y1 - 2021/10/3

N2 - This article presents a case study of an innovative course requested, funded and designed by the West London Social Work Teaching Partnership (WLSWTP). Due to difficulties in recruiting social workers across these local authorities, the graduate certificate in social care recognised and developed the skills of the current local social care workforce, many of whom were already undertaking roles previously undertaken only by social workers. Many social care workers were unable to access social work qualification routes because they were not in a position to study independently or did not have the required qualifications for bursaried programmes at universities or through fast-track providers. The delivery of a graduate certificate in social care, over one academic year, one day a week, offered the opportunity for social care workers across adult’s and children’s services to provide evidence of their ability to study at degree level. Those students completing at a 2:1 level met the academic entry requirements for the MSc course at one of the partner universities and one fast track route. The case study outlines the course development, curriculum design and preliminary findings from an ongoing evaluation.

AB - This article presents a case study of an innovative course requested, funded and designed by the West London Social Work Teaching Partnership (WLSWTP). Due to difficulties in recruiting social workers across these local authorities, the graduate certificate in social care recognised and developed the skills of the current local social care workforce, many of whom were already undertaking roles previously undertaken only by social workers. Many social care workers were unable to access social work qualification routes because they were not in a position to study independently or did not have the required qualifications for bursaried programmes at universities or through fast-track providers. The delivery of a graduate certificate in social care, over one academic year, one day a week, offered the opportunity for social care workers across adult’s and children’s services to provide evidence of their ability to study at degree level. Those students completing at a 2:1 level met the academic entry requirements for the MSc course at one of the partner universities and one fast track route. The case study outlines the course development, curriculum design and preliminary findings from an ongoing evaluation.

KW - teaching partnership

KW - workforce

KW - graduate certificate

KW - inclusive education

KW - social work education

U2 - 10.1080/09503153.2021.1970127

DO - 10.1080/09503153.2021.1970127

M3 - Article

SP - 1

EP - 5

JO - Practice: Social Work in Action

JF - Practice: Social Work in Action

SN - 1742-4909

ER -