THE SOCIO-ECONOMIC REALITIES OF THE SOCIAL WORK STUDENTS OF THE UNIVERSITY OF SOUTH AFRICA

Abstract

When a tertiary institution such as the University of South Africa (Unisa) agrees to offer
training for a profession such as social work, it accepts the responsibility of educating students
according to the minimum standards of the Bachelor of Social Work (BSW) degree as
registered at the South African National Qualification Framework (NQF). These requirements
include a body of knowledge, required practical skills and the values and ethics of the
profession. Social work is a profession which focuses on people and their socio-economic
context. It is regulated by its professional Council, the South African Council for Social Service
Professions (SACSSP), which expects the training institutions to deliver a certain quality of
professional who can work together with troubled and marginalised people, facilitate processes
with groups and communities in order to meet their basic needs, and improve their livelihoods,
based on the principles of respect for people, social justice and equality. The training of social
workers in South Africa is also largely determined by the South African context and the
policies that guide the type of service delivery, e.g. the South African Constitution, Bill of
Rights (Act 108 of 1996) and the developmental approach to welfare, i.e. the White Paper for
Social Welfare (RSA, 1997). According to Van Delft (2002), the White Paper for Social
Welfare (1997) and the Financing Policy (1999) changed the face of social welfare in South
Africa from a residual model to a developmental model. Within the South African context, the
focus of service delivery is aimed at the poor and unemployed, those with HIV/Aids, those that
have been affected by crime and violence, pregnant teenagers, malnutrition, low levels of
literacy and education, abuse and neglect, poor housing and public health, women and children,
people with disabilities and the aged.