1. Transformation of Social Work Practice Supervision in Malaysia Presented by: Chan Soak Fong A study of social welfare officers in Malaysia Professional Social Work in SE: Education and Qualification 21 – 22 July 2015, Phnom Penh, Cambodia

2. Background Professional social work was introduced into Malaysia after World War II with the establishment of the Department of Social Welfare in 1946. Over decades, social problems are increasing in number, becoming more complex and multi- dimensional in nature. Professional supervision is needed to ensure the quality and accountability of social work practitioners in order to provide quality services to the clients.

3. Current issues 1.Lack of professional body to monitor and regulate social work practice, education and training towards achieving professional standards 3.Lack of effective supervision in practice 2.National Survey on Social Work Practice in Government Agencies and NGOs  Welfare workers/social work practitioners are insufficiently trained in social work  lack of CPD (DSW & MASW, 2005) 4.Lack of social work education and training opportunity at certificate/ diploma level

4.  No standardization in social work curriculum.  The social work educators also vary from various disciplines  No formal association of schools of social work  The National Joint Consultative Committee for Social Work Education (NJCCSWE) was established in 2000 to ensure minimum standards of social work education curriculum Social work education cont..

5. Students to be trained as a social worker will have to undergo a three (3/4) year degree programme (at least 100 credits) supervised field instruction between 800 – 1000 hours Formal training in social work program cont..

6.  to explore some of the primary issues in providing effective field supervision in the Department of Social Welfare Malaysia (DSW).  to present a preliminary overview on the practice of supervision in the DSW The aim of the survey is

7. Methodology Training on “Introductory Social Work Supervision in the Organization”

8. Results Zone Respondent (n = 148) Northern Region 31 Southern Region 36 East Coast 33 Sarawak 21 Sabah 27

11. Academic qualification 75% Malaysian Higher School Certificate is a pre-university examination taken by students in Malaysia. It was formerly known as the Higher School Certificate (HSC). The HSC was the precursor to the GCE A Level in the UKGCE A Level

12. Social Work Anthropology Sociology Psychology Counseling Social Administration Human Development Social Development Social Policy and Development  Political Science  Science Administration  Business Administration  Business Management  Human Resource Management  Management  Accounting  Planning  Islamic Planning  Public Administration  Urban Planning  Accountancy  Mechanical Engineering  Finance Courses

13. * Depending on the needs, situation and issues encountered every day once a week fortnightly once a month not on regular basis never Sufficient45% Insufficient30% Not sure18% Frequency of supervision percentage NA

14. percentage

16. Attended supervision course or training Insufficiency of supervision course/ training 14% 59%

17. Importance of supervision Need of supervision 98%

18. Issues and challenges 1.Absence of structured and systematic supervision and guidelines 2.Poor supervision (lack of qualified supervisors) 3.Lack of effort (existing staff) 4.Poor understanding on supervision 5.Attitudes and mentality (remain status quo in current situation) 6.Communication hindrance between the superior and staff 7.Lack of access and opportunities for CPD 8.Overwhelming caseloads 9.Rotation of work

19. Development of clear, structure and systematic supervision system/model/policy Lack of structured and systematic supervision/ guideline/policy Inconsistency of supervision Discussion and suggestion

20. CPD/CPE skills knowledgequalification

21. Policy / Act Standardization of Social Work Curriculum Collaboration among agencies

22. Conclusion  Supervision is essential in enhancing the competency and ensuring the professional development of the frontline practitioners.  Further in-depth national survey to examine the nature of supervision practice.  Collaboration – practice and education