Building capacity for the children's workforce: findings from the knowledge review of the higher education response
In the UK, there is rapid and far‐reaching policy change designed to provide integrated services to children, young people and their families, linking education, social care, health, youth and community, criminal justice and other professions. Higher education institutions must play a significant ro...
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| Published in | Learning in health and social care Vol. 7; no. 4; pp. 184 - 197 |
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| Main Authors | , , |
| Format | Journal Article |
| Language | English |
| Published |
Oxford, UK
Blackwell Publishing Ltd
01.12.2008
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| Subjects | |
| Online Access | Get full text |
| ISSN | 1473-6853 1473-6861 |
| DOI | 10.1111/j.1473-6861.2008.00200.x |
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| Abstract | In the UK, there is rapid and far‐reaching policy change designed to provide integrated services to children, young people and their families, linking education, social care, health, youth and community, criminal justice and other professions. Higher education institutions must play a significant role in this process given the large proportion of its graduates who will join the Children's Workforce. In 2007, a University of Sussex team was commissioned by the Higher Education Academy Subject Centres for Social Policy and Social Work; Education; Health Sciences and Practice; Medicine, Dentistry and Veterinary Science; and Psychology, in collaboration with the Children's Workforce Development Council and the Children's Workforce Network to undertake a Knowledge Review of integrated children's services in higher education. In this paper, the authors explore the policy context for integrated children's services and its interaction with the educational and workforce agenda. They set out the process of the Knowledge Review and examine its findings thematically, drawing on activity theory. They suggest that to advance the integrated children's services agenda in higher education, four crucial issues need to be addressed: stakeholders need to provide a clear‐cut business case for investment; universities and regulators must address disciplinary and associated cultural barriers to change at all levels; funders must invest in supporting pilot initiatives and their evaluation; and finally, academics need to find ways to engage and sustain children, young people and their families in the development process. |
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| AbstractList | In the UK, there is rapid and far‐reaching policy change designed to provide integrated services to children, young people and their families, linking education, social care, health, youth and community, criminal justice and other professions. Higher education institutions must play a significant role in this process given the large proportion of its graduates who will join the Children's Workforce. In 2007, a University of Sussex team was commissioned by the Higher Education Academy Subject Centres for Social Policy and Social Work; Education; Health Sciences and Practice; Medicine, Dentistry and Veterinary Science; and Psychology, in collaboration with the Children's Workforce Development Council and the Children's Workforce Network to undertake a Knowledge Review of integrated children's services in higher education. In this paper, the authors explore the policy context for integrated children's services and its interaction with the educational and workforce agenda. They set out the process of the Knowledge Review and examine its findings thematically, drawing on activity theory. They suggest that to advance the integrated children's services agenda in higher education, four crucial issues need to be addressed: stakeholders need to provide a clear‐cut business case for investment; universities and regulators must address disciplinary and associated cultural barriers to change at all levels; funders must invest in supporting pilot initiatives and their evaluation; and finally, academics need to find ways to engage and sustain children, young people and their families in the development process. |
| Author | Taylor, Imogen Sharland, Elaine Whiting, Russell |
| Author_xml | – sequence: 1 givenname: Imogen surname: Taylor fullname: Taylor, Imogen email: i.j.taylor@sussex.ac.uk organization: Professor of Social Work and Social Care, University of Sussex, Essex House Eh 119, Brighton BN1 9RH, UK – sequence: 2 givenname: Elaine surname: Sharland fullname: Sharland, Elaine organization: Senior Lecturer in Social Work and Social Care, University of Sussex, Essex House Eh 119, Brighton BN1 9RH, UK – sequence: 3 givenname: Russell surname: Whiting fullname: Whiting, Russell organization: Lecturer in Social Work and Social Care, University of Sussex, Essex House Eh 119, Brighton BN1 9RH, UK |
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| Cites_doi | 10.1111/j.1473-6861.2008.00198.x 10.1080/13561820701197522 10.1111/j.1473-6861.2007.00156.x 10.1080/02615470500487648 10.1080/00131880701200815 10.1016/j.ijer.2006.06.010 10.1111/j.1473-6861.2008.00190.x 10.1111/j.1473-6861.2008.00199.x 10.1111/j.1473-6861.2008.00202.x 10.1080/13639080020028747 10.1111/j.1473-6861.2008.00201.x 10.1111/j.1365-2923.2007.02800.x 10.1002/9780470776438 10.1111/j.1473-6861.2008.00188.x 10.3109/13561829809014085 10.1080/02615470500487622 10.1017/CBO9780511803932 10.1002/car.934 10.1017/CBO9780511812774.003 10.1111/j.1473-6861.2005.00096.x |
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| References_xml | – reference: Miller C., Woolf C. & Mackintosh N. (2006) Evaluation of Common Learning Pilots and Allied Health Professions First Waves (Site 4). Final Report, Department of Health, London. – reference: Department for Education and Skills (2003) Every Child Matters. HMSO, London. – reference: General Medical Council (2008) 0-18 Years: Guidance for All Doctors. GMC, London. – reference: Dickinson H. (2008) Evaluating Outcomes in Health and Social Care. Policy Press in association with Community Care, Bristol, UK. – reference: Street K.N., Eaton N., Clarke B., Ellis M., Young P., Hunt L. & Emond A. (2007) Child disability case studies: an interprofessional learning opportunity for medical students and paediatric nursing students. Medical Education 41, 771-780. – reference: Training and Development Agency for Schools (2007) Professional Standards for Teachers. TDA, London. – reference: British Psychological Society (2007) Child Protection Position Paper: Safeguarding Children and Young People from Abuse, Harm and Neglect - the Responsibilities of Chartered Psychologists. British Psychological Society, Leicester, UK. – reference: Freeth D., Hammick M., Reeves S., Koppel I. & Barr H. (2005) Effective Interprofessional Education: Development, Delivery and Evaluation. Blackwell, Oxford, UK. – reference: Haines C. & Livesley J. (2008) Telling tales: using story telling to explore and model critical reflective practice in integrated children's services. Learning in Health and Social Care 7, 227-234. – reference: Marsh P. (2006) Promoting children's welfare by inter-professional practice and learning in social work and primary care. Social Work Education 25, 148-160. – reference: McCombe J., Develin D. & Mallik M. (2008) Creating interprofessional learning capacity in Children's Centres. Learning in Health and Social Care 7, 235-246. – reference: Bennett A. & Race T. (2008) Exploring young people's participation in interprofessional education, taking a children's rights approach. Learning in Health and Social Care 7, 219-226. – reference: Economic and Social Research Council (2007) Learning in and for Interagency Working. Report of the Esrc Teaching and Learning Research Programme Project, Institute of Education, London. – reference: General Medical Council (2003) Tomorrow's Doctors. GMC, London. – reference: Becher T. (1989) Academic Tribes and Territories: Intellectual Enquiry and the Culture of Disciplines. Society for Research into Higher Education/Open University Press, Buckingham, UK. – reference: Nursing and Midwifery Council (2005) Nursing Towards 2015: Alternative Scenarios for Health Care, Health and Nurse Education in the UK in 2015. NMC, London, – reference: Department for Children, Schools and Families (2007) The Children's Plan: Building Brighter Futures. HMSO, London. – reference: Department for Children, Schools and Families (2008) Building Brighter Futures: Next Steps for the Children's Workforce. HMSO, London. – reference: Engeström Y. (2001) Expansive learning at work: toward an activity theoretical reconceptualisation. Journal of Education and Work 14, 133-156. – reference: Payler J., Meyer E. & Humphris D. (2007) Theorizing interprofessional pedagogic evaluation: framework for evaluating the impact of interprofessional continuing professional development on practice change. Learning in Health and Social Care, 6: 156-169. – reference: Warmington P., Daniels H., Edwards A., Brown S., Leadbetter J., Martin D. & Middleton D. (2004) Interagency Collaboration: A Review of the Literature. ESRC Teaching and Learning Programme III, Cardiff, UK. – reference: Leadbetter J., Daniels H., Brown S., Edwards A., Middleton D., Popova A., Apostolov A. & Warmington P. (2007) Professional learning within multi-agency children's services: researching into practice. Educational Research 49, 83-98. – reference: Axford N., Berry V., Little M. & Morpeth L. (2006) Developing a common language in children's services through research-based inter-disciplinary training. Social Work Education 25, 161-176. – reference: Kirk G. & Broadhead P. (2007) Every Child Matters and Teacher Education: Towards a UCET Position Paper. Universities Council for the Education of Teachers, London. http://www.ucet.ac.uk/cagpaper4ecmjun07.pdf . – reference: Edwards A. (2006) Relational Agency: learning to be a resourceful practitioner. International Journal of Educational Research 43, 168-182. – reference: Department for Education and Skills (2006) Working to Prevent the Social Exclusion of Children and Young People: Final Lessons from the National Evaluation of the Children's Fund. University of Birmingham and Institute of Education, London. – reference: Laming L. (2003) The Victoria Climbie Inquiry: Report of an Inquiry by Lord Laming, Cm 5730. HMSO, London. – reference: Murphy M., Shardlow S., Davis C., Race D., Johnson M. & Long T. (2006) Standards - a new baseline for interagency training and education to safeguard children? Child Abuse Review 15, 138-151. – reference: Sharland E. & Taylor I. (2007) Interprofessional Education for Qualifying Social Work. Social Care Institute for Excellence, London. – reference: Oliver B. (2008) Reforming the children and young people's workforce: a higher education response. Learning in Health and Social Care 7, 209-218. – reference: Stanley N., Manthorpe J. & Talbot M. 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| Title | Building capacity for the children's workforce: findings from the knowledge review of the higher education response |
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