Abstract
M.A.
Transformation in the social welfare arena implies new developments and changes in social work education. The past decade has seen various changes in social work in South-Africa. Changes in the international social welfare context are also reflected in the South-African scenario and educators need to be aware of these changes and influences.
The study aims at the development of an understanding of the current trends that have an influence on effective social work education. Although the South-African trends are the main focus of the study, it is important to also take the global trends into consideration. The researcher identified the White Paper on Social Welfare (1997), changes in the South-African Education Context as determined by the SA Qualifications Act (58/1995), the Council for Social Service Professions, international trends and the changing South-African environment as the major contributors to the need for urgent change in Social work curriculum.
The researcher utilizes qualitative methodology to identify the variables influencing transformation in social work. The mentioned variables were described by means of specific themes relevant to social work education. The description is practice-relevant since the information was collected from academic faculty members and social work students. The data was collected by means of focus groups and interviews guided by a structured interview schedule.
A theoretical framework was used to describe the context of social work transformation and relevant influences. A small scale meta-analysis of the current trends in social work literature guided the researcher towards an understanding of the current trends relevant to social work education. Deductive reasoning was used to combine the main moments of the theoretical framework and the themes derived from the collected data. The data were analyzed by a process of categorizing and coding as suggested by De Vos (1997). A protocol was developed in order to analyze the data in a consistent and structured manner. Guba’s model (1990) on trustworthiness was used to validate the themes.
Finally, methodological and contextual conclusions were formulated. The conclusions and themes formed a basis for the formulation of recommendations which can contribute to social work education in South-Africa.
Prof. W.A. Mitchell
Prof. C.B. Fouchè