Graduate Apprenticeship Development  wider consultation survey SASW response

A survey from Skills Development Scotland on the proposals for a Graduate Apprenticeship for social work in Scotland

Link:  Qualtrics Survey | Qualtrics Experience Management 

BA (Hons) Social Work (Graduate Apprenticeship)        

 
In 2021 Scotland’s Social Work Education Partnership (SWEP) agreed that the regulator, the Scottish Social Services Council (SSSC), should explore the feasibility of creating a Graduate Apprenticeship (GA) in Social Work. The GA would form part of a wider strategy to diversify routes into the social work profession, enabling entry for those from a wide range of socioeconomic and professional backgrounds. Consistent engagement with the sector in the last five years has illustrated a growing need to increase and diversify the workforce, and to introduce new opportunities to train and qualify. A Graduate Apprenticeship in Social Work is a key element of a wider strategy to attract, retain and nurture the social work profession, while removing barriers to career progression and supporting an agile, diverse professional workforce. 
 
The term Social Worker is a protected title under the Regulation of Care (Scotland) Act 2001, which permits use of the title for individuals who have a recognised social work qualification and are registered with Scottish Social Services Council (SSSC) or the other three UK social work regulators. 
 
The ongoing capacity crisis in the profession served as an additional driver to ensuring a sustainable inflow of graduates to the workforce, at a time of rising demand for their services. 
 
In September 2024, the Cabinet Secretary for Justice and Home Affairs, Angela Constance, announced the development of the Graduate Apprenticeship in Social Work. 
 
In this final stage, we want to consult with all social work stakeholders to ensure they have their say and provide feedback on the new apprenticeship's content before it is approved. 
 
Thank you for your help.     
 
Skills Development Scotland 

Please provide details of your area of expertise and how this apprenticeship is relevant to you. 

Scottish Association of Social Work (SASW) is part of the British Association of Social Work (BASW), the largest professional body for social workers in the UK. SASW’s key aims are:        

• Improved professional support, recognition and rights at work for social workers,        

• Better social work for the benefit of people who need our services, and        

• A fairer society     

The Scottish Association of Social Workers (SASW) is an integral member of the Apprenticeship Development Group, actively contributing to the shaping of this new initiative. We represent social workers at all stages of their careers and have been engaging with our membership to gather their perspectives on the graduate apprenticeship. Some of our members have played a direct role in refining the proposed learning outcomes and framework outlined in this survey. 

SASW is committed to fostering a diverse social workforce and has long been addressing the recruitment and retention challenges within the profession. We have also been drawing attention to the financial pressures faced by student social workers, which can lead to burnout even before they embark on their professional careers post-graduation. We view this development as a valuable opportunity to attract individuals from diverse backgrounds to the profession, thereby enhancing career progression opportunities and making a career in social work more appealing.

BA (Hons) Social Work (Graduate Apprenticeship)    

 
This project aims to develop the following new Graduate Apprenticeship for Social Work at SCQF Level 10 
 
Do you agree that the title (as shown in bold above) is fit for purpose? 

  • Yes 
  • No 

Please provide any further comments. 

The proposed title aligns with comparable apprenticeship programs in England and, more significantly, with Higher Education Institute courses in social work in Scotland. 

Graduate Apprenticeship Social Work– Qualification & Learning Outcomes         

 
All Scottish apprenticeships must include a competence-based qualification. The BA (Hons) Social Work (Graduate Apprenticeship) qualification consists of modules which reflect an Occupational Profile. These modules specify the skills and knowledge that the apprentice will have to display to achieve the qualification.      
 
The structure for the BA (Hons) Social Work (Graduate Apprenticeship) at SCQF level 10 can be found here.     
 
Please review and provide feedback on any aspects of the proposed Graduate Apprenticeship Standard and Framework and Occupational Profile content. 
 
Do you agree with the content developed? 

  • Agree 
  • Disagree 

Please provide any further comments. 

We concur with the majority of the Learning Outcomes. However, Learning Outcome 7 appears to inadequately address the risk of burnout and vicarious trauma faced by social workers. While it primarily focusses on risks relating to physical harm, the predominant risks for social workers are vicarious trauma and burnout due to work pressures. Given the current retention crisis this omission is particularly concerning. Recent findings from the SSSC’s wellbeing survey indicate that 50% of social workers are likely to leave the profession within 5 years, 60% feel overworked and only half of social workers feel safe in their job. Emphasising self-care and understanding of worker’s rights (employer’s duty of care towards their employees) is crucial for retaining social workers in the profession. The prevailing culture of ‘putting yourself on fire to keep others warm’ is unsustainable and must be addressed from the outset of a social work career. 

Qualification Outline 

 
Please review the qualification outline for the first cohort of Graduate Apprentices to be delivered by the University of the West of Scotland. 
 
For information please find the assessment strategy for the proposed graduate apprenticeship here. 
 
Please provide feedback on the modules included. 
 
The ADG and Provider Group has recommended the following approaches to assessment for the apprenticeship

Graduate Apprentices in Social Work must participate in practice learning opportunities in diverse settings as part of their training. 

Are there any additional approaches to assessment that you feel should be included within this Graduate Apprenticeship? 

It seems to be comprehensive. 

Are there any additional learning or training requirements which you feel should be included as mandatory within the Graduate Apprenticeship in Social Work?     
 
Please list below with your comments.  

Nothing to add. 

Meta-skills    

What are Meta-skills?    


When we refer to meta-skills, we mean the ability to adapt, upskill and continually learn and re-learn in order to thrive in this complex and ever-changing environment. We are focusing on Meta-skills within Scottish Apprenticeships.       
 
We classify Meta-skills under three headings:                       

  • Managing Yourself - taking responsibility for your own behaviour and wellbeing 
  • Connecting With Others - awareness of the feelings, needs and concerns of others and the ability to navigate social relationships and environments                                 
  • Interacting with Change - the ability to define and implement positive change                 

 
Employees told us that working as a Social Worker provides a range of naturally occurring opportunities to demonstrate and develop these Meta-skills.    

Developing Meta-skills in Social Work 

 
Supported by their employer, mentor and learning provider, apprentices should consider, practise and reflect on their use of meta-skills during their apprenticeship, building those skills to enhance their personal effectiveness in their present role and their future careers. 

Managing yourself 

A clear focus is required to ensure that practice is anchored by values and carried out ethically, safely and effectively – guided by legal and policy frameworks; integrity is essential when communicating and working in partnership with people, ensuring that confidentiality, transparency, honesty and respect are front and centre of practice; adaptability is key to being a responsive social worker, capable of critical reflection and reflexivity – demonstrating emotional intelligence and professionalism at all times; and using initiative is critical to demonstrating leadership capabilities across dimensions of practice where working autonomously and applying professional judgement are required. 

Connecting with others 

Clear and effective communication with colleagues, other professionals, organisations and, vitally, people who use services, is one of the most significant aspects of this type of role; feeling is needed to practice in a compassionate, reflective, person-centred and trauma-informed way with people who use services; skills in collaboration are vital when co-producing assessments, plans and interventions with a diverse range of people, professionals and organisations; and strong leadership qualities are required when working autonomously, applying professional judgment, influencing others and contributing to the learning and professional development of colleagues. 

Interacting with change 

A keen sense of curiosity is a critical asset when assessing needs and risks, ensuring that a wide range of probabilities are explored, critically analysed and synthesised to inform and underpin decision-making and professional judgement; creativity is fundamental to effective practice with a range of diverse people, professionals and organisations, ensuring that diverse needs are met and solutions found for challenges emerging from competing perspectives; sense-making comes into play when assessing complex situations, analysing and synthesising information, applying professional judgement – all important to ensuring that decisions are defensible, accountable, and informed by evidence; and critical thinking is key when analysing and making sense of information and evidence, ensuring that quality, relevance and reliability inform judgement and decision-making. 
 
The metaskills have been mapped to the BA (Hons) Social Work (Graduate Apprenticeship). Please find the document here for information. 

Do the examples provided above broadly reflect potential areas for Meta-skills development in the role of a Social Worker? 

  • Yes 
  • No 

Please provide any further comments. 

Whilst the meta-skills listed in this proposed GA seem comprehensive in regard to working with others the skills required for an inward look seem to be missing. The ability to set and negotiate boundaries, recognise personal triggers, assess one's own wellbeing, advocate for personal needs in high-pressure environments, understand and process emotions, and find constructive ways to manage stress to name but a few are notably absent. 

Fair work, equality and inclusion and diversity in  Social Work      

Fair work      

 
The Scottish Apprenticeships system aims to embed fair work principles. Fair Work First is the Scottish Government's flagship policy for driving high quality and fair work across the labour market in Scotland by applying fair work criteria to grants, other funding and contracts being awarded by and across the public sector, where it is relevant to do so. Through this approach the Scottish Government is asking employers to adopt fair working practices, specifically: 

  • appropriate channels for effective voice, such as trade union recognition        
  • investment in workforce development                                    
  • no inappropriate use of zero-hour contracts                          
  • action to tackle the gender pay gap and create a more diverse and inclusive workplace  
  • payment of the real Living Wage.             

 
Further guidance on Fair Work First is available here. 
   
 
The design and development of Scottish Apprenticeships aims to embed these principles in practical ways by including opportunities for feedback from apprentices as well as the availability of clear pathways into future opportunities beyond the apprenticeship itself.       

Equality and Inclusion (protected characteristics)     

 
The Equality Act 2010 includes nine protected characteristics, which are age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, and sex and sexual orientation. It is against the law to discriminate based on these protected characteristics. Skills Development Scotland is a Corporate Parent and, to that end, includes ‘care experienced’ in a similar way to protected characteristics in all its funded programmes and services.     
 
Attracting the best people into apprenticeships involves ensuring that barriers are removed. Receiving the right support at the right time unlocks the potential of people who could otherwise be denied the opportunity to go on and become valued employees. Supporting people to feel confident about disclosing their protected characteristics in a safe and respectful way allows employers and learning providers to put the right conditions in place to unlock that potential; the right time for this is often at the start of an apprenticeship or even at the recruitment stage. In practice, it might involve ensuring that reasonable adjustments are made to accommodate apprentices, where that is possible and in order to help them make the most of their apprenticeship journey. Examples might include (but are not limited to) supporting people with sensory impairments, supporting people for whom English is not their first language and supporting people who are care experienced (for example, through fostering, adoption, or residential care).       

Diversity   


Official statistics provided by workforce regulator the Scottish Social Services Council (SSSC) state that there are 10,914 registered social workers in Scotland, of which 6212 are practising in local authorities in Scotland. A further 4702 registered social workers are not practising in statutory services and are employed in third or private sector agencies across Scotland. The regulator also reports annually on the profile of the entire registered, social services workforce across various categories. The SSSC registration report (2023-24) illustrates that the average age of registered social workers in Scotland across all service provision (local authority, third sector and private agencies) is 52 years. 

  

Data from the SSSC register as of the 15th of April 2025, indicates that 10,838 individuals were registered as a social worker, the majority (52.8% / 5,830) of which were aged 45 years and over, with only 20.1% (2,177) under the age of 34. Data also states that the majority (81.2% / 8,794) of those employed were female. Of those employed as social workers 12% identified as having a disability, with 2% noting multiple conditions. 

  

Recruitment and delivery of this framework should take into account the need to be flexible and adapt to support the different needs of apprentices. Employers and Higher Education Providers should take practical steps to make sure recruitment more inclusive. 
  

Recruitment and delivery of this framework should take into account the need to be flexible and adapt to support the different needs of apprentices. Employers and Higher Education Providers should take practical steps to make sure recruitment more inclusive. 

Do you agree that the information on Fair work, equality and inclusion and diversity in the Social Work occupation is accurate and fit for purpose? 

  • Yes 
  • No 

Please provide any further comments. 

We consider the Fair Work information accurate, however, we would recommend seeking information regarding ethnicity and race within social work to support a wider diversity of students.   

Lastly, do you have any additional comments about the Graduate Apprenticeship in Social Work overall? 

We welcome the opportunity for increased diversity within the social work profession, and increased access for those who may not otherwise be able to pursue professional training.   

We appreciate that the GA programme may alleviate financial pressures on students by allowing them to remain employed while completing their apprenticeship. This route offers advantages in terms of readiness for practice upon graduation, addressing concerns raised by employers regarding graduates from traditional HEI social work courses, particularly those lacking experience in statutory social work. Consequently, these graduates often face challenges in securing employment despite high vacancy rates in several Local Authorities across Scotland.  

We hope that students undergoing the Graduate Apprenticeship in Social Work aren’t solely trained in statutory social work but are prepared to work across all sectors and fields of social work upon graduation. It is essential to cultivate social workers who are not only ready to work but also capable of adapting to diverse work environments and thinking critically to align with social work values and ethics. 

It is crucial to ensure a balanced approach between work and academic commitments to prevent the risk of burnout among students. Managing professional responsibilities alongside high academic expectations can be overwhelming. Therefore, it is important to implement strategies that promote a sustainable workload, provide adequate support, and encourage self-care practices. This balance is essential not only for the well-being of the students but also for their long-term success and retention in this profession.