International Association of Schools of Social Work (IASSW)International Project Grant Final Report
September 2023

The Guidelines on Social Work Practice Education &Internationalization: A Critical Review with Reference toJapan, Kenya, Norway and India

Natsuko Minamino1
Paul Norby2
Sheeja Remani B Karalam3
Ingvild Synnøve Huse4

1

Professor, Toyo University, Japan

2

Professor, The De Paul Institute of Science and Technology, India,

3

Professor, Christ University, India

4

Assistant Professor, VID Specialized University, Norway

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Executive summary
The purpose of this international project is to critically review the guidelines on social work
practice education at the bachelor's level in Asia (India & Japan), Africa (Kenya-Eastern African
Countries) and Europe (Norway) with global standards. Documents of national and local guidelines
were collected to analyze the macro/micro level of the common elements found in these documents
and how they reflect IASSW/IFSW standards. The results revealed that 1)the clear and transparent
policies and procedures, 2)building meaningful partnerships between educational institutions andsociety, as consistent elements with the IASSW Global Standards, and 1)Decision-making on practicaltraining with service users, 2)Orientation to practical training sites and ongoing support, including
training and education for training instructors, and 3)International training abroad, as inconsistentelements with the IASSW Global Standards. Discussions included; 1)the national-level regulations aseffective ways to develop clear educational goals and procedures, 2)collaboration with practicaltraining sites,

3)reflection on Clients’ opinions, and 4)Necessity of information platform forinternational practical training. Six pointes are addressed as future recommendations

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I. Rationale and purpose of the project
The project, Guidelines on social work Practice Education & Internationalization: A critical review,
where four different social work practice education in Japan, Kenya, Norway and India areinvestigated in how these Global Standards have come to practice in the national and/or local
manuals/guidelines on bachelor level. Practice education is an important part of social work education
to develop the best competence for social work students.
International Association of Studies in Social Work (IASSW) and International Federation ofSocial Workers (IFSW) approved the updated Global Standards for Social Work Education andTraining in June 2020. The Global Standards describe Core Curricula for Practice Education, andIASSW/IFSW set standards for the educational institutions to develop local manuals or guidelines todetail standards for collaboration with the practice placements, procedures, standards for assessments
or supervision etc.
The project aims were:1.

Critically review the guidelines on Social Work practice education at the bachelor's level in Asia
(India & Japan), Africa (Kenya-Eastern African Countries) and Europe (Norway) with
IASSW/IFSW’s global standards.

2.

Disseminate a more concrete and broader picture that facilitates developing guidelines fordifferent regions/countries and generic components of IASSW/IFSW.

The expected contribution and outcome of the project was awareness among bothacademicians and practitioners of the need for standardised field education guidelines.
Further, to improve the visibility of national bodies that promote social work education withthe support of IASSW/IFSW and to encourage countries to initiate social work councils thatguide professional social work practice education. The international sharing and imparting of3

knowledge by social work educators may also enhance social work education to become
thriving, well-resourced, inclusive, and participatory.

Ⅱ．The process of implementation
Documents of national and local guidelines were collected to analyse the macro/micro level of thecommon elements found in these documents and how they reflect IASSW/IFSW standards. To
differentiate between universal, national, and local standards or guidelines, the IASSW/IFSW’s
standards are mentioned as the global standard, the national standards are mentioned as nationalguidelines and the local universities as manuals or local manuals. Practice education includes mostly
practice placement, but for some educational institutions, it also involves some credits during sometheoretical courses. The term practice education will include both, and the term practical placement
will include only the practice periods outside the educational institution.
Discussion was conducted online meetings monthly, and with this aim, the research finding wasdisseminated through an International Webinar on 19 May 2023. The participants of the project havealso abstained a webinar in 23 May 2023 hosted by Toyo University and local seminars or webinars
that disseminated and discussed the findings further for a more concrete and broader picture thatfacilitates developing guidelines for different regions/countries and generic components to
IASSW/IFSW. This academic report includes an overview of practice education guidelines andmanuals in the four countries, analyzing and summarizing on this matter.

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Ⅲ. Outline of Social Work Education and Practical Training in Four Countries
１．Overview of social work education
In India, for example, Madras Christian College (MCC) is a liberal arts and science college in Chennai,
India. The Department of social work was established in 1999. The Bachelor in Social Work (BSW)
started in 2005. The National Association of Professional Social Work in India (NAPSWI) is a nonprofit, non-political, national-level organization dedicated to the promotion of the standard and statusof the social work profession. There are a few more Social Work Association functioning in India:
ISPSW (Indian Society of Professional Social Work), KAPSW (Karnataka Association of Professional
Social Workers), KAPS (Kerala Association of Professional Social Workers) and PSWA (Professional
Social Workers Association).
In Japan, the certified social worker was nationally qualified in 1988 under the jurisdiction of the
Ministry of Health, Labor, and Welfare（MHLW）of Japan. In 2022, there were 280,000 qualifiedsocial workers.

MHLW regulates the curriculum, education, and procedures of social work licensure.

Under the Certified Social Worker and Certified Care Worker Act Law, to obtain the social worker
license, the following are required: 1) completion of the designated subjects (19 subjects & 1200
hours), 2) 90 hours of social work practical training guidance and 240 hours of practical training, and3) passing the national examination. The national examination consists of 150 multiple-choicequestions, and the pass rate is usually 30~40%.
Kenya does not have a long history of professional training in social work. In Kenya, social work
as a profession was introduced in 1962. National professional associations such as the Kenya National
Association of Social Workers (KNASW), with 329 members, Kenya National Association for
Medical Social Workers, with 709 members, and Kenya Social Work Educators Association (70members) are the major bodies the social workers registered in the country. The undergraduate level5was introduced in 1976 at the University of Nairobi. Both public and private universities provide social
work training from certificates to PhD. Most universities in Kenya offer courses at the undergraduatelevel and a few at the master’s level. The Catholic University of Eastern Africa is the only Private
University in Kenya offering programmes from Certificates to PhD in Social Work. Social work in
Kenya is more generic than specialised. However, the country’s number of professional social workers
is not clearly known.
The history of the Norwegian Social work education programme can, among other roots, be
traced to The Norwegian Diaconal Home (1890), which aimed to mobilise Christian men to serve menin need and get a 5-year deacon education. The first social work education was established by a NGO,
(1920); a one-year course for women. Nationally, the three main social work educations started in
1950, 1961 and 1962. Currently, there are 40 bachelor's and 41 masters, full-time and part-time, insocial work, social pedagogic and social education (2023).
The main trade union of social workers is FO, having 34 000 members, including students, and retired,about 80% women. Social workers are also members of other trade unions in Norway.

２．Practice Education Curriculum
In India, the manual includes information on various types of Practice education placements, such as
casework, group work, community work, and social action. It also offers suggestions on the practiceeducation selection process, including the application, interview, and placement stages. It consists ofa checklist of all the necessary paperwork, such as the Practice education learning contract anddeclaration by the students. The manual also includes information about the supervision process, suchas the duties and responsibilities of the practice education institution and faculty supervisors. It
specifies the frequency and duration of monitoring, supervision methods, and evaluation procedure. It
also offers advice on designing learning objectives, analysing learning outcomes, and integrating
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theory and practice. The manual typically includes directions on the documentation process andinstructions on using technology in the documentation and creating electronic records.
In Japan, there are 90 hours of practical training guidance, and the students' number is limited to
20 per class. Students work on presentations, get lectures from social workers, and learn about social
work ethics in practice. Under the MHLW regulations, students must conduct a total of 240 hours ofpractical training at two or more practical training sites in different fields. One should do practicaltraining at one site for at least 180 hours. The field supervisor at the training facility develops a draftof the practical training program. During the practical training, students get supervision from a field
supervisor. After the completion of the practical training, post-practice guidance is held at each school.
In Kenya, a well-developed and comprehensive practice education manual is available forstudents, field placement supervisors, and instructors. One of the challenges is finding field placement
supervisors. The manual is not available in English on the website.
In Norway, the social work educations develop and administrate the practice education/placement
according to National regulations relating to a common curriculum for health and social care education(2019) and Regulations on national guidelines for Social Work Education (2019), There is at least two
periods of practice placements during the BSW, 24 weeks all together, with 20 weeks in authentic
work situations, according to the national guidelines. The national guidelines and local manual
concretize what the students ought to do during the practice, for instance gain experience inestablishing contact, investigating/examining, assessing, and making decisions in collaboration withservice users and experience in administration. The local manual, in Norwegian and English, isavailable for both students and practice placements. Individual contracts are made for each student
together with the supervisor at the practice placement and must be approved by a teacher at theeducation institution.

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３．Practice Education Guidelines
In India, the field work documentation component involves documenting practice education practices,
reports, progress reports, and assessment tools. Fieldwork evaluation covers the evaluation of practiceeducation practice, including self-evaluation, supervisor evaluation, and peer evaluation.

A practiceeducation manual in India is a handbook that gives practical assistance and support to students
throughout their Practice education placement.

It consists of a checklist of all the necessary

paperwork, such as the Practice education learning contract and declaration by the students. The
manual also includes information about the supervision process, such as the duties and responsibilitiesof the practice education institution and faculty supervisors.
In Japan, the Japan Association for Social Work Education (JASWE) is organised in social work
education schools across the country. Based on the regulations of MHLW, JASWE has established 1)
Social Work Practical Training Guidelines, 2) Social Work Practical Training Guidance Guidelines,
and 3) Social Work Practical Training Evaluation Tables. It sets the minimum standard for practicaltraining conducted at social work schools nationwide.

Social work schools prepare curricula,manuals, and educational methods based on them.
In Kenya, practice guidelines are provided to students in the fieldwork manual by the respective
university, and no common guidelines are found or drafted by any associations. The Social work
manual provides guidelines for placements in agencies and supervision assessment by the supervisors
at the completion of placement or field attachment undertaken by the student.
In Norway the National regulations relating to a common curriculum for health and social careeducation (2019) and Regulations on national guidelines for Social Work Education (2019) regulates
and set the minimum standard for the local manuals. The local manuals have the possibility to expand
or concretize even more through their curriculum. According to the common curriculum, every
8educational institution is responsible for offering the students relevant practical training, to be updated
on the practice field and assist in pedagogical items and teaching methods including professional
supervision. Together with the national guidelines for each social work educations, the regulations will
ensure that the education institutions are working on the connectivity between theory and practice.

Ⅳ．Consistency with the IASSW Global Standards
１．Clear and transparent policies and procedures
In India the University Grants Commission (UGC) is a legally recognizsed agency of the Indian
government responsible for coordinating, establishing, and maintaining university education standards
for instruction, assessment, and research. The BSW program offered in India comes under the
Humanities field have received approval from the Universities Grants Commission (UGC). The
learning outcomes-based curricular framework (LOCF) for undergraduate education including BSW
is a framework that is based on the academic standards and learning outcomes that are anticipated tobe met by course graduates and holders of credentials.
In Japan, practical training sites are selected from those that meet the criteria of the guidelines
based on national regulations. The JASWE guidelines stipulate that schools should provide necessary
guidance to students by respecting the will of students and confirming their motivation. Based on this,schools confirm students' wishes of which field of practical training sites through questionnaire
surveys, etc., and decide on the assignment of practical training sites.

Schools also take into accountstudents' commuting time, individual circumstances, etc. Students and supervisors get the manual andall information about the regulations, the study plan for the practice placement, a document called
work placement information that is edited every year according to changes.
In Kenya after orientation in various specialized fields of social work, the students are given
9chances to opt for agencies according to their aptitude. The students will then continue their attachment
and be supervised by the appointed field attachment supervisors from both university and the agency.
The students will be assessed based on the student’s logbook, field attachment report, and report fromthe agency supervisor and faculty supervisor.
According to the national regulations in Norway, the education institutions are responsible formaking cooperation agreements regulating “responsibilities, roles, practice placement capacities,
competencies, and cooperation arenas at all relevant levels, and may also regulate research cooperation,
development, and innovation.” The local manual describes these procedures, expectations, andresponsibilities. To meet the national regulations, VID and other institutions have a practice team ofboth administrators and social workers/teacher.

２．Building meaningful partnerships between educational institutions and society
In India, MOUs with collaborative agencies help to engage in practice education placement between
the BSW college and the Practice education agency. This entailed giving the practice education agency
and its personnel resources, instruction, and continuous assistance for the student's professional
development.
In Japan, JASWE has shown the importance of building partnerships with practical training sites.
At the local level, many schools build close partnerships with practical training sites. Schools andpractical training sites share information on volunteer activities at the training site, hold joint meetings,
and invite supervisors to schools to give lectures to students. Many training institutions actively
collaborate with universities because they intend to secure prospective staff.

Social work practiceeducation is one of the opportunities for social work organisations to recruit good staff.
In Kenya, the department assigns every student a supervisor. The attachment is done twice during
the course of the student. There is no meeting of the academic supervisors and students in the10university due to the inadequate number of supervisors. Evaluation is done by the supervisor allocatedby the department to the student. The student will submit the student’s log book (fieldwork journal),
daily report and summary report of the field attachment. The agency supervisor will also submit aconfidential report to the academic supervisor.
In Norway, educational institutions often have networks with both public and private social
welfare organizations or NGOs that implement social work projects. This is of big importance finding
enough practice placements for the students every year. The different educational institutions
cooperate to find placements in the same regions. Finding practice placements that fulfill the criteria
and can have students every year, can be difficult often according to the work load for the practicefield making it difficult to priority students and practice placements.

Ⅴ．Inconsistency with Global Standards
１．Decision-making on practical training with service users
In Japan, IASSW's guidelines require that the opinions of service clients be reflected in the service.
However, in reality, there are few opportunities to ask service clients about their opinions on theacceptance of students at their places. Although the information about practical training students isshared with clients, in Japan, there is no specific formal system to evaluate students' performance inpractical training.
In Kenya, in terms of nurturing valuable partnerships between the educational institution, theagency, and service users in decision-making regarding practice education, there is little or no
opportunity to reflect the views of service users in practice education. No such provisions of at least
25% of the overall education activity within the courses are found in the curriculum. Practice11

institutions are evaluated through the supervisors’ assessment and feedback from students. Securing
quality practicum in institutions is sometimes difficult to meet the demands of social work institutions.
The collaborative initiatives in the field practicum are though highly promoted no such initiatives arefound unless tailor-made projects are incorporated as part of the field practicum. The provisions forongoing training though necessary national bodies are not keen to provide. There is no regulatory bodyto guide social work education in Kenya. Schools may organize meetings with practice supervisors to
exchange ideas and incorporate training, but participation is voluntary.
In Norway, decision-making on practical training with service users is not found in the national or
local guidelines, but the partnership is mentioned in other national or local documents. Every social
education institution has a board of members from the work field and service users.

2 ． Orientation to practical training sites and ongoing support, including training andeducation for training instructors.
In India, supervisors' credentials, professional competence, communication, and interpersonal skills
must be upheld to guarantee that students receive the best supervision and mentorship throughout their
Practice education placement. The success of the Practice education of the BSW program is depends
on the choice of Practice education supervisors in the social work departments.
Field supervisors in Japan are not required to undergo special training at the national ororganisational level once they complete the training to become supervisors. Educational institutions
may hold meetings or seminars for field supervisors to exchange ideas and incorporate training, butparticipation is voluntary. Therefore, once they have taken the training, they have little opportunity to
improve their supervision skills unless they get training voluntarily.
In Norway the National regulations relating to a common curriculum (2019) regulate theresponsibility of each educational institution and the practice placement. The education institutions
are responsible for making cooperation agreements regulating “responsibilities, roles, practice12placement capacities, competencies, and cooperation arenas at all relevant levels, and may also
regulate research cooperation, development, and innovation”. The practice provider is “responsible
for the daily instruction and follow-up of students and should ensure that practice supervisors arenormally of the same profession as those being supervised”. Several educational institutions offer a
10-15 SPE-course for local supervisors. The course can be a part of the national approval as asupervisor in social work, provided by the union for social workers. Some educations follow up thesupervisors by offering seminars.

３．International training abroad
According to the regulations of countries under research, training institutions must fall under a certain
list, such as those stipulated in the Social Welfare Act. Therefore, it is not possible to conduct
international welfare training in practical training to obtain national qualifications. There are systems
in place through social clubs based in the school by which students can apply for exchange programsin coordination with the school. Communication Channels such as Shared Goals and Objectives,
Memorandums of Understanding (MOUs), Feedback and Evaluation, Support, and Recommending
students be registered in international organisations and countries they wish to work in later as part ofprofessional growth. In Norway students can have their longest practice placement abroad and several
education institutions cooperate with universities abroad. The international practice place fulfill thesame claims as the national practice placements and the students going abroad get the same approval
as students having their practice placement nationally.

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Ⅵ．Discussion

１．National-level regulations as effective ways to develop clear educational goals andprocedures

After consultation by the committee, the educational curriculum for social workers was presented, andresearchers and practitioners participated in creating a curriculum that integrates theories andmethodologies. In addition, it seems that a structure has been established in which the organisationthat organises educational institutions supports it and that clear goals enable standardised goals andprocedures. This also has the positive effect of promoting cooperation between the community andeducational institutions.

２．Collaboration with practical training sites

In addition to the regulation, the social circumstances, for instance, the declining birthrate, ageing
population, and increasing various welfare problems, make securing high-quality workers even more
important. The desire to have good staff among social work organisations also promotes collaboration.
On the other hand, it has been pointed out that there are cases where practical training instructors havefelt stress with evaluation and guidance. It is crucial to make effective use of methods other than faceto-face meetings (Watanabe et al., 2018).

３．Reflection on Clients’ opinions
There are few cases where the thoughts of clients about accepting students are reflected in theevaluation of the students. The background to this may be the recognition that practical training
guidance is provided by social workers and, therefore, evaluations are regarded as the task by
14

supervisors or other staff.

Considering whose rights social workers will protect, it is desirable to set

up opportunities to listen to clients' opinions. It is necessary to discuss how we can develop the system
to listen to clients’ opinions and to what extent to reflect them in the evaluation of students.

４．Necessity of information platform for international practical training
The similarities among BSW Practice education or practicum requirements in India, Japan, Kenya,
and Norway highlight how serious giving students a thorough and organized Practice education
placement experience is to prepare them for social work practice.
There are regional variances in the specifics of the regulations, though universal elements offer afoundation for guaranteeing that BSW students are receiving a high-quality Practice education
placement experience.
There are differences in the specifics of the curricula between nations, but common elements offer
a foundation for guaranteeing that BSW students are receiving a high-quality education that will
prepare them for social work practice.
The IASSW standards offer a thorough framework for BSW Practice education placements,
highlighting the significance of fostering students' social work competencies through supervised
experience in various settings.
However, In Japan, it is almost impossible to conduct practical training for licensure in countries
other than Japan. This is probably because there has not been much thought that practical training incountries other than Japan will meet the standards and regulations set by the national regulation. To
consider conducting international practical training, regulations for practical training in other countries
must be shared. At the same time, since social work is required to respect the indigenous knowledgeof the region, information of their unique cultural backgrounds should also be included. Based on

15reflections from other countries, it is desirable to reflect upon: Stressing Diversity and cultural
sensitivity in Practice Education, Creating and implementing a standardised Practice education
placement and supervision process, combining theory and practice in Practice education, building
social work competencies in students and Obtaining accreditation and recognition.

５．Recommendations
The recommendations offer a worldwide view of social work field education, considering the many
demands and difficulties that social work practitioners and students encounter worldwide.
１）The IASSW recommendations have significantly influenced the BSW curriculum in India, Kenya,
Japan and Norway, and provided a comprehensive social work field education framework.
２）The standards have allowed BSW students to receive a high-quality education that will preparethem for social work practice while also considering the various demands and difficulties facedby social work practitioners and students in multiple nations.
３）The BSW curricula in Japan, Kenya, India and Norway,

adhere to the IASSW recommendations

for social work field education, covering all of the essential elements included in therecommendations.
４）However, given issues like resource availability, cultural context, and the unique demands of thestudent body, it's probable that not all of the guidelines will be fully covered or applied in every
country's BSW programme.
５）Developing social work skills and competencies among students in India, Kenya, Japan and
Norway can be significantly aided by aligning the BSW curriculum with the IASSW guidelines
for social work practice education.
６）The IASSW guidelines significantly affect BSW Practice education or practicum guidelines inIndia, Kenya, Japan and Norway’s curriculum. They can help to ensure that students obtain a highquality Practice education that will equip them for successful social work practice.
16

Ⅶ．Conclusion
The progress of globalisation requires solidarity that transcends national borders. This is also strongly
true of social work. Social work education is also working in solidarity across borders.

Although incountries like Kenya and India, Social Work Education is guided by University Education Commission
or University Grant Commission, there are no social work institution or council that guides andregulates practice education except the individualistic approach to social work practice. It is found that
established National Associations do not play a major role in Social Work Practice Education.
Interestingly it is found that students are provided with adequate instructions in the manual of theuniversity to practice education and guidelines to practice institutions. The inadequacy of theregulatory body of social work in Kenya and India restricts the facilitation of the practice education
standardization.
It is observed in common that detailed regulations on the requirements for practicum supervisorsand school instructors enable them to keep the quality of education, but the subsequent evaluation has
not been done sufficiently. The system is still inadequate to deal with diverse practices, such as
international practical training keeping IFSW and IASSW guidelines. Even if we find most of the
global standards in the common curriculum, the national guidelines for social work education and in
the local manual IASSW are often not referred to.
It is also a concern of local social work educators that when the global and national standards are
so specific, the local manual gets fewer possibilities to develop the practice placement according tolocal needs and local approaches to social work. IASSW highlights the space of the service users andthe practitioners in the development of practice education. This could be help at the national or local
level to increase this partnership.
The Practice education manuals for a BSW programme in countries under research are vital
17

reference that provides helpful direction and support to students during their Practice education
placement. It explains the goals and objectives of practice education, the roles and duties of students,
supervisors, and agencies, and the evaluation procedure. It intends to ensure that students acquire highquality practice education experience. It intends to ensure that students acquire high-quality Practiceeducation experience and are well-prepared for careers in social work.
The IASSW guidelines can enhance the curriculum for BSW Practice education or practicum inthe nations of Kenya, India, Norway, and Japan by guaranteeing the standardized quality of Practiceeducation, strengthening the diversity and cultural sensitivity of Practice education, strengthening the
integration of theory and practice, fostering social work competencies, and facilitating accreditation
and recognition.

Acknowledgement
The authors are grateful to the International Schools of Social Work (IASSW) for funding the Grant
for Projects in Social Work Education in 2022.
IASSW for their sincere assistance.

We would like to thank the committee members of

We would like to thank the participants of the webinar in thisproject on May 19th, 2023.

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