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Chapter 1 Social Work Education in India: A Historical Understanding

Thesis · August 2022

DOI: 10.13140/RG.2.2.29252.50560

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 Chapter 1
Social Work Education in India: A Historical
Understanding
Introduction

Social work has a history of evolution more than hundred years (Jennissen, 2010). Its
global emergence in the charity-based social welfare services of missionaries was in
the UK (Carter, P., Jeffs, T., & Smith, M., 1989). Missionaries spread across the USA
shifted voluntary welfare services to an organized work scheme. These American
missionaries entered India with an American approach to social work practice
(Loewenberg, F. M., 1998). Indian social work practice over the period spread across
all states through partially institutional establishments. This chapter describes the
historical context of social work, Western social work practice, social work as a
profession, identity of the social work profession and social work education. The new
ideologies of the West are affecting Indian social work education and practice.

Historical Development of Social Work Education and Practice in

India

In the period 1820-1830, British missionaries started social service activities in

Bengal Presidency. It was led by social reformers such as Ram Mohan Roy, Ishwar
Chandra Vidyasagar and others. Gopal Krishna Gokhale founded the Servants of
India Society in 1905 and led the way in using reason and scientific approach in
finding solutions to problems. In 1924, the Social Service League started a training
class to train a cadre of volunteers for social development. They offered a series of
lectures on social subjects. The students had to carry out various social work activities
in the city as voluntary unpaid services (Desai A., 2002).

American missionary Clifford Manshardt initiated professional social work in India.

In the first year in India, he stayed in Ahmadnagar district of Bombay province. He
studied rural India and extended his work in industrial labour communities in the
Byculla area of Mumbai (erstwhile Bombay) city. After 10 years of his service in
local communities, he was invited to be an adviser to the trustees of Sir Dorabji Tata
Trust (Pathak, 1981). Professionalisation of social work education was started under

1
the leadership of Sir Clifford Manshardt at the Nagpada Neighbourhood House in the
then Bombay. He was the founder-director of Sir Dorabjee Tata Graduate School of
Social work. The first course it offered was Diploma in Social Service
Administration. In 1964, the school was transformed into a deemed university as Tata
Institute of Social Sciences (TISS), Mumbai. The social work course, Master of Arts
degree, was offered by the university (Nadkarni, V. V., & Joseph, S., 2014). To start
the social work school, the bibliography was prepared by the University of Chicago
Library. This started the legacy of American professional social work in India. The
Advisory Board of Social Welfare set up by the ministry in 1950 prepared a uniform
syllabus for the two-year social welfare course at the postgraduate level. The
Department of Social Work, Lucknow University, started the first undergraduate and
Ph.D. programmes in social work in 1960 (Desai A., 2002).

In 1980, there were 32 institutional establishments of social work education in India.

In the present, there are 125 social work education institutions but there exists a
serious imbalance in the regional distribution of social work schools. Almost half of
them are situated in the west -- Maharashtra 54, southern India 43, northern states and
MP 16 and eastern region 6. Most of the schools offer Master's degree programme in
social work, whereas less than half offer Bachelor's degree programme. The UGC-
sponsored first review of social work education, ‘Social work Education in Indian
Universities - a Welfare-Oriented Approach’, was done in 1965. The second report on
social work education, ‘Review of Social Work Education in India’, was available in
1980 (Pathak S., 1981). The need for social work education in India is different from
that of the US as development policy of India and US has difference. They stressed
the need for teaching social action, social policy and social administration. The UGC-
sponsored report of the curriculum development centre in social work education was
published in 1990. The third review committee of social work education was set up in
1999. The UGC also published a model curriculum for social work education in 2001.

TISS was the first school to offer specialisation in social work education, in 1948.
Specialisations developed in social work fields, methods and roles. The Factories Act
1948 made it compulsory for factories employing more than 500 workers to appoint
Labor Welfare Officers. They are required to have specialisation in Personnel
Management and Industrial Relations. Since 1969, Personnel Management and
Industrial Relations became an independent Master’s programme (Pathak S., 1981).

2
To develop medical and psychiatric social work, the reports of Health Survey and
Development Committee were published in 1946. It stressed the need for setting up
social service departments in hospitals and the need for psychiatric social workers
(Coney N., 1993). The Department of Family and Child Welfare and Public Welfare
Administration was set up in 1949. The Department of Criminology Correctional
Administration was set up in 1952 to train personnel in prison work and juvenile
courts. In the same year, the Department of Urban and Rural Community
Development was started in response to the growing interest shown in community
development projects by central and state governments (Social Work in India, 1950).

Professional social work emerged in the era of industrialization and development, in

response to social issues and challenges related to communities in this period.
Therefore, to deal with such situations, social work transformed from humanitarian to
professional approach. Bombay was the city to engage social workers as professionals
by establishing short-term training courses in social service. The eligibility for the
course was to work as volunteer social servants. They were not paid but they worked
on humanitarian grounds among distressed communities. In 1936, the Tata School of
Social Science started the professional course in social work in what was then
Bombay. It was followed by establishments at Delhi, Kashi Vidyapeeth, Varanasi and
Baroda in 1947. After that, the University of Lucknow, Baroda, Patna, Gujarat, Agra,
Udaipur, Indore, Gorakhpur and Cochin included social work in their syllabi. The
Indian Federation of Social Workers was established to ensure standards in training
and practice of professional social work. The Indian Journal of Social Work was
started by TISS in 1940. The first book of social work, ‘Students and Social Work’,
was published by TISS in 1946. The International Social Work Journal was started in
1958 by the International Conference of Social Work and International Associations
of Schools of Social Work (IASSW) with its base in erstwhile Bombay. The Modern
Social Work Journal was started by the Department of Social Work, Lucknow
University, in 1962. From the following year, IASSW started publishing a journal
called Social Work Forum. The first edition of the Encyclopedia of Social Work was
published in India in 1968 by the Ministry of Social Welfare. The National Journal of
Professional Social Work was started in 2000 by the Indian Society of Professional
Social Work (Desai A., 2002).

3
Professional Associations in Social Work

The idea of professional social work associations was first argued by Prof. J. M.
Kumarappa, the first Indian director of TISS, at the annual meeting of the Indian
Conference of Social Work. It was known as the Indian Council for Social Welfare,
set up in year 1947. The Association of Schools of Social Work in India (ASSWI)
was started in 1961. It organised various programmes, conferences and seminars on
topics like "Role of the social work profession in social reconstruction", “Social
action form of method of social work” and “Seminar on social development
perspectives of social work education”. The discussions and debates on social work
profession brought a shift in the approach from "remedial-rehabilitative" to
"preventive-development" by 1973.

Earlier, the Indian Association of Alumni of Social Workers, later known as the
‘Indian Association of Trained Social Workers’, recommended central and state pay
commissions to standardize salary scales for social workers. It proposed to the Union
and state Public Service Commissions to earmark certain posts for social workers.

Professional associations of social workers are essential to enable excellence in

education, training and practice of the social work profession (NAPSWI, 2008). At
the national level, there are three main professional bodies of social workers: ASSWI,
ISPSW and NAPSWI. They have made significant contributions to the field of social
work practice in India until 1986. These associations put forth the ‘Minimum
Standards for Social Workers’ (MSSW) in 1961. The issues and concerns about
recognition of social work profession, need of paraprofessional training and
indigenization were discussed in a report. Relevant social work practice, curriculum
development, teaching methods and use of case material as a teaching tool were the
contribution of various workshops, seminars and conferences organized by ASSWI
(ASSWI 1979).

The National Association of Professional Social Workers in India (NAPSWI) was

established in 2005 under the Societies Registration Act. It took initiatives to unite
professional social workers by facilitating national-level debates and discussions on
social work intervention and indigenous practices. The Indian Social Work Congress
is a two-day national conference regularly organized by NAPSWI since 2013. The
objective of this event is to exchange thoughts, knowledge and practice-based

4
learning among the social workers fraternity. NAPSWI has proposed the pledge for
professional social workers with the vision of relevant qualitative social work
education, research and practice. It explains the consistent efforts made by national
level associations to the field of social work.

Indian Society of Professional Social Workers (ISPSW), which is formally known as

the Indian Society of Psychiatric Social Work, was established in 1970 by Dr. R.K.
Upadhyaya from the Department of Psychiatric Social Work, Central Institute of
Psychiatry, Ranchi. The change in the name of the society is due to increase in
participating members from all streams of social work. It has created platform for all
social work educators to share their knowledge and excel in the profession. (ISPSW,
n.d.).

The India Network of Professional Social Worker’s Association (INPSWA) is a

network of professional social workers. They consist of professional field workers,
teachers, researchers, students and practitioners from various fields of social work. It
has a secretariat at Bangalore. The INPSWA has affiliation with the International
Federation of Social Workers (IFSW). Various national and state level associations of
social workers are INPSWA members, including the National Association of
Professional Social Workers in India (NAPSWI), New Delhi; Indian Society of
Professional Social Work (ISPSW), Bangalore, founded in 1970; Karnataka
Association of Professional Social Workers (KAPSW), Bengaluru, founded in 1977;
Kerala Association of Professional Social Workers (KAPSW), Kottayam, founded on
2013; Bombay Association of Trained Social Workers (BATSW), Mumbai, founded
in 1989; and Professional Social Worker’s Association (PSWA), Chennai, founded in
2004 (India Joins IFSW, 2015).

International Federation of Social Workers (IFSW) is a global organisation working

for social justice, human rights and social development through the promotion of
social work, best practice models and facilitation of international cooperation. It is a
platform for 116 member countries to have a voice with regard to the profession.
India is a member of IFSW from the second week of October 2015. It suggests that
under the umbrella of INPSWA, the organisations and associations of professional
social workers are coming together. It will help the social work fraternity create a

5
professional identity at the national as well as the international level (India Joins
IFSW, 2015).

In Maharashtra the state level professional association is the Maharashtra Association

of Social Work Educators (MASWE). It was established on 5th September 1993 with
the mission of enabling qualitative upgradation and excellence in Professional Social
Work Education and Practice. The organisation has taken all efforts to address issues
and concerns of social work educators. They conducted peaceful dharnas, morchas
and marches to highlight issues of professional social workers. The members
participated in national-level activities such as conferences, workshops, seminars,
campaigns and councils to work on social work ethics and to decide standards for
assessment of quality in social work education.

Major achievements of these efforts were 1) pension scheme for teaching and non-
teaching staff; approval and fixation of service of staff members of social work
colleges; 2) official representative body of social work educators by the Maharashtra
Government; 3) draft bill of ‘Maharashtra Council of Social Work Education’ along
with the ‘Bombay Association of Trained Social Workers’. MASWE organised
national, state level and regional conferences and workshops on social work education
and practice. It created opportunity for professional social workers for experiential
learning and excel in their practice (MASWE, 2014).

The list of associations and organisations for social work professionals in India are
given below:

ASSOCIATIONS OF VOLUNTARY SOCIAL WELFARE ORGANISATIONS

o International Conference of Social Welfare (ICSW)

o Asia-Pacific Branch of ICSW

o Indian Council of Social Welfare

o ICSW State Branches

o National Association of Professional Social Workers in India (NAPSWI), New

Delhi

o Maharashtra Association of Social Work Educators (MASWE)

6
ASSOCIATIONS OF SCHOOLS OF SOCIAL WORK

o International Association of School of Social Work

o Asia-Pacific Association for Social Work Educators (APASWE)

o Association of Schools of Social Work in India

ASSOCIATION OF SOCIAL WORK PRACTITIONERS

o International Federation of Social Workers

o Asia- Pacific Branch of IFSW

o Indian Association of Trained Social Workers (IATSW)

o Indian Society for Professional Social Work (ISPSW)

Issues of Professional Social Work in India

The discipline of social work originated in America and was taught at the university
level in India (Nadkarni, V.V., & Joseph, S., 2014). This is a professional course with
graduate, postgraduate, M.Phil. and Ph.D. programmes like in the case of other
subjects. In 1936, a single institute offered social work as a course, whereas all over
India a large number of non-academic voluntary social work organisations were
established. Most students from earlier batches of the social work course migrated to
the United States or Europe as social work profession has recognition in the West,
where professional social work practitioners have good scope for practice as well as
employment.

However, in India, professional social work faces an identity crisis. Trained social
workers are required mostly in social welfare departments and government hospitals.
As per Indian labour laws, labour officers are appointed on this basis. Welfare officers
became personnel officers and later human resource development managers. As
management education started in India, HRD became a specialisation. That led to
replacement of social work graduates with management graduates. Social work
graduates in foreign-funded NGOs get a ‘corporate job’ profile. However, such
employment opportunities are limited as the number of foreign-funded NGOs is
limited. So a large number of high-profile jobs is ruled out.

7
In India, the identity of ‘social work professional’ is not accepted. Whereas private
professional social work practice is common. Workers and leaders of political parties,
too, identify themselves as social workers. Most such social workers function at local
levels and may not be important personalities. Trained social workers find it difficult
to establish their identity in society as Indians are not used to the idea of approaching
professional social workers for their personal, family or community level problems.
Helping others is part of Indian culture. Therefore, to resolve issues, they look to
people in their immediate surroundings. Whereas, in professional social work, a client
is expected to approach the professional social worker for help. The psyche of Indian
society is not tuned to seek professional help.

Challenges and Scope of Contemporary Professional Social Work in

India

Local to global debates and discussions on social problems focus on bringing social
change. The networking, group dynamics and lobbying of different institutions help
professional social workers to achieve goals of social work. The vision of social work
education (SWE) is to bring productive sustainable output for social development,
e.g., modular training programmes for social workers or interventional strategic action
plans on social issues (Ranade, 1994).

Social scientists and reformers in India explored the historical journey of social work
education in India. Evaluatory inferences are drawn about social work education.
With critical analysis and explanation, academic development of social work
education has come out of its limitations. The SWOT analysis of the social work
profession reinforces its need and scope. After seventy-five years of professional
social work in India, internal and external limitations still exist. (Penmetsa K., 2013).
Today's global scenario is on the verge of social, political and economic crisis. India
is the largest and one of the most influential countries in South Asia. Unfortunately,
citizens of the country have not benefited from it as the state is not able to ensure food
security, compared to neighboring countries, except Pakistan (Daniyal S., 2017).
Issues and concerns such as HIV, farmer suicides, disaster management, Special
Economic Zones and environment-ecosystem degradation are setting new challenges
for professional social workers and, at the same time, provide opportunities to create
an indigenous model of social work practice (Nadkarni V., 2013).

8
The traditional therapeutic approach of social work practice still exists. The fieldwork
practicum and curriculum are based on remedial practice with individuals and
families. This approach is not suited to addressing problems such as poverty,
unemployment, hunger, homelessness and ill-health. Globalisation and
individualisation have created challenges to Indian society but standards in India do
not allow addressing them (Singh M., 2013). TISS is the only social work institution
which is continuously restructuring the practicum and curriculum of social work to
address such social problems. The nomenclature and syllabus are changing regularly
but visible impacts are still being studied. Field action projects are among the tools to
gauge the impact of classroom-theoretical learning on practical fieldwork engagement
of professional social workers. Childline and Pratham are good examples of such
initiatives (Nadkarni V., 2013).

Essential components such as social sciences and behavioural sciences strengthen

professional social work training. The discourse on social work approaches is
conceptually understood by ‘New Social Technology’ and ‘Social Welfare Grid’. The
professional identity of SWE is a major concern. Professional social workers are
differentiated by self-isolation from social scientists and activists. It will not help
solve social problems. Though theoretical understanding of social work is a major
contribution of social scientists, they have enforced and envisaged the direct micro-
action programme in community (Singh, 1994). Social work education should have
taken into account modern debates. Educators of social work practice should apply
theoretical perspectives. Social work profession enables diagnosis and treatment of
social problems. Studies in fields like gerontology, environment, peace studies,
counselling and tribal exploitation are significant in the context of globalisation. The
complexity of social problems is increasing and new issues are creating various social
dynamics. Social work interventions are unavoidable in such a scenario. Therefore,
qualitative skill-based social work education is important. Quality is the most
essential part of social work education. The role of management and a study-friendly
environment in social work colleges are important in ensuring qualitative applied
social work education and practice.

The global paradigm shift towards development warrants a historical review of social
work education. It is important to identify the centre and the fringe of the subject
contents in tune with present-day social issues. Academicians, practitioners,

9
administrators and experts should engage in curriculum development, of which units
of knowledge, philosophy, values and ethics are the core content. Curriculum
development in social work education has been discussed and evaluated in the Golden
Jubilee Workshop of Tata Institute of Social Sciences, Mumbai. The development
theory is discussed and accepted across fields of social work education. The American
pattern of social work education in India was critically evaluated in the workshop.
Community organisation and social action were declared as the future course of social
work methods (Desai, 1994).

Creative literature in the form of stories, poems and letters has the potential to explain
indigenous concepts in social work education. Anthological writings have scope and
importance for future references. Advanced communication tools should be used in
the social work classroom teaching and learning process. The transformation from
traditional to modern teaching methods and tools are ensuring quality education.
Democratic values such as social justice, equality and association are essentially
imbibed in social work education. Indigenous literature and excessive dependence on
Western philosophy of social work practice have limited scope for social work
profession in India.

Often, it is seen that the institutional management of social work colleges makes it
difficult to maintain quality standards for academic excellence. There are various
challenges in regulating and monitoring the curriculum, specialisations, research,
fieldwork, teachers’ load and interdisciplinary role in the social work profession.
There are a few regional and national level councils working on issues of social work
educators. The Association of Schools of Social work in India (ASSWI), National
Association of Professional Social Workers in India (NAPSWI) and Maharashtra
Association of Social Work Educators (MASWE) are a few examples. An
independent council with the vision of ensuring quality education can address issues
of all stakeholders in the field of professional social work.

Employment and Social Work Profession

Social work profession is the most demanding profession in India. Professional social
workers are required for jobs in sectors such as government agencies, international
organisations, industries and the corporate sector. Professional social workers are
individuals who have a professional Bachelor of Social Work (BSW) or Master of

10
Social Work (MSW) degree. These trained social workers are expected to do
administration, management and fieldwork practice. Professional social workers work
as managers, project directors, lecturers, researcher development officers, labour
welfare officers, personnel officers and community development officers. There is
still ample scope for qualified social work professionals to work in government and
non-government agencies such as the ones given below.

Table 1.1.: Employment Sectors for Professional Social Workers in India

Government
agencies/
Departments/Instit
utions/ NGOs/
Autonomous govt International Volunteer
bodies, etc. donor agencies organisations Industries Corporates
1. Academic 1. Unicef 1. PRIYA 1. BHEL 1. Tata
institutions like 2.UNDP 2. Prayas 2. SAIL 2. ITC
universities and 3. World Bank 3. PRADAN 3. GAIL 3. Satyam
colleges where 4. Uneso 4. Bandhan 4. NTPC 4. WIPRO
social work is 5. CRY 5. Pratham 5. Oil India 5. JINDAL
taught 6. PATH 6. SAATHI 6. Indian Oil 6. Vedanta
2. Various welfare 7. USAID 7. Greenpeace Corpo- Steel, etc.
ministries and 8. Water Aid Foundation ration
departments 9. Action Aid 8. Pragya 7. ONGC
3. State Urban 10.ILO 9. Basix 8. Coal
Development 11. Save The 10. Help Age India, etc.
agencies/ Children India
Municipalities/ 12. WHO 11. SEWA
Corporations 13. OXFAM 12.Ramakrishn
4. District/Sub- 14. SOS Mission
divisional 15. Aga Khan 13. Ratan Tata
hospitals Foundation Trust
5. Social and 16. Clinton 14. Childline
development Foundation Foundation
research centres 17. Red Cross 15. Navjyoti
6. Child adoption Society Foundation
centres 18. Catholic Relief 16. Nandi
7. Drug de- Services, etc. Foundation
addiction and
rehabilitation
centres
8. National
institutes, etc.

Source: University News, 47(46), Pg 14

11
Social work intervention can be done at three levels -- micro, macro and
mezzo. Intervention at national or international level policy formulation and advocacy
is considered macro intervention. Social work practice with agencies, small
organisations and groups is mezzo level intervention. It also involves policy
formulation with limited participation.

Social workers are professionally trained to deal with social problems such as
poverty, discrimination, family issues, unemployment, disability and mental
illness. The methods of social work practice address issues of individuals, groups and
communities. The role of the social worker is that of a promoter. Their interventions
help people help themselves. The quality of life of people facing social problems is
improved through such social work interventions. Professional social workers use
skill, knowledge and a positive attitude to resolve social problems. This helps social
workers build a professional rapport with the client.

Welfare agencies and NGOs do basic work for the development of society. Job
opportunities for professional social workers are increasing in the development sector.
Professional social work degree holders prefer to take up these jobs. The salaries for
trainee social workers and those with experience in the field vary, and depend on the
negotiation skills of candidates. Reputed organisations look for good academic record
in job seekers. Still, in-job placements, skills and attitude of candidates, too, play a
significant role in this regard.

In society, professional social workers work in various settings such as old-age

homes, schools, hospital, prisons, corporations and public-private agencies. They
work for the betterment of society, individuals, groups and communities that are in
need.

Table 1.2.: Desired Skills of Professional Social Workers

1. Preparing project proposal

2. Preparing management information system
3. Preparing project implementation plan
4. Managing and coordinating project at district/ state / national level
5. Programme monitoring and evaluation
6. Report writing and presentation

12
 7. Preparation of monthly plan and budget
8. Coordinating and liaisoning with stakeholders and partner organisations
9. Organising training, workshops, seminars
10. Developing Information Education Communication (I.E.C. material )
11. Documentation and case studies
12. Team management
13. Facilitation and people mobilisation
14. Doing long hours of fieldwork and extensive travelling
15. Positive work attitude
16. Integrity and honesty
17. Interpersonal communication skills
18. Proficiency in using computers
19. Knowledge of community resources, etc.

Source: University News, 47(46), Pg 16

Table 1.3.: Career Prospects of Professional Social Worker in
NGO/Development Sector
Monthly
starting
Funding salary
Type of Operational organisations/ range (in
NGO area Sources Re) Requirements
Local NGO Within a State or Central 3000- Degree in Social
district Govt/State-level 5000 Work
NGO, National- (BSW/MSW)
level NGO
State-level Two or more State or Central 5000- Degree in Social
NGO districts but Govt/State-level 12000 Work, preferably
operational NGO, National- MSW with 1-2
confined level NGO years’
within state experience
National-level Two or more State or Central 15000- Master’s degree
NGO districts but Govt/UN 30000 in Social Work,
operational organisations/any preferably MSW
area confined other International- with 2-5 years’
within level NGOs experience in
country NGOs
International- Two or more Organisations with 25000- Master’s degree
level countries own fund from 30000 in Social Work
organisation around the from reputed
/NGO globe/funded by institute, with 5
UN departments or years’
by any other experience in
international NGOs reputed NGOs

13
Contemporary Theoretical Paradigm of Social Work Education

Indigenous social service activities were inspired by Gandhi’s ‘constructive social

work’. Social work education was defined as education for ‘training of personnel. The
academic development of social work education was from indigenous practice of
‘constructive social work’ to the imported American and British model of social work
education. It developed the remedial model of practice (Bodhi, 2011).

It limited its role to providing services ‘within’ and ‘outside’ the government system.
It also focused on philanthropic social work education and practice. This policy was
driven by the government, but as political turmoil was at its peak in the pre-
Independence years, most political leaders were against the development policies of
the then government. It was essential for them to stand against the government’s
policy of social services, but, in the process, they remained alien to the process of
social development. The courseware and academic growth of social work education
in India were the import of “Western’’ ideology. It was influenced by the American
and British school of social work. In the post-independence era, from the 1960s
onwards, there were many attempts to highlight indigenous knowledge-based
practice. The University Grants Commission’s official review reports on social work
education came in the 1970s and 1980s. This shows ignorance of knowledge
upgradation in this profession.

Social Work Response to Contemporary Indian Reality

Indian diversity has a crucial role to play in standardising social work education.
Various socio-cultural and politico-economic dynamics are responsible for the
absence of a uniform curriculum across the country. The complexity of the Indian
reality lies in its structural inconsistencies, which are the result of the not-so-
democratic perspectives, poor commitment of the bureaucracy and increased
participation of the media. Increased aspirations and lack of resources caused
concerns of structural inequalities, which are visible in the marginalisation of certain
societal groups. The debates on social problems were complex with ethnic realities
and difficult to resolve with traditional approaches of social work education (Singh,
1995).

14
Problematising Modern Social Work

The need for radical change and restructuring of social work education in India is
strongly advocated by Bodhi S.R. in his writings. The issues and challenges of the
profession are discussed in the process of problematisation. The reference to and
quotations of Indian authors underlined the need to shift the methodological discourse
of social work education and practice. It significantly raised questions against the
remedial approach and tried to draw attention towards issues of public concern,
poverty in particular. In the present context, social workers with a critical approach,
with their ideas of new theories and models of social change, are emerging over
conservative–minded social workers. The ‘emancipatory and liberatory’ approach of
social work practitioners and educators is strongly set forth in the article. Strong
critics of social work education argue the irrelevance of traditional social work
education and methods of practice.

Locating the Debate within the ‘Traditional’ Versus ‘Critical’

Structural social work perspectives are relevant in the present context and are gaining
currency among the academic fraternity of social work education. The traditional
“individualist” approach with its focus on the role of only the service provider is set
aside in favour of the urgent need to have a theoretical episteme of social work
education. Structural social work relies on strengthening emancipation and liberatory
thoughts through education. The ideological context and needs of society helped the
emergence of two theoretical aspects of social work education and practice -- Dalit-
centred social work and tribe-centered social work practice. It is understood through
the perspective of anti-oppression social work that emerged in Canada and Britain.
The organic knowledge of contemporary social realities explores these theories in the
Indian academia.

Critical View from the Margin

The most critical issue is that academics of social work education are least interested
in organising and taking part in academic dialogue on modern political and social
dynamics. The theorisation of social work practice was not given significance in the
past, whereas the conservative traditional approach towards clinical practice of social
work in the local community could not create its identity. There is a need to promote

15
the new liberatory paradigm in social work education, rather than the traditional
approach. It will develop an understanding of the scope and growth of social work
education in India. Present-day social work education encourages us to think at the
professional and intellectual level and helps us understand the eventual establishment
and growth of the profession in India. It highlights the need to synthesise an
indigenous theory of social work education. It strongly proposed the theory of ‘Dalit-
centred social work’ and ‘tribe-centered social work’. It denies the traditional method
of social work and tries to focus on ‘indigenous liberatory social work’ (Bodhi, 2011).

Framework of the Study

In the decade of the eighties, the malaise in the American education system was
observed due to increased bureaucratic and political interest and attention. The
structural issues and challenges were studied and the need to strengthen partnership
among communities, students, teachers and institutions was identified (Seeley D.,
1985). Georgia State University developed a unique postgraduate social work course.
It had a vision to improve university collaboration with community, which provided
the opportunity to examine the skills and knowledge of professional social workers
for practice. There are four principles of academic initiatives to develop a community
partnership model. They are: human service and ‘building communities’, ‘individual
and community challenges (and solutions, too) are interrelated’, ‘students’
commitment to deal with issues of social and economic justice of individuals and
communities’, ‘students’ leadership to facilitate partnerships’, ‘relevant social work
education to professional students’ life, practitioners and communities’ (Wertheimer,
Mindy R. et al., 2004).

The present social work education system in India is unable to bring visible social
interventions and social change in society. Professional attributes of social work and
field practice have a missing interlink for community development. The
‘contemporary social realities, issues and challenges’ and ‘curriculum development of
social work courses across various social work institutions’ were irrelevant to practice
in community. The control of bureaucrats and political interests in the establishment
and governance of educational institutions stunted professional growth of social work
practice. Considering the facts and experiences of the stakeholders, the emerging need
of the profession is to have a strong partnership among all stakeholders. Therefore, in

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the context of factors in the north Maharashtra region, systems and stakeholders of
social work education and practice identified and developed a theoretical framework –
that is, ‘Relevant quality social work education and employability: A partnership
development model’.

Proposed Study Model of Social Work Education and Practice

Social work education and practice in India has an institutional base. It runs under the
Social Welfare Department of the state government. College and university students,
teachers, alumni, recruiters and employers, managerial bodies and communities are
stakeholders. They largely constitute the structure of social work education. The
functional structure of social work education has systemic processes. These are:
teaching-learning environment, teaching-learning practice, student support system,
infrastructural development, and governance. There are various factors such as
predisposing factors, social structure, need-based factors, educational practice-based
factors and opportunities. All these factors affect the systems, which can be functional
only through partnership among the stakeholders. The successful partnership among
all stakeholders leads to quality, relevance and employability of social work education
and practice.

Factors Systems Stakeholders

o Predisposi
ng Factors o Students
o Social
• Teaching-Learning Environment o Teachers
Structure
• Teaching-Learning Practices o Alumni
o Needs
• Student Support System o Managerial
o Education
al Practice Bodies
• Infrastructural Development &
Governance o Communities
o Opportuni
ties and Employer

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Factors:

Predisposing Factors: It consists of socio-demographic factors like age and

residence, which help the individual understand and access social work education and
practice.

Social Structure: Social structure is the system of socioeconomic stratification,

social institutions or other patterned relations between large social groups. It consists
of variables such as religion, category, education, occupation, number of family
members, marital status, language and annual income. These variables are useful in
understanding the individual’s status in society.

Need Factor: It explains the causes of stakeholders’ engagement with social work
education and practices. It consists of variables such as ‘subject specialisation’, ‘role
of motivator’, ‘role of mentor’, ‘employability’ and ‘career advancement goals’.

Educational Practice: It consists of various practices of social work education in the

college and community. Teaching-learning practices, research, fieldwork and
extension activities are educational practices for study. Variables are ‘punctuality’,
‘guidance’, ‘pedagogy’,’ teacher’s time-wise engagement on campus’, ‘learning aids
and infrastructure’, ‘assignments type’ and ‘study tour activities’.

Opportunities: This factor helps understand the scope of social work education and
practices for stakeholders. It includes variables such as ‘change in social status’,
‘participation in community activities’, ‘job aspiration’ and ‘learning opportunities’.

Systems:

The teaching-learning environment is the systemic involvement of teachers,

students, and the infrastructural support on the college campus. Successful partnership
between these stakeholders creates a relevant qualitative learning space. The
teaching-learning practice is a system that deals with teachers, students and the local
community. Classroom teaching and learning is followed by field work engagement.
The successful coordination, collaboration and systemic phase-wise engagement of
field practices are important in developing knowledge, skill and attitude among
students and training competent professional social workers. The student support

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system basically helps students in their professional development. Students
sometimes face personal and professional problems. Teachers and students have good
rapport to share the responsibility of overcoming obstacles in learning processes. The
mentorship activity and the health and counselling facility on the campus play an
important role in developing a coping mechanism. Career guidance and placement
cell help students get job placements. Alumni associations are platforms for students
to learn from professional experiences of students who completed education and took
up jobs. It explores the scope of social work education and practice. Partnership with
stakeholders can help bring expected outcomes in terms of qualitative social work
education and practice. Infrastructural support, with good governance, helps to
achieve better educational milestones across teaching, learning activities and
employment.

Stakeholders

This research is based on social work education and practice in Khandesh. The
stakeholders for the study are students, teachers, alumni, managerial bodies, local
communities and employers. Students constitute the group of individuals who are
enrolled in post graduate course of social work education. Teachers are the
permanent teachers in social work education and supervising fieldwork activities of
students. Alumni are BSW or MSW graduates from the colleges of social work and
who are members of alumni associations of the colleges. Every social work college
has a managerial body comprising key persons such as the president, secretary and
other members. The principal is one of the members. In this study, the principal or
any other available member represented the managerial bodies. The students are those
working in communities through fieldwork activities. The field agencies are Gram
Panchayats, Zilla Parishad schools, Anganwadis, self-help groups, non-governmental
organisations, government organisations, faith-based organisations, industries and
slums. NSS camps and rural camps are organised to get work experience in rural-
tribal areas. Teachers regularly guide and monitor students to work in communities.
The successful partnership of these stakeholders creates learning opportunities.
Employers play a key role in student placements. The requirements of communities
as well as recruiters are important in understanding the relevance of social work
education and practice.

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 Fig.1 Relevant Quality Social Work Education and Employability: Partnership
Development Model

Source: Developed from: Wilson, G. (2014), Wertheimer, Mindy R. et al. (2004),

Seeley D., (1985).

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