Australian Social Work Education and Accreditation Standards
Australian Social Work Education and Accreditation Standards (ASWEAS) 2012
The Australian Social Work Education and Accreditation Standards (ASWEAS) set out the principles, standards and graduate attributes for social work education in Australia. The standards are used as the criteria for the accreditation of a professional social work course with the Australian Association of Social Workers (AASW).
The AASW is currently reviewing the ASWEAS and anticipates completion of this review and a new version of the standards in early 2017. Until , such time the 2012 ASWEAS and associated guidelines apply to entry level social work education in Australia.
Guidelines 1.1 to 1.6 of the standards provide information for universities about implementing the ASWEAS 2012 in their BSW and MSW courses.
Guideline 1.1: Guidance on essential core curriculum content
Guideline 1.2: Guidance on field education programs
Guideline 1.3: Guidance on RPL, articulation and credit transfer
Guideline 1.4: Guidance on organisational arrangements and governance of social work programs
Guideline 1.5: Guidance on reaccreditation reviews
Guideline 1.6: Guidance on new programs
Higher Education Providers template for accreditation review and annual reporting purposes.
** Please download and save the below document - before typing into the text boxesAnnual reporting template
Review submission template effective May 2015
AASW Accreditation Panel review report template
** Please download and save the below document - before typing into the text boxes
Final report template of the HEP Accreditation Review Panel effective May 2015
Previous - AASW Australian Social Work Education and Accreditation Standards
Social work programs accredited under the previous ASWEAS 2008 (updated 2009, 2010, 2012) have until the date of their next review to meet the requirements of this policy if their next review is due after January 2014.
Click here for a copy of the previous ASWEAS 2008 (updated 2009, 2010, 2012).
