Transforming Teaching and Learning in South Africa: First Year in the Bachelor of Social Work

Abstract

The South African qualification for social work was transformed in 2003, along with other transforming post-apartheid policies and practices since the first democratic government was elected in 1994. The educational collective was committed to outcomes-based approaches which were legislated by statutory bodies emphasising redress of previous inequities. The new Bachelor of Social Work (BSW) is accordingly criterion-based and measured by 27 exit level outcomes, giving direct guidance which assists historically disadvantaged students and facilitates entry to qualifications as intended by the current South African reform. The BSW replaces the previous Bachelor of Arts in Social Work [BA (SW)] which was norm-based and relied on good students educated in historically advantaged institutions. The political history and context for the new qualification is presented and typical difficulties experienced during the first year are referenced. With the BSW being due for revision in 2012, a research project on its teaching and learning in the first year was commissioned in 2010 by the Association of South African Social Work Education Institutions. A section of this project is presented here. Consistent with the international literature, human and material resources emerge as very important in providing academic support. Tension between policies and practice should provide a good basis for revising the BSW.

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