European Journal of Social Sciences Studies

ISSN: 2501-8590
ISSN-L: 2501-8590
Available on-line at: www.oapub.org/soc

doi: 10.5281/zenodo.1484500 Volume 3 │ Issue 3 │ 2018

PROBLEMS OF
SOCIAL WORK STUDENTS IN INDIA

Mohammad Amirii
PhD. Research Scholar,
University Institute of Emerging Areas in Social Science,
Centre for Social Work, Panjab University,
Chandigarh, India

Abstract:
Social work education is considered as a practice oriented discipline. The students of
this discipline are to apply their theory knowledge; concepts of chair shall work while
addressing social problems or issues at the individual group and the community level
in the field work. Social work education discipline is developing remarkably in the past
few years in India. The present paper is the outcome of an empirical study of problems
and challenges faced by social work students in the field work and academic course
work. This study highlights the opinion of the students about teaching methods
adopted, infrastructural facilities and curriculum. The study also highlights the
perceptions of the students about social work education. The results of the study show
that, majority of the students are facing many problems and challenges related to
curriculum and fieldwork practice. There are some negative factors affecting the
students such as inability of translating theory into fieldwork practice. Majority of the
students are having a positive attitude towards infrastructural facilities provided by the
institutes and teaching methods adopted by the institutes.

Keywords: curriculum; fieldwork; problems and challenges; social work education

1. Introduction

In India, the growth of accredited social work education continues to increase every
year. The nature of social work education in India has historically, complied with the
Eurocentric standards and governed by the incremental models of community welfare.
The status of social work education in India especially the knowledge base is still
debated and commented upon published work as well as in academic gatherings, such
as seminars, conferences etc. the quality of social work education is related with many
factors like quality of curriculum, institutional structure, quality of fieldwork practices,

Copyright © The Author(s). All Rights Reserved.

© 2015 – 2018 Open Access Publishing Group 249
 Mohammad Amiri
PROBLEMS OF SOCIAL WORK STUDENTS IN INDIA

inability and competence of students, teachers, fieldwork instructor, their roles and
responsibilities, skill and knowledge component developed and applied in the teaching
- learning process, teaching methods adopted in the institutes etc.
The field of social work education started expanding with several deemed
universities, Central, State and Private Universities and various colleges and
institutions. All these institutions have started Bachelor’s Degree (BSW), Master’s
Degree in social work (MSW), M. Phil and Ph.D. also. The major goal of social work
education is that of imparting integration of social work knowledge, more so of multi -
disciplinary knowledge, attitudes and development of people centred skills which
include practical-based approaches and participation in the research work. Keeping all
this in mind, it is important to identify the various problems, challenges or issues faced
by social work students in the context of curriculum, field work practice etc., so that
appropriate measures can be suggested to improve the quality of social work education.

2. Need for the Study

The current pattern of social work education in India has been adopted from the
American model of social work education. Social work education emphasizes the initial
preparation of qualified social workers and the provision of continuing education for
social work practice, administration, education, training and research with the value
framework of the profession. Social work education focuses on the development of
critical consciousness in students through a process of critical pedagogy, so that
students become aware of the social issues and problems of the society and are
motivated to alleviate the social problems and issues. Keeping in view all this reality,
there is a need to highlight major challenges, problems being faced by social work
students which is required to be addressed collectively with a view to improve the
standards of social work education and to enhance the recognition for fieldwork and
research in social work education. It is also important to develop literature in
consonance with the social work education.
There is hardly any study available in the context of social work education in
India and problems and challenges are still being faced by students and will never stop
therefore, it is important to explore the current scenario of social work education and to
understand the opinions, perceptions of the students about it. Thus, the present study
could be useful addition to the literature on the social work education which is
particularly scarce in the Indian context.

3. Review of Literature

H. P. Jyoti (2015) highlighted the issues and challenges of social work education.
Through the study author has focused on the admission procedure and method of
teaching followed by the social work education institutions in Karnataka State. Author
has also examined the infrastructural facilities such as library; hostel etc. to explore the
course content is also one of the major objectives of the study. Author has collected the

European Journal of Social Sciences Studies - Volume 3 │ Issue 3 │ 2018 250

 Mohammad Amiri
PROBLEMS OF SOCIAL WORK STUDENTS IN INDIA

primary information from the chairpersons, heads or principles of social work

education institutes. Through the study author has found that majority of the social
work education institutes are lack in human and physical infrastructure. Author has
pointed out that the growth and development of social work education institutes is not
evenly spread in Karnataka State. Author has also discussed on the recommendations
of second review committee. Author has also pointed out that lack of infrastructure
facility and lack of human resources will have a bearing on the declining quality of
social work education.
S. Jaswal and S. Pandya (2015) have focused on the history of the social work
education in India, through its Eco-centric influences, development of specializations
and newer emerging areas. Authors have specific idea to look at the present and
dominant trend of imagination and decolonization of social work profession in India -
specifically its fear article under pining’s, contours and form in practice. This paper
deliberates and decolonizes the efforts of social work education in the Indian context
and conceptualizes the way forward. Through the study authors have focused on the
contemporary scenario and changing nature of social work education. Authors have
opined that, social work education in India today is at the juncture of becoming a
material force. Authors have pointed out that, State withdrawal, global political
economic dynamics spearheaded several people’s struggles and structural issues and
therefore, contemporary social work education has two great challenges of structural
hegemony and cultural diversity.
J. Dhemba (2012) has discussed about the issues and challenges related to the
course content, training and fieldwork practice. Focus is also on the role of fieldwork in
social work education and training. Author has also stated that as the social work
curriculum is based on theory and practice, this may sound scary the provision of
sound scary is critical as is fieldwork experience. The study is based on the current
knowledge on fieldwork, including but not limited to the fieldwork curriculum, the
management of fieldwork and the needs and challenges faced by students, fieldwork
agency, fieldwork supervisors and training institutions. Author has attempted to
establish the nature, form and content of fieldwork practice and to ascertain whether
fieldwork is treated as being equally important to its very counterpart at the selected
social work education institutions. Author has attempted to assess the requirements
and challenges faced by social work education institutions, fieldwork agency is,
supervisors and students on fieldwork. Author has concluded that, fieldwork in social
work education is marginalized there are indeed very promising prospects of raising its
effectiveness and quality of training will stop.
M. P. Chaugale (2010) has attempted study that very, methods and practice in
the social work education especially in URCD specialization. This study paper is based
on the information collected from social work student’s facility, fieldwork supervisors
and head of the Department etc. from 20 social work education institutions in
Maharashtra. Through the study author has focused on the history of fieldwork training
author has also attempted study the nature of your article and practical curriculum of
our burn and rubble community development course in social work education in

European Journal of Social Sciences Studies - Volume 3 │ Issue 3 │ 2018 251

 Mohammad Amiri
PROBLEMS OF SOCIAL WORK STUDENTS IN INDIA

universities in Maharashtra. Author has attempted to find out the relevance theory and
fieldwork training in the agencies and also in the open community and the practice.
Through the study, the author has observed that teaching methodology is traditional
which is not yet improved. He has concluded that, institutions, fieldwork agency,
faculty members and students should have coordination for professional preparation of
the social work students.
F. Adaikalam (2014) has pointed out that social work education in India has
experienced multiple realities given the cultural, geographical, physical, social, ethnic
and linguistic differences. This situates social work education into a peculiar yet
challenging milieu in its journey to ensure welfare of the people. Through the study
author has provided and overview on the issues challenges and concerns of social work
education in India. Author has stated that, while engaging layers of social realities,
social work tries to create academic rigour, tests out new models and demands a
statutory professional system. Author has discussed the future concerns and challenges
for the social work education in India.

4. Objectives of Study

The specific objectives set for the study are;

1. To understand the opinions of the students about curriculum of social work
education.
2. To identify the challenges/problems facing by students in the fieldwork practice.
3. To identify the negative factors influencing on student’s ability of translation of
theory into practical work.
4. To understand the opinions of students about teaching methods adopted by the
institutes.
5. To understand the opinions of students about the infrastructural facilities
provided by their institutes.
6. To understand the overall perception of students about social work education.

5. Research Methodology

The study is descriptive in nature and confined to the social work education students
(pass out students). The study was carried out carried out through Sample survey
method. The survey has been carried out by preparing a questionnaire covering the
relevant factors related to the curriculum, fieldwork practice, in social work education.
The Sample of 300 passed out students of MSW / BSW from Tilak Maharashtra and
Bharati Vidyapeeth Deemed University located in Pune city have been selected. As per
the objectives of the study the research methodology is adopted which is descriptive
and exploratory.

European Journal of Social Sciences Studies - Volume 3 │ Issue 3 │ 2018 252

 Mohammad Amiri
PROBLEMS OF SOCIAL WORK STUDENTS IN INDIA

5.1 Selection of Sample

Three universities in Pune city have been selected for the study purpose. The pass out
students from each university has been selected by getting their address from the social
work education institutions affiliated to these universities. Therefore, in total 300 pass
out students have been selected by using convenient sampling method.

5.2 Sources of Data Collection

The study is based on the primary and secondary data. Primary information has been
collected through questionnaire for students and secondary information have been
collected through various study papers, articles, published in various journals,
periodicals and published books.

5.3 Limitations of the Study

The present study is restricted only to the selected universities located in Pune city. The
reluctance on the part of few students to provide accurate information regarding
curriculum and fieldwork practice is limiting factor. The results of the study are
situational and cannot be generalized.

6. Results and Discussion

Table 1: Opinion of students about Curriculum of social work education

Opinions No. of Percentage
Respondents
Curriculum is inadequately modified to meet local and cultural 51 17%
needs
Lack of continuous changes and updating in the contents of 44 15%
curriculum
There is extreme variation in curriculum and field work practice 102 34%
It is difficult to relate the curriculum contents to contemporary field 40 13%
situation
It is useful in improving ability to link theory to field work practice 63 21%
Total 300 100%

European Journal of Social Sciences Studies - Volume 3 │ Issue 3 │ 2018 253

 Mohammad Amiri
PROBLEMS OF SOCIAL WORK STUDENTS IN INDIA

Opinion of students about Curriculum of social work education

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Curriculum is Lack of continuous There is extreme It is difficult to It is useful in
inadequately changes and variation in relate the improving ability
modified to meet updation in the curriculum and curriculum to link theory to
local and cultural contents of field work practice contents to field work practice
needs curriculum contemporary
field situation

Sales

As per the collected information, 17% of respondents have opined that, the
curriculum of social work education course he's in adequately modified to meet the
local and cultural needs. According to them, curriculum of social work in India is still
westernized and seems to be saying the components of indigenized social work
practice. In the opinion of 15% respondents, there is a lack of continuous changes and
competition in curriculum contents to meet the current requirement of the society and
therefore, according to them, the current curriculum of Indian social work education
appears to be requiring changes and updating of its contents, as per the today's
changing social, cultural situations. Majority of respondents (34%) have opined that,
there is an extreme variation in two days’ social work education, curriculum and the
actual fieldwork practice this happen due to mushroom growth of private social work
education institutes are fish not having the capacity of increasing fieldwork ability and
increase the actual fieldwork experience of the students. Therefore, students are facing
difficulty in relating the curriculum content is and contemporary feel situations stated
by 13% respondents. In this context, 21% respondents have opined that due to poor
fieldwork practice it is not useful in improving ability to link theory to fieldwork
practice.

Table 2: The problems facing by students in the field work practice (multiple responses)
Problems No. of Percentage
Respondents
Absence of a common field work manual 216 72%
Lack of appreciation by institutes authorities for the uniqueness of 268 89%
field work practice
Inadequacy of agencies for field work practice 253 84%
High expectations of fieldwork agencies about target performance 232 77%
Lack of trained and experienced fieldwork instructors 197 65%
Fieldwork practice does not help to get direct experience of field 262 87%
realities and problems

European Journal of Social Sciences Studies - Volume 3 │ Issue 3 │ 2018 254

 Mohammad Amiri
PROBLEMS OF SOCIAL WORK STUDENTS IN INDIA

The problems facing by students in the field work practice

Fieldwork practice does not help to get direct

87%
experience of field realities and problems
Lack of trained and experienced fieldwork
65%
instructors
High expectations of fieldwork agencies about
77%
target performance

Inadequacy of agencies for field work practice 84%

Lack of appreciation by institutes authorities for the

89%
uniqueness of field work practice

Absence of a common field work manual 72%

0% 50% 100%

Fieldwork practice is very important component of social work education.

Fieldwork practice is related essentially with training for social work practice. In the
fieldwork practices majority of students facing various problems. 72% respondents
have opined that, absence of a common field work fact is manual is major problem. In
the opinion of 89% respondents, lack of appreciation by institute’s authorities for
uniqueness of fieldwork practice is a drawback in fieldwork practice. 's apart from this
lack of adequate fieldwork agency is also one of the major issue which creates problems
in fieldwork practice of the students stated by 84%. High expectations of fieldwork
practice opined by 77% respondents. Lack of trained and experienced fieldwork
practice instructors is also a major issue in the fieldwork practice opined by 65%
respondents. Actually, fieldwork practice plays an important role in developing
students scale, knowledge and competencies and giving experience of field realities. In
this context, it is 7% respondents have negatively responded. According to them,
fieldwork practice is not helped to students to get direct experience of field realities,
issues and problems facing by society.

Table 3: Negative factors influencing on student’s ability of translation of theory

into practical work (Multiple response)
Factors No. of Percentage
Respondents
Lack of conducive field work practice environment 215 72%
Lack of utilizing latest technology in the field work practice 198 66%
Lack of proper guidance and supervision 207 69%
Lack of related work assignment by field work agencies 178 59%
No clear expectations of field work agencies 113 38%

European Journal of Social Sciences Studies - Volume 3 │ Issue 3 │ 2018 255

 Mohammad Amiri
PROBLEMS OF SOCIAL WORK STUDENTS IN INDIA

The above table indicates the factors that negatively affecting on the student’s
ability of translation of theory into practical work. 72% respondents opined that, lack of
conclusive fieldwork practice environment is the major negative influencing factor. 66%
respondents have opined that lack of utilizing latest technology in the fieldwork
process is a major hindrance in improving the ability of students. 69% respondents have
opined that, absence of proper guidance and proper supervision by the fieldwork
instructors made a negative impact on the student’s ability. 59% respondents have
stated that, fieldwork agency is assigned them irrelevant work or job which is not
related to their course work. This also negatively impacted on the student’s ability.
Fieldwork supervisors or instructors are responsible to develop a student’s field work
ability of translating theory into fieldwork practice 38% respondents have stated that
lack of clear expectations of fieldwork agencies he's also one of the major negative
factors.

Table 4: Opinion of students about teaching methods adopted by institutions

Methods Good Average Below Average Total
Classroom teaching method 209 (70%) 91 (30%) - 300 (100%)
Workshops/ Seminars 195 (65%) 99 (33%) 05 (2%) 300 (100%)
Guest lectures 171 (57%) 118 (39%) 11 (4%) 300 (100%)
Study tours/ study visits 198 (66%) 81 (27%) 21 (7%) 300 (100%)

European Journal of Social Sciences Studies - Volume 3 │ Issue 3 │ 2018 256

 Mohammad Amiri
PROBLEMS OF SOCIAL WORK STUDENTS IN INDIA

The teaching methods followed by the social work education institutes are wary
in the selected institutes. Through this study, an attempt has been made to understand
the opinions of the students about the various teaching methods followed by their
social work education Institute. Majority of the respondents (70%) have opined that,
traditional classroom teaching method is good and in the opinion of 30% respondents it
is at average level. In the opinion of 65% respondents, workshops, seminars conducted
by the Institute's very good in the opinion of 33% respondents the workshops and
seminars where at average level and 2% respondents have opined that workshops and
seminars are below average. These read below average 57% respondents, have opined
that guest lectures where at average level, which were not useful for them to improve
their ability in fieldwork practice as well as in understanding the conceptual theories in
the social work education. 4% respondents negatively responded in this context. In the
opinion of 66% respondents, study tours or study visits conducted by their institutes
where good and help them to improve their grasping ability. 32% respondents opined
that study tools and study visits where at average level and only 7% respondents have
opined that study tours and study visits where below average.

Table 5: Opinion of students about the infrastructural facilities provided

by social work education institutes
Facilities Good Average Below Average Total
Library 267(87%) 33(11%) -. 300(100%)
Classrooms 279(93%) 15(5%) 06(2%) 300(100%)
Computer lab 213(71%) 71(24%) 16(5%) 300(100%)
Other facilities 182(61%) 97(32%) 21(7%) 300(100%)

European Journal of Social Sciences Studies - Volume 3 │ Issue 3 │ 2018 257

 Mohammad Amiri
PROBLEMS OF SOCIAL WORK STUDENTS IN INDIA

The above table depicted the opinions of students about the infrastructural
facilities provided by their institutions. Library facility available in the Institute has
bearing on the quality of education of any faculty. The UGC (University Grant
Commission) mentioned that, collection of books is very meagre and there is a recipe of
having own collection of books as books are very costly and majority of students cannot
afford them. As per the collected information, 89% respondents have stated that the
library facility available in their institutes is good and there is an adequate number of
books available for them. 11% respondents have stated that library facility available for
them he's at average level. According to these respondents, there is no sufficient
member of Germans and periodicals. Physical infrastructure has also bearing on the
quality of education, such as classroom, toilets, restrooms, reading room etc. as per the
information provided by the respondents in the context 93% have opined that, the
number of classrooms available in their institutes are good. In the opinion of 5%
respondents, classrooms in their institutes are at average level and only 2% respondents
have stated that, quality of classrooms is below average level. In the opinion of 71%
respondent’s computer lab facility available in their Institute is good, 24% have stated
that it is at average level and 5% have stated that it is at below average level. The other
physical facilities are reading room, restroom, drinking water, hostel; toilets etc. are
stated by 1% respondents. In the opinion of 32% respondents all these facilities are at
average level and according to 7% respondents these facilities are at below average
level. Availability of good infrastructure facilities is likely to affect positively on the
teaching and learning process and overall quality of education.

European Journal of Social Sciences Studies - Volume 3 │ Issue 3 │ 2018 258

 Mohammad Amiri
PROBLEMS OF SOCIAL WORK STUDENTS IN INDIA

Table 6: Overall perceptions of students about social work education (Multiple responses)
Perception No. of Percentage
Respondents
Social workers are not accepted as professionals by the society 127 42%
There is a challenge of fulfilling expectations of social work 219 73%
institution and field work agencies
There is a challenge of applying the theories and methods to actual 278 93%
field work practice
There is no uniformity in curriculum of social work education 273 91%
institutions

To understand the overall perception of students about the social work

education process is one of the important objectives of the present study. In this context,
42% students have stated that social workers are not accepted as confessional is by the
Society. Many students have stated that, during their fieldwork they come to know
people think that, social work can be done by anyone who is willing to help more
people and for that purpose there is no any requirement of special education course and
training programmes. The expectations of social work education in institutions and
fieldwork agencies are at variance and therefore, there is a challenge of fulfilling
expectations of both of these stated by 73% respondents. In the opinion of 93%
respondents, there is a challenge of applying the theory and methods to actual
fieldwork practice due to the gap between theory and practice which arises because of
different ethics and agenda of social work institutes and fieldwork agency. This
negatively effects on the integration of theory knowledge and the fieldwork practice of
the students. In the opinion of 91% respondents, lack of uniformity in curriculum of
various social work education institutions creates a hindrance in the entire social work
process in India.

European Journal of Social Sciences Studies - Volume 3 │ Issue 3 │ 2018 259

 Mohammad Amiri
PROBLEMS OF SOCIAL WORK STUDENTS IN INDIA

7. Major Observations and Conclusions

1. On the basis of the collected information, it is found that, there is a wide gap
between social work education, curriculum and actual fieldwork practice
because today's social work education curriculum is still westernized in nature
and not having the indigenized field work practice.
2. It is also found that majority of the students are facing various difficulties in
relating to the curriculum contents and to contemporary field situations.
3. It is found that, there is an absence of appreciation by the institutes, authorities
for the unique of fieldwork practice. Students are facing the challenges which
arise due to high expectations of fieldwork agencies regarding work target and
performance.
4. It is found that, fieldwork at this is not helpful for students with a view to get
direct experience pertaining to field realities and problems faced by society; due
to lack of trained and fieldwork instructors.
5. It is found that absence of common fieldwork practice manual in the Indian
social work education institutions.
6. On the basis of the collected information from the students, majority of them are
facing the problem of inadequacy of fieldwork agencies.
7. There are several factors negatively impacting the student’s inability of
translating of theory into practical work. Such as lack of conducive fieldwork
practice environment, lack of proper guidance, lack of using latest technology
etc.
8. It is found that majority of the students are satisfied with the facilities provided
by their institutions. It is found that every selected social work education
institutes have their own library with sufficient number of books and journals.
Students are also satisfied with computer lab facility and other physical facilities
like restrooms, classrooms, toilets, drinking water, hostels etc.
9. It is observed that, majority i.e. 80 of the students is satisfied with the study
tours/study visits, guest lectures. According to the student’s study tours or visits
in rural areas, or rural camps are very useful for them for getting exposure to
rural life and the problems being faced by a group of people.
10. Through the study, it is found that, overall perception of the students about
social work education is good. As per their perception, a major challenge that
students are facing in the fieldwork is that the significance of their contribution
in the social work is not recognized by the Society. The students are facing the
challenge of applying theory knowledge and methods to actual fieldwork
practice

7.1 Conclusion
Social work education has experienced multiple realities due to differences in addition,
culture and geographical, physical, social and ethnic variations. Because of these
differences in India, social work education is still facing various challenges. These

European Journal of Social Sciences Studies - Volume 3 │ Issue 3 │ 2018 260

 Mohammad Amiri
PROBLEMS OF SOCIAL WORK STUDENTS IN INDIA

challenges come from the fact that social work has not contributed enough to develop
theory and practice pertaining to India. It is observed that the major challenge in
Sweden is contextualizing curriculum to present social reality with evidence-based
practice and it is not considered seriously by the government.
Through the study an attempt has been made to take an overview of the social
work education functions with reference to curriculum, fieldwork, negative factors
influencing the student’s inability of translating theory and knowledge into practical
work etc. on the basis of collected information in the context it is concluded that social
work education students are facing various challenges and problems during their
academic course work and fieldwork practice.

7.2 Suggestions
1. There should be initiation by the government for creating awareness about the
importance of a social worker among the people through media advertisements.
2. There is a need of review by the University Grants Commission (UGC) for the
social work education in India and take necessary steps to enhance the quality of
social work education.
3. There should be necessary actions taken by the UGC to bring uniformity in the
curriculum throughout the country.
4. Proper measures should be adopted by the institutes to regulate the quality of
teaching, learning process, exam and fieldwork performance of the students.
5. Fieldwork instructors should be thorough with the course content so that they
can be at a similar pace with classroom teachers.
6. Assessment tool of fieldwork should be reviewed and updated regularly.
7. Social work institutes should tie up with various government and NGOs so as to
train the social work students in fieldwork practice mainly to assess them in
applying theory, concept in actual fieldwork practice.

References

Jyoti H. P., (2015), "Issues and challenges of Social work education in Karnataka",
International Journal of Economics and Business Review, Vol. 3, No. 1
http://eprawisdom.com/jpanel/upload/articles/350pm8.Dr.%20Jyothi%20H.P.pdf
Jaswal, S., & Pandya, S. (2015). Social Work Education in India: Discussions on
Indigenization. The Indian Journal of Social Work, 76(1), 139-158.
https://journals.tiss.edu/ijsw/index.php/ijsw/article/view/55
M. P. Chagule, (2010), "Social work education in Urban and Rural community
Development Specialization – and an analysis of theory and fieldwork practice in
Maharashtra", contemporary research in India, Vol. 5 No. 2
F. Adailalam, (2014), Contextualizing social work education in India, Cuadernos de
Trabajo social, Vol. 21 No. 3

European Journal of Social Sciences Studies - Volume 3 │ Issue 3 │ 2018 261

 Mohammad Amiri
PROBLEMS OF SOCIAL WORK STUDENTS IN INDIA

Botcha, R. (2012). Problems and challenges for social work education in India: Some
recommendations. International Journal of Multidisciplinary educational
research, 1(3), 201-212. Retrieved from http://ijmer.in/pdf/volume1-issue3-
2012/201-212.pdf
Macchiwala, A and D'souza, (1993),"Follow up study of graduates of college of Social
work", Rajhans publication, Mumbai
Mandal, K. S. (1989). American influence on social work education in India and its
impact. International Social Work, 32(4), 303-309. Retrieved from
http://journals.sagepub.com/doi/abs/10.1177/002087288903200407?journalCode=i
swb
Suran M. and H. La Porte, (2008), Organizational culture in social work professional
education: A case evaluation, the International Journal of continuing social work
education, Vol. 11 No. 1. Retrieved from
http://www.profdevjournal.org/articles/111019.pdf
Dimo, P. M. (2013). Evaluation of fieldwork practice in social work education at the
University of Limpopo (Turfloop Campus) aligning theory and
practice (Doctoral dissertation, University of Limpopo (Turfloop Campus).
Retrieved from http://ulspace.ul.ac.za/handle/10386/1056
Papouli, E. (2014). Field learning in social work education: Implications for educators
and instructors. The Field Educator: A Scholarly Journal from the Simmons College
School of Social Work, 4(2), 1-15. Retrieved from
https://www.researchgate.net/profile/Eleni_Papouli/publication/279847223_Papo
uli_E_2014_Field_Learning_in_Social_Work_Education_Implications_for_Educat
ors_and_Instructors_The_Field_Educator_A_Scholarly_Journal_from_the_Simm
ons_College_School_of_Social_Work_Volume_42Fall_20/links/559ba53a08ae99aa
62ce6412/Papouli-E-2014-Field-Learning-in-Social-Work-Education-Implications-
for-Educators-and-Instructors-The-Field-Educator-A-Scholarly-Journal-from-the-
Simmons-College-School-of-Social-Work-Volume-42-Fall.pdf

European Journal of Social Sciences Studies - Volume 3 │ Issue 3 │ 2018 262

 Mohammad Amiri
PROBLEMS OF SOCIAL WORK STUDENTS IN INDIA

Creative Commons licensing terms

Author(s) will retain the copyright of their published articles agreeing that a Creative Commons Attribution 4.0 International License (CC BY 4.0) terms
will be applied to their work. Under the terms of this license, no permission is required from the author(s) or publisher for members of the community
to copy, distribute, transmit or adapt the article content, providing a proper, prominent and unambiguous attribution to the authors in a manner that
makes clear that the materials are being reused under permission of a Creative Commons License. Views, opinions and conclusions expressed in this
research article are views, opinions and conclusions of the author(s). Open Access Publishing Group and European Journal of Social Sciences Studies
shall not be responsible or answerable for any loss, damage or liability caused in relation to/arising out of conflicts of interest, copyright violations and
inappropriate or inaccurate use of any kind content related or integrated into the research work. All the published works are meeting the Open Access
Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes
under a Creative Commons Attribution 4.0 International License (CC BY 4.0).

European Journal of Social Sciences Studies - Volume 3 │ Issue 3 │ 2018 263