Update on EPAS2019
In 2015 the Board of Directors began a process called EPAS2019. This consultative process will result in a new set of Educational Policies and Accreditation Standards in 2019. Since our last conference the EPAS2019 team, under the direction of the Educational Policy Committee, has prepared several documents for membership consideration between May and October of 2018.
- Briefing Note number # 2: This is the second briefing note of the EPAS2019 review process. It provides background information to the 2018 draft of the CASWE-ACFTS Educational Policies and Standards for Accreditation. The 2018 draft proposes changes in Domains 1, 2, and 4. Domain 3 will be addressed in time for the 2019 conference. It is strongly recommended that you read this briefing note before you consider the text of the EPAS2018 draft.
- EPAS2018: Condensed Version: This document presents the proposed changes to Domains 1, 2, and 4.
- EPAS2018: Comparison Version: This document presents the proposed changes to Domains 1, 2, and 4 and, in a two column format, and contrasts the proposed text with the current Standards.
- EPAS2019 – Think Tank Equity & Social Justice Analysis: This document contains a detailed analysis of educational policy statements related to equity and social justice issues.
We encourage all members to read these documents prior to the spring conference in Regina and to then take part in at least one of the multiple consultations sessions that will happen during the conference.
Members of the EPC will meet with all CASWE-ACFTS constituency groups, committees, and caucuses to discuss the 2018 Draft. A full membership session, with interpretation, will be held from 2:00- 3:00 pm on Wednesday, May 30th. There will also be two membership dialogue sessions during the conference: the English session is from 9:00-10:00 am on Thursday, May 31st; the French session is from 10:30-11:30 am on Thursday, May 31st. Please note that members can attend the Dialogue Sessions by distance. Please contact Marie-Christine Bois at email@example.com.
The Educational Policy Committee (EPC) is a standing committee of the Board of Directors of CASWE-ACFTS and is accountable to the Board. It is Co-Chaired by a member of the Board of Directors and a member of the Commission on Accreditation. The primary purpose of the EPC is to periodically review and recommend amendments to CASWE-ACFTS educational policies and Accreditation Standards. The terms of reference provide a more detailed description of the purpose, responsibilities, composition, and operation of the EPC and the annual reports (see below) describe the committee’s activities.
The EPC is current Co-Chaired by Kathy Hogarth and Hélène Albert. Other committee members include Nico Trocme, Judy White, Francois Boudreau, Anita Vaillancourt, Mary Medcalf and Joanne Azevedo. If you are interested in the work of the EPC please contact Kathy Hogarth (firstname.lastname@example.org) or Hélène Albert (Helene.email@example.com).
Process for Revising Educational Policy and Standards
In June of 2013 the BOD passed a motion instructing the EPC to “suggest a planned process for making long term, substantive changes to the Standards and Procedures for Accreditation”. After consulting with members of the BOD, the COA, Deans and Directors and the general membership the EPC prepared a document entitled Process for the development of educational policies and accreditation standards (EPAS 2019). This process was approved by the BOD in February of 2015.
Year one of the process addressed several key questions about Accreditation (see Briefing Note #1). These questions were discussed among all CASWE-ACFTS constituencies, and formed the basis of multiple dialogue sessions at the 2016 conference.
During year two (spring and fall of 2017), members are encouraged to engage in the EPAS2019 by addressing the following questions.
- From your lens or standpoint what do you consider to be the strengths and needs of current Standards for Accreditation?
- What level of prescription is appropriate for the Standards?
- What terms or phrases used within the current Standards of Accreditation need to be clarified or defined within an Accreditation Manual?
- Do you have any other comments or suggestions?
Below are two research reports that provide useful background information:
1. Content Analysis: A comparison between CASWE-ACFTS Educational Policy Statement and Standard for Accreditation and;
2. Accreditation Standards: Levels of Prescription