{'fraction_non_alphanumeric': 0.02531645569620253, 'fraction_numerical': 0.0008438818565400844, 'mean_word_length': 5.516483516483516, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The Initial Qualifications, Induction and In‐Service Needs of Education Social Workers in Wales1

This paper presents an analytical evaluation of the initial entry qualifications, induction and in‐service requirements of education welfare officers (EWO)/education social workers (ESW) in Wales. These data were obtained from a sponsored research project funded by the Welsh Assembly Government conducted on a pan‐Wales basis. The findings indicate that only five local education authorities (LEAs) in Wales presently require social work qualifications for entry to the service. A majority of staff in the remaining LEAs tend to hold low level qualifications. Whilst induction practices vary between LEAs, better and improved practice is beginning to emerge. Similarly, the in‐service needs of ESW/EWS staff are not normally analysed systematically. Therefore, a variety of different approaches are used within LEAs to meet the in‐service needs of education welfare/social work staff. Some examples of good practice are postulated. Recommendations to improve the induction, initial training and in‐service requirements of staff in Wales are made alongside the need for further research.