Bethlehem Tertiary Institute (BTI)-SPECIFIC QUESTIONS
Q: What has the SWRB Board decided about BTI’s new Bachelor of Social Work?
A: On 10 November 2025, the Board approved in principle the prescription of BTI’s new three-year Bachelor of Social Work degree, pending final fact-checking. The final approval was granted on 1 December 2025. The degree will be prescribed for one year initially, with a review before the end of 2026. If successful, the prescription will be extended for four years (2027-2030). This is the first qualification prescribed under SWRB’s new Education Standards 2025.
Q: Why is the prescription only for one year?
A: A one-year initial prescription with an early review is appropriate for a new programme structure. This enables the SWRB to conduct a desk review and online hui before the end of 2026 to confirm the programme is delivering successfully in practice. This is a prudent safeguard and monitoring approach, not an expression of doubt about the programme quality. If the review is successful, prescription will be extended for four years.
Q: When will ākonga be able to enrol in BTI’s three-year degree?
A: BTI will offer the new three-year degree to ākonga enrolling for the 2026 academic year.
Q: Why was BTI the first to be prescribed under the new standards?
A: BTI applied for prescription of their new three-year degree in February 2025 and were the first formal application received. As this was the first prescription under the new Education Standards, the process served as a pilot for testing both the standards and the prescription and monitoring framework. The application was assessed through a comprehensive joint SWRB-NZQA panel process in October 2025.
Q: How will BTI transition from their four-year to three-year degree?
A: BTI has developed comprehensive transition arrangements with a hybrid programme running in 2026-27. Current Year 1 ākonga (2025 cohort) will be able to enter the second year of the new degree, allowing them to complete in three years. This means the first graduates of the three-year degree will complete at the end of 2027. BTI has socialised these arrangements with current ākonga.
QUALITY AND STANDARDS QUESTIONS
Q: Does a three-year degree mean lower standards or quality?
A: No. All social work programmes, regardless of length, must meet the same rigorous SWRB Education Standards. BTI’s three-year degree was assessed against these standards and met all requirements. Graduates must demonstrate the same Core Competence Standards and meet the same fit and proper requirements for registration. The focus is on competence and capability to practise safely.
Q: Will graduates of three-year programmes be as competent as graduates of four-year programmes?
A: Yes. All graduates must meet the SWRB Core Competence Standards to be eligible for registration, regardless of which programme they attended. BTI’s three-year programme includes the same 900 hours of field education and covers all required knowledge, skills and values. The SWRB panel confirmed that the programme ensures graduates are competent, safe to practise, and able to fully participate in the profession.
Q: How can ākonga learn everything they need in three years instead of four?
A: The Education Standards focus on competence outcomes rather than prescribing how programmes are structured. BTI has designed their curriculum to comprehensively cover all SWRB Core Competence Standards within a three-year framework. The programme includes the required 900 hours/120 days of field education and was assessed by a joint SWRB-NZQA panel as meeting all regulatory requirements. Different programme structures can achieve the same outcomes.
EDUCATION STANDARDS QUESTIONS
Q: What are the new Education Standards and when were they approved?
A: The Education Standards 2025 are SWRB’s regulatory framework for assessing social work programmes. Development began in 2021 with extensive sector consultation involving independent Kaiwhakahaere, advisory and reference rōpū. The standards were developed through engagement with the social work sector, education providers, iwi, and stakeholders. They were approved by the Board in 2025 and will be fully implemented in 2026.
Q: What flexibility do the new Education Standards enable?
A: The standards enable flexibility in programme length (including three-year degrees), programme staging with exit points (certificates or diplomas), increased entry points through RPL (recognition of prior learning), and various delivery methods. This flexibility responds to sector feedback about barriers to course completion and ākonga attraction, while maintaining rigorous requirements for graduate competence and public safety.
Q: Do the Education Standards allow programmes to have fewer than 900 hours of field education?
A: No. All programmes must include a minimum of 900 hours of field education across 120-150 days, regardless of overall programme length. This requirement ensures all graduates gain sufficient practical experience to develop competence.
Q: Why did SWRB develop new Education Standards?
A: The SWRB worked with social work educators to develop new education standards which could ensure public safety and strengthen social workers’ professional competence and accountability. The standards development also responded to sector feedback identifying barriers to programme completion and workforce attraction, including programme length, cost, and declining enrolments since 2015. Ākonga consistently reported financial hardship during programme reviews. The new standards enable flexible programme delivery while maintaining rigorous requirements for competence and public safety, supporting many pathways into the profession.
Q: Were stakeholders consulted about the new Education Standards?
A: Yes. The development process began in 2021 with appointment of independent Kaiwhakahaere (tangata whenua and tangata Tiriti), an advisory rōpū (four tangata whenua and two Pacific social workers), and a reference rōpū reflecting Aotearoa’s diversity. Draft standards were made available to the sector in May 2023. The process included consultation with education providers, professional associations, health and social service providers, service users, communities, employers, and ākonga.
