Abstract
South African social work education changed from norm-based to outcomes-based education
soon after the first democratic government came into power in 1994 and a new Bachelor of
Social Work has been in existence since 2007. The article argues in support of deep learning
principles and presents narrative constructions from two differently advantaged departments
of social work, illustrating how lecturers and students there have adapted to outcomes-based
education. Conclusions indicate that statutory requirements and institutional pressures militate
against the development of deep learning. The urgency to incorporate transformative learning in
meeting professional standards is placed in the international context.