guidelines of competence
development in the study
Harmonization of the Credit and Implementation of the Learning Outcomes Based Study Programme Design
VP1-2.2-ŠMM-08-V-01-001
Violeta Gevorgianienė, Lidija Kondrašovienė,
Romas Lazutka, Rasa Naujanienė,
Birutė Švedaitė, Jurgita Zabulytė Kupriūnienė,
Laimutė Žalimienė
guidelines of competence
development in the study field
of social work
Vilnius 2012
Lidija Kondrašovienė Romas Lazutka Rasa Naujanienė Birutė Švedaitė
Jurgita Zabulytė Kupriūnienė Laimutė Žalimienė
guidelines of comptence development in the study field of social work
© Vilniaus universitetas, 2012
taBle of contents
introduction ...4
1. the group of social fields of study and the specific features of the social work field of study ...6
2. typical degree programmes in social work, determination of their profiles and profile options ...9
3. typical professional activity area upon graduation from social work study programmes ...13
4. map of generic competences in social work ...15
4.1. The concept and genesis of the content of generic competences ...15
4.2. Generic competences selection methods ...17
4.3. Relation between generic competences and personal characteristics ...21
4.4. Generic competences that social science professionals should have ...21
4.5. The level of generic competences in different cycles of study ...23
5. methodological guidelines for designing suBJect-specific competences for social work programmes ...28
5.1. Use of the Framework for Qualifications of the European Higher Education Area in defining subject-specific competences ...29
5.2. Use of national and international documents regulating social work studies to determine subject-specific competences ...32
5.3. Surveys of academic staff, employers, students and other social partners ...33
6. student workload and its calculation methods ...37
6.1. The concept of workload and credit ...37
6.2. Workload-based allocation of credits ...38
6.3. Length of the academic year ...40
6.4. Methods for calculating the student workload ...40
7. recommendations for modular and suBJect-Based degree programme structure ...45
8. recommendations for teaching, learning and assessment methods of specific area group. suitaBility of assessment methods for checking competence level ...47
8.1. Methods of teaching and learning social work ...47
8.2.Learning through communication as a possibility for active learning at lectures and seminars 51 8.3. Assessment methods of social work studies. Suitability of assessment methods for checking competence level ...53
8.4. Nature of assessment of social work studies ...55
annexes ...57
Annex 1. Results of a survey of subject-specific social work capacities ...57
Introduction
The “Guidelines of competence development in the study field of social work” (hereinafter “the guidelines”) has been prepared in the framework of the national project “Development of the National Concept of the European Credit Transfer and Accumulation System (ECTS): Credit Harmonisation and Creation and Implementation of the Methodology for Learning Outcomes-Based Degree Programmes through Cooperation and Consensus” (No. VP1-2.2-ŠMM-08-V-01-001) (hereinafter “the ECTS project”) implemented by Vilnius University in 2009–2012.
The need for such a guidelines arose after Lithuania was affected by significant changes in the European Higher Education Area. 21st century European higher education requires a changed learning paradigm, learning outcome-oriented higher education, its flexibility and transparency1. The so-called Bologna Process was launched by signing the Bologna Declaration in 1999 for the purpose of establishing the European Higher Education Area2. It highlights flexibility, forms of study promoting autonomy and responsibility, which facilitate not only student mobility but also better preparation for professional activities3. Particular attention to higher education system reforms is also given in the 2007 London Communiqué4, with the importance of student activities in higher education emphasised in the 2009 Leuven Communiqué5.
With the reforms of the European higher education system in progress and in view of the growing requirements on the part of the market, the overall study programmes are being restructured which involves the shift in focuses and logics and a new approach towards the principal category of study programmes – the objective of studies and education. For a long time the subject-centred content actually prevailing in most university level study programmes was perceived as the principal value and the goal to be achieved. Therefore teachers and lecturers planning such study process would formulate the education objectives based on the contents of the subject programme, rather than vice versa.
Public, market or individual needs-oriented degree programmes are degree programmes based on competences (not the content of study).
The European Qualifications Framework for Lifelong Learning (2009) 6 defines a “competence” as the proven ability to use knowledge, skills and the personal, social and/or methodological abilities in work or study situations and in professional and personal development. Within the framework of the Tuning project competences are defined as a dynamic combination of cognitive, and meta-cognitive skills, knowledge and understanding, and divided into subject-specific and generic competences. Fostering competences is the object of all educational programmes7.
The concept of competence is understood from the subjective and the objective viewpoints. Within the Tuning project, as well as for the purpose of the present Guidelines the concept of competences is interpreted following an inclusive viewpoint according to which human abilities are viewed as a dynamic combination of different characteristics enabling an individual to
1 Learning outcomes /competences at programme and module level. http://www.ects.cr.vu.lt/Files/File/Learningoutcomes%20at%20
programme%20and%20module%20level.pdf
2 See more. The Bologna declaration. 1999. http://ec.europa.eu/education/policies/educ/bologna/bologna.pdf
3 The Bologna Process – Towards the European Higher Education Area. http://ec.europa.eu/education/higher-education/doc1290_en.htm
[2009 03 06]; Bolonijos procesas. Kuriant Europos aukštojo mokslo erdvę.http://www.smm.lt/t_bendradarbiavimas/bolonijos_p.htm
4London Communiqué. 2007. Towards the European Higher Education Area: responding to challenges in a globalised world. http://www.dfes.
gov.uk/bologna/uploads/documents/LondonCommuniquefinalwithLondonlogo.pdf
5Leuven Communiqué. 2009. The Bologna Process 2020 – The European Higher Education Area in the new decade. http://www.ond.vlaanderen.
be/hogeronderwijs/bologna/conference/documents/Leuven_Louvain-la-Neuve_Communiqu%C3%A9_April_2009.pdf
6 See. http://ec.europa.eu/education/pub/pdf/general/eqf/broch_lt.pdf
perform competitively, or as the ultimate outcome of the learning process8.
For the purpose of the Tuning project the concept of competence points to a personal characteristics, and the targeted learning outcomes define the contents of a study programme or even a subject, skills sought to be learned, views to be developed (e.g., approach towards one’s activities).
Competence-based degree programmes are prepared according to a different procedure than they used to be prepared so far. It starts with the determination of the requirements of difficult, multi-dimensional, constantly improving and increasingly complex professional activities for a person planning a professional career. Efforts are made not only to take into account modern requirements but also predict how they will change in future. These requirements, set by employers who ensure a stable life of a profession, as well as applied and basic research carried out by employers and scientists ensuring the development of the profession help to correct these requirements. They are the starting point for planning a modern degree programme (Chapter 3).
Intended learning outcomes, which must be related to the knowledge and competences
sought to be developed, are formulated on the basis of the requirements. This is followed by the selection of content of study and preparation of its implementation methodology (didactics), i.e. methods to achieve the intended learning outcomes are selected to help students to become competent specialists capable of successfully functioning in a chosen professional area (competences are described in Chapters 4 and 5, the planning of the content of study and student workloads is discussed in Chapters 6 and 7 and the study methodology in Chapter 8.
Upon the end of the study process, the achieved learning outcomes (knowledge, competences and even attitudes acquired) are assessed by determining the degree of overlap between the objectives and results (Chapter 8).
All countries involved in the Bologna Process, which seek to form a common European Higher Education Area and develop degree programmes focused on the development of two groups of competences, i.e. generic and subject-specific, are encouraged to apply such methodologies for the planning, organisation and assessment of the process of study.
This text is intended for readers looking for help in preparing and reforming degree programmes in social work. However, it may also be interesting to specialists in other fields of study, who will be able to use this text implicitly as a certain example of a related field of study. The authors of this text are teachers of Social Work Departments of Vytautas Magnus and Vilnius Universities and Utena College. While writing this text, the authors also learnt new methods of preparation of degree programmes. Therefore, readers should not view it as a document governing the programme preparation process or as a piece of writing proclaiming ultimate truth. This is rather the author’s experience of learning how to describe degree programmes in a new way. We kindly share it with readers.
8 Bulajeva T., Jakubė A., Lepaitė D., Teresevičienė M., Zuzevičiūtė V. Studijų programų atnaujinimas: kompetencijų plėtotės ir studijų siekinių
1. THE GROUP OF SOCIAL FIELDS OF STUDY AND THE SPECIFIC
FEATURES OF THE SOCIAL WORK FIELD OF STUDY
The list of study areas and fields9 according to which studies are offered in Lithuanian higher schools distinguishes six areas of studies: Biomedical Sciences, Physical Sciences, Technological Sciences, Social Sciences, Humanities, Creative Arts and Design. The social sciences study area is further sub-divided into five groups of study fields: Social studies, Law, Business and Administrative Studies, Communication and Education. The social work study field is included into the group of social studies study fields group together with other, kin study fields as social policy, sociology, economics, psychology, political sciences, etc. (Table 1.1). Table 1.1. Groups of social sciences study fields and study fields
group of study
fields Name of the study field group of study fields Name of the study field
1. Social studies L100 Economics 3. Business and administrative studies N100 Business studies
L200 Political sciences N200 Management studies
L300 Sociology N300 Finance
L400 Social policy N400 Accounting
L500 Social work N500 Marketing
L600 Anthropology N600 Human resource management
L700 Human geography N700 Public administration
S100 Psychology N800 Tourism and leisure
S200 Public security N900 Business and administrative studies S300 Territorial planning
4. Communication
P100 Information services
L900 Social studies P200 Public relations
2. Law
M100 Law by area P400 Publishing
M200 Law by topic P500 Journalism
M900 Law P900 Communication
5.Education
X100 Teachers training
X200 Education sciences X300 Adult education studies X900 Education
The authors of the Tuning project attempted to define the area of social studies in the following way10: „Social sciences are concerned with the study of and the provision of services to society, as articulated in individuals, groups and communities. They examine social structures
9 Government of the Republic of Lithuania Resolution “Concerning the approval of he list of study areas and fields in which studies are offered
in higher education institutions and the list of qualification degrees”. No. 1749, 23-12-2009.
10 Translation from the definition in English by the authors. ‘The social sciences are concerned with the study of and the provision of services
to society as articulated in individuals, groups and communities. They examine social structures and organizations (economic, legal, cultural, religious, political, etc.) in both space and time. They explore the dynamic processes and inter-relationships between them and how different meanings and attitudes are created and have to be negotiated. Their scope ranges from the minutiae of human behaviour and development to large-scale social movements. Social Sciences have a strong ethical dimension related to social justice, wellbeing, cohesion and citizenship.“
Tuning Sectoral Framework for Social Sciences, 2010, 10 Framework for Social Sciences, 2010, 10.
and organizations (economic, legal, cultural, religious, political, etc.) in both space and time. They explore the dynamic processes and inter-relationships between them and how different meanings and attitudes are created and have to be negotiated. The scope ranges from the minutiae of human behaviour and development to large-scale social movements. Social Sciences have a strong ethical dimension related to social justice, wellbeing, cohesion and citizenship“.
In the course of the implementation of the Tuning project, efforts were made to describe generic competences in the entire area of social sciences11. (For more information on competences, please see Chapter 4)
As mentioned above, social work is one of the fields of study of the area of social sciences. Based on the study classification approved in Lithuania, there are five branches of study in the social work field of study (Table 1.2).
Table 1.2. Social work and its branches within the Lithuanian study classification12
study area social sciences group of study
fields
groups of social
study fields Study field
study branch of the social work
study field
Social sciences Social studies L500 Social work
L510 Health and welfare
L520 Child and family welfare L530 Youth work
L540 Community work
L560 Probation / After care
Social work studies are needed to train social professionals. The Ministry of Social Security and Labour of the Republic of Lithuania defines social work as follows: „Social work shall mean the activities helping a person, a family to solve their social problems according to their possibilities and with their participation, without violating human dignity and by increasing their responsibility based on the co-operation of a person, family and society.“ 13 This is the definition of social work provided for in Article 20 of the Law on Social Services of the Republic of Lithuania14.
The activities of a social worker as defined in the Law on Social Services are related to the provision of social services. According to the Sixth Report of the Republic of Lithuania on implementation on the European Social Charter15 social services refer to services, whereby assistance is provided to a person (family) who due to age, disability or social problems partially or altogether do not possess any, did not acquire or lost their abilities or possibilities to take care of personal (family) life independently and to participate in social life. The objective of social services is to enable the individual (family) to develop and enhance the abilities and opportunities for independent resolution of their problems, to maintain social relationships with the society and help overcome the social exclusion. Social services are being provided in order to prevent the social problems of individuals, families and the community from arising as well as to ensure social security of the society.
The International Federation of Social Work (IFSW) has presented and is using a considerably broader definition of social work initially defining the profession of social work
11Tuning Sectoral Framework for Social Sciences, 17–22.
12 Prepared by the authors. Source: Order No. V-222 of 19 February 2010 of the Minister of Education and Science of the Republic of Lithuania
approving the list of branches within fields of study (Official Gazette ValstybėsŽinios, 2010, No. 22-1054).
13 See: http://www.socmin.lt/index.php?-581105858
14 The Law on Social Services of the Republic of Lithuania, 2006, No. 17-589.
15 Sixth Report of the Republic of Lithuania on implementation on the European Social Charter (Revised), Group 2 “Health, Social Security and
as “promoting social change, and problem solving in human relationships“ 16. Furthermore, the IFSW highlights the principles of human rights and social justice: “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”17.
Similarly, the International Association of Schools of Social Work points out the aim to overcome injustice in the society: “Social work addresses the barriers, inequities and injusticies that exist in society. It responds to crises and emergencies as well as to everyday personal and social problems“18.
The approach towards the training of social workers has been brought into line with the concept of social work. The International social work standards (Global standards for social work education and training) recommend that programmes for training of social workers reflect that values and the ethical principles of social work, include the necessary knowledge and skills, and respond the national (and international) needs and priorities. Besides, a programme should disclose the place of social work within the context of global economic, political and ecological processes. A significant portion of the programme should be dedicated for practical training and development of student self-reflection abilities19.
Similarly as in many other States in Lithuania social work is a regulated profession20, exercised subject to the direct requirements according to legal acts or indirect requirements to have the professional qualification of a social worker. The requirements of social workers and assistant social workers are defined in Article 20 of the Law on Social Services as referred to above. Item 1 of the Article states that “Social work shall be carried out by the social workers and assistant social workers working at social services establishments.“ Item 4 of the same Article provides that “A person who has received a higher education in social work or equivalent education shall have the right to work as a social worker“ (no requirements as to the education of assistant social workers are provided).
The Catalogue of Social Services21 indicates that social workers of different institutions (social services, education, health care institutions, NGOs, etc.), are specialists providing services. Orders of the Minister of Social Security and Labour22, define the duties of social workers and emphasise that a social worker must have or seek to acquire higher education in social work or equivalent education.
16 IFSW Montreal, Canada, July 2000. 17 IFSW Montreal, Canada, July 2000.
18 Campanini A., Frost E. ed. European Social Work: Commonalities and Differences. Roma: Carocci editore, 2004, 7.
19Social Work Education, Vol. 23, No. 5, October 2004, 493–513.
20 Order No. 668 of 31 August 2010 of the Minister of Economy of the Republic of Lithuania approving the list of professions regulated in the Republic of Lithuania, Official Gazette Valstybės Žinios, 2010, No. 104-5419.
21 Order No. A1-442 of 7 July 2009 of the Minister of Social Security and Labour of the Republic of Lithuania amending Order No. A1-93 of
5 April 2006 of the Minister of Social Security and Labour of the Republic of Lithuania approving the Directory of Social Services, Official Gazette ValstybėsŽinios, 2009, No. 83-3450.
22 Order No. A1-401 of 4 December 2008 of the Minister of Social Security and Labour of the Republic of Lithuania approving the list of
positions of social workers, Official Gazette Valstybės Žinios, 2008, No. 142-5667; Order No. A1-92 of 5 April 2006 of the Minister of Social Security and Labour of the Republic of Lithuania approving qualification requirements for social workers and assistant social workers, the procedure for the improvement of professional qualifications of social workers and assistant social workers, and the social worker certification procedure, Official Gazette Valstybės Žinios, 2006, No. 43-1569.
2. TYPICAL DEGREE PROGRAMMES IN SOCIAL WORK,
DETERMINATION OF THEIR PROFILES AND PROFILE OPTIONS
Around 20 degree programmes in social work are implemented in Lithuania: 8 professional Bachelor degree programmes in colleges, 5 Bachelor and 8 Master degree programmes in universities23.
college degree programmes in social work in Lithuania are implemented by 8 colleges. Three degree programmes consist of 120 credits (full-time studies last 3 years and part-time studies last 4 years) and six degree programmes consist of 140 credits (full-time studies last 3.5 years and part-time studies last 4–4.5 years). Graduates of college social work studies are awarded a professional Bachelor of Social Work degree and the professional qualification of
social worker. There are as many as ten specialisations in the college programmes (e.g. social work in the area of education, social work in communities, social work with families, organisation of social services, social work with risk groups).
Ordinarily the purpose of the college level social work study programmes is presented as the studies to train and educate social workers able to professionally act in different areas of social life, provide conditions to acquire knowledge, develop abilities and moral values necessary for a social worker able to address social problems.
Bachelor of social work studies are organised in five Lithuanian universities (one programme each).
The regulation for degree programmes in the field of social work defining the objectives of such degree programmes, knowledge and skills that should be acquired by graduates of the programmes was approved in 200824. According to the regulation, the object of study is the professional activities of social workers aimed at achieving social justice and positive changes in society, enhancement of social welfare, greater responsibility of the authorities and citizens, personal, family and community support in solving social problems and preventing them. It also defines knowledge, practical and transferable skills to be acquired by graduates of the programme. However, the term “competences” is not used in this regulation, it deals only with the necessary knowledge, practical and transferable skills25.
As required by the regulation, most university degree programme profiles state that workers trained by universities must not only be able to work directly with individual clients, families or a small group but also have knowledge of social policy, management, and even prepare and implement various national and international projects and programmes. Thus, the programmes are orientated towards the training of social work professionals for various jobs: both direct professional social work with different client groups and organisation and management of social work (although the last two aspects may not be equally highlighted in all universities) as well as influence on social policy.
As reviewed all university programmes indicate that their study programmes are designed to train social workers having sufficient knowledge and skills to work in different areas of social work and with different client groups, also in different social security, education, health care and law enforcement institutions: social care divisions, day centres for children, people with
23 AIKOS. http://www.aikos.smm.lt/aikos/programos.htm
24 Order No. ISAK-980 of 9 April 2008 of the Minister of Education and Science of the Republic of Lithuania approving the regulation for the
social work field of study, Official Gazette Valstybės Žinios, 2008, No. 45-1706. The regulation provides that these university studies must consist of at least 140 credits. The object of study is the professional activities of social workers aimed at achieving social justice and positive changes in society, enhancement of social welfare, greater responsibility of the authorities and citizens, personal, family and community support in solving social problems and preventing them.
25 Higher schools are required to bring in line the study programmes in the social work field with the Regulation (accredited without any
disabilities and the elderly, community centres, children and the elderly care homes, assisted living residence for the disabled, crisis centres, hospitals, schools, prisons, social non-governmental organisations, communities, etc. The overview of the subjects included into such programmes clearly evidences that the provision of such programmes seeks to educate such professionals. Requirements for first-cycle university degree programmes are taken into account: they differ from first-cycle degree programmes organised by colleges both in their scope and the structure of study. At least one-half of course units in the field of study are taught by scientists having a doctorate.
master of social work studies are offered by five universities which organise a total of eight programmes. Intended learning outcomes, competences and skills are formulated in the profiles of differently implemented programmes. Some universities do not name competences, some of them include them in the tasks, while others mention them in the profiles but do not name the competences. In summary, it can be stated that important terms have been used in very different ways and have had a different content in not only Master but also Bachelor and professional Bachelor programmes. The distribution of classroom hours and independent work in full-time studies is similar in all universities, with much attention given to student practice (organised by all universities and given 5–10 credits).
Based on accumulated experience in social services and professional training of social workers in Lithuania, three levels of social work degree programme profiles can be defined: professional Bachelor of Social Work, university Bachelor of Social Work and Master of Social Work. The following criteria can be applied to define differences between these three levels of degree programmes:
• The breadth and nature of the information studied, which is expressed by programme objectives, the structure of course units taught, the duration of study, options, requirements for academic staff (the practical experience of academic staff is emphasised in colleges, erudition in university Bachelor degree studies, while Master degree programmes can only be taught by academic staff performing research in the relevant field of study), etc. • The range of skills (the complexity of problems that can be solved), which is expressed by intended learning outcomes of different complexity in all three levels. In college studies, more attention is paid to practice, university Bachelor degree studies focus on research methods and the area of influence on social policy, while Master degree programmes define specialisations and highlight the complexity and indefiniteness of the context of activities.
• The level of responsibility and the ability to apply acquired skills in micro-, mezzo- or macro-context. These criteria are expressed by the intended learning outcomes of degree programmes and anticipated career opportunities of graduates. Graduates of college studies are properly trained to work as social workers in places where professional tasks are formulated and require their particular implementation. University studies focus on not only the understanding of the latest professional knowledge but also general university education. A larger scope of course units of the field of study facilitates training of social workers capable of acting in new ways in unpredictable situations and applying the latest knowledge in the field of social work. Graduates of Master degree studies are able to creatively apply their specialised knowledge and discover it in carrying out applied research of social work, etc.
professional Bachelor of social work. The purpose of the professional Bachelor of Social Work degree programme is to train social work professionals capable of providing social assistance to achieve optimal social functioning of a client or a group of clients in a changing
multicultural society.
Students in this programme will acquire knowledge of general higher education subjects necessary for forming systemic thinking, programme basics, specialised theoretical and practical knowledge and skills in social work, and will learn to apply them in real practical situations.
The programme is designed to train social workers of general practice having knowledge of the social assistance organisation system, knowledgeable and able to choose appropriate social work methods and strategies for solving clients’ problems in an effective and ethical manner. Preparation for direct practical activities with clients is a priority in professional Bachelor of Social Work degree studies, and emphasis is therefore placed on professional practice, in which future social workers can operate in real working conditions under the supervision of social work professionals.
Programme graduates will be prepared for direct social work practice with different groups of clients at social security, education, health care and law enforcement institutions, non-governmental organisations, communities, and/or to continue studies in university Bachelor of Social Work and Master degree programmes.
The programme is based on the development of specific competences needed to solve practical problems, ensuring the integration and reflection of theoretical and practical knowledge. Problem-oriented teaching (learning) and assessment methods are applied to motivate students and enable them to actively participate in the learning process and learn independently, as well as critically assess their knowledge and skills.
university Bachelor of social work. The purpose of the Bachelor of Social Work degree programme is to train social work professionals capable of applying the latest knowledge of social work to achieve optimal social functioning of a client or a group of clients in a changing multicultural society, taking advantage of social policy and social assistance management opportunities.
Students in this programme will acquire theoretical knowledge of philosophy, ethics, sociology, psychology, economics and systems needed for forming a broad world view and systemic thinking as well as specialised knowledge and skills in social work theory and practice, social service policy and organisation, social ecology, work with various society groups, and will learn to apply them in complex and unpredictable situations as well as comply with ethical requirements for social workers.
The programme is designed to train social work practitioners having good knowledge of the social assistance organisation system, knowledgeable and able to choose appropriate social work methods and strategies for solving clients’ problems in an effective and ethical manner.
Programme graduates will be prepared to work with different groups of clients in social security, education, health care and law enforcement institutions, communities, or to continue studies to acquire a Master degree.
The programme is based on active problem-oriented learning and is aimed at ensuring the integration and reflection of theoretical and practical knowledge. The assessment methods applied motivate students to learn independently and critically assess their knowledge and skills.
master of social work. The purpose of Master of Social Work degree studies is to train highly qualified specialists capable of acting in a creative, independent and innovative manner both in social work practice and in the academic area. Having knowledge of a research methodology and the latest theories in the relevant area, a Master of Social Work is able to constructively analyse problems in the area of social work, looks at them in an interdisciplinary manner, and is able to offer innovative solutions to the problems. He/she is also able to act in a changing complex social work reality: not only provide assistance to persons or their groups
but also systematically analyse, develop and improve assistance processes, as well as assume managerial functions (in teams, organisations or their units). A Master of Social Work is able to continuously learn and improve his/her knowledge, is receptive to innovations in the relevant area, can effectively work in circumstances where there are no detailed instructions, when dealing with uncertain, very complex and little known situations.
The development of research, academic as well as analytical, critical and creative thinking skills is an important part of the Master degree programme. During the studies, students learn about the latest trends in social science development, learn to analyse social policy development and acquire management competences. Students are encouraged to learn independently, conduct research, and develop original research and social work practice improvement ideas.
3. TYPICAL PROFESSIONAL ACTIVITY AREA UPON GRADUATION
FROM SOCIAL WORK STUDY PROGRAMMES
Specific historical period, peculiarities of the national economic development, traditions in different support professions and the institutional environment governing the provision of social services, in addition to a number of other different factors define the range of abilities required in practical social work. Furthermore, it needs to be noted that the area of professional social work activity is specifically “sensitive” to different socio-economic changes, such as emergence of any social problems, integration processes within countries, the ever intensifying globalisation, as well as other changes contribute to the dynamic character of this professional activity area.
The professional field or changes in it may also be affected by strategic documents of Lithuania and the European Union: strategies for professional areas of activity, development programmes, international directives and agreements, other regulatory documents governing the functioning of welfare service systems. Examination of such documents is useful for not only concretising the purpose of a programme but also for justifying individual competences or necessity. For example, the Law on Social Services provides a definition of social work, the Social Service Directory lists services, client groups and institutions in which social workers can work, other Lithuanian legal acts define the duties of and qualification requirements for social workers26.
Therefore, when formulating a list of competences, it is necessary to take into account all legislation governing social work practice, evaluate in what institutions, with what client groups graduates of the social work programme can work, what positions they can hold27, as well as the specific features of related competences.
Specialists are trained for the labour market, and therefore the experience of employers and professional field experts is important in forming degree programmes. Employers can provide valuable information to define programme level competences and intended learning outcomes as well as optimise higher education (learning and teaching) methods and the assessment process. Therefore, in order to justify a programme, it is important to carry out research into the professional field and/or conformity of degree programmes with the market needs and prove the need to train specialists who will acquire competences required for the market and specific professional activities during the studies28. Such assessments can be provided by both persons engaged in practical social work and their employers.
A social worker professional activity research carried out in the framework of the ECTS project in 201029 has shown that the professional social work field in Lithuania currently includes direct work with clients, organisational activities, the need for social policy level competences, as well as the need to be able to carry out empirical or scientific research and improve the profession. When developing degree programmes, it is important to determine what competences should be developed in different levels of programmes: professional Bachelor, university Bachelor and Master. The employer survey provides some insights into the differences in competences. The most obvious differences in the professional field of social work in individual levels of degree
26 Order No. A1-92 of 5 April 2006 of the Minister of Social Security and Labour of the Republic of Lithuania approving qualification requirements
for social workers and assistant social workers, the procedure for the improvement of professional qualifications of social workers and assistant social workers, and the social worker certification procedure, Official Gazette Valstybės Žinios, 2006, No. 43-1569.
27 Order No. A1-401 of 4 December 2008 of the Minister of Social Security and Labour of the Republic of Lithuania approving the list of
positions of social workers and the list of positions equivalent to social workers, Official Gazette Valstybės Žinios, 2008, No. 142-5667. 28 Bulajeva T., Jakubė A., Lepaitė D., Teresevičienė M., Zuzevičiūtė V., op. cit.
29 The research was carried out in the framework of the ECTS project. Employer surveys were carried out in establishments employing social
workers who had completed degree programmes in social work not more than five years ago. Professional activity research report: the field of
programmes are revealed by a comparison of competences related to direct intervention and provision of assistance to a particular client as well as activities related to a broader context of social work (assistance system development, improvement, assessment, etc.). Thus, professional Bachelor programme activities are more orientated towards direct assistance skills, Bachelor programme activities are focused on organisation of more general assistance and Master programme activities on assistance, critical assessment, development of innovations and influence on social policy. Generally speaking, differences in the abovementioned three levels are revealed in the following aspects: different dynamics of activities, different explicitness and complexity of work situations, micro-, mezzo- and macro-activities, and the degree of responsibility.
During the professional activity research, the list of competences presented to respondents should be open-ended, so that it can be supplemented when assessing the necessary competences and skills if the presented version appears to be incomplete or inaccurate.
The taking into account of the employers’ opinion is a response to the current market needs. However, when creating a list of subject-specific competences for a specific degree programme, it is not enough to consider where and what a graduate would do as a job today or in the near future. Programmes should be developed and considered from a broader perspective than today’s competences, i.e. with the help of not only practitioners but also social work experts, i.e. academics, taking into account national and public social economic development trends and the need for social work professionals in the long term.
4. MAP OF GENERIC COMPETENCES IN SOCIAL WORK
4.1. The concept and genesis of the content of generic competences
The very emergence of the concept of generic competences and its contents could be related to the strategic objective of the European Union to create an active and dynamic welfare State, ensure a further economic and social progress of the European Union through direct investment in people and their education. The very objective to invest in people as the key asset of Europe was formulated by the Development Strategy adopted by the 2000 Lisbon European Council30.
Still, it was back in 1997, that the UNESCO conference on adult education defined four pillars of learning while at the same time putting strong emphasis on not only the special abilities, but also competence that was interpreted as an ability to act in different and often unpredictable situations and coordinate one’s actions with others (team work). Those four learning pillars are31:
1) Learning to learn 2) Learning to do
3) Learning to live together 4) Learning to be
The Bologna Process was launched in 1999 to create a common European higher education area. The Recommendation of the European Parliament and of the Council on key competences for lifelong learning (2006/962/EC) was adopted in 2006 on the basis of strategic European documents in consultation with representatives of Member States. The Recommendation states the need to identify and define the key competences necessary for personal fulfilment, active citizenship, social cohesion and employability in a knowledge society, which are defined as competences which all individuals need for personal fulfilment and development, active citizenship, social inclusion and employment32. The Recommendation defines eight key competences relevant for Europe:
1) communication in the mother tongue; 2) communication in foreign languages;
3) mathematical competence and basic competences in science and technology; 4) digital competence;
5) learning to learn;
6) social and civic competences;
7) sense of initiative and entrepreneurship; 8) cultural awareness and expression.
All generic abilities or generic competences are considered equally important as facilitating orientation in the knowledge society. Many of the competences overlap and interlock: aspects essential to one domain will support competences in another33.
Lithuanian documents on education (e.g. “On the provisions of the National Education Strategy for 2003–2012” (2003), etc.) also state that education should help to strengthen the society’s creative powers, preserve and develop national identity, nurture civil society, increase employment and economic competitiveness, reduce poverty and the social exclusion gap. In the context of these provisions, generic – or transferable – competences are personal knowledge, values and skills necessary to achieve these goals.
30 Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning
(2006/962/EC) http://eur- lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:LT:PDF
31 See: http://www.unesco.org/delors/delors_e.pdf 32 Ibid.
One of the key instruments for the development of an attractive, flexible and competitive European Higher Education Area is the Dublin Descriptors34. This is a guide helping one higher education system to better understand another. The descriptors are student-centred, i.e. they indicate what students should to able to do and know after acquiring a qualification of a relevant level (cycle). The Dublin Descriptors clearly describe the main achievements of a particular qualification, often with reference to national qualification levels35. Two-cycle – Bachelor (I) and Master (II) – levels of generic competences are provided in Table 4.1.
table 4.1. dublin descriptors: comparison of two cycles of study according to achieved learning outcomes36
first cycle second cycle
Have demonstrated knowledge and understanding in a field of study that builds upon and their general
secondary education, and is typically at a level that,
whilst supported by advanced textbooks, includes
some aspects that will be informed by knowledge of
the forefornt of their field of study
Have demonstrated knowledge and understanding that is founded upon and extends and/or enhances that typically associated with Bachelor‘s level, and
that provides a basis or opportunity for originality in developing and/or applying ideas, often within a
research context
Can apply their knowledge and understanding in a
manner that indicates a Professional approach to their
work or vocation, and have competences typically demonstrated through devising and sustaining
arguments and solving problems within their field of
study
Can apply their knowledge and understanding, and problem solving abilities in new or unfamiliar
environments within broader (or multidisciplinary) contexts related to their field of stud
Have the ability to gather and interpret relevant data (usually within their field of study) to inform judgements that include reflection on relevant social, scientific or ethical issues
Have ability to integrate knowledge and handle complexity, and formulate judgements with incomplete or limited information, but that include reflecting
on social and ethical responsibilities linked to the application of their knowledge and judgements
Can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences
Can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously.
Have developed those learning skills that are necessary
for them to continue to undertake further study with a high degree of autonomy
Have the learning skills to allow them to continue to
study in a manner that may be largely self-directed or autonomous
It is evident that the learning outcomes as presented in the Table required for graduates of Bachelor’s (cycle I) and Master’s (cycle II) are essentially transferable competences formulated in very general terms at the same time showing the level of such competences in different cycles of studies. These generic competences are applicable in all study fields, areas and branches, where necessary, adjusted for their contents.
The European Qualifications Framework (EQF)37, which formulates requirements for the Bachelor (level VI) and Master (level VII) cycles, provides a slightly different breakdown, with particular emphasis in the wording of competences placed on the aspect of responsibility (Table 4.2).
34 See: http://www.tempus.ac.rs/here/tl_files/Dokumenti/Dublinski%20deskriptori.pdf 35 Ibid or Dublin Descriptors: http://users.abo.fi/jnikula/dublin_descriptors.pdf 36 Ibid.
table 4.2. requirements for Bachelor and master cycles according to the european
Qualifications Framework
knowledge abilities competences
Level VI
(Bachelor)
Advanced knowledge of a field of work or
study, involving critical understanding of theories and principles.
Advanced skills,
demonstrating mastery and
innovation, required to solve complex and unpredictable problems in specialised field
of work or study.
Manage complex technical or
professional activities or projects, take responsibility for decision-making in an unpredictable work or study environment; take responsibility for magaging professional development of individuals and groups.
Level VII
(Master)
Highly specialised
knowledge, some of which is at the forefront
of knowledge in a field
of work or study, as the basis for original thinking and/or research; a critical awareness of knowledge
issues in a field and
the interface between
different fields.
Specialised problem-solving
skills required in research
and/or innovation in order in develop new knowledge, creating new procedures and integrate knowledge of
different fields.
Manage and transform work or
study context that are complex, unpredictable and require new
strategic methods;
take responsibility for contributing to professional knowledge and practice and/ or for reviewing the strategic performance of teams.
The distribution of the final learning outcome of the studies into knowledge, abilities and competences as presented in the present and other documents on occasions may mislead those who treat competences as the entirety of knowledge, abilities and approaches, however, the distribution as presented in the Table can also be perceived as qualitative development - the development of the definable knowledge and skills into the ability to act in hardly definable contexts.
The purpose of the documents discussed above is to provide higher education institutions with guidelines for the development of generic competences. According to the European Qualifications Framework (EQF), the compatibility of both qualifications and generic competences can help representatives of different groups – students, teachers and employers – to communicate. Common wording will enable countries to more clearly define the level of developed or existing competences, understand the abilities of candidates more easily, and to evaluate whether the available competences meet the requirements for professional activities.
4.2. Generic competences selection methods
As has been earlier mentioned the most generic competences defining the achievements in different study cycles are defined in the Dublin descriptors, the EQF (“European Qualification Framework for Life-Long Learning”), the national qualification standards (see, e.g., ”The Description of the Composition of Qualifications“38) and professional regulations (e.g., “Regulation for the Social Work Study Field“) – that are in the first place intended to specialists of the social sciences study area and social work study field drafting study programmes.
However, there are also other competences that should not be attributed to a specific profession or field of study. Such a list of generic competences desirable for various professions
38 Government Resolution No. 535 of 4 May 2010 approving the Lithuanian Qualifications Framework, Official Gazette Valstybės Žinios, 2010, No. 56-2761.
was formulated in the process of research in the framework of the Tuning project39. The following working classification of generic competences was used in the project40:
• instrumental competences (performing an instrumental functions);
• interpersonal competences (facilitates processes of social interactions and inter-communication);
• systemic competences (allows one to see how the parts of the whole relate and come together; systemic competences require as a base the prior acquisition of instrumental and interpersonal competences).
The wording of some competences in the professional activity research carried out in Lithuania already mentioned in Chapter 341 differs from that used in the Tuning project (the most marked differences are written in italics in Table 4.3).
Table 4.3 lentelė. Generic competences in Tuning project42
instrumental competences interpersonal competences systemic competences
• Capacity for analysis and
synthesis
• Capacity for organisation
and planning
• Basic general knowledge
• Oral and written
communication in your native language
• Knowledge of a second language (foreign) • Elementary computing
skills (skills to use information and communication technologies)
• Information management
skills (ability to retrieve and analyse information from different sources) • Problem solving • Decision-making
• Critical and self-critical
abilities (capacity for thinking critically and self-critically)
• Team work (capacity to work in a group) • Interpersonal skills (interpersonal and communication skills) • Ability to work in an interdisciplinary team • Ability to communicate with experts in other fields (instead of the 2 latter -
ability to communicate with people who are not experts in the employee’s professional area)
• Appreciation of diversity and
multiculturality
• Ability to work in an international context • Ethical commitment (ability
to act ethically)
• Ability for applying knowledge in
practice
• Research skills
• Capacity to learn
• Capacity to adapt to new situations
• Creativity (capacity for generating new ideas) • Leadership (capacity for
motivating people to seek common objectives)
• Understanding of other cultures and customs
• Ability to work autonomously • Project design and management
(capacity to draft and manage projects)
• Initiative and entrepreneurial spirit
• Concern for quality (capacity to assess and maintain the quality of work)
• Will to succeed (determination in
fulfilling tasks and discharging
one’s obligations)
These differences in the wording of competences show that the presented list should be viewed as a reservoir from which specialists in each degree programme can draw on ideas, reserving certain freedom of definition.
Several additional generic competences not included in the classical Tuning list of generic
competences43 were formulated during the abovementioned study of generic competences
39Europos švietimo struktūrų suderinimas. Universitetų indėlis į Bolonijos procesą. Įvadas. Švietimo mainų paramos fondas. http://www. slideshare.net/smpf/tuning-europos-vietimo-struktr-derm-europoje-1672356
40 Ibid.
41Socialinio darbo studijų krypties profesinio lauko tyrimo rezultatai: gairės studijų programoms atnaujinti. Vilnius, 2010. http://www.ects.
cr.vu.lt/Projekto_rezultatai
42Source: The shift to learning outcomes. Conceptual, political and practical developments in Europe. European Centre for the Development of Vocational Training, 2008.
43Europos švietimo struktūrų suderinimas. Universitetų indėlis į Bolonijos procesą. Įvadas; Profesinio lauko tyrimo ataskaita: socialinio darbo
of importance to the professional field44. These include focus on safety, commitment to environmental protection, social responsibility and citizenship, and adherence to the principle of equal opportunities and tolerance. All of them could be classified as systemic competences.
Teachers of a specific area (field) of study can use the Tuning list of generic competences as a map in determining priority competences in their area of study, which the study process will be focused on. The following aspect should be taken into account when selecting priority generic competences: the experience of various countries has shown that, despite very similar wording, representatives of different areas of study tend to interpret the content of generic competences in the context of their discipline45. On the one hand, it has turned out that it is difficult to dissociate generic competences from subject-specific competences in specific professional practice. On the other hand, any competence can be treated as either generic, less connected with the subject area, or, conversely, essential or very important to a certain area of study46. This particularly concerns the group of interpersonal competences in nursery, education and business fields (and social work as well), in which they have been recognised as essential; in other groups they have been recognised as beneficial to survival, citizenship and employment, but not very important in terms of education47.
In the period 2009-2010 the survey of the area of the professional social work activity conducted in Lithuania (see Chapter 3) showed that employers consider 5 generic competences as most important which a social work graduate should develop48 (Table 4.4.).
table 4.4. five most important generic competences: the attitude of employers competence
average score for the importance of the competence to the professional activities of
employees in companies/institutions (where 1 means not at all important and 4
means very important)
Interpersonal and communication skills 3.76
Capacity for organisation and planning 3.75
Problem solving 3.75
Knowledge of the subject area and understanding of their
profession 3.74
Ethical commitment (ability to act ethically) 3.72
Other competences frequently mentioned by employers included: ability to apply knowledge in practice (average score of 3.71), make decisions (3.7), work independently (3.67), perseverance and determination in carrying out the tasks assigned and fulfilling the obligations assumed (3.65), ability to adapt to new situations (3.62), and ability to assess and maintain the quality of work (3.6). An additional competence proposed by one respondent was the ability to convince a person to change.
44Socialinio darbo studijų krypties profesinio lauko tyrimo rezultatai: gairės studijų programoms atnaujinti.
45 TLA_GENERIC_COMPETENCES.http://tuning.unideusto.org/tuningeu/images/stories/archivos/TLA%20PARA%20LA%20PAGINA.pdf
46 Ibid.
47 See: TLA_GENERIC_COMPETENCES; Socialinio darbo studijų krypties profesinio lauko tyrimo rezultatai: gairės studijų programoms
atnaujinti.
In formulating the generic competences complying with the objective of the study programme, it is not in all cases possible to conduct a survey of the area of professional activity. On the other hand, the attitude of employers mostly reflects the current situation in the social services market but does not include the prospect of social changes or the international context: it is obvious that the majority of the generic competences defined are related to quality performance of direct work. Therefore, we believe that, being experts in their area, members of the academic community are competent to offer a somewhat broader approach to generic competences necessary for the professionals trained by them. Certainly, when drawing up a list of competences, it is advisable to consult social stakeholders.
A group of social work experts referring to their academic and practical experience selected, from the list of generic competences offered under Tuning project, those that are most important for the social work area (see: Table 4.5). In the course of the discussions it was recognised that other generic competences are not less important, however, similarly to those presented in the Table often merge with subject-specific competences: are part of the latter and are necessary for their expression (see: Chapter 5).
table 4.5. generic competences of utmost importance to the professional activities of
employees: subject group approach
generic competences 1. Capacity for analysis and synthesis
2. Capacity for organisation and planning
3. Oral and written communication in your native language
4. Knowledge of a foreign language
5. Elementary computing skills
6. Information management skills (ability to retrieve and analyse information from different sources)
7. Critical and self-critical abilities 8. Interpersonal skills
9. Ability to work in an international context
10. Ability for applying knowledge in practice
11. Capacity to learn
12. Capacity to adapt to new situations 13. Leadership
14. Understanding of other cultures and customs 15. Ability to work autonomously
16. Project design and management
Comparing the generic competences identified by employers and the social work subject group, we can see many similarities. However, the group of social work teachers also mentioned competences directly related to the requirements of the academic environment (ability to learn, use information technology, analyse and synthesise) and the emerging multicultural social work context. On the other hand, the ability to learn and work in an international context perfectly reflects the essence of the entire Tuning process, i.e. promotion of lifelong learning and facilitation of student mobility.
4.3. Relation between generic competences and personal characteristics
Like every other profession social work requires certain personal qualities necessary to achieve the key objective of the work – to empower clients to improve the quality of their lives. The key personal qualities of a social worker as distinguished on the basis of a subject-specific group could be grouped as follows: a) important in the relation with a client; and b) important for the organisation of work (process, methodology).
In order to establish and maintain a constructive relation with a client a social worker should have the following qualities: responsibility, attentiveness, discretion, courage, empathy, goodwill, flexibility, optimism, tactfulness, tolerance, honesty, she/he should also respect the client and trust him/her.
From the point of view of the organisation of the social assistanceprocess a social worker should be hard-working, able to respond quickly, be initiative, diligent, creative, objective, well organised, dutiful, determined and have a civic approach. As evident, some of these qualities overlap with other general competences presented above.
All above mentioned personal qualities of a social worker harmonize with the ethical principles of a social worker, besides, hep focusing on moral values that are an inseparable part of all competences. The qualities as listed also reflect the ability formulated under the EQF to assume responsibility for the quality of one’s work and highly ethical actions.
4.4. Generic competences that social science professionals should have
Scientists in other social areas of study are also recommended to carry out research into their professional field for the purpose of determining generic (and in particular subject-specific) competences. The number of generic competences that should be determined in a degree programme remains an open question49. The decision depends on the specific features of the field of study. As mentioned above, in some areas, including social work, generic interpersonal
competences are seen as an essential part of professional training, while in other areas (e.g. engineering, archaeology, etc.) they may be treated as secondary. Nevertheless, social science specialists have managed to formulate quite abstract generic competences in the Bachelor and Master cycles of this area of study50. Table 4.6 below provides generic competences in level VI (Bachelor) and level VII (Master) in the area of social sciences.
49Europos švietimo struktūrų suderinimas. Universitetų indėlis į Bolonijos procesą. Įvadas, 44. Nevertheless, the publication, A Tuning Guide to
Formulating Degree Programme (2010), recommends that the number of generic and subject-specific competences does not exceed 15.
50 The purpose of area descriptors is to link inevitably very generalised statements provided in the Dublin Descriptors and the European
Qualifications Framework with the descriptor of specific professions in the area of social sciences and the wording of generic and subject-specific learning outcomes. See Tuning Sectoral Framework for Social Sciences, 2010.
table 4.6. requirements for Bachelor and master of social sciences cycles51
knowledge skills competences
l
evel 6 (Bachelor‘s)
Broad and integrated knowledge and comprehension of the interdisciplinary background of
the field of studies or practice in
social sciences.
Advanced theoretical
knowledge of the individual and society.
Advanced theoretical and
practical knowledge of processes of social changes and especially those relevant to practice.
Advanced knowledge of
group dynamics and their
internal (power, influence, communication etc.) and external (environment)
interrelations.
Advanced knowledge of self as
dynamic actor within society.
Advanced knowledge and
understanding of the processes of the development of power relationships and diversity in society
Advanced knowledge and
understanding of ethical principles.
Develops networks and
partnerships across a range of cultures and levels.
Develops creative solutions to
abstract problems.
Demonstrates skill in a wide range of interventions in complex,
unpredictable and international situations taking account of current evidence.
Contributes to the resolution of interpersonal and intercultural
conflicts.
Communicates and debates
professional issues and findings in research with experts and non experts of own field, ie.
• Formulates, justifies and argues subject specific positions and
problem solutions.
• Discusses information, ideas,
problems and solutions with
experts and laymen
• Collects, evaluates and interprets
relevant information.
Implements appropriate development strategies and creates continuing learning processes autonomously.
Acts and resolves problems with
empathy, social responsibility and civic awareness.
Formulates scientifically founded
judgments which consider social
and ethical findings.
Is responsible for own ethical
practice and recognizes ethical
practice of others
l
evel 7 (
m
aster‘s)
Highly specialized knowledge,
basis for original thinking and
research in a specific field of
study or practice.
Interdisciplinary knowledge relevant to the specialist area of study or practice.
Advanced knowledge and in
depth understanding of ethical issues.
Development of critical and
autonomous knowledge related to the management of professional practice.
Critical knowledge of a range of appropriate methodologies to
Communicates and debates
professional issues and findings
in own and other research with
experts and non experts of one´s field.
Demonstrates innovation,
advanced problem solving and mastery of methods and
approaches in complex and specialized fields.
Designs and manages networks,
strategies and structures for the long term.
Designs and conducts research
to add breadth and depth to knowledge and to inform and innovate practice.
Influences policy in the field..
Takes responsibility to develop professional knowledge and
practice work or study contexts that are complex/ unpredictable and require both strategy and process.
Responds and takes responsibility in challenging and unpredictable situations.
Takes responsibility for
implementing new strategies and protocols in all situations. Takes responsibility for good
quality and ethical practice at an
individual and collective level.
Demonstrates leadership and
innovation in management
when working in complex and
unpredictable situations.
