Developing wider workforce regulation in England: lessons from education, social work and social care.
This paper draws on the findings of a review of regulation of professionally qualified teachers, social workers and other staff in social care. It charts the process of developing and implementing both professional and wider workforce regulation in England, focusing on the implications for generic and integrated working and the development of cross-professional procedures for the protection of vulnerable adults and children from abuse. There are many uncertainties about how best to develop workforce regulation especially when integrated working is a policy goal. In light of the paucity of evidence of outcomes and benefits for improved practice and the protection of the public, there is a need for research to address this complex arena.
Cornes
Michelle
M
Social Care Workforce Research Unit, King's College London, UK. michellecornes@aol.com
Manthorpe
Jill
J
Huxley
Peter
P
Evans
Sherrill
S
D000328:Adult; D019033:Delivery of Health Care, Integrated; D004517:Education, Professional / Q000331:legislation & jurisprudence / Q000592:standards*; D004651:Employment / Q000592:standards; D004739:England; D005178:Faculty / Q000592:standards*; D033161:Government Regulation; D006282:Health Personnel / Q000193:education / Q000592:standards*; D006801:Humans; D007400:Interprofessional Relations; D011361:Professional Competence; D017150:Public Sector / Q000331:legislation & jurisprudence / Q000639:trends; D012947:Social Work / Q000193:education / Q000331:legislation & jurisprudence / Q000592:standards*; D013222:State Medicine / Q000331:legislation & jurisprudence / Q000592:standards*; D000078329:Workforce