Te Pou Tūhono | SWRB
Education Standards

He ara pūkenga, he ara tauwhiro,
hei whakamana mātā waka
The many pathways of knowledge, the many
pathways of social work, upholding the dignity of al
Introduction
The Social Workers Registration Board (SWRB) has set these Education Standards under Section
99(1)(i) of the Social Workers Registration Act 2003. They come into effect from 1 January 2026.
The standards are framed by pou as developed by the advisory rōpū that supported the review
of the previous standards.
Signed on behalf of the Board:
Mike Munnel y
Chair
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Pou Tokomanawa
Te kai a te rangatira, he kōrero
The food of leaders is oratory
Te tohu o te rangatira, he manaaki te tangata
The symbol of leadership is caring for people
Te mahi a te rangatira, he whakatira te iwi
The duty of leaders is uniting the people
—Pihopa Manuhuia Bennett
Rangatiratanga | Governance
Ensuring the tohu | degree is built on a strong foundation.
Aligns with the SWRB value: Matatika
1.1 Compliance
The tertiary education organisation (TEO) wil have governance structures to ensure ongoing
compliance with the requirements of a Level 7 or above academic social work programme.
A TEO that is approved by the SWRB to deliver a prescribed qualification must:
a. comply with all SWRB education standards;
b. maintain accreditation and approval by New Zealand Qualifications Authority (NZQA) or
Committee on University Academic Programmes (CUAP);
c. ensure that the approved programme meets the requirements for qualification at Level 7 or
above, as defined by NZQA.
1.2 Autonomy
The academic unit has a clear identity and responsibility for delivering a social work programme
within the TEO and:
a. maintains control of all aspects of the social work curriculum;
b. ensures the quality of all aspects of the curriculum delivery and monitors the quality of field
education;
c. reflects the values, ethical principles, identity, and mana of social work;
d. ensures graduates meet the SWRB Core Competencies;
e. prepares ākonga for meeting the Fit and Proper criteria following graduation;
f. has a governance structure which facilitates collaborative relationships with partners while
retaining programme autonomy.
1.3 Staffing
1.3.1 Social work academic staff requirements
Social work academic staff must:
a. be a registered social worker with full SWRB registration;
b. hold a current Practising Certificate;
c. have a minimum of five years as a registered practising social worker since qualifying;
d. hold a relevant Master’s level qualification OR hold a Bachelor of Social Work degree
AND currently be undertaking a Master’s qualification or higher to completion AND have
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demonstrable, relevant and suitable professional social work experience specifically to take
account of Section 100 of the Social Workers Registration Act 2003 or other areas of cultural
expertise including that of Pacific people;
e. 60% of academic staff must hold a social work Master’s level qualification or higher;
f. leadership of the social work programme must be the responsibility of social work academic
staff who have the authority and responsibility for professional decision making;
g. all social work theory, practice and skills – including the regulatory responsibilities of a
registered social worker – must be taught by an academic staff member with relevant
qualifications.
Exceptions to these requirements may be allowed, so long as they are in line with the guidelines.
Exceptions must be approved by the Registrar.
1.3.2 Teaching by non-social workers
Any teaching on the programme outside the areas of social work theory, practice and skills may
be undertaken by:
a. suitably qualified academic teaching staff from other disciplines;
b. community experts as part of programme teaching where the primary responsibility and
accountability remains with an academic staff member.
1.3.3 Programme resourcing – staff numbers
The programme is sufficiently resourced with staffing numbers to ensure that:
a. there are sufficient qualified and experienced academic staff members to deliver
the programme;
b. the number of ākonga admitted aligns with adequate staff resourcing;
c. adequate support is available to the field education provider from the TEO;
d. adequate support is available to ākonga on placement;
e. academic staff are active in scholarship and reflective practice and meet the TEO's
requirements for research and/or rangahau | tangata whenua-determined engagement
with research;
f. academic staff reflect diversity in skills and knowledge and include specialist and cultural
expertise, including indigenous knowledge, with balanced workloads.
1.3.4 Programme resourcing – academic staff professional development
The TEO must provide opportunities to all social work academic staff members to build
and maintain professional knowledge and practice skil s and preserve the integrity of their
professional identity by enabling them to:
a. keep up to date with current trends and issues in social work practice;
b. undertake and be supported in higher study (e.g. Master’s and above) to qualification
completion;
c. build and maintain skills in te reo, kaupapa, tikanga and mātauranga Māori;
d. maintain links with their respective communities, including but not limited to hapū/iwi, ‘aiga,
whaikaha/disability, LGBTQ+.
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1.4 Programme delivery
1.4.1 Programme structure
Programme delivery draws on both social work expertise and interdisciplinary approaches.
a. Teaching of all social work specific theory, practice and skills components of the curriculum is
carried out by social work programme academic staff members.
b. Input from other disciplines may draw from the following, including but not limited to the
humanities, health sciences, social sciences and law.
c. The programme includes teaching of indigenous and cross-cultural knowledge and
perspectives including but not limited to mātauranga Māori and Te Tiriti o Waitangi.
d. The programme supports and recognises specialist and cultural expertise contributions from
community experts.
e. The academic unit must demonstrate that al ākonga have developed the competence and
demonstrated the skills to practise as a graduated social worker eligible for registration with
the SWRB.
f. The programmme includes a marae wānanga or a noho marae (overnight stay).
g. The programme ensures public safety and the provision of safe, ethical practice is prominent
in the programme.
1.4.2 Distance programmes
Distance programmes must meet the following requirements:
a. They must include a minimum of 20 days in person teaching of social work skills over the
course of the programme for the ākonga to develop competent practice.
b. The 20 days in person teaching must not be considered a replacement for field education or
field education preparation requirements.
c. It remains the responsibility of the TEOs to assure the SWRB that distance ākonga have
developed sufficient skil s and competence to practise as a graduated social worker eligible
for registration with the SWRB, with additional support as necessary.
1.5 Stakeholder engagement
The academic unit will have a community and stakeholder engagement plan and provide
evidence which demonstrates that:
a. the community, including iwi/hapū, has been provided with opportunities to collaborate with
the programme on matters relating to design, development, and delivery;
b. community/stakeholders will be representative of the diverse communities in which the
programme is located;
c. a range of stakeholders have been engaged in design and review of the programme
e.g. professional associations, health and social service providers, users of social services,
communities, hāpori, students, employers and the TEO.
1.6 Quality assurance
1.6.1 Quality assurance policies, guidelines, and processes
The TEO must have quality assurance policies, guidelines, and processes for:
a. ākonga assessment;
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b. internal and external moderation of the assessment of ākonga learning across al  components
of their qualification;
c. ākonga evaluation of courses and programme;
d. evaluation of academic staff members;
e. staff evaluation of courses and programme;
f. external peer review and assessment of curricula.
1.6.2 Annual reporting to the SWRB
The academic unit will report to the SWRB annually, through the annual social work education
data return and the annual TEO’s submission.
1.6.3 Confirmation of programme completion
The academic unit wil  provide annual confirmation of each graduate who has successful y
completed the pre-registration programme qualification.
1.6.4 Managing issues affecting the programme
The academic unit will operate in a collaborative and timely manner with the SWRB in updating
the SWRB of issues affecting the programme (e.g. staffing issues, factors impacting programme
delivery).
Pou Tāhu
Mā mua ka kite a muri
Those who lead give sight to those who follow
Mā muri ka ora a mua
Those who follow give life to those who lead
Manaakitanga | The ākonga journey
Supporting the student to become a competent, capable social work graduate, endowed with
mātauranga, an ambassador of their education provider.
Aligns with the SWRB value: Manaaki
2 Supporting the ākonga journey
The TEO and the academic unit ensure that all processes which support the ākonga journey from
enrolment to graduation are mana-enhancing in order to produce graduates who are engaged
through their ākonga journey. Graduates should be competent and fit to practise social work
and therefore eligible to register when graduated in accordance with both section 6 of the
Social Workers Registration Act 2003 and section 47, which outlines the grounds on which the
SWRB Board may find someone is not fit to practise social work.
2.1 Admission
2.1.1 Admission criteria
Admission criteria into the social work programme will:
a. address academic and professional suitability and include Police checks at admission under
the Children’s Act 2014 (noting that the Clean Slate principle does not apply – Criminal Records
(Clean Slate) Act 2004, ss14,19);
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b. require English language proficiency as per the TEO’s admission policy, with support provided
by the TEO as necessary to ensure that ākonga at graduation can communicate effectively
for the purposes of practising as a social worker. Their ability to communicate in and
comprehend English must be sufficient to protect the health and safety of the public as per
section 47(2b) of Social Workers Registration Act 2003;
c. support the development of a diverse social work workforce;
d. ensure no applicant is discriminated against as per the Human Rights Act 1993.
2.1.2 Informing applicants about registration requirements
Before the applicant accepts a place on the programme, the TEO will provide sufficient
information to ensure that the applicant can make an informed decision about their probable
professional suitability for registration as a social worker. Knowledge of the SWRB’s conditions
for registration will be provided to applicants through:
a. course information prior to admission and across the length of the programme, including but
not limited to:
• course aims and structure
• learning outcomes
• graduate profile
• assessment criteria
• attendance requirements
• examination rules
• regular police checks
• field placement requirements
• SWRB Fit and Proper Person Policy.
b. integration of the SWRB’s regulatory requirements throughout the programme content,
including but not limited to:
• SWRB Core Competence Standards
• SWRB Code of Conduct
• SWRB Fit and Proper Person Policy
• ANZASW Code of Ethics/Ngā Tikanga Mātatika
• SWRB registration process.
c. information on the policies and procedures which reinforce the SWRB’s expectations for
registration and practice:
• reviewing of ākonga progress annual y to ensure ongoing academic suitability and fitness
for registration and practice
• exiting ākonga who are not demonstrating academic suitability or fitness for registration
and practice
• academic appeals processes
• providing targeted academic or other support in areas where barriers to ākonga retention
and success are identified
• maintaining the mana of ākonga during the review and exiting process.
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2.2 Selection
2.2.1 Applicant selection
Selection of applicants into the social work programme will:
a. support the development of a diverse social work workforce;
b. remove barriers to admission for otherwise suitable applicants;
c. manage sharing of information with stakeholders with sensitivity and integrity;
d. maintain confidentiality of applicant’s private information.
2.2.2 External engagement in selection
The selection of applicants into the social work programme may involve iwi, community partners,
stakeholders and/or agencies.
2.2.3 Recognition of prior learning (RPL) or equivalent process
The TEO’s policies regarding credit transfer and RPL will:
a. be clearly articulated and transparent and be determined by the TEO and the social work
programme lead;
b. require at the postgraduate level a content review of the candidate’s previous degree(s) and
of their relevant prior experience;
c. only apply to field education where sufficient evidence has been provided;
d. be deemed sufficiently rigorous to demonstrate that all aspects of a programme have been
met to the satisfaction of the RPL panel;
e. remove barriers to admission for otherwise suitable applicants.
2.3 Information provision and communication
2.3.1 Personal support for ākonga
Ākonga are informed of and have access to personal support available to them while on the
programme and during field education, including:
a. ākonga wel being services such as health and counselling, cultural, spiritual, disability,
learning and academic support including library, pastoral care, financial advice and campus
recreational activities;
b. opportunities for referral to appropriate services which may be provided externally;
c. information about access to devices, data and learning support for the use of technology;
d. an awareness of the TEO’s policies and procedures for identifying and supporting the
academic, professional and practice development of ākonga.
2.3.2 Communication with ākonga
Ākonga are informed:
a. of expectations for their own participation in and contribution to the programme;
b. that their ongoing success in the programme will be annually assessed in conjunction with the
academic unit;
c. that ākonga may be exited from the programme where unsuitability to practice against the
SWRB fitness to practise criteria and/or a breach of the Code of Conduct is indicated;
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d. that the TEO’s academic staff will confirm that individual ākonga have completed all course
requirements of the qualification to the SWRB Board who will decide whether an applicant is
suitable for registration;
e. that ākonga have opportunities to be represented within decision-making processes.
Pou Tūārongo
Tūngia te ururua, kia tupu whakaritorito te tupu Clear the undergrowth so that the new shoots of
o te harakeke
the flax will grow
Kaitiakitanga | Curriculum and field education
Ensuring the curriculum is sound and comprehensive.
Aligns with the SWRB values: Māia and Mahitahi
3.1 Knowledge and skil s
The TEO’s curriculum will be designed and delivered to ensure that the graduate achieves the
core knowledge, skills, processes, and values required to practice as a regulated professional in
any setting in Aotearoa New Zealand as per the SWRB General Scope of Social Work Practice.
This will be embodied in the TEO’s Graduate Profile information.
3.1.1 Mātauranga Māori
The curriculum must reflect and embed tangata whenua, ā iwi, indigenous and cultural
world views. These world views contribute to the development of interpersonal skil s, self-
awareness and self-care, social and emotional competence, and appropriate professional
conduct. The curriculum must:
a. evidence engagement with community partners, including iwi, to support ākonga to access
knowledge, characteristics, and diversity of ā iwi and local communities and to have
opportunities to learn about local initiatives, practice, and context;
b. provide a transformative understanding of colonisation and privilege when working alongside
tangata whenua and mana whenua as the indigenous peoples of Aotearoa New Zealand.
3.1.2 Knowledge
Upon graduation, the graduate must have:
a. an understanding of core social work theory and knowledge, practice and skil s;
b. an understanding of the requirements of the SWRB Core Competence Standards and SWRB
Fit and Proper Person Policy required for registration as a social worker under the Social
Workers Registration Act 2003;
c. knowledge of He Whakaputanga o te Rangatiratanga o Nu Tireni | The Declaration of
Independence of the United Tribes of New Zealand and understanding of Te Tiriti o Waitangi,
setting out the relationship between Māori and the Crown, and Te Tiriti o Waitangi rights;
d. an understanding of the historical, political, socio-legal and power relationships that have
shaped and continue to shape social work in Aotearoa New Zealand;
e. an ability to critique the relationship between tangata whenua and tangata Tiriti;
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f. an understanding of colonisation/decolonisation and privilege when working with Māori and
tangata whenua as the indigenous peoples of Aotearoa New Zealand;
g. an understanding of indigenous and other contributions to social work in the form of cultural,
theoretical, practice and research/rangahau expertise;
h. an understanding of the colonisation, migration and social structures of Pacific peoples;
i. an understanding of migrant and refugee experiences which may include war, poverty,
environmental displacement, and detainment;
j. an understanding of social determinants and the intersectionality of personal identity through
the lenses of gender, sexuality, disabilities, spiritualities and other diversities;
k. an understanding of human development across the lifespan;
l. an understanding of the privacy principles and the need to work within the Privacy Act 2003;
m. knowledge of statutory responsibilities and legislation applying to the delivery of social work
practice, including but not limited to the Oranga Tamariki Act 1989, the Mental Health Act
1992, the Children’s Act 2014 and other related legislation;
n. an understanding of the impact of discrimination and the principles of col ective responsibility,
gender equity and social justice;
o. an understanding of the importance of professional supervision in managing the complexities
of social work practice, including cultural supervision;
p. an understanding of their regulatory obligations and contributions to the social work profession.
3.1.3 Skills
Upon graduation, the graduate must have the skil s to:
a. integrate into their practice the SWRB Core Competence Standards, demonstrating an
ability to practise in accordance with the standards and the fit and proper requirements of a
registered social worker.
b. integrate social work theory, research and practice to a level enabling them to practise as a
graduated social worker;
c. work across the breadth of social work settings, with core skills as described in the SWRB
General Scope of Social Work Practice;
d. work within laws and regulations to discharge their statutory responsibilities;
e. prepare for, engage, interview and work with individuals, whānau/families, carers, groups, iwi
and communities to assess their needs and circumstances;
f. plan, implement, review, and evaluate strengths-based social work practice, delegations and
interventions with individuals, whānau/families, groups, iwi, and communities;
g. assess and manage risk to individuals, whānau/families, carers, groups, and communities
through assessments (both oral and written) of both risk and potentiality;
h. assess and manage risk to self and colleagues when working with individuals, whānau/
families, carers, groups, and communities;
i. manage and be accountable, with professional supervision and support, for their own social
work practice within their organisation;
j. engage with clients to represent, protect, and advocate for human, legal and civil rights, social
and economic justice, and self-determination;
k. engage in inter-professional collaboration to facilitate the needs of clients, communities, and
other professionals;
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l. demonstrate competence in writing (especially report writing), current and emerging
technology, and oral presentation skil s;
m. critically reflect on theory, skills and practice and demonstrate critical thinking in dealing with
diverse people and networks;
n. self-reflect and utilise professional supervision effectively;
o. engage with issues of sustainability that actively support an understanding of community
development, wellbeing of communities, and a commitment to environmental justice;
p. act in accordance with the minimum professional standards of integrity and conduct that
apply to registered social workers and to the social work profession in general as per the
SWRB Code of Conduct.
3.1.4 Commitment to continuing professional development (CPD)
Ākonga are actively and regularly engaged in evaluating their own professional development,
ensuring that:
a. they understand the importance of CPD to their development as a professional social worker;
b. they record and evaluate their own progress;
c. their academic suitability, fitness for registration and practice development are self-assessed
throughout the programme, with any issues of concern addressed as they arise;
d. the professional development experiences they have with the public have safety as the
primary consideration;
e. they understand that their own professional development is enhancing the wider profession.
3.2 Purpose of field education
Field education placements enable ākonga to apply social work knowledge, skil s, processes, and
values in real-world employment and practice settings, and to demonstrate capability to meet
the fitness to practice requirements for SWRB registration.
Field education will be delivered through a collaboration between the TEO, the field education
provider, and registered social workers in the field education practice setting. Ākonga wil be
placed in an authentic social work employment environment where they learn through active
engagement in purposeful social work tasks delivering social work services.
3.2.1 Field education placements
Field education placements must provide opportunities for the ākonga to:
a. integrate social work theory, research and practice approaches and mātauranga Māori
world views within at least two different practice contexts;
b. work with diverse peoples, cultures and perspectives;
c. learn to engage and assess people and situations, plan, carry out, review and evaluate social
work practice;
d. interact with other professionals, both regulated and unregulated and associated agencies;
e. learn self-reflective skills in a professionally supervised environment in order to self-assess
and set personal learning goals against the SWRB General Scope of Practice, the SWRB Core
Competence Standards and the SWRB Code of Conduct;
f. demonstrate ethical and professional conduct.
Exceptions may be applied through discussion with the SWRB Registrar.
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3.2.2 Competence development in field education placements
Field education placements provide opportunities for the academic unit to:
a. obtain feedback on ākonga direct practise of social work skil s and their understanding of the
SWRB Code of Conduct and the ANZASW Code of Ethics;
b. make a final assessment against the SWRB Core Competence Standards and the SWRB Code
of Conduct to identify probable professional suitability for registration.
3.3 Field education placement requirements
The TEO will identify and coordinate a minimum of two education field placements for ākonga
in the final two years of the programme. Coordination of field education, including placement
allocation and final assessment of ākonga competence is the responsibility of an academic staff
member in the social work programme.
3.3.1 Field education length
Field education placements wil :
• total a minimum of 900 hours across 120 to 150 days
• be the equivalent of at least three (3) days per week.
3.3.2 Field education conditions
Field education placements must meet the following conditions:
• One placement must be for a minimum of the equivalent of 375 hours/50 full-time days.
• A police check will be completed prior to the first field education placement.
3.3.3 Expectations for placements at place of work – different settings
Ākonga may undertake two placements at their place of work in exceptional circumstances, as
long as they:
• are exposed to two differently structured settings with significantly different experiences e.g
where the organisation holds multiple contracts
• have a different supervisor for each setting.
This will be notified by the TEO to the SWRB Registrar.
3.3.4 Expectations for placements at place of work – depth of experience
For ākonga who are placed within their current employment organisation, the field education
experience must:
a. provide a significantly different social work experience to their regular employment and/
or to any previous placement within the same agency with opportunities for significant new
learning;
b. include learning goals related to integrating new skil s and knowledge;
c. ensure there is a written and agreed upon plan in place for external supervision, the
management of the dual role of employee and ākonga, and observations of practice;
d. ensure ākonga are provided with the opportunities to experience different practice contexts
and approaches.
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3.3.5 Suitability of field education providers
The programme will have an effective process for assessing and monitoring the field education
provider’s suitability for providing field education experiences, integrating fitness for registration
requirements and previous ākonga evaluations and/or feedback. Field education placement
selection must ensure that each placement has:
a. adequate numbers of appropriately qualified and/or experienced staff;
b. a field educator of no less than three years of social work registration since qualifying and
with a current Practising Certificate, who wil  provide professional supervision as necessary;
c. opportunities for ākonga to gain experience in social work practice, theories and frameworks;
d. policies to protect public safety, and a process for ākonga to be orientated to these;
e. health and safety and HR policies and procedures are in place, as well as a plan for ākonga
to be orientated to these.
3.3.6 Field education supervision
Al  ākonga undertaking field education must have reflective field education supervision for a
minimum of one hour per week or pro-rata equivalent if undertaking part-time placement.
a. Each placement must include field education supervision from a registered social worker;
b. Line management supervision must also be provided where field education supervision is
provided external to the placement provider;
c. Additional supervision can be individual, group, cultural, peer, kaupapa, online;
d. Observations of ākonga practice wil  not be considered a replacement for supervision;
e. The academic unit provides formal preparation for new field supervisors to orientate them
to the requirements of the social work programme;
f. The academic unit offers ongoing support and education to experienced field supervisors.
3.3.7 Field Education Handbook
The TEO must provide the field education placement provider with a Field Education Handbook
which details:
a. the field education placement process for:
• attendance requirements
• orientation to the practice site and organisational expectations
• orientation and agreement with organisational policies and procedures
• an individual learning plan with goals
• an observation plan
• a supervision plan which includes:
– line management supervision
– professional supervision by a registered social worker
b. up-to-date documentation on:
• SWRB Fit and Proper Person policy
• SWRB Code of Conduct
• SWRB General Scope of Practice
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• SWRB Core Competence Standards
• ANZASW Code of Ethics.
c. guidance to ākonga and field education providers on how to manage ākonga HR-related
issues, especial y leave, during the field education placement which:
• supports ākonga to manage attendance at funerals or tangihanga, or other unplanned
leave such as sick leave
• ensures ākonga are able to undertake replacement hours to complete field education
requirements.
3.4 Field education placement management and evaluation
A partnership approach between the academic unit and the field education provider wil support
ākonga learning and support consistency in learning and assessment processes between
placements and placement providers.
3.4.1 Documented agreement and processes
The academic unit will have a process for assessing a field education provider’s suitability for
providing field education experiences.
A documented agreement between the academic unit and the field education provider will outline:
a. processes for communication between the academic unit’s field placement coordinator and
the placement supervisor;
b. expectations for timely information on issues pertaining to ākonga that negatively impact their
field education placement experience including:
• ākonga attendance
• ākonga wel being
• ākonga safety
• incidents of public safety involving ākonga
• concerns about ākonga fitness to practise for registration purposes.
c. information on support available for the placement supervisor from the academic unit
d. any relevant information related to the ākonga;
e. a process for ākonga evaluation of their field education experience;
f. a process for the academic unit and the placement provider to evaluate the field education
experience against both the SWRB requirements and the academic unit's requirements;
g. a process in place to ensure clients/whānau give informed consent for any services provided
by ākonga.
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