Abstract
The purpose of this study was to clarify the significance of double-licensing for students wishing to become both care workers and social workers, and what the course should entail. By doing so, the report’s findings can be used as a foundational text when investigating the specific educational contents of the two training curricula. Nine people, who had taken a care worker/social worker training course at a four-year university and were working in welfare specialisms, were interviewed, and their responses were analyzed using a qualitative induction method. The results showed that those who possessed both care worker and social worker licenses found it advantageous in building collaborative relationships with people in other occupations, and as a boost to understanding of those requiring care. During university classes, the interviewees were able to improve their fundamental ability to assess a subject or support others, and learned how these are actively applied in practice. The study also confirmed that other forms of lessons, such as role playing or discussions, facilitate learning. When asked about skills they wanted to acquire at university, or about what would benefit lessons, respondents’ answers suggested that gaining sufficient knowledge required to coordinate or cooperate with those in other occupations is an issue.
