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Social work education in 2021.

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Charlotte Lyn Bright, Social Work Education in 2021, Social Work Research , Volume 45, Issue 1, March 2021, Pages 3–5, https://doi.org/10.1093/swr/svaa021

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As we enter 2021, we reflect on the tumultuous year behind us. The global impact of social uprising, political unrest, and the pandemic will be dramatic; 2021 promises to bring about many changes to our way of life. As we consider these changes, it is important to think through implications for social work education.

A recent report by the Council on Social Work Education (CSWE) (2020a) noted that recent years have seen a decrease in enrollment of undergraduate social work students, despite an overall expansion in BSW education in the past decade. For master’s programs, student enrollment overall has increased, but has been outpaced by new program creation. In practical terms, this may translate to decreased enrollment per MSW program. Fluctuations in the student population will require ongoing adjustments to faculty composition and numbers, classroom learning approaches, and possibly curriculum. Additional study of who composes the student body should also inform pedagogical changes, as student experiences and responsibilities will affect both their level of preparation for social work education and their ability to engage in learning activities. It remains to be seen whether the economic impact of the pandemic will affect who enters the social work profession, and the academy will need to attend to potential changes in the composition of the social work student body.

Alongside enrollment changes, social work education underwent a dramatic shift in 2020 as most teaching and learning became hybrid or virtual. Fewer than one-fifth of social work programs that had previously taught using a face-to-face modality continued this approach throughout fall 2020 ( CSWE, 2020b ). This COVID-related adaptation of traditional teaching models followed a more gradual shift toward distance, hybrid, and online options for social work education. Using 2019 data, CSWE (2020a) reported that prior to the pandemic, the majority of bachelor’s, master’s, and practice doctorate (but not research doctorate) degrees included at least some online coursework options, with many programs considering adding or increasing online learning opportunities.

The sudden shift to remote learning necessitated that social work faculty build their skills in and tools for delivering content virtually. This was a substantial change and presented many challenges for teaching and learning. Most of us in social work education would not have chosen to add online teaching to our repertoire in exactly this way, and field education has been particularly difficult to navigate ( CSWE, 2020b ). Now that we have gained proficiency and some degree of competence, however, we should anticipate ongoing conversations about the advantages and disadvantages of virtual teaching and learning. There is much we need to learn, and some questions include the following: To what extent do virtual methods increase access and flexibility for larger groups of students, making a social work degree more attainable? How do synchronous and asynchronous approaches compare, and how should they complement one another? What supports do both students and faculty members need to thrive in a virtual or hybrid learning environment? On the other hand, what do we sacrifice when we reduce the opportunities to learn together while sharing a physical environment? How variable is the quality of virtual education across programs and instructors?

COVID-19 has demanded that social work education adapt its methods of instruction. In addition, the pandemic and related economic pressures have resulted in shrinking budgets for social work programs. The majority of programs reported budget decreases in 2020, with almost none indicating an increase and most describing hiring freezes or other workforce reductions ( CSWE, 2020b ). With the United States and other nations experiencing an economic downturn, the pressure to “do more with less” is not limited to the academy. It will affect teaching and learning, as well as employment prospects of social work graduates and the circumstances of their clients, consumers, and communities. Shillington and colleagues (2020) have identified myriad potential impacts on social work research partnerships based on economic changes, such as agencies closing their doors, fewer dollars for funded research, and difficulties establishing community connections. These financial challenges will affect not only research opportunities, but also learning opportunities for social work students and job prospects postgraduation.

Social work education is renewing its focus on equity and justice, looking inward as well as outward. The theme of CSWE’s 2020 Annual Program Meeting, “Leading Critical Conversations: Diversity, Equity, and Inclusion,” was therefore timely. Of course, justice has always been central to social work ethics and values, but the profession and the social work academy are not exempt from charges of structural racism and oppression. Combatting the entrenched inequities in our profession’s educational institutions will require multiple, sustained strategies and perspectives. The overt racism of so many of our institutions, globally, has been on display with recent high-profile killings of Black and Brown women and men, COVID-related health disparities, and social unrest. This has heightened the sense of urgency, already clear to many social work educators and students, around implementing an explicitly antiracist curriculum and environment for learning.

Antiracist pedagogy is not new to education. Alain Locke (1968) described many of its tenets, already in practice, last century. Direct reference to antiracist pedagogy as requisite for a multicultural democratic education appeared by the 1990s (for example, Thompson, 1997 ). Despite the seemingly natural fit between an antiracist approach and social work education, the field has been uneven and slow to adopt this perspective. The prominence of antiracist pedagogic approaches in social work education has increased recently, with Ibram X. Kendi’s (2019) bestseller How to Be an Antiracist deserving credit for introducing the topic to many previously unfamiliar readers.

Fortunately, opportunities for developing antiracist skills and approaches to education are proliferating in the academy. Social work students, such as the doctoral students leading a multipart seminar on Antiracist Pedagogy (see gadephd.org for more information), are providing welcome leadership and guidance. The student voice, as education consumers and partners and in many cases as current or future educators themselves, is crucial to promoting a more equitable and just environment for learning.

Practicing social workers and social work faculty have numerous opportunities to avail themselves of resources on antiracism. Antiracism trainings, courses, and certificates are available on many campuses and in continuing professional education. It remains to be seen whether social work students and faculty experience a notable shift in the classroom culture and climate as a result of our increased awareness of antiracist practices, but this kind of approach is likely to continue as one avenue of redressing or limiting the harms of White supremacy in social work programs and the larger college and university context.

Political shifts and uncertainty in the United States and elsewhere in the world are, similarly, both current and ongoing influences on the macro environment of social work education. Social workers in the United States experienced firsthand the stress and confusion surrounding the presidential election in November, in a divided political climate exacerbated by the pandemic’s disruptive effects on in-person political participation. As the nonpartisan National Social Work Voter Mobilization Campaign has noted, promoting full enfranchisement of both social workers and social work clients is consistent with the mission of the profession ( https://votingissocialwork.org/about-the-campaign/ ). The campaign emphasizes, among other things, social work classroom and field education strategies to mobilize voters. With such threats to democracy as armed individuals at the polls, calls to stop counting or to recount votes, social media disinformation, and confusion about voting procedures and locations, social workers can use their skills in communication and organizing to promote civic engagement through voting. Social work education can support these efforts, for example by providing robust examples from recent history to engage students through problem-based learning. Although voter suppression tactics and voter mobilization efforts have a long history throughout much of the world, current approaches may require refinements to current competency development in the classroom and in field education.

Substantial social work scholarship in recent months has drawn attention to oppressive systems of social control. The role of social workers in policing, juvenile and criminal justice, child welfare, health care, and behavioral health is a topic for discussion and debate. Alongside questions of who benefits and who is harmed through the status quo are tricky ethical considerations about community protection, self-determination and autonomy, and equitable distribution of scarce resources. Reasonable, well-informed social workers can and do disagree about the profession’s most appropriate role in maintaining, reforming, or establishing these systems of care and control. Along with a critical evaluation of these systems is the need for a similarly critical appraisal of social work’s role in building and maintaining inequitable or unjust environments. Social work education has a role to play in preparing graduates to identify ethical and role dilemmas, to practice advocacy, and to work in multidisciplinary settings while maintaining the values of the social work profession.

As always, social work education needs to be responsive to a changing environment. These days, change seems to be everywhere—in our political bodies and institutions, in large structures and systems that provide social services or promote social control, in threats to the health and well-being of the global populace, and in the modalities we use to interact with one another. Colleges and universities face real challenges in terms of student needs, inequities in access and achievement, and ever-tighter budgets. For the sake of future social workers and their clients, we have to acknowledge these challenges and think of creative solutions to address them.

You might be wondering about the purpose of an education-focused editorial in a journal dedicated to scholarship. Social work education certainly benefits the quality of scholarship in the discipline; as graduates enter the workforce, they contribute knowledge and produce research. Social work education, in and of itself, is an important topic for study. We need a better understanding of how innovations in teaching relate to student learning, how knowledge gains affect practice behaviors, and how prepared graduates are to attend to the most pressing issues of our time, including social justice, economic inequality, health and behavioral health needs, and system-level concerns with such areas as education, justice systems, child welfare, and policing. In this sense, social work research and education are complementary and mutually reinforcing. We educators rely on social work scholars to point the way to best practices and innovative solutions in a challenging environment. As always, Social Work Research hopes to be a home for impactful scholarship to influence our direction as a field.

Charlotte Lyn Bright, PhD, MSW, is associate professor and associate dean for doctoral and postdoctoral education, School of Social Work, University of Maryland, 525 W. Redwood Street, Baltimore, MD 21201; e-mail: [email protected] .

Council on Social Work Education. ( 2020a ). 2019 statistics on social work education in the United States. Retrieved from https://www.cswe.org/getattachment/Research-Statistics/2019-Annual-Statistics-on-Social-Work-Education-in-the-United-States-Final-(1).pdf.aspx

Council on Social Work Education. ( 2020b ). CSWE member pulse survey results: Impact on social work education for fall 2020. Retrieved from https://www.cswe.org/getattachment/Research-Statistics/CSWE_Pulse-Survey_Brief_C-(1).pdf.aspx

Kendi I. X. ( 2019 ). How to be an antiracist . New York : One World .

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Locke A. ( 1968 ). The new negro. 1925 . New York : Arno .

Shillington A. M. , Gehlert S. , Nurius P. S. , Delva J. , Hooyman N. R. , Manderscheid R. W. , Palinkas L. A. ( 2020 ). Commentary: COVID-19 and long-term impacts on tenure-line careers. Journal of the Society for Social Work and Research . Advance online publication. doi:10.1086/712579

Thompson A. ( 1997 ). For: Anti‐racist education . Curriculum Inquiry, 27 ( 1 ), 7 – 44 .

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International Federation of Social Workers

Global Online conference

Global Standards for Social Work Education and Training

August 1, 2020

Latvian Translation Spanish Translation

PREAMBLE RATIONALE THE SCHOOL     1. Core Mission, Aims and Objectives     2. Resources and Facilities     3. Curriculum     4. Core Curricula             Social Work in Context             Social Work in Practice             Practice Education (Placement)     5. Research and Scholarly activity THE PEOPLE     1. Educators     2. Students     3. Service Users THE PROFESSION     1. A shared understanding of the Profession     2. Ethics and Values     3. Equity and Diversity     4. Human rights and Social, Economic and Environmental Justice MEMBERS OF THE JOINT TASKFORCE

back to top The International Federation of Social Workers (IFSW) and the International Association of  Schools of Social Work (IASSW) have jointly updated the Global Standards for Social Work Education and Training. The previous version of the Global Standards for Social Work Education and Training document was adopted by the two organisations in Adelaide, Australia in 2004. Between 2004 and 2019, that document served as an aspirational guide setting out the standards for excellence in social work education.

With the adoption of a new Global Definition of Social Work in July 2014, and the publication of the updated Global Social Work Statement of Ethical Principles in 2019, the Global Standards for Social Work Education and Training document should be updated to integrate the changes in these two documents and to reflect recent developments in global social work.

To this effect, the two organisations created a joint task group comprising the IFSW Interim Global Education Commission and IASSW’s Global Standards Taskforce. This task group engaged with the global social work community through a rigorous consultation that lasted for over 18 months and included feedback from 125 countries represented by 5 Regional Associations and approximately 400 Universities and Further Education Organisations. In addition, members of the joint task force facilitated two international seminars involving service user representatives.

Therefore, we are confident that the present document has been the product of a dynamic and collective process. It has also been the culmination of a rigorous exploration of epistemological, political, ethical and cultural dilemmas.

The main objectives of the Global Standards are to:

• Ensure consistency in the provision of social work education while appreciating and valuing diversity, equity and inclusion.
• Ensure that Social Work education adheres to the values and policies of the profession as articulated by the IFSW and IASSW.
• Support and safeguard staff, students and service users involved in the education process.
• Ensure that the next generation of social workers have access to excellent quality learning, opportunities that also incorporate social work knowledge deriving from research, experience, policy and practice.
• Nurture a spirit of collaboration and knowledge transfer between different social work schools and between social work education, practice and research.
• Support social work schools to become thriving, well-resourced, inclusive and participatory teaching and learning environments.

While appreciating the overarching objectives, we are also mindful of the fact that the educational experience and policy framework in different countries varies significantly. The Global Standards aim at capturing both the universality of social work values and the diversity that characterises the profession through the articulation of a set of standards that are divided between compulsory (those that all programmes must adhere to) and aspirational (those standards that Schools should aspire to include when and where possible). The former represents foundational elements, which are intended in part to promote consistency in social work education across the globe.

Professor Vasilios Ioakimidis Professor Dixon Sookraj

back to top We took the following realities of social work across the globe into account in developing the standards:

• Diversity of historic, socio-cultural, economic and political contexts in which social work is practiced, both within countries and across the globe.
• Diversity of practices according to: 1) practice setting (e.g. government, NGO, health, education, child and family services agencies, correctional institutions, other community-based organizations and private practice settings); 2) field or area of practice (e.g. population served, type of personal and social, economic, political and environmental issues addressed); and 3) practice theories, methods, techniques and skills representing practice at different levels – individual, couple/family, group, organization, community, broader societal and international (i.e., micro, mezzo and macro levels).
• Diversity of structures and delivery methods of social work education. Social work education varies in terms of its position within the structures of education institutions (e.g., units, departments, schools, and faculties). Some social work education programs are aligned with other disciplines, such as economics and sociology, and some are part of broader professional groupings such as health or development. In addition, the level, attitudes toward, and integration of distance education and online learning vary a great deal among programs.
• Diversity of resources available to support social work education, including social work educators and directors across the globe.
• Diversity in levels of development of the social work profession across the globe. In many countries, it is a well-established profession backed by legislation and accompanying regulatory bodies and codes of ethics. A recognized baccalaureate social work degree is often the minimum educational requirement for professional practice. These mechanisms serve in part to protect the use of the title of ‘social worker’, define the scope of practice (what social workers can or cannot do in practice), ensure that practitioners maintain competence and protect the public from harm by social workers. In other countries social work takes different forms. Social work educational programs may be added to existing curriculum offerings rather than standing as separate academic units. They may range from individual course offerings, to one-year certificate programs, to two-year diploma programs. The curriculum standards presented in this document apply primarily to social work degree programs. Shorter certificate and degree programs may use the standards, but they may not be able to incorporate all the standards.
• The adverse effects of colonization and educational imperialism on the development of social work in the Global South. We believe and stand firm that the theoretical perspectives and practice methods, techniques and skills developed in the Global North should not be transported to the Global South without critical examinations of their suitability and potential effectiveness for the local contexts.
• The growing number of common issues and challenges affecting social work education and practice across the globe. These include growing inequalities produced by neoliberal globalization, climate change, human and natural disasters, economic and political corruption and conflicts.
• Many new developments and innovations, especially those relating to sustainable development, climate change and UN’s Sustainable Development Goals, are occurring in the Global South. Thus, connecting the global and the local within the curriculum would strengthen the academic preparation of social workers everywhere; it will facilitate assessments for transferability of social work education across jurisdictions, including international borders;  it will also help strengthen students’ professional identities as members of a global profession.
• Finally, curriculum specializations’ contribution to fragmentation in education and practice. Regardless of the area of specialization delivered in the curriculum, the program should prepare students to understand the interconnectedness of practice at all levels – individual, family, group, organization, community, etc. (i.e., micro, mezzo, macro). This broader understanding will help students to become critical, ethical and competent practitioners.

This version of the Global Standards is organised around three overarching domains that capture the distinct, yet intertwined, elements of Social Work education: The School, The People and The Profession 

back to top Social Work education has historically been delivered by a wide and  diverse range of organisations, including Universities, Colleges, Tertiary, Further and Higher Education bodies- public, private and non-profit.  Notwithstanding the diversity of education delivery modalities, organisational and financial structures, there is an expectation that social work schools and programmes are formally recognised by the appropriate education authorities and/or regulators in each country. Social Work education is a complex and demanding activity that requires  access to adequate resources, educators, transparent strategies and up- to-date curricula.

1. Core Mission, Aims and Objectives

back to top All Social Work Programmes must develop and share a core purpose statement or a mission statement that:

• Is clearly articulated, accessible and reflects the values and the ethical principles of social work.
• Is consistent with the global definition and purpose of social work
• Respects the rights and interests of the people involved in all aspects of delivery of programmes and services (including the students, educators and service users).

Where possible, schools should aspire to:

• Articulate the broad strategies for contribution to the advancement of the Social Work profession and the empowerment of communities within which a school strives to operate (locally, nationally and internationally).

In respect of programme objectives and expected outcomes, schools must be able to demonstrate how it has met the following requirements:

• Specification of its programme objectives and expected higher education outcomes.
• Identification of its programme’s instructional methods that support the achievement of the cognitive and affective development of social work students.
• A curriculum that reflects the core knowledge, processes, values and skills of the social work profession, as applied in context-specific realities.
• Social Work students who attain an initial level of proficiency with regard to self-reflective use of social work values, knowledge and skills.
• Curriculum design that takes into account of the impact of interacting cultural, political, economic, communication, health, psychosocial and environmental global factors.
• The programme meets the requirements of nationally and/or regionally/internationally defined professional goals
• The programme addresses local, national and/or regional/international developmental needs and priorities.
• The provision of an education preparation that is relevant to beginning social work practice interventions with individuals, families, groups and/or communities (functional and geographic) adaptable to a wide range of contexts.
• The use of social work methods that are based on sound evidence regarding the effectiveness of interventions whenever possible, and always promote dignity and respect.
• Governance, administrative supports, physical structure and related resources that are adequate to deliver the program.
• The conferring of a distinctive social work qualification at the certificate, diploma, first degree or post-graduate level, as approved by national and/or regional qualification authorities, where such authorities exist.

In order to further enrich their mission and objectives, schools should aspire to:

• External peer evaluation of the programme as far as is reasonable and financially viable. This may include external peer moderation of assignments and/or written examinations and dissertations, and external peer review and assessment of curricula.
• Self-evaluation by the education programme constituents to assess the extent to which its programme objectives and expected outcomes are being achieved.

2. Resources and Facilities

back to top With regard to structure, administration, governance and resources, the school and/or body  designated as the education provider must ensure the following:

• Social work programmes are independent of other disciplines and should therefore be implemented through a distinct unit known as a Faculty, School, Department, Centre or Division, which has a clear identity within education institutions.
• The school has a designated Head or Director 1 who has demonstrated administrative, scholarly and professional competence, preferably in the profession of social work.
• The Head or Director has primary responsibility for the co-ordination and professional leadership of the school, with sufficient time and resources to fulfil these responsibilities.
• The social work programme’s budgetary allocation is sufficient to achieve its core purpose or mission and the programme objectives.
• The budgetary allocation is stable enough to ensure programme planning and delivery in a sustainable way.
• The necessary clerical and administrative staff, as well as educators, is made available for the achievement of the programme objectives. These staff members are provided with reasonable amounts of autonomy and opportunity to contribute programme development, implementation, and evaluation.
• Irrespective of the mode of teaching (in the classroom, distance, mixed-mode, decentralised and/or internet-based education) there is the provision of adequate infrastructure, including classroom space, computers, texts, audio-visual equipment, community resources for practice education, and on-site instruction and supervision to facilitate the achievement of its core purpose or mission, programme objectives and expected outcomes.
• Internet-based education should not fully substitute spaces for face-to-face instruction, practice learning and dialogue. Face-to-face spaces are critical for a well rounded social work education and therefore irreplaceable.

Social Work courses tend to be administratively complex and resource-demanding due to the synthesis of the theoretical, research and practice-based elements, including relational training and service user interaction. Therefore, Schools could aspire to achieve the following:

• Sufficient physical facilities, including classroom space, offices for the educators and the administrative staff and space for student, faculty and field- liaison meetings.
• Adequate equipment necessary for the achievement of the school’s core purpose or mission and the programme objectives.
• High quality of the education programme whatever the mode of delivery. In the case of distance, mixed-mode, decentralised and/or internet-based teaching, mechanisms for locally based instruction and supervision should be put in place, especially with regard to the practice component of the programme.
• Well-resourced on-site and online libraries, knowledge and research environment, and, where possible, internet resources, all necessary to achieve the programme objectives.
• Access to international libraries, international roaming services (e.g., EduRoam), e-journals and databases.

3. Curriculum

back to top With regard to standards regarding programme curricula, schools must consistently ensure the following:

• The curricula and methods of instruction are consistent with the school’s programme objectives, its expected outcomes and its mission statement.
• Clear mechanisms for the organisation’s implementation and evaluation of the theory and field education components of the programme exist.
• Specific attention to undertaking constant review and development of the curricula.
• Clear guidelines for ethical use of technology in practice, curriculum delivery, distance/blended learning, big data analysis and engagement with social media

Schools should always aspire to develop curricula that:

• Help social work students to develop skills of critical thinking and scholarly attitudes of reasoning, openness to new experiences and paradigms and commitment to lifelong learning.
• Are sufficient in duration 2 and learning opportunities to ensure that students are prepared for professional practice. Students and educators are given sufficient space and time to adhere to the minimum standards described herein.
• Reflect the needs, values and cultures of the relevant populations.
• Are based on human rights principles and the pursuit of justice.

4. Core Curricula

back to top Social work education programs vary by economic and political contexts, practice settings, population served, type of personal and social, economic, political, or environmental issues addressed, and practice theories and approaches used. Nevertheless, there are certain core curricula that are universally applicable. Thus, the school must ensure that social work students, by the end of their first Social Work professional qualification 3 , have had sufficient/required and relevant exposure to the following core curricula which are organised into the following broad conceptual components:

a) Social Work in Context: refers to the broader knowledge that is required in order to critically  understand the political, socio-legal, cultural and historical forces that have shaped social work.

b) Social Work in Practice: refers to a broader set of skills and knowledge required to design and  deliver e ff ective, ethical and competent interventions.

The above two conceptual components are interdependent, dynamic and should be considered simultaneously.

Social Work In Context

back to top In relation to Social Work in Context, education programmes must include the following:

• Critical understanding of how socio-structural inadequacies, discrimination, oppression, and social, political, environmental and economic injustices impact human development at all levels, including the global must be considered.
• Knowledge of how traditions, culture, beliefs, religions and customs influence human development across the lifespan, including how these might constitute resources and/or obstacles to growth.
• Knowledge of theories of social work, social sciences, humanities and indigenous knowledges
• Critical understanding of social work’s origins and purposes.
• Critical understanding of historical injustices affecting service user communities and the role of social workers in addressing those.
• Sufficient knowledge of related occupations and professions to facilitate interprofessional collaboration and teamwork.
• Knowledge of social welfare policies (or lack thereof), services and laws at local, national  and/or regional/international levels
• Understanding of the roles of social work in policy planning, implementation, evaluation and in social change processes.
• Knowledge of – human rights, social movements and their interconnectedness with class, gender and ethnic/race-related issues.
• Knowledge of relevant international treaties, laws and regulations, and global standards  such as the Social Development Goals.
• Critical understanding of the impact of environmental degradation on the well-being of our communities and the promotion of Environmental Justice.
• A focus on gender equity
• An understanding of structural causes and impact of gender-based violence
• An emphasis on structural issues affecting marginalised, vulnerable and minority populations.
• The assumption, identification and recognition of strengths and potential of all human beings.
• Social Work contribution to promoting sustainable peace and justice in communities affected by political/ethnic conflict and violence.

Social Work in Practice

back to top In relation to Social Work In Practice, education programmes must prepare students to:

• Apply knowledge of human behaviour and development across the lifespan.
• Understand how social determinants impact on people’s health and wellbeing (mental, physical, emotional and spiritual).
• Promote healthy, cohesive, non-oppressive relationships among people and between people and organisations at all levels –individuals, families, groups, programs,  organizations, communities.
• Facilitate and advocate for the inclusion of different voices, especially those of groups that have experienced marginalisation and exclusion.
• Understand the relationship between personal life experiences and personal value  systems and social work practice.
• Integrate theory, ethics, research/knowledge in practice.
• Have sufficient practice skills in assessment, relationship building, empowerment and  helping processes to achieve the identified goals of the programme and fulfil professional obligations to service users. The programme may prepare practitioners to serve purposes, including providing social support, and engaging in developmental, protective, preventive and/or therapeutic intervention – depending on the particular focus of the programme or professional practice orientation.
• Apply social work intervention that is informed by principles, knowledge and skills aimed at promoting human development and the potentialities of all people
• Engage in critical analysis of how social policies and programmes promote or violate human rights and justice
• Use peace building, non-violent activism and human rights-based advocacy as intervention methods.
• Use problem-solving and strengths-based approaches.
• Develop as critically self-reflective practitioners.
• Apply national, regional and/or international social work codes of ethics and their applicability to context-specific realities
• Ability to address and collaborate with others regarding the complexities, subtleties, multi-dimensional, ethical, legal and dialogical aspects of power.

Practice Education (Placement) 4

back to top Practice education is a critical component of professional social work education. Thus practice education should be well integrated into the curriculum in preparing students with knowledge, values and skills for ethical, competent and effective practice. Practice education must be sufficient in duration and complexity of tasks and learning opportunities to ensure that students are prepared for professional practice. Therefore, schools should also ensure:

• A well-developed and comprehensive practice education manual that details its practice placement standards, procedures, assessment standards/criteria and expectations should be made available to students, field placement supervisors and field placement instructors.
• selection of practice placement sites;
• matching students with placement sites;
• placement of students;
• supervision of students;
• coordination of with the program;
• supporting students and the field instructors;
• monitoring student progress and evaluating student performance in the field; and
• evaluating the performance of the practice education setting.
• Appointment of practice supervisors or instructors who are qualified and experienced, as determined by the development status of the social work profession in any given country, and provision of orientation for practice supervisors or instructors.
• Provision of orientation and ongoing supports, including training and education to practice supervisors.
• Ensuring that adequate and appropriate resources, to meet the needs of the practice  component of the programme, are made available.
• Policies for the inclusion of marginalized populations, and reasonable accommodation and  adjustment for people with disabilities and special needs.
• The practice education component provides ongoing, timely and developmental feedback to students.

Schools also should aspire to:

• Create practice placement opportunities that correspond to at least 25% of the overall education activity within the courses (counted in either credits, days, or hours).
• Nurture valuable partnerships between the education institution and the agency (where applicable) and service users in decision-making regarding practice education and the evaluation of student’s performance.
• If the programme engages in international placements, additional standards, guidelines and support should be provided to both students placed abroad and agencies in the receiving end. In addition the programme should have mechanisms to facilitate reciprocity, co-learning genuine knowledge exchange.

5. Research and Scholarly activity

back to top As an academic discipline, social work is underpinned by theories of social work, social sciences,  humanities and indigenous knowledges. Social work knowledge and scholarship are generated  through a diverse range of sources, including education providers, research organisations,  independent researchers, local communities, social work organisations, practitioners and service users.  All education providers should aspire to make a contribution to the development, critical  understanding and generation of social work scholarship. This can be achieved, when and where  possible, through the incorporation of research and scholarship strategies, including:

• An emphasis on the process of knowledge production in social work, by explaining  different methodological approaches within the discipline and how these have evolved.
• An appreciation of the rigorous and diverse methods used by social workers in order to  appraise the credibility, transferability, confirmability reliability and validity of information.
• Teaching that is informed by current, valid and reliable evidence.
• Provision of opportunities for students to critically appraise research findings and acquire  research skills.
• Involvement of students in research activities.
• Support students to acquire and develop programme/practice evaluation skills, including  partnering with them in such work.

1 Depending on the setting, other titles may be used to signify administrative leadership. 2 In many contexts, a first professional qualification (or baccalaureate degree in social work) is completed in within three  or four years of full-time  studies, although the amount of non-social work course contents included may  vary. 3 See description above. 4 The terms “field education” and “field instruction” are also commonly used.

back to top Social Work programmes comprise a dynamic intellectual, social and material community. This community brings together students, educators, administrators and service users united in their effort to  enhance opportunities for learning, professional and personal development.

1. Educators

back to top With regard to social work educators 5 , schools and programmes must ensure:

• The provision of educators, adequate in number and range of expertise, who have  appropriate qualifications, including practice and research experience within the field of  Social Work; all determined by the development status of the social work profession in any given country.
• Educator representation and inclusion in decision-making processes of the school or programme related to the development of the programme’s core purpose or mission, in the formulation of the objectives, curriculum design and expected outcomes of the programme.
• A clear statement of its equity-based policies or preferences, with regard to considerations of gender, ethnicity, ‘race’ or any other form of diversity in its recruitment and appointment of members of staff.
• Policies regarding the recruitment, appointment and promotion of staff are clearly articulated and transparent and are in keeping with other schools or programs within the education institution.
• Policies that are in-line with national labour legislation and also take into consideration International Labour Organisation guidelines. f. Educators benefit from a cooperative, supportive and productive working environment to facilitate the achievement of programme objectives.
• Institutional policies regarding promotion, tenure, discipline and termination are transparent and clear. Mechanisms for appeal and decision review should be in place.
• Teaching and other relevant workload are distributed equitably and transparently.
• Variations in workload distribution in terms of teaching, scholarship (including research) and service are inevitable. However, workload allocation should be based on principles such as equity and respect for educators’ diverse skills, expertise and talents.
• When there are differences and conflicts, transparent and fair mechanisms are in place to address them.

All Schools should also aspire to:

• Provide a balanced allocation of teaching, practice placement instruction, supervision and administrative workloads, ensuring that there is space for engagement with all forms of scholarship including creative work and research.
• With regards to educators involvement, a minimum of a Master’s level qualification in social work is preferred.
• Staff reflect the ethics, values and principles of the social work profession in their work on behalf and with students and communities.
• The school, when possible, nurtures interdisciplinary approaches. To this effect, the School, strives to engage educators from relevant disciplines such as sociology, history, economics, statistics etc.
• At least 50% of educators should have a social work qualification, and social work modules or courses should be taught by educators with a Master of Social work qualification, in line with the status of the profession in each country.
• The School has provisions for the continuing professional development of its educators.

2. Students

back to top In respect of social work students, Schools must ensure:

• Clear articulation of its admission criteria and procedures. When possible, practitioners and service users should be involved in the relevant processes.
• Non-discrimination against any student on the basis of race, colour, culture, ethnicity, linguistic origin, religion, political orientation, gender, sexual orientation, age, marital status, functional status, and socio-economic status.
• Explicit criteria for the evaluation of practice education
• Grievance and appeals procedures which are accessible, clearly explained to all students and operated without prejudice to the assessment of students.
• All information regarding, assessment, course aims and structure, learning outcomes, class attendance, examination rules, appeals procedures and student support services should be clearly articulated and provided to the students in the form of a handbook (printed or electronic) at the beginning of each academic year.
• Ensure that social work students are provided with opportunities to develop self-awareness regarding their personal and cultural values, beliefs, traditions and biases and how these might influence the ability to develop relationships with people and to work with diverse population groups.
• Provide information about the kinds of support available to students, including academic, financial, employment and personal assistance
• Students should be clear about what constitutes misconduct, including academic, harassment and discrimination, policies and procedures in place to address these.
• Comprehensive retention policies that prioritise student well-being.
• Positive action should be taken to ensure the inclusion of minority groups that are underrepresented and/or under-served.
• Democratic and sustained representation of students in decision-making committees and fora.

3. Service Users 6

back to top With regards to service user involvement Schools must :

• Incorporate the rights, views and interests of Service Users and broader communities served in its operations, including curriculum development, implementation and delivery.
• Develop a proactive strategy towards facilitating Service User involvement in all aspects of design, planning and delivery of study programmes.
• Ensure reasonable adjustments are made in order to support the involvement of Service Users.

Also aspire to:

• Create opportunities for the personal and professional development of Service Users involved in the study programme.

5 Different terminologies are used to represent and or describe the people providing the education (ie academics, faculty, instructors, pedagogues, teachers, tutors, lecturers etc.). For the purposes of this document we have adopted the term “Social Work Educators” to represent these diverse terminologies. 6  Depending on the context, other terms, including clients and community constituents are used instead of service users.

The Profession

back to top Social Work Schools are members of a global professional and  academic community. As such, they must be able to contribute to  and benefit from the growth of scholarly, practice and policy  development at a national and global level. Nurturing, expanding  and formalising links with the national and international  representative bodies of the social work profession is of paramount  importance.

1. A shared understanding of the Profession

back to top Schools must ensure the following:

• Definitions of social work used in the context of the education process should be congruent with the Global Definition of Social Work as approved by IASSW and IFSW including any regional applications that may exist.
• Schools retain close and formal relationships with representatives and key stakeholders of the social work profession, including regulators and national and regional associations of social work practice and education.
• Registration of professional staff and social work students (insofar as social work students develop working relationships with people via practice placements) with national and/or regional regulatory (whether statutory or non-statutory) bodies.
• All stakeholders involved in social work education should actively seek to contribute to and benefit from the global social work community in a spirit of partnership and international solidarity.

Schools should also aspire to:

• monitor students’ employability rates and encourage them to actively participate in the national and global social work community.

2. Ethics and Values

back to top In view of the recognition that social work values, ethics and principles are the core components of the profession, Schools must consistently ensure:

• Adhered to the Global Ethics Statement approved bythe IFSWW and IASSW.
• Adherence to the National and Regional Codes of Ethics.
• Adherence to the Global Definition of Social Work as approved by the IFSW and IASSW.
• Clear articulation of objectives with regard to social work values, principles and ethical conduct. Ensuring that every social work student involved in practice education, and every academic staff member, is aware of the boundaries of professional practice and what  might constitute unprofessional conduct in terms of the code of ethics.
• Taking appropriate, reasonable and proportionate action in relation to those social work students and academic staff who fail to comply with the code of ethics, either through an established regulatory social work body, established procedures of the educational institution, and/or through legal mechanisms.

Schools should also aspire towards:

• Upholding, as far as is reasonable and possible, the principles of restorative rather than retributive justice in disciplining either social work students or academic staff who violate the code of ethics.

3. Equity and Diversity

back to top With regard to equity and diversity Schools must :

• Make concerted and continuous efforts to ensure the enrichment of the educational experience by reflecting cultural, ethnic and other forms of diversity in its programme and relevant populations.
• Ensure that educators, students and service users are provided with equal opportunities to learn and develop regardless of gender,socioeconomicc background, race, ethnicity, religion, sexual orientation and other forms of diversity.
• Ensure that the programme has clearly articulated learning objectives in upholding the principles of respect for cultural and ethnic diversity, gender equity, human rights.
• Address and challenge racist, homophobic, sexist and other discriminatory behaviours, policies and structures.
• Recognition and development of indigenous or locally specific social work education and practice from the traditions and cultures of different ethnic groups and societies, insofar that such traditions and cultures are congruent with our ethical codes and human rights commitments.

4. Human rights and Social, Economic and Environmental Justice

back to top Social, Economic and Environmental Justice are fundamental pillars underpinning social work theory, policy and practice. All Schools must :

• Prepare students to be able to apply human rights principles (as articulated in the International Bill of Rights and core international human rights treaties) to frame their understanding of how current social issues affect social, economic and environmental justice.
• Ensure that their students understand the importance of social, economic, political and environmental justice and develop relevant intervention knowledge and skills.
• Contribute to collective efforts within and beyond school structures in order to achieve social, economic and environmental justice.

They should also aspire to:

• Identifying opportunities for supporting development at grass roots level and community participatory action to meet the aspirations of the Social Development Goals.
• Making use of opportunities to exchange knowledge, expertise and ideas with global peers to support the advancement of social work education free from colonial influences.
• Creating platforms for Indigenous social workers to shape curricula and relevant courses.

Members of the Joint Taskforce 

back to top

IFSW Interim Education Commission

Chair : Vasilios Ioakimidis

Members: African Regional Commissioners: Lawrence Mukuka and Zena Mnasi Asia and Pacific Regional Commissioner: Mariko Kimura European Regional Commissioner: Nicolai Paulsen Latin American and Caribbean Regional Commissioner: Marinilda Rivera Díaz North American Regional Commissioners: Dr.  Joan Davis-Whelan and Dr. Gary Bailey

IASSW Global Standards Taskforce

Chair: Dixon Sookraj

Members: Carmen Castillo (COSTA RICA): Member, Latin American Rep. Karene Nathaniel-DeCaires (TRINIDAD & TOBAGO): Member, North American/Caribbean Rep. Liu  Meng (CHINA): Member, China National Rep. Teresa Francesca Bertotti (ITALY): Member, European Association Rep. Alexandre Hakizamunga (RWANDA): Member, African Association Rep. Vimla Nadkarni (INDIA): Member, Past IASSW President Emily Taylor (CANADA): Student Rep. Ute Straub (GERMANY): IASSW Co-Chair & Board Representative

Consultants: Carol S. Cohen (USA): Commission on Group Work in Social Work Education of the International Association for Social Work with Groups, Co-Chair. Shirley Gatenio Gabel (USA). Journal of Human Rights and Social Work, Co-Editor Varoshini Nadesan (SOUTH AFRICA). Association of South African Social Work Education Institutions, President.

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• v.107(Suppl 3); Dec 2017

Advancing Social Work Education for Health Impact

All authors contributed to the conceptualization, writing, editing, and revision of the article.

Social work education plays a critical role in preparing social workers to lead efforts that improve health. Because of the dynamic health care landscape, schools of social work must educate students to facilitate health care system improvements, enhance population health, and reduce medical costs.

We reviewed the existing contributions of social work education and provided recommendations for improving the education of social workers in 6 key areas: aging, behavioral health, community health, global health, health reform, and health policy. We argue for systemic improvement in the curriculum at every level of education, including substantive increases in content in health, health care, health care ethics, and evaluating practice outcomes in health settings.

Schools of social work can further increase the impact of the profession by enhancing the curricular focus on broad content areas such as prevention, health equity, population and community health, and health advocacy.

Social work has long played an important role in the promotion of human health and well-being. Starting with the settlement house movement, social workers have led and participated in public health efforts to promote population health. Today, social workers are deeply integrated into health settings, with close to one half of all social workers employed in such settings, with additional growth expected over the next decade. 1

Because of the dynamic changes in the health arena, it is helpful to better understand the origins of the involvement of social work in health. Although the inception of the profession lays in community and public health, the professionalization of social work in the 20th century resulted in several distinct areas of practice. Early hospital social work evolved into medical social work, which prioritized clinical practice roles and emphasized individual and family services within health care institutions. Public health social work, which linked both clinical and macrosocial work to epidemiology, case finding, prevention, and health promotion, remained a smaller area of practice. 2 The demands of the current era suggest that a renewed focus on public health–informed approaches can unite the disparate activities of health social work and expand the impact of the profession.

Major national health issues, such as problems presented by an aging population, chronic conditions, emerging and reemerging infections, and the profound health inequalities that result from social injustice, require significant recalibration of social work education. To respond to these challenges, social work must broaden its practice to include a specific focus on improving patient care and the best ways this can be accomplished, strengthen outcome evaluation to underscore the value of the profession, and widen the practice lens to engage more in prevention, population health, advocacy, and health equity promotion. Although dual-degree programs in social work and public health have long emphasized the importance of educating social workers in these areas, only a small number of students complete these programs each year. Thus, as the profession expands into the new arena, a broader set of social work skills is needed by all social workers. The Bureau of Labor Statistics predicts that health and behavioral health will be the fastest growing practice areas for the social work profession, with almost one half of all social workers in 2024 employed in these areas. 3 Furthermore, all social work students can benefit from learning about health because it is important in every practice setting and for all individuals across the life span. 4

Unfortunately, content related to improving public health is limited in all levels of social work education. 5 Many leaders of the profession understand the need for a serious reassessment of social work education in health. 6 A 2014 summit of 50 social work leaders, educators, and practitioners identified numerous ways to maximize the role of the profession in health. 7 The ensuing report suggested improvements in social work education; these included the integration of health policy literacy content, leadership development training, and other skills needed in new health practice environments. The report also emphasized the importance of interprofessional education and affirmed the need for additional social work effectiveness research.

Building upon this work, the Boston University Center for Innovation in Social Work and Health (CISWH) created 7 learning communities relevant to the collaboration of social work with public health: health reform, community health, aging, behavioral health, policy, global health, and advancing social work education in health. 8 The mission of the CISWH is “to expand the impact of social work in health, public health, and global health in order to reduce health costs, improve outcomes and the patient experience, and to promote population health and health equity nationally and globally.” The CISWH uses the learning community model 9 to engage national experts and stakeholders in the areas that were chosen because they are high priorities in public health social work, and together they can best fulfill the mission of the center. Each learning community identified challenges and suggested solutions to expand the impact of social work in health reform, community health, aging, behavioral health, policy, and global health. The social work education learning community is elucidating the challenges, gaps, and opportunities associated with each of these 6 content areas as they relate to improving social work education.

We examined these areas to determine existing social work educational opportunities and to further identify ways to strengthen such training (see the box on page S233 for a summary of social work education recommendations related to each area). Social work education includes baccalaureate (BSW), master (MSW), and doctoral (DSW or PhD) degrees. The Council on Social Work Education (CSWE) creates core competencies and oversees accreditation for BSW and MSW programs. 10 The Group for the Advancement of Doctoral Education has created guidelines related to educational quality in social work PhD programs. 11

SOCIAL WORK EDUCATION RECOMMENDATIONS

Health reform.

• Educate all social work students on health policy, including specific content on health care reform and its implications for social work and for health care financing.
• Focus on teaching the skills needed for both practice and leadership in health, such as care management and coordination, navigation, integration, collaborative work with community health workers, interprofessional team science, prevention and population health skills, health information technology, health literacy, participation and leadership in patient-centered health teams and Accountable Care Organizations, quality improvement, and evaluation of social work outcomes and value in health settings.

Community Health

• Teach students to think broadly about and to conceptualize practice in the health of all communities and community settings.
• Ensure students emerge with the skills to assess and map communities, including the capacity to use large data sets; participate in community-based participatory research; and to use social epidemiology to inform community-health activities.
• Ensure all students graduate with knowledge and skills in community organizing and culturally responsive engagement in community practice.
• Incorporate community and public health concepts and theories into social work courses.
• Provide students with interprofessional classroom and field placement opportunities at the community level.
• Train students to collaborate with and supervise community health workers.
• Include content on coalition-building and cross-sectoral work with nontraditional partners, such as businesses and other types of organizations.
• Teach students about emerging community health impact assessment tools and how they can be used to promote community health.
• Use resources from the National Center of Gerontological Social Work Education.
• Provide content on aging and health to all social work students.
• Involve students in interprofessional initiatives to promote healthy aging.
• Integrate concepts of productive aging and “healthy aging” to enable students to participate in maximizing the aging process.
• Educate students to integrate the concepts of healthy aging into their practice.
• Educate students about health promotion initiatives and integrating prevention in health aging.
• Prepare students to be leaders and evaluators of the emerging field of telehealth and technology assistance initiatives for older adults.

Behavioral Health

• Strengthen the transition to behavioral health by collocating and integrating content on behavioral health and substance abuse in practice courses.
• Use resources from the Social Work and Integrated Care Project, and prioritize the integrated health model as the primary method for teaching health social work.
• Include prevention, evaluation, and team leadership skills needed in behavioral and integrated health settings.
• Require students to take a discrete course in health policy that will cover all aspects of health, including health care reform.
• Encourage and equip students to pursue policy careers by establishing policy practice concentrations, in which policy analysis, advocacy, and implementation skills are taught.
• Teach students how to conduct health policy implementation studies.
• Create an online, updatable directory of social workers employed in policy and legislative settings nationwide to foster policymaking internships.
• Use resources from the Coalition for Policy Education and Practice in Social Work, Social Work Policy Institute and Influencing Social Policy Organization.

Global Health

• Establish global health as a specific area of research and learning.
• Create opportunities for students and faculty to engage in global health learning opportunities, including field placement, research, and teaching opportunities, as well as collaborations with schools of public health.
• Integrate content on global health into curricula, including global public health and social work, ethics of social work in global settings, disaster responsiveness, cultural humility, and the promotion of community resilience.
• Link to major organizations that prioritize global health, identify social workers in global health practice, and integrate major priorities of leading health organizations into social work curricula.

HEALTH REFORM

When passed into law in 2010, the Affordable Care Act (ACA) 12 increased access to care by expanding insurance coverage, improving the health care delivery system, and increasing public health capabilities to improve overall health outcomes. The ACA fundamentally changed the health system by shifting from acute, disease-focused interventions to person-centered, preventative, and coordinated care. Although the future of the ACA is unclear because of ongoing efforts to repeal and replace it, the initiatives and reforms that resulted from its enactment highlighted the important roles social work can play in health care innovation.

The goals of health reform connected to the historical disciplinary competence of social work emphasize life span, ecological, and human development frameworks while underscoring the role of social, familial, and environmental factors in health. 6 Because of its micro (individual), mezzo (small communities), and macro (population) practice competencies, social work is well-positioned to continue to build upon its strengths to work within and provide leadership to the many possible changes that may occur. 6,13 Various efforts in patient navigation, care management, patient-centered medical homes, and accountable care organizations provide evidence of the diversity and value of social work to contemporary health.

However, as the Social Work & the Affordable Care Act: Maximizing the Profession’s Role in Health Reform summit report reflects, 7 social work education must change if social workers are to achieve the skills needed for leadership in improving the health of the nation. Social workers at all levels, from those with BSWs to those who are continuing their education, need additional knowledge and skills to practice effectively. This analysis suggests that a key skillset has emerged for successful practice in health. First, because of the complexity and impact of the health system, all social workers need a basic understanding of health policy. Every social worker is somehow involved with individuals, communities, and systems that influence the social determinants of health. Health affects every single individual in this country. Issues related to health transcend every social work practice setting. 4,5 Second, practitioners must accordingly understand how to engage in quality improvement as it relates to promoting a healthy population and increasing health equity. Third, social work educators must teach students to engage in practice outcome evaluation so they can demonstrate the value of their work. Finally, all social workers need to be able to engage in prevention and population health improvement. 13

These skills can be further delineated according to level of education. For instance, at the BSW level, schools can emphasize learning in community health work, case management, and navigation. At the MSW level, roles can expand to include care coordination, chronic disease management, community health advocacy, prevention, and public health approaches to address health inequality. At the doctoral level, students can be encouraged to work across disciplines, to integrate public health content into their doctoral education and to choose dissertation topics that focus on social work and health system improvement.

COMMUNITY HEALTH

The development of healthy communities is essential to achieving health equity for all US residents. Historically, social workers, particularly those in public health, have played key roles in community health. However, in recent decades, social work has emphasized the acquisition of clinical practice skills for work with individuals, families, and small groups. Yet, the education of students for community health is central to promoting the health impact of the profession and achieving health equity.

At the close of the 19th century, Jane Addams wrote about the importance of community health, citizen organization, and community engagement for the betterment of all people. 14 More recently, the National Prevention Strategy called for the development of partnerships among government, industry, and private sector entities to improve population health and achieve health equity. 15 Community health social work can be central to these partnerships, which are accomplished by 4 strategic directives: creating healthy, safe communities; expanding clinical and community-based preventive services; empowering people to make healthy choices; and eliminating health disparities. 15 Each relies on citizen participation and cross-sectoral partnerships to help bring about community development, improved population health, 16 and sustained change. 15 For example, community coalitions maximize opportunities for citizens to bring about sustained change. 17 Coalitions help build community capacities that enhance the work of community-based organizations, faith institutions, schools, parks, cultural institutions, and small businesses, which help communities and neighborhoods provide health promotion activities. 18 Public health social work, in particular, is capable of providing support and leadership in the multilevel strategies needed for creating community health, but these efforts require broad knowledge of prevention. Yet social work research, practice, and theories underpinning prevention remain underdeveloped. 19

To bring the field forward, practitioners must connect their work to prevention theories that focus on current efforts to achieve health equity. 20 Macrolevel practice competencies, first developed by social workers and later adopted by public health practitioners, help to increase health promotion; however, the case for the use of macrosocial work competencies in improving community-level health has not been widely stated. 21

Social work educators can address this deficiency by incorporating public health in their courses. Educators must emphasize interprofessional collaborations that teach undergraduate and graduate students across both fields how to develop community collaborations using multilevel, ecological theories and building local policies, resources, and capacities for health equity. BSW and MSW interprofessional internships that require students to learn both clinical and community practice skills are needed. Social network analyses, coalition building, and community group facilitation are examples of community practice skills that can facilitate the building of health equity. At the doctoral level, community-based participatory research skills are essential to building the scholarly competence of the profession in community health.

Advances in medical technology and public health have led to increased life expectancy. However, increasing age remains a well-established risk factor for the leading causes of morbidity and mortality. 22 Older people often live with multiple chronic conditions that require significant formal and informal resources. Social work and other public health professions possess disciplinary competencies that enable them to play a role in advocating for and optimizing the allocation and use of such resources. In the next decades, interprofessional efforts will assist aging populations to adapt to aging-related life span issues and manage chronic conditions.

The impact of the population shift on an aging society is enormous, perhaps best underscored by a statistic from a Pew Charitable Trust report. 23 The report noted that on January 1, 2011, and every day for the next 19 years, 10 000 Americans would turn 65 years old. 23 The inclusion of foreign-born Americans increases those projections, and results in 80 million new retirees seeking entitlements, including health care, during the next 16 years. 23 As the number of older Americans increases, they will require more health-related resources than will their younger counterparts and have greater risk for disadvantages in health outcomes.

Encouragingly, the CSWE National Center of Gerontological Social Work Education (GeroEd Center) provides a wide variety of educational materials for educating BSW and MSW social work students on aging ( https://www.cswe.org/Centers-Initiatives/Centers/Gero-Ed-Center/Educational-Resources ). In addition, the GeroEd Center provides resources at professional meetings and for continuing education. Yet, although social work education has made progress in integrating content on aging, reforms are necessary 24 ; too few students are taught gerontology, and only a small minority specializes in aging. All BSW and MSW social workers should graduate with a fundamental understanding of aging, gerontology, and health and doctoral students need training in research and advanced clinical practice in these areas.

Finally, although much of aging practice is clinical in nature, opportunities exist for broader efforts. For instance, public health–informed social work can lead interprofessional initiatives to promote healthy aging, prepare society to work effectively with the increasing numbers of older people with multiple chronic diseases, and engage in secondary prevention.

BEHAVIORAL HEALTH

Because social workers constitute a large percentage of the behavioral health workforce, the profession is able to shape a new service-delivery model consistent with the principles of prevention, integrated health care, and health equity. Social workers, who are already dominant in these areas, are likely to fill emerging roles in behavioral health. 3,25 Preparing social workers to navigate a changing landscape of health care delivery will equip them for leadership positions on health care teams, and can facilitate opportunities for integrated health models that reduce disparities and promote equity. 26

Recent Health Resources and Services Administration funded projects have incentivized social work programs to develop training models that prepare MSW graduates for behavioral health practice in integrated health, leading to an increase in behavioral health education within social work. Effective preparation for behavioral health is characterized by a focus on prevention and population health, leadership development, and interprofessional team practice. Social work educators must incorporate prevention and integrated health content into BSW and MSW courses and develop internships that include interprofessional team-based practice as core components.

Several curriculum-based resources are available to support these efforts. Suggested prevention competencies for social workers and a detailed example of a prevention-focused behavioral health course have been described elsewhere. 25 Professional competencies and training needs of social workers in integrated health settings have also emerged. 26 The Social Work and Integrated Care Project, an initiative to infuse integrated behavioral health in MSW-level social work education, provides fully developed practice and policy courses designed to prepare students for behavioral health practice in integrated settings. 27 Finally, detailed competencies and training methods have been developed for an innovative program centered on the dual goals of preparing students to become both highly skilled leaders and behavioral health practitioners in emerging integrated health models. The training program, which emphasizes prevention-focused approaches, teaches students to practice at the micro, mezzo, and macro practice levels in integrated behavioral health, 28 and is an example of the new content needed for behavioral health innovation. However, such training should be expanded; undergraduate students also need training in behavioral health social work, and doctoral social students need to be prepared to do research and advanced practice relevant to behavioral health practice and policy.

Strengthened attention to social work education in policy and policy practice is essential so that social workers can expand their impact on the United States and global health. There is increasing recognition that public health approaches are vital to addressing the social problems facing the United States. Thus, a focus on developing population-based solutions, social policies, prevention efforts, and health promotion strategies is occurring. 29 This contemporary view resonates with the historical person-in-environment perspective in social work, in which social workers act as agents of change, and parallels the tactics used by the nascent social work profession in the early 20th century. 30 The creation of the Children’s Bureau is a significant example of social work leaders’ active involvement in creating social policies that targeted preventing infant mortality and disease, and promoted the health and well-being of children at that time. A century later, the need for social workers to engage in policy and advocacy, especially to address health inequities, continues.

The dominance of clinical social work education has resulted in less attention to the influence that legislative, executive, and judicial branches of government have on policymaking and on social work jobs. Yet, social work’s roles in child welfare, behavioral health, health care, and aging are often expanded or limited by federal and state laws. BSW and MSW social work curricula include policy content to help students learn social welfare history, to understand key laws governing federal and state health and social service systems, and to facilitate policy practice. Although policy analysis is a regular part of the social work curriculum, an increased emphasis on policy practice is needed by the social work academy, as evidenced by the creation of the Coalition for Policy Education and Practice in Social Work to increase policy advocacy and practice in social work education. This coalition hosted a 2017 Policy Practice Summit that discussed ways that schools of social work could increase efforts to train students in policy practice. Such efforts are necessary, because although some schools have outstanding attention to and opportunities for policy training, both explicit and implicit biases remain among social work educators and practitioners related to policy practice. 31

The implementation and potential dismantling of the ACA underscores the need for all social workers to engage in policy practice and to hold policy positions at local, state, and federal levels. Students at all levels need to be informed and socialized into opportunities for policy careers. Beyond legislative and executive branch positions, social workers can serve in policy positions with professional organizations, unions, foundations, think tanks, and public interest advocacy groups.

Several efforts have emerged to enhance policy education in social work. These include the Special Commission on Macro Practice, the Coalition for Policy Education and Practice in Social Work, the annual Policy 2.0 conference sponsored by Influencing Social Policy, and the creation of the National Association of Social Work’s Social Work Policy Institute. Together, these have highlighted the need for infusing policy content into all social work curricula, providing students with meaningful policy practice experiences, encouraging students to pursue policy careers and encouraging employers to hire social workers with policy experience. 32 The Social Work Policy Institute developed a set of recommendations for schools of social work, employers, and national organizations to strengthen social work policy competency. 32

At the doctoral level, students should be encouraged to conduct policy implementation studies on various components of the ACA, particularly in light of their variability across states. Doctoral programs should also encourage students to pursue fellowships, such as those offered by the Society for Research on Child Development or the Health and Aging Policy Fellowship, to further hone policy practice skills. Finally, doctoral graduates can be ideal candidates for policy practice positions nationally and globally.

GLOBAL HEALTH

The interest of the profession in global health has grown in recent years. As a result, schools and professional social work organizations have identified the need for expanded global health content in social work education. 33 The CSWE Commission on Global Social Work Education has developed global health content and launched the China Collaborative, in which American schools of social work partner with Chinese universities to build Chinese social work educational capacity. In addition, New York University hosted a national, transdisciplinary global health conference that focused on Global Health: The Social Work Response.

International social work and social welfare have been longstanding subdisciplines within the profession and share a commitment to improving the social and material well-being of people worldwide. However, global health represents a larger, transdisciplinary field that addresses health issues that transcend national boundaries while prioritizing health equity and prevention. The integration of global health content is essential for students seeking to practice in international settings, and is also valuable to those seeking to understand global migration, poverty, and the lack of resources that inform health inequality. 34

Although some MSW and MPH programs offer global health specializations or majors, only a small number of schools of social work infuse global health into MSW curricula and programs. 5 Findings from a recent study of global health majors from a prominent MSW and MPH program suggested the need for a greater conceptualization of the role of social work in global health. Although public health coursework was identified as central to the success of global health social workers, specific educational efforts were recommended, including global health field internships, global health ethics, and professional activities to brand social work as a global health profession. 35

To date, only a small number of schools of social work infuse global health into their curricula and programs. The social work education establishment could promote additional initiatives to expand learning in global health, such as international research projects, international faculty and student exchanges, or the development of international field placements. 35 In addition, strengthening the link between global social work and social work with immigrants and refugees within the United States is also needed.

Global health requires creative adaption of curriculum at every level. For instance, the use of bidirectional approaches, as described by Chowdhury, 36 might diminish the possibility of paternalistic practices that sometimes accompany global efforts and inadvertently reinforce colonialism by saving “victims” of oppression. The concept of critical consciousness by Freire, 37 in which those who are oppressed should act on the roots of the oppression they face, can help social workers grapple with the ethical issues they face in global health. Teaching global health allows for innovative approaches where content is taught by interdisciplinary or global teams. Doctoral social work programs can encourage relationships with public health researchers on global health issues or direct research on international social work. Through an enhanced effort, social work can become a valuable partner in transdisciplinary collaborations to improve global health.

IMPLICATIONS

The enactment and implementation of health reform, together with other emerging health concerns, has highlighted numerous issues for the social work profession regarding its future as a participant in the larger health workforce. Transforming the education of social workers at all levels is necessary to strengthening the presence and impact of the profession in health. Such transformation is necessary for all social work students because health transcends all practice areas as an important contributor to individual and population well-being; social determinants related to all social work practice areas affect health. Our analysis focused on 6 areas of overlapping interest to public health and made 3 key recommendations.

First, the 6 areas included in this analysis are complex and require collaborative intersectoral efforts. The profession brings together many clinical and integrative strengths; however, to better prepare for transdisciplinary collaboration, social workers would benefit from substantive grounding in broader population health approaches. Integrated and public health–informed content must be infused into social work education across all domains so that all students graduate with competencies to practice in integrated health settings and to work collaboratively with public health.

Second, this transformation relies upon the inclusion of interprofessional approaches that facilitate skill in working across disciplines, particularly public health. Promising interprofessional education models in schools of social work have evolved, 38,39 and CSWE is now included in the Interprofessional Education Collaborative. Interprofessional practice competencies are required as part of the 2015 CSWE Educational Policy and Accreditation Standards. 40 Such efforts will help to break down siloes and inform public health and other health professions of the competencies of social work.

Finally, social work educators and organizations must act decisively in a coordinated and intentional process to transform social work education. Although one-time summits and analyses are helpful, social work education needs a strategic plan for transforming health practice. We call on the CSWE to create a sustained process by which a broad cross-profession set of initiatives can be created. Multiple organizations, including the American Public Health Association’s Public Health Social Work Section, the National Association of Social Workers, and the Society for Social Work Leadership in Healthcare can participate in coordinated efforts to provide leaders, practitioners, and educators with opportunities to engage in crafting health social work competencies that can be integrated quickly and at every level, including into continuing education. Beyond that, a commitment to resource development and evaluation is needed so that all social work education programs can participate in educational innovation for a more impactful health social work. Historically, social work has had an important role in improving public health, and as health care in the United States is reformed, schools of social work and social work organizations will need to make a concerted effort to work together to prepare students for leadership that will improve the health of the nation.

HUMAN PARTICIPANT PROTECTION

This article did not involve human participant research; therefore, no institutional review board approval was necessary.

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Best Social Work Degrees & Career Options

Social Work Education in the U.S.

US Social Work education is organized and delivered based on the Council on Social Work (CSWE) educational policy and accreditation standards. Current social work students and those considering a career in social work should know how social work education is organized and delivered in the US. For example, the Council on Social Work Education accredits and re-accredits social work programs across the United States. They also hold an annual conference, provide social work educators and practitioners training, and sponsor research.

Council on Social Work Education (CSWE)

The Annual Program Meeting is CSWE’s signature conference which brings together social work educators, students, deans, and directors. At the graduate and doctoral levels, social work students are highly encouraged to attend the APM, which moves to different locations each year. At this annual meeting, students can network with faculty and administrators from various schools and with each other. In addition, there are many specialized issue area tracks meeting participants can take part in, and students and faculty alike are encouraged to present their research via posters and presentations.

According to CSWE, as of October 2019, there were:

• 529 accredited baccalaureate social work programs
• 271 accredited master’s social work programs
• 15 baccalaureate social work programs in candidacy
• 31 master’s social work programs in candidacy

Accreditation Process for Schools of Social Work

The CSWE publishes a set of standards a school of social work needs to meet to be accredited or reaccredited. These standards are the Educational Policy and Accreditation Process (EPAS). The standards outline curricular requirements for schools and degree offerings. The CSWE itself accredits schools of social work following standards set by the Council for Higher Education Accreditation ( CHEA ). There are federal and state laws that also govern the accreditation of schools of social work and other higher education programs.

CSWE Standards

CSWE provides standards each social work school and degree program must meet. Schools must meet these standards in organizing their generalist practice curriculum and specializations. In addition, social work students must meet the nine required social work competencies listed in the EPAS. Each competency describes the needed knowledge, values, skills, and cognitive processes. Additionally, the behaviors needed for the dimensions of each competency are also included. So, the structure of Social work schools and programs must prepare students to develop these competencies.

During the accreditation process, schools also must describe how their fieldwork program will enable students to connect classroom learning to practice in the field. Schools must explain the organizational structure of their field programs and how the programs fulfill the social work education competencies council. Additionally, they must convey how it prepares students for the generalist or specialized practice. Schools have an opportunity to revise their mission and goals during the re-accreditation process. For example, some schools may have focused missions such as educating students of color or preparing students to work in specific practice fields or communities.

How is Social Work Education Organized at Colleges and Universities

When considering a career in social work, it is essential to understand the organizational structure of social work education in higher education institutions. Typically schools of social work are independent of other schools, but at the undergraduate level, social work degree programs may fall under a particular department such as human services.

Undergraduate Bachelor’s Degree in Social Work or BSW

Young people may consider a career in social work as early as high school or college. If high school students already are familiar with the field – perhaps a parent or relative is in the area – they may want to consider applying to a college that has offers an undergraduate Bachelor’s Degree in Social Work (BSW). The BSW degree enables undergraduate students to work in positions requiring only undergraduate social work training.

MSW, the Master’s degree in Social Work

The BSW will also prepare students for graduate-level social work training and earn their Master’s Degree in Social Work (MSW) . College graduates who have earned a BSW may be eligible to enter an MSW program with advanced standing. This means that they are on an accelerated track to obtaining their MSW . They may only need one year of coursework and fieldwork, on top of their BSW education and training, to get their MSW.

College graduates without a BSW will want to explore all their options for obtaining an MSW. It takes graduate social work students about two years full-time, or three to four years part-time, to obtain their MSW. Therefore, students should consider their scheduling and academic needs in choosing a social work graduate program.

Do you need a part-time or full-time program? Some students relocate to attend school while others find a program locally. Do you want to learn online in or in a classroom? What kinds of specializations interest you? For example, do you want to study macro practice, community organizing, or research? Students should also consider the areas of study in the school. Specializations in gerontological social work, child welfare, family therapy, marriage therapy, working with traumatized clients are options. Some schools have these programs, and some do not. Finally, students may want to consider whether schools offer financial aid or scholarships and they will want to look at programs’ reviews and rankings.

Doctoral Level Social Work Education

The terminal degree for social work practice is not the MSW. Instead, the Doctorate in Social Work (DSW) degree traditionally has training practitioners to reach the highest clinical and macro practice levels. It is a more of an applied practice degree than the PhD in social work which focuses on evaluating social policy, social work clinical practice, social work and human service administration, and community programs. DSW programs , at present, do not have accreditation from the CSWE. However, there are fewer than twenty DSW programs in the country.

What is the Future of Social Work Education?

Social work education is a mammoth industry. There are hundreds of programs, and a demand for social work education services continues to grow. As the number of social work jobs available across the country increases, more young people are considering a career in social work. Additionally, more older people are considering a second career in social work.

There is a lot to know and learn about social work education. For example, many students are unaware of what CSWE has to offer them and their schools. Social work education is a well-regulated industry, as it should be. However, all schools educating future social workers must meet the highest standards. Tomorrow’s social work professionals must be ready for the multitude of challenges they will meet at the micro, mezzo, and macro levels in the decades to come.

• What is the Council on Social Work Education (CSWE)?
• Best Resources for Preparing for the ASWB
• What is School Social Work?
• The Role of Social Workers in Fighting for Social Justice
• Barriers to Cultural Competence in Social Work

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Experience the Rigor and Rewards of the #1 MSW Program Online

The University of Michigan School of Social Work offers a full-time and part-time online Master of Social Work degree program. The online MSW allows balance for studies, work, family and other commitments. The online curricular pathway is Interpersonal Practice in Integrated Health, Mental Health, & Substance Abuse which prepares you to become a licensed clinical social worker. Beginning Fall 2024, the online curricular pathway Welfare of Children & Families , which prepares you to support children, adolescents, and adults, is available as well.

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• The online degree is a 45 credit program saving you time and money
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Who Can Apply

Students must enter the Online MSW program through one of the following statuses. Click the links below for detailed information and to apply.

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UNC School of Social Work ranked No. 4 best graduate school for social work in the nation 

Posted on April 9, 2024

Tied for No. 2 public, No. 4 overall, UNC School of Social Work is recognized alongside a score of Carolina programs ranked Top 10 in the nation in their respective categories by the magazine.  

Months after being ranked fourth in national research and development (R&D) expenditures among R1 higher education institutions, the University of North Carolina at Chapel Hill School of Social Work earned another No. 4 ranking today.  

The School of Social Work moved up three spots in the latest U.S. News & World Report “Best Graduate Schools” rankings , rising to a tie for fourth in the nation among the 319 surveyed social work schools accredited by the Commission on Accreditation of the Council on Social Work Education.  

The School ranked No. 1 among schools of social work across the Southeast and tied for second nationally among public universities. 

Dean Ramona Denby-Brinson said being ranked second among all public university social work programs was especially meaningful due to the school’s responsibility to serve local, national and global communities. 

“Our new national ranking is exciting news,” Denby-Brinson said. “Among many measures of success, the ranking recognizes the tremendous contributions of our faculty and staff. Our MSW (Master of Social Work) program is preparing practitioners, researchers and advocates who improve life for thousands of people each day. We are honored to be recognized by our peers for the excellence displayed by our faculty in all they do.” 

Executive Vice Provost Amy Locklear Hertel, a clinical assistant professor at the School, said “The UNC School of Social Work is a true asset on campus, to our state, and the globe. By drawing our attention to pressing issues of our most vulnerable populations, to developing strong communities and systems, to informing policy as well as practice, the UNC School of Social Work is preparing social service practitioners and researchers to fully ‘advance equity, transform systems, and improves lives’ — just as the School’s mission states.” 

She went on to say, “It is an honor to be a clinical faculty member in the School.” 

Since arriving at the School as dean in August 2021, Denby-Brinson worked closely with faculty, staff, students, alumni, and community partners to establish a strategic plan that helped to elevate the graduate programs, modernize the curriculum, and increase student enrollment by providing access and flexible degree offerings while using advanced learning modalities and proven pedagogical tools.  

“Our graduates are prepared to work with individuals, families and communities to solve complex problems,” Denby-Brinson said. “The practice approaches that we teach derive from the impactful research produced by our faculty. We have a strong faculty, and they are tackling entrenched issues and devising real world solutions.” 

“I’m delighted to hear this news, and to note that the School has consistently ranked in the Top 10 since 1997,” said Dean Emeritus Jack Richman.

The latest rankings were compiled based on peer assessments from administrators, deans and faculty of accredited degree programs and are compiled on a scale of one (marginal) to five (outstanding). The surveys were sent in fall 2023 and early 2024. 

Related Stories

Building Dividends in Zambia

A group representing UNC School of Social Work visits Solwezi, Zambia, with longtime collaborators from Rising Fountains Development Program (RFDP), a Zambian nonprofit organization founded in 2000, to learn more about local women’s savings and credit groups.

UNC School of Social Work ranked fourth in national research expenditures

University of North Carolina at Chapel Hill School of Social Work researchers helped the school secure a top four placement in the latest NSF HERD Survey.

Brown School Maintains High Ranking in U.S. News & World Report List

The Brown School at Washington University continues to solidify its standing as one of the nation’s premier institutions for social work, public health and social policy education, according to the latest rankings released by U.S. News & World Report.

Maintaining its impressive No.2 position in the publication’s 2024 list of “Best Schools for Social Work,” the Brown School continues to uphold its reputation for excellence.

“We’re deeply honored by this significant recognition, which underscores the unwavering dedication and expertise of our faculty, the rich diversity and talent among our student body, and the exceptional caliber of our administrative staff,” said Dorian Traube , the Neidorff Family and Centene Corporation Dean of the Brown School. “Our commitment remains resolute as we strive to address real-world challenges through rigorous scientific inquiry, innovative educational initiatives, and mutually beneficial collaborations.”

Additionally, the Brown School’s public health program continues to be at the forefront of the field, securing the #18 spot nationwide . Notably, it remains the highest-ranked program among a field of public health schools. This accomplishment aligns with the university’s strategic plan, “Here and Next,” which includes the establishment of a new School of Public Health.

The faculty members at the Brown School are lauded for their national recognition, driven by extensive publications and citations. Their work is characterized by rigorous, evidence-based research aimed at addressing pressing social issues, particularly in the eradication of health and economic inequalities.

UK Social Work celebrates graduation of Army MSW cohort at Fort Sam Houston

• Published April 8, 2024
• College News , Featured News

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LEXINGTON, Ky. (April 5, 2024) —  On April 12, 2024, the United States Army and the  University of Kentucky College of Social Work (CoSW)  will honor 30 graduating officers during a ceremony at Fort Sam Houston in San Antonio, Texas, acknowledging the officers’ successful completion of the Army-UK Master of Social Work (MSW) program. 

This graduating cohort is comprised of 27 Active Duty Army officers, two Air Force officers, and one Army National Guard officer. Following their graduation, these social workers will embark on post-graduate internships at facilities associated with the Army, Air Force, and Veterans Affairs. This step is part of their pathway towards achieving independent licensure as clinical social workers. 

The UK College of Social Work has offered this one-of-a-kind master’s degree in partnership with the  Department of Defense  since October 2016. The goal is to develop well-qualified clinical social workers to fill positions across military service branches. 

“More than two-thirds of all new active-duty Army social workers each year are educated by the Army-University of Kentucky MSW program, playing a vital role in ensuring the readiness and improving the well-being of our service members, their families, and retirees,” said Col. Teresa Murray, director of the Army-UK MSW program. “The support and collaboration from the University of Kentucky are invaluable as we work together to address the needs of the Department of Defense.”  

“As a land-grant institution, our commitment to armed forces education is codified via federal legislation,” Jay Miller, dean of the CoSW, said. “We take immense pride — and feel honored — to fulfill this obligation through our Army MSW program. The successful graduates we celebrate truly represent our commitment.” 

The full-time, 60-hour MSW degree program operates within the Army Medical Department Center and School at  Fort Sam Houston . Curriculum is delivered in a condensed format over 14 continuous months of study, and all classes are administered through the Joint Base San Antonio-Fort Sam Houston campus. 

For more information about the Army-UK program, please visit  https://socialwork.uky.edu . 

For 85 years, the University of Kentucky College of Social Work (CoSW) has been a leader in social work education. As a college, we promote community and individual well-being through translational research and scholarship, exemplary teaching, and vital community engagement. We are committed to the people and social institutions throughout Kentucky, the nation, and the world. Like the University, CoSW is an organization that cultivates a diverse academic community characterized by interpersonal fairness and social justice. We are fiercely committed to developing outstanding social work professionals — leaders who will serve individuals, families, and communities through innovative and effective practices that are guided by cultural competency, systematic ethical analysis, and a keen and pragmatic understanding of the human condition.  

New Era of You: UK Social Work Celebrates the Sarah Bennett Holmes Awards 

Empowering Children and Families: Q&A with Tara Pulaski, CJA and CRP Program Coordinator

Life-long Learning: CoSW Drives Child Abuse Prevention Education Forward 

• April 8, 2024

Search Utah State University:

Conference on community-engaged scholarship and teaching.

Transforming Communities Institute

2024 Conference on Community-Engaged Scholarship and Teaching

Community voices amplified, where : red cliffs lodge, moab, utah, when : february 8-10, 2024.

Registration Costs:

-Event Registration Cost: $250 per person -Community Partner Registration: $200 per person

We have arranged a block rate for a limited number of rooms at Red Cliffs Lodge. To be part of the block rate, reservations must be made prior to January 7, 2024.

Rates prior to January 7, 2024:

King Suite: $149.95

Queen Suites: $149.95

River Queen Cabin: $249.95

Deluxe River King Cabin: 599.95

*All rates are based on single and double occupancy. Additional $20.00 per guest after the first two.

For more information about the rate and to reserve your room, please contact Red Cliffs Lodge directly. Upon calling, let them know you are seeking information regarding this conference. All reservations for the rate outlined above must be complete prior to January 7, 2024.

Visit the hotel website linked below for more information. Please call the hotel directly to book your room: 435-259-2002

Schedule at a Glance

Thursday, Feb 8

7:30-8:30 | Breakfast 8:30-12:30 | Pre-Conference Workshops, including Statewide Community-Engaged Scholar Network Discussion 12:30-2:00 | Conference Check-in and Lunch 2:00-3:30 | Opening Session 3:30-5:00 | Break and Hotel Check-in 5:00-6:00 | Poster Session 6:00-7:00 | Dinner 7:00 | Networking and Free Time

Friday, Feb 9

7:30-8:30 | Breakfast 8:30-8:45 | Welcome 8:45-9:45 | Keynote Speaker 9:45-10:00 | Break 10:00-10:50 | Concurrent Session 1 11:00-11:50 | Concurrent Session 2 12:00-1:00 | Lunch 1:00-1:50 | Concurrent Session 3 2:00-2:50 | Concurrent Session 4 2:50-3:00 | Break 3:00-5:30 | Community Partner Excursions 5:30-7:00 | Dinner 7:00 | Networking and Free Time

Saturday, Feb 10

7:30-9:00 | Breakfast 9:00-10:00 | Closing Plenary 11:00 | Hotel Checkout

Conference Program

Collaborative Organizers

Thank you to our committee members

Teresa Larsen, Utah State University Kate Stephens, Utah State University Megan Medina, University of Utah Alexis Bucknam, Weber State University Lucy Smith, Salt Lake Community College Erin O'Brien, Utah Tech University

Jayme Walters, Utah State University Nelda Ault-Dyslin, Utah State University Natalie Hales, Weber State University Leandra Hernandez, Utah Valley University Marilee Coles-Ritchie, Westminster University Alexander Lancaster, Weber State Universit

Thank you to our partners

Questions? Contact Teresa Larsen at [email protected]

Grant Funding Supports Economics Professor’s Work to Improve Schools in Pakistan—and Worldwide

From his office on the Pomona College campus, Tahir Andrabi , Stedman-Sumner Professor of Economics, is helping to improve educational outcomes half a world away in Pakistan, with global implications. He leads a series of landmark studies of how economic and social forces affect student learning. These studies are already showing results as many rural schools in this low-income country improve in quality, affordability and resilience. “Education is a powerful engine to stop the intergenerational cycle of poverty,” says Andrabi. “This is especially true in low-income settings where the existing level of human capital is very low.”

Andrabi’s collaborative program of systematic observations and experiments is part of LEAPS —Learning and Educational Achievement in Pakistan Schools. Andrabi is one LEAPS’ core investigators with longtime collaborators Asim Khwaja at the Harvard Kennedy School, Jishnu Das at Georgetown University, and others at the Centre for Economic Research in Pakistan (CERP), which Andrabi helped to establish. Andrabi recently received $400,000 in new funding from the British Foreign, Commonwealth, and Development Office (FCDO) and similar funding from the Poverty Action Lab at MIT to support the research program. Significant support for CERP has also come from the Douglas B. Marshall Jr. Family Foundation in Houston.

Examining the education ecosystem

For 20 years, the LEAPS team and associated scholars have focused on educational opportunities in 112 randomly selected rural villages in Punjab, the region that is home to roughly half of the Pakistani population. Their studies have examined the various players in the educational ecosystem, including students, parents, teachers and schools, and tested how reducing what economists call “friction” between them might improve learning outcomes. The characteristics of these village school systems and families make LEAPS a superb real-time laboratory for rigorously testing key educational strategies familiar to researchers in many countries but difficult to study in most.

“Demand for education is through the roof,” says Andrabi, “and the state is scrambling to keep up. It’s the community-based private schools that are closing the gap.” Unlike in the U.S., Pakistani private schools are not the domain of the wealthy. “These are mom and pop schools, really small. The median size is four to five teachers. They hire local female teachers and pay them very little,” he says. “But private schools increase the density of education.”

Many villages have a couple of government schools and three or four private schools. The researchers wanted to know how mothers, many of whom are illiterate, decide which school their child should attend. “The issue of choice is probably the central question of economics,” Andrabi explains.

To find answers, the LEAPS team collected standardized test data on all of the students and schools in their sample of villages and issued detailed report cards on individual student, school, village and district-wide achievement. “What we saw is that the schools that were below the median really started putting in the effort to improve. After the report card, they showed a huge improvement,” says Andrabi. “And the schools that were on the top started feeling the pressure from the bottom. So the prices they were charging didn’t increase. There was a compression in the market—parents paying less and getting more for it.”

Because the work has been going on for two decades, the LEAPS team has been able to extend their research into many aspects of education in Pakistan. They have examined, for example, the recruitment and training of teachers, the impact of grant funding to schools, and how schooling impacts job opportunities and family formation in young adults from rural villages. Since the pandemic, they have also explored teachers and technology post-Covid. So far the team has published more than 30 academic papers, including a number in the world’s leading economic journals, and they make their datasets available to other researchers.

Andrabi has been working with policy makers in Pakistan to scale up implementation of what the research has found to be effective in school improvement. He is now helping to guide educational investments in more low and middle-income countries. They are the focus of the Global Education Evidence Advisory Panel of which he is a member. UNICEF, USAID, the World Bank and the United Kingdom’s FCDO jointly convene the panel. The goal is to share actionable recommendations for progress in education worldwide. Andrabi is also part of the academic leadership team and a principal investigator for What Works Hub, an 11-country research consortium.

Involvement with LEAPS has been a springboard for young scholars. Andrabi notes that some who have been part of the LEAPS research team have gone on to faculty positions at the University of Chicago, Concordia University Canada, the University of Notre Dame and UCLA. More than a dozen Pomona students and early career alumni have been research assistants with Andrabi at the College and have then been accepted to top graduate programs.

Pomona College has long valued a global outlook as a key part of liberal arts education. Dean Gerstein, director of sponsored research at Pomona, has helped Andrabi implement the complicated international funding arrangements of his multiple grants, including one from the World Bank Strategic Impact Evaluation Fund. Gerstein sees in this work “an important part of what global engagement means.” This research, he notes, “is a long-term effort to make the Pakistani education system work as an instrument of economic and social justice.” It is “a real model for cooperation,” Gerstein says, and “a model of discovery.”

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