Professional Social Work Education in Mongolia: Achievements, Lessons Learned and Future Directions

Abstract

This article describes the development of professional social work and its education system in Mongolia since the country's transition to a democratic, free-market society after the Soviet Union collapsed in 1990. The authors begin within an overview of the social and economic exigencies brought on by this historical transition in order to provide a context for understanding both universal rationales for introducing social work in a society and the distinctive character of the profession in Mongolia. They then discuss the developmental trajectory of the profession in four phases: pre-professional (before 1996); launching and early professional (1996–2000); capacity building (2001–2006); and institutionalization (2007–present). Each phase has its own actors, issues, priorities, and outcomes, but all aim toward the commitment to relieve suffering and promote well-being among individuals, families and communities in Mongolia. In addition to highlighting key achievements, the authors conclude with some of the main structural, systemic, and professional challenges that remain and a call to action during the next phase of development.

Keywords:

• Social Work
• Social Work Education
• Professional Development
• Mongolia

Notes

^[1] The following reports are available from the first author: Research on Public Perceptions of the Social Work Profession (Danish Mongolian Society and Mongolian University of Science and Technology, 2000); Community Attitudes toward Social Work Services: A Research Report (1999); Situation Analysis of School Social Work in Mongolia (Enkhtuya, 2006); Situation Analysis of Khoroo Social Work from the Perspective of Child Protection (Erdenechimeg and Amarjargal, 2007); and Social Work Review (Enkhtuya et al., 2008).