INTRODUCTION
The members of the Joint Universities Committee for Social Work would like to express their appreciation for the invitation received from the Parliamentary Portfolio Committee on Social Development to make this presentation. The data presented in this report were received from the Departments, Schools and Centers for Social Work at the following training institutions:
Huguenot College
Potchefstroom University for CHE
Rand Afrikaans University
Rhodes University
University of Durban-Westville
University of the Free State
University of Natal
University of the North
University of the North-West
University of Port Elizabeth
University of Pretoria
University of South Africa
University of Stellenbosch
University of the Transkei
University of Venda
University of the Witwatersrand
University of Zululand

This report reflects some of the central themes and issues with respect to the transformation of the education and training of social workers in South Africa since 1994. Areas discussed are: curricula (theory and practice); staff and student composition; cooperation with other universities and the private and public sectors; and factors that have facilitated and those that have hindered the transformation process. The report concludes with a summary, key recommendations and a conclusion.

ASPECTS OF TRANSFORMATION
CURRICULA
Theory
Most Departments of Social Work have taken significant steps to align their curricula with and to meet the requirements of changes at the macro policy level in South Africa – amongst others, the White Paper for Social Welfare (1997), the Social Welfare Action Plan (1998), the Financing Policy for Developmental Social Welfare Services (1999), the South African Qualifications Act (1995) and the Higher Education Act (1997) – and to root their programs within the paradigm of social development.

Today curricula reflect a clear focus on knowledge of, and strategies and training directed towards, the target groups identified in the White Paper for Social Welfare.

Conscientious efforts are made to contextualize the theory taught against the South African situation. This includes locating course content within the unique socio-economic circumstances of specific provinces. Education and training programs aim to be relevant to the realities of the challenges facing practitioners. Some departments also place what they teach within the Southern African Development Community and broader global contexts.

Distinct common themes informing all course content are those of capacity building, working from a strengths perspective and facilitating the empowerment of individuals, families, groups and communities, with a focus on understanding the impact of structural sources of oppression and of inequality on the lives of people.

Poverty alleviation, rural development and HIV/AIDS are priority areas for a number of training institutions. The powerful intersection of race, class and gender and how these factors influence access to resources in a highly stratified society, are themes that underscore many modules.

With regard to the nature of theory modules, please see Attachment A for a list of some of the modules offered by different Departments.

Learners are taught to work with individuals, families, groups and communities and develop skills in community development, social planning, social work administration, policy formulation and social work research. The integrated approach that analyzes the relationship between the micro and macro dimensions of human behaviour and of service delivery is emphasized, as educators are mindful that, in the adoption of the social development paradigm, individuals should not fall between the cracks. All departments aim to prepare learners for beginning generic practice within the South African context.

Some departments have their curricula evaluated annually. Such evaluations involve staff, learners and outside stakeholders and may be conducted by experts external to the institution concerned. Indeed, one department has already undergone a process of quality assurance.

Practical work: Focus and hours
At most institutions skills training on campus starts from the first level of study and emphases self-awareness and communication and relationship building skills. Some departments introduce first level learners to the community through visits of observation and/or conducting voluntary work in agencies.

An area of distinction in social work education is the emphasis on ethics and values, and the importance of being critically reflective practitioners who can think on their feet and problem-solve as they deal with the contradictions and paradoxes of the everyday world.

Generally practical work in the community starts from the second level of study. The number of the hours at level #2 ranges from 40 to 280 hours. The number of hours in the field increases at level #3 and by level #4, the time spent in the field is substantial, ranging from a minimum of 480 hours, 3 days a week for 26 weeks, to a block placement of between 3 to 6 months.

Students are placed in situations that allow them to use and develop competence in a range of social work methods, viz. Working with individuals, families, groups and communities, administration and research. All learners develop practical skills that they need for effective generic practice, including report writing and administration. The developmental approach informs all aspects of their training.

Practical experiences become increasingly complex and demanding over the four years of study. Practical courses are separate credit bearing modules at some departments.

STAFF COMPOSITION
Changes and implications
The majority of departments report, in line with the Employment Equity Act, making progress towards a staff composition that reflects the demographics of the country. The shift has not been without considerable difficulties. These range from a low staff turnover, staff leaving and not being replaced and vacant posts not being filled due to instability on campus to staff being lured from academic posts to more lucrative positions external to the university.

Where staff changes have been effected, the universities concerned report the benefit of an enriched experience for both staff and learners, the advantages of improved communication between lecturers and students, and of being able to model for students, working cross-culturally. At the same time, the mentoring system instituted at some universities for new academic staff places considerable strain on senior staff members, especially in a situation where the numbers of such senior staff members are diminished.

Those universities which find themselves in a situation of being unable to change their staff composition as quickly as they may wish are creatively addressing the issue by appointing supervisors and field assistants from diverse backgrounds on a contract basis, and by inviting black people to conduct skills training and act as guest lecturers.

Some universities create "development posts" to mentor young graduates with potential for study at the post-graduate level. Such individuals are facilitated to fulfill some departmental responsibilities. The aim of such an initiative is to develop the next generation of social work educators.

The level of funding of social work education and training has had extremely negative implications for the staffing of departments. As staff have resigned or retired, posts at universities have been frozen. The result has been that remaining staff members have had to take on more than their fair share of the total workload. Overwork and stress and in one instance, the phasing out of some practicals for learners, have resulted. Other departments have been substantially downsized through restructuring initiatives within their university. Similar consequences have ensued, i.e. overwork, low morale and, significantly, less time for research and publication. The latter has considerable implications for the development of indigenous theory and practice.

STUDENT COMPOSITION
Changes and implications
The universities of Natal, North-West, Wits and UPE have all reported a decrease in the number of under-graduate social work learners. In contrast, the universities of Venda, the North, North-West and UNITRA indicate an increase in such registrations.

At post-graduate level, an increase in numbers has occurred at the universities of the North-West, Natal, Wits and UPE.

Overall there is a decrease in student enrolments across South African universities for the social work degree. We believe this might be attributed to the following factors:

- The diminishing status of social work on a national level. This is an unfortunate phenomenon, given the increased attention to the development of social work in the international arena. Some Eastern European and Middle Eastern countries, where social work as a discipline did not exist, have initiated social work education and training at universities. Furthermore, the International Association of Schools of Social Work (IASSW) plays important roles in representing their member schools at international bodies such as the United Nations and the International Human Rights Commission. It also acts as a pressure group in relation to International Monetary Fund and World Bank policies
- The perception that the Department of Social Development marginalizes social work, and does not recognize the legitimate place of social work in the social welfare sector
- The poor salaries and service conditions of social workers
- The entry requirements at certain institutions that preclude the entry of some students
- The lack of job opportunities for social work graduates in view of subsidy cutbacks to social welfare agencies, and subsequent freezing of social work posts. This is an unfortunate reality. Social work graduates, who are regarded as highly competent (with their four years of undergraduate training and very focused attention to practice experience) are actively recruited by international organizations, especially in the United Kingdom
- Lack of financial access to students or prospective students, the majority of whom come from poor, disadvantaged backgrounds

Aside from numbers, other changes with respect to student composition include an increase in the percentage of male learners (North and Durban-Westville), an increase in learners studying from home but in the vicinity of the campus (Zululand), an increase in the number of mature learners (Durban-Westville), an increase in black and a decrease in white learners (Huguenot College, Pretoria, Rhodes, UNISA, UPE and Wits) and an increase in the number of learners with disabilities (North).

The major shift in the student composition of many universities has been from a white to a black majority of learners, many of whom come from disadvantaged backgrounds. The implications and consequences of this situation are numerous and include the following: a change in language policy (to a double or parallel medium), an increased need to access financial assistance for learners to help cover the transport to sites of practical work, learners not having drivers licenses, and the need for extra personal attention, academic support structures, programs and other resources to help students from disadvantaged backgrounds to meet the challenges of tertiary education. Language appears to be a major barrier to academic progress.

In sum, many departments are experiencing staff shortages, within a context of (1) increased numbers of learners, whether at the under- or post-graduate levels or both, many of whom require very focused attention and increased academic support, and (2) a subsidy structure which is placing severe financial pressure on tertiary education institutions.

COOPERATION WITH OTHER UNIVERSITIES
Departments use external examiners from universities within the country and in turn serve as external examiners. Most cooperate at the levels of the Joint Universities Committee for Social Work (JUC), the Standards Generating Body (SGB) for Social Work and the South African Council for Social Service Professions (SACSSP). Cooperation between universities also includes guest lecturing, offering joint programs and/or undertaking joint research (Durban-Westville, Natal, North, Pretoria, Stellenbosch and Zululand).

Presently there is a trend towards forging international links, involving for example the use of international external examiners and the development of lecturer and student exchange programs (Durban-Westville, Natal, North-West, RAU, UPE, Wits and Zululand). Within the context of increasing university-wide financial constraints, departments are investigating ways of increasing cooperation at the levels of research and program offerings. Cooperation at the programmatic level has been hindered by the absence of guidelines from the Department of Education as to the division of subsidies between participating universities and the certification of "shared" learners.

COOPERATION WITH THE PRIVATE SECTOR
All institutions have developed cooperative relationships with organizations in the private sector. This is especially so at the level of securing and coordinating student placements. The majority of departments offer consultation services and workshops to agencies on a pro deo basis. Some departments have been able to secure sponsorship for cost of student transportation to agencies and student projects (RAU), while others pay for practical work transport from university funds (North). The Center for Social Work, Natal, has, about thirty years ago, initiated the University of Natal Community Project (UNCP) through which trust funds from the private sector have been secured. UNCP provides bursaries for at least one learner at 2^nd, 3^rd and 4^th year levels. Once a learner is selected at the second level, the financial support is continued to ensure completion of the social work degree. UNCP also helps students to meet some of the costs of fieldwork training.

Most staff members of Departments of Social Work are actively involved in the private sector through serving on committees, management boards, and forums and through the rendering of voluntary services.

COOPERATION WITH THE PUBLIC SECTOR
All Departments of Social Work are involved to some extent with local, provincial and national government departments. In this regard, a common trend is the presentation of workshops, in respect of the continuing education of social workers employed by the government. Some Departments of Social Work have participated in the Department of Social Development’s re-orientation program for their social workers, while others have initiated their own continuing education programs for government and other social workers. Staff members of Departments of Social Work serve on government committees, forums and planning teams. Most universities submit comments on draft legislation and legislation or policy discussion documents relating to social development. Some provincial government departments regard Departments of Social Work as resources.

Departments of Social Work also cooperate with the public sector through presenting papers and conducting workshops at government conferences and seminars. Employees of the Department of Social Development and a Member of Parliament have done special presentations, on invitation, at the University of Natal.

FACTORS THAT FACILITATE THE TRANSFORMATION PROCESS
Internal factors
Inevitable transformation within Departments of Social Work has been influenced by the stance taken by their particular university’s administration. In some universities, the stance taken has been proactive, making it easier for the social work department to follow suit. Other universities have taken a reactive stance, negatively affecting the change process within the social work departments.

External factors
Changes at the macro policy level and the democratization of South African society have opened up opportunities for Departments of Social Work to forge international links. These include links with training institutions in Southern Africa, Europe and America. Staff and student exchanges between South African and Departments of Social Work abroad have become a reality. These linkages are affording the academics and learners concerned the opportunity to share and learn from one another. This is a mutually enriching process in an age of globalization.

National trends and policies have influenced the transformation of curricula content in profound ways.

FACTORS THAT HINDER THE TRANSFORMATION PROCESS
- Transformation in South Africa and at universities has opened the door of learning to formally disadvantaged learners. However this has not been accompanied by financial support. Departments have experienced considerable financial constraints in the areas of staff appointments, implementation of programs, employment of tutors for additional help to learners from disadvantaged backgrounds, financial aid to cover tuition fees and the costs of transport to the sites of practical work
- Government subsidies for social work learners have to date been calculated by using a formula which is unrealistic in terms of the costs of social work education and training – especially in the light of the extra help required by learners from disadvantaged backgrounds
- Compounding the financial difficulties experienced by departments have been the general financial cutbacks of departmental budgets at universities
- With regard to the transformation of the staff composition, some universities have found it difficult to retain staff who fulfill equity requirements. Salaries of academics are not commensurate with positions in the public and private sectors which attract people of colour
- The lack of leadership in some universities has led to a lack of unity amongst staff. This has had a negative effect on the transformation of the departments concerned
- The retention of a specific language policy at some universities – Afrikaans – has inhibited the entry of non-Afrikaans speaking students
- At some universities, prospective learners experience difficulties meeting the stringent entry requirements. Often this results in the exclusion of students from educationally disadvantaged backgrounds
- At a time of growing social crisis, student numbers have dwindled in some departments. One of the reasons for this situation is that prospective students do not perceive the Department of Social Development/ government as taking social work seriously. Compounding this situation is the decline in a service orientation amongst the general public. Many people simply do not see studying social work as a worthwhile educational investment
- The inherent contradictions of policy proposals, and the gap between policy and practice, diminish the legitimacy of welfare in a nation. There is, for example, quite a contradiction between the participatory, democratic and person-centered approaches of the White Paper for Social Welfare and the macro-economic policy of growth, employment and redistribution (GEAR), favouring inter alia reduction in social expenditure and profits above people. This is inimical given that social development calls for an alignment of social and economic policies
- The poor image and low morale of social work practitioners, together with the severe financial difficulties experienced by many non-governmental organizations (NGOs), impedes the continuing education of social workers. This in turn results in, inter alia, a lack of a shared conception of social development between academics and some practitioners. In turn, this frustrates learners in their field instruction experiences
- Finally, some Departments of Social work are concerned about insufficient consultation between the Department of Social Development and academic institutions with respect to the transformation process. For example, the unilateral decision to change the name of the Department was major concern among JUC members. The change of name, in itself, marginalizes social welfare, as social development is a policy and paradigm from which certain values, skills and intervention strategies may be derived. It is a policy and paradigm that should permeate all sectors of government, and thus says nothing distinctive of a sector so named

OTHER
- One university is concerned by what it regards as an overemphasis on developmental social welfare to the neglect of other aspects of social work, at a time when there is an influx of statutory work
- Some academics maintain that social work must guard against becoming a government defined profession that delivers programs according to government prescriptions and ideology. Others make the point that social work should be given its rightful place in the process of social development by the Department of Social Development.

SUMMARY
- Most Departments of Social Work have taken significant steps to align their curricula to macro policy changes and currently operate from a developmental social work paradigm
- Efforts are being made to effect changes in the composition of the staff component of departments, bringing them in line with the demographics of the country
- Student composition at most universities reflects an increase in the number of black students and a decrease in that of whites. The number of learners from disadvantaged backgrounds entering institutions necessitates a range of support mechanisms that are difficult to muster
- The subsidy formula has weakened departments of social work in terms of the provision of a range of needed resources
- Cooperation between Departments of Social Work has extended from the level of external examination to research, projects and the exchange of staff, both locally and internationally
- There is an ongoing process of cooperation between training institutions and the public and private sectors. These initiatives need to be strengthened and supported
- The transformation of Departments of Social Work has been affected by the level of transformation of the specific institutions
- Transformation in the form of attracting learners, retaining much-needed practitioners and involving practitioners in continuing education initiatives, has been hindered by the poor image of the profession in society and what appears to be a lack of support for the profession from the Department of Social Development

RECOMMENDATIONS
The following recommendations are offered for consideration of and support from the Portfolio Committee. It is believed that all of these will facilitate and promote the transformation process currently underway in Departments of Social Work at all the universities/college in our country:

- Government funding for social work education and training must be located in category #2 of the proposed new funding formula of the Department of Education
- The role of social work in social development, especially poverty alleviation, should be more clearly recognized and supported by the Department of Social Development
- In conjunction with practitioners and training institutions, the Department of Social Development should formulate a plan to address the deeply concerning issues of low morale in the field, low retention of practitioners and decreased student numbers
- Government should create incentives for social work practice in rural areas
- Human resource development initiatives by government should include research project funding for practitioners and academics. This would facilitate the building of capacity at the levels of both social work education and practice
- The Department of Social Development should demonstrate the envisaged NQF outcome of working in teams through building partnerships with NGOs and academic institutions and through the promotion of partnerships between NGOs
- The Department of Social Development should address the paradigm discrepancy between training and practice by supporting the continuing education and training of social workers.

CONCLUSION
JUC acknowledges that it is in a process of building relationships between the diverse education and training institutions within the country.

Academics wish to develop a close working relationship with the Ministry of Social Development.

Academic institutions have resources that the Department of Social Development may wish to further utilize, with respect to in-service training, program development, policy formulation and research.

JUC is deeply aware of the need for all stakeholders in welfare to work together to address the needs of the people of South Africa.

JUC wishes to develop further the relationship between the Portfolio Committee and the JUC that this presentation has initiated.

Finally, we once again thank the Portfolio Committee most sincerely for this opportunity and for your kind attention.

ATTACHMENT A
SOCIAL WORK MODULES FOR THE BA SOCIAL WORK DEGREE

Introduction to social services/ social welfare in South Africa
A value base for social services
Welfare science and policy
Introduction to helping/ the helping process/ introduction to intervention
Practical social work
Social welfare law
Marriage guidance and counseling
Sexual trauma
Professional relationships
Professional communication skills
Facilitative communication with groups and communities
Integrated professional helping
Life tasks and human resource development
Social casework/ individuals, couples, families
Social group work: children/ youth/ adults
Community work: planning and project implementation
Practical work (case/ group work)
Practical work (community work)
Social work management: the organization and social worker as employer and manager
Research: project planning and application of research
Ecological relationship context
Conversational skills and socialization
Multicultural relationship skills in service rendering
Approaches to family functioning
Creativity and life skills
Forms of family problematique
Welfare marketing
Loss and trauma
Statutory interventions
Child and play therapy
Views and humanity
Supervision
Ethics
Welfare financing
Youth studies/ youth at risk
Public relations skills
Developmental social work
Clinical social work intervention
Personal/ life skills management
Intersectoral social services
Social planning and policy
Administration, policy and practice
Social work philosophy in correctional services
Substance abuse
Family therapy
Child and adult psychopathology
Health and welfare: a developmental approach
Management: an empowering approach
Child justice system
Social auxiliary work
Professional ethics and values
Ecological approaches and eco-systems functioning
Different client systems within a multicultural context
Assessment and intervention strategies
Program development, implementation and empowerment
Communication with the child and child deprivation/ abuse
Poverty and crime centered services
Forensic social work
Health and related service rendering
Diversity in professional practice
Professional refinement
Professional development and public presentation of self
The South African socio-political context and the policy of helping
Family violence
Holistic perspective to social work practice
Skills for helping professionals
Social work with individuals, groups and communities
Supervision
Gender, AIDS and sexuality
Family and marital therapy
Social policy and family law
Mental health
Gerontology
Social work intervention methods
Self-awareness in social service delivery
Managing data and the functioning of welfare organizations
School social work
Cross cultural understanding of professional practice
Children in difficult circumstances
HIV counseling
Working with the offender
Occupational social work
Ageing and community care
Domestic violence
Working with disability
Writing skills and the production and communication of information, plus analyzing information
Value responsible decision-making, problem-solving and planning
Selected approaches to casework
Office project management
Theories, models and approaches in social work methods
Integrated approach in social work
Strategic planning
Social work in a diverse situation: understanding human rights and social justice
Conflict resolution
Crisis management