A Snapshot on the Development of Social Work Education in China: A Delphi Study

Abstract

Social work education in China has now been reinstated for almost two decades, after it was discontinued in the early 1950s. Due to various reasons, so far, there has not been a standardised social work curriculum in China. This article reports on the first empirical study finished in late 2001. Employing a Delphi technique, 47 social work scholars were invited to provide their opinions on the nature of social work in China, the requirements of social work graduates and the social work curriculum at the undergraduate level. The findings indicate that despite the influence of the Western model induced mainly by social work scholars in Hong Kong, social work education in China is moving towards an indigenised model within its unique social–political–cultural context. Respondents tended to adopt an expert model and the ‘helping people to help themselves’ principle. Social work is understood as being instrumental to enhancing the rapid economic changes by employing scientific knowledge and skills to resolve social and personal problems, stabilise society, and enhance social participation. To nurture its graduates with the competence to fulfil these social assignments, a broad‐base of social science knowledge, generic social work skills, special personal qualities and political sensitivity is included in the curriculum.

Keywords:

• Social Work Education
• China
• Social Work Curriculum Design
• Delphi Study

Notes

1. Social policy is positioned as a macro‐level social work practice (see e.g. Kirst‐Ashman, 2003) in both North America and Hong Kong which both have great influence on the development of social work education in China.