Re-Envisioning Field Education in Australian Social Work to Combat Placement Poverty: Students', Educators' and Practitioners' Perceptions

In Australia, pressure is mounting from multiple stakeholders for a full review of the national social work education standards for field education as evidence grows about compulsory, unpaid placements exacerbating student poverty and the related adverse consequences for students' learning and well-being. This article reports on the findings of an Australian nation-wide qualitative and quantitative survey that explored social work students', educators' and practitioners' perceptions of proposed strategies to address the challenges identified with existing field education requirements. Descriptive statistics were calculated using Excel. Qualitative data were coded for thematic analysis. The main finding of the survey involving 1,191 participants was a call for a reimagined model of field education with flexibility in all aspects of how future placements are conceptualised, structured and delivered. The findings provide important and previously unavailable empirical evidence about field education strategies to inform and support the reimagining of existing Australian Social Work Education and Accreditation Standards. Recommendations for change, which have implications for both the Australian Association of Social Workers and the Australian Government, are discussed in the context of international standards for social work education and the social justice goals of the profession. In Australia and internationally, there is increasing pressure from people within the social work profession-including students, educators, practitioners and peak bodies-to address the issue of student poverty that is both caused and worsened by field education placements. Currently, Australian social work students undertake 1,000 h of compulsory unpaid placements. Placement poverty adversely impacts social work students' learning and well-being. This article reports on the findings of an Australian nation-wide survey that explored social work students', educators' and practitioners' perceptions of proposed strategies to address the current challenges of unpaid placements. The survey's main finding was widespread support for various proposed changes that would increase flexibility regarding how placements are developed and undertaken. The changes proposed are discussed in the context of international standards for social work education and the social justice goals of the profession. The support for change, evidenced by the survey, has direct implications for both the professional body of social work in Australia (i.e. the Australian Association of Social Workers), for the Australian Government, and potentially for social work education, and accreditation bodies in other countries.