Professionals On The Move Labor Mobility & Social Work

Transcription

1 Professionals On The Move Labor Mobility & Social Work

2 2 Session Objectives Setting the stage What we are talking about and what we are NOT talking about Entry to practice competencies Not talking about standards of practice How do we get to competencies? Comparing processes of ASWB, CCSWR and OTSTCFQ Similarities & differences Current competencies; Québec, CCSWR, ASWB Similarities & differences Rationale for labor mobility Between provinces Between countries; Québec/France agreement Use of technology today Labor shortages Jurisdictional issues Cover several content areas and examples Open to the floor Questions directed at audience to initiate discussion on opportunities and barriers from their perspective keep focus on competencies, not standards or other areas

3 3 About Your Presenters Dwight Hymans Claude Leblond John Mayr

4 4 There s nothing wrong with what we do now, or is there? Regulators protect the public Protecting the public means reviewing applicants Any cost or delay is necessary to protect the public Job market factors

5 5 New study on effects of optician licensure Study recently published by the Mercatus Center Opticians earn % more for each year licensing statute is in effect Tougher licensing provisions increase earnings by 2 3 %

6 6 Findings little evidence that optician licensing has enhanced the quality of services delivered to consumers optician licensing appears to be reducing consumer welfare by raising the earnings of opticians without enhancing the quality of services delivered to consumers.

7 7 Governments Perspective Cost of barriers Economic Societal Professional Politics of trade Electoral representation Regional v. National interest

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10 10 Concern about interstate trade INTERSTATE TRADE BARRIERS During the early years of the Confederation, states broadened and intensified the commercial blockages. A principal reason for calling the Constitutional Convention of 1787 was to eliminate this cause of friction. The Constitution granted authority over interstate commerce to Congress Dictionary of American History (2003): Mitchell, Broadus,

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12 12 Meanwhile, in Canada: Canada/US Free Trade Agreement NAFTA CETA Agreement on Internal Trade Labour Mobility Provisions (chapter 7)

13 13 Agreement on Internal Trade Federal initiative Reduce barriers to trade Reduce barriers to movement red seal trades professionals Voluntary at first Later, no so much

14 In January 2009, the Premiers and Prime Minister endorsed amendments to Chapter 7 of the AIT in order to help resolve labour mobility challenges that continued to face certain regulated occupations 14

15 15 Result "Canadians should be able to work anywhere in Canada in their chosen profession. Move towards standardization Legitimate objectives Social Work deemed non-complaint with Ch. 7 (2007)

16 16 OTSTCFQ ARRANGEMENT BETWEEN FRANCE AND QUEBEC 2009 WHY: To facilitate the mutual recognition of the professional qualifications of the people exercising a profession or a job regulated between France and Quebec

17 17 OTSTCFQ Principles of the Agreement A) protection of the public B) preservation of the quality of the professional services C) respect for the standards relative to the French language D) equity, transparency, reciprocity E) effectiveness of the recognition of the professional qualifications

18 18 OTSTCFQ Recognition of the professional qualifications allows to fulfill the requirements of the professional qualifications required to obtain the capacity to practise on the territory of welcome (Delivery of a license or specialist's certificate).

19 19 OTSTCFQ Within the framework of this arrangement, the assistant s license from social services department of France, are considered comparable to the social worker's license delivered by the Order of social workers of Quebec Number of licenses delivered by the Order of social workers of Quebec since the application of the agreement: 82

20 20 Developing Pan Canadian Competencies Canadian Council of Social Work Regulators Pan- Canadian Approach Participation by all Provinces

21 21 CCSWR Standards Objectives continued Establish learning outcomes for any registration requirements for periods of supervised work experience; Engage in meaningful discussion with educators about how graduate learning outcomes relate to practice competencies Identify the need, if any, for Legitimate Objective exception proposals affecting labour mobility; Establish consistent, objective methods to assess internationally educated registration candidates; Consider the implementation of registration examinations.

22 22 Entry-level competency profile Describes the core professional competencies that beginning social workers across Canada require regardless of the context in which they are employed. Identifies minimum requirements for entry to the profession. Is not exhaustive compendium of social work knowledge and practice nor a final list of competencies.

23 Structure of the Final Profile Competency Block Number of items Applying Ethical Standards 22 Conducting Assessments 44 Planning Interventions 18 Delivering Services 46 Improving Policies and Practices 13 Engaging in Reflective Practice and Professional Development 9 Total 152

24 24 The concept of professional competence: what is meant by competence? Generally refers to the knowledge and skills required to carry out activities. Professional competence: a context where there is a risk of prejudice. Professionals must demonstrate the capacity to integrate competencies and apply them in varied and complex situations in the service of a client or employer so as to prevent persons sustaining prejudice. Ethical and moral dimensions must be considered in assessing needs and services. Competence serves as the basis for the exercise of professional judgement. Conseil interprofessionnel du Québec

25 25 Public protection and initial social work training: the role of the Order Regulation respecting the committee on training : The committee shall be an advisory committee whose mandate is to examine, in concordance with the respective and complementary jurisdictions of the Order, the university educational institutions and the Minister of Higher Education, Research, Science and Technology, matters relating to the quality of the training of social workers. Quality of training means the adequacy of the training for the acquisition of the professional skills required for the practice of the profession of social worker.

26 26 Why develop a competency profile? Social Workers: to orient their practice and professional development Training Committee: to appreciate the adequacy of social work education with the competences required to practice the profession in Québec Universities: to orient and structure their programmes giving access to the profession in accordance with known practice needs Students: to inform them of what is required for professional practice

27 27 Development of Competency Profile Estates general of the profession identified 4 areas for reflection 2000 Proposal of the Directors of Social Work Schools in Québec to raise degree level from BSW to MSW for access to the profession 2002 Report of G9 («Working Group on the Level of Education») 2006 Competency Profile (Intergration of knowledge and competencies required to practice the profession) 2012 Competency Profile (Review and updated)

28 28 Competency profile 2006 Integration of knowledge and competencies required to practice the profession Link competencies and professional education needed 10 competencies identified: 7 related to intervention 3 related to professional development

29 29 Evolution : Competency Profile 2012 Changes in the professional system and practice contexts: - New legislation (Bill 21) - Increased complexity of social work practice Review and update of 2006 Profile University representation on work group

30 30 Competency Profile 2012 General Framework: Purpose, values and principles Legal and regulatory framework Integrated vision of social work practice Transversal vision of educational content Integration and independence: the essentials of social work education Different approach: competencies arranged in 4 major areas Ethical, critical and reflective practice Intervention process with client groups Professional collaboration and partnerships Professional development and contribution to the profession

31 31 Competency Profile 2012 (continued) Result of collaboration between Order and university sector Allowed universities to make certain adjustments to their programmes Transmission of self-appreciation tools based on Competency Profile to social work schools to review initial university training and competences required for professional practice Reluctance of universities to collaborate with the Order at this level

32 32 Profile of professional activity linked to the practice of social work in Quebec (2012) Complements and renders operational the 2012 Competency Profile Financed by Ministry of Immigration and Cultural Communities (Québec) Major objective: develop tools to assess competencies of candidates trained outside Québec to practice social work profession in Québec Used firm specialised in the development and analysis of competencies (Éduconseil)

33 33 Uses of Professional Activity Profile (2012) Admissions: Evaluation profile for the recognition of competences Evaluation of candidates trained abroad or with non social work degrees Self-evaluation questionnaire and analysis Case studies Evaluation guide for practical experience

34 34 Conclusion Québec at the forefront in Canada in development of social work competencies Complementary projects: 1. Presentation of competencies (2012), 2. Development of tools to assess competencies Government funding for assessment of candidates trained abroad Limited collaboration with universities Work on competencies essential as part of public protection mandate The Arrangement between France and Quebec contributed to the mobility of labour. Results are encouraging.

35 35 ASWB Analysis of the Practice of Social Work 2010

36 36 ASWB Practice Analysis Purpose of the study Obtain a picture of the current practice of social work Compare practice of social work in the U.S. & Canada Update ASWB licensure test blueprints

37 37 Why analyze practice? Primary link to exam validity Whether exams measure what they are intended to measure Exams must measure; Whether candidate has the minimum knowledge, skill and ability to enter practice Competent to practice social work Practice analysis must clearly connect what it is measuring with what is needed to practice CONTENT VALIDITY

38 38 Foundation for competency based exams Standards for Educational and Psychological Testing Use of standard psychometric theory & technique

39 39 Practice Analyses completed since First practice analysis 1983 First exams administered 1988/90 Revalidation study and new exams 1996/98 New practice analysis and new exams 2003/04 New practice analysis and new exams 2009/11 New practice analysis and new exams Canada & U.S. Canada & U.S.

40 40 The process Phase I Develop the survey Test survey construction & pilot survey Linking survey construction Phase II Conducting the survey Survey sampling plan Survey distribution method Finalizing the test content outlines

41 Practice Analysis Task force Survey construction 41

42 42 Practice Analysis Survey The survey asks participants: About demographics To rate a series of social work tasks to determine: What social workers do How often they do it How important it is to do these things correctly Whether it is necessary to be able to do a particular task at the time of licensure

43 43 Practice Analysis Survey In 2009, of 16,040 surveys distributed: Surveys sent: 4,031 Canada; 12,009 U.S. Usable response rate: 39.3% Canada; 40.1% U.S. U.S. and Canadian responses substantially similar, allowing for creation of single North American examinations

44 44 Canada and U.S. data comparison Few significant differences Bachelors - 26 tasks Masters - Clinical - two tasks three tasks None of the tasks had a high significance (criticality) rating and were not seen by the task force as critical differences

45 45 Rubber hits the road 5 out of 10 jurisdictions reporting ( ) Response summary: Provinces said we ve had Few if any AIT or Foreign applicants 209 AIT / 40 Foreign (Includes US) ~ 10 per year 20 AIT / 19 Foreign 99 applications combined

46 46 What is the result No correlation to complaints investigations

47 47 Examples Canadian experience competency v. credential Accountants Crane Operators Social Workers (BC v. Alberta)

48 Discussion & Questions 48