guidelines of competence development in the study field of social work

Transcription

1 guidelines of competence development in the study field of social work

2 Development of the Concept of the European Credit Transfer and Accumulation System (ECTS) at the National Level: Harmonization of the Credit and Implementation of the Learning Outcomes Based Study Programme Design VP1-2.2-ŠMM-08-V 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

3 Violeta Gevorgianienė 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 ISBN

4 TABLE OF CONTENTS TABLE OF CONTENTS Introduction THE GROUP OF SOCIAL FIELDS OF STUDY AND THE SPECIFIC FEATURES OF THE SOCIAL WORK FIELD OF STUDY TYPICAL DEGREE PROGRAMMES IN SOCIAL WORK, DETERMINATION OF THEIR PROFILES AND PROFILE OPTIONS TYPICAL PROFESSIONAL ACTIVITY AREA UPON GRADUATION FROM SOCIAL WORK STUDY PROGRAMMES MAP OF GENERIC COMPETENCES IN SOCIAL WORK The concept and genesis of the content of generic competences Generic competences selection methods Relation between generic competences and personal characteristics Generic competences that social science professionals should have The level of generic competences in different cycles of study METHODOLOGICAL GUIDELINES FOR DESIGNING SUBJECT-SPECIFIC COMPETENCES FOR SOCIAL WORK PROGRAMMES Use of the Framework for Qualifications of the European Higher Education Area in defining subject-specific competences Use of national and international documents regulating social work studies to determine subject-specific competences Surveys of academic staff, employers, students and other social partners STUDENT WORKLOAD AND ITS CALCULATION METHODS The concept of workload and credit Workload-based allocation of credits Length of the academic year Methods for calculating the student workload RECOMMENDATIONS FOR MODULAR AND SUBJECT-BASED DEGREE PROGRAMME STRUCTURE RECOMMENDATIONS FOR TEACHING, LEARNING AND ASSESSMENT METHODS OF SPECIFIC AREA GROUP. SUITABILITY OF ASSESSMENT METHODS FOR CHECKING COMPETENCE LEVEL Methods of teaching and learning social work Learning through communication as a possibility for active learning at lectures and seminars Assessment methods of social work studies. Suitability of assessment methods for checking competence level Nature of assessment of social work studies...55 Annexes...57 Annex 1. Results of a survey of subject-specific social work capacities...57 Annex 2. Examples of learning through cooperation methods...61

5 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 ) (hereinafter the ECTS project ) implemented by Vilnius University in The need for such a guidelines arose after Lithuania was affected by significant changes in the European Higher Education Area. 21 st century European higher education requires a changed learning paradigm, learning outcome-oriented higher education, its flexibility and transparency 1. The so-called Bologna Process was launched by signing the Bologna Declaration in 1999 for the purpose of establishing the European Higher Education Area 2. It highlights flexibility, forms of study promoting autonomy and responsibility, which facilitate not only student mobility but also better preparation for professional activities 3. Particular attention to higher education system reforms is also given in the 2007 London Communiqué 4, with the importance of student activities in higher education emphasised in the 2009 Leuven Communiqué 5. 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 programmes 7. 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. programme%20and%20module%20level.pdf 2 See more. The Bologna declaration The Bologna Process Towards the European Higher Education Area. [ ]; Bolonijos procesas. Kuriant Europos aukštojo mokslo erdvę. 4 London Communiqué Towards the European Higher Education Area: responding to challenges in a globalised world. gov.uk/bologna/uploads/documents/londoncommuniquefinalwithlondonlogo.pdf 5 Leuven Communiqué The Bologna Process 2020 The European Higher Education Area in the new decade. be/hogeronderwijs/bologna/conference/documents/leuven_louvain-la-neuve_communiqu%c3%a9_april_2009.pdf 6 See. 7 ECTS User s Guide,

6 perform competitively, or as the ultimate outcome of the learning process 8. 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 vertinimo metodika. Vilnius,

7 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 fields 9 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 L100 Economics N100 Business studies L200 Political sciences N200 Management studies L300 Sociology N300 Finance 1. Social studies L400 Social policy L500 Social work L600 Anthropology 3. Business and administrative studies N400 Accounting N500 Marketing 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 P100 Information services 2. Law L900 Social studies M100 Law by area M200 Law by topic 4. Communication P200 Public relations P400 Publishing P500 Journalism M900 Law P900 Communication X100 Teachers training 5.Education 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 way 10 : 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, 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,

8 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 sciences 11. (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 classification 12 Study area Social sciences group of study fields Groups of social study fields Study field Social sciences Social studies L500 Social work Study branch of the social work study field 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 Lithuania 14. 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 Charter 15 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 11 Tuning Sectoral Framework for Social Sciences, 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 Valstybės Žinios, 2010, No ). 13 See: 14 The Law on Social Services of the Republic of Lithuania, 2006, No Sixth Report of the Republic of Lithuania on implementation on the European Social Charter (Revised), Group 2 Health, Social Security and Social Protection, Articles: 3, 11, 12 (paragraphs 1, 3 and 4), 13 (paragraphs 1-3), 14. 7

9 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 abilities 19. Similarly as in many other States in Lithuania social work is a regulated profession 20, 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 Services 21 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 Labour 22, 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 IFSW Montreal, Canada, July Campanini A., Frost E. ed. European Social Work: Commonalities and Differences. Roma: Carocci editore, 2004, Social Work Education, Vol. 23, No. 5, October 2004, 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 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 Valstybės Žinios, 2009, No 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 ; 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

10 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 universities 23. 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 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 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 skills 25. 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 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 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 conditions by 1 June 2009, others by 1 February 2010). 9

11 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 10

12 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, nongovernmental 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 11

13 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. 12

14 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 workers 26. 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 hold 27, 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 studies 28. 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 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 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 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 social work. Vilnius, The research report is available at 13

15 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. 14

16 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 Council 30. 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 are 31 : 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 employment 32. 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 another 33. Lithuanian documents on education (e.g. On the provisions of the National Education Strategy for (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) lex.europa.eu/lexuriserv/lexuriserv.do?uri=oj:l:2006:394:0010:0018:lt:pdf 31 See: 32 Ibid. 33 Ibid. 15

17 One of the key instruments for the development of an attractive, flexible and competitive European Higher Education Area is the Dublin Descriptors 34. 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 levels 35. 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 outcomes 36 First 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 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 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 Can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences Have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy Second cycle 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, and problem solving abilities in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of stud 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 their conclusions, and the knowledge and rationale underpinning these, to specialist and nonspecialist audiences clearly and unambiguously. 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: 35 Ibid or Dublin Descriptors: 36 Ibid. 37 See: 16

18 Table 4.2. Requirements for Bachelor and Master cycles according to the European Qualifications Framework Level VI (Bachelor) Level VII (Master) Knowledge Abilities Competences Advanced knowledge of a field of work or study, involving critical understanding of theories and principles. 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. Advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in specialised field of work or study. 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 complex technical or professional activities or projects, take responsibility for decisionmaking in an unpredictable work or study environment; take responsibility for magaging professional development of individuals and groups. 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 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

19 was formulated in the process of research in the framework of the Tuning project 39. The following working classification of generic competences was used in the project 40 : instrumental competences (performing an instrumental functions); interpersonal competences (facilitates processes of social interactions and intercommunication); 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 3 41 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 project 42 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 selfcritically) 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 competences 43 were formulated during the abovementioned study of generic competences 39 Europos švietimo struktūrų suderinimas. Universitetų indėlis į Bolonijos procesą. Įvadas. Švietimo mainų paramos fondas. slideshare.net/smpf/tuning-europos-vietimo-struktr-derm-europoje Ibid. 41 Socialinio darbo studijų krypties profesinio lauko tyrimo rezultatai: gairės studijų programoms atnaujinti. Vilnius, cr.vu.lt/projekto_rezultatai 42 Source: The shift to learning outcomes. Conceptual, political and practical developments in Europe. European Centre for the Development of Vocational Training, Europos švietimo struktūrų suderinimas. Universitetų indėlis į Bolonijos procesą. Įvadas; Profesinio lauko tyrimo ataskaita: socialinio darbo kryptis. 18

20 of importance to the professional field 44. 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 discipline 45. 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 study 46. 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 education 47. In the period 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 develop 48 (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. 44 Socialinio darbo studijų krypties profesinio lauko tyrimo rezultatai: gairės studijų programoms atnaujinti. 45 TLA_GENERIC_COMPETENCES Ibid. 47 See: TLA_GENERIC_COMPETENCES; Socialinio darbo studijų krypties profesinio lauko tyrimo rezultatai: gairės studijų programoms atnaujinti. 48 Socialinio darbo studijų krypties profesinio lauko tyrimo rezultatai: gairės studijų programoms atnaujinti. 19

21 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 1. Capacity for analysis and synthesis 2. Capacity for organisation and planning Generic competences 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 17. Initiative and entrepreneurial spirit 20

22 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 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 assistance process 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 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 question 49. 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 study 50. Table 4.6 below provides generic competences in level VI (Bachelor) and level VII (Master) in the area of social sciences. 49 Europos 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 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,

23 Table 4.6. Requirements for Bachelor and Master of Social Sciences cycles 51 Knowledge Skills Competences Level 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 Level 7 (Master 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. 51 Ibid,

24 4.5. The level of generic competences in different cycles of study As mentioned above, competences are developed all life, as the complex, dynamic and often unpredictable reality is full of situations which require further learning. Nevertheless, the laws of human development and the education system determine that at a certain stage of learning a person is required to have only a certain level of competences. At individual level, these competences may differ depending on human interests, motivation, etc., but in terms of professional training, it is possible to roughly predict the desired level of minimum generic competences in professional Bachelor, academic Bachelor and Master cycles. Given the very general wording of competences, this definition of the level of competence becomes possible in formulating learning outcomes. Based on two generic competences, Table 4.7 provides several examples of how they could be expressed as learning outcomes, which different cycles of study are focused on. It should be pointed out that the expression of competences as learning outcomes and formulation of the latter may differ depending on the field of study, because, as mentioned above, specialists in different areas see generic competences in the context of their profession. Nevertheless, as mentioned above, when defining the level of competence, it is advisable to refer to the Dublin Descriptors, the European Qualifications Framework, the Lithuanian Qualifications Framework and other documents governing this area. Table 4.7. Connection between the cycle of study, competences and learning outcomes (example) Generic competence. Ability to organise and plan Learning outcomes of the professional Bachelor cycle Will be able to determine the time needed to achieve the desired objective and meet established deadlines. Will be able to differentiate between primary and secondary performance objectives. Will be able to plan the stages of activities / project using the guidance given. Learning outcomes of the Bachelor cycle Will be able to distribute roles to team members in order to achieve the objective of an activity Will be able to adjust activity, taking into account a performance results analysis and expert recommendations. Will be able to plan activity, critically assessing conflicting information from different sources. Learning outcomes of the Master cycle Will be able to plan complex activities consisting of various interrelated tasks. Will be able to adjust a plan in its implementation process, taking into account a change in the situation. Will be able to plan stages of activity, defining the risk of an unpredictable situation. Generic competence. Ability to make decisions Learning outcomes of the professional Bachelor cycle Will be able to make a decision in a defined situation having enough information. Will be able to make a decision in a situation requiring an independent search for information. Will be able to assess the potential impact of decisions made. Learning outcomes of the Bachelor cycle Will be able to substantiate decisions using research results. Will be able to evaluate alternative decisions and possible social and ethical consequences of activities. Will be able to make a decision in a complex situation requiring an innovative / alternative approach. Will be able to adjust a decision in view of changes in the situation. Learning outcomes of the Master cycle Will be able to make decisions giving rise to innovation (improvement of performance). Will be able to make a decision in a complex and unpredictable situation, taking into account the strengths and threats. Will be able to make a decision in a complex situation requiring information from related areas of research / practice. 23

25 Generic, just like subject-specific, competences are formulated for an entire degree programme. Teachers of a course unit combining them with the purpose of their course unit often find it difficult to avoid overlaps between subject-specific and generic competences. Table 4.8 shows possible connection between programme competences, learning outcomes of a programme, learning outcomes of a specific course unit and possible methods (criteria) for their assessment, paying attention to the possibility to measure the result of study (course unit). When planning generic competences and expressing them as intended learning outcomes, it is useful to look at this process from a different angle: to consider how achieved learning outcomes will be assessed, whether it will be possible to identify the level of competence developed by students, whether methods of study will be consistent with achieved learning outcome assessment forms. Such a reverse look often helps to adjust the wording of intended learning outcomes and assess whether a selected competence is essential in a degree programme. The wording provided in Table 4.8 is quite abstract and the table can be considered to be just general guidelines, linking the elements of the study process provided in it. In addition, it is important to bear in mind that the specified learning outcomes of a course unit do not necessarily have to fully replicate the learning outcomes of a degree programme and do not necessarily have to cover all learning outcomes of the programme versatility will be determined by the contribution of all course units of the programme in seeking to achieve the competences provided for in the programme. Table 4.8. Connection between the cycle of study, programme competences, learning outcomes of programmes and learning outcomes of course units (examples) Study cycle Bachelor s cycle Learning utcomes of the study programme Learning outcomes of the study subject Generic competence. Capacity for organisation and planning Able to distribute the roles to team members with a view to achieving the goals of the activity Capable of adjusting the activities having regard to the analysis of the performance results and expert recommendations Able to set the time frame for achieving a certain objective and comply with the terms established Able to differentiate between the primary and secondary objectives of the activity Able to Plans the stages of an activity / project by referring to the guidelines provided to him/her Able to differentiate the tasks to the team of the institution in preparing a meeting with leaders of an ethnic group Able to adjust the schedule of the social integration of an ethnic group having regard to the proposals from the representatives of the group Able to submit a draft project on a timely basis Able to differentiate between primary and secondary tasks when planning the process of integration of a family belonging to an ethnic minority into the community Able to draw up an individual activity plan based on the regulations of the institution Methods/criteria for student achievement assessment List of tasks corresponding to the competences of employees Formulation and substantiation of considerations that caused changes in the action plan (in writing) The draft project is submitted on a timely basis The list of primary and secondary tasks based on the analysis of the situation An individual action plan corresponding to the regulations of the institution 24

26 Master s cycle Bachelor s cycle Capable of planning the activities by critically assessing contradictory information from different sources Capable of planning the complex activity comprising different interrelated tasks Able to adjust the plan having regard to the changes of the situation Able to Plans stages of the activity by defining the risk of an unpredictable situation Passes decisions in a complicated situation requiring an innovative / alternative approach Assesses the impact of passed decisions Able to provide substantiation of one s decisions on the basis of the results of the relevant research Passes decisions in a complicated situation requiring autonomous information search Passes decisions in a defined situation having sufficient information Capable of adjusting the plan of cooperation with the local community having assessed the data of the poll of individual members of the community and the objective parameters of the situation related to the community Able to draws up an complex plan for assistance to a ethnic minority family having regard to the situation in the community, the family interests and the network of the immediate institutions providing social services Able to adjust the plan of the social integration of an ethnic group having regard to the changes in the composition of the family Able to plan the process of assistance to an ethnic group having regard to the changes in the expectations and the motivation of the family General competence. Decision-making Capable of passing decisions in a conflict situation of collision of the interests of two different ethnic groups Capable of making conclusions on the consequences of the decision upon the integration of an ethnic group Able to provide substantiation concerning the methods applicable in relation to the provisions of assistance to ethnic minority on the basis of the results of the relevant research Able to autonomously retrieve the data on the attitudes of an ethnic minority family towards health care issues and passes an adequate decision concerning the contents of the recommendation Able to take a decision concerning the form of assistance to a family having learned the needs of the family and on the basis of the relevant legislation defining social support Adjusted plan by substantiating the reasons for the changes introduced The assistance plan specifying the actions meeting the interests of the family and the community and the possibilities of the service system Adjusted plan by substantiating the reasons for the changes introduced Strengths and weaknesses analysis (in writing) The decision that takes into consideration a) needs, b) status in the society, c) social capital, of each group The conclusions correspond to the theory of integration strategies Three arguments based on research findings explaining the choice for the methods of assistance to ethnic minorities The recommendation corresponds the cultural views of the ethnic group towards health care issues The decision meets the family s needs and complies with legal acts. 25

27 Master s cycle Assesses any alternative options for the decision and the possible social and ethical consequences of the activity Passes decisions promoting innovations (improvement of activities) Able to assess the changes that an ethnic minority family will be undergoing in the event the woman rather than the man is employed Capable of passing decisions initiating changes in the living environment of a ethnic minority Identified negative and positive consequences for a family with only the woman working A well thought-off and reasonable decision concerning reconstruction of physical environment in the residential area of an ethnic minority family Able to adjust the decision having regard to the changes of the situation Able to adjust the strategy of the social integration of an ethnic group having regard to the changes in the attitudes in the community Adjusted plan by substantiating the reasons for the changes introduced (in writing). Able to pass decisions in a complicated and unpredictable situations taking into consideration strengths and threats. Capable of passing decisions regarding intervention in a family dispute situation. The decision fully corresponds the cultural peculiarities of the ethnic group. Passes decisions in a complicated situation requiring reference to the information from associate research/practice areas. Able to pass a decision concerning an educational institution of an ethnic child having regard to the results of the PPSsurvey. The formulated decision concerning the educational institutions harmonises with the recommendations of PPS and cultural peculiarities of the family. It should be pointed out that when planning ways to assess whether (how much) students have developed competences expressed as learning outcomes reflecting the level of generic competences, there is a risk to measure a different competence than planned. For example, whether a teacher seeking to develop the ability to adjust an ethnic group social integration plan, taking into account proposals of representatives of this group and planning to assess this by formulation and justification of arguments that have determined changes in the action plan (in writing) (see Table 4.8) will assess this particular competence or some other competence, e.g. the ability to analyse, synthesise, express ideas in writing, etc. This example reminds that on the one hand, the separation of generic competences from one another and from subjectspecific competences is sometimes somewhat mechanical, but, on the other hand, shows that many generic competences can only be identified in practical or scientific contexts and in the long term, but it is difficult to define them in a measurable way. Thus, the provided table should be viewed critically, it is designed to reveal abovementioned links and problems. Summary When selecting key generic competences best meeting the need for a certain area (field) of study, it is advisable to: 1. Analyse documents defining the level of qualifications of a specific cycle of study and governing professional competences, as they provide guidelines for the content of competences important for a profession. 2. If possible, carry out professional activity field research to prepare a list of priority generic competences in the labour market. If there is no such a possibility, it is advisable to set up an expert group (in the presence of social stakeholders), which will prepare such a list. 26

28 3. Select a method for the development of generic competences: within the special (general university) subjects, or by integrating them into the contents or methods of specific subjects within the field. 4. If necessary, adjust the content of generic competences by formulating learning outcomes of course units of a specific area of study. Learning outcomes of importance to the development of generic competences should be measurable or at least identifiable. 27

29 5. METHODOLOGICAL GUIDELINES FOR DESIGNING SUBJECT- SPECIFIC COMPETENCES FOR SOCIAL WORK PROGRAMMES Competences can be described as a dynamic combination of knowledge, understanding, abilities and skills. Degree programmes are aimed at the development of competences. The levels of subject-specific competences of social work expressed as learning outcomes define what a graduate of social work studies at a higher education institution who has acquired a professional qualification of a social worker should know, understand and be able to do. Therefore, as already mentioned in Chapter 4, the term learning outcomes is used alongside the term competences but it is important to note that learning outcomes should not be stated as competences in degree programmes 52. By providing methodological guidance for designing subject-specific competences of a social worker we will also look into the learning outcomes of social work degree programmes as a certain level of subjectspecific competences achieved by the learner. We will link the definition of the competence level with qualification level descriptors which are defined as general statements of the typical achievement of learners who have been awarded a qualification at a certain level in a qualifications framework 53. Each programme should contain 6 to 8 subject-specific competences to be achieved through 12 to 15 learning outcomes. Learning outcomes should be designed in discussion with colleagues at the higher education institution itself and with social partners such as students, employers and associated organisations. Comparisons should also be made with foreign practices based on learning outcomes and student-focused concept. In addition, the context of a degree programme encompasses the mission of the institution in which the programme is located as well as its needs and opportunities. Programmes are further influenced by their historical, political, economic, social, cultural, demographic 54 and global contexts, and these factors have a bearing on the nature of each degree programme. Additional factors including new knowledge, technology and ideas that may have a bearing and contemporary and future social work education and practice should also be included into the curriculum 55. It is important to take into account the following aspects when compiling the list of subjectspecific competences to be developed under degree programmes of social work: the field of social work profession within the national (see Chapter 3) and international context as well as legal documents regulating that field 56 ; the map of generic competences based on the Framework for Qualifications of the European Higher Education Area (see Chapter 4); socialinio darbo krypties studijas reglamentuojančius national 57 and international documents 58 ; regulating studies in the field of social work; 52 A study of descriptors regulating studies in other States, proposals concerning the national framework of descriptors, and the glossary of studyrelated terms. Final Report (study) Vilnius 53 ECTS User s Guide, Lietuvos regioninė politika Educational Policy and Accreditation Standards Law on Social Services (Žin., 2006, No ); Order No 668 of the Minister of Economy of 31 August 2010 approving the list of professions regulated in the Republic of Lithuania (Žin., 2010, No ); Order No A1-401 of the Minister of Social Security and Labour of 4 December 2008 approving the list of positions of social workers (Žin., 2008, No ); and others. 57 Law on Higher Education and Research (Žin., 2009, No ); Order No V-501 of the Minister of Education and Science of 9 April 2010 approving the description of general requirements for first-cycle and integrated degree programmes (Žin., 2010, No ); Order No ISAK 980 of the Minister of Education and Science of 9 April 2008 approving the Regulation of Social Work Study Field (Žin., 2008, No );Order No V-826 of the Minister of Education and Science of 3 June 2010 approving the description of general requirements for master s degree studies (Žin., 2010, No ). 58 Global Standarts for the Education and Training of the Social Work Profession. Supplement of International Social Work http//www. ifsw.org.en/f html 28

30 examples of international experience in organising student-based (learning outcomes based) studies 59 (see Annex 1); results of surveys of academic staff, employers, students and other social partners. National and/or international research into the social work profession is also an important source for mapping subject-specific competences. Training social work professionals and the needs of the labour market are interlinked. Therefore, it is necessary to ensure that degree programmes meet the needs of the labour market and also support the development of social work as a profession. During the compilation of the list of subject-specific competences developed under degree programmes, it is desirable to define competences and learning outcomes on the basis of latest social work studies and evidence-based practice (EBP). However, the guidelines will not look into this aspect due to the abundance of studies and requirements for the scope of methodology Use of the Framework for Qualifications of the European Higher Education Area in defining subject-specific competences There are two frameworks for qualifications existing in the European area: 1. The Framework of Qualifications for the European Higher Education Area which provides for the studies of first, second and third cycle; 2. The European Qualifications Framework for Lifelong Learning which provides for eigth qualification levels. 3. According to the principle of studies based on learning outcomes or student-focused studies, learning outcomes are directly linked with the Framework for Qualifications of the European Higher Education Area which shows the link between higher education qualifications binging them with the European Qualifications Framework (Insert 5.1). This helps create a closer link between degree programmes and labour market requirements, makes programmes more flexible and promotes recognition of earlier achievements; promotes the mobility of students within a specific higher education institution or university, country, from one higher education institution or university to the other, from one country to the other and between individual education sectors and methods of learning (i.e. formal, non-formal and informal) See: Bologna Seminar: Learning Outcomes Based Higher Education The Scottish Experience. Edinburgh, February Recommendations.pdf 60 Social Work Policy Institute. Social Work & Society. The international online-only journal. Research on Social Work Practice ECTS User s Guide,

31 Insert 5.1. According to the European Qualifications Framework (EQS) 62 : The descriptor for the higher education short cycle (within or linked to the first cycle), developed by the Joint Quality Initiative as part of the Bologna process, corresponds to the learning outcomes for EQF level 5. The descriptor for the first cycle in the Framework for Qualifications of the European Higher Education Area agreed by the ministers responsible for higher education at their meeting in Bergen in May 2005 in the framework of the Bologna process corresponds to the learning outcomes for EQF level 6. The descriptor for the second cycle in the Framework for Qualifications of the European Higher Education Area agreed by the ministers responsible for higher education at their meeting in Bergen in May 2005 in the framework of the Bologna process corresponds to the learning outcomes for EQF level 7. The descriptor for the third cycle in the Framework for Qualifications of the European Higher Education Area agreed by the ministers responsible for higher education at their meeting in Bergen in May 2005 in the framework of the Bologna process corresponds to the learning outcomes for EQF level 8. Learning outcomes are verifiable statements of what a learner is expected to know, understand and be able to do after acquiring a certain qualification or completion of a degree programme or its individual components. They emphasise the link between teaching, learning and assessment. Statements of learning outcomes are typically characterised by the use of active verbs expressing knowledge, comprehension, application, analysis, synthesis 63, etc. Usually, Bloom s Taxanomy is used as a basis for the formulation of learning outcomes 64. Learning outcomes explain the objectives of a degree programme to students, employers and other external partners and help better understand these objectives. They also help compare qualifications and facilitate the recognition of achievements. The formulation of ECTS learning outcomes is the basis for the evaluation of the student workload and, thus, for granting credits. When the authors of degree programmes agree on the qualification profile and learning outcomes to be achieved by the degree programme and its components, ECTS credits help authors to make a realistic evaluation of the workload need and select adequate learning, teaching and assessment methods 65. European and national frameworks for qualifications are based on agreed level descriptors and learning outcomes and credits linked to them. Within the context of the Bologna process, cycle descriptors are expressed through learning outcomes and agreed credit limits. As mentioned before, these descriptors are known as Dublin Descriptors which offer generic statements of typical expectations of achievements and abilities associated with qualifications that represent the end of each study cycle. The descriptors seek to identify the nature of the whole qualification 66. According to the Lithuanian Framework for Qualifications, level 4 qualification is acquired upon completion of first-cycle degree programmes at colleges and universities. However, national legal documents regulating first-cycle studies contain different requirements for university first-cycle degree programmes and college degree programmes. They provide for the different 62 Mokymosi visą gyvenimą Europos kvalifikacijų sąranga. Europos Bendrijos, A Framework for Qualifications of The European Higher Education Area. 2005, documents/050218_qf_ehea.pdf 64 Krathwohl D. R, Anderson L. W. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom s Taxonomy of Educational Objective, ECTS User s Guide, Framework for Qualifications of The European Higher Education Area. 2005, documents/050218_qf_ehea.pdf 30

32 scope of the programme and subject groups 67, different requirements for the qualification of teachers 68. Moreover, a different higher education qualification is granted upon completion of the first-cycle university studies and college studies 69 : university graduates are granted a qualification degree of a bachelor of social work, while college graduates are granted a qualification degree of a vocational bachelor or social work. According to the Lithuanian descriptor of the qualifications framework the VIII level qualification is acquired through studies at the second university cycle that grants the social work master s qualification degree. Graduates of both first and second cycle studies acquire the social worker professional qualification. Lithuanian legal acts governing studies provide for total six qualification degrees. They are equally applied to social work studies (Table 5.1). Table 5.1. List of qualification degrees in Lithuania 70 Qualification degree awarded upon completion of college studies Professional Bachelor s degree in a study field Professional Bachelor s degree in a major study field and a minor study field Qualification degree awarded upon completion of university first-cycle studies Bachelor s degree in a study field Bachelor s degree in a major study field and a minor study field Qualification degree awarded upon completion of university second-cycle or integrated studies Master s degree in a study field Master s degree in a major study field and a minor study field Such identification of qualification degrees is of particular importance when projecting learning outcomes. The learning outcomes sought show the level of competence, i.e., the learning outcomes sought within several subjects or modules most often only contribute to the development of the competence. Indeed, the learning outcomes as prescribed (and achieved) at an individual cycle (e.g., Bachelor s) of an individual study programme do not guarantee that certain competence shall be ultimately developed. To ensure the full development of a certain competence one will need to continue the studies in the second-cycle programme (master s degree). For the full development of the competences it might be necessary to continue studying in the third cycle, and quite often competences may be continued to be developed further, under a life-long learning programme. On this basis it may be concluded that an individual competence may be developed not in a single study subject, not for one year, not on a single study cycle, but rather in several study cycles professional bachelor s, master s, doctoral studies, or under a life-long learning programme. It should be noted that on occasions the concepts (competences and learning outcomes pursued) are used synonymously for a single reason that they are closely interrelated: the learning outcomes pursued are just numerous steps in a person s way in the development or enhancing his competence. Such identification of qualification degrees is of particular importance when projecting learning outcomes. The learning outcomes sought show the level of competence, i.e., the 67 Order No V-501 of the Minister of Education and Science of 9 April 2010 approving the description of general requirements for first-cycle and integrated degree programmes (Žin., 2010, No ). 68 Law on Higher Education and Research (Žin., 2009, No ). 69 Resolution No 107 of the Government of the Republic of Lithuania of 31 January 2007 amending Resolution No 368 of the Government of the Republic of Lithuania of 4 April 2001 approving the general classification of study areas and fields for integrated university and non-university studies at Lithuanian higher education institutions and the list of qualifications granted under these study fields (Žin., 2007, No ). 70 Resolution No 1749 of the Government of the Republic of Lithuania of 23 December 2009 approving the List of areas and fields of studies for higher education institutions and the List of Qualification Degrees (Žin., 2009, No ). 31

33 learning outcomes sought within several subjects or modules most often only contribute to the development of the competence Use of national and international documents regulating social work studies to determine subject-specific competences When subject-specific social work competences developed under the professional bachelor, bachelor and master degree programmes are designed, ir is important to take into account legal documents regulating degree programmes, the Framework for Qualifications of the European Higher Education Area 72 and international standards of social work programmes 73. There are two important documents containing the provisions which must be followed during the development and implementation of the social work degree programme design and implementation procedure. These are the Description of general requirements for first-cycle and integrated degree programmes 74 and the Regulation for degree programmes in the field of social work 75. However, this Description indicates that the Regulation for degree programmes in the field of social work applies to first-cycle social work degree programmes to the extent it is consistent with this Description. Therefore, subject-specific competences of social work degree programmes must be determined by (a) critically viewing the compliance of the Regulation for degree programmes in the field of social work with the Description of general requirements for first-cycle and integrated degree programmes and (b) identifying the similarities and differences between the requirements laid down for college and university first-cycle degree studies in both these documents. The Description of general requirements for master degree studies 76 specifies that a person who has completed studies of this cycle and acquired a master s qualification degree will have significantly higher competences than those achieved during the first-cycle studies. This provision stems from the development of competences provided in the Tuning methodology when a competence originating from the first-cycle can be further developed during the second or even third cycle 77. One of the most important international documents for authors and users of social work degree programmes regulating the content of degree programmes and their implementation conditions is the Global Standards for the Education and Training of Social Work Profession adopted by the International Federation of Social Workers (IFSW) and International Association of Schools of Social Work (IASSW) 78. The document defines a number of key elements of the contents of the programme: 1. area of social work profession focusing on the social work and social well-being theories; ability to address differences, and promotion of critical thinking; 2. the area of a social work professional focusing on training of a critically reflecting practitioner; relation between personal and professional values; training of a professional able to use his practical wisdom and address uncertainties and complex situations, etc.; 71 Bulajeva T., Jakubė A., Lepaitė D., Teresevičienė M., Zuzevičiūtė V., op. cit. 72 See: 73 See: 74 Order No V-501 of the Minister of Education and Science of 9 April 2010 approving the description of general requirements for first-cycle and integrated degree programmes (Žin., 2010, No ). 75 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 (Žin., 2008, No ). 76 Order No V-826 of the Minister of Education and Science of 3 June 2010 approving the Description of general requirements for master degree programmes (Žin., 2010, No ). 77 Bulajeva T., Jakubė A., Lepaitė D., Teresevičienė M., Zuzevičiūtė V., op. cit. 78 Global Standarts for the Education and Training of the Social Work Profession. Supplement of International Social Work

34 3. areas of methods of social work focusing the processes of social work and its constituent part; understanding and ability to apply research methods, etc.; 4. definition of the paradigm of the social work profession highlighting the adherence to ethical principles, intolerance to inequality, discrimination of any form, etc. The document also recognises that the social work profession is contextual and, therefore, authors of programmes must use the materials provided in the document to reconsider how statements made in this document apply to the Lithuanian context. Regardless of the national implications, the materials of this document are important for the compilation of the list of subject-specific competences and their development on the basis of learning outcomes Surveys of academic staff, employers, students and other social partners External partners, students and employers may provide valuable information for the formulation of learning outcomes of a specific programme 79. The use of the results of the above-mentioned survey of employers in defining subject-specific competences developed under degree programmes in the field of social work will be discussed in greater detail in Chapter 3. The employer survey reveals a number of aspects important for the determination of subjectspecific competences of degree programmes. Employers of social workers in both the private and the public sector, both large and medium-sized and small companies operating in both urban and rural areas took part in the poll taken during the employer survey. The results showed that subject-specific competences must be determined taking into account the skills important for the provision of services in the public sector as well as the size of institutions and their location. Work at small (10 49 employees) and medium-sized ( employees) institutions requires organisational behaviour, staff management, leadership and/or human resources management skills. The employer survey can help identify the programmes which ensure that their graduates are besttrained for the labour market. The results of the employer survey showed that employers believed that the graduates of master programmes were most ready for work, while those of bachelor programmes were at a lower level. The weakest skills were attributed to the graduates of professional bachelor programmes 80. This result can be interpreted differently but one of the possible explanations is the special nature of the professional field where all graduates with a social worker s qualification carry out tasks of the same complexity. It is likely that graduates of the second cycle appear to be more prepared for work in this situation. Therefore, programme authors must take care in describing the professional activities for which graduates will be trained at the relevant level (professional bachelor, university bachelor and master). The second important aspect revealed by the employer survey is the evaluation of the importance of subject-specific abilities and skills for professional activities. Based on the national and international concept of the social work profession, legal documents regulating the social work profession, academic experience, etc., a list of subject-specific competences was compiled during the survey of the professional field in the study area of social work and was presented to employers for evaluation 81. The Tuning project recommends providing the same list to programme graduates as well 82. For the purposes of the above-mentioned survey of the professional field in the study area of social work 83 carried out by the authors of these guidelines, the list of 38 subject-specific competences 79 ECTS User s Guide, Profesinio lauko tyrimo ataskaita: socialinio darbo kryptis. 81 Socialinio darbo studijų krypties profesinio lauko tyrimo rezultatai: gairės studijų programoms atnaujinti. 82 See: 83 Socialinio darbo studijų krypties profesinio lauko tyrimo rezultatai: gairės studijų programoms atnaujinti. 33

35 or skills was compiled and provided to employers for evaluation. The majority of employers (80%) indicated that 32 competences from the list were important or very important (see Annex 1) and only 3 competences (38% and fewer employers) were identified as unimportant or completely unimportant. Based on the employer survey, the authors of the guidelines formulated 8 subject-specific competences (see Table 5.4 below). Table 5.4. Subject-specific competences defined on the basis of the employer survey No Subject-specific competences Develop relations with the client based on mutual trust with a view to ensuring an optimal social functioning and acting in unexpected situations. Organise social assistance while applying different methods of social work and strategies of assistance and being guided by national and international legal acts and professional ethics. Initiate and implement innovative programme for prevention of social problems, and social assistance strategies seeking social justice and personal and social well-being. Cooperate with representatives and institutions of social work and other fields and professions seeking to ensure an efficient social assistance. 5. Initiate changes in the society seeking to ensure the enforcement of human rights Effect impact upon social policy in relation to analysis and assessment of social processes referring to theories and practice of social work and other areas. Develop and consolidate the profession of a social worker by conducting surveys with a view to developing new knowledge in the area of social work and improving the social work practice. 8. Continuously improve one s professional performance adhering to the life-long learning principle. Table 5.5 presents an example how learning outcomes are designed on the basis of formulated competences and how it is determined which competence and to what extent is developed under professional bachelor, bachelor and master programmes. During the formulation of the learning outcomes for the first cycle, different learning outcomes were set for professional bachelor and bachelor studies. It is assumed that the learning outcomes of the lower cycle are an integral part of the learning outcomes of a higher cycle of the degree programme. 34

36 Table 5.5. Example of social work competences and learning outcomes developed during degree programmes of different levels Competemce 3. Initiate and implement innovative programme for prevention of social problems, and social assistance strategies seeking social justice and personal and social well-being. Professional bachelor Bachelor Master Identify social problems and be able to creatively develop and realise social projects with a view to addressing social problems in local communities. Ability of systemic assessment of social problems and be able to creatively develop and realise social projects with a view to addressing social problems in local communities, as well as on the national level. Initiate and implement innovative programme for prevention of social problems, and social assistance strategies seeking to address such problems on local, national and international levels. Competemce 6. Effect impact upon social policy in relation to analysis and assessment of social processes referring to theories and practice of social work and other disciplines. Professional bachelor Bachelor Master Consider the processes of social assistance and submit proposals on the enhancement of efficiency of such social assistance. Assess the processes of social assistance and submit proposals based on theoretical knowledge and interdisciplinary practice that would facilitate the enhancement of the efficiency of social assistance. Critically assess Lithuanian and foreign social security systems and submit proposals concerning possible improvement of the Lithuanian social security system. Substantiate initiatives and movements seeking to reduce social exclusion and ensuring social justice. Critically assess Lithuanian and foreign social security systems in analysing the efficiency of the services provided. In summing up the relevance of the employer survey, it is important to note that the opinion of employers is important and even necessary, but it cannot be decisive in choosing subjectspecific competences. This opinion is also supported by the survey of employers as its results showed that nearly a half of employers who took part in the survey did not think that graduates of social work programmes needed to have knowledge of the historical development of the social work profession and be able to critically reflect on the latest professional, while more than a third of the respondents believed that graduates did not necessarily require the ability to properly publish and publicise the results of research and development activities. According to the employers, it is important that an employee carries out the assignments at work, while research, preparation of publications, knowledge of the history and development trends of the profession, which are extremely important for the development of the new profession, improvement of the social worker s identity and professional knowledge and/or improvement of professional qualification, are not relevant in the opinion of employers. It shows that only the market demands of today are met by responding to the views of employers, while the future prospects remain untouched. Therefore, as already mentioned, it is not sufficient to just take into account the potential workplace of the graduate today or after a year while compiling a list of subject-specific competences of a particular social work degree programme. Programmes are not designed for a short period and subject-specific competences must be analysed from the perspective broader than the one of today s employers. 35

37 Summary During the preparation of social work programmes of the certain level and compilation of the list of subject-specific competences, the authors of the programme must take into account the national and international professional field of social work, integrate national and international documents regulating social work studies, examples of international experience in organising student-based (learning outcomes based) studies and results of the survey of employers, student and academic staff carried out by the authors. The authors of these guidelines would like to draw attention to the fact that the lists and wording of subject-specific competences and learning outcomes for social work provided in this section do not constitute a finite or model standard which should be followed by those who develop and implement social work programmes. The purpose of these guidelines was to outline the techniques or principles of formulation of subject-specific competences and to show how they interact with learning outcomes. Relying on national and international documents regulating studies, authors of programmes can decide which good practices from which countries are acceptable to them depending on the local or national context. In addition, the provided list does not contain the results of student survey and does not discuss the relation of subject-specific and generic competences. 36

38 6. STUDENT WORKLOAD AND ITS CALCULATION METHODS 6.1. The concept of workload and credit The workload is the indication of the time students typically need to complete all learning activities (such as lectures, seminars, projects, practical work, self-study and examinations) required to achieve the expected learning outcomes 84. The calculation of student workload is a joint exercise (of the degree programme committee and teachers working with the programme) affecting the success of programme implementation. The calculation of workload makes it possible to look at the degree programme from a critical perspective and to evaluate whether it is viable and realistic 85. Workload necessary for the completion of the programme or its individual component must be defined on the basis of learning outcomes. Learning outcomes also serve as a basis for the selection of appropriate learning activities and evaluating workload required for their completion. Student workload, teaching techniques and learning outcomes are undoubtedly interrelated. The estimation of workload must not be based on contact hours (only the time, spent by students on activities guided by teaching staff). The workload embraces all activities required to achieve the expected learning outcomes. It includes the time spent on independent work, compulsory work placements, the time of preparation for assessment and the time necessary for the assessment. In other words, a seminar or a lecture may require the same number of contact hours, but one may require significantly greater workload than the other because of differing amounts of independent preparation by student. Student workload is calculated in credits (called ECTS credits) Credit is a measure of student workload based on the time necessary to complete a given teaching/learning units 86. ECTS (European Credit Transfer and Accumulation System) is a student-centred system based on the workload (in terms of the learning scope) required to achieve the objectives of a programme. The objectives of the programme are specified in terms of the learning outcomes and competences to be required credits measure the workload of a full-time students per one academic year. The student workload of a full-time study programme in Europe amounts in most cases to around 1500 to 1800 per year and in those cases one credit stands for around 25 to 30 working hours (including the contact hours and hours of independent work or work under guidance by teaching staff). Credits are allocated to all components of the study programme (modules, subjects, practice, graduation paper, etc.), and they show the volume of work required to achieve the objectives of each individual component or of a learning outcome to ensure a successful implementation of the entire work planned for the academic year. Allocation of credits is a process by which qualifications /programmes or their educational components are allocated a certain number of credits.. The basis for the ECTS credit allocation is a typical workload necessary to achieve learning outcomes. Credits in ECTS can only be obtained after successful completion of the work required and appropriate assessment of the learning outcomes achieved. Learning outcomes are sets of competences expressing what a student will know, understand or be able to do after the completion of a process of learning, long or short. 84 ECTS User s Guide Bulajeva T., Jakubė A., Lepaitė D., Teresevičienė M., Zuzevičiūtė V., op. cit. 86 Europos švietimo struktūrų suderinimas. Universitetų indėlis į Bolonijos procesą. Įvadas. 87 The ECTS system in presented in detail in the ECTS User s Guide available in the internet website of the European Commission: eu.int/comm/education/programmes/socrates/ects/index_en.html 37

39 Most of European States affected by the Bologna process intend to shift to a two-cycle system: 1. To acquire the first cycle qualification ECTS credits are required; 2. To acquire the second cycle qualification typically ECTS credits are required, with a minimum of 60 ECTS credits at the level of the 2nd cycle. These credit ranges follow the ECTS key feature 88 stating that within a formal study programme 150 ECTS credits are allocated to a typical full-time one year studies 89. This rule applies to all higher education qualifications independent of their level. It becomes increasingly clear that it is necessary to define certain reference parameters to be used in defining the student workload (learning scope). The issue of workload is related to the ETCS credit transfer and accumulation system. Each student (of full-time or part time studies) is allocated the credits after the student completes the required learning activity according to a formal study programme, or its component and having received a positive evaluation for his learning outcomes. Credits may be accumulated in order to acquire a qualification the requirements in respect of which have been established by a degree awarding institution. If a student has achieved learning outcomes in other learning contexts or time frames (formal, non-formal or informal) the associated credits may be awarded after successful assessment validation or recognition of these learning outcomes. Credits awarded in one programme may be transferred into another programme offered by the same or another institution. This transfer can only take place if the degree-awarding institution the credits and the associated learning outcomes. Partner institutions should agree in advance on the recognition of the period of study abroad. Following the learner-centred approach towards learning institutions have the role of facilitating and supporting learners in shaping their own learning pathways and helping them to build on their individual learning styles and experiences Workload-based allocation of credits Credits are allocated to all components of the study programme (modules, subjects, work placement, graduation paper, etc.), and they show the scope of work required to achieve the objectives of each individual component or of a learning outcome to ensure a successful implementation of the entire work planned for the academic year. Based on the ECTS key features 90, 60 credits are allocated to the workload of a full-time academic year, 30 ECTS credits most often are allocated to a semester and 20 ECTS credits - to a trimester. Qualifications which have formal programmes lasting three full-time academic years are allocated 180 ECTS credits. Each academic year, semester or trimester is split into educational components. An educational component is understood to be a self-contained and formally structured learning experience (such as course unit, module, seminar or work placement). Each component should have a coherent and explicit set of learning outcomes, appropriate assessment criteria, defined workload and specified number of ECTS credits. Credits may be allocated in a number of ways, therefore institutions are to decide which method to choose. Below are alternatives that illustrate the two different methods of allocating credits: 1. The teaching staff defines the learning outcomes of each programme component describe the learning activities and estimate the workload typically needed for a student to complete 88 ECTS User s Guide. 89 The student workload of a full-time study programme in Europe amounts in most cases to around 1,500 to 1,800 per year and in those cases one credit stands for around 25 to 30 working hours (according to the ECTS User s Guide) 90 ECTS User s Guide. 38

40 these activities. Proposals are collected, analysed and synthesised and the estimated workload is expressed in credits. Using this approach, all the teaching staff are involved in the proves of credit allocation. They can put forward their proposals in terms of learning outcomes and estimate the workload necessary to achieve them. Through discussion and defining of priorities they can come to a final decision on the basis of the credits available (60 for each year). This procedure may result in different numbers of credits being attributed to single educational components. By using this option for the definition of learning outcomes and estimation of workload, institutions allow for maximum freedom in designing an educational component. On the other hand, components of different sizes may be problematic when it comes to multidisciplinary or joint programmes or student mobility. 2. The higher education institution or the academic staff may decide from the start to standardise the size of educational components giving each of them the same credit value (e.g., 5), or multiples of it (e.g., 5, 10, 15), and thus predefine the number of credits to be allocated per component. In this case the course units are often called modules. Within this predefined structure the teaching staff defines appropriate and feasible learning outcomes and describe the learning activities. The estimated workload must be consistent with the number of credits allocated to that component. By standardising the size of components, institutions allow for more flexible multidisciplinary and interdisciplinary pathways among programmes. On the other hand, the definition of learning outcomes within a component is constrained by the pre-defined number of credits that set a priori the workload for each component. It is recommended that in either case components should not be too small to avoid fragmentation of a programme. It is also advised not to make components too large as that may inhibit interdisciplinary studies and restrict the choices available within study programmes. s. Very large components are problematic for mobile students at all levels institutional, national or international. Whatever the method for credit allocation, the main element determining the number of credits s is the estimated workload needed to achieve the expected learning outcomes. The number of contact hours alone must not be used as a basis to allocate credits, since contact hours are only one element of students workload proper credit allocation should be part of the internal and external quality assurance for higher education institutions. Credits help calculating the necessary learning volume and define the actual limits for the learning material in respect of a learning unit, module or the entire academic year. The number of hours of a student (i.e. a typical student) required to achieve the projects learning outcomes (within a certain level) depends on the abilities of the student, teaching and learning methods, teaching and learning resources, and the developed study programme. These aspects differ from country to country, and from university to university. The level or amount of the knowledge at the disposal of the student will have a material impact upon the student s workload in the course of the study programme. Having agreed with the statement that actually different students may need different time to acquire the same learning outcomes, and that the time will depend on the student s individual capacities (the experience and the knowledge acquired from the previous studies and learning forms), it is possible to define an agreed learning time. The agreed learning time is actually a number of hours a student (at a certain level) would on average require to achieve the expected learning outcomes. 39

41 6.3. Length of the academic year The length of the academic year. i.e., the number of a student s working hours per one academic year is one of the factors, determining the number of student s working hours corresponding to one ECTS credit. Tuning project states that: 1. a distinction has to be made between the actual number of teaching weeks, the number of (independent) study weeks and fieldwork; 2. preparation time for examinations and the number of examination weeks; 3. The total number of the weeks allocated to all those learning activities gives the actual length of the teaching period that may be compared by disciplines, institution and/the country. The official length of academic year may be different by institutions and countries, however: 1. in nearly all countries the study period is made up of weeks per year; 2. a week is made up of working hours; 3. a student is expected during a year to work 1400 to 1680 ( ) hours. 4. the average is about 1520 hours per year. 5. where one academic year represents 60 ECTS credits, then one credit accounts for approximately learning hours Methods for calculating the student workload The calculation of student workload is a joint exercise (of the degree programme committee and teachers working with the programme) affecting the success of programme implementation. The calculation of workload makes it possible to look at the degree programme from a critical perspective and to evaluate whether it is viable and realistic. Updating Degree Programmes: Methodology for Development of Competences and Estimation of Learning Outcomes 92 recommends three steps to guide the planning of student workload: 1. Estimate student workload. The average student workload of a discipline or module depends on the total amount of tasks to be completed by a student to achieve the expected learning outcomes. It is measured in working hours. For instance, a discipline of 5 ECTS credits requires approximately student working hours. The student workload may be defined in terms of the following study activities: Contact studies. Contact studies are the studies together with a teacher, or headed by a teacher, which includes lectures, seminars, laboratory work, consultations, exercise course, internship, placement or fieldwork. Independent studies: tasks, paper writing, reading of books and articles, project work, development of skills. This part of the studies is the most difficult to estimate. Evaluation: oral or written examination, essay, test, report, graduation paper, presentation. The estimated workload expressed in working hours must be consistent with the number of credits allocated to that subject or a module. 2. Verify (adjust) workload on the basis of student estimates. Teaching staff and students can use the completed tables to learn about the expected learning outcomes, see their relation to the degree programme competences and time needed to complete each task. 3. Adjustment of the workload projected on the basis of the evaluations by students. 91 In some countries the law regulates that the workload for students during one academic years is 1500 to 1800 hours. 92 Bulajeva T., Jakubė A., Lepaitė D., Teresevičienė M., Zuzevičiūtė V., op. cit. 40

42 Where the teacher s and student estimations of the workload are significantly different it might be necessary to have the study activities and the estimated workload adjusted. Where the teacher s and student estimates as to the time consumption differ by percent, the estimate calculation is regarded as acceptable, while where the estimates differ by more than percent, teachers are recommended to consult their colleagues and adjust the workload calculation. Such discrepancies can be identified only through a long-term (of more than one semester) monitoring of the study programme, it is not advisable to draw conclusions or start reestimating the workloads after one semester only. The workload may be adjusted by changing the scope of a module (or a subject) expressed in credits. This may have an impact upon the entire study programme or require a thorough revision of the entire study programme, restructuring of its structural components (modules/subjects) or their better balancing. When determining the student workload the following elements should be taken into account: The time allocated per students is limited. The overall responsibility for the structure of the study programme and the number of credits allocated to individual subjects lies with the person in charge, i.e., the administration of the faculty, etc. The final responsibility for deciding on the teaching, learning or assessment activity is delegated by faculty or university authorities to a teacher or a group of teachers. It is crucial that the teacher be aware of the specific learning outcomes to be achieved or the competences to be obtained. The teacher should reflect on which educational activities are more relevant to reach the learning outcomes of a module or a course unit. The teacher should have a notion of the average student work time required for the activities selected for a specific module or a course unit. The student has a crucial role in the monitoring process to determine whether the estimated student workload is realistic; part of the responsibility, however, lies with the teaching staff 93. Under Tuning approach 94, educational activities in respect of a social work study programme can be defined in considering the following aspects: 1. Forms of learning activities (types of teaching and learning tasks): lecture, seminar, research seminar, exercise course, practical or laboratory work, guided personal studies, tutorial, independent studies, internship, placement or stage, fieldwork, project work, etc. 2. Types of learning activities: attending lectures, performing specific assignments, practising technical or laboratory skills, writing papers, independent or private study, reading books and papers, consultations with social work practitioners, online forums, video conferencing, group discussions, distance learning, work in groups and chairing such groups, participation in research activities, etc. 3. Types of assessment: oral examination, written examination, presentation of material, test, essay, situation analysis, report on internship/fieldwork, project, graduation paper/ final thesis, etc. The workload of a social work student is heavily related to the study methods and the learning strategy. The methods and criteria for assessment of the learning outcomes of a subject/ module should be also inseparable from the student workload (see insert 6.1). 93 Europos švietimo struktūrų suderinimas. Universitetų indėlis į Bolonijos procesą. Įvadas. 94 Ibid. 41

43 Insert 6.1. Relation between estimation of student workload and outcomes For instance, if the assessment of learning outcomes of a disciple is: E = RD (60%) + P (40%), where: E = examination, RD = written work (e. g. an essay), P = project, then studying the literature of this discipline and writing papers could make up 60% of the total student workload, while 40% would remain for data collection, research and project preparation. In practice different methods for calculating the student workload are applied. Although clear differences are discernible in respect of different subjects, certain general principles can be defined that can also be applied to social work study programmes. When estimating the workload the following factors play a role 95 : 1. The total number of the contact house for the course unit /module (number of house per week multiplied by the number of weeks); 2. Preparation before and finalising the notes after the attendance of a lecture/seminar: 3. The amount of further independent work required to finish the course successfully. According to the ECTS User s Guide the student workload is the sum of: 1. the contact hours for an educational component; 2. the time spent in an individual or group work required to complete the educational component successfully (i.e., preparation beforehand and finalising of notes after attendance at a lecture, seminar or laboratory work; collection and selection of relevant material; required revision, study of that material; writing of papers/ projects/dissertation; practical work, e.g. in a laboratory); 3. the time required to prepare for and undergo the assessment procedure (e.g. exams); 4. the time required for obligatory placement(s). Other factors to take into consideration for estimating students workload in the various activities are, for example: the entry level of students for whom the programme (or its components) is designed; the approach to teaching and learning and the learning environment (e.g. seminars with small groups of students, or lectures with very large numbers of students) and type of facilities available (e.g. language laboratory, multi-media room) 96. Since workload is an estimation of the average time (see Insert 6.2) spent by students to achieve the expected learning outcomes, the actual time spent by an individual student may differ from this estimate. It is most difficult to estimate the scope of the independent student s work that to the largest extent depends on the complexity of a subject or its assignments. Within a social work study programme the independent work should include: 1. Collection and selection of material related to the social work subject; 2. Reading and studying of the material; 3. Finalisation of notes (records, diaries, etc.); 4. Preparation for a written or oral examination; 5. Drawing up of written papers or the graduation paper; 6. Independent work in computer rooms, language laboratories, etc. 95 Europos švietimo struktūrų suderinimas. Universitetų indėlis į Bolonijos procesą. Įvadas. 96 ECTS User s Guide. 42

44 Insert 6.2. Example of workload calculation (based on Dublin Descriptors 97 ) There are 10 ECTS ( hours) attached to the planned course: 1. seminar: 2 hours per week x 14 weeks (25 30 hours = 1 ECTS credit); 2. textbook studying (500 pages) and taking an examination 6 pages/h = 83 hours = 3 ECTS credits; 3. written paper of 7 10 pages ( pages must be read) = 140 hours = 5 ECTS credits; 4. reading and commenting papers written by group members, or critical comments (2 hours per week x 14 weeks = 28 hours = 1 ECTS credit). Total: = 10 ECTS credits. Social work degree programmes are aimed at training social work specialists for a wide variety of settings from direct social interaction with various client groups to work organisation and administration. Programme descriptors contain different formulations of the expected learning outcomes, competences and abilities, and it is natural that there are differences between workloads of students of the first and second cycle. As already mentioned in Chapter 3 of these guidelines: Professional bachelors are exclusively trained for addressing specific social problems in a rather strictly defined environment and conditions; Bachelors are trained to work in more volatile situations, less specifically defined environment, in which a proper provision of any assistance requires knowledge of the context, and not only knowledge of the direct social work, but also some organisational capacities; Master s degree graduates work in volatile situations, less specifically defined environment which requires knowledge of social policy, more comprehensive understanding of the overall context, organisational and managerial abilities, also an ability to initiate and manage changes. Based on the Regulation for Studies in the Social Work Field and the Description of the general requirements for the first cycle degree and integrated study programmes, the calculation of student workload should take into account the differences between college and university study programmes (see Table 6.1.). 97 Dublin descriptors. 43

45 Table Differences between the workload of college and university study programmes Structural components of social work study programme Professional bachelor Bachelor Master agistrantūra General education part (general subjects) General subjects of college studies account for about 10% of the scope of the degree programme. General university education subjects account for about 20% of the scope of the programme. More time is allocated for searching and reading materials in a foreign language. Subjects taught are based on knowledge, abilities and skills acquired during bachelor studies developing the competences of social workers at the higher level. Therefore, no general education subjects are included and there is no workload. Part of the study programme dedicated to fundamentals/ special (professional) part (subjects in the study field). More time is allocated for social work methods, addressing specific social problems. More time is allocated for analysing social policies, research activities, organisational skills, systemic approach to the causes and solutions of social problems. More time is allocated for analysing social policies, research activities, change management and self-study. Optional subjects Optional subjects make up about 10% of the scope of the degree programme. The scope of optional subjects exceeds the scope of college programme 2 3 times. Optional subjects make up about 10% of the scope of the degree programme. Work placements Practical training has more credits allocated in the college degree programme than in university degree programmes. If practical training during Professional bachelor, bachelor and master studies is compared, the relevant ratio is 3 : 2 : 1 (approximately) in terms of scope. Final / graduation paper More time is allocated for applied research and interpretation of research results. More time is allocated for research and data processing. More time is allocated for scientific research. Student workload is about twice as high as in professional bachelor or bachelor studies. Workload should be planned taking into account the dissemination of research results (preparation of a scientific article). To summarise it may be concluded that student workload, the teaching methods and learning outcomes are undoubtedly interrelated areas. The same learning outcomes may be achieved and the same competences developed while applying different teaching and learning methods, ways and forms. It has been commonly recognised that student workload is a very important factor. Study programmes must be designed in the way ensuring a proper balance of the workload for the entire study programme, as well as the distribution of the workload for individual academic years or semesters. The student workload in respect of a component of a programme must correspond to the time that a typical student requires to achieve the expected learning outcomes. 44

46 7. RECOMMENDATIONS FOR MODULAR AND SUBJECT-BASED DEGREE PROGRAMME STRUCTURE Usually, universities and colleges adopt two types of degree programme structures: subjectbased or modular. If a subject-based structure is used, the degree programme is made up of subjects which may cover different numbers of credits depending on student working time necessary to complete the tasks of the subject in question (attend lectures and seminars, read literature, etc.). Even if the scope of credits of individual subjects is different, their combination ensures that the total number of credits is constant throughout the semester and academic year (usually 30 ECTS credits per semester; or 20 Lithuanian credits, which cover more hours, in our country until now). In a modularized system a study programme is divided into modules each of them having a fixed number of credits, or their multiple, for instance 10 ECTS credits. Module is a part of the programme composed of several subjects related in terms of their contents that has a defined purpose and targets certain capacities of a student. This concept of a model has been offered in the Description of the general requirements for the first cycle degree and integrated study programmes. A similar definition of the module was proposed by Vilnius University working group, stating that a module is an autonomous part of a study programme joining several study subjects integrated in terms of their contents related by a defined common objective and the expected learning outcomes. A module is composed of the following elements: 1. description of the module specifying the purpose of the module and the expected learning outcomes; 2. contents of the module (subjects, themes, scope in hours, credits), literature, accounting and attendance requirements, etc. requirements; ordinarily one description shall be drawn up for one module; 3. learning material (verbal and /or written information, assignments, teaching aids); 4. teaching actions (contact work and independent learning); 5. aid to learning (tuition and consultation, methodological assistance); 6. control and assessment (feedback) 98. The National Education Strategy for encourages a transition to an education structure based not on closed types of schools, but rather on flexible programmes, and the credit-based, modularised and accrual learning. The Strategy provides that by the year 2010 the contents of studies at higher education institutions should be revised and improved by reducing the total number of subjects taught and refusing some specifically minor and specialised courses. The peculiarity of a modular study programme is that the programme is ordinarily divided into modules of identical size of the same scope expressed in ECTS credits. Recommended is the number (e.g., 5,6, 10) of which the 60 ECTS credits (equal to the scope of studies in a single year) can be divided. Other modules can be further constructed on the principle of replication. For instance, a smallest size of a module is 10 ECTS credits (which corresponds to 6.6 national Lithuanian credits, where 1 credit is 40 student s working hours), which means that in transferring the credits acquired in other States into the Lithuanian credit accounting system (valid until 2011) they could be integrated into the current national courses of 3 or 4 credits, or into 2 courses each of 2 credits, or one course of 1.5 credit, or choose a different arrangement. 98 Modular Studies at Vilnius University. Report of the working group, Lietuvos Respublikos Seimo 2003 m. liepos 4 d. nutarimas Nr. IX-1700 Dėl Valstybinės švietimo strategijos metų nuostatų. Žin., 2003, Nr

47 The size of the module must be chosen depending of the time required by the student to achieve the expected outcomes of the subject and to contribute accordingly to the outcomes of the programme. It is important to retain links between studies and assessment methods, module size, its outcomes, results and competences of the module and programme. A special table is used to control and show these links between competences, learning outcomes and modules (Table 7.1). Table 7.1. Matrix of degree programme competences Competences Learning outcomes 1 module 2 module 3 module N module 1 A X X X 2 B X X X 3 C X X 4 D X X N X X X Learning outcomes of some modules may be related to several outcomes of the degree programme, while some programme outcomes can be related to several competences. The above table can be used for analysis during the programme design or improvement process. 46

48 8. RECOMMENDATIONS FOR TEACHING, LEARNING AND ASSESSMENT METHODS OF SPECIFIC AREA GROUP. SUITABILITY OF ASSESSMENT METHODS FOR CHECKING COMPETENCE LEVEL All previous Chapters of the present Guidelines were dedicated to different recommendations on possible ways to rethinking and redesigning social work study programmes from the point of view of developing student competences (i.e., how to define generic and subject-specific competences, how to calculate the student workload, scope of a study programme, and considerations as to the choice a module or subject-based - study form, etc.). The revision and reconsideration of study programmes in itself does not mean the development of competences. Therefore another very important issue (next to the first one as to the possible ways of redesigning study programme) how should teachers teach to ensure that students acquire the expected competences? 8.1. Methods of teaching and learning social work The profession of a social worker is a profession of active practical action, promoting changes, therefore it is quite understandable that the competences to be developed in social work studies are the competences requiring from a person an ability to be an actor in the social reality and seek to influence it (see: Chapter 5). Here the issue is what teaching or learning methods could best assist students to acquire specifically these competences? It may be concluded that in respect of social work studies 100 there is a common agreement on several principal issues: A significant portion of the programme should be dedicated for practical training/ learning. What is meant is not only the student placement in social work institutions, but also an increased scope of practical training in the higher schools case studies, role playing games, simulation games, etc. Studies should contribute to the development of student ability to reflect. In social work it is customary to believe that one of the most important attributes of professional activity is reflection 101 an ability of a specialist to embrace the entire situation, assess it, understand, make conclusions, relate practical knowledge with practice, etc. Therefore a significant attention is dedicated to methods that not only encourage to reflect, but also to develop a reflecting attitude. Therefore a significant attention is dedicated to the moral attitudes and professional identity of the students future social workers. It is not only the knowledge of professional ethics that matters, important is internalisation turning into one s internal attitude. Several social work teaching and learning methods 102 are outlined in the following section, which can be used to develop subject-specific and generic competences of social work students. They include reflexive social work practice, case-study method, Balint group method, role plays to learn social work, student self-reflection as the opportunity to develop a value system. 100 In Western higher schools, and during the past decade in most Lithuanian higher schools training social workers Some theoreticians of social work even tend to call social work a reflective profession, that specifically due to its reflective character is distinguished from other similar professions (Dewe B., Otto H.-U. Profession. // Otto H.-U., Thiersch H. Handbuch Sozialarbeit/Sozialpädagogik. 2. Aufl. Luchterhand Verlag P ). In other words, the essential competence of a social worker is his ability to reflect by which means he manages to relate two very different poles theory and practice, thus being able to act professionally. 102 It would not be correct to state that the methods are specific for training social workers only, they are equally used in training teachers, psychologists, doctors, etc. However, the methods are frequently applied in social work studies and have justified themselves for the purpose of developing generic and subject-specific competences of students. 47

49 Reflective practice in social work. Within programmes of social work a large portion of credits is allocated to student placement. Practical teaching learning of students is normally implemented in two alternative methods: students are referred to placements in each academic year being assigned tasks of higher level each time and changing the location of the placement. Alternatively, students may be assigned to placement only once, i.e., for an entire semester (4 months). Both options for the arrangement of placement have its advantages and disadvantages: in the first case students have a possibility to familiarise themselves with different areas of social work; however, their stay at a specific institutions is quite short, therefore the learning process result quite superficial, limited to observation only. Under the second scenario students get to know one institution of social work only (which is a disadvantage), however, their learning process is much more profound, since the students are present at the placement venue every day of the entire semester and has a good chance to get to know the specifics of the institution, its culture, routine, and, of course, to touch the specific clients of social work and their specific cases. For generic and subject-specific competences to be developed during the placement certain preconditions are required: Students must have a chance to meet social work clients, communicate with them, participate in the process of assisting them, and in the optimal case be assigned themselves to provide assistance, at least to a partial extent. At the placement students must have a workplace supervisor, who is a social worker himself, graduate of social work studies, and is prepared to assume the functions related to the student placement (head the student performance at placement, by giving assignments, integrating the students into the activities of the institution, regularly discussing with the student any issues arising and the experiences of the student, the supervisor should regularly asses the student s abilities, by providing feedback; communicate and cooperate with the teachers responsible for placement at the higher school in agreeing concerning the objectives and tasks of the work placement, etc.). Both at the work placement and at the higher school the student must be given practical assignments designed to develop his competences. The student must be provided a possibility to reflect his placement experience while at the higher school. The higher school and the venues of the work placement must in all cases cooperate in relation to the work placement of the student (agree regarding the purposes and objectives of the placement, reflect, on a regular basis, the learning process and seek to improve it, etc.). During the work placement or practical learning the experience of social work acquires a special importance, however, it alone is not sufficient. It is of utmost importance that students reflect on their practical experience. Since it is specifically the reflections that enable the student to comprehend, i.e., to internalise the experience and turn it into learning. This means that the practical assignments given to students must promote his reflection (i.e., to write a placement diary thus being promoted to observe and name his thoughts, feelings, value attitude towards different professional situations). Also, very important is the regular placement reflection exercised at the higher school. Higher schools may be using different names for this activity (placement supervisions, group supervision, placement discussion, placement s reflection, etc.); still the essence remains the same a small group of students (max. 10) placed at different institutions, at least once a week meet for at least a 1.5 hour discussion at the higher school and, being headed by the responsible teacher, reflect on their practical experiences. Since this 48

50 reflection exercise is conducted in groups and students are placed in different institutions, they can enjoy a possibility to learn not only from their own experience, but also from one another. Case study method. This method enable students to learn about the practical side of social work right at the bench of the higher school without being referred to the work placement. During the seminar or a lecture the teacher presents a recorded and actual case from the practice of social work and initiates its analysis by posing questions to which students seek answers. The recommended arrangement for a case study is by requesting students initially to study the case independently and then asking the group of students (3-4 students) to search answers to the questions. Finally the case and the answers are discussed in the limited group of students together with the teacher. Thus every student is actively involved into the learning process, on the other hand this contributes to the development of certain competences: team work, ability to listen, ability to argue, agree, analyse, speak before the audience, discuss, etc. Balint s group method 103.The method has been successfully applied in social work studies, in particular, as one of the possibilities of reflection of practical experiences. Members of a small group of students are seated in a circle together with the teacher. One of the students tells about a case from his practical experience and forms a question to which he would like to get an answer. Further all members of the group are involved in the analysis of the case with the teacher acting as a moderator also participating in the analysis. Case studies are normally conducted in the following stages 104 : 1. Presentation of the case. A student tells others about the case to the extent and in the way he considers necessary. It is advisable not to interrupt the student s story, seek to listen to him thoroughly and seek to understand what is most important to the story teller and where his main concerns lie. This contributes to the development of listening and empathy skills, also the hermeneutic skills of students. 2. Question formulation. It is very important that the student who had presented his case is able to properly formulate the question to which he would like to get an answer. It is also critical that the question is that of the student, not of the group or the teacher. This requirement helps teaching the other students to listen to the needs and concerns of the other person even if they are different from his personal ideas, and needs. Further the work proceeds with the question posted perceived as a guideline and as result sought. 3. Comprehension question. In this stage the other students and the teacher ask questions to the student who had presented the case. The questions are designed to understand the situation better and get into details. It is also critical that the questions asked are indeed questions designed to better comprehend, rather than some hidden interpretations or proposal, or instructions what to do. This helps teaching students to get into the essence of the situation, to understand it better by asking questions this indeed is a very important ability in social work. 4. Interpretation. When all questions are exhausted members of the group are invited to present their interpretations and insights about the case. Quite often in this phase the work proceeds by invoking free association and notions. 5. Solutions. Solutions are sought by referring to the interpretations, here solutions being the answers to the question asked by the student. 103 Michael Balint ( ) is a psychoanalyst and psychotherapist of Hungarian origin. Right after the WWII at the Tavistick clinics in London Balint was organising case study discussions with social workers, later on with doctors. Participants of the group discussions were thus learning to recognise the subconscious processes in their relations with clients or patients. Subsequently, the Balint group method became very popular and today is widely used as a mutual assistance and professional mutual supervision method. 104 Other methodology can be applied too (e.g., psychodrama or its elements) which is not that important in this case. A important precondition is to ensure that the methodology corresponds to the expected learning outcomes. 49

51 6. Conclusion. First, tudents are asked what thoughts, insights that have arouse in the course of the analysis seemed important to the student who had presented the case. It is also possible to ask every student what he feels he had learned from this analysis and what seemed to him important or most relevant. Normally the analysis of a single case lasts about 1.5 hour. This method undoubtedly offers a possibility to students not only to learn from a specific experience in social work, but also to develop one s reflection abilities and other abilities important to a social worker empathy, listening, comprehension, asking questions, etc. Role playing games in learning social work.as has been earlier mentioned competences and abilities of a social worker are of a very practical nature; however, students do not have sufficient possibilities to learn them with actual clients, in actual social work situations. Therefore, for learning purposes, imitation is used as an alternative method. Suitable for this purpose are role playing games, elements of psychodrama, elements of a forum theatre and other similar methodological concepts. Students pick up certain different roles, kind of become part of it and start improvising. Let s suppose, an imaginary social worker is to visit a social risk family where he is not a welcome guest; or, a social worker is assigned to guide a group of teenagers who very much oppose to that, etc. Such imitation or staging of situations open new ways to get actively involved into the situation, to test and feel. However, in this case, similarly to student placement situations what matters is not only the practical experience (performance), but also its analysis. An important moment is for the teacher to initiate reflection immediately after the performance : What does it mean to be in the role of a social worker? What kind of feelings arises? What kind of interventions could be more successful and why? What does the client feel? What provokes his defensive reactions? Etc. Not only actors but also the audience (students that did not participate in the performance) should get actively involved in the discussion, otherwise learning will remain passive. Student reflection as a possibility for developing of value attitudes. Important aspects in social work studies are the development of value systems, internalisation of professional values, and formation of professional behaviour. This a a very important competence in social work as the very nature of social work is based on values. Still, an attempt to develop values faces a dilemma: can values be taught? Is it possible to change the values students already have developed? Different views are known concerning this issue. For instance, V.Frankl (probably the most value-oriented psychotherapist and creator of logotherapy of the 20th c.) claims that values cannot be taught, we have to live by values. A very important insight follows: teachers of social work subjects must be guided by the values that they declare. Absolutely in the same way as students. This means that a primary task is to know oneself well: get to know, name, understand the values that we follow in our life. Self-reflection may be very helpful in this situation this includes different methods to invite students to get to know and analyse themselves, their beliefs and seek to understand what contributed to them being as they are. For a social worker is it of utmost importance to get to know his own ethical and moral limits things or behaviours that he would find acceptable and justifiable, and those that overstep the limits of his tolerance. There are a number of different methods of self-reflection, e.g.: To draw the river of one s life (or a tree, a road, etc.) while thinking of the events, experiences, people or examples led me to study social work The experience of teachers has shown that even the students who had claimed that they did not want to study social work, and got there only by chance, having done the exercise quite unexpectedly for themselves discover that there had been certain episodes in their lives that led them to the idea of working with people, helping others, or prompted them to start looking for social justice. On the other hand where a student discovers that in his personal experience there is no vocation for social work is also a very important finding. Since this might be a convenient chance to rethink one s objectives, his professional future and choose a different speciality. 50

52 Write a diary during the work placement, record one s ideas, thought, views, judgements, feelings. Watch, together with students films on moral dilemmas (e.g., abortions, homosexuality, euthanasia, capital punishment, etc.), and later discuss, seeking to understand views and thoughts. In this case it is not that important to persuade students to accept one or another position as right or suitable for a social worker ; what is more important is to promote the one s self-reflection processes. Visits together with students at institutions or places exposing instances of marginal social behaviour, or being on the verge of legality/illegality in prisons, landfills, regions of prostitution, or places of drug addiction (e.g., in Vilnius roma encampment (tabor) where drug addicts are distributed syringes), etc. The social work methods as described above are not presented as comprehensive; they are rather just most frequent examples. It is understandable that the methods are best applied in the so-called direst social work modules or courses when teaching methods of social work, consultations, training on professional ethics, developing practical skills in social work, etc. Hence arises a question what methods could be used to work in more theoretical courses, embracing not only social work but also other disciplines (meant for social workers) to ensure the further development of generic and subject-specific competences of students? One of the possibilities is the concept of learning through communication and related methods Learning through communication as a possibility for active learning at lectures and seminars A good lesson is the lesson at which there is more learning than teaching (Frantz E. Weinert). When paraphrased for a higher school, a good lecture or a seminar is the seminar more of which the learning by students than teaching by teachers. Pedagogues have agreed that learning is an entirely individual process, therefore it must be individually active the more a student is involved the more efficient is the learning 106. In the case of acquisition of competences the students activity becomes even more important since since here the issue is not only hearing the information (this would suffice when a course is simply delivered, as is customary to say at universities), but rather acquisition of knowledge + skills + understanding (= competences). This means that a lecture or a seminar at a higher school (or any other form of learning) is first meant to promote a student s active involvement in his own learning. And the teacher (in the first place) is the organiser and moderator of the active learning by students 107. Learning through communicating may be considered to represent an active didactics in learning. In our opinion this concept may be useful both for the purpose of developing social work competences, or seeking to develop any other competences. What is the essence of learning through communicating? First, it is important to emphasize that learning through communication is not the same as group work at seminars or lectures. Within the concept of learning through communicating group work is an important constituent, although only one of them. The purpose of learning through communicating is to a maximum extent involve the students into the learning process, or, in other words, to promote an active learning by the person 106 Brüning L., Saum T. Kooperatives Lernen in der Dramaturgie des Unterrichts. Methodenkoffer kooperatives Lernen This definitely changes the image of a classical university lecture (an amphitheatre room, students seated and listening, a desk in front and the professor behind it) and the prevailing approach University is not a kindergarten and students are themselves responsible for their learning. 51

53 himself. This involves the individual efforts by the person, in addition to other social forms of learning used (communication, cooperation). The underlying principle of learning through communicating is its three phases whose sequence should be strictly followed 108 : 1. An individual plan of the student (solution construction) 2. Sharing within the group (first level co-construction) 3. Presentation at the plenum (audience) (the second level co-construction due to the audience). These three fundamental steps constitute any of the learning through communication methods (several examples are presented in Annex 2). We will briefly discuss the importance of every step for the learning process. Why is the individual work by a student at a lecture or a seminar important. We believe it would not be a mistake to conclude that a frontal lecture (at which the teacher delivers a lecture and students make notes) is a prevailing method of teaching at a higher school the most active actor in this situation is the teacher, and it is him who learns most. At seminar a student or a group of students present a certain subject (the teacher is them among the audience), this, however, does not change the essence the teaching method is still frontal. The most active actors in this situation is the teacher or the student who presents the material, while other only listen. Here is the question what is happening in the minds of those listening, what is the efficiency of their learning process? Surveys have shown that in the best case scenario students are able to repeat the knowledge they have been delivered or mention solutions to the problems discussed, but they are not able to find such solutions themselves. In order to ensure that all student at the lecture or a seminar are actively involved in the learning process they are first to be provided a possibility to search an answer, or a problem solution, etc., which they have to do themselves without the teacher prompting them. Why is the phase of cooperating with other students important. In the case the second phase - sharing in the group is omitted and the teacher simply asks the students to share their ideas or thoughts that they have developed while working individually then a chance to speak is given to several students only, and most often they are those most active and bravest and in all cases the same. All the others again find themselves in the position of the audience only. However, what in this case happens to their thoughts, ideas or decisions? Therefore the phase of cooperation in the group comes as most instrumental each student is given a chance to present his ideas to others, hear their commentaries and questions, and thus adjust or supplement their own thinking. This is still not the end: surveys have shown that people generate ideas and obtain understanding not only by thinking, but also by speaking, naming things or while attempting to explain to others. This is exactly the manner in which the individually active process of learning proceeds while attempting to convey his own ideas to others the student actively confronts the learning material. Verbal communication extends their understanding, or may even reveal contradictions or mistakes in thinking. On the other hand, in the event any contradictions are revealed in the student group, or any differences in understanding this in its own turn contributes to the learning process, since in the course of discussion, or while attempting to prove one s understanding students once again have a chance to confront the learning material. The importance of sharing with the group. In a nutshell, it is none other than the return to the frontal learning situation, where materials are presented by students instead of a teacher. Nevertheless, the teacher here plays a vital role by leading and summarising. This phase, however, is full of dangers. Those who use group work in their classes know that the presentation of group 108 Brüning L., Saum T., op. cit. 52

54 results is a rather boring exercise as small groups are only interested in their own presentations and rarely listen to others. This means that an active learning process by the individual comes to a halt and students remain with the understanding which was developed individually and within the small group. Therefore, two factors are important here: (1) the teacher must be resourceful in leading the group discussion (there are a number of methods and some are presented in Annex 2); (2) students must know that anyone can be invited to present the results of the small group because this makes them listen actively and stay engaged to the very end. (The usual practice is to let the small group decide who will be making their presentation. As a rule, the same students, who are the boldest and proactive, participate.) So the teacher must have his or her own methods (e.g. throw a dice) to randomly select a speaker from each small group. Of course, sharing with the group is aimed at the intake of subject-specific knowledge (each student must be ready to present subject-specific information to others), but it also has a side effect as students develop their generic competence of speaking in front of the audience. If follows from the foregoing that a smart mixing of three different forms of learning individual work, sharing with the group and frontal presentation may be useful for the learning process enabling the student to be in an active and individual confrontation with learning materials. In addition, the concept of learning through communication also has the above-mentioned side effect. Such structure of work during a lecture or seminar develops generic competences and social skills, for instance, ability to work in a group, ability to present, ability to learn, ability to accept other opinions, ability to discuss and make arguments, ability to solve conflicts and, last but not least, ability to speak in a volume which does not interfere with the work of other groups. The authors of these guidelines believe that the use of learning through communication techniques in the degree programme will be more effective if all teachers working under one programme will have the same understanding of this concept, will all be able to use it and will have the same methods at their disposal. This will enable the teachers to better understand each other and mix these methods in a smart way varying them during different courses or modules (avoiding in this way a rather common situation when several teachers use the same methods during their classes but are not aware of that, and students begin to complain that, for instance, I m dead sick of working in a group ). In addition, teachers working under the degree programme can agree which generic competences will be developed during a particular semester, under particular subjects and using particular methods Assessment methods of social work studies. Suitability of assessment methods for checking competence level The learning process is unimaginable without assessment, checking, control, although perhaps may would agree that they have learned the most important things in their lives not for exam, and not for the sake of a mark. All regular checks contribute to structuring the learning process, force to work more actively, although being probably not the most pleasant exercise either for students or for teachers. Therefore, teachers can ask themselves the following questions with regards to the development of student competences: How to turn an examination or an assessment into another learning possibility for students? How to turn the assessment into an efficient contribution to the promotion of the learning process? How to design an evaluation exercise into a tool able to measure whether the students have actually achieved the learning outcomes and competences provided for in the 53

55 study programme? How to make the evaluation exercise if not the favourite, then at least not causing any unpleasant feelings for students or the teacher? The word how here again refers to the method. In this case we refer to the assessment methods, and revisions of such methods in social work studies. Revision of the evaluation methods used is most likely meaningful both for each teacher individually, and for all in general in discussion together with all teachers working in a social work programme. Thinking about assessment methods and their compatibility is an inherent part and subject for any study programme designed to develop student competences. Suppose we have defined the expected learning outcomes and competences of a study programme, so how can we measure whether we have achieved such learning outcomes or have developed such competences? It must be admitted that it is easy to become disillusioned as competences are hard to measure and the question is if they can be measured at all 109? For instance, the wording of one of the subject-specific social work competences is: create client relations based on mutual trust in order to ensure their optimal functioning and acting un uncertain situations. This competence cannot be assessed in a higher education institution because this setting has no actual social work clients and it is not ethical to conduct experiments with clients for examination of students. On the other hand, some time may be needed in order to create client relations based on trust. Another important aspect is that even the most experienced social workers, who have years of experience, are sometimes unable to have a helpful relationship with some clients since any relationship is a matter of two people and not one. Moreover, social workers are often able to create relationships with a client during their social work but clients are still not able to achieve any optimal social functioning. But failure in one particular case would not mean that a social worker has no ability or competence to create relations with clients at all. We will face similar difficulties trying to estimate the degree of achievement of other subject-specific social work competences. The wording of competences is too abstract, complex and, in many cases, cannot be tested in a higher education setting. Therefore, it would probably be wise to stop trying to find assessment methods which could measure the level of acquired competences. It would probably be better to aim at the assessment of learning outcomes, or even the outcomes of individual courses or modules. However, there is a danger of deviating from the idea of development of competences and shifting the focus towards the content of subjects rather than abilities developed by students. Teaching literature refers to a number of types of assessment such as formative assessment, summary assessment, criterion-referenced assessment, contextual assessment, interim assessments and summative assessment, grading, credits, etc. Assessment can be either oral and/ or written. A wide variety of assessment methods can be used in social work studies, including tests, reports of practical training, diaries, essays, problem analysis, case studies, text analysis, replying to open-ended questions orally and/or in writing, (self-)reflection in writing, empirical studies, feedback, self-assessment, etc. However, as regards the development of student competences, the suitability of the assessment method for measuring the expected learning outcome and the usefulness of the assessment process in developing student competences is more important than the diversity of assessment methods or types. 109 Concerning the complexity of competences: they represent jointly knowledge, skills and understanding. What is the method capable of measuring this complex in its entirety? 54

56 8.4. Nature of assessment of social work studies It is important to note that some capacities in social work cannot be assessed by a mark (either not possible or unethical). For instance, it is extremely difficult to assess the person s moral attitudes and behaviour by a mark. Or, how can a mark be used to assess the competence as discussed earlier a capacity to establish a mutual-trust-based relation with a client? Also, teachers may encounter difficulties in assessing the results of student placements normally students receive marks for the reflection tasks performed, but not for their overall performance during the placement, not for their capacities demonstrated in relations with clients, although it is specifically the development of these competences that constitutes the essence of any work placements. Thus, it might be a worthwhile idea to refuse assessing some of the subjects in the social studies, andinstead use the concept of feedback - to students by teachers, or students one to another. Also, it might be meaningful for students to have a possibility to assess themselves go into a self-assessment exercise. Feedback and self-assessment as assessment methods require the presence of certain conditions the so-called culture of feedback. In the absence of such culture it would be hard to believe that such assessment methods could be useful. Feedback is telling the truth of what one notices in other people, wishing him all the good and seeking to serve as an impetus for him to seek further improvement. Truth may be pronounced only when all participating in the discussion feel safe, sincere mutual-trust relations prevail and full confidentiality is guaranteed. Otherwise, telling the truth would turn into diplomacy and the feedback will be obscured. Below we give several examples of feedback used as an assessment method: When learning to master the group work method we seek to develop several capacities of students: a capacity to analyse group processes, a capacity to constructively participate in the group process and work in a team, moderate, etc. Where a capacity to analyse group processes can be quite easily assessed by a mark (e.g., present to students an actually described group process and ask to analyse it in writing), then the capacity to work in a team, a capacity to moderate or constructively participate in the group work is much more efficiently assessed by using feedback and self-assessment methods. Therefore at the end of a semester, during the finalising class a feedback method is employed: each student in the group first himself presents his own assessment of his contribution to the group process, what he feels he had learned, what was that he found difficult, and then he receives feedback from his colleagues the other students and the teacher: the contribution by the specific student that they have noticed, which of his personal qualities were disclosed in the group work, what impact that had on other participants, how he managed to cope with one or another task, and what the other participants would like to wish to him, etc. Students are asked to present in writing their views upon any ethical, moral dilemma (e.g., abortions, gay marriage, euthanasia, capital punishment, etc.). The teacher then shall assess the student s views not by a mark, but by writing a response - giving feedback. He would note what he has noticed, the things he agrees with, or sees differently from the student. Or the teacher may ask questions to promote the further thinking by the student on the subject, etc. It is important to note that to learn to give feedback and to accept such feedback is one of the capacities of a social worker who would quite often work using feedback as a tool. Thus, this method of assessing students also has some educational effect it teaches some generic and 55

57 subject-specific competences. Of course, the use of feedback requires the existence of both the feedback culture and certain organisational conditions: A teacher at a higher school should not be restricted in his selection of assessment methods, i.e., they should not be imposed upon the teacher by the school s executives. However, currently the situation is quite the reverse there are obvious attempts to standardise the situation, e.g. there is a rule that all examinations must be arranged in writing (or verbally and in writing), that the assessment must be differentiated, that the teacher must produce the assessment (irrespective of the subject or the number of students in the group) within 5 working days, etc. In order to provide the feedback the teacher must work in small groups of students. Feedback costs time and efforts, and this should be taken into account when calculating the teacher s workload. In summary, it can be said that suitably selected and mastered learning and assessment methods can be useful in order to develop subject-specific and generic competences of students. However, the most important thing in this case is the consistency between learning, teaching and assessment methods and expected competences, learning outcomes and subject (module) outcomes. This consistency is presented in Table 8.1 below. Table 8.1. Ties between learning, teaching and assessment methods and competences and outcomes (example) Competence Outcome Learning / teaching method Assessment method Create client relations based on mutual trust in order to ensure their optimal social functioning and acting un uncertain situations Will be able to reflect on the purposefulness of client relations in order to ensure optimal social functioning Will be able to start a conversation with a client in an uncertain situation Case study Practical diary Role play Case study in writing Feedback Will be able to reflect trust in the client Self-reflection Feedback 56

58 Annexes A n n e x 1. Results of a survey of subject-specific social work capacities Table 1. Subject-specific social work capacities assessed as important and very important by more than 96% of surveyed employers No Subject-specific competences Capacity to establish and maintain a mutual trust-based relation with the client (the client s system) Capacity to communicate with the client (the client s system) at his level of understanding Capacity to understand the particular needs of a specific client group and provide the assistance taking them into account Capacity to identify the needs of a client (the client s system) and develop the assistance strategy and process in the way enabling the client (the client s system) to act independently Capacity to identify instances of violations of the client s rights (the client s system) and be able to eliminate them efficiently Understanding of different methods of social work with clients and ability to apply them properly Capacity to consult a client (the client s system) being guided by appropriate counselling concepts and techniques Capacity to adhere to principles of moral behaviour when communicating with client (the client s system) Capacity to mobilise for the purpose of working with the client (the client s system) all required resources from the client s environment, other specialists, organisations, community, etc.. Important and very important (%) Capacity to deal with extreme forms of aggression and conflicts Capacity to responsibly handle confidential information of the client (the client s system) Capacity to reflect and assess the process of one s work with the client (the client s system) Capacity to use internal and external human, financial and other resources for the purpose of organising and improving the relevant social assistance Capacity to work in cooperation with representatives of other professions in a multidisciplinary environment Capacity to asses and improve the quality of social assistance Capacity to properly apply legal provisions of the state social assistance system, and use them when organising the provision of social assistance Capacity to efficiently represent the rights and interests of clients of social assistance and their groups

59 Table 2. Subject-specific social work capacities assessed as important and very important by 90 95% of surveyed employers No. Subject-specific competences Important and very important (%) 1. Capacity to document the processes of assistance to a client (client s system) Capacity to design and develop innovative social assistance strategies Knowledge of legal acts governing human rights and ability to apply them in practice Capacity to analyse and understand (on the basis of the relevant theories) social processes in the society and be able to project their impact upon the area of social assistance Capacity to identify (in the community or the society) a need for social assistance and propose efficient assistance strategies following the principles of sustainable development Capacity to critically reflect the standards of ethics applicable to social work, its legal system and its role in the societ Capacity to identify the need for one s professional improvement and seek to meet the need while responding to the most relevant trends in the profession and adhering to the life-long learning principle Table 3. Subject-specific social work capacities assessed as important and very important by 85 90% of surveyed employers No. Subject-specific competences Important and very important (%) 1. Capacity to guide the activities of social assistants and volunteers Capacity to initiate and implement programmes designed to prevent social problems Understanding of the responsibilities, limits of competences, subordination relations and networks of cooperation of the State social assistance administration framework Capacity to assemble the local community and enable it to engage in assistance activity Capacity to reflect on one s professional performance referring to theoretical knowledge and possibilities to obtain peer advice Capacity to analyse social problems referring to the relevant theoretical knowledge related to social work, results of social research and an interdisciplinary approach

60 Table 4. Subject-specific social work capacities assessed as important and very important by 80 85% of surveyed employers No Subject-specific competences Capacity to initiate and develop the activity of self-assistance groups and movements Capacity to professionally support initiatives and movements seeking to reduce social exclusion and discrimination and ensuring social justice Capacity to efficiently participate in professional and inter-professional discussions while developing the social work profession Important and very important (%) Table 5. Subject-specific social work capacities assessed as important and very important by 75 80% of surveyed employers No. 1. Subject-specific competences Capacity to carry out an applied or research social survey and use the findings of the survey in the practice of social work Important and very important (%) 78 Table 6. Subject-specific social work capacities assessed as important and very important by 70 75% of surveyed employers No. Subject-specific competences Important and very important (%) 1. Capacity to critically analyse social policy and affect it 73 Table 7. Subject-specific social work capacities assessed as important and very important by 65 70% of surveyed employers No. 1. Subject-specific competences Capacity to properly apply legal provisions on social assistance of the European Union and other international institutions Important and very important (%) 67 59

61 Table 8. Subject-specific social work capacities assessed as important and very important by 60 65% of surveyed employers No Subject-specific competences Knowledge of the historic development of the profession of social work and capacity to critically reflect upon the most important trends in the profession Capacity to proliferate and publish results of the relevant research and applied activities Important and very important (%)

62 A n n e x 2. Examples of learning through cooperation methods The authors of the following methods of learning through communication are Ludger Brüning and Tobias Saum 110. Place mat. Students are divided into small groups of 4 (or 3). Each group sits at a separate table. There is a large sheet of paper on the table divided into four equal parts (three parts if there are 3 students). Students sit in a way so that everyone can write down on his or her part of the sheet. A square is drawn at the very centre of the sheet and the overall result of the group will be written down there. Students are given a task (for instance, what are the key ideas of the article they read at home). Process: 1. Individual work. Initially each student performs the task in person - thinks over and puts his answer in the dedicated section of the sheet. 2. Cooperation. During the second stage students are given a chance to learn the responses of all others and compare them. The paper sheet may be rotated clockwise - so that each student could read, or, alternatively, they could move clockwise so that they could read what their peers have written. When all students have read everybody s responses, they discuss the differences identified, or similarities and come up with the general answer for the entire group which they enter into the square in the centre of the paper sheet. 3. Presentation at the plenum. Several randomly selected students from several groups present their results, and other groups may supplement the responses. Further the work at a lecture or a seminar may proceed using the results presented by the students. Group puzzle. This method helps learn new knowledge. The teacher prepares materials of four different types (short texts describing some important concept or category: an extract from a scientific article presenting the concept of social integration; an extract from an article describing the concept of social recognition; an extract from an article discussing the concept of a life crisis, etc.). Materials are handed out to students so that one student works with one type of material only. Students are divided into groups of 4 so that students with different materials are in every group. Process: 1. Individual assimilation. The student reads the material and formulates his principal thoughts and ideas that later on he will present to other students. 2. Assimilation through communicating. The students that were given the same material set up an expert group (not more than 4 students). In the group the students compare their results, they can supplement, refine them and together decide on the material to be presented to other students that did not work with the specific material. 3. Rendition. Students return from the expert groups to their original groups. Then each student presents the expert material to other students who note the most important items and ask questions, if necessary. This form of work continues until all four students in the group present their respective material. 4. Self-check. If time allows, students repeatedly return to the expert groups to specify the information, or supplement it, or answer the questions asked by other members 110 Žr.: Brüning L., Saum T. Erfolgreich unterrichten durch Kooperatives Lernen 1. NDS, 2009; Brüning L., Saum T. Erfolgreich unterrichten durch Kooperatives Lernen 2. NDS,

63 of their groups. They also discuss the process of rendering the material to other students what was clear, or what difficulties they have encountered. 5. Presentation and integration. Students individually or in the groups present their results and, assisted by the teacher, tries to relate all four different pieces of the material. (Group puzzle can be also used as a student knowledge assessment method. For instance, a teacher may ask expert groups to prepare test questions to be used to check how other students learned the information.) Note. This method is quite time-consuming (2 3 hours). It is also important that different materials handed out to students are of similar length and complexity. Group analysis. The method is designed for analysis and argumentation. During group analysis, students cooperate in writing. Students are divided into small groups of 4. Each student receives a different task or question in a group (so the teacher must prepare 4 different tasks). Process: 1. Each member of the group has a piece of paper with the task written on it. Then the sheet is divided into five equal parts. A students reads the task and puts down his opinion or answer in the first blank field. 2. When all students have completed their assignments, the sheets are rotated clockwise. Then the student who received the sheet reads the opinion of his mate and puts down his opinion or thoughts in the next blank field, both about the problem, and about the opinion of his mate. Then the piece of paper moves onwards. This continues until all students have familiarised themselves with all assignments, opinions of their mates and the piece of paper returns to its original holder. 3. When the piece of paper returns to his first owner, he reads everybody s thoughts and puts down the summary of all ideas in the last blank field. 4. Further work in the plenum: the results are introduced at the plenum, and the students who had been working with the same material, now can supplement it. Further the work may proceed using the material presented by the students. Note. It is very important to control the time. Students must know that, for instance, they have 10 minutes to write their opinion. Once this time passes, the teacher gives a sign and sheets of paper move on. Any subsequent phase requires more and more time as students have to absorb an increasing amount of information. This method teaches the students to formulate accurately: they have to write down their ideas in a rather short time in a way that can be understood by their peers. One stays, others leave. The purpose of the method is to present the results of the groups work. The advantage of the method lies in its ability to involve into the presentation all the students. Process: 1. Students have been working in groups of four and produced one overall group result. 2. Then one student (randomly selected) stays at the table, while three others move to the table of another group, and three students from the latter to the table of the next group, etc. Each student that stays at the table presents the results of his own group to the students from another group who make notes and ask questions. This proceeds until students from all groups have visited each table. 62

64 3. Then all students return to their original groups, and the ones that had stayed present to them what he has learned from all other groups. Note: the teacher under this exercise should be moving from one table to another, so that he could hear the results and later on at the plenum could summarise them, present his comments or note mistakes. 63

65 Published by Vilniaus universitetas Universiteto str. 3, LT Vilnius Tel. (8 5) , fax. (8 5) Prepared by Publishing company Kriventa V. Pietario str. 5-3, LT Vilnius Tel./fax kriventa@takas

66