Suchergebnisse

Critics have argued that for social work education and training in Africa to realize relevance, it has to shed its remedial character and assume a developmental outlook. However, what has not been clearly articulated is how to implement the developmental social work approach among the various institutions in the continent. This article suggests benchmarks, or a checklist (or model), to enable institutions to work out the extent to which they may be in the process of implementing this strategy.

This paper should give an idea of the slow but irreversible introduction process of personal computers into social work services and agencies, but its major part shall deal with social schools' response to this challenge. The author's college/curriculum shall be used as an example.