Summary

Schools are a critical vehicle for promoting child well-being. Through their climate, organization, policies, and practices, school structures promote or inhibit the developmental trajectories of their students. While contemporary school research focuses heavily on cognitive skill development, the skills needed to make adequate progress in school and beyond, namely social, emotional, and behavioral (SEB) skills, are rarely examined as primary outcomes in educational research. This study leverages a large-scale dataset collected by the OECD in nine countries to better understand the contexts that support the development of SEB skills. Hierarchical linear modeling (HLM) is used to examine the association of school climate on the development of emotion regulation SEB skills\ among youth from minoritized socioeconomic and immigrant groups across nine countries. The results of these studies can be used to inform school practices and policy development to better support the holistic development of youth, with a focus on minoritized youth.\ 

Keywords (separate with commas)

School climate, minoritized youth, international education, social emotional and behavioral (SEB) skills, social-emotional learning

Summary

Due to the increasing diversity of lifestyles, the heterogeneity and diversity of students is growing. Innovative curricula seek new answers in education and break new ground. In a design thinking process at the University of Applied Sciences and Arts Northwestern Switzerland (FHNW), a prototype for a bachelor's degree in social work was developed. In autumn 2019, the pilot project startet and enabled individualized learning path, personalized guidance, participatory learning and promoting future skills. The students develop their competences as freely as possible in a curriculum that gives them as little form as necessary. Accordingly, the form of study was called "Free-Form". They work together with their colleagues, lecturers from social work practice and the university to design their learning opportunities in an enabling space and self-assess their competency development. Self-initiated alliances are formed between the participants from practice and the university to work on topics and projects in an interest-led and time-flexible manner. A number of regular offers provide orientation in learning and in the subject discipline. The students are accompanied by coaches from practice and the university as they plan and assess their competency development in a portfolio process. Students in the free form seek knowledge specific to their needs and situations and develop it in alignment with the themes from the competency profile of the Bachelor of Social Work FHNW programme and according to their individual learning path.\ The pilot was concluded with an extensive evaluation, further developments were initiated and from autumn 2023 the free form will be run as a regular study programme.In the presentation, we show the development process, explain the curricular prototype and present the main results of the evaluation.

Keywords (separate with commas)

Individualised and personalised education; participative, self-directed learning; lifelong learning; Future skills, curriculum development, competence orientation, co-constructive educational processes, sociocracy, Open Educational Practices, higher education development\ 

Summary

The aims that led to the birth of the IASSW (1928) are realising an exchange of opinions and experiences between schools of social work from all over the world, fostering their cooperation and promoting international courses of study. The desire to guarantee - at a global level - an education in line with the values of social work led to the elaboration, together with the IFSW, of the Global Standards for Social Work Teaching and Training. This contribution analyses, with a diachronic approach, the role of the IASSW in developing social work training courses at an international level and in local realities. Special attention is to interaction with regional organisations, in Africa, Asia, Europe, Latin America, North America and the Caribbean, also to enhance indigenous experience.\ The research is being conducted by an international team, made up of social work researchers from academic institutions in Brazil and Italy, and is growing. In order to reconstruct in a timely manner how the IASSW's engagement in the described field took place, the first phase of the research is at the Social Welfare History Archive of the IASSW (Elmer Andersen Library - Minneapolis) and is dedicated to the consultation and digitisation of documents: primary sources of the research. During the second phase, the observation and taxonomic evaluation of the collected material takes place, as well as the analysis of literature coeval with the period considered.\ The research is still in progress, so we present the initial results regarding the analysis of the material consulted. In addition, we produce and present analytical sheets that may constitute material available for further research.\ Reconstructing the history of the IASSW can foster awareness of this organisation's commitment - for almost a century - to promoting the quality of social worker education and the value system of social work at a global level.

Keywords (separate with commas)

IASSW, Social Welfare History Archivse, Regional Organisations, Social worker education, School social work