Beyond Legalism in Turbulent Times: Re-grounding UK Social Work in a Richer International Human Rights Perspective

Human rights have always been intrinsically woven into social work, but in the UK, often in a way that is either vague or wholly legalistic. In this article, we make a case for embedding a broader and richer concept of human rights in UK social work practice and education. We contrast the international social work perspective on human rights with that of UK professional codes and suggest that the narrow and uninterrogated conceptualisation of human rights in the UK may be acting as a barrier to UK social workers fully understanding and engaging with broader human rights agendas of the sort found in international practice. We argue for the merits of regrounding UK social work in this broader human rights concept, in which radical and emancipatory approaches can be underpinned by a common and unifying rights-orientated perspective. We make this argument, initially, in the context of the Human Rights Act 1998 remaining in UK law, which we see as entirely necessary for the protection of human rights in social work in the country, but insufficient for a broader, richer concept. We also, however, consider a scenario in which the Act is replaced by a British Bill of Rights and argue that such a development would present a further urgent need for embedding a broader human rights concept in UK social work. We close by setting out some of what such a concept might involve

Facilitating Lifelong Learning Through Vocational Education and Training: Promoting Inclusion and Opportunities for Young People

This chapter will consider the role of vocational education and training in contributing to strategies to enhance the life chances and social inclusion of young adults. Recent changes in economic and social development and the impact of globalization have contributed to the changes in perception of both vocational learning and skills required by contemporary workplaces. Vocational and work-based learning has been recognized as a core component of national and international strategies for lifelong learning (LLL) (Evans 2012; NIACE 1999; Aspin et al. (eds) (2012) The second international handbook of lifelong learning. Springer, Dordrecht), which aim to bring about higher participation and inclusion of young people, especially those who are considered to be vulnerable or disadvantaged. Engaging vulnerable young people through different forms of lifelong learning has been strongly related to addressing the specific needs and requirements that would facilitate their participation in social, economic, and civic/political life in their relevant contexts. The chapter will consider the links between LLL and VET, particularly discussing the extent to which the different discourses of LLL and adult education influence strategies and approaches for vulnerable young people and the implications of VET. The chapter will further consider some policy and practice developments in the UK context, in both historical and contemporary perspectives. Subsequently, some approaches will be considered to illustrate the debate and developments, particularly drawing on research findings from selected research projects. The chapter will conclude with discussing the potential of VET for promoting active citizenship specifically in providing the learners with both economic and social skills in a lifelong learning perspective

European Institutions and Social Work

This bibliography examines the influence of the formal pan-European political and economic structures on the practice and development of social work, social services, and social care in Europe, with particular reference to human rights, social welfare policy, and the practice of social work. Europe as a continent stretches from the Atlantic Ocean to the Ural Mountains, from the Arctic Ocean to the Mediterranean Sea, from Portugal to Russia (beyond the Urals), and from Finland to Greece, while also including island states such as Cyprus, Iceland, Ireland, Malta, and the United Kingdom. The continent includes not only some of the most economically and socially developed countries in the world, but also some of the poorest. It comprises the forty-seven democratic countries that are members of the Council of Europe (CE), with a total population of around 740 million. All the member states have ratified the European Convention for the Protection of Human Rights and Fundamental Freedoms (also known as the European Convention on Human Rights, or ECHR), including respect for its legal institutions. Belarus, Kosovo, and the Holy See (in Rome) are also within the region but are not members of the Council. Twenty-eight of these countries are also members of the European Union (EU), a political union with common institutions and legal frameworks that have supremacy over national parliaments. Social work as a profession has been well established in Europe for over a hundred years within a variety of social welfare models; the countries in central and eastern Europe have reestablished social work since the 1990s, following the ending of the Communist political systems. The practice of social work has evolved differently in each country, but it shares common characteristics. The main political and social structures of Europe—the Council of Europe (CE) and the European Union (EU)—have a significant influence on the development of national social policies through EU Directives (laws), the human rights principles, and the conventions of the Council of Europe and convergent visions. The key instruments that impact on social work policy and practice are identified alongside analysis of their significance