The development of professional social work education in India can be viewed in three stages: 1) the pre-independence period from 1936-1947 when the first school was established in Bombay; 2) the post-independence period after 1947 when several other schools were established across the country; and 3) ongoing efforts to further develop social work education by linking curriculum to social realities and increasing the number of institutions.
Social Case work, Historical Development and Principles.pptxManasaGouri
Social Case work, Historical Development and Principles
Introduction:
All human beings are part of the society and everyone in the society has different social role and duties.
While performing his role and duties, individual faces many problems in one or other form, which hinder his performance as a social being.
Casework is the oldest and the most developed method of solving individual’s problems and improving his social relations.
Presentation On Historical Development Of Social Work In USAMohd Zaid
The earliest forms of social work activities were started in the USA from time immemorial. The history of social work in the USA can be divided into the following stages.
i.The Colonial Period (1620-1776)
ii.The civil war and Industrial Revolutions (1776-1860)
iii. The Industrialization -The human side (1860-1900)
iv. Social work,seeking professional characteristics (1900-1930)
v. Highly professionalized discipline(1930-onwards)
Social Case work, Historical Development and Principles.pptxManasaGouri
Social Case work, Historical Development and Principles
Introduction:
All human beings are part of the society and everyone in the society has different social role and duties.
While performing his role and duties, individual faces many problems in one or other form, which hinder his performance as a social being.
Casework is the oldest and the most developed method of solving individual’s problems and improving his social relations.
Presentation On Historical Development Of Social Work In USAMohd Zaid
The earliest forms of social work activities were started in the USA from time immemorial. The history of social work in the USA can be divided into the following stages.
i.The Colonial Period (1620-1776)
ii.The civil war and Industrial Revolutions (1776-1860)
iii. The Industrialization -The human side (1860-1900)
iv. Social work,seeking professional characteristics (1900-1930)
v. Highly professionalized discipline(1930-onwards)
Social work, History of social work in the USA, History of social work, 5 phases of social work in the USA, Dorothea Lynde Dix, settlement movement, Definition of social work, global definition of social work, Colonial Period (1620-1776), Civil War and Industrial Revolution (1776-1860), Industrialism- The Human Side (1860-1900), Social Work seeking Professional Characteristics (1900-1930), Highly Professionalized Discipline (1930-2020)
The presentation looks into the aspect of doing group work with women. The things explained in here are that of the objectives of group work with women, its formation stages etc..
Social work, History of social work in the USA, History of social work, 5 phases of social work in the USA, Dorothea Lynde Dix, settlement movement, Definition of social work, global definition of social work, Colonial Period (1620-1776), Civil War and Industrial Revolution (1776-1860), Industrialism- The Human Side (1860-1900), Social Work seeking Professional Characteristics (1900-1930), Highly Professionalized Discipline (1930-2020)
The presentation looks into the aspect of doing group work with women. The things explained in here are that of the objectives of group work with women, its formation stages etc..
The National Education Policy (NEP) 2010 (“the Policy”) comes in a series of education policies dating back to the very inception of the country in 17577. The review process for the National Education Policy 1998-2010 was initiated in 2005 and the first document, the White Paper was finalized in March 2007. The White Paper became the basis for development of the Policy document. Before it’s independence , Bangladesh got about 14 commissions regarding education which includes 9 in British period and other 5 in Pakistan Period
The appointment of the education commission of 1964-1966 popularly known as ‘KOTHARI COMMISSION’ was a significant event in the history of education in free India.
In 1964, Dr. D.S Kothari was requested to give advise to the government on the action to be taken for the development of education at all the levels and he submitted a report in 1966.
Kothari Commission was an ad-hoc commission setup by the Government of India.
Kothari Commission was formed on 14 July, 1964.
It was formed under the Chairmanship Daulat Singh Kothari. He was the then chairman of University Grants Commission (UGC).
The Commission spent about 100 days in visiting universities,colleges and schools and held discussions with teachers ,educationists,administrators and students.
In a span of 21 months, the Commission had interviewed 9000 people who were working as scholars, educators and scientists.
The Report was submitted by the Kothari Commission on 29th June 1966 to
M.C.Chagla, the then minister of education.
It constituted 12 task forces and 7 working groups for studying the various problems of education in the country.
Task Forces:
1) Task Force on school Education
2) Task Force on Higher Education
3) Task Force on Technical Education
4) Task Force on Agricultural Education
5) Task Force on Adult Education
6) Task Force on Science Education and Research
7) Task Force on Teacher Training and Teacher’s Status
8) Task Force on Student welfare
9) Task Force on New Techniques and Methods
10) Task Force on Manpower
11) Task Force on Educational Administration
12)Task Force on Educational Finance
Working Groups:
1) Working Group on Women’s Education
2) Working Group on the Education of backward classes
3) Working Group on School Building
4)Working Group on School community Relations
9) Task Force on New Techniques and Methods
10) Task Force on Manpower
11) Task Force on Educational Administration
12)Task Force on Educational Finance
Working Groups:
1) Working Group on Women’s Education
2) Working Group on the Education of backward classes
3) Working Group on School Building
4)Working Group on School community Relations
The report is divided into four sections-
Section I : Deal with general problems
Section II : Deal with Education at different stages and in different sectors
Section III : Deals with implementation of the various recommendations and programmes suggested by the commission.
Section IV : Consists of supplementary papers.
1. The education system at the national level was aligned in 10+2+3 pattern, as
recommended by the Kothari Commission.
2. One of the most important recommendations of the Kothari Commission was the
National Policy on Education. The Bill was passed in the Parliament under the
leadership of former Prime Minister of India, Indira Gandhi.
3. It has been reported that even the National Policy on Education in 1986 (which was
formulated under the leadership of former Prime Minister of India, Rajiv Gandhi), was influenced by recommen
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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2. In India one of the main role of education system
is so adequately contribute in national
development. The development of professional
social work education in India can be viewed in
three stages. The first stage is period of
relatively indigenous inception of professionl
social work education in India in the
preindependence period ( 1936-1947).The
second stage is the period after independenve
(i.e, after 1947). The third phase is to area of
concern for the development of social work
education.
3. Social work education in India arose with financing
from the Sir Dorabji Tata Trust. Manshardt foundede
the Sir Dorabji Tata graduate school of social worl in
Bombay in 1936.
Manshardt observed that at the inception, the social
work training program in India was based on
experience.
Manshardt’s establishment of the first school
resulted from his felt need for trained social workers
during his ten years of social work experience in
Bombay.
After the initiation of social work education in India,
the Sir Dorabji Tata Graduate School of social work
renamed Tata Institute of social Science in 1944
4. After independence the second school of social work
was established at Delhi in 1947-48.
Several other schools came into being included the
social work school in Madras (1952) and Lucknow in
1954 and another institute in Bombay in 1955.
There were 9 colleges by 1957, 34 by 1975 and by
1990 there was 45 colleges of social work in the
country (Desai 1994).
In 2000 the total number of institution reached 106
by May 2001 this no. went upto 120, by the end of
2005 the no. of school of social work around 220. At
present the exact no. is not known but is estimated
around 500 or more.
5. The university grant commission appointed the first
review committee for social work education in 1960 and
the second review committee in 1975 for the promotion ,
maintenance of standards of education, coordination of
social work education, training, research and practice.
The third review committee for social work education in
2001 has emphasized the need for linking social work
education to the social realities in which profession is
practiced.
The curriculum be divided into 4 sets or domains which
are the
- Core domain
- The supportive domain
- Interdisciplinary
- Elective domain
6. CORE DOMAIN – Philosophy, ideology, values ethics, theory
and concepts.
THE SUPPORTIVE DOMAIN - Provide the knowledge and
skills to assist the core domain.
THE INTERDISCIPLINARY DOMAIN –The theories and
concepts from the other discipline which are related to
social work profession.
THE ELECTIVE DOMAIN – Optional courses.
Association of schools of social work in India acts as
spokesman of scial work educators.
It has played a prominent roles in organizing seminars for
staff development, constant review of syllabi and course
content, research pertaining to social work education
preparing teaching materials etc.
IGNOU has taken initiatives in providing social work
education. It aims to develope professional manpower
capable of performing tasks and functions.
7. The primary concern for this is to ensure a systematic
development of social work education in terms of
geographical distribution and affiliation to recognized
boards and universities.
Other key concerns is to develope syllabi relevant to
social realities must be done.
Together with these, other key concerns relate to
developing teaching/ research materials for social
work education for all levels and developing research
expertize and funding of research , projects etc.
