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This book serves as an introductory reader for understanding a professional competencies framework through a new approach. It not only discusses what professional competencies are and why they are significant, but it also shows how to develop a professional competencies approach, measure and research competencies, and learn how to use them to empower professional identity and career development. There has been growing interest to define the social work profession within a professional competencies framework. Professional competencies are considered in their complexity as a triangle of knowledge, skills and values. They are not solely a tool for education and practice, but they are also important for professional socialization and identity in social work. A professional competencies approach has been used to define standards and expectations for social workers-practitioners; it is an evaluation tool for formal education and lifelong learning programs, provides guidance for field practice and placements for social work students, and could be a frame for distinguishing levels of professional expertise. The volume provides an up-to-date, comprehensive overview of a professional competencies approach in social work with 10 chapters organized in four sections: Part I: Understanding a Professional Competencies Approach, including Criticisms of the Competency-Based Education Approach Part II: Major Areas of Professional Competencies, including Leadership and Professional Socialisation Part III: Measuring Professional Competencies and Education Outcomes, including How to Conceptualise, Operationalise and Measure Professional Competencies in Social Work Part IV: Professional Competencies and Professional Development, including A Model of Holistic Competence in Social Work and the unique Professional Capabilities Framework Social Work in the Frame of a Professional Competencies Approach is essential reading for social work instructors, academics and national professional associations interested in developing or reviewing their professional competencies framework. It is an invaluable resource for experts in statutory bodies that set up a legislative framework of social work practice or work in the accreditation of social work education programs. The book is useful for social work students interested in understanding the theoretical background of social work, as well as for field practitioners who wish to use professional competencies for their self-reflection, self-evaluation and professional identity.

Social welfare methods --- Sociology --- Teaching --- Technical, artistic and vocational education --- Higher education --- Personnel management --- aansluiting onderwijs-arbeidsmarkt --- bedrijfsopleidingen --- sociaal werk --- sociologie --- beroepsopleiding --- HRM (human resource management) --- professionaliteit --- levenslang leren --- hoger beroepsonderwijs --- Professional employees --- Social workers --- Rating of.

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Didactic evaluation --- Teaching --- Technical, artistic and vocational education --- Higher education --- Educational sciences --- Personnel management --- aansluiting onderwijs-arbeidsmarkt --- bedrijfsopleidingen --- evaluatie (onderwijs) --- onderwijs --- beroepsopleiding --- HRM (human resource management) --- professionaliteit --- levenslang leren --- hoger beroepsonderwijs

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Since the early 1990s there has been a persistent drive towards professionalising the education sector, with a particular focus on those responsible for teaching the post-fourteen age group. This shift towards recognition of the sector in terms of the professionals who teach within it has led to constant, repetitive revision of teaching standards, the regulation and subsequent de-regulation of the teaching qualifications and the introduction of professional bodies. This book aims to explore the way that professional identity develops for trainee teachers, in the FE and Skills sector, with a particular emphasis on the role that incidental learning has in this development. The author argues for a more holistic approach to the development of professionalism through these informal learning experiences, as opposed to a criteria based approach. Amanda Turner is Senior Lecturer at the University of Bolton, UK.

Teacher education. Teacher's profession --- Teaching --- Adult education. Lifelong learning --- Technical, artistic and vocational education --- Higher education --- Personnel management --- aansluiting onderwijs-arbeidsmarkt --- bedrijfsopleidingen --- beroepsvervolmaking --- beroepsopleiding --- volwasseneneducatie --- HRM (human resource management) --- professionaliteit --- levenslang leren --- hoger beroepsonderwijs --- lerarenopleiding --- lesgeven --- Teachers --- Formació del professorat --- Professors en pràctiques --- Desenvolupament professional --- Training of. --- In-service training.

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This book presents a comprehensive discussion of sociocultural perspectives on graduate employability and workplace-based learning development. It draws on Vygotsky's theories such as situated learning and sociocultural perspectives, as well as the constructivist learning theory. This book showcases theoretical and empirical analyses that show how institutions, decision-makers or academics can work together to enhance job employability in this age of uncertainty. It discusses issues such as the development of emerging and employability skills, examines research in higher education and workplace-based learning development, and proposes directions for the changing nature in real-world settings. This book details empirical research in the field using quantitative, qualitative and mixed method approaches, and summarizes the key conclusions pertaining to graduate employability skills as well as workplace learning culture and technology-mediated environment. It includes contributions from experienced international scholars, and offers detailed insights for readers who want a timely understanding of research trends in graduate employability and workplace-based learning development.

Sociology of education --- Teaching --- Technical, artistic and vocational education --- Higher education --- Educational sciences --- Personnel management --- HO (hoger onderwijs) --- aansluiting onderwijs-arbeidsmarkt --- bedrijfsopleidingen --- onderwijs --- beroepsopleiding --- HRM (human resource management) --- onderwijssociologie --- professionaliteit --- levenslang leren --- hoger beroepsonderwijs --- Career education.. --- College graduates --- Llicenciats universitaris --- Orientació professional --- Ocupació --- Employment. --- Vocational guidance.

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"The time is ripe for re-evaluation of access, lifelong learning and education for all in the light of contemporary social and ecological perspectives. This book lays the ground for this critical examination. The three different but intersecting and overlapping domains are explored conceptually and in practice across educational sectors and continents. It is a thought-provoking text by serious scholars." - Shirley Walters, University of the Western Cape, South Africa "This insightful collection is a must-read for scholars, students and policy-makers. With its broad geographical spread and wide-ranging examples, many rooted in practice, the collection opens up new and constructive ways of thinking about access, lifelong learning and education for all." - Miriam Zukas, Birkbeck, University of London, UK "This volume explores the wide-ranging demands confronting post-secondary education. Drawing on experience in a variety of international settings, the issues for governments, organisations, communities and individuals are considered. The volume will be a key resource for researchers and decision-makers." - John Field, University of Stirling, UK This book examines access, lifelong learning and education for all, which have been policy preoccupations in all countries for more than half a century, but have been overlaid and pushed aside by the development of mass higher education. The authors examine what has been achieved, what lessons have been learnt and what still remains to be done, addressing matters of equity, agency, community, mobility and hierarchy. Gareth Parry is Professor Emeritus at the University of Sheffield, UK, where he was Director of the Centre for the Study of Higher Education. Michael Osborne is Professor of Adult and Continuing Education at the University of Glasgow, UK, where he is Director of the Centre for Research and Development in Adult and Lifelong Learning. Peter Scott is Emeritus Professor of Higher Education Studies at the Institute of Education, University College London, UK, and was Scotland’s Commissioner for Fair Access.

Teaching --- Technical, artistic and vocational education --- Higher education --- Educational sciences --- Personnel management --- HO (hoger onderwijs) --- aansluiting onderwijs-arbeidsmarkt --- bedrijfsopleidingen --- beroepsopleiding --- HRM (human resource management) --- professionaliteit --- levenslang leren --- hoger beroepsonderwijs --- Continuing education. --- Education, Higher. --- Professional education. --- Vocational education. --- Educació permanent --- Educació superior --- Formació professional --- Lifelong Learning. --- Higher Education. --- Professional and Vocational Education.