national qualification in social work (nqsw) accreditation standardsand procedures

National Social Work Qualifications BoardBord Náisiúnta na gCáilíochtaí Oibre Sóisialta

National Qualification in Social Work (NQSW) Accreditation Standards

i NQSW Accreditation Standards and Procedures

Background

Context: Why a new handbook?

Section One

Professional Qualifying Social Work Education and Training Framework

1.1 Input and Outcomes Model u

1.2 Learning Outcomes u

A) Understanding Self: Theory and Practice

B) Understanding Service Users and Service Providers: Theory and Practice

C) Understanding Social Work: Theory and Practice

D) Understanding Methods: Theory and Practice

Section Two

Accreditation: Information for Programme Providers

2.1 Introduction to Accreditation u

2.2 Entitlement to the National u

Qualification in Social Work2.3 Requirements for Accreditation u

2.3.1 Academic Requirements 2.3.2 Professional Practice

Requirements 2.4 Accreditation Procedures for u

Programme Providers 2.4.1 Initial and Preliminary Accreditation 2.4.2 Full Accreditation 2.4.3 Full Accreditation Review 2.4.4 Substantial Change to Existing

Accreditation Programme

Section Three

Accreditation: Information for the Panel of Assessors

3.1 Introduction u

3.2 Formation of Panel of u

Assessors, Advisory Panels and Accreditation Panels 3.2.1 Panel of Assessors: Formation

and Operation 3.2.2 Advisory Panel: Formation and

Operation 3.2.3 Accreditation Panel: Formation

and Operation 3.3 Initial and Preliminary Accreditation: u

Terms of Reference for Accreditation Panels

3.4 Full Accreditation Status: Terms of u

Reference for Accreditation Panels 3.5 Review of Full Accreditation Status u

3.6 Substantial Change to Existing u Accreditation Programme : Terms of Reference for Accreditation Panels

Contents

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ii NQSW Accreditation Standards and Procedures

Appendix A

Accreditation Forms for Programme Providers

http://www.nswqb.ie/publications/index.html

A1 Initial Stage Advisory Accreditation Form

A2 Preliminary Accreditation Form: Accreditation of New Programmes

A3 Full Accreditation Form A4 Accreditation Review Form A5 Notification of Substantial Change

to an Existing Accredited Programme Form

Appendix B

Format for Accreditation Report for Accreditation Panel

B1 Format for Initial Accreditation Report

B2 Format for Preliminary Accreditation Report

B3 Format for Full Accreditation Status Report

B4 Format for Accreditation Review Report

B5 Format for Substantial Change to an Existing Accredited Programme Report

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iii NQSW Accreditation Standards and Procedures

The National Social Work Qualifications Board (NSWQB) was established under the Health (Corporate Bodies) Act, 1961 (as amended by S.I. No. 97 of 1997 and confirmed by the Health Miscellaneous Provisions Act 2007) and by S.I. 230 of 2007. It is the Irish recognition authority for social work qualifications and the designated authority in Ireland for the profession of social work in accordance with EU Directive 2005/36/EC. The NSWQB operates under the Freedom of Information Act, 1997 and 2003.

As a statutory body, the NSWQB has specific functions and powers in relation to the award and recognition of social work qualifications which are set out in the legislation described above. The professional social work qualification in Ireland is the National Qualification in Social Work (NQSW). Programmes that lead to the NQSW are accredited by the NSWQB which grants the NQSW to persons who have successfully completed recognised progammes.

The mission of the NSWQB is to sustain and develop quality social work education and training, so as to ensure that social workers are equipped to work and contribute effectively to statutory, voluntary and community social services. The NSWQB considers that the profession of social work necessitates a professional body of knowledge, skills and values and also the foundation of a broad education in the social sciences. It subscribes to the definition of social work as set out by the International Federation of Social Workers (IFSW 2000) as set out below and as developed for the Irish context (see next section).

“ The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. Utilising theories of human behaviour and social systems, social work intervenes at the points where people interact with their environments. Principles of human rights and social justice are fundamental to social work.” (International Federation of Social Workers 2000)

Background

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iv NQSW Accreditation Standards and Procedures

Wherever it is practised in the world, social work is constantly in a process of change and refinement as it works to empower individuals, groups and communities to develop their full potential and wellbeing. It is the responsibility of social work education to equip both new entrants to the profession and those already qualified to engage, cope with and contribute to that process. In Ireland, the NSWQB has the mandate to ensure that professional and post-qualifying social work training is fit for that purpose. This means constant attention to the changing circumstances and best practice within the profession, along with reflection on the role of the Board itself. The result is regular review, and reissuing, of guidance such as this Accreditation Handbook, the fourth since the establishment of the Board in 1997.

“ Social work is a profession based on principles of human rights and social justice that works to empower individuals, groups and communities to develop their full potential and wellbeing. The focus of intervention is the relationship between the individual and their immediate and wider social

environment. Particular emphasis is placed on meeting the needs of vulnerable and marginalised individuals and groups. Social work practice is informed by professional education based on critical self-reflective analysis and understanding of human development, behaviour and complex social processes. Social workers make use of an identifiable set of skills and methods including assessment, counselling, advocacy, resourcing, networking and evaluation. Social workers also pursue their objectives through research and social policy analysis.“ (NSWQB, 26/03/09)

Across the globe, the challenges posed to the social work profession by the processes and the structures of the modern world are complex and varied. Many are common to every country, such as the respectful care of older people; some, like childhood trauma through political violence, are particular to a time and place, and others are distinctive for being cross-national, for example human trafficking. To play its role in responding to these challenges, the social work response has to be equally complex and varied and capable of functioning effectively within national, regional

and global contexts. In Ireland, social workers contribute to services responding from a wide variety of issues, ranging from substance misuse to infertility, from offending to parental support, from mental health to homelessness, disability to life stage issues. These services are provided in a broad range of settings (community, hospital, probation) and sectors (public, community, voluntary, and private). Increasingly, the services social workers are involved in are inter-disciplinary, inter-agency and inter-sectoral. An increased emphasis on early intervention and prevention is matched by specialisation and targeted provision. Social work training in Ireland must ensure a breadth and depth of knowledge, skills and values based on national and international best evidence and best practice. This is necessary to equip practitioners to contribute within national, regional and global contexts.

Social work education should allow for a certain amount of local autonomy while acknowledging variation and diversity within the context of agreed international standards and common frameworks of understanding. At the heart of

Context: Why a new handbook?

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v NQSW Accreditation Standards and Procedures

the profession lies an empathy for people and the self-reflective understanding and practice of communication and relationship skills, drawing on knowledge from the social sciences and embedded in an explicit value base. These find expression in therapeutic interventions, including counselling, which provide one major strand to professional social work and therefore are an essential part of the social work curriculum. Community work, including both neighbourhood development and social action, also gives expression to social work’s essential features and provides a second major strand to social work practice and education. Social workers’ delivery of therapeutic interventions and of community work is strengthened by their professional value base, their use of a wide range of skills for working with both individuals and groups, and their broad knowledge base in the social sciences.

The capacity to hold in creative tension and integrate through respectful dialogue the therapeutic and the community work strands of the profession has always been the strength of Irish social work. That strength

is also apparent in the profession’s response to the growing expectation of compliance to formal standards of quality of services and care. Public accountability for effective practice is emerging as a third major strand in professional practice and education. Service users, other professions, employers, the courts, politicians and the general public expect regulation and inspection to meet their legitimate concern to ensure effective and accountable practice. The NSWQB recognises and supports that expectation. Public accountability for effective practice must be addressed in social work education. This third strand has to be accommodated in a fashion that develops and strengthens the profession’s existing identity and reflects core social work knowledge, values and skills.

The NSWQB recognises the high standard of social work education being achieved in this country. This is evidenced by the international standing of an Irish social work qualification. The Board is committed to supporting not just the maintenance but also the raising of that standard. It recognises, too, the diversity of

approach taken by the colleges and their agency partners in providing professional social work training in the State. Such diversity is essential to ensuring the vibrancy, flexibility and innovation so crucial to maintaining and further improving the standard of social work education. While not advocating or seeking to enforce a single approach, the NSWQB does regard certain outcomes as the shared responsibility of everyone involved in social work education. The Board aims to ensure that all qualifying social workers achieve a common basic standard expressed in a shared core of knowledge, values and skills. To this end the NSWQB requires a clear statement of programme objectives and curriculum design by colleges.

Social work education requires a careful balance and integration of theory and practice. It also requires attention to individual student growth and development. Education programmes should be designed to enable graduates to work reflectively and effectively in challenging situations in the workplace and contemporary society. Graduating social workers will express their role in the

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vi NQSW Accreditation Standards and Procedures

professional quality of their interaction with both service users and service providers, and in upholding the ethical standards of their professional body. The understanding that leads to mastery of professional knowledge, values and skills can only be achieved through critical reflection on the integration of self, theory and practice. The NSWQB is committed to accrediting programmes which produce professionally qualified social workers who have attained a graduate/postgraduate level of knowledge and understanding about themselves, other people, the social work profession and the methods of intervention used by social workers.

The NSWQB considers that the profession of social work necessitates a professional body of knowledge and skills and also the foundation of a broad education in the social sciences. Such education should equip professionals to be disciplined thinkers and to have enquiring and analytical minds. Social workers must be educated to respond to changing circumstances and to apply existing and new knowledge and skills to new situations. It is

expected therefore that programmes will emphasise the importance of self-directed learning with a focus on the location and use of research-based and other sources of knowledge and information.

Developments at national and European level, in particular the Bologna Process, have resulted in significant changes in higher education, including a move to a learning outcomes system. In light of this, consideration was given to specifying high-level learning outcomes for qualification as a social worker, and as a result this new Accreditation Handbook is premised on a standards-based learning approach. Qualifying level social work education must ensure the achievement of a set of outcomes that lays the foundation for a career in social work. On graduating, all social workers in Ireland will have achieved a common set of key programme learning outcomes. These learning outcomes will be extended and refined in the workplace during initial induction under the supervision of a more experienced professionally qualified social

worker. Supervision is an essential and lifelong component of professional practice. For the protection of the public and promotion of quality service, social workers require access to formal supervision that is regular, consistent and of high quality.

The initial induction referred to above is the first stage in what is becoming a formalised process of life-long learning and continuous professional development. The NSWQB views post-qualifying programmes as an important part of the training continuum and is committed to further developing this area. Accreditation of post- qualifying programmes will serve to highlight and manifest this commitment. Standards and procedures for the accreditation of post-qualifying programmes undertaken by social workers are set out in a separate handbook.

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Section One

Professional Qualifying Social Work Education and Training Framework

SOCIAL SCIENCES

Social PolicyEconomics

LawPsychologySociology

Political ScienceSocial Research

UNDERSTANDINGS

SelfService Users & Providers

Social WorkMethods

VALUESSKILLS

KNOWLEDGE

NQSWFigure 1: Theory and Practice in Social Work

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3 NQSW Accreditation Standards and Procedures

1.1 Input and Outcomes Model

To ensure that all qualifying social workers achieve a common basic standard outcome, the NSWQB has agreed a professional qualifying social work education and training framework which all accredited social work programmes will adopt. The framework is based on the social science foundations to academic social work in Ireland, the experience and best practice within existing Irish programmes and the four components for curriculum development identified jointly by the International Federation of Social Workers and the International Association of Schools of Social Work (Global Standards for the Education and Training of the Social Work Profession, IASSW & IFSW, Adelaide, Australia, 2004).

At the core of the framework is mastery of a mix of knowledge, values and skills that together identify a professionally qualified social worker and constitute the required learning outcome of every qualifying programme. The inputs to achieve that outcome cover four general areas of understanding:


B) Understanding Service Users and Providers: Theory and Practice



See Figure 1 (facing page).

The four areas of understanding are based on both theory and practice and all need to be addressed both in college and on placement. The generic knowledge, values and skills mastery required in social work must be initially developed within college and then integrated into live practice through the experience and supervision offered by structured placements within social work settings. The skills, knowledge and values learnt in this way should be transferable between situations, contexts and agencies. Both college and practice learning opportunities are interrelated and influence each other in achieving a final integration by the completion of the programme, reflected in the knowledge, skills and values of the

graduate social worker. All graduates should be able to locate their understanding of social work and its methods within a social science knowledge framework and be confident and competent in expressing that understanding in an ethical manner through generalist skills and methods that allow for practice in a range of settings.

1.2 Learning Outcomes

Taking each of the four components, the general aim of the component, and specific learning outcomes that must be achieved by the completion of a qualifying programme, are outlined below:


This component refers to the development, through the education process, of a critically reflective practitioner with an emphasis on the crucial role of the individual social worker in beginning, sustaining and ending professional relationships. Students are expected to develop a high level of self-awareness and be prepared to examine, analyse and reflect on

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their practice and its outcomes in a manner that opens it to self-reflection and personal accountability. This requires the individual to develop self-awareness and sensitivity to others along with strong communication skills. This includes an awareness in the graduate of the relationship between their personal life experiences and personal value systems and the practice and ethical codes of a social worker. Programmes should equip the student to appraise and apply national and international codes of ethics and their applicability to a variety of interpersonal relations, cultural contexts and social structures.

A) Understanding Self: Learning Outcomes

On completion of the programme, graduates will show evidence of their ability in theory and in practice to critically understand, and apply their understanding of:

• understanding and integration of their personal and professional development

• analysis and evaluation of the influence of their own and other people’s personal

experience in particular situations• the practice of critical self-reflection• the use of cognitive skills to analyse and

clarify concepts and issues• thinking logically, even when under

emotional and social pressure• arguing a professional position with

confidence• developing and refining an evidence-

based approach to problem solving• demonstrating a broad range of

interpersonal skills• the need to begin, sustain and bring to an

appropriate end relationships with service users and carers, and with colleagues

• initiating and managing processes of change at an individual level

• applying ethical principles and standards to practice

• promoting equality and mutual respect without prejudice in a culturally competent anti-discriminatory and anti-oppressive manner

• managing their own education and learning

• effective use of supervision and consultation processes

• taking responsibility, at the appropriate

level, for their own actions• the use of personal and professional

authority appropriately

B) Understanding Service Users and Providers: Theory and Practice

Through a sound grounding in the social sciences, students are expected to be able to describe, analyse and make judgements about the circumstances, causes and possibilities within the interpersonal relationships and social structures that social workers deal with. This involves studying and applying in practice the broad theories of human development and social environment which underpin an understanding of individuals, families, groups and communities. Secondly, studying and applying in practice the theories and concepts emphasising the individual-in-context and the dynamic interactions across the biological, psychological, social-structural (legal, political and economic) and cultural domains that shape human behaviour. Finally, studying and applying in practice the political and economic perspectives on the state and civil society; theories and concepts of social justice and human rights.

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B) Understanding Service Users and Providers: Learning Outcomes


• theories of individual and social development across the life span and within different cultures

• perspectives on understanding interpersonal and social structural influences on the individual, group and community, including marginalisation, stigma, discrimination and oppression

• economic perspectives on human interaction and social structures, including the nature of the market system, the rationale for government intervention and the meaning of economic indicators

• the nature and role of the state and political processes, including the role of political parties and social movements

• the history, structures and processes of public administration within Ireland at the local and national levels and their

interface with European and international institutions

• the interpersonal and social structural dynamics that enhance and impede the strengths and skills within individuals, groups and communities

• the relationship between justice, care and control in interactions between the state and individuals

• the moral and legal rights of individuals to the promotion of wellbeing and protection if at risk of abuse, exploitation and violence from others or themselves

• the role of interpersonal exchanges in identifying, releasing and appropriately managing the expression of emotions

• explanations as to causes and forms of a wide range of disabling and enabling emotional states

• effectiveness in accessing and providing information and advice, including the use of information and communications technology (ICT).


This area of understanding refers to those features critical to the unique identity of the social worker and the social work profession. This derives from the effective integration of the complex and often competing aspects of the role. It is reflected in the various forms of social work undertaken with diverse service user and carer groups within a range of settings. It is seen in the contemporary forms of social work, with its international similarities and differences, in social work’s historical development and in the importance of critical theory to contemporary thinking on social work. Social work values should be taught explicitly and should permeate every aspect of the social work education programme. Such values should be underpinned by an understanding, promotion and commitment to human rights and social justice. Graduates must be familiar with a variety of codes of ethics including national and international social work codes of ethics.

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C) Understanding Social Work: Learning Outcomes

On completion of the programme graduates will show evidence of their ability in theory and in practice to critically understand, and apply their understanding of:

• the concepts and explanatory frameworks underpinning theories of social work

• historical trends and contemporary issues in social work within Ireland, Europe and internationally

• social work practice in a multi-cultural context that both celebrates diversity and counters individual and institutional racism

• the impact on social work practice of information technology

• historical and contemporary Irish health and social care institutions in which social work is practised

• the current legal framework in which social work is carried out

• values underpinning legislation relevant to social work, including that relating to equality, freedom of information and

data protection • methods of policy analysis and

applied research • the nature and characteristics of

policy and decision making in a variety of contexts

• issues and trends in Irish public and social policy development influencing social work

• findings from enquiries, reports, tribunals, investigations and associated reports influencing social work

• functions, processes, structures and organisational environments in the major agencies in which social work is practised

• the importance and the challenges of cross-sectoral and interdisciplinary working

• cross-border, in particular North/South, influences on health and social care institutions and policy and on social work practice


Professional social work qualification requires students to be competent and confident in understanding, explaining and applying generalist skills and methods appropriate to delivering, from a variety of settings, a range of services to meet different types of need. This includes being able to work with others, clients and colleagues, individually and in groups. This requires a grounding in general assessment and intervention skills along with an understanding of the process of social work intervention as it applies to both individuals and groups. Students also need a rights-based and evidence informed understanding of a range of social work methods and will be able to competently apply at least one to practice which will provide a foundation for continuous professional development.

D) Understanding Methods: Learning Outcomes


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• assessment skills, including observing and interpreting behaviour objectively and synthesising and critically evaluating other types of information

• intervention skills of planning, implementation, evaluation and closure

• contracting, negotiating and formulating of plans with service users and providers

• risk assessment and risk management• ethical principles and practices in

planning problem-solving activities• mediation and negotiation between

conflicting interests• methods of locating and providing timely

and accurate information and advice, including the use of ICT

• appropriate referral and advocacy to other agencies and services

• theoretical knowledge and practice skills necessary to work therapeutically with individuals, families and groups in a culturally competent manner

• concepts and explanatory frameworks underpinning a range of individual counselling theory and practice

• concepts and explanatory frameworks underpinning a range of community work theory and practice

• concepts and explanatory frameworks underpinning a range of group work theory and practice

• concepts and explanatory frameworks underpinning a range of family work theory and practice

• concepts and explanatory frameworks underpinning social work’s public accountability for effective practice

• ways to evaluate the impact of the delivery of services in light of client rights and needs

• organisational skills in managing workload to meet designated responsibilities

• obtaining and expenditure of resources within existing constraints through being able to prioritise

• processes and mechanisms of supervision and professional accountability

• the dynamics of team working• processes and mechanisms for working

across professional, agency and sector boundaries

• planning and evaluation of the efficiency and effectiveness of services

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Section Two

Accreditation: Information for Programme Providers


2.1 Introduction to Accreditation

Accreditation is a system for recognising programmes that lead to professional qualification awards. The accreditation process provides professional peer judgements of the quality of a social work education programme in preparing students to work as effective professionals in a range of statutory and non-statutory agencies. Such judgements are based on whether programmes meet the accreditation standards contained in this Handbook. Implicit in the process is the requirement to foster and support standards of excellence. The accreditation process, standards and procedures for programmes leading to the NQSW are continually under review, reflecting developments arising from the cycle of accreditation and reviews. For the most up-to-date information it is therefore advisable to contact the NSWQB office directly.

Accreditation encompasses three discrete activities, namely Preliminary Accreditation, Full Accreditation and Review of Accreditation status.

An Initial or Advisory Stage precedes the Preliminary Accreditation process which cannot commence until the Advisory Stage is completed. This stage applies to new programmes wishing to lead to the NQSW. Preliminary Accreditation, if successfully accomplished, will allow the programme to be granted Preliminary Accreditation status and to proceed with student intake. A Full Accreditation visit is undertaken as near as possible to the first programme output. The status of NQSW shall apply to all students who earned their qualification on a programme which held, at the date of the student’s enrolment, the status of Full Accredited or Preliminary Accredited programme. Full Accreditation is for a period of five years subject to no substantial changes being made to the programme during that period. The NSWQB will undertake a review at the midway point which will focus on recommendations contained in the Full Accreditation report and any substantial changes that may have occurred.

Accreditation is a prospective rather than a retrospective process. Accreditation is the outcome of a collaborative process between the Board and the college and it should be a focus of on-going consultation. Where an accreditation has included recommendations as to particular elements of the programme, the college and the NSWQB should maintain contact on the putting into effect of such recommendations.

Between accreditations, the college should file with the NSWQB a report on any substantial administrative, programme or resource changes which are planned or which have occurred within the college, and which have implications for the accredited programme(s).

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2.2 Entitlement to the National Qualification in Social Work (NQSW)

Entitlement to the National Qualification in Social Work (NQSW) is earned by successful completion of an NSWQB recognised programme in professional social work.

The status of NQSW shall apply to all students who earned their qualification on a programme which held, at the date of the student’s enrolment, the status of Full Accredited or Preliminary Accredited programme.

Programmes leading to the award of the NQSW by the NSWQB should have merited an Honours Bachelor’s degree or a higher post-graduate award. The NQSW is the standard against which qualifications from other countries are assessed. EU Directive 2005/36/EC provides a regulatory framework that applies within the European Union. The total period of education, including placements, of all programmes leading to the professional social work qualification in Ireland is more than four academic years.

In the case of a post-graduate award the programme of study should be:

i) for not less than two years’ duration

and

ii) based on a degree in social science or its equivalent.

In the case of undergraduate degree programmes, more than four academic years of full-time study should be completed.

In the case of undergraduate degree programmes, an exemption of one year may be accepted if restricted to suitable entrants of advanced standing in the following circumstances:

i) Graduates with non-relevant degreesii) Holders of a cognate professional

qualification (e.g. nursing, teaching, social care)

iii) Mature students aged 23 years or older with substantial relevant experience who, where possible, have completed a certified access programme (e.g. Diploma in Social Studies).

Initial / Advisory Stage

Preliminary Accreditation Stage

Full Accreditation Stage(carried out every 5 years)

Accreditation Review Stage(carried out midway between

full accreditations)

Diagram 1: Stages in the Accreditation Cycle

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An exemption of up to two years may be accepted if restricted to suitable entrants of advanced standing with relevant degree or equivalent.

Students accepted on NQSW recognised programmes will have demonstrated previous relevant experience and, where in a small number of cases this is not practicable, programmes will ensure that such experience is gained as soon as possible and in advance of the commencement of the assessed placements required for successful programme completion. Adherence to entry criteria as specified above is obligatory and any future exemption scheme relating to a programme should have prior approval of the NSWQB. Details of exemptions shall be submitted to the Board in connection with the accreditation visit.

Any programme leading to a professional qualification in social work must ensure that all graduating students achieve a common basic standard outcome as set out in the NSWQB Professional Qualifying Social Work Education and Training Framework (see Section 1, figure 1). At the core of the

Framework is mastery of a mix of knowledge, values and skills that together identify a professionally qualified social worker and constitute the required learning outcome of every qualifying programme. The inputs to achieve that outcome cover four general areas of understanding:

A) Understanding Self: Theory and PracticeB) Understanding Service Users and

Providers: Theory and PracticeC) Understanding Social Work:

Theory and PracticeD) Understanding Methods:

Theory and Practice

Programmes must address each of these areas drawing on the social sciences as the foundation for the knowledge, values and skills required in social work. Learning must be initially developed within college and then integrated into practice through the experience and supervision offered by structured placements within social work settings. Both college and practice learning opportunities must be interrelated and influence each other in achieving a final integration at programme completion.

Practice should include the following essential elements with regard to placements, and details of any deviation should be submitted in connection with the accreditation visit.

i) Students must spend at least 1,000 hours in practice placements. At least one placement should be a full-time block placement.

ii) There must be a minimum of two placements during the programme. At least one of the placements must be in Ireland and, where possible, in a statutory agency.

iii) Placements must be supervised by a practice teacher who is a qualified and experienced social worker.

2.3 Requirements for Accreditation

Colleges wishing to offer professional education and training programmes in social work leading to the NQSW must be accredited as meeting the requirements which are specified in this Handbook. In the event of any of the colleges already providing education and training in social work wishing

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to introduce a new programme, or in the event of any other college wishing to provide a programme of education and training in social work, prior approval should be sought from the NSWQB followed by a request for initial accreditation.

Each college is accountable for the satisfactory education and training of students in accordance with the requirements set out in this Handbook.

2.3.1 Academic Requirements Colleges should assess students in the programme of their education and training, in order to ensure that they have the knowledge, skills and values required to meet the learning outcomes (as set out in Section One) associated with each of the four general areas of understanding required:

A) Understanding Self: Theory and PracticeB) Understanding Service Users and

Providers: Theory and PracticeC) Understanding Social Work:

Theory and PracticeD) Understanding Methods:

Theory and Practice

Each college must satisfy the NSWQB that adequate procedures are in place for such assessments.

Each college must satisfy the NSWQB that they have in place programme regulations and a code of conduct for students which should include just and effective appeal procedures which are made explicit to students. Evidence that students adhere to these and to the NSWQB code of conduct should also be made available.

In addition, adequate attendance levels should be required of social work students for all components of the course, and sufficient documentation available in individual student records to this effect.

2.3.2 Professional Practice RequirementsThe four areas of understanding required of graduating students are based on both theory and practice, and all need to be addressed on placement as well as in college. Learning initially developed within college must then be integrated into practice through the experience and supervision offered by structured placements within social work settings. The skills, knowledge and values

learnt in this way should be transferable between situations, contexts and agencies.

Supervision should be carried out by a professionally qualified social work practitioner who is regarded by the college to be capable of teaching and assessing to the standard required.

Currently colleges involve practice teachers in the selection of students and their assessment. The NSWQB encourages the continuation and extension of this approach, for example by college practice teaching advisory panels.

Practice Learning Requirementsi) Students must spend at least 1,000

hours in practice placementsii) A varied range of appropriate placements

must be available so that students have exposure to different forms of social work and the opportunity to practice a range of approaches, including opportunities to demonstrate counselling theories and skills appropriately and effectively. As the majority of social workers in Ireland are employed by statutory agencies, it is

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recommended that, where possible, each social work student should have at least one placement in a statutory setting

iii) There should be a minimum of two placements during the programme of training for each student and at least one of these should be full-time

iv) At least fifty percent of practice placement time should be spent in this country. Any variations in this requirement should be raised with the NSWQB. In all cases, the same standards should apply to placements undertaken outside the country.

Arrangements between Agencies and CollegesCommitment by agencies to the provision of practice placements is vital because social work training is dependent on the availability of high-quality placements.

It is NSWQB policy that employers encourage, facilitate and resource a positive level of practice teaching and that a recognised qualification in practice teaching should become mandatory at an agreed future date which employing agencies should as far as possible facilitate suitable staff in obtaining.

Courses in practice teaching should be accredited by the NSWQB.

The provision of practice placements gives rise to a number of practical requirements in relation to matters such as workload and accommodation. Colleges and agency employers need to work out together arrangements for students through a formalised system of liaison. The college must ensure the following:

i) Clear placement guidelines and assessment procedures are available to the student, practice teacher and agency

ii) The number, locations and resources of practice placements currently available are sufficient to meet the student’s learning needs

iii) Arrangements are in place for the management of practice teaching, including the allocation of a practice tutor, and monitoring of standards

iv) Adequate training is available for practice teachers to carry out their function.

Practice TeachersPractice teachers should be professionally qualified social workers who have already acquired at least two years’ practice experience and who have been in post for a minimum of one year where possible.

In a certain restricted number of cases, a practice supervisor with no professional social work qualification may be acceptable for one of a student’s fieldwork placements. These limited cases must be brought to the attention of the NSWQB.

Practice teachers should ideally be nominated for this role by their employing agency.

Colleges should involve practice teachers in the selection of students and their assessment.

The NSWQB encourages different ways of involving practice teachers, for example through the establishment by colleges of advisory panels of practice teachers.

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Practice Placements: Recommended ProceduresStudents should be guaranteed certain basic minimum procedures as part of their practice placement. These form part of colleges’ normal procedures and they include:

i) At the commencement of the placement, the practice teacher and college tutor should clarify the student’s learning objectives in conjunction with the student and these should address the learning outcomes set out in Section One of this Handbook

ii) Attainment criteria and assessment procedures should be clarified for the student

iii) The placement should provide the student with a minimum number of hours of supervision by a practice teacher each week

iv) While on placements, contact should be maintained with the student by the college. To this end, a minimum of two meetings should be held between the college tutor, the practice teacher and the student on placement

v) Placement reports should be jointly signed by the practice teacher and the student.

In order to ensure that adequate structures exist within an agency to enable students to work and learn effectively, it is recommended that college tutors should satisfy themselves that:

i) The supervisor has availed himself/herself of education in practice teaching and is supportive of students and the broad aims of social work education

ii) Caseload allocation is reasonable and adequate to provide potential for attaining the skills and standards outlined in this document

iii) Office accommodation and facilities are adequate

iv) There is scope for the student’s own study and reading

v) The practice teacher is sufficiently available to the student so that the supervision methods employed are adequate

vi) Support is available from other staff.

NSWQB Code of Conduct for NQSW students Readiness for PlacementIt is expected that students familiarise themselves with the standards of behaviour

set down by the University and by the programme provider, and that they conduct themselves in accordance with these standards.

Only students deemed to have the skills, knowledge, character and health to practise their profession safely and effectively should proceed to undertake placement.

Prior to placement, students should demonstrate behaviour in keeping with a professional social work programme in terms, for example, of

• Attendance• Respectful conduct• Honesty in dealing with others• No convictions relevant to the

practice of social work.

Code of Conduct on PlacementStudents are expected to uphold the values and ethics underpinning the task of social work as outlined in the Irish Association of Social Workers’ Code of Ethic.

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Students are expected to work in accordance with the Irish Association of Social Workers’ Code of Practice.

Students are expected to conduct themselves in accordance with standards of behaviour and codes of practice set down by the placement agency.

It is therefore required that students:

• Act at all times in the best interests of those who use social work services

• Carry out their work to the best of their ability

• Protect and promote the rights of those who use social work services and colleagues

• Respect the wishes and decisions, where appropriate, of people who use social work services, recognising that these decisions could lead people into conflict with the law or other difficulties

• Ensure confidentiality in all aspects of their work, except when to do so would put those who use social work services or others at serious risk or where the law requires disclosure

• Treat people who use social work services and colleagues with dignity and respect (in order to ensure that no one is harmed by their interventions)

• Respect diversity and difference• Act in an honest and trustworthy fashion

in their work.

Students will not:

• Abuse, neglect or harm those who use social work services or their colleagues

• Form inappropriate personal or intimate relationships with people who use social work services

• Put themselves or others at unnecessary risk when dealing with dangerous or challenging situations

• Abuse the trust of those who use social work services

• Prioritise the interests of an agency or employer, to the detriment of those who use social work services

• Take part in actions that may be unsafe for those who use social work services

• Use derogatory language about those who use social work services or colleagues

• Bully or harass those who use social work services

• Discriminate on the basis of gender, colour, race or religion

• Behave in a way that would call into question their suitability to work as a social worker

• Accept gifts or favours that could reasonably be interpreted as seeking to exert undue influence or to obtain preferential treatment.

Assessment of Fieldwork PracticeThe NSWQB expects that an understanding of and effective performance in the four basic areas of understanding will be demonstrated by students in practice, project work, essays and skills workshops.

It is recognised that one placement alone may be insufficient to help the student develop effective performance in regard to all the learning outcomes for each of the four basic areas of understanding. It is expected that, in this case, the practice teacher will recommend which learning outcomes from the four areas should be addressed in subsequent placements.

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Assessment of students’ fieldwork performance will be evidenced by:

i) Direct observation of student’s work by the practice teacher

ii) Co-work with the practice teacher or other agency staff

iii) Process recording, case notes and supervision notes

iv) Audio/video/one-way mirror observationv) Supervisionvi) Feedback from other staff/service users.

Very clear guidelines should be provided by colleges to the practice teacher as the basis for making judgements of the student’s performance on the placement, particularly in relation to setting out pass/fail standards.

Quality Control of PlacementsColleges must ensure that a system of quality control of placements is in situ. The following is recommended as one example of such a control:

Practice Panel:- There are five members on a practice panel, none of whom are current/active practice teachers. The programme

director appoints a convener from the panel to chair the panel. The practice panel is drawn from a variety of areas e.g. medical social work, community care, probation, mental health. The panel is appointed for a three-year term and meets once annually to review the quality of practice teaching. The review provides advice to the programme team on the maintenance of standards in relation to placement experiences offered, student and practice teacher reports and the quality of practice teaching. Feedback helps to identify discrepancies in standards and how suitable the placement was for the student in the particular year of their studies. While the role of the panel is not to comment on the academic quality of individual reports, they may provide general feedback regarding differences in the quality of the content across reports, making recommendations in relation to these. The Practice Panel’s report is made available to the external examiner.

2.4 Accreditation Procedures for Programme Providers

The Board procedures for new programme accreditations are divided into three stages, namely Initial, Preliminary and Full Accredited Status. Each of these is dealt with below.

2.4.1 Initial and Preliminary Accreditation All new programmes are assessed against the NSWQB framework with regard to the four areas of understanding and associated learning outcomes as achieved through both academic and practice inputs.

Academic college approval must be received by the programme before the NSWQB can proceed to make a professional judgement.

The lead-in time to preliminary accreditation will normally be in the region of two years which may vary depending, for example, on whether the college is embarking on professional social work training for the first time or is an already established site.

The college begins by notifying its intent to run a programme to the Board.

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Following receipt of sufficient information, the Board will appoint an accreditation advisory panel until such time as the go-ahead is given to the college to make a formal preliminary application.

The college will then complete a Preliminary Accreditation Form.

When the Board is satisfied that the form is completed in sufficient detail and satisfies the requirements set out in this Handbook, it will appoint an independent Accreditation Panel to visit the college. On the recommendation of the Panel, the programme will be granted Preliminary Accredited Status. This will allow the programme to proceed with student intake, and students who successfully complete the programme will be awarded the NQSW.

The Board will appoint an Accreditation Panel to review the programme after the graduation of the first cohort in order to assess the actual programme delivery and outcomes. On the recommendation of the Panel, the programme will be granted Full Accredited Status.

Notification of Intent The college shall notify the NSWQB of its intent to set up a new programme before proceeding to a formal request for accreditation. Notification of intent and completion of the initial stage is required before any training can commence.

In notifying intent, the college shall be furnished with the relevant documents by the NSWQB who will also provide consultation including a visit/s to the college by an advisory panel.

In notifying intent, the college shall complete and submit to the Board a Statement of Intent outlining the proposed commencement date of the programme and its basic provisions. On receipt of the statement of intent, the NSWQB shall either proceed to commence the initial stage and

i) Appoint a panel, accompanied by the Director (Section 3.2), to consult/advise regarding preparation for Preliminary Accreditation

ii) Request further information.

The advisory panel shall advise the college when, in its opinion, the college is ready to proceed to Preliminary Accreditation. The panel will inform the NSWQB accordingly.

Following receipt of advice to proceed, a request for preliminary accreditation may be made to the Board. The Board requires a minimum lead-in time of nine months to a Preliminary Accreditation.

A Preliminary Accreditation Application Form shall be submitted to the NSWQB (Appendix A2). This form must be accompanied by:

i) Updated information in respect of issues raised in the Statement of Intent and consultations

ii) Reports from accrediting body/bodies other than the NSWQB, if any

iii) Programme handbooks iv) Planned commencement date v) Any other material considered relevant

by the college.

The NSWQB shall appoint an Accreditation Panel as outlined in Section 3.2.

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The NSWQB shall give the college copies of this Handbook, the Terms of Reference of the Accreditation Panel and the names of its members.

It is required that all substantive relevant material must have been seen by the Panel in advance. The need for material during the Panel visit should therefore be minimal, if at all.

After a review of all material, the NSWQB shall decide:

i) To conduct the assessmentii) To request additional information from the college.

Advance preparation for the visit is essential, both by the Panel and the college, in consultation with the NSWQB. The college shall prepare staff, practice teachers and other relevant groups to understand the process with particular reference to this Handbook. The Panel visit shall be informed by the Terms of Reference for Preliminary Accreditation visits (Section 3.3).

A visit shall normally last two days with provision for three if necessary. The first two days should be devoted to meetings with college administration, academic staff, practice teachers, employers and other groups as considered necessary. If a third day applies, it can be an opportunity to work on the accreditation report and to provide feedback and consultation to the college as appropriate. Otherwise this area of work should be provided for in the first two days.

Time should be allocated to the Accreditation Panel throughout the visit to enable the identification of issues and the formulation of conclusions. The final meeting of the Accreditation Panel shall be with the head of department/school and head of the programme, followed by a meeting with the programme team to present an overview of the visit, highlighting positives and drawing attention to issues for further development.

Time should be set aside for the Accreditation Panel to meet the registrar or equivalent, to, if appropriate, raise resource issues and/or other matters relating to the programme, which are outside the control of the department.

The Accreditation Panel shall be guided by the NSWQB Handbook throughout the visit and ensure that the groups with which they meet understand the process.

The NSWQB Director will act as adviser where issues of interpretation arise during the accreditation visit and at any stage prior to Board decision.

The format of the assessment shall be decided in consultation with the members of the Accreditation Panel in the context of the NSWQB’s arrangements and terms of reference.

It is recommended that the Accreditation Panel set aside time to write a draft of the Preliminary Report while they are together. The Chairperson shall take the responsibility for compiling the Report and then circulate the Report to the other members to make any necessary revisions.

The Chairperson of the Accreditation Panel shall complete the Report no later than two weeks after the assessment of the programme and shall forward it in draft form

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to the head of department at the college for correction of factual inaccuracies, if any. In compiling the report, the Panel shall be guided by the Format for Report by Accreditation Panel – Preliminary Accreditation (Appendix B2).

The Report shall be signed by the members of the Accreditation Panel and forwarded to the NSWQB.

The NSWQB shall take one of the following actions on the Report of the Panel:

i) Grant Preliminary Accreditation, which shall last until the accreditation is completed (at the time of first graduate output). Until such time that the programme has been granted preliminary accreditation, it may not advertise itself as an accredited programme

ii) Defer accreditation until outstanding specified issues are addressed. This shall then require a supplementary panel visit to be undertaken by the panel which undertook the first visit. Advice from the NSWQB will be available at all stages

iii) Deny accreditation where a programme does not meet the required standard.

The decision of the NSWQB and the report of the Accreditation Panel shall be communicated in writing to the head of the department/school of the college and to the registrar or equivalent of the college.

ConfidentialityDuring the process of reviewing an application for accreditation, all documents, correspondence and communications between the NSWQB, college and Accreditation Panel will be treated as confidential. Following the NSWQB’s decision on accepting the preliminary report, the report shall be available in accordance with the Freedom of Information Acts.

AppealWhere a college is dissatisfied with the decision of the NSWQB, this should be communicated to the NSWQB within a period of 30 days from the date of receipt of the decision. The NSWQB shall as soon as practicable, but no later than 30 days after the receipt of the communication,

meet with relevant personnel in the college to address the issue(s) raised. Should the college continue to be dissatisfied, it is open for the college to appeal under the natural justice provisions of the State.

2.4.2 Full Accreditation Programmes that have been granted Preliminary Accreditation status shall be informed by the Board of the timing and procedures of the Full Accreditation process six months in advance. A Full Accreditation visit shall be timed to occur as near as possible to (and no later than) the first programme output so that the Accreditation Panel will get an opportunity to meet graduating students as well as on-going students. Normally the Accreditation Panel should be the one that carried out the Preliminary Accreditation.

Full Accreditation shall last for a period of five years with a review at the midway point. Procedures for Full Accreditation shall be substantially based on the preliminary report and follow the same procedures.

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The NSWQB shall take one of the following actions based on the Report of the Panel:

i) Grant Full Accreditationii) Defer accreditation until outstanding

specified issues are addressed iii) Deny accreditation where a programme

does not meet the required standard.

The decision of the NSWQB and the report of the Accreditation Panel shall be communicated in writing by the Chairperson to the head of the department/school of the college and to the registrar or equivalent of the college.

Notification by the NSWQB shall be sent six months in advance of commencement of the accreditation process.

A Full Accreditation Form, prepared in accordance with the outline in Appendix A3, shall be submitted to the NSWQB at least eight weeks prior to commencement of the accreditation process. This form must be accompanied by:

i) The programme handbookii) External examiner reports (for the years

since the previous accreditation)iii) Recommendations from previous

Panel visitsiv) Outline of any changes in the programme since the previous accreditationv) Any other material considered relevant by the college.

It is expected that all substantive relevant material will have been seen by the Panel in advance of the Panel visit. The need for material during the visit should therefore be minimal, if at all.

After a review of all material, the NSWQB shall decide:

i) To conduct the assessmentii) To request additional information from the college.

The NSWQB shall appoint an Accreditation Panel as outlined in Section 3.2.

Advance preparation for the visit is essential, both by the Panel and by the college, in consultation with the NSWQB. A draft

agenda is prepared by the college providing for an opportunity for meetings with all stakeholders. This is then reviewed by the Director in conjunction with the Chair of the accreditation panel. The college shall prepare staff, students, practice teachers, employers and the relevant groups to understand the accreditation process with particular reference to this Handbook. The NSWQB shall give the college copies of the Handbook, Terms of Reference of the Accreditation Panel and the names of its Panel Members.

The Panel shall be guided by the NSWQB Handbook throughout the visit and ensure that the groups with which they meet understand the process. The NSWQB Director will act as adviser where issues of interpretation arise.

The Chairperson of the Accreditation Panel shall decide upon the format of the assessment with the other appointed members of the Accreditation Panel, in the context of the NSWQB arrangements and terms of reference. The visit to the college shall normally last two to three days to allow for meetings with college administration,

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academic staff, current and past students, practice teachers, employers and other groups as considered necessary.

The Accreditation Panel shall function as peer reviewers in a collaborative endeavour with the programme provider. Time should be allocated to the Accreditation Panel throughout the visit to enable them to identify issues and formulate conclusions. The final meeting of the Accreditation Panel shall be with the head of department/school and head of the programme, followed by a meeting with the programme team to present an overview of the visit that highlights positives and draws attention to issues for further development.

It is recommended that the Panel take time to draft the Full Accreditation Report while they are all together. The Chairperson can then circulate the Report to the other members to make any necessary revisions.

The Chairperson of the Accreditation Panel shall compile the Report no later than two weeks after the assessment of the programme and shall forward it in draft form

to the head of the social work department/school of the college for correction of factual inaccuracies, if any. In compiling the Report, the Panel shall be guided by the report outline in Appendix B3. The Report shall then be signed by the members of the Accreditation Panel and forwarded to the NSWQB.

The NSWQB shall take one of the following actions on the Report of the Panel:

i) Confirm accredited status for another period of five years subject to no substantial changes being made to the programme during that period

ii) Grant conditional accreditation, which may be for a specified period with specific recommendations. In this case, the Board shall request a report from the college at the end of the specified period and may also request a supplementary Panel visit

iii) Withdraw accreditation where a programme has deficiencies that require major revisions

iv) Defer accreditation until outstanding specific issues are addressed. This shall then require a supplementary Panel visit

to be undertaken by the Panel which undertook the first visit.

The decision of the NSWQB in writing and the report of the Accreditation Panel shall be communicated to the head of the department/school of the college and to the registrar or equivalent of the college.

ConfidentialityDuring the process of reviewing an application for accreditation, all documents, correspondence and communications between the NSWQB, college and Panel of Assessors and/or Accreditation Panel will be treated as confidential. Following the NSWQB’s decision on accepting the full accreditation report, the report shall be available in accordance with the Freedom of Information Acts.

AppealWhere a college is dissatisfied with the decision of the NSWQB, this should be communicated to the NSWQB within a period of 30 days from the date of receipt of the decision. The NSWQB shall as soon as practicable, but no later than 30 days after the receipt of the communication, meet with relevant personnel in the college to

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address the issue(s) raised. Should the college continue to be dissatisfied, it is open for the college to appeal under the natural justice provisions of the State.

2.4.3 Full Accreditation Review Accreditation of programmes leading to the NQSW is for a period of five years with a review at the midway point. At the point of the review, a paper exercise is completed by the college, followed by a visit to the college by the Director. The paper exercise consists of the college completing a form based on the report of the last Accreditation Panel visit. The form should also outline any changes that have been made to the programme in specified areas.

2.4.4 Substantial Change to an Existing Accredited Programme

Accreditation of programmes leading to the NQSW is for a period of five years with a review at the midway point. Accredited programmes proposing to make a substantial change must inform the NSWQB in advance of any such change by submitting a Substantial Change Notification Form (see Appendix A5) . Substantial change could, for example, be the establishment of a part-time route associated

with an already accredited full-time NQSW programme or significant change in student or staff numbers.

Colleges planning to introduce substantial changes must consult with the NSWQB as early in the process as possible.

Once the NSWQB has reviewed the notification form, the college may be notified of any additional documentation required.

Following a review of all material, the NSWQB can then decide to:

i) Address the substantial change at the next scheduled review/full accreditation

ii) Undertake a formal visit to assess the substantial change

iii) Bring forward the full accreditation process as set out in Section 2.4.2.

If a formal visit to assess the substantial change is to be undertaken, the procedures outlined in Section 2.4.2 will apply.

The focus of the visit will be on the substantial change as set out in the notification form. The

Panel may decide to make recommendations on issues to be addressed within a stated timeframe before a formal report is made to the Board. A further visit may be undertaken by the Panel if deemed required or appropriate.

Following the visit, the Chairperson of the Accreditation Panel shall compile the Report no later than two weeks after the assessment of the programme and shall forward it in draft form to the head of the social work department/school of the college for correction of factual inaccuracies, if any. The report shall include a recommendation on the basis of which the Board can decide to:

i) Continue the accredited status of the programme until the next accreditation visit is due

ii) Initiate the Full Accreditation process as set out in Section 2.4.2, in order to clarify outstanding issues.


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BEGINNING THE PROCESS

• Accreditation forms are sent to the colleges 6 months before the accreditation visit is due.

• Colleges return completed forms in advance of planning the visit and a suitable date for the visit is agreed.

BEFORE THE VISIT

• Appointment of panel by the Board.

• Accreditation documentation sent to panel for review.

• College advised if more information is needed.

• Agenda is agreed to ensure meetings with all stakeholders.

• Practical arrangements are made for the visit.

AFTER THE VISIT

• The signed report is considered by the Committee on National Qualifications.

• The Report is then submitted to the Board.

• Following ratification by the Board the college is formally notified of the outcome.

THE VISIT

• The panel meet in advance to plan the visit.

• The visit lasts two days.• The panel meet with

students, teachers and all stakeholders.

• The panel agree on the contents of the report and the chairperson drafts the report.

• The draft report is sent to the college being accredited to check for factual accuracy. The report is finalised and signed by all members of the panel.

Diagram 2: Process stages

Section Three

Accreditation: Information for the Panel of Assessors


3.1 Introduction

The NSWQB carries out its accrediting function by appointing a Panel of Assessors whose composition reflects the expertise of Irish and European academics, experienced social work practitioners and social work agency managers. A smaller Accreditation Panel, drawn from the Panel of Assessors, carries out the actual assessment of a specific programme. On completion of the accreditation process, the Panel Chairperson presents a report to the NSWQB recommending whether a programme is functioning at an acceptable level or not.

The NSWQB is conscious that new knowledge and changing demands in practice will be a continuing influence on social work education. Recommendations from the Panel, as well as consultations with representatives of those involved in all the aspects of social work, will be important to the NSWQB in its ongoing development of quality standards for social work education and practice.

3.2 Formation and operation of Panel of Assessors, Advisory Panels and

Accreditation PanelsThe National Social Work Qualifications Board has the responsibility to accredit professional social work programmes and to monitor the implementation of any substantial changes when these are recommended. As outlined below, the Board appoints a Panel of Assessors from which an Accreditation Panel will be chosen to carry out the process for each programme. The implementation of recommended changes will be monitored on behalf of the Board by the Director, who will report progress to the Board.

3.2.1 Panel of Assessors: Formation and Operation

i) Structure of Panel of Assessors

The Panel of Assessors will consist of practitioners, practice teachers, academics and social work managers who are all professionally qualified and experienced social workers, with due consideration given to the balance of gender, geography and age.

It is essential that panel members will have practice teaching experience while allowing some derogation from this requirement for academic members, as appropriate.

ii) Nominations for Membership of Panel of Assessors

The Panel members will be nominated by members of the NSWQB and by social work employers, colleges, agencies or associations invited by the NSWQB to do so. From this nomination list panel members are drawn.

iii) Procedures for Appointment to Panel of Assessors

Persons nominated will be invited to submit the following information so that appointment to the Panel may be considered by the NSWQB:

• Details of professional social work qualifications and the year and college/institution in which the qualifications were obtained

• Details of present employment post• Details of practice training qualification

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and practice teaching experience, where relevant

• Details of students supervised, their college/institution, programme and year of placement

• Details of any teaching involvement with any college/institution in Ireland offering social work training

• Declaration of any other factor which may constitute a conflict of interest with being a member of the Panel

• Rationale setting out a particular contribution that can be made.

The NSWQB will consider a nomination to the Panel on the basis of the above information and will communicate its decision to the nominee.

iv) Terms of Membership of Panel of Assessors

The duration of membership will be for terms or periods of three years or five years to allow for regular rotation of membership. On retirement from the Panel, a person may be nominated for one further period of service. Membership will be conditional upon

notification of any change taking place in the details submitted under ‘Procedure for Appointment to Panel’ above, during the period of membership of the Panel.

v) Operation and Terms of Reference of Panel of Assessors

The Panel will have a formalised system of liaison with the NSWQB and will meet at least once annually. The work of the Panel will focus on the standards and procedures as set out in the Handbook in addition to ethical issues and issues of professional judgement. The NSWQB will support and sustain this work.

Panel members may be required to act as members of Accreditation Panels.

Panel members may also be asked to assist with the assessment of projects and in the area of adaptation periods in relation to shortfalls in the accreditation of non-national qualifications.

3.2.2 Advisory Panel: Formation and OperationAdvisory panels are appointed during the initial accreditation stage. Advisory Panels will be selected in accordance with the guidelines for accreditation panels and should include members, as far as practicable, with experience of establishing new programmes. Members of advisory panels should not be appointed to accreditation panels undertaking the next stage of accreditation, with the exception of one member, or in exceptional circumstances two, to provide information and continuity. The same Chairperson cannot be appointed to the succeeding accreditation panels, though he/she may be appointed as the member for continuity /information. Fees and expenses incurred by the Advisory Panel will be met by the applicant college.

3.2.3 Accreditation Panel: Formation and Operation

An NSWQB Committee on National Qualifications and the Director will select from the Panel of Assessors an Accreditation Panel, consisting of a Chairperson and not more than three other members, who will carry out the accreditation process for a particular programme. Consultation with

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the programme should take place during this process. The group should be balanced and have equal academic and practitioner membership with relevant experience of working in Ireland. The inclusion of a member from another jurisdiction is important. Members of the group should, as far as possible, be independent of the college to be assessed. The group should also, when practicable, include at least one member with previous experience from accreditation visits and, when applicable, one member of the previous panel which visited the programme at issue. The suitability and availability of the members will have been checked before their proposal to the Board.

The Accreditation Panel will be proposed to the NSWQB who will formally appoint the Accreditation Panel for the task. In appointing the Accreditation Panel, the NSWQB will appoint one member of this group as Chairperson. The Director will accompany the Panel throughout the assessment and, where necessary, interpret any issues arising from the Handbook, but will not be involved in the formulation of the report.

The NSWQB will provide terms of reference to the Accreditation Panel for each accreditation process. Fees and expenses incurred by the Accreditation Panel will be met by NSWQB.

3.3 InitialandPreliminaryAccreditation:TermsofReferenceforAccreditationPanel

The Preliminary Accreditation will only proceed when the Board is satisfied that the applicant programme has successfully fulfilled the Initial Advisory Stage.

The Preliminary Accreditation Panel must ensure and be satisfied that:

i) Overallassessmentoftheprogramme:The programme and module learning outcomes are laid out so that students completing the programme will obtain the requisite knowledge, skills and value base to undertake professional social work

ii) Lengthandleveloftheprogramme:The programme meets requirements laid down by the NSWQB (Section 2.2)

iii) Programmeplanning:There is a satisfactory level of (academic and practice) staffing and other resources available in order to maintain, develop and plan the programme. Core social work modules must be taught by professionally qualified and experienced social workers with either a NQSW, CQSW or NSWQB Letter of Accreditation with contemporary experience of social work practice

iv) Administrativesupport:There are sufficient administrative procedures and staff in place in order to support the running of the programme

v) Studentsupply:There is sufficient demand for the programme from suitable candidates

vi) Studentselection:The arrangements for student selection are in accordance with NSWQB guidelines (Section 2.2)

vii) Learningoutcomes:The programme and module learning outcomes are clearly aligned to the NSWQB Professional Qualifying Social Work Education and Training Framework

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viii) Practiceteaching: The minimum practice training requirements as laid down by the NSWQB are achieved (Section 2.3.2)

ix) Arrangementsbetweencollegesandagencies: Appropriate arrangements as laid down by the NSWQB are made between the colleges and agencies in relation to practice placements (Section 2.3.2)

x) Practiceteachers:The criteria as outlined by the NSWQB for the selection of Practice Teachers are adhered to (Section 2.3.2)

xi) Rangeofplacements:The range of placements available reflect the generic nature of the programme and are consistent with NSWQB requirements (Section 2.3.2)

xii) Proceduresforplacements:NSWQB procedures for placements are followed (Section 2.3.2)

xiii) Assessment:Clear and appropriate procedures are in place for all aspects of students’ work, both academic and practice.

3.4 FullAccreditationStatus:TermsofReferenceforAccreditationPanel

The Accreditation Panel must ensure and be satisfied that:

i) Overallassessmentoftheprogramme:The students completing this programme have the requisite knowledge, skills and value base to undertake professional social work

ii) Programmeplanning:The programme is resourced appropriately in relation to staffing, administration, IT, library facilities, office/space and all other

necessary ones to maintain, develop and plan the programme. Core social work modules must be taught by professionally qualified and experienced social workers with either a NQSW, CQSW or NSWQB Letter of Accreditation with contemporary experience of social work practice

iii) Programmestructureandcontent:The programme structure and implementation achieves the stated learning outcomes and are aligned with the NSWQB Professional Qualifying Social Work Education and

Training Framework iv) Studentselectionandexemptions:

Students are selected in accordance to the guidelines as set out by the NSWQB in Section 2.2

v) Practiceteaching:The minimum practice training requirements as laid down by the NSWQB are achieved (Section 2.3.2)

vi) Arrangementsbetweenagenciesandcolleges: Appropriate arrangements as laid down by the NSWQB are made between the colleges and agencies (Section 2.3.2)

vii) Practiceteachers: The criteria as outlined by the NSWQB for the selection of practice teachers is adhered to (Section 2.3.2)

viii) Rangeofplacements: The range of placements available reflects the generic nature of the programme and is consistent with NSWQB requirements (Section 2.3.2)

ix) Recommendedproceduresforplacements: NSWQB procedures for placements are followed (Section 2.3.2)

x) Assessment: Clear and appropriate procedures are in place for all aspects of

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3.5 ReviewofFullAccreditationStatus

Full accreditation of programmes leading to the NQSW is for a period of five years, with a review at the midway stage subject to no substantial changes being made to the programme during that period.

At the point of the review of Full Accreditation status, a paper exercise is completed, which consists of the college completing a form based on the report of the last Full Accreditation Panel visit.

For the purposes of continuity, the form will address issues raised by the Accreditation Panel and any changes which may have occurred in relation to the following:

i) Aims and objectives of the programmeii) Intake requirements and candidate

selectioniii) Programme learning outcomes and their

alignment with the NSWQB Professional Qualifying Social Work Education and Training Framework

iv) Practice curriculum including organisation of practice placements

and practice teacher trainingv) Any other comments.

The form shall be received by the college no later than six months in advance of the review and returned to the Board within eight weeks. If practical, the completed form may be submitted to the Chairperson of the original Accreditation Panel for comments/consultation.

The Director will then visit the college in order to meet with the Programme Director and Head of Department/School. The focus of the visit will be on points raised in the form and will provide an opportunity for clarification and further discussion on particular aspects.

The Director will summarise the main points of the form and the outcome of the visit in a report, which will be submitted to the programme team for factual accuracy before it is brought to the Board. The report shall include a recommendation on the basis of which the Board can decide to:

i) Continue the accredited status of the programme for another two years


3.6 SubstantialChangetoanExistingAccreditedProgramme

Accreditation of programmes leading to the NQSW is for a period of five years, with a review at the midway point. Accredited programmes proposing to make a substantial change, must inform the NSWQB in advance of any such change by submitting a Substantial Change Notification Form (see Appendix A5) . Substantial change could, for example, be the establishment of a part-time route associated with an already accredited full-time NQSW programme or significant change in student or staff numbers.

Colleges planning to introduce substantial changes must consult with the NSWQB as early in the process as possible.

Once the NSWQB has reviewed the notification form, the college may be notified of any additional documentation required.

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Following a review of all material, the NSWQB can then decide to:

i) Address the substantial change at the next scheduled review/full accreditation

ii) Undertake a formal visit to assess the substantial change

iii) Bring forward the full accreditation process as set out in Section 2.4.2.

If a formal visit to assess the substantial change is to be undertaken, the procedures outlined in Section 2.4.2 will apply.

The focus of the visit will be on the substantial change as set out in the notification form. The Panel may decide to make recommendations on issues to be addressed within a stated timeframe before a formal report is made to the Board. A further visit may be undertaken by the Panel if deemed required or appropriate.

Following the visit, the Chairperson of the Accreditation Panel shall compile the Report no later than two weeks after the assessment of the programme and shall forward it in draft form to the head of the social work department/school of the college for

correction of factual inaccuracies, if any. The report shall include a recommendation on the basis of which the Board can decide to:

i) Continue the accredited status of the programme until the next accreditation visit is due



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Appendix A

Accreditation Forms for Programme ProvidersThe following forms are for reference only. Original files can be downloaded athttp://www.nswqb.ie/publications/index.html

HANDBOOK OF STANDARDS AND PROCEDURES - NQSW

NSWQB 1

APPENDIX A - Accreditation Forms for Programme Providers

A1 Initial Stage Advisory Accreditation Form Name of education institution: Name of department/school: Title of proposed programme: Level of programme: Length of programme: Date(s) of advisory visit/s: This form is also provided electronically. When completing the form as a paper copy, please provide additional sheets as required and mark additional sheets with the number of each question. 1) Qualification to be awarded by education institution: 2) Planned date of commencement of programme: 3) Has the programme been approved by College Board and/or other relevant authority(ies)

within/without the education institution? If yes, please provide full name and contact details, together with the date of approval:

4) If not, please indicate whether the approval has been sought, from whom and when such approval is envisaged:

5) Any other relevant additional information about the planning and consultation process within the college/institution:

6) How many staff have been approved for the programme: 7) Please indicate when staff appointments will begin: 8) Name and background (academic and professional qualifications and experience) of staff

member primarily responsible for programme: 9) Names and background (academic and professional qualifications and experience) of

members of programme planning team: 10) Administrative back-up and facilities available to underpin the programme (in particular

office space, teaching space, library facilities and IT). Please indicate the location of these facilities on the college layout plan:

11) Evidence of demand for the programme: 12) Expected annual student intake: 13) Entry requirements to programme and selection procedures: 14) Programme learning outcomes and their alignment to the NSWQB Professional Qualifying

Social Work Education and Training Framework: 15) Any specialisms/special options available on the programme and their relationship with

the general programme aims and their alignment to the NSWQB Professional Qualifying Social Work Education and Training Framework:

16) Organisation of practice placements, including arrangements with agencies (append list of agencies if available):

17) Proposed examination methods and methods of assessment: 18) Relationship and links that the programme will have with the wider community, e.g.

voluntary, statutory and community groups and the professional associations: 19) Other additional relevant information: Signature of programme director: Print name: Date:


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A2 Preliminary Accreditation Form - Accreditation of New Programmes

Name of education institution: Name of department/school: Title of proposed programme: Level of programme: Length of programme: Date of accreditation visit: This form is also provided electronically. When completing the form as a paper copy, please provide additional sheets as required and mark additional sheets with the number of each question. 1) Qualification to be awarded by education institution: 2) Planned date of commencement of programme: 3) Has the programme been approved by College Board and/or other relevant authority/ies

within/without the education institution? If yes, please provide full name and contact details, together with the date of approval:

4) If not, please indicate whether the approval has been sought, from whom and when such approval is envisaged.

5) Any other relevant additional information about the planning and consultation process within the college/institution:

6) Name and background (academic and professional qualifications and experience) of staff member primarily responsible for programme:

7) Names and background (academic and professional qualifications and experience) of members of programme planning team:

8) Names and background (academic and professional qualifications and experience) of members of academic teaching team:

9) Names and background (academic and professional qualifications and experience) of members of practice teaching team (including field work co-ordinator):

10) Administrative back-up and facilities available to underpin the programme (in particular office space, teaching space, library facilities and IT). Please indicate the location of these facilities on the college layout plan:

11) Has the programme been advertised and/or entered into the CAO system? If yes, when? 12) If not, please outline when such entry is envisaged. 13) Evidence of demand for the programme: 14) Expected annual student intake: 15) Entry requirements to programme and selection procedures: 16) Details of any exemption schemes that will be available for students: 17) Programme learning outcomes and their alignment to the NSWQB Professional Qualifying

Social Work Education and Training Framework: 18) Any specialisms/special options available on the programme and their relationship with

the general programme aims and their alignment to the NSWQB Professional Qualifying Social Work Education and Training Framework:

19) Academic subjects to be covered on the programme, the order in which they will be taught and the amount of time to be spent on each Module (please provide a draft programme handbook):

20) Outline in detail the approach to be taken on skills and values teaching: 21) Outline the preparation for and follow-up to practice placements that will be undertaken: 22) Organisation of practice placements, including arrangements with agencies (append list

of agencies): 23) Proposed examination methods and methods of assessment: Signature of programme director: Print name: Date:


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A3 Full Accreditation Form

Name of education institution: Name of department/school: Title of programme: Level of programme: Length of programme: Date of accreditation visit: This form is also provided electronically. When completing the form as a paper copy, please provide additional sheets as required and mark additional sheets with the number of each question. 1. Introduction

Provide an introductory statement to cover at least the following (no more than 200-300 words per heading). Where appropriate refer to Programme Handbook.

1.1 Overall aims and philosophy of programme 1.2 Objectives as regards candidate selection 1.3 Programme learning outcomes and their alignment to the NSWQB Professional

Qualifying Social Work Education and Training Framework 1.4 Please specify how the programme is resourced in relation to staffing, administration, IT,

Library facilities, office/space and all other necessary resources to maintain, develop and plan the programme.

1.5 Changes in the programme since the previous accreditation visit, with particular reference to steps taken to implement any NSWQB recommendations made during the process of the last accreditation.

1.6 Please specify proposals for future changes, such as expansion of intake, amalgamation of programmes or changes in assessment methods, curriculum changes, practice changes, changes in staffing or facilities.

1.7 Effects which allocation of funding has had and may have in the future. This introduction may also be used to draw the attention of the Panel to any matter which the college regards as of special importance.

1.8 Form

Please complete the form below for each teacher on programme.

Name

Position in programme team

Work status – full time (WTE), – part time (proportion of WTE) – sessional (number of hours)

Academic Qualifications

Professional Qualifications

Modules taught

Number of student contact hours

Tutoring hours


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2. Admissions procedure Please state:

2.1 Academic criteria for selection of students 2.2 Other criteria for selection of students 2.3 Names of personnel involved in selection of students (Please indicate where these are

practice teachers.) 2.4 Personnel/human resource/recruitment training in place to ensure fair interview

procedures 2.5 Indicate, for the last three intakes to the programme, the number of students applying

for inclusion in the programme in relation to places available 2.6 With regard to successful applicants to the last three intakes to the programme, please

indicate, starting with the most recent: 1. Number of females: Average age: Number of males: Average age: 2. Number of females: Average age: Number of males: Average age: 3. Number of females: Average age: Number of males: Average age:

2.7 Please indicate the number of students who have qualified in each of the last three

years, starting with the most recent graduates. 2.8 Where known, observations and/or information regarding employment outcomes for past

students of the programme are welcome. 3. Programme: philosophy and values

Please state the philosophy and values which underpin your programme. 4. Practice placements

Please append a list of the agencies involved in student placement (include names of Practice Teachers with their qualifications).

4.1 Please state the number and nature of practice placements undergone by each student of the last three intakes starting with the most recent. Please complete separate sheets as necessary.

Name of student

Placement 1 Name of Agency Service provision Length Timing within programme



4.2 Division of placements between block and concurrent 4.3 The percentage these placements represent of each academic year and state actual

number of days. 4.4 How these placements were obtained. 5. Practice teachers

The views of practice teachers should be provided, where appropriate. Please state:

5.1 How practice teachers are selected for participation 5.2 How practice teachers are involved in the programme 5.3 The training given to practice teachers 5.4 The qualifications and experience, both academic and professional, of the practice

teachers.


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6. Programme details 6.1 Details of the programme structure and module content should supplied which show

how the learning outcomes identified for the programme and their alignment with the NSWQB Professional Qualifying Social Work Education and Training Framework are to be achieved. This detail should cover the two academic years of the Postgraduate Programme or the four academic years of the undergraduate programme, as appropriate.

7. Postgraduate programme 7.1 Please outline the entry criteria to the postgraduate programme with particular reference

to standards outlined in Section 2.2. 7.2 Please outline the prior academic qualifications and practice experience of the students

of the last three intakes to the postgraduate programme, according to year of intake. Practice experience should be outlined according to type of agency.

8. Undergraduate programme 8.1 Please specify the basis on which students may receive exemptions for advanced entry

to the programme and what part of the programme students may be exempted from. 8.2 Please list, for the last three intakes, starting with the most recent intake, the students

who have received exemptions and what part of the programme they were exempted from.

8.3 Please list how students’ academic work is assessed and the percentages awarded for essays, projects, and other continuous assessment and examinations.

9. Complaints and appeals Please outline: 9.1 The complaints procedure available to students 9.2 The appeals procedure available to students. 10. Students with special needs

Please detail: 10.1 Arrangements made to meet the needs of students with disabilities. 11. Programme monitoring 11.1 With regard to maintaining the quality of programmes, please detail the procedures you

have in place for monitoring quality and show outcomes of these procedures, where possible.

Signature of programme director: Print name: Date:


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A4 Accreditation Review Form Accreditation of programmes leading to the NQSW is for a period of five years, with a review at the midway point. At the point of the review a paper exercise is completed, followed by a visit to the college by the Director. The paper exercise consists of the college completing a form based on the report of the last Full Accreditation Panel visit. The form should also outline any changes that have been made to the programme in specified areas. The Director’s visit is a focus on the areas outlined in the completed form. College: ___________________________________________________ Programme title: ___________________________________________________ Date of visit: ___________________________________________________ Present: ___________________________________________________ General Please outline whether the programme has undergone changes since the last accreditation in relation to the areas specified below. If changes have occurred in any of these areas, please describe the changes in not less than 200-300 words per heading. Please add additional sheets if required. i) Aims and objectives of the programme ii) Intake requirements and candidate selection iii) Programme learning outcomes and their alignment with the NSWQB Professional Qualifying

Social Work Education and Training Framework iv) Practice curriculum including organisation of practice placements and practice teacher

training v) Any other comments. Specific Please note that this section is based on the report of the last Full Accreditation Panel visit, and will therefore vary from programme to programme. As such, no standardised template can be set out that will be applicable to all programmes. For this section, the college is asked to discuss all of the issues raised in the report and to describe the ways in which they have been addressed. When completing this part of the form, please set out any changes that have been made in not less than 200-300 words per heading.


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A5 Notification of Substantial Change to an Existing Accredited Programme Form Name of education institution: Name of department/school: Title of programme: Level of programme: Length of programme: Date of accreditation visit: This form is also provided electronically. When completing the form as a paper copy, please provide additional sheets as required and mark additional sheets with the number of each question. Please include any other relevant information to support this form.

1) Please outline in detail the substantial change to your programme 2) Please outline in detail the rationale for making the substantial change to your

programme 3) When is this substantial change to take effect? 4) How will this substantial change affect the programme?

a. Aims and objectives of the programme b. Intake requirements and candidate selection c. Programme learning outcomes and their alignment with the NSWQB Professional

Qualifying Social Work Education and Training Framework d. Practice curriculum including organisation of practice placements and practice

teacher training 5) What impact will this substantial change have on programme resources? 6) Any other relevant information.

Appendix B

Formats for Accreditation Reports by the Panel of Assessors

HANDBOOK OF STANDARDS AND PROCEEDURES - NQSW 04/05/2010

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Appendix B – Formats for Accreditation Reports by the Panel of Assessors

B1 Format for Initial Stage Accreditation Report by Accreditation Panel Name of education institution: Name of department/school: Title of proposed programme: Level of programme: Length of programme: Date of advisory visit/s: This form is also provided electronically. When completing the form as a paper copy, please provide additional sheets as required and mark additional sheets with the number of each question. The advisory panel should provide a general judgement in relation to all the areas below. The panel should also provide comments on areas of particular importance, outlining not only problem areas but also particularly positive aspects of the proposed programme. Detailing the evidence to support the judgements shall be important. Extra sheets may be added if necessary. 1. General overview of programme

Has college approval for the programme been authorised? in place/approved work has begun but incomplete pending

Comments with summary and recommendations 2. Programme planning

a) Is there department/school approval for the programme? in place/approved work has begun but incomplete pending

Comments with summary and recommendations

b) Is there financial approval for the programme? in place/approved work has begun but incomplete pending


c) Is the accommodation space for the programme allocated and approved? in place/approved work has begun but incomplete pending


e) Are sufficient support systems in place? in place/approved work has begun but incomplete pending


f) Have new staff appointments been sanctioned? in place/approved work has begun but incomplete pending



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g) In relation to field work practice, are structures in place for future facilitation? in place/approved work has begun but incomplete pending

Comments with summary and recommendations Summary recommendation of advisory panel in relation to the programme progression to preliminary accreditation phase Comments Signature of advisory panel members: Print names: Date


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B2 Format for Preliminary Accreditation Report by Accreditation Panel

Name of education institution: Name of department/school: Title of proposed programme: Level of programme: Length of programme: Date of accreditation visit: This form is also provided electronically. When completing the form as a paper copy, please provide additional sheets as required and mark additional sheets with the number of each question. The preliminary accreditation panel should provide a general judgement in relation to all the areas below. The panel should also provide comments on areas of particular importance, outlining not only problem areas but also particularly positive aspects of the programme. Please indicate for each area whether the programme is highly satisfactory, satisfactory or not satisfactory. Detailing the evidence to support the recommendations shall be important. Extra sheets may be added if necessary. 1. General assessment of programme

The degree to which the programme is clearly laid out and aligned with the NSWQB Professional Qualifying Social Work Education and Training Framework. Highly satisfactory Satisfactory Not satisfactory

Comments with summary and recommendations 2. Length and level of programme

The degree to which the programme meets the requirements laid down by the NSWQB (Section 2.2). Highly satisfactory Satisfactory Not satisfactory


The degree to which the programme is underpinned by academic, practice and administrative resources in relation to staffing, administration and library facilities and otherwise in order to maintain, develop and plan the programme. Highly satisfactory Satisfactory Not satisfactory

Comments with summary and recommendations 4. Student supply and selection

The degree to which there is sufficient demand for the programme from suitable applicants and the degree to which applicants will be selected in accordance with NSWQB guidelines (Section 2.2). Highly satisfactory Satisfactory Not satisfactory



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5. Learning Outcomes The extent to which the overall programme meets the integrated learning outcomes in the four general areas of understanding as outlined within the NSWQB Professional Qualifying Social Work Education and Training Framework.

A. Understanding Self The achievement of the specific learning outcomes in this area Highly satisfactory Satisfactory Not satisfactory Comments with summary and recommendations B. Understanding Service Users and Providers The achievement of the specific learning outcomes in this area Highly satisfactory Satisfactory Not satisfactory Comments with summary and recommendations C. Understanding Social Work The achievement of the specific learning outcomes in this area Highly satisfactory Satisfactory Not satisfactory Comments with summary and recommendations D. Understanding Methods The achievement of the specific learning outcomes in this area Highly satisfactory Satisfactory Not satisfactory Comments with summary and recommendations

6. Practice placements The degree to which the practice training requirements as laid down by the NSWQB are achieved (Section 2.3). Highly Satisfactory Satisfactory Not Satisfactory

Comments with summary and recommendations 7. Arrangements between colleges and agencies

The arrangements for practice placements between colleges and agencies in comparison to NSWQB standards (Section 2.3). Highly satisfactory Satisfactory Not satisfactory

Comments with summary and recommendations 8. Practice teachers

The adherence to the criteria for the selection of practice teachers as outlined by the NSWQB. Highly satisfactory Satisfactory Not satisfactory



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9. Range of placements

The extent to which the range of placements available reflects the generic nature of the programme. Highly satisfactory Satisfactory Not satisfactory

Comments with summary and recommendations 10. Procedures for placements

Adherence to NSWQB procedures for placements (Section 2.3). Highly Satisfactory Satisfactory Not Satisfactory

Comments with summary and recommendations 11. Assessment

Clarity and appropriateness of procedures in place for assessment of students’ work, both academic and practice. Highly satisfactory Satisfactory Not satisfactory

Comments with summary and recommendations 12. Summary recommendation of accreditation panel Signatures of panel members: Print names: Signature of panel chairperson: Print name: Date:


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B3 Format for Full Accreditation Status Report by Accreditation Panel Name of education institution: Name of department/school: Title of programme: Level of programme: Length of programme: Date of accreditation visit: This form is also provided electronically. When completing the form as a paper copy, please provide additional sheets as required and mark additional sheets with the number of each question. The Accreditation Panel should provide a general judgement in relation to all the areas below. The Panel should also provide comments on areas of particular importance, outlining not only problem areas but also particularly positive aspects of the programme. Detailing the evidence to support the recommendations shall be important. Extra sheets may be added if necessary. 1. General assessment of programme

The degree to which students completing this programme possess the requisite knowledge, skills and value base to undertake professional social work. Highly satisfactory Satisfactory Not satisfactory


The degree to which the programme is resourced appropriately in relation to staffing, administration, IT, Library facilities, office/space and all other necessary resources to maintain, develop and plan the programme. Highly satisfactory Satisfactory Not satisfactory

Comments with summary and recommendations 3. Relationship between documentation provided and programme content

The extent to which the documentation provided by the college for the purposes of full accreditation, as specified by the NSWQB, is reflected in the programme delivery. Highly satisfactory Satisfactory Not satisfactory

Comments with summary and recommendations 4. Student selection and exemptions

The degree to which students are selected in accordance to the guidelines as set out by the NSWQB, including in relation to the granting of exemptions and in relation to relevant experience (Section 2.2). Highly satisfactory Satisfactory Not satisfactory

Comments with summary and recommendations 5. Programme structure and content

The extent to which the overall programme structure and content meets the integrated learning outcomes in the four general areas of understanding as outlined within the NSWQB Professional Qualifying Social Work Education and Training Framework.


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A. Understanding Self

The achievement of the specific learning outcomes in this area Highly satisfactory Satisfactory Not satisfactory

Comments with summary and recommendations.

B. Understanding Service Users and Providers The achievement of the specific learning outcomes in this area Highly satisfactory Satisfactory Not satisfactory


C. Understanding Social Work The achievement of the specific learning outcomes in this area Highly satisfactory Satisfactory Not satisfactory


D. Understanding Methods The achievement of the specific learning outcomes in this area Highly satisfactory Satisfactory Not satisfactory

Comments with summary and recommendations. 6. Practice placements

The degree to which the practice learning environments meet the requirements as laid down by the NSWQB (Section 2.3). Highly satisfactory Satisfactory Not satisfactory

Comments with summary and recommendations. 7. Arrangements between colleges and agencies

The arrangements for practice placements between colleges and agencies in comparison to NSWQB standards (Section 2.3). Highly satisfactory Satisfactory Not satisfactory

Comments with summary and recommendations. 8. Practice teachers

The adherence to the criteria for the selection of practice teachers as outlined by the NSWQB (Section 2.3). Highly satisfactory Satisfactory Not satisfactory

Comments with summary and recommendations. 9. Range of placements

The extent to which the range of placements available reflect the generic nature of the programme Highly satisfactory


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Satisfactory Not satisfactory

Comments with summary and recommendations. 10. Assessment procedures

Clarity and appropriateness of assessment procedures in place for all aspects of students’ work, both academic and practice Highly satisfactory Satisfactory Not satisfactory

Comments with summary and recommendations. Summary recommendation of accreditation panel: Comments: Signatures of panel members: Print names: Chairperson Print name: Date:


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B4 Format for Accreditation Review Report Accreditation of programmes leading to the NQSW is for a period of five years with a review at the midway point. At the point of the review a paper exercise is completed, followed by a visit to the college by the Director. The paper exercise consists of the college completing a form based on the report of the last Accreditation Panel visit. The form should also outline any changes that have been made to the programme in specified areas. The Director’s visit is a focus on the areas outlined in the completed form. The Director will compile the Report no later than two weeks after the assessment of the programme and shall forward it in draft form to the Head of the Social Work Department/School of the College for correction of factual inaccuracies, if any. The report shall include a recommendation on the basis of which the Board can decide to: i) Continue the accredited status of the programme for another two years Or ii) Initiate the full accreditation process as set out in Section 2.4.2, in order to clarify

outstanding issues.

B5 Format for Significant Change to an Existing Accredited Programme Report by Accreditation Panel

Accreditation of programmes leading to the NQSW is for a period of five years, with a review at the midway point. Accredited programmes proposing to make a substantial change must inform the NSWQB in advance of any such change by submitting a Substantial Change Notification Form (see Section A5) . Substantial change could, for example, be the establishment of a part-time route associated with an already accredited full-time NQSW programme or significant change in student or staff numbers. Procedures for this are set out in Section 3.6. If a formal visit is to be undertaken the focus will be on the substantial change as set out in the notification form. Following the visit the Chairperson of the Accreditation Panel shall compile the Report no later than two weeks after the assessment of the programme and shall forward it in draft form to the Head of the Social Work Department/School of the College for correction of factual inaccuracies, if any. The report shall include a recommendation on the basis of which the Board can decide to: i) Continue the accredited status of the programme until the next accreditation visit is due Or ii) Initiate the Full Accreditation process as set out in Section 2.4.2, in order to clarify

outstanding issues.

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