THE SYSTEM OF CONTINUING PROFESSIONAL DEVELOPMENT OF SOCIAL WORKERS IN CANADA
Bibliographic record
Abstract
Introduction. Today the system of continuing professional development of social workers in Canada is well developed. However, this concept in its new perspective is not yet fully and universally operationalised and it is still in the process of evolution. Social work as a distinct profession is recognized in Ukraine. However, national educational standards still need to be revised, approved and used more effectively, and the concept of continuing professional development should be specified in the the ongoing development of educational programs for the profession. Purpose. The purpose of this article is to introduce Canadian experience in the area of continuing professional development of social workers as one of the best practices that should be explored and adapted in the area of professional education in Ukraine. Results. The majority of scientific works in the area of continuing professional development are found to be those published in English by foreign scholars; at the same time it should be noted that some Ukrainian scholars have proved their academic interest in this concept. Continuing professional development is defined as a process of ongoing education and development of professionals, from initial qualifying education and for the duration of professional life, and is aimed at maintaining competence to practice and increasing professional efficiency and expertise. A commitment to continuing professional development is grounded in the ethical principle articulated in the Canadian Association of Social Workers Code of Ethics that serves as the foundation for the Standards of Practice. It is focused on learning from experience, reflective learning and reviewing, and includes both formal and informal learning. It is often a self-directed process that driven by a professional, not by an employer. Originality. The article provides an insight into the definition of the notion of continuing professional education as a part of lifelong learning, which helps direct career development, uncover gaps in knowledge and skills, and open up further development needs. Conclusion. Following the above, the conclusion is made to the effect that the Canadian experience on continuing professional development helps social workers strive for personal and professional growth, inhance knowledge base and obtaine new skills.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.004 | 0.007 |
| Science and technology studies | 0.010 | 0.003 |
| Scholarly communication | 0.006 | 0.001 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.007 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".