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of student presence upon the communities with
which they engage?
Whitmore and Wilson (1997) propose a set
of principles for field education partnerships for
countries in transition. These include:
considered the more effective frameworks by all
parties, with the exception of some instances of the
independent/ one-time placement models which
“fits”, albeit unpredictable. Our field education
policy, reviewed annually to take account of any
contextual changes offers these models as the
major options for students seeking international
placements. Overarching this social work specific
policy is the RMIT University “global passport”
policy regarding international study. In summary
the policy for social work field placements in
other countries states that placements may be
undertaken:
non-intrusive collaboration;
mutual trust and respect;
a common analysis of what the problem
is;
a commitment to solidarity;
equality in the relationships; (and)
an explicit focus on process and the impor-
tance of language.
In conjunction with a university with
These principles are demonstrated by the peo-
ple and institutions responsible for the placements
provided in the models in India, Malaysia and the
Philippines. The on-site and exchange placement
models forAustralian students in countries in tran-
sition, contextualize students in ways which are
distinctly different from placements at home. This
is reflected in the formal placement experience as
well as overall life experience. Students in India
in 2008 acknowledged the great assistance they
had from the natural resources specialist who gave
them an insight into her role while also discussing
the importance of organic farming techniques;
and the gender specialist who also accompanied
them to the field and explained on site many of
the complexities in gender relations which would
have otherwise posed a number of questions for
the students of the agency both on and off the
field. From a more personal perspective certain
forms of cultural inclusion, interpreted sometimes
as cultural conformity during time away from
placement have challenged some students.
which we have or are developing a partner-
ship or in a country where we have strong
links with staff in an organization (on-site
model); or
A tertiary institution which provides struc-
ture for accommodating students holisti-
cally (exchange/ partnership model); or
In the student's country of origin where
there are family supports, qualified social
work field instructors and student speaks
the local language; or
In a country where student has strong per-
sonal reasons for engaging in placement
(e.g. previous volunteer/work experience
and strong links with the host organization
which can provide social work supervi-
sion) (independent/ one-time placement
model).
Approval is also conditional upon supervision
and liaison being available from appropriately
qualified local staff (social workers) who have
at least two years' experience and are eligible
for membership of the professional social work
association in the country where the placement
is undertaken.
Students planning an overseas placement
should be able to articulate what they need to
learn on placement in another country in terms of
international
placement policy
Placements carried out through the on-site model
and that of the partnership exchange program are
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