Information Technology Reference
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Pettys et al (2005) identified six methods of
preparation and orientation for students engag-
ing in international placements, components of
which are:
is set by a national professional body situated out-
side the teaching institutions. Mandatory require-
ments include supervision by a field instructor and
liaison by the School. In summary a successful
field education program requires suitable place-
ments, experienced supervisors, adequate time
and ongoing interaction between the field and
university (Rai, 2004, p. 214).
In Australia field education is regarded as
supervised experiential learning, linking and
reflecting upon the relationship between theory
and practice. A similar concept applies to field
education in India where it is defined as “an
integral part of the training in Social Work and
is intended to develop in the student the skills,
attitudes, values and personality characteristics
necessary for a professional social worker”(Stella
Maris College, par.8). It is a process which is
sequential and incremental. An integral and criti-
cal component, often omitted from the literature,
is the ongoing evaluation, primarily by the field
instructor, leading to final assessment, confirmed
by the University, which makes the ultimate
decision about the satisfactory performance, or
otherwise of the student.
Unlike other academic courses which may
be fully accessed on-line the factors comprising
field education make it highly dependent upon
people resources in a diversity of roles. In addi-
tion to the field instructor these may include task
supervisors, the university field coordinator and
the liaison person.
• special orientation seminars;
• a series of regular orientation sessions prior
to departure;
• one-on-one interviews;
• audio-visual materials and reading;
• university language classes; (and)
• region-specific academic classes.
WHat iS Social Work
fielD eDucation?
Whereas field work has always had an important
place in student assessment for human services
programs, “work-integrated- learning” is becom-
ing a curriculum requirement in both generic and
vocational courses in many tertiary institutions
in Australia. Alongside the human services in-
dustry and community needs for multi-skilling
and multidisciplinary workers, the recognition
of occupationally specific roles and responsi-
bilities is promoted by universities, professional
associations, unions and a diversity of vested
interest groups. Within this context the profes-
sional organization, the Australian Association
of Social Work in conjunction with social work
practitioners and lecturers stipulate certain charac-
teristics to which student placements in Australia
or another country must adhere. In this chapter we
consider ICT as a tool, ancillary to the practicum/
learning experience, but an integral component
in maintaining student access to resources, com-
munication with peers and dialogue with staff at
the home university.
Research (Rai, 2004; Skolnik et al, 1999)
indicates that field education is an essential part
of social work education worldwide. Its primary
purpose is to help students to integrate theory and
practice. In most countries the standard framework
international placementS
Economic globalization, the changing political
climate, the growing use of ICT, demographic
shifts and the changing nature of social service
agencies (Reisch & Jarman-Rohde, 2000) are
factors impacting upon the culture of universi-
ties and student profile. In Australia, teaching
institutions from secondary schooling upwards
are actively marketing their programs interna-
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