繼續教育的相對剝奪－社工師專業繼續教育可及性經驗之探討

有鑑於社會工作師繼續教育經立法頒布後，已於2016年達到首次執業更新期限，卻仍有540人未能完成更新。本研究自社會學角度出發，探討我國社工師接觸繼續教育之經歷中，其過程是否曾遭遇困難。並同時整理國內、外專業繼續教育辦理方式，加上整理社工界內開課資訊後，發現近年的開課情況確實存在區位性問題，呈現地理分佈極為不均外，亦缺乏遠距教學之建置。除外，本研究透過引導式訪談，探究國內不同地區20名社工師接觸教育時所陳述之經驗感受，另輔以地方政府執業登記單位、課程審定者共4名進行核對，有助於對照資料之真實性。期待透過尋求一套客觀事實及經驗陳述後，解釋其箇中現象，裨益往後社工專業教育發展，以達其建議效果。經研究分析，顯示部分社工師在繼續教育完成上確實存在困難，繼續教育課程時的資源可得性會因其居住地區、工作領域等條件而有所區別，呈「醫院、公部門及大機構，較私人小機構易獲得」、「重西部、都會、本島卅輕東部、偏鄉、離島」、「地方公會能量影響課程選擇」、「主管支持成直接影響」、「女性角色困難」、「倫理品質積分難取得」及「缺少遠距教學」等。加上未來可能面臨「罰則訂定」之現象背後，社工師反映為付出程度高、回饋少、遭受更多限制，而相較社工員及其他專業（更佳的自由度及資源豐富度）後，感受到付出報酬不成正比，浮現了「相對剝奪」之感受。背後行為可能是焦慮反應、規避執業、甚而選擇離開社工制度，或許是不易顯見卻又是應當警醒之重要問題。建議中央政府應即早「建置社工遠距教學」，此將影響了「未來罰則制定」背後的「資源公平性」及「專業豐富度」等議題。亦期待社工師法在立法二十年之際，能有機會對政策做一通盤檢視，令社工專業教育制度更臻健全，以裨益我國社會福利未來之基礎發展。

關鍵字

社會工作師；相對剝奪；專業繼續教育；社會交換論；網路學習；遠距教學

並列摘要

In view of the fact that continuing education for social workers has reached the first renewal period after 2016, it has not been able to complete the update. This study, from the sociological point of view, to explore the experience of continuing contact with social workers in Taiwan, to understand the process has not encountered difficulties. And finishing the domestic and foreign professional continuing education approach, and then sort out the information after the opening of Taiwan, found that the existence of regional problems in 2015, showing a very uneven geographical distribution, but also the lack of distance teaching. In addition, the present study explored the experience of 20 social workers when they came into contact with education through guided interviews, and supplemented them with government practice registration units and curriculum reviewers to check the authenticity of the data. We look forward to explaining this phenomenon and to assist the social workers in the future development of professional education, to provide future recommendations After analysis, it is clear that some social workers have difficulties in completing continuing education. The availability of resources for continuing education courses will be differentiated according to their areas of residence, work areas and so on, and they are "hospitals, public departments and large organizations , Which is easier to obtain than the private sector, "" the western region, the metropolitan area is easier than partial township and outlying islands "," association energy influence curriculum selection "," supervisor support has a direct impact "," female role difficulties "," ethics and quality points difficult to obtain "and" lack of distance learning ". Coupled with the possibility of facing a "penalty" in the future, the social workers responded to pay more, less feedback, more restrictions, and compared with the unregistered social workers and other professional (better freedom and resource richness), the feelings are not worth the pay, there has been "relative deprivation" feelings. Behind the behavior may be anxious, to avoid registration, and even choose to leave the social work system, perhaps not obvious but should be alert to the important issue. It is suggested that the Government should "build social worker distance teaching" as soon as possible, which will affect the issue of "fairness of resources" and "professional abundance" behind "penalty". We also hope that this discussion will be conducive to the future development of our social welfare, and we will have the opportunity to review the policy and make the social professional education system more perfect.