ABSTRACT Inter-country Social Work admissions and educational comparisons are difficult due to variance in policy and practices between Social Work educational providers, even within the same country. However, this paper aims to provide an examination of different levels of impact that COVID-19 ‘lockdown’ had on ‘admissions to social work’ processes and on education, using examples from universities in Australia, England, Finland, Northern Ireland, Norway, Ireland and Sweden. Already we know that across these examples, admission processes differ significantly. Variances are between selection and entry methodologies with some institutions using academic entry criteria and personal statements and interviews, while others use academic entry criteria and relevant experience or academic entry only. We also know that practicum duration is variable across providers, lasting between 75 and 200 days. Despite all differences, a distinct adjustment to lockdown required a shift to virtual teaching methods for each institution. This paper seeks to explore the range of approaches adopted to lockdown in relation to practice learning placements in each example. We consider the underpinning values and principles that guided responses to these change processes in the various institutions and longer-term implications emerging from the required rapid change processes are discussed.

中文翻译：

---

COVID-19 对七所国际大学社会工作招生和教育的影响

摘要 由于社会工作教育提供者之间的政策和实践存在差异，即使在同一国家内，跨国社会工作录取和教育比较也很困难。但是，本文旨在通过澳大利亚、英国、芬兰、北爱尔兰、挪威、爱尔兰和瑞典。我们已经知道，在这些例子中，录取过程有很大不同。一些机构使用学术入学标准和个人陈述和面试，而其他机构则使用学术入学标准和相关经验或仅使用学术入学，因此选择和入学方法之间存在差异。我们还知道，实习持续时间因提供商而异，持续时间在 75 到 200 天之间。尽管存在所有差异，但对锁定的明显调整需要每个机构都转向虚拟教学方法。本文旨在探索与每个示例中的练习学习布置相关的锁定方法的范围。我们考虑了指导各种机构应对这些变革过程的基本价值观和原则，并讨论了所需的快速变革过程所产生的长期影响。本文旨在探索与每个示例中的练习学习布置相关的锁定方法的范围。我们考虑了指导各种机构应对这些变革过程的基本价值观和原则，并讨论了所需的快速变革过程所产生的长期影响。本文旨在探索与每个示例中的练习学习布置相关的锁定方法的范围。我们考虑了指导各种机构应对这些变革过程的基本价值观和原则，并讨论了所需的快速变革过程所产生的长期影响。