Social Work in Social Change pdf

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Social Work
in Social Change
The Profession and Education
of Social Workers in South Africa
Nicci Earle


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Published by HSRC Press
Private Bag X9182, Cape Town, 8000, South Africa
www.hsrcpress.ac.za
First published 2008
ISBN 978-0-7969-2208-3
© 2008 Human Sciences Research Council
Copyedited by David Merrington
Typeset by Robin Taylor
Cover design by Flame Design
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Tables and figures v
Preface vii
Acknowledgements ix
Abbreviations and acronyms

xi

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Introduction 2
Methodology 3
Conclusion 12

History of the social work profession: An international overview
Social welfare of the South African nation 18
Key changes in the South African welfare system 22
Effects of these changes on social work practice 23
Governance, cooperation and coordination 32
Other social service professions 35
Image of social work 36
Professional organisation 38
Transferability of skills 43
Conclusion 44

14

Demographics and distribution of registered social workers 46
Demand for social workers and the factors fuelling demand 49
Supply of social workers from the South African higher education system

Higher education context of changes in social worker supply 63
The Bachelor of Social Work (BSW) 64
Conclusion 68

Introducing the case-study universities 70
Introducing the departments of social work
Conclusion 87

77

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Choosing to study social work 88
Intake of social work students 92
Output: Perceptions of the quality of social work graduates 98
Throughput: Quantitative input versus output 99
Throughput: Qualitative factors affecting graduate numbers and quality
Conclusion 133

Language and culture 135
Gender 139
Drivers’ licences and access to vehicles 142
Career aspirations and opportunities 144
Conclusion 148

109

Tables
Range of interviews undertaken that were not linked to the case-study
institutions 4

Table 1.2:

Range of research activities undertaken at the two case-study universities

Table 2.1:

HIV prevalence among respondents aged two years and older by sex and
age group, 2005 19

Table 3.1:

Growth in total number of registered social workers, by gender,
1985–2005 46

Table 3.2:

Race and age profile of social workers, 2005

Table 3.3:

Social workers – employment status and labour market distribution,
2004 48

Table 3.4:

Registered social workers, and social workers involved in direct formal
welfare activities, per 100 000 of the population, by province, 2004 49

Table 3.5:

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Table 1.1:

New demand for social workers due to population growth at ratio of
23.6 per 100 000, 2005–2015 51

Table 3.6:

Replacement demand for social workers, 2005–2015

Table 3.7:

Current and projected shortfall in the number of social workers employed
in direct welfare based on the implementation of proposed provincial
norms 53

Table 3.8:

Total additional staff to be recruited by DOH

Table 3.9:

The requirements for social workers to implement the Children’s Bill

Table 3.10:

Available data on emigration of South African social workers

Table 3.11:

Race and gender profile of social work graduates from South African
universities, 1992–2003 60

Table 3.12:

Breakdown for university enrolment for social work degrees by race,
2000–2003 61

Table 3.13:

Race and gender breakdown for total university enrolment for degrees in
social work, 2000–2004 62

Table 3.14:

Registration for the subject of social work at first and fourth year of study by
university, 2000–2004 62

Table 4.1:

Breakdown of total enrolments at the University of Limpopo compared
against national HE figures, 2005 70

Table 4.2:

Breakdown of total enrolments at the University of Stellenbosch compared
against national HE figures, 2005 72

Table 4.3:

Reasons for choosing to study at Limpopo or Stellenbosch University

Table 4.4:

Comparison of lecturing staff composition between Limpopo and
Stellenbosch universities, March 2006 79

Table 4.5:

Comparative social work course fees at the universities of Limpopo and
Stellenbosch – 2006 fees 83

Table 5.1:

Registrations and passes for social work from first to fourth year at
Stellenbosch University, 1996–2005 101

Table 5.2:

Throughput of students entering the BA Social Work, 1996–2002

7

47

52

54
55

56

76

103

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Table 5.3:

Registrations and passes for social work from first to fourth year at Limpopo
University, 1994–2005 105

Table 5.4:

Throughput calculations for Limpopo University, 1994–2005

Table 5.5:

Overview of the practice education programme for social work at
Stellenbosch University, 2006 127

Table 5.6:

Overview of the practice education programme for social work at
Limpopo University, 2006 130

108

Figures

Vacancy rates for social workers in the public welfare sector, 2005

Figure 3.2:

vi

The spiral of disempowerment of social workers in NGOs – the views of
labour union representatives 41

Figure 3.1:

©HSRC 2008

Schematic map of the profession and professional education of social
workers in South Africa 10

Figure 2.1:

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Figure 1.1:

Social work – graduation trends by level of qualification at South African
universities, 1992–2003 59

50


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Many of the hopes and aspirations of South Africa’s new democracy depend upon
the production of professionals who not only have globally competitive knowledge
and skills, but are also ‘socially responsible and conscious of their role in contributing
to the national development effort and social transformation’ (DoE, 2001: 5). Furthermore, there is a dire need for more black and female professionals, not only to
redress the inequities of the past, but also to broaden the consciousness of social
formations that tend to be conservative everywhere in the world. In South Africa
under apartheid, the professions reflected race and gender hierarchies and to varying
extents they still do.
Whether the professions and their education programmes are managing to achieve
these ideals is a moot point which the Human Sciences Research Council (HSRC)
hopes to address with a series of studies on professions and professional education,
of which this is the second. The studies are intended to explore the policy concerns
stated above and also to raise issues that have not yet entered policy discourse.
They will examine each profession through two theoretical lenses, the first being
professional labour markets, both national and international, as well as the wider
general labour market in South Africa, while the second focuses on the national and
international professional milieu. By this expression is meant the multiple socioeconomic and political conditions, structural arrangements and professional and
educational discourses which shape what it means to be a professional, behaving
professionally, at a particular juncture in history. Each profession will examine itself
through both these lenses and identify key issues of concern which will form the
focus of each study and be explored at multiple levels. Studies will also include

sub-case studies – micro-level explorations of these issues in professional education
settings.
This case study concerns the profession and education of social workers and has
been selected for two main reasons. First, unlike other professions, social work has
a particularly complex relationship with the state through its key role as implementer
of social welfare policy. Just over one decade ago the South African state changed
from the racially discriminatory system of apartheid – in which the government
effectively focused on eliminating poverty among, and promoting the interests of, the
white minority population – to one of democracy, with a focus on the development
of previously disadvantaged groups. With social development in the face of an
escalating HIV/AIDS epidemic high on the national agenda of the new government,
but with social workers considered by this new government to be the foot soldiers
of apartheid, the professional milieu was unlikely to escape considerable onslaught.
Second, social work is one of the few professions that does not demand maths and
science for entry, is still considered to be a profession with some status within certain
segments of society, and has moreover demonstrated a change in demographics
over the past decade from being dominated by white females to being dominated
by African females. Underlying all the professional challenges of the past decade are
misunderstandings and suspicions at multiple levels between the various role-players,
as well as the unintended consequences of policies implemented in the absence of a
national overarching social development objective and vision.

vii
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The completion of this research would not have possible without the help of a
number of people. Thus I would like to thank:
•
Dr Mignonne Breier, the project leader of the HSRC Professions Studies series of
which this research is a part, for her ongoing guidance and invaluable input;
•
Professor Antoinette Lombard, Professor Vivienne Bozalek and Margaret
Grobbelaar for their insightful feedback on the final draft of this monograph;
•
All the practising social workers, from their various areas of specialisation, who
provided me with insights into the general professional milieu of social work at
this time;
•
My colleagues Dr Renette du Toit, Dr Andrew Paterson, Dr Johan Erasmus,
Mariette Visser and Lindi Basson, for their general encouragement and support;
•
Carin Farevo for her excellent transcriptions;
•
Iveda Smith and Santie Pruis of the South African Council for Social Service
Professions (SACSSP) for providing access to professional statistics and giving
willingly of their time;
•
Dr Jean Skene of the Department of Education, for providing the statistics that
underpin the qualitative analysis of social work enrolments and graduations;
•
Inga Norenius of HSRC Press, for managing the production of this monograph.
Most importantly, I would like to thank the interviewees who made time to speak to
me. Owing to the request for anonymity by some, I am unfortunately able to mention
only very few by name.

In connection with the University of Stellenbosch, special thanks must be given to
Professor Sulina Green for her enthusiastic and active participation in this research.
I am grateful also to all the staff of the Stellenbosch social work school, the staff of
the social welfare agencies at which the students undertake their practical education,
as well as to the students who participated in the focus groups, for their time and
involvement. Finally, my appreciation goes to Mr. Neil Grobbelaar for his effort in
respect of extracting social worker enrolment and graduation data for this study.
At the University of Limpopo, I would like to thank Ms Dineo Seloana for granting
permission for the study. My thanks also to her and the entire staff complement
within the social work school for their open contributions in this work. The insights
of the Limpopo students who participated in the focus groups are also gratefully
acknowledged. The staff at agencies providing these students with practical education,
who gave freely of their time for this study, have my sincere appreciation.

ix
©HSRC 2008


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Afrikaanse Christelike Vroue Vereniging (Afrikaans Christian Women’s
Association) (NGO)

AIDS

Acquired immune deficiency syndrome

ANC

African National Congress

ARV

antiretroviral

ASASWEI

Association of South African Social Work Education Institutions

BSW

Bachelor of Social Work

CBO

community-based organisation

CMR

Christelike Maatskaplike Raad (Christian Social Council) (NGO)

CPD

continuous professional development

CSW

Council for Social Work (now SACSSP)

DoE

Department of Education

DoH

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ACVV

Department of Health

DPSA

Department of Public Service and Administration

DSD

Department of Social Development

EAP

employee assistance programme

FET

Further Education and Training

GEAR

Growth, Employment and Redistribution (macroeconomic policy)

GSCC

General Social Care Council (UK)

HE

Higher Education

HEMIS

Higher Education Management Information System

HIV

Human immunodeficiency virus

HOD

Head of Department

HOSPERSA

Health and Other Service Personnel Trade Union of South Africa

HR

human resources

HSRC

Human Sciences Research Council

HWSETA

Health and Welfare Sector Education and Training Authority

IASSW

International Association of Schools of Social Work

IFSW

International Federation of Social Workers

JUC

Joint University Committee (now ASASWEI)

Medunsa

Medical University of South Africa

NACOSS

National Coalition of Social Services

NASW

National Association of Social Work (USA)

NEHAWU

National Education, Health and Allied Workers’ Union

NGO

non-governmental organisation

NQF

National Qualifications Framework

NSFAS

National Student Financial Aid Scheme

PAWUSA

Public and Allied Workers’ Union of South Africa

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recognition of prior learning

SAASWIPP

South African Association of Social Workers in Private Practice

SABSWA

South African Black Social Workers’ Association

SACSSP

South African Council for Social Service Professions

SANDF

South African National Defence Force

SAOSWA

South African Occupational Social Workers’ Association

SAPS

South African Police Service

SAQA

South African Qualifications Authority

SASSA

South African Social Security Agency

SAVF

Suid Afrikaanse Vroue Federasie (South African Women’s Association)
(NGO)

SETA

Sector Education and Training Authority

SGB

Standards generating body (for social work)

SW

social work

SWASA

Social Work Association of South Africa

UCT

University of Cape Town

UJ

University of Johannesburg

UK

United Kingdom

UKZN

University of KwaZulu-Natal

UL

University of Limpopo

Unisa

University of South Africa

UP

University of Pretoria

US

University of Stellenbosch

USA

United States of America

UWC

University of the Western Cape

Wits

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RPL

University of the Witwatersrand

A note on terms
During the apartheid regime, legislation divided the South African populace into
four distinct population groups based on racial classification. Although the notion of
population groups is now legal history, it is not always possible to gauge the effects of
past discriminatory practices, and the progress of policies designed to eradicate them,
without reference to it. For this reason, the HSRC continues to use the terms African,
coloured, white or Indian people where it is pertinent to the analysis of data. In this
book, in contexts referring to all formerly disenfranchised groups, the term ‘black’
signifies African, coloured and Indian people.

xii
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Towards an understanding of the
profession and education of social
workers
Introduction

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This study forms part of a series of professional studies being conducted by the
HSRC’s Research Programme on Education, Science and Skills Development.
It follows a pilot study on medical doctors which was published in 2006 as a
monograph entitled Doctors in a Divided Society: The Profession and Education of
Medical Practitioners in South Africa by Mignonne Breier with Angelique Wildschut.
Like the other professional studies this study involved developing an understanding
of the professional milieu and professional labour market of social workers, before
unpacking some of these key issues at two ‘case-study’ South African higher
education institutions contributing to the supply of social workers into the local
labour market.
Becoming a registered social worker in South Africa demands the completion of four
years of university training, which, similar to other professional education, includes
the components of theory, practice education and research. Unlike the majority of
other professional qualifications, however, entry to social work, at any of the 20
higher education institutions in South Africa that offer the degree, does not demand
maths or science at matric level. This is considered a drawcard into the profession
by those who wish to undertake a professional qualification but do not have these
subjects. Furthermore, while the low salaries are comparable to those in teaching and
nursing (the other professions that do not demand maths and science), unlike the
former, employment is virtually guaranteed, and additional perceived ‘perks’ include
flexible and independent work, personal offices and, in the case of government
employ, vehicle subsidies.
Yet, despite these ‘perks’, the reality of social work practice in South Africa one
decade into democracy is challenging and complex, and is impacted on by a
number of interrelated factors, many with roots deep in the apartheid era. For the
profession of social work, this decade has been marked by a substantial enlargement
of the client population through the change in focus from the white minority to the

disadvantaged black majority with escalating social problems related largely to HIV/
AIDS; by a policy change in practice approach from ‘residual’ to ‘developmental’,
which has additionally been linked to funding; and by extremely strained relations
between government and the NGO sector – the two key players in respect of welfare
provision. The result of these changes for social workers has been a gradual erosion
in the value of historically low salaries, lack of resources, poor working conditions
and high workloads, as the pool of professionals is currently insufficient in size to
meet the national social and welfare needs.
And, while many students, especially from disadvantaged backgrounds, are drawn
by the perceived professional perks and the status enjoyed by social workers in their
local communities, most individuals enter the profession because of a desire to help
2
©HSRC 2008


others or make a difference, or because they feel that it is their calling. Furthermore,
many of these do so despite some knowledge of the challenges confronting the
profession at this time.

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Holders of professional social work degrees from South African institutions, however,
are not restricted to working in the South African welfare system. Alternative
opportunities lie in four key areas: moving into management or education within the
public sector; practising in social work or social work-related careers in the private
service or corporate sectors; emigrating (permanent or temporary) to countries such
as the UK, Canada, New Zealand, Australia and the USA to practise the profession
there; or using the degree as a base to access additional higher education in fields
such as law or psychology. Despite altruism at the start of their education or working
careers, the challenges and disillusionment faced within the reality of practice lead

many to explore these alternative options.
This study considers, from a number of perspectives, the complex world of
social work practice in South Africa just over a decade into democracy. First, the
professional milieu is discussed, along with all the complex and interrelated factors
that have made social work an under-resourced, underpaid and undervalued
profession over the past decade, as well as the recent attempts by government
to initiate rectification of this situation. Second, the professional labour market is
described and discussed in respect of the factors impacting on the demand for, and
supply of, social work skills. Third, the issues uncovered through the reviews of the
professional milieu and the professional labour market are explored in more detail
at two case-study universities. Most particularly, graduate throughput, and the macro,
meso and micro factors that influence this, are the key central themes.
Finally, this monograph concludes that in early 2006 neither the social work
professional milieu nor the support provided to the profession’s education was
conducive to the graduation of high numbers of quality social workers. The
attainment of greater numbers of high-quality social work graduates in South Africa
needs to follow a multi-pronged approach which includes attracting more people to
the profession by improving the image of the profession through improved salaries,
working conditions and resources; increasing the availability of personal finance
opportunities for students wishing to study for a degree in social work; and improving
the levels of funding allocated to social work studies at the tertiary institution level.
In respect of the last, funding should not only recognise social work as the scarce
skill that it is, but should also recognise the four-year professional nature of the
qualification, as well as the fact that it generally attracts large numbers of students
from disadvantaged backgrounds who require individual input to overcome personal
past disadvantage if they are to develop into competent professionals who can lead
the way in one of government’s key development objectives, that of raising the social
welfare of the nation.

Methodology

The monograph follows the basic methodology of the professions project that was
piloted in the study on medical doctors (Breier, 2006). This involved the researcher
developing a thorough understanding of the professional milieu and professional
labour market of social workers in South Africa, and from this identifying key issues
3
©HSRC 2008


within the education of social workers that were then unpacked through case studies
at two educational institutions. The monograph also incorporates research on the
demand and supply of social workers in South Africa, conducted for the Human
Resources Development Review 2008 (Earle, 2007).

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The findings presented in this monograph represent the outcome of research work
conducted between September 2005 and March 2006, including a detailed review
of national and international academic journal article publications, the national
media, and national social and educational policy impacting on the profession and
its education. This process presented a picture of social work in South Africa as a
profession in crisis, with pressures coming from a number of extremely complex
and interrelated factors and linked to past and present national social, economic
and educational policies. At the same time, the problems facing social workers and
social work education appeared to be relatively uniform across the country and the
education institutions offering the programme. Finally, it was discovered that, unlike
in the case of medical doctors, there is a level of ignorance among the general
population about the scope of work that social workers do and the conditions under
which they must do this work.
Based on this, it was decided that this research would not try to focus on different
issues at particular institutions as the pilot professional study had done, but rather

seek to unpack all the key professional issues in both case-study institutions
selected. It was also decided that prior to undertaking the case-study research at
the two educational institutions, supplementary qualitative information about the
various issues that emerged from the literature review would be sought through
personal and telephonic interviews with a range of informants representing various
aspects of social work practice, social work education and professional organisation.
These individuals were selected on a combination of factors: the particular
organisation represented, their specialty of practice, their geographical location,
and their willingness to participate. Table 1.1 provides information on the full
range of interviews undertaken that were not linked to either of the two case-study
universities selected.
Table 1.1: Range of interviews undertaken that were not linked to the case-study institutions
Organisation or area of practice
represented

Tape-recorded

13/09/05

Personal

No

SACSSP (2)

18/10/05

Personal

No

HOSPERSA

19/10/05

Telephonic

No

NEHAWU

11/10/05

Telephonic

No

Public Servants Association

13/10/05

Telephonic

No

Huguenot College

14/10/05

Telephonic

No

SAOSWA

13/10/05

Telephonic

No

UCT

13/10/05

Telephonic

No

Unisa

20/10/05

Personal

No

UP

4

Interview type

SACSSP (1)

©HSRC 2008

Date of interview

20/10/05

Personal

No


Organisation or area of practice
represented

Interview type

Tape-recorded

UWC

02/11/05

Telephonic

No

SAASWIPP

18/10/05

Telephonic

No

SABSWA

10/10/05

Telephonic

No

DSD

25/10/05

Personal

No

SGB & SACSSP

06/03/06

Personal

Yes

NACOSS (& SGB)

22/02/06

Personal

Yes

SGB (& SACSSP)

06/03/06

Personal

Yes

ASASWEI

27/02/06

Personal

Yes

Child Welfare – a branch in
Gauteng

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Date of interview

08/03/06

Personal

Yes

SAVF – a branch in Gauteng

10/03/06

Personal

Yes

Limpopo provincial welfare at
sub-district level

02/03/06

Personal

Yes

Gauteng DoE

08/03/06

Personal

Yes

Private practice

23/03/05

Personal

Yes

Academic hospital in Gauteng

28/02/06

Personal

Yes

Occupational social work

08/03/06

Personal

Yes

The two case-study institutions chosen for this research were the universities of

Limpopo and Stellenbosch. The choice of these two universities was decided by the
desire to undertake a comparative review – of the presentation of the issues related
to the profession and its education as evident from the literature and the other
interviews – between a historically disadvantaged, traditionally ‘black’ university and a
historically advantaged, traditionally ‘white’ university. The choice of these institutions
was further supported by topical issues such as the racial transformation within the
profession from being predominantly white female to predominantly African female;
the relatively slow racial transformation of Stellenbosch juxtaposed against the focus
of the social work profession on the poor, disadvantaged and marginalised within
society; and the continued problems facing historically disadvantaged institutions in
respect of student throughput.
A weakness emerging from the choice of these two institutions, which can be
considered a weakness of this study, is that the impact of challenging higher
education institution mergers on social work education in South Africa is not
addressed in this work. This is because the University of Stellenbosch was not
involved in a merger process, while the merger of the University of the North with
the Medical University of South Africa (Medunsa) to form the University of Limpopo
did not affect social work education directly as Medunsa did not have a department
of social work. Yet, despite this weakness, the issues that have emerged out of the
research undertaken at the institutions chosen are likely to shed valuable light on
the range of problems and challenges faced by all South African higher education

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institutions offering social work as a programme, regardless of their merger or nonmerger status.
Prior to the start of work on this research, it was necessary for the study to be
approved by the HSRC Ethics Committee. This involved the submission and approval
of the research proposal as well as the study’s various instruments – the schedules for

the semi-structured interviews as well as the participant consent forms.

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In arranging to undertake the case studies, contact was made with the heads of
the departments of social work at both Stellenbosch and Limpopo universities. The
nature of the research and the proposed research activities were explained through
email. It was indicated that we desired to conduct a range of semi-structured
interviews, to undertake classroom observations and to gain access to institutionspecific quantitative enrolment and graduation data. The documentation that had
been approved by the Ethics Committee was attached to these emails. As the month
of March 2006 had been set aside to conduct the case-study research work, it was
requested that the institutions accommodate the researcher for one week each within
that month, during which time the researcher would be based within the respective
department of social work. The full range of activities anticipated was indicated to be
as follows:
•
Personal interviews with all lecturing staff.
•
Personal interviews with two university supervisors.
•
Personal interviews with field supervisors at three agencies/departments at
which students undertake their practical placements.
•
Focus group interviews for each of the academic years (first to fourth)
respectively, consisting of five students and covering the range of diversity found
at the institution.
•
Classroom observation sessions for each of the academic years, first to fourth.
For the University of Stellenbosch, permission was obtained from the head of the
department of social work, Professor Sulina Green, as well as from the university’s

coordinator of institutional planning who required, in addition to the documentation
described above, a copy of the certificate of ethical approval from the HSRC’s Ethics
Committee. The latter was necessary to meet university policy for the approval of
research that included students directly. The University of Limpopo did not indicate
having any such policy, and permission to conduct the research was obtained directly
by email from the acting head of the department of social work, Ms Dinea Seloana.1
Stellenbosch agreed to host the researcher in the week of 13–17 March 2006 and
proceeded to set up a schedule of activities that covered the range requested, with
the single exception that one of the lecturing staff was on study leave and could not
be seen. This schedule was presented to the researcher on arrival at the department
on Monday 13 March, and all events took place as arranged.
Limpopo agreed to host the researcher in the week of 27–31 March 2006. On arrival
at the department on Monday 27 March, the researcher and the acting head of
department together drew up a schedule of activities, with the researcher then having

1 The correspondence related to obtaining permission for the study, as well as copies of the detailed university
fieldwork schedules, semi-structured interview schedules and the templates for participant consent forms can all be
obtained on request from the author.

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©HSRC 2008


to contact the university and field supervisors to set up meetings for the week. This
relatively late scheduling resulted in only one university supervisor and two agencies
being available for interviews in that week. Despite this, at one of these agencies two
supervisors made themselves available for the interview, while a field supervisor from
a third agency was contacted telephonically for an interview. Similarly, the numbers
of students in the focus groups were somewhat lower than requested – many
indicated that they would attend but in the end did not turn up. Finally, here, as at

Stellenbosch, one lecturer was on leave and could not be seen.
Overall, despite the slight variations, both institutions were extremely helpful and
supportive of the research, and a virtually identical range of activities was undertaken
at each. Table 1.2 provides the details.
Table 1.2: Range of research activities undertaken at the two case-study universities
Limpopo (27–31 March 2006)

Interview lecturer 1 (HOD)

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Stellenbosch (13–17 March 2006)

Interview lecturer 1 (Acting HOD)

Interview lecturer 2

Interview lecturer 2

Interview lecturer 3

Interview lecturer 3

Interview lecturer 4

Interview lecturer 4

Interview university supervisor 1

Interview university supervisor 1

Interview university supervisor 2
Interview agency 1 field supervisor 1

Interview agency 1 field supervisor 1

Interview agency 2 field supervisor 1

Interview agency 2 field supervisor 1

Interview agency 3 field supervisor 1

Interview agency 2 field supervisor 2
Telephonic interview agency 3 field supervisor 1

Focus group first year

× 5 students

Focus group first year

× 3 students

Focus group second year

× 5 students

Focus group second year

× 3 students

Focus group third year

× 4 students

Focus group third year

× 2 students

Focus group fourth year

× 5 students

Focus group fourth year

× 5 students

Classroom observation first year

Classroom observation first year

Classroom observation second year

Classroom observation second year

Classroom observation third year

Classroom observation third year

Classroom observation fourth year

Classroom observation fourth year

Prior to all the interviews, the nature of the research was explained to the
participant(s). They were also requested to sign a consent form that (1) indicated
their consent to participate in the study, (2) indicated the level at which they wished
to be identified (i.e, remain anonymous, identification by designation only, or
identification by name and designation), and (3) their permission for the interview to
be tape-recorded. All interviewees gave their permission for tape recordings, although
only the focus group interviews were transcribed in full by an outside transcriptionist.

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In respect of the other interviews, the researcher used the recordings to create
paraphrased summaries that included only key quotations.
Of note at this point is that, while many who participated in this study gave the
researcher permission to identify them by name, such identification has been
limited in this monograph. All students are identified by designation only, as are the
majority of practising social workers and social work educators who participated.
The reasons for this include the fact that, due to the small size of the social work
education community, full identification of some within a department would lead to
the identification of others merely by a process of elimination. Additionally, the focus
of this work is not on who said what, but rather on what was said. Thus, even where
individuals gave permission for identification, this has only been done in a minority
of cases.

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All interviews were conducted in venues in which the confidentiality of the
discussion between the participants could be maintained. For educators and
supervisors, this was generally within their personal offices. For the student focus
groups, the department of social work at Stellenbosch made available various private
rooms that were large enough to accommodate the numbers, while the department of
social work at Limpopo assigned the researcher a personal office for the duration of
the visit. This office was used to conduct focus group interviews at this institution.
All primary and secondary research was essentially completed by the end of
March 2006. This is important to consider, as many of the issues discussed in
this monograph, particularly in respect of legislation and the other aspects of the
domestic professional milieu and labour market for social workers, were in a
considerable state of flux at that point in time. Thus, by the time of publication,
these debates and struggles will have moved on. As there was additionally a gap of
roughly seven months between undertaking the research and beginning the writing
up of the findings, it was debated whether the literature review should be updated
prior to writing. The decision not to do this was based on a desire to maintain time
cohesion between the arguments of research participants and the literature and media
current at that time. Writing up of the findings began in December 2006, and a first
draft of the work was completed by the end of February 2007. A refined draft was
submitted to external review at the beginning of April 2007, while the finalised draft
incorporating peer review comments was submitted to the HSRC Press in July 2007.
Just prior to submission to the Press, the Postscript was written. This outlines the
key social work professional and educational developments between April 2006 and
July 2007.
Deciding on a structure for this monograph was no easy undertaking. The reasons for
this were multifold, and need to be considered in the reading:
•
First, and most important, the various issues and challenges facing the profession
and its education are so complex, multifaceted and interrelated that it was not
possible to present the findings in a linear fashion without relatively frequently

having to cross-reference the topic under discussion with issues discussed either
earlier or later in the monograph. In preparation of the writing, a conceptual
map of the profession and related issues was drawn up. This is presented in
Figure 1.1 (and in its accompanying description that follows) with the aim of
providing the reader with some advance understanding of the key issues and
their relationship to each other. Thus, while the structure chosen was intended
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•

•

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•

to present the discussion and findings in the most logical linear sense and
in a fashion that required the least amount of internal cross-referencing, the
work is self-illuminating and a full understanding of the issues discussed at the
beginning of the monograph will only be possible after having read the entire
work. This was unfortunately unavoidable.
Second, unlike the case with doctors, the author could not rely on the general
public’s having an awareness of the history and scope of practice within
the social work profession. Providing a more detailed background was thus
considered important to contextualise some of the later discussions, although
those within the profession will be familiar with this.
Third, the overwhelming majority of social work cannot be practised
independently of the national socio-political context: the profession depends

on a solid partnership with the state. It is critical to unpack in some detail the
tensions that have thus resulted from social work’s origins in apartheid South
Africa versus the current practice context of the ANC government.
Finally, while a logic exists as to the overall presentation of the findings,
disjuncture at the section level results from the need to return to the ‘main
road’ (the central theme) after having explored some way down a ‘side road’
(particular issue). In order to assist the reader in this, the chapter, section and
subsection headings have been clearly indicated, with the table of contents
providing another ‘map’ of the overall discussion presented in this work.

Linked to the above challenges in presenting a linear argument from a network
of interrelated issues was the challenge in presenting the findings of the literature
review, which were very tightly linked to the findings of the primary research itself.
Thus, this monograph is not presented in the traditional academic manner of having
a full literature review preceding a discussion based purely on the findings. While
the initial chapters are focused around the literature and the later chapters around
the research findings, this division is not exclusive: findings that support the literature
but that are not discussed as whole issues in the later chapters are included in the
discussion of the literature to add richness, while literature that is pertinent to a
specific theme discussed in the findings is referenced at that point to add depth.
Thus, throughout this monograph, the literature and the research findings are
presented in an iterative manner.
The schematic map presented in Figure 1.1 presents the key issues within the
profession and education of social workers in South Africa and attempts to show
the complex inter-relationships between them. The issues can be classified roughly
according to three key levels: macro, meso and micro.

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International legislation/Agreements on trade in goods and services, standards of professional education, etc.
National legislation on education, welfare, economics, labour, professional regulations, etc.
Funding for social work education
'Developmental' welfare
Curriculum change
Transformation

Recruitment & selection

Government

Quality

Throughput

Work environment

Graduations

NGO sector

Quality

Private sector

Professional associations

Quality

Labour
unions

Other social
service professions

Pool of applications

Practice
education

Education: theory and practice

Quality

MESO

Working conditions
Salaries
Welfare funding
Transformation

Drivers'
licences
Continuous
professional
development

MICRO

Attrition: temporary or permanent loss of students, new graduates and experienced professionals

Personal factors such as language, culture, personal social problems, career aspirations, geographical location, gender, access to finance, etc.

Figure 1.1: Schematic map of the profession and professional education of social workers in South
Africa

MACRO

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International
social and social
work theories


Reading the schematic map of the profession and professional education of
social workers in South Africa

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At the meso level are the basic labour market concepts of supply (Education: theory
& practice) and demand (Work environment) of social workers. In this map, the
presentation of supply on the left considers the movement of an individual through
the system of professional education from the point of application to graduation. The
narrowing of the arrows attempts to capture the reductions in physical numbers of

people at each stage in the process, as this impacts on the throughput of the higher
education system in respect of the generation of social work professionals.
Upon graduation, social workers seek employment. Key employers of social workers
include the government sector (Departments of Social Development and Welfare,
Health, Education, Justice, Correctional Services and South African Police Service
(SAPS)); the NGO sector (non-governmental, non-profit and faith-based organisations);
and the private sector (including both the corporate sector and independent private
practice). Work undertaken by social workers includes the physical and emotional
support of children and families, elderly and disabled persons, people suffering from
mental health problems or drug or alcohol abuse, and victims of abuse, violence or
trauma. Preventative strategies such as the education and empowerment of vulnerable
groups are also a critical aspect of social work.
Impacting directly on the working environment of social workers are the other
social service professions with whom social workers must work and cooperate in
the delivery of national welfare services (for instance, child and youth care work,
community development work, probation officers). The professional development
and regulation of these additional social service occupations also falls under the
South African Council for Social Service Professions (SACSSP), although lack of
demarcation of roles and responsibilities amongst social work and the other social
service professions has led to tensions and conflict. Along with the SACSSP, a number
of other professional associations exist around areas of common practice or other
interests and are responsible for guiding and assuring the quality of social work
practice, ethics and training. While the organisation of quality continuous professional
development opportunities is the responsibility of these associations, the role of the
individual (i.e., micro-level factors) cannot be ignored in respect of the uptake of
these opportunities.
Notably, exposure to the work environment occurs long before graduation. The
requirement of practice education as part of the professional education of social
workers creates a feedback loop between the education and work environments, as
students are exposed to and shaped in their professional education through exposure

to real places of work during their training, while those qualified social workers
working in institutions and organisations that host students are impacted on by the
latest theory and techniques brought to the workplace by students.
The issue of quality is a factor that emerges in relation to all meso-level aspects. The
quality of the output of the secondary education system impacts on the quality of
applicants and entrants into the higher education system. Here, issues of quality are
compounded by factors such as the impact of funding on the availability of human
and physical resources for education. Within the work environment, quality of service
delivery is related both to the quality of social work graduates emerging from the

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schools of social work and the quality and quantity of resources available to support
their work.
At the macro level, factors such as international legislation/agreements on trade in
goods and services, as well as standards of professional education, and national
legislation on education, welfare, economics, labour, professional regulations and so
forth impact on both the educational and working environments of social workers
in an interrelated and complex way. For instance, in the sphere of education, macro
factors have a direct impact on issues such as the funding of social work education,
the overall design of the social work curriculum, the requirement to teach social
work practice according to a ‘developmental’ welfare approach, and the need to
effect a demographic transformation among higher education entrants and graduates.
In the sphere of the working environment, macro factors impact on the funding
available for welfare, and through this also on working conditions, salaries and
demographic transformation of social work employment. Straddling the macro and
meso levels in respect of the work environment are the activities of labour unions.

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Also at the macro level, and impacting directly on social work education and
(hopefully) on national and international policies and legislation, and through these
indirectly on the work environment, are international social and social work theories.
The micro level – that of the individual – is, however, equally critical in understanding
the milieu of the profession of social work and the education of social workers in
South Africa. Factors here include language, culture, personal social problems, career
aspirations, geographical location, gender, access to finance and so forth. These
factors have a continuous impact on the movement of social workers into and out of
the education and work environments. Attrition in this regard includes temporary or
permanent loss of students, new graduates and experienced professionals.
Finally, the critical issue of access to drivers’ licences spans both work and education
environments (through practice education) at the meso level, though it is also
critically related to micro-level factors such as limited access to finance and relevant
resources.

Conclusion
The methodology outlined in this chapter takes into account the three main
conditions as laid down by the pilot professional study on medical doctors:
The research must be multidimensional and involve a number of research
methods, both quantitative and qualitative.
The research must view professions through two main theoretical lenses: one
focusing on professional labour markets – national and international – as
well as the wider general labour market, nationally; the other focusing on the
professional milieu – national and international.
Each case must give a macro-level overview of current conditions in the
profession and its professional education systems while also focusing on microlevel implications in selected sub-case studies.
It is debatable whether a study like this is better conducted by a member of the
profession or by an outsider. An insider would contribute many insights, but also the

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inevitable biases entailed in their professional involvement, whereas a professional
researcher might present a broader and hopefully more dispassionate view. No
perspective can be all-encompassing and each approach presents its own problems.
The one chosen offers breadth of vision and objectivity, but sacrifices the kind of
detail that only an insider can provide. It is hoped that the chapters that follow will
prove the wisdom of this decision.

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