ABSTRACT COVID-19 resulted in massive disruption and changes in every aspect of our lives. To curb the spread of the virus, many governments limited the movement of people or imposed full ‘lockdowns’. This created significant challenges for social workers practising with people often reliant on interpersonal support such as those at risk of domestic abuse; with mental health problems or learning disabilities. Measures to reduce viral spread affected the education sector at all levels from pre-school to higher education, disrupted traditional classroom pedagogy and shifted to technologically supported e-learning to minimise disruption to the students’ education. In lockdown, online teaching has become the new norm. E-learning has its limitations for professional curricula such as social work. Like most countries, field practice represents a compulsory component of the social work curriculum in Malaysia which measures the capabilities or competency of students to enable them to become qualified social workers. When COVID-19 forced universities and agencies to halt field placements in Malaysia, the immediate challenge was to find alternative ways of assessing students. This paper aims to provide an overview of field education assessment in Malaysia during the pandemic and to pose questions for future assessment as Malaysian social work drives towards increased professional regulation.

中文翻译：

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解决马来西亚 COVID-19 大流行期间社会工作学生的能力要求

摘要 COVID-19 给我们生活的各个方面带来了巨大的破坏和变化。为了遏制病毒的传播，许多政府限制人员流动或实施全面“封锁”。这给社会工作者带来了重大挑战，这些人通常依赖于人际支持，例如有家庭虐待风险的人；有心理健康问题或学习障碍。减少病毒传播的措施影响了从学前教育到高等教育的各级教育部门，打破了传统的课堂教学法，并转向技术支持的电子学习，以尽量减少对学生教育的干扰。在锁定期间，在线教学已成为新常态。电子学习对社会工作等专业课程有其局限性。像大多数国家一样，现场实践是马来西亚社会工作课程的必修组成部分，它衡量学生的能力或能力，使他们能够成为合格的社会工作者。当 COVID-19 迫使大学和机构停止在马来西亚的实地实习时，眼前的挑战是找到评估学生的替代方法。本文旨在概述大流行期间马来西亚的实地教育评估，并在马来西亚社会工作推动加强专业监管时为未来的评估提出问题。当前的挑战是找到评估学生的替代方法。本文旨在概述大流行期间马来西亚的实地教育评估，并在马来西亚社会工作推动加强专业监管时为未来的评估提出问题。当前的挑战是找到评估学生的替代方法。本文旨在概述大流行期间马来西亚的实地教育评估，并在马来西亚社会工作推动加强专业监管时为未来的评估提出问题。