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Oct 3, 2018 · Samantha Baron, professor of social work at Manchester Metropolitan University and chair of the Joint University Council Social Work Education Committee, says academics remain concerned about Frontline’s training model, adding there is very little academic input, threatening the relationship between knowledge, research and evidence in the ...
- Luke Stevenson
- Questions
- Highly Selective
- Other Key Findings
- Some Criticisms Answered
- Well Resourced
However, questions remain over whether the difference in quality was due to Frontline’s approach, or the programme’s selective nature. “Selection into the Frontline programme was not random, rendering it difficult to evaluate whether any differences in performance in the Frontline evaluation are due to the Frontline programme itself or due to any s...
Cardiff University’s evaluation was unable to identify whether the difference in quality was because of the training, or the highly selective nature of Frontline. “It may well be that Frontline’s very well-resourced and highly selective recruitment campaign has borne fruit, although it is also possible that the Frontline training model has contribu...
Participants in Frontline have “significantly better” A-level results than students on other social work programmes, better GCSE grades in maths and English, and more first-class degreesFrontline students rated “significantly higher” than other students for their interviewing and written reflection skillsFrontline trainees’ confidence in their ability was significantly lower than those from mainstream coursesMore Frontline participants see themselves staying in social work than those in masters programmes in universities with highest entry requirementsThe evaluation said it could answer some criticisms of Frontline, such as concerns it offers a narrow focus on child protection, trainees’ ability to establish relationships with families and that trainees might practice a “more confrontational” child protection approach. But it also found that some Frontline participants struggled to contextualise...
“It is possible that the positive outcomes were due to well-resourced quality placements and other aspects of the training model such as focusing on one theoretical framework and teaching two specific evidence-based approaches. However this can only be speculation, given that the evaluation design cannot isolate the effect of the training from sele...
Apr 4, 2019 · Students mainly felt Frontline’s model had set them up for a strong start as an NQSW in year two. But several queried the consistency of the second-year academic programme and associated support, with Rich noting further marking delays and Katie saying that both the quality of lectures and the availability of her practice tutor had deteriorated sharply since the summer.
The Frontline programme is based on the Teach First model used in schools, where candidates are paid the same rates as unqualified teachers for the first year of training. The Chair of Frontline, former Labour minister Andrew Adonis, said: “In ten short years Teach First has helped make teaching one of the top career choices in the country.
Using a programme theory approach, this paper aims to identify the key elements of the Frontline fast-track training scheme for social workers in children’s. services in England. Programme logic is developed and refined based on findings. from the pilot stage of the Frontline model regarding what was described as.
Jun 13, 2017 · This article now draws on data gathered for the independent evaluation of the Frontline Pilot (Maxwell et al., 2016) and examines the pre-training characteristics of successful Frontline applicants compared with social work students on mainstream postgraduate courses in England. A range of variables are addressed, including demographics, educational background and career aspirations.
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Mar 23, 2021 · Using a programme theory approach, this paper aims to identify the key elements of the Frontline fast-track training scheme for social workers in children’s services in England. Programme logic ...
