Australian Social

Work Education
and Accreditation
Standards
(ASWEAS)

MARCH 2020
Contents

Preamble. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

1 Context and principles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

2 Graduate attributes, learning outcomes and assessment. . . . . . . . . . . . . . 7

3 Required curriculum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

4 Field education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

5 Degree requirements and admissions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

6 Governance, staffing and program delivery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Glossary of terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Appendix 1: Profession-specific graduate attributes. . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Appendix 2: Required curriculum content. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Appendix 3: Field education standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

 Preamble

Our vision
Working together for professional excellence and social justice.
AASW Strategic Plan 2018–2021

Our purpose
To promote the profession of social work, advance social justice, uphold standards
and build capacity of members.
AASW Strategic Plan 2018–2021

Our commitment to reconciliation

The AASW acknowledges Aboriginal and Torres Strait Islander peoples, the First
Australians, whose lands, winds and waters we now all share, and pays respect to their
unique values and their continuing and enduring cultures which deepen and enrich
the life of our nation and communities.
AASW Code of Ethics 2010

The Australian Association of Social Workers’ vision for reconciliation is one of

increased understanding and appreciation across the Australian social work profession
about the histories and cultures of the First Australians.
Reconciliation Action Plan November 2017–2019

3
1 Context
and principles

AASW principles and values

As in other jurisdictions, social work in Australia is a complex and wideranging profession.
Social workers practise in a variety of roles with diverse client populations: in statutory and
voluntary settings; in metropolitan, rural, regional and remote geographical locations; as
employees; and as private practitioners.

The social work profession in Australia adheres to the definition of social work jointly
approved by the International Federation of Social Workers (IFSW) General Meeting and the
International Association of Schools of Social Work (IASSW) General Assembly (July 2014):

Social work is a practice-based profession and an academic discipline that promotes

social change and development, social cohesion, and the empowerment and
liberation of people. Principles of social justice, human rights, collective responsibility
and respect for diversities are central to social work. Underpinned by theories of
social work, social sciences, humanities and indigenous knowledge, social work
engages people and structures to address life challenges and enhance wellbeing.1

Informed by principles of human dignity and worth, social justice and fairness, social workers
work with, and on behalf of, individuals, families, groups and communities to:

• enhance their individual and collective wellbeing and social development

• resolve personal and interpersonal problems

• improve and to facilitate engagement with the broader society

• address systemic barriers to full recognition and participation

• protect the vulnerable from oppression and abuse.

The AASW as professional accreditor

The Tertiary Education Quality and Standards Agency (TEQSA) is Australia’s independent
national regulator of the higher education sector. The role of TEQSA is to safeguard the
interests of all current and future students studying within Australia’s higher education
system. It does this by regulating and assuring the quality of Australia’s Higher Education
Providers (HEPs). TEQSA is responsible for the registration and re-registration of HEPs and
the academic accreditation and re-accreditation of courses of study. It applies the Higher

1 http://ifsw.org/get-involved/global-definition-of-social-work/

4
 Context and principles

Education Standards Framework 2015 (HESF)2 for regulatory purposes that include a
requirement for providers to oversee course approval and self-accreditation processes
by peak institutional academic governance processes.

In the absence of a legislated regulatory framework in Australia, the social work profession
is self-regulating. Over time, the Australian Association of Social Workers (AASW) has
become the body nominated by members, HEPs and the broader professional community to
set and maintain standards of professional conduct for social workers educated or seeking to
work in Australia. Since 1998, the AASW has had a Services Contract with the Commonwealth
Government, whereby the Government devolved assessment of international qualifications
to the AASW.

ASWEAS does not seek to duplicate the role of these bodies and does not assess against
the standards in the HESF. However, it does acknowledge the baseline acceptable
requirements for the provision of higher education in or from Australia under the seven
domains of the HESF.

The professional accreditation of university courses of study is intended to ensure that a

course of study linked to a professional discipline equips graduates from that discipline to
achieve the professional competencies and learning outcomes necessary for entry into the
relevant level of professional practice.3 The AASW acknowledges the new directions in the
national accreditation processes encouraging flexibility and responsiveness to changes in
the professional workplace. The accreditation standards aim to accommodate a range of
educational models and variations in curriculum design and teaching methods, focusing first
and foremost on HEPs demonstrating that students achieve learning outcomes and graduate
attributes expected for entry level social work professionals.

In meeting its responsibilities as professional accreditor of social work programs, the AASW
is guided by the principles of transparency, fairness and collaborative engagement with HEPs
and other stakeholders. It acknowledges emerging good practice in accreditation, including
the need to reduce the burden of accreditation processes on HEPs. To this end, the AASW is
committed to an increasingly collaborative and collegial approach in working with HEPs with
the aim of ensuring that graduate social workers are ready for professional practice.

2 https://www.legislation.gov.au/Details/F2015L01639
3 Universities Australia and Professions Australia, Joint Statement of Principles for Professional Accreditation (2016, March),
https://www.universitiesaustralia.edu.au/wp-content/uploads/2019/06/Joint-Statement-of-Principles-for-Professional-Accreditation.pdf

5
Context and principles

By mutual agreement with HEPs, since the 1960s the AASW has been charged with the
professional accreditation of social work programs. The professional accreditation process
has several purposes. These include:

• serving the public good by maintaining the integrity and accountability of the profession

• providing assurance to employers, government and the public

• delivering an independent quality-assurance process for evaluating social work programs

provided by HEPs

• describing the base-level standard of practice that clients and service users should expect
from social workers

• assisting student and graduate mobility, both within Australia and overseas.

The requirements for HEPs are set out in the Australian Social Work Education and
Accreditation Standards (ASWEAS). These accreditation standards are, in turn, informed by
the principles, values and professional competencies outlined in the AASW Code of Ethics
(2010)4 and the AASW Practice Standards (2013).5

Meeting ASWEAS standards ensures HEPs design and deliver social work programs that
clearly equip entry-level social workers to practise safely and effectively, thus making them
eligible for membership of the AASW.

These Accreditation Standards are informed by the principles, values and professional
competencies outlined in the:

• AASW Code of Ethics 2010

• AASW Practice Standards 2013.

4 https://www.aasw.asn.au/practitioner-resources/code-of-ethics
5 https://www.aasw.asn.au/practitioner-resources/practice-standards

6
2 Graduate attributes,
learning outcomes
and assessment
Social work is a growing and rapidly evolving profession. The AASW seeks to ensure that
the next generation of social workers is equipped for new and diverse roles in a changing
workplace. The AASW recognises its ongoing responsibility to ensure that graduates are
equipped for this challenging environment. The Graduate Attributes and learning outcomes
specified in the ASWEAS are intended to ensure that entry-level social workers have the
foundational knowledge, skills and professional attitudes necessary for safe and ethical
practice across all settings.

2.1 HEPs are required to show that assessment of students’ professional knowledge and
skills accords with the ASWEAS. They should be able to demonstrate that graduates
have achieved:

• the generic academic Graduate Attributes specified at AQF Level 7 – BSW,

Level 8 – BSW (Hons), or Level 9 – MSW (Q)

• the profession-specific Graduate Attributes identified in ASWEAS that address

entry-level fitness for practice.

2.2 The ASWEAS profession-specific Graduate Attributes (presented in full in Appendix 1)

are itemised under the eight Domains of Practice specified in the AASW Practice
Standards (2013):
1. values and ethics
2. professionalism
3. culturally responsive and inclusive practice
4. knowledge for practice
5. applying knowledge to practice
6. communication and interpersonal skills
7. information recording and sharing
8. professional development and supervision.

The Graduate Attributes specify entry level expectations of social workers against the
Practice Standards listed under each of the Domain headings. Assessment of student
performance against these eight Domains is central to ensuring that professional
learning outcomes have been met and that graduating students are equipped to
practise ethically and safely as beginner practitioners.

2.3 HEPs are expected to provide clear evidence that all academic units within the social
work program are conducted and assessed at a level of English appropriate to a
linguistically demanding professional workplace.

7
3 Required
curriculum

Social work graduates at all relevant Australian Qualifications Framework (AQF) levels must
demonstrate:

a broad and coherent body of knowledge, with depth in the underlying principles and
concepts in one or more disciplines as a basis for independent lifelong learning.6

To ensure that students graduate with the required profession-specific body of knowledge,
social work programs are required to include the following curriculum content:

1. constructions of social work purpose, place and practice

2. power, oppression and exploitation

3. the history and contribution of Aboriginal and Torres Strait Islander peoples

4. culture, identity and discrimination

5. psychosocial health and wellbeing across the life cycle.

The teaching of each of these core curriculum areas must include an explicit consideration
of the immediate relevance to social work practice of the material presented to students.
Teaching must also equip students with the skills, values and attitudes required for the
effective translation of knowledge and understanding into professional performance.

Details of the required curriculum are presented in full in Appendix 2.

6 https://www.aqf.edu.au/sites/aqf/files/aqf-2nd-edition-january-2013.pdf

8
4 Field
education

Field education is a distinctive pedagogy for social work education. It enables students
to integrate classroom learning with professional practice so that students notice and
refine their ways of thinking, doing and being. Field education socialises students
into the profession through immersion in real practice contexts, while allowing a
constructive and reciprocal learning space to develop. Students make sense of what
it means to be a social worker by developing their professional identity, integrity and
practice frameworks.

Supported by field education partners in practice settings, students achieve

deep learning through experimentation, reflection, feedback and critique of
practice experiences. Through this process of engagement and refinement of their
understanding of their role, and of themselves as professionals, they understand the
complex, changing and ambiguous nature of practice.7

Appendix 3 outlines the details of the current Field Education Standards. The AASW
acknowledges that the Field Education Standards require further review. This is part
of a larger project that will be conducted with key stakeholders.

7 Adapted from National Field Education Network Statement (2016)

9
5 Degree
requirements
and admissions

Meeting the requirements of the Australian Qualifications Framework

Under TEQSA, Australian social work programs are academically accredited to award degrees
at Level 7 (Bachelor), 8 (Honours) and 9 (Master) of the Australian Qualifications Framework
(AQF). Degree titles are respectively:

• Bachelor of Social Work (BSW)

• Bachelor of Social Work with Honours (BSW (Hons))

• Master of Social Work (Qualifying) (MSW(Q)).

Unless precluded by the regulations of their HEP, Masters degrees should apply the
terminology Master of Social Work (Qualifying) to differentiate them from programs offering
advanced social work degrees by research.

Regardless of academic status, graduates of all social work programs are professionally
qualified as entry-level social workers.

Where the HEP offers multiple social work programs at different AQF levels, these will be
separately accredited.

Acknowledging the accreditation status of programs

The AASW requires that all HEP publications and marketing material correctly and
prominently display the following acknowledgement of accreditation for each accredited
program:

This is an AASW-accredited qualification. It is an entry qualification into the social

work profession and has been determined to meet the Australian Social Work
Education and Accreditation Standards.

HEP publications and marketing material should make explicit the level of accreditation
awarded to a social work program: Provisional, Full or Conditional.

10
 Degree requirements and admissions

5.1 Bachelor of Social Work and Bachelor of Social Work (Hons)

Bachelor programs combine an academic social and behavioural science curriculum with
social work specific professional education. Programs are accredited on the assumption that
graduates are able to meet the criteria for membership of the AASW.

BSW and BSW (Hons) graduates are required to complete:

Four years full-time of a Bachelor of Social Work degree at AQF Level 7 or 8,

or its part-time equivalent, that includes at least one year of full-time studies
in the social and behavioural sciences. A four-year program may include an
embedded Honours program in accordance with AQF Level 8.

OR

Two years full-time of a Bachelor of Social Work degree at AQF Level 7 or 8,

or its part-time equivalent, following a minimum of two years of a relevant
undergraduate degree that includes at least one year of full-time studies
in the social and behavioural sciences.

5.2 Admission requirements: BSW and BSW (Hons)

5.2.1 Applicants for BSW and BSW (Hons) programs must meet the entrant requirements
as specified by the HEP and consistent with the requirements for admission to AQF
Level 7 or 8 degree course.

The Higher Education Standards Framework notes that:

Admissions policies, requirements and procedures are … designed to ensure

that admitted students have the academic preparation and proficiency in
English needed to participate in their intended study, and no known limitations
that would be expected to impede their progression and completion. (HESF 2015
Admission 1.1)

Social work students require a sufficient level of English to enable them to engage
in agency-based learning with vulnerable peoples.

5.2.2 To be accepted into the program, international students who have not completed
.

11
Degree requirements and admissions

5.3 Credit transfer: BSW and BSW (Hons)

The standards on credit transfer policies and related procedures of HEPs are covered by
the national compliance requirements of the Australian Qualifications Framework (AQF)
(including the AQF Qualifications Pathways Policy)8, the Higher Education Standards
Framework (Threshold Standards) 2015 and the Education Services for Overseas Students Act
2000 (ESOS).9 The AQF Qualifications Pathways Policy notes that decisions on credit must
ensure that integrity of qualification outcomes is maintained and that there is consistency,
fairness and transparency in the decision-making process.

Although recognising the autonomy of HEPs, the AASW considers that once requested by
a HEP to accredit a program, the AASW has a responsibility to the public, to students and
to its members to confirm that decisions on credit ensure that the integrity of social work
programs and qualification outcomes is maintained.

5.3.1 HEPs should ensure that all students undertake the core elements of the program.
To meet the ASWEAS accreditation requirements all students must complete all
core social work subjects. Students cannot be exempted from these core social work
subjects on the basis of the qualification that led to their initial acceptance into the
program.

5.3.2 Students transferring from one AASW accredited program to another of the same
AQF level, will get credit for equivalent courses up to the maximum credit allowed
by a HEP.

5.4 Master of Social Work (Qualifying)

The AASW supports diversity and innovation in approaches to Master of Social Work
programs, which are configured in a variety of ways. These programs typically attract
applicants who have undertaken prior study in the social sciences, social welfare, psychology,
or related fields and who also have relevant prior learning experience. MSW (Q) graduates
are required to complete two years full-time of a Master of Social Work degree at AQF
Level 9 or its part-time equivalent.

5.5 Admission requirements: MSW(Q)

5.5.1 Students admitted to the MSWQ are required to have completed a relevant three-
year AQF Level 7 degree course that contains at least one year, or the equivalent,
of full-time studies in the social and behavioural sciences. 


5.5.2 To be accepted into the program, international students who have not completed
.

8 AQF Qualifications Pathways Policy https://www.aqf.edu.au/sites/aqf/files/aqf_pathways_jan2013.pdf

9 Education Services for Overseas Students Act 2000 https://www.legislation.gov.au/Series/C2004A00757

12
 Degree requirements and admissions

5.6 Credit transfer: MSW(Q)

The standards on credit transfer policies and related procedures of HEPs are covered by
the national compliance requirements of the Australian Qualifications Framework (AQF)
(including the AQF Qualifications Pathways Policy)10, the Higher Education Standards
Framework (Threshold Standards) 2015 and the Education Services for Overseas Students Act
2000 (ESOS).11 The AQF Qualifications Pathways Policy notes that decisions on credit must
ensure that integrity of qualification outcomes is maintained and that there is consistency,
fairness and transparency in the decision-making process.

Although recognising the autonomy of issuing organisations, the AASW considers that once
requested by a HEP to accredit a program, the AASW has a responsibility to the public, to
students and to its members to confirm that decisions on credit ensure that the integrity of
social work programs and qualification outcomes is maintained.

5.6.1 HEPs should ensure that all students undertake the core elements of the program and
not exempt students from core social work subjects on the basis of the qualification
that led to their initial acceptance into the program. Candidates entering a Master of
Social Work program who have completed a three-year social welfare program are to
be granted a maximum of 25% credit or one semester of four as long as the AOU can
ensure that graduates meet all required learning outcomes for Australian social work
graduates as defined in ASWEAS.

5.6.2 Students transferring from one AASW accredited program to another of the same
AQF level, will get credit for equivalent courses up to the maximum credit allowed
by a HEP.

10 AQF Qualifications Pathways Policy

11 Education Services for Overseas Students Act 2000

13
6 Governance,
staffing and
program delivery

6.1 Governance arrangements
The purpose of setting standards for governance arrangements is to assure both HEPs
and the profession that mechanisms are in place and operating effectively to maintain the
quality and integrity of the program over time. Good governance provides stakeholders,
especially students, with confidence that the standing of the program is supported within the
institution, that it is appropriately resourced and organisationally located, and enjoys parity
of esteem with other professional programs.

6.1.1 Social work programs are clearly located within a discrete Academic Organisation Unit
(AOU) such as a faculty or school with aligned or cognate disciplines.

6.1.2 The HEP is able to demonstrate that the organisational structure of the AOU is
appropriate to ensure the achievement of the standards for accreditation required
across all social work programs.

6.1.3 Where the HEP offers multiple pathways into and through the social work program,
it should demonstrate how each pathway meets the accreditation requirements set
out in ASWEAS.

6.1.4 Where elements of the same social work program are offered across several sites and
modes of delivery, the HEP should demonstrate that student learning is supported
by resources and staffing at an equivalent level.

6.1.5 The HEP should demonstrate the presence of a formal mechanism through which
major stakeholders are consulted regularly to inform the design, development,
regular oversight and improvement of the programs.

6.2 Staffing
The purpose of the staffing standards is to ensure that student learning outcomes are
achieved through working with academic staff who are able to model the behaviour expected
of professional social workers in their teaching, research, scholarship and service. Being
taught by a clear majority of academics qualified and experienced in social work theory and
practice supports graduates in developing the foundations for a strong sense of professional
identity. The standards for student–staff teaching ratios are intended to ensure that the
student experience will be characterised by close contact with fully qualified and experienced
academics: this applies in particular to teaching of foundational knowledge set out in the
required curriculum content, specific practice areas and professional communication skills.
Where social work practice skills are being taught the student-to-staff ratio will not exceed
16:1 or demonstrated equivalent.

14
 Governance, staffing and program delivery

6.2.1 The Head of the Social Work Academic Organisation Unit (AOU) must be eligible for
membership of the AASW and is expected to hold an academic position at Level E.
In exceptional circumstances, this appointment can be at Level D.

6.2.2 The responsibilities of the Head of the Social Work AOU include:

• oversight of the governance structure of the Social Work AOU

• delegation of roles and responsibilities for academic and professional staff within
the AOU

• provision of academic oversight of all subjects including field education

• ensuring that academic programs are compliant with appropriate AQF level and
ASWEAS standards.

6.2.3 Each AOU should employ a minimum of five full-time equivalent academic staff
members at Level B or above who have primary responsibility for teaching the
social work program and research, with a minimum of eight full-time equivalent for
programs delivered across multiple campuses and are eligible for membership of
the AASW. In the case of new programs, evidence should be provided to show staff
increases commensurate with growth of the student cohort such that at least five full-
time Level B staff have been appointed by the time the first cohort reaches their final
year of study.

6.2.4 Staffing levels should demonstrate that the student experience is characterised
by opportunities to engage effectively with academic staff with regular contact.

6.2.5 All teachers of required social work theory and practice curriculum content should
be eligible for membership of the AASW.

6.2.6 Where academic staff numbers teaching on the social work program exceed the
minimum number (five full-time FTE), at least 50% of additional staff members should
be eligible for membership of the AASW.

15
Governance, staffing and program delivery

6.3 Program delivery
In setting the standards for program delivery the AASW acknowledges diversity and
innovation in approaches to teaching and learning and the enhancement of the student
experience in the contemporary university. The benefits of student-centred learning
strategies, including blended learning through e-learning, online and simulated approaches,
are also acknowledged.

The aim of the standards is to ensure that modes of program delivery designed to achieve
the specified learning outcomes for social work graduates are appropriate to the task. The
standards therefore seek assurance that the modes of delivery are adequately resourced and
supported to achieve the outcomes.

6.3.1 HEPs should be able to demonstrate how the modes of delivery used are integrated
into the program to facilitate student achievement of the learning outcomes.

6.3.2 All students, in all programs are required to complete a minimum of 140 hours
(20 days) face-to-face classroom-based learning, the focus of which is professional
practice skills. The required 140 hours (20 days) may be spread over four years for
BSW programs and two years for MSW (Q) programs. At least 35 hours (5 days)
of face-to-face professional practice skills teaching must occur prior to the first
placement.

6.3.3 The learning outcomes from the professional practice skills training in accordance
with the Graduate Attributes should include core professional competencies, but are
not limited to:

• advanced oral communication skills and professional documentation

• assessment, engagement and decision-making with individuals and groups

• developing the personal and professional insight and emotional intelligence

required for effective use of self as a professional.

16
 Glossary
of terms

Academic Organisation Unit (AOU): A unit formed by a higher education provider to

undertake as their primary objective teaching only, research only or teaching and research
functions, or which is used for statistical reporting purposes. Such units are referred to by
various names, such as schools and departments.

Accreditation: Programs are fully accredited when they meet all the requirements of the
Australian Social Work Education and Accreditation Standards (ASWEAS).

Australian Association of Social Workers (AASW): The peak professional body representing
social workers in Australia.

Australian Qualifications Framework (AQF): The national policy for regulated qualifications
in Australian education and training. It incorporates the qualifications from each
education and training sector into a single comprehensive national qualifications
framework.

Australian Social Work Education and Accreditation Standards (ASWEAS): The compliance
requirements for HEPs are set out in the Australian Social Work Education and
Accreditation Standards (ASWEAS). These standards establish the process against which
HEP accreditation compliance will be measured.

Bachelor of Social Work: An entry-level qualification to the social work profession taken at
an undergraduate level.

Conditional accreditation: The accreditation ascribed to a social work program that has not
met one or more of the Australian Social Work Education and Accreditation Standards
(ASWEAS).

Credit transfer: The process of assessing the initial program, course or subject that the
individual is using to claim access to or credit in the destination course to determine the
extent to which it is equivalent to the required learning outcomes, performance outcomes
or standards in a qualification. The AQF has established agreed and consistent credit
outcomes based on equivalence in content and learning outcomes between matched
qualifications.

17
Glossary of terms

Direct practice: Interventions with and on behalf of individuals, families, groups and
communities aimed at achieving the most effective outcomes for their health, wellbeing
and life chances through:
• resolving or preventing personal, interpersonal and circumstantial issues
• addressing abuses of power
• mobilising resources through collective action.

This work requires an understanding of micro-level personal and interpersonal dynamics

and of macro-level systemic factors impacting psychosocial, physical, legal and spiritual
wellbeing. It also requires significant skills in engaging, involving and influencing service
users and other stakeholders in problem identification and resolution. Advanced
communication skills and a capacity to work with conflict, heightened emotions and
resistances are essential.

E-learning: An educational model based on the use of electronic media and devices as
teaching-and-learning tools.

Field Education Coordinator: The HEP staff member responsible for the coordination and
oversight of field education placements including academic oversight for field education
ensuring compliance with AQF Levels 7,8 and 9 and the ASWEAS.

Field Education Liaison Officer: The staff representative charged by the HEP with oversight
of a field education placement.

Higher Education Provider (HEP): Accredited by the Tertiary Education Quality and
Standards Agency (TEQSA) to provide qualifications at AQF Levels 7, 8 and 9 and who
meets the standards and the requirements set out in the ASWEAS.

International Association of Schools of Social Work (IASSW): An international association of

institutions of social work education, organisations supporting social work education and
social work educators.

International English Language Testing System (IELTS): English Language Proficiency Test
used to assess competency in the English language to meet entry requirements prior to
enrolment.

International Federation of Social Workers (IFSW): The peak international body for
the social work profession, with a focus on social justice, human rights and social
development.

Master of Social Work (Qualifying) (MSW(Q)): An entry-level qualification to the social work
profession taken at post-graduate level.

Off-campus (distance) education: The situation in which the teacher and student are
separated in time or space throughout the duration of the unit of study. Distance
education may include online learning and/or be undertaken through written
correspondence and exchange of hard copy materials.

On-campus: An education facility or site of the registered provider where classroom-based

teaching or off the job training occurs.

18
 Glossary of terms

Provisional Accreditation: The accreditation ascribed to a social work program that has not
yet delivered its first graduates.

Recognition of Prior Learning (RPL): The judgement by an institution of the calibre of

previous learning in the workplace (both voluntary, such as volunteer work or field
placement or paid), separate from formal learning, and whether to credit such learning.

Reconciliation: Unity and respect between the Aboriginal and Torres Strait Islanders peoples
and non-Indigenous Australians. Respect for the heritages of Aboriginal and Torres Strait
Islander peoples and valuing justice and equity for all Australians.

Reconciliation Action Plan (RAP): A framework for organisations to realise their vision for
reconciliation.

Social Work Academic Organisational Unit (SWAOU): The HEP organisational structure
directly responsible for the teaching and learning elements of the social work program.

Social work qualification: Named qualifications in social work, including a Bachelor of Social
Work, Bachelor of Social Work (Hons) or a Master of Social Work (Qualifying).

Tertiary Education Quality and Standards Agency (TEQSA): Australia’s regulatory and
quality agency for higher education. The agency’s primary aim is to ensure that students
receive a high-quality education at any Australian higher education provider.

Universities Australia: A committee of vice-chancellors, deputy vice-chancellors and pro

vice-chancellors from all Australian universities (previously known as Australian Vice-
Chancellors’ Committee).

19
APPENDIX 1 Profession-specific
graduate attributes

Practice Standard Able to: Evidence of ability to:

1. 1.1 Practise in accordance – Follow ethical guidelines and principles outlined in the Code of Ethics
Values and ethics with the AASW Code of in their interactions with clients, colleagues and other stakeholders
Ethics – Recognise the moral and legal rights of individuals, groups and
communities to protection from abuse, exploitation and violence
– Uphold the rights, dignity and autonomy of all those with whom they
work and advocate for and engage in practices to further human rights
and social justice

1.2 Manage ethical dilemmas – Recognise and manage personal values and bias
and issues arising in – Work within the boundaries of their professional role and mandate
practice
– Identify and respond to situation-specific ethical dilemmas, for
example, the potential conflicts between principles of duty of care and
dignity of risk, and between individual rights and social responsibility

2. 2.1 Represent the social work – Recognise and understand the power and authority inherent in the
Professionalism profession with integrity social worker’s role, and use it with responsibility and compassion
and professionalism – Articulate their professional purpose taking account of context, clients
and service users’ needs and capacities, and professional knowledge,
theory, skills and values
– Establish working alliances with clients and service users based on
mutual respect and accountability
– Establish clear and appropriate boundaries in professional relationships

2.2 Behave in a professional – Apply relevant policy and legislation pertinent to area of practice
manner and be – Make explicit the judgements and evidence-informing decisions
accountable for all actions and actions
and decisions
– Behave professionally in heightened emotional circumstances

3. 3.1 Work inclusively and – Critically analyse social context and barriers as foundational to
Culturally responsive respectfully with cultural understanding individual/community issues and change efforts
and inclusive practice difference and diversity – Recognise the complexity of personal, social and cultural identity,
and avoiding homogenisation of clients and service users’ experience
– Identify and address inappropriate behaviour and discriminatory
practices as they impact clients and service users
– Acknowledge different belief systems as they impact clients and service
users’ understanding of mental and physical health
– Avoid ‘cultural collusion’ in situations where culture is used as a reason
for family violence or other forms of abuse
– Work with interpreters to maximise service users’ rights and
involvement
– Consult with Elders and cultural experts when required

20
 APPENDIX 1: Profession-specific graduate attributes

Practice Standard Able to: Evidence of ability to:

3.2 Respect and strive to – Apply principles of cultural respect in their professional practice
understand and promote – Identify and challenge discriminatory stereotypes of the Aboriginal and
the rights of Aboriginal Torres Strait Islander peoples
and Torres Strait Islander
– Recognise and manage the impact of institutionalised racism on how
peoples and their cultures
they may be perceived in their role by Aboriginal and Torres Strait
Islander clients, service users and other stakeholders

4. 4.1 Understand higher level – Identify linkages between situation/problem and life conditions, with
Knowledge systemic influences on particular attention to issues of oppression and discrimination
for practice people with respect to – Identify the ways in which dominant norms and values may oppress,
area of practice marginalise, alienate and impoverish some members of society
– Critique the potential discriminatory aspects of legislation, policy and
practice in Australian institutions
– Critically analyse the social context and barriers as foundational to
understanding individual/community issues and change efforts
– Understand the impact of bio-psychosocial history, including social
isolation and marginalisation
– Advocate for equitable access of all persons to resources, services and
opportunities

4.2 Understand and articulate – Demonstrate an integrated understanding of the core curriculum as it
social work and other applies to their professional practice
relevant theories and – Identify, critique and apply a range of practice frameworks
concepts

4.3 Understand the role of – Demonstrate a critical appreciation of research and evidence-based
research and evaluation in practice
obtaining and generating – Incorporate innovative approaches and new knowledge into practice
new knowledge for
practice

4.4 Understand and articulate – Present a clear, coherent and independent exposition of knowledge
how and when theories, and ideas
knowledge bases and – Transfer, adapt and apply knowledge and skills in diverse contexts
knowledge sources inform
practice

5. 5.1 Assess and analyse needs – Gather pertinent information by systematic questioning and
Applying knowledge to inform practice discussions, incorporating the clients and service users’ perspective
to practice
– Apply initiative and judgement in planning, problem solving and
decision-making
– Recognise the need for assessments and interventions to be informed
by the lived experience of clients, service users and other stakeholders
– Assess and adjust interventions in the light of ongoing monitoring and
feedback
– Motivate and engage clients and service users in the development
of intervention plans

5.2 Work collaboratively – Work inclusively and respectfully with client and service users to
promote client involvement in decision-making
– Ensure clients and service users know and understand their legal and
moral rights and responsibilities
– Manage collegial relationships respectfully
– Represent the profession credibly with other disciplines
– Manage self appropriately in conflictual and heightened exchanges

21
APPENDIX 1: Profession-specific graduate attributes

Practice Standard Able to: Evidence of ability to:

5. 5.3 Use a range of social work – Understand responsibilities and mandate associated with professional
Applying knowledge methods and techniques context and organisational role
to practice (cont.) appropriate to the area of – Apply a variety of techniques to collect, organise and interpret and
practice make informed decisions regarding service eligibility, planning and
delivery
– Select interventions most likely to address clients and service users’
needs and circumstances
– Identify external considerations likely to facilitate or impede successful
service delivery factors, provide strategies to create, identify and use

5.4 Apply critical and – Apply critical thought and judgement in identifying and solving
reflective thinking to problems with intellectual independence
practice

6. 6.1 Communicate with a – Establish respectful and accountable relationships with clients and
Communication and diverse range of people service users across their life course
interpersonal skills
– Engage in effective professional dialogue with a diverse range of
clients, consumers and other stakeholders, taking into account their
varying communication capacities and needs
– Use the services of interpreters when required

6.2 Communicate the details – Communicate role and mandate to clients, service users and other
and nature of the service stakeholders clearly and unambiguously
offered to people – Ensure that clients and service users are provided with clear details of
the rights and responsibilities of all parties involved in service provision
– Engage and work inclusively with clients in both voluntary and
involuntary settings

6.3 Work with others in a team – Demonstrate an understanding of group dynamics as they apply
environment to teamwork
– Understand and contribute positively to the team dynamics
– Maintain an appropriately empowered stance in hierarchical team
structures
– Demonstrate a capacity to engage constructively with colleagues
to manage professional differences and disputes
– Work effectively with colleagues from other disciplines

6.4 Use information – Understand the strengths and limitations of IT-assisted communication
technology to as a mode of service delivery
communicate and provide
services

7. 7.1 Record and manage – Formulate and document assessment conclusions

Information recording information appropriately – Keep accurate, comprehensive records
and sharing
– Prepare professional reports as required

7.2 Keep and maintain – Demonstrate awareness of the legal and operational parameters
information in accordance of Information Privacy Regulations and confidentiality policies
with ethical principles and
relevant legislation

22
 APPENDIX 1: Profession-specific graduate attributes

Practice Standard Able to: Evidence of ability to:

8. 8.1 Actively participate in – Monitor and manage own professional development, attitudes and
Professional professional supervision behaviour to promote and advance social work practice
development and
– Participate in professional development and self-reflection to maintain
supervision
currency of social work knowledge
– Receive and use supervision to enhance practice

8.2 Engage in continuing – Demonstrate understanding of and commitment to continuing, career-

professional development long professional learning
– Actively engage in and manage professional learning opportunities

8.3 Where appropriate, – Learn collaboratively with peers

to contribute to the – Consult appropriately
professional development
of others

23
APPENDIX 2 Required
curriculum content

1 Constructions of social work purpose, place and practice

To include, but not exclusive to:

1.1 The complex history of social work, in Australia and internationally, with a particular
focus on the historical and contemporary disadvantage experienced by Aboriginal
and Torres Strait Islander peoples and the implications of this for social work practice.

1.2 Methods of social work intervention including: community work; counselling and
interviewing; advocacy and direct action; policy development and implementation;
and research. To include consideration of:

• the need for multilevel interventions, individually and collectively, to raise

awareness, build resources and create change

• the relationship-based nature of social work, and the need to engage and work
collaboratively with clients and service users, and with other stakeholders, to
achieve positive outcomes

• the universal requirements for advanced communication skills across all arenas of
practice.

1.3 Competing macro-level theoretical frameworks for defining the purpose and place of
social work.

1.4 The tensions inherent in the location of social work practice at the interface of private
problems and public concerns.

1.5 Dominant ‘identity’ discourses, such as radical social work, feminist social work and
eco-social work.

1.6 Social work and the law.

1.7 The organisation of health and welfare provision over time and the changing role of
social workers as service providers, to include a consideration of:

• working collaboratively in multidisciplinary contexts and across service agencies

• the growing utilisation of information technology as a means of service delivery.

1.8 Ethical codes and principles underpinning social work practice, to include explicit
consideration of the inherent tensions involved choosing between courses of action.

24
 APPENDIX 2: Required curriculum content

2 Power, oppression and exploitation

To include, but not exclusive to:

2.1 Theories and structures of power underpinning all social relationships, between
individuals, groups and communities, with explicit consideration to the principles of
human rights and social justice underpinning social work practice.

2.2 The ways in which social, cultural and political structures and institutions can create,
maintain and enhance privilege and power, and can oppress, marginalise, and alienate
individuals, groups and communities.

2.3 Oppressive and abusive behaviour as an aspect of interpersonal relationships, to

include both consideration of the universal risk and protective factors across all forms
of abusive behaviour, and those specific to:

• family violence in all its manifestation

• intimate partner violence

• child abuse and neglect

• elder abuse

• sexual abuse

• gender-based violence and abuse.

2.4 The power inherent in the social worker’s role, to include consideration of:

• the regulatory power held by statutory social workers working with involuntary
clients

• dependency relationships between social workers and service users where social
workers possess knowledge and material resources (including access to services)
required by client populations and service users

• the complex nature of relational power that underpins all social work transactions.

25
APPENDIX 2: Required curriculum content

3 The history and contribution of Aboriginal and Torres Strait

Islander peoples
To include, but not exclusive to:

3.1 The complex, diverse and constantly changing nature of Aboriginal and Torres Strait
Islander peoples’ contexts and experiences.

3.2 The enduring nature of Aboriginal and Torres Strait Islander cultures, which deepen
and enrich the life of our nation and communities.

3.3 The critical elements of Aboriginal and Torres Strait Islander community and family
life, including an understanding of country, language, and level of kinship.

3.4 The richness and breadth of knowledge and skills within Aboriginal and Torres Strait
Islander groups and communities.

3.5 Aboriginal and Torres Strait Islander ways of knowing, being and doing.

3.6 Aboriginal and Torres Strait Islander people’s connection with land and country, and
their commitment to safeguarding and repairing the physical environment.

3.7 The resilience and spiritual strength demonstrated by many Aboriginal and Torres
Strait Islander individuals, families and communities.

3.8 The worldview differences between Aboriginal and Torres Strait Islander and Western
perspectives in relation to time, identity, individuality and collective responsibility.

3.9 The intergenerational impact on Aboriginal and Torres Strait Islander peoples of
racism and oppression, and the legacy arising from colonisation, dispossession and
the Stolen Generations’ experience.

3.10 Historical and contemporary perceptions of social work services among Aboriginals
and Torres Strait Islanders as a consequence of these experiences.

4 Culture, identity and discrimination

To include, but not exclusive to:

4.1 The complexity and fluidity of cultural constructs, including culture as:

• an ‘identity’ framework for locating individuals, groups and communities

• shared values and patterns of thought, often unwritten and communicated across
generations

• normative assumptions about right and wrong behaviour (incorporating thoughts,

feelings and actions) and relationships

• rules of conformity and consequences for rule breaking.

4.2 Social divisions and ways in which populations are categorised, located and stratified
on the basis of their acceptance of and conformity to dominant cultural norms.

26
 APPENDIX 2: Required curriculum content

4.3 Theories of ethnicity, race and whiteness, diversity, intersectionality, sexuality and
racism.

4.4 Historical and contemporary cross-cultural issues, in Australia and internationally,

impacting on social work services.

4.5 Discriminatory structures and practices, in Australia and elsewhere based on dominant
cultural norms; to include a consideration of class, gender, age, ethnicity, culture,
religion, disability, and gender identity and sexual orientation.

4.6 Discriminatory metrocentric assumptions, structures, institutions and practices.

4.7 The requirements and skills of culturally safe and sensitive practice, to include
consideration of:

• culturally specific norms about family relationships and responsibilities

• culturally specific understandings of and responses to mental and physical health

problems

• the use of interpreters and/or bicultural workers to minimise language barriers.

4.8 The need to address issues of interpersonal abuse and oppression as defined in
Australia regardless of family and community norms; for example, addressing the
issues of female genital mutilation and child marriage.

5 Psychosocial health and wellbeing across the life cycle

To include, but not exclusive to:

5.1 Human development, behaviour and needs across the life cycle, including
consideration of:

• attachment relationships

• major life stage transitions

• gender identity and sexual orientation.

5.2 Dominant discourses and constructions of mental and physical health, with a critical
awareness of the issues inherent in using deficit models.

5.3 The impact of socio-economic status, life opportunities, trauma and environment on
the mental and physical health and wellbeing of individuals, groups and communities.

5.4 Knowledge of Australia’s history of colonisation and its devastating impact on the
wellbeing and ways of life of Aboriginal and Torres Strait Islander peoples.

5.5 The continuing health and social inequalities between Aboriginal and Torres Strait
Islander peoples and other Australians.

5.6 The sociopolitical, economic and practice discourses impacting thresholds and modes
of intervention, including a consideration of geographical location, for example,
providing service in regional and remote communities.

27
APPENDIX 2: Required curriculum content

5.7 The organisation of health provision and the role of social workers in health settings.

5.8 The medicalisation of personal and social problems and the reduction of complex,
multidimensional situations to a matter of ‘illness’ or ‘disorder’.

5.9 The interconnectedness of spiritual, mental, physical and environmental health and
wellbeing.

5.10 Loss, grief and trauma as it impacts individuals, groups and communities.

5.11 The relationship between abuse of alcohol and other drugs and mental and physical
health and wellbeing.

5.12 Personal and interpersonal relationships impacting mental and physical health and
wellbeing.

5.13 The relationship between people and their physical environment, the implications
for physical and mental health and wellbeing of local and global environmental
circumstances.

28
APPENDIX 3 Field education
standards

Field education is a distinctive pedagogy for social work education. It enables students
to integrate classroom learning with professional practice so that students notice and
refine their ways of thinking, doing and being. Field education socialises students into the
profession through immersion in real practice contexts, while allowing a constructive and
reciprocal learning space to develop. Students make sense of what it means to be a social
worker by developing their professional identity, integrity and practice frameworks.

Supported by field education partners in practice settings, students achieve deep learning
through experimentation, reflection, feedback and critique of practice experiences. Through
this process of engagement and refinement of their understanding of their role, and of
themselves as professionals, they understand the complex, changing and ambiguous nature
of practice.

1 Structure of field education

1.1 Field education will be fully integrated within the structure and delivery of the social
work program of the HEP.

1.2 Each field education placement will have the status of at least one full academic
subject.

1.3 Field education placements will be undertaken at minimum over two years of the
professional social work program of study.

1.4 Students must successfully complete prerequisite academic units before attending
field education placements.

2 Governance requirements for field education

2.1 The HEP will ensure the proper oversight of students’ field education experiences.
There must be a clearly identifiable Field Education Unit, including administrative
support dedicated to organisation field education.

2.2 The HEP will have clearly articulated policies and processes for field education
placements that ensure sufficient diverse and appropriate field education settings.

2.3 Regardless of practice setting, the HEP will ensure that the focus of the placement is
the acquisition of generic social work professional knowledge and skills in accordance
with Practice Standards 1–8.

29
APPENDIX 3: Field education standards

2.4 THE HEP will ensure that students are placed only in host organisations that:

• provide practice learning opportunities that facilitate the achievement of required

learning outcomes

• comply with work, health and safety regulations

• understand that their legal obligation to provide a safe workplace with respect
to freedom from bullying, harassment and discrimination extends to students in
the workplace.

2.5 The HEP must clearly differentiate between the responsibilities and liabilities carried
by the HEP and the host organisation for employment checks (e.g. Working with
Children and police checks) and insurance for students while on placement.

3 The HEP Field Education Coordinator

3.1 The HEP must appoint one or more members of staff as Field Education Coordinator.
The Field Education Coordinator must be eligible for membership of the AASW and
must have a minimum of five years (FTE) of post-qualifying experience.

3.2 To be eligible to act as Academic Unit Coordinator, the Field Education Coordinator
must have an academic position of Level B or above within the social work program.

3.3 The responsibilities of the Field Education Coordinator include but are not exclusive to:

• ensuring that all field education placements meet with ASWEAS requirements for
students’ learning experience. This includes confirming that placement settings
provide students with

- adequate space and resources for learning

- reasonable access to organisation records

- protected time for learning

- a physically and emotionally safe and secure work environment

• recruiting and supporting Field Educators

• ensuring that Field Educators appointed by host organisations or by the HEP as

External Field Educators comply with ASWEAS requirements and are equipped to
carry out their role

• maintaining effective communication channels between the HEP, students and

Field Educators throughout the placement

• addressing concerns raised by any party in the course of the placement

• organising and contributing to orientation and professional development

workshops for Field Educators.

• contributing to Field Education Integration Workshops

• acting as University Field Education Officer.

30
 APPENDIX 3: Field education standards

4 The Field Education Liaison Officer

4.1 The HEP has a continuing duty of care for students on placements and must maintain
an ongoing dialogue with all parties to the placement. This liaison responsibility is
critical to the integrity of the placement as an academic unit under the auspice of
the HEP.

4.2 To meet this responsibility, for each field education placement, the HEP must appoint
a staff member (employed on a permanent or contractual basis) to act as Field
Education Liaison Officer (FELO).

4.3 The FELO must be eligible for full membership of the AASW and have a minimum
of five years full-time, post-qualifying practice experience.

4.4 The responsibilities of the FELO include:

• maintaining general oversight of the progress of the placement and consulting

with the Field Educator and student about structure, learning goals and
assessment processes

• responding to concerns and issues raised by student, Field Educator or other

parties to the placement, in consultation with the Field Education Coordinator.

4.5 The FELO will meet at least twice with the student and Field Educator, to clarify
educational issues, monitor progress and mediate difficulties. At least one of these
meetings must be face-to-face. More than one face-to-face meeting may be required
where difficulties arise in the placement.

4.6 The HEP will ensure that that the FELO is properly equipped to fulfil the
responsibilities of their role.

5 The Field Educator

5.1 The role of the Field Educator is critical to the students’ learning experience. Through
this relationship, students develop their ability to critically reflect, to connect theory to
practise, to understand and respond to diverse needs and situations, and to practise
creatively.

5.2 The Field Educator carries responsibility for:

• managing the details of the student’s placement learning and negotiating learning
opportunities with other professionals in the placement setting

• obtaining feedback from other professionals working directly with the student

• guiding the student’s learning experience, through direct observation (utilising

IT where appropriate), feedback and discussion

• assisting the student to critique their own performance, and to obtain and learn
from feedback from service users and other stakeholders

• providing a minimum of 1.5 hours of formal supervision for each 35 hours of

placement, at least half of which is on a one-to-one basis

31
APPENDIX 3: Field education standards

• assessing and reporting the student’s progress throughout the placement

against Profession-Specific Graduate Attributes and bringing any concerns to the
attention of the HEP in a timely manner

• making a recommendation of Pass or Fail (or equivalent alternative terminology)

to the HEP at the end of the placement.

5.3 The HEP must offer adequate support to Field Educators in recognition of their
contribution to students’ professional education. This support will include:

• access to the HEP’s resources, such as the library

• induction training and ongoing professional development to equip them for their
role

• consultation with the Academic Unit Coordinator or Field Education Coordinator

as required

• other professional development activities as appropriate.

6 Eligibility criteria for becoming a Field Educator

6.1 The Field Educator must be eligible for full membership of the AASW with a minimum
of two years full-time post-qualifying practice experience.

6.2 The Field Educator must undertake training provided by the HEP before or during
their first experience as Field Educator.

6.3 The HEP must report annually on training offered to Field Educators and attendance
for that training.

7 The appointment of External Field Educators

7.1 The first responsibility of the HEP is to seek placements in host organisations able
to provide Field Educators.

7.2 The role responsibilities of externally appointed Field Educators are the same as those
of agency-based Field Educators.

7.3 The External Field Educator must obtain regular feedback from the practitioner(s)
charged with direct oversight of the student’s practice on a day-to-day basis.
A student may have an External Field Educator for one placement only.

7.4 The HEP is responsible for remunerating externally contracted Field Educators where
their role is not included in their usual paid employment.

8 Attendance requirements for field education placements

8.1 Students are required to undertake a minimum of 1,000 hours in at least two,
discrete, differently structured practice settings (different target populations, practice
focus and/or modes of intervention), to be completed within the normal hours and
days of the practice setting hosting the placement.

32
 APPENDIX 3: Field education standards

8.2 At least 500 hours of placement time must be in a direct practice role.

8.3 The full 1,000 hours must be completed; no reduction of any kind may be included
without formal Recognition of Prior Learning, adhering to credit transfer requirements
in Sections 2.3, 2.6 and 6.10.

8.4 Students requiring a placement extension due to extenuating circumstances will

follow the HEP Special Consideration policy and procedures.

8.5 A social work program should not include more than three field education
placements.

8.6 No placement will be shorter than 250 hours.

8.7 No placement will be an observation-only placement.

8.8 All variations in attendance arrangements must be clearly documented.

8.9 The norm for placement attendance is full-time, in accordance with the work rhythms
of the host agency. However, placement attendance may be granted from two to four
days per week.

8.10 Where students are granted minimum attendance of two days per week, they must
attend placement full-time for two blocks of five-days.

8.11 Practice–theory integration seminars may be included within the required hours
of the placement up to a maximum of 7 hours per 250 hours of placement, with a
maximum of 28 hours across all field education placements. Seminars must not be
undertaken in single/full-day blocks; their intention is to integrate learning across the
placement period.

8.12 Preparatory days and briefings held prior to the start of the placement are additional
to integration seminars and must not be included in the 1000 placement hours.

9 Work-based field education placements

9.1 A student will undertake no more than one field education placement in their place
of employment.

9.2 The prerequisite for granting a work-based placement is a written agreement

between the HEP, the student and the employer. The signatory on behalf of the
employer must not be the student’s immediate manager. Senior management
confirmation is required to ensure the employing organisation’s willingness to commit
resources to the student’s placement.

9.3 The HEP must recognise and inform students that work-based placements are at the
discretion of the employer.

33
APPENDIX 3: Field education standards

9.4 The employer must agree that:

• The student is located in a work setting away from their normal employment
setting

• Their student status will be protected and they will not be expected to meet
normal work commitments as an employee of the organisation when undertaking
their placement hours.

9.5 Attendance and learning requirements for students on placement in their workplace
are the same as those required of other students.

9.6 Where the Field Educator is known to the student, the HEP must ensure that
processes are in place to manage potential conflicts of interest.

10 Recognition of prior learning

10.1 All students must have experience of agency-based learning in at least two practice
settings.

10.2 Recognition of Prior Learning (RPL) may be used as the basis for application for part
or all of the first field education placement.

10.3 To be eligible for RPL, the student must have worked for at least three years (FTE
equivalent) in a health or welfare setting that would be deemed appropriate as a field
education setting for a first placement student.

10.4 At least the final year of the student’s work experience must be within three years of
applying for RPL.

10.5 The student must demonstrate a workload similar to tasks carried out by social
workers, such as risk assessment, counselling, case management and community
work.

10.6 To ensure fairness and transparency, if an AOU elects to recognise RPL for part of the
first field education placement, it must clearly articulate:

• the rationale for recognising RPL

• the criteria and weighting mechanism used to assess RPL

• the process for appeal by the student.

34
 APPENDIX 3: Field education standards

11 The assessment process for recognition of prior learning

11.1 TEQSA notes that all students seeking Recognition of Prior Learning (RPL) should
provide evidence that they have a sufficient basis of prior knowledge and skills ‘to
achieve the course learning outcomes and the learning outcomes at the AQF level in
the time specified’. To achieve this end:

• the student must provide a portfolio of evidence, to include duty statements

accompanied by referee reports and a personal skills audit of their work
experience to demonstrate how their knowledge, skills and professional insights
align with the AASW Practice Standards and Profession-Specific Graduate
Attributes

• the portfolio must include a performance evaluation completed by the applicant

for RPL to demonstrate a level of knowledge and skills consistent with those
expected of a student at the end of first placement.

11.2 The portfolio must be assessed by a social worker eligible for AASW membership.
The social worker must:

• have at least two years post-qualifying experience

• be an experienced Field Educator who has assessed students on first placement.

11.3 The student must be interviewed by the Field Education Coordinator or Academic
Unit Coordinator and one other staff member.

12 Subsequent placements for students granted RPL

12.1 If RPL is granted for first placement, the final field education placement must be
undertaken in an Australian setting, in a human services agency that employs social
workers, where the student is engaged in direct practice as part of a professional
group. The primary focus of the placement must be direct practice.

12.2 The placement setting must be different from that of the student’s work history and
experience upon which RPL was based.

12.3 The student must have a Field Educator employed in the placement setting who is a
qualified social worker with at least two years post-qualifying experience. The student
must not have an External Field Educator.

13 Overseas placements
13.1 Students enrolled in a higher education institution based in Australia must complete
at least half (500 hours) of their field education in Australia.

35
APPENDIX 3: Field education standards

13.2 The responsibility of the HEP is to safeguard the wellbeing of students placed
overseas and to ensure the relevance and legitimacy of international placement
settings.

13.3 Only students who have successfully completed one field placement within Australia
may undertake an overseas placement.

13.4 Students granted RPL for the first placement must not undertake an overseas
placement.

13.5 Field Placements undertaken overseas are subject to the requirements set out by
ASWEAS:

• The student must be assessed against the ASWEAS Profession-Specific Graduate

Attributes

• The placement must be managed and guided by a qualified social worker with a
minimum of two years’ practice experience, eligible for membership either of the
AASW or the equivalent professional association in their own country

• The placement must be under the auspice of an accredited social work education
program in the country where the placement is undertaken, and that institution
must provide a Field Education Coordinator to liaise directly with the Australian
program.

14 The field education manual

14.1 The HEP will provide a Field Education Manual that provides a detailed framework for
field education placements to all parties. This Manual will:

• identify administrative processes associated with negotiating and organising

placements

• inform all parties to the placement of roles and reporting responsibilities,

including attendance requirements and the assessment process

• specify the criteria and processes involved in granting an extension of placement

for health/compassionate reasons. Where a placement is extended for health
reasons, a medical certificate must be provided

• outline learning goals and performance expectations of students for each

placement in accordance with AASW Practice Standards and ASWEAS General
and Profession-Specific Graduate Attributes

• differentiate between learning goals and performance expectations of first

and final field education placements, specifying criteria both for progression
between placements and entry-level performance capacity at the end of the final
placement

• articulate assessment processes, including appeal processes.

36
Australian Association of Social Workers
Level 7, 14–20 Blackwood Street
North Melbourne VIC 3051

PO Box 2008
Royal Melbourne Hospital VIC 3050

www.aasw.asn.au
ACN 008 576 010
ABN 93 008 576 010