Professional Competence and Higher Education: The ASSET Programme

This book describes the ASSET (Accreditation for Social Services Experience and Training) Program, a British program which addresses the need for effective education and development of social workers and a model variant of ASSET used to train engineers. The work draws on three different traditions:...

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Bibliographic Details
Main Authors: Winter, Richard, Maisch, Maire
Format: Book
Language:English
Subjects:
Change Strategies
Curriculum Design
Educational tests and measurements > Great Britain
Engineering
Engineering > Study and teaching (Higher) > Great Britain
Foreign Countries
Higher Education
Learning Strategies
Measurement Techniques
Outcomes of Education
Professional Development
Professional education > Great Britain > Evaluation
Program Development
Program Evaluation
Program Implementation
Social Work
Social work education > Great Britain
Theory Practice Relationship
United Kingdom
Online Access:Request full text
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Summary:This book describes the ASSET (Accreditation for Social Services Experience and Training) Program, a British program which addresses the need for effective education and development of social workers and a model variant of ASSET used to train engineers. The work draws on three different traditions: the principles of National Vocational Qualifications (NVQ) in defining precise outcomes; the tradition of critical and independent professional practice; and the university tradition of theoretical understanding and rigorous questioning and assessment. After an introductory chapter, chapter 2 outlines the development of the two ASSET Programs and curriculum model. Chapter 3 focuses on the role of an empirically based curriculum and presents a functional analysis of competencies. Chapter 4 identifies ways in which the ASSET model differs from the NVQ format and presents a general model of professional learning. Chapter 5 focuses on practice and knowledge, and discusses whether practice should be viewed as knowledge. Chapter 6 discusses the development of an expert community to carry out assessment responsibilities. Chapter 7 presents examples of work from individual candidates' portfolios. Chapter 8 discusses the role of the workplace as a context for education. Chapter 9 evaluates the Social Work ASSET Programme after 5 years of operation. Chapter 10 focuses on current and future developments. Eleven appendices present various models, evaluation forms and an explanation of the peer-group process. (Contains over 200 references.) (CK)
DOI:10.4324/9780203973165