Social Workers Registration Board
Programme Recognition Standards – June 2021
Preamble
The Social Workers Registration Board (SWRB) has the legislative responsibility to recognise New Zealand
educational qualifications required for social workers practising in New Zealand.
The SWRB recognises generic entry to the profession at two educational qualification levels.
• At the undergraduate level, a 4 year full time equivalent 480 credit point bachelor’s degree with a
minimum of 210 credit points at level 7 on the New Zealand Qualification Framework (NZQF);
• At the postgraduate level, a 2 year full time equivalent 240 credit point master’s level qualification with
a minimum of 40 credit points at level 9 on the NZQF
These standards are additional to the approval and accreditation requirements of the Committee on University
Academic Programmes (CUAP) and the New Zealand Qualifications Authority (NZQA).
These standards have been developed in consultation with academic and professional stakeholders. The
International Federation of Social Workers (IFSW)
Global Definition of Social Work (2014), the International
Association of Schools of Social Work (IASSW)
Global Standards for the Education and Training of the Social
Work Profession (2004), the Aotearoa New Zealand Association of Social Work (ANZASW)
Social Work Field
Education Guidelines (2016) the SWRB
Core Competence Standards (2016) and the SWRB
Code of Conduct (2016) have been guiding documents in this development.
The SWRB recognises programmes for a maximum of 5 years. Programme recognition is delivery site specific.
Interpretation
Social work academic staff member
In these standards, a social work academic staff member is a fully registered social worker with a
current annual practising certificate (APC) who holds a Masters level qualification; or a Social Work
Bachelor degree and has demonstrable, relevant and suitable professional experience, in consideration
of Section 100 and 101 of the Social Workers Registration Act (Appendix 1). The social work academic
staff member will be employed by the tertiary education provider delivering the programme on a
tenured or fixed term contract, for a minimum of 1 semester. A social work academic staff member
may be employed in a range of academic positions including, but not limited to, programme leader,
professional teaching fellow, or lecturer. Tutors, or tutorial assistants, however named, enrolled in a
higher research degree, who have a minimum of 2 years of supervised social work practice in New
Zealand, and who have no responsibility for developing or co-ordinating social work theory, skills or
practice course, or responsibility for field education, are exempt from the social work academic
requirement to hold a minimum of a master level qualification.
Provisionally registered overseas qualified social workers with a minimum of a master’s level
qualification may be appointed as a social work academic so long as the SWRB is notified that co-
Programme recognition standards Approved June 2021
For review December 2021
teaching arrangements ensure appropriately qualified staff teach New Zealand context and bi-cultural
practice aspects of the curriculum and that an appropriate professional development plan is in place.
Teaching
In these standards, teaching includes curriculum development and review, assessment design and
delivery, lecturing and tutorial support.
Process
The process for achieving and maintaining recognition and re-recognition is:
Establishing the recognition /re-recognition panel. This normally occurs in the year prior to the recognition or
re-recognition. The SWRB requirements for membership of this panel are a) an international social work
academic who is appointed at senior lecturer level, or above; b) a national social work academic who is
appointed at senior lecturer level, or above, c) a nominee of NZQA or Universities New Zealand, d) a RSW
practitioner familiar with the programme, d) a senior academic from another college/faculty in the institution
and e) a SWRB staff member or SWRB external appointee as panel chair. At least one panel member will be
conversant in Matauranga Māori, tikanga and Te Reo.The tertiary education institution applying for
programme recognition/re-recognition may, if they wish, add additional members to the panel.
The SWRB has a Memorandum of Understanding with the New Zealand Qualifications Authority (NZQA) to
facilitate the recognition process for Wānanga, Private Training Establishments and Institutes of Technology
and Polytechnics. If a tertiary education institution from these sectors is applying for recognition of a new
programme then NZQA will manage the panel process and appoint an independent chair. In these cases the
SWRB requirement for panel membership is a) an international social work academic who is appointed at
senior lecturer level, or above; b) a national social work academic who is appointed at senior lecturer level or
above, c) a RSW practitioner familiar with the programme and d) a SWRB staff member or SWRB external
appointee. A further SWRB requirement will be that at least one panel member will be conversant in
Matauranga Māori, tikanga and Te Reo.
Scheduling the timing of the panel process. The tertiary education institution suggests possible timings to the
SWRB in the year before the recognition or re-recognition process is due to occur. This may be dependent on
the international academic’s availability or other approval, accreditation or institutional quality assurance
review processes.
Wherever possible, re-recognition panel visits will occur simultaneously with institutional review processes.
Re-recognition will normally occur in the last year of the current recognition. However, based on annual
reporting information or stakeholder feedback, the SWRB may determine that the re-recognition process
needs to be implemented at an earlier date.
Desk audit. The tertiary education institution is required to provide a full set of programme documentation
demonstrating how they meet the SWRB programme recognition standards. The SWRB does not provide a
template for this. It is up to the tertiary education institution to provide the evidence. This information is to be
provided to the SWRB and external panel members at least 4 weeks before the scheduled panel visit.
The SWRB may engage an independent cultural assessor to carry out a further desk audit to ensure that, as per
sections 100 & 101 of the Social Workers Registration Act (2003), the SWRB maintains mechanisms to ensure
that there are at all times readily accessible to it the views of Māori as Tangata Whenua, Pacific people and
other ethnic and cultural groups.
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If the SWRB is of the opinion that additional information is required they will notify the tertiary education
institution at least 10 days prior to the panel visit. This additional information may be tabled at the time of the
panel visit.
Site visit. The panel will undertake a site visit, normally of two days, to enable meetings with the tertiary
education institution staff, management, students, fieldwork educators and advisory/stakeholder committee
members. For multi-site tertiary education institutions, the panel will visit each site that provides teaching to
the students enrolled in the programme.
At the end of the site visit the panel will discuss with staff of the tertiary education institution any
recommendations or requirements that they will include in the final report. All requirements will have a
timeframe within which they must be met.
Reporting. The panel will provide the programme leader or nominated person with a draft report to check for
factual accuracy before the report and recommendations are forwarded to the SWRB. The programme leader
or nominated person will be invited to provide a response to the requirements before the report is forwarded
to the SWRB.
Ongoing programme review. The SWRB will undertake a mid-recognition cycle visit to the recognised
programme. If the recognised programme has an appointed monitor or external advisor, this visit will,
wherever possible, take place at the same time as the monitor visit. Panel membership for the mid- recognition
cycle review will be a) an international social work academic who is appointed at senior lecturer level, or
above, b) a national social work academic who is appointed at senior lecturer level, or above, and c) a SWRB
staff member or SWRB external appointee. The SWRB will also ensure that it receives specialist advice from a
person conversant in Matauranga Māori, tikanga and Te Reo.
All new programmes will undergo a formal review at the end of the first year of delivery. This review will
initially be a desk audit against the recognition standards, requirements and recommendations in the original
recognition report, followed by a site visit from a SWRB staff member or SWRB external appointee.
Non-compliance with standards.
If a programme does not meet a standard at recognition or re-recognition, within the stipulated time frame, or
if the SWRB becomes aware that a recognised programme is no longer meeting a standard the programme’s
recognition will be withdrawn. A three month conditional recognition will be put in place to provide time for
the programme to meet the requirement.
If the requirement is met within the three month period, the recognition will be restored. If it is not met the
recognition will be withdrawn and, where applicable, the Tertiary Education Commission, the New Zealand
Qualification Authority and the Committee on University Academic Programmes will be notified.
Students who are enrolled in the last two years of an undergraduate programme or the last year of a master’s
programme that has had recognition withdrawn will, when they apply for registration, be required to
undertake, at their own expense:
a)
a written competence assessment set by the SWRB, and
b)
a face to face scenario based competence assessment conducted by the SWRB.
Tertiary education institutions that have their recognition withdrawn may apply for re-recognition no sooner
than six months from the date that the recognition was withdrawn.
Fees and Costs.
Fees are as listed on the SWRB fee schedule on http://www.swrb.govt.nz/new-applicants/fees
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Programme Standards
Standard 1:
Governance
1.1
The programme maintains the relevant tertiary education accreditation and approval for the
curriculum.
1.2
The tertiary education provider responsible maintains control of all aspects of the programme.
However, they work in partnership with key stakeholders to ensure the quality of all aspects of the
curriculum delivery including field education.
1.3
The programme is implemented through a distinct social work unit which has a clear identity within
the educational institution.
1.4
The mission of the social work unit reflects the values and ethical principles of social work.
1.5
Overall academic leadership of the social work programme is the responsibility of a social work
academic staff member who will have the authority and responsibility for professional decision-
making, including ensuring that:
(a) the entry criteria for student selection and the student’s progress through the programme
include assessments of fitness for registration in accordance with S.6(b) of the Social Workers
Registration Act 2003 (the Act)
(b) there is a clearly articulated process for identifying and exiting students who are not achieving
the academic outcomes or practice and professional standards, and
(c) all social work academic staff members meet the qualification and registration requirements
(d) the tertiary education provider provides opportunities to social work teaching staff to maintain
sufficient experience in the field to keep up-to-date with current trends and issues in social work
practice
(e) teaching of all social work theory, practise and skills components of the curriculum is to be
carried out by social work academic staff members.
Standard 2:
Curriculum
2.1
The curriculum will reflect the principles of social justice, human rights, collective responsibility and
respect for diversities that are central to social work, underpinned by theories of social work, social
sciences, humanities and indigenous knowledge.
2.2
The curriculum will be designed to ensure that the graduate achieves the competencies required for
registration and will integrate relevant social work theory, research, ethical values and practice for
achieving the core knowledge, processes, values and skills for contemporary social work practice in
Aotearoa New Zealand and internationally.
2.3
The curriculum will be strongly focused on social work practice, located within the current New
Zealand and international contexts.
2.4
The curriculum will include relevant indigenous practice models and be cognisant of the articles of Te
Tiriti o Waitangi in social service provision.
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2.5
The curriculum will be designed to ensure graduates will be competent to practise social work:
(a) with Māori
(b) with different ethnic and cultural groups in New Zealand
(c) with people at different stages in their lifespan, and
(d) with individuals, families, groups and communities; whānau, hapū and iwi in any given context.
2.6
The curriculum will be designed to ensure that graduates will have sufficient knowledge and skills to
be a competent beginning practitioner in a range of scopes of practice including, but not limited to
statutory care and protection, health social work and community development social work.
2.7
In preparation for field education, the programme will provide social work skills teaching that
develops interpersonal skills, self-awareness, social and emotional competence, appropriate
professional conduct, reflective practice, awareness of the importance of supervision and risk
assessment.
2.8
Programme delivery, especially at undergraduate level, draws on multidisciplinary input, particularly
drawing from the disciplines of humanities, health sciences, social sciences, and law.
2.9
Distance programmes will have a minimum of 20 days face to face social work skills teaching over the
course of the programme. These teaching days may not be considered as replacement for field
education requirements.
2.10
All students must have marae-based experience.
2.11
Student assessment against the Social Workers Registration Board 10 core competencies may take
place throughout the programme but the student must have demonstrated that they meet the
competencies by the end of the programme.
Standard 3:
Field Education
3.1
The programme will require students to undertake a minimum of 120 days of fieldwork education in
the final 2 years of the programme. Fieldwork specific tasks can be embedded into the 120 days
3.2
Field education will be delivered through a collaboration between the tertiary education provider, the
agency, and practitioners supporting the students in the field education.
3.3
Field education will be sufficient in complexity of tasks and learning opportunities to ensure that
students are prepared for beginning generic professional social work practice.
3.4
The programme will have an effective process for assessing agencies’ suitability for providing field
education experiences, taking into account existing audit and accreditation requirements from
external agencies for the organisation and student evaluations of their field education experience.
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3.5
The tertiary education provider will have clearly articulated policies and processes for field education
that ensure:
(a) integration of theory, research, and practice learning
(b) diverse and appropriate social work field education experiences
(c) adequate resourcing to provide quality learning experiences
(d) the field education agency provides the student with appropriate working conditions with good
health and safety arrangements in place, and
(e) that all parties involved in field education are experienced and qualified for their roles in
supervision and assessment, with clear articulation of the mechanisms for training and support of
these field education staff.
3.6
The programme will have a field education handbook that provides a detailed plan for field education,
including student orientation, administration, supervision requirements, learning goals, contracts, and
assessment processes.
3.7
Co-ordination of field education, including placement allocation, will be the responsibility of a social
work academic staff member.
3.8
Each tertiary education provider will work collaboratively with other recognised programme providers
and health and social service agencies within the region/s to ensure effective management of
placement allocation.
3.9
There will be at least of two placements, both of which must be a minimum of 50 days duration over a
minimum of 3 days per week or equivalent.
3.10
Students will be exposed to at least two potential fields of practice in differently structured settings.
3.11
A student will undertake no more than one field education experience within the student’s place of
work.
3.12
If students are placed within their current employment organisation, the field education experience
will have:
(a) a field education experience that provides a significantly different social work experience to their
normal employment
(b) Learning goals related to the integration of new skills and knowledge, and
(c) A plan in place for supervision and management of the dual role of employee and student.
3.13
Supervision will be the joint responsibility of the educational institute and the agency providing the
field education experience
3.14
All students doing field education will have supervision, of a minimum of 1 hour per week or
equivalent, provided by a social worker with full registration, at least 2 years of supervised social work
practice in New Zealand and a current Annual Practising Certificate.
3.15
At least one field education experience will be supervised on site by a social worker who holds full
registration, at least 2 years of supervised social work practice in New Zealand and a current Annual
Practising Certificate.
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3.16
The social work academic staff member overseeing the student while on field education experience
will not be the supervisor of the student for that field education experience.
3.17
The tertiary education provider is responsible for field education assessments which will be
conducted through a joint process involving the tertiary education provider, the agency and the
student.
3.18
Students’ field education assessments will assess their capability to demonstrate and apply social
work knowledge, skills and values in a practice setting.
Standard 4:
Admission Criteria
4.1
Admission criteria into the professional social work programme will be rigorous, clearly articulated,
address academic and professional suitability, and include VCA screen and police checks. [Refer to
standard 1.5 (a)]
4.2
Admission criteria will require that all students who do not have English, Māori or New Zealand sign
language as their primary language demonstrate either:
(a) IELTS academic score of 6.5 academic no band score lower than 6.5, or
(b) TOEFL Internet-based test (iBT) score of 85 or higher with a writing score of 22.
These tests must have been completed in one sitting within the previous 2 years.
4.3
Admission criteria at the postgraduate level will also require a degree in an appropriate cognate
discipline.
4.4
Credit transfer and recognition of prior learning criteria and processes will be clearly articulated and
transparent.
(a) No credit transfer or recognition of prior learning will be awarded for successful study that took
place more than 5 years prior to the date of first enrolment in the programme.
(b) Credit transfer or recognition of prior learning will not be awarded for more than 50% of the
programme
(c) No credit transfer or recognition of prior learning will be granted for field education unless the
transfer is from a current SWRB recognised programme.
Standard 5:
Professional and Stakeholder Collaboration
5.1
Collaboration in programme development and review will include professional associations, other
stakeholders - including health and social service providers, users of social services, students and the
tertiary education provider.
5.2
Each programme will have a stakeholder engagement plan, identifying all health and social service
providers that are engaged with the programme and providing for regular meetings with all
stakeholders, including users of local social services to ensure that stakeholders’ views are sought and
considered and that they:
(a) receive accurate and timely advice on student entry requirements, programme initiatives and
student achievement, and
(b) have appropriate opportunities to provide feedback to programme staff and discuss solutions
and opportunities to enhance the student’s learning experience.
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Standard 6:
Staffing resources
6.1
The tertiary education provider will ensure that the programme is allocated a sufficient number of
staff with the skills and experience necessary to deliver an effective programme that enables the
students to develop effective social work skills and meet the SWRB core competencies.
6.2
Social work academic staff will be employed to teach core social work theory, skills and practice
components of the programme and co-ordinate field education.
6.3
At least 60% of the social work academic staff teaching in the social work theory, skills and practice
components of a postgraduate degree will have a research master’s or doctoral degree.
6.4
The tertiary education provider will ensure that the programme is allocated a sufficient number of
staff to enable social work academic teaching staff to be active in research, scholarship and/or critical
reflective practice.
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Appendix 1
Social Workers Registration
Act 2003
100 Obligations of Board in relation to Māori
(1) In the exercise and performance of its powers and functions, the Board must ensure that the aims and
aspirations of Māori as tangata whenua, and the need for the appropriate involvement of Māori as tangata
whenua, are integral and ongoing priorities.
(2) The Board must maintain mechanisms (for example, appointing advisory committees or forming separate
caucuses) to ensure that there are at all times readily accessible to it the views of Māori as tangata whenua.
101 Obtaining views of ethnic and cultural groups
The Board—
(a) must maintain mechanisms (for example, appointing advisory committees or forming separate
caucuses) to ensure that there are at all times readily accessible to it the views of Pacific people; and
(b) must either maintain, or from time to time set in place as the need arises, mechanisms to ensure
that it has access to the views of other ethnic and cultural groups in New Zealand.
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