Social Work Education in Hong Kong

The region of Hong Kong has been inhabited since the Old Stone Age and became a part of the Chinese empire from the Qin dynasty (221–206 BC). Hong Kong grow from the farming fishing village to a free port and a major international financial centre. Japan occupied Hong Kong from 1941 to 1945 during the Second World War. By the end of the war in 1945, Hong Kong had been liberated by joint British and Chinese troops, and returned to British rule. The Handover of Hong Kong took place on July 1, 1997, returning Hong Kong to Chinese rule, with Hong Kong adopting the Hong Kong Basic Law.

Hong Kong Social Workers Association enters its 70th Anniversary in 2019 and co-hosted an international conference with HKU Social Work and Social Administration Department “Change and Innovation for a Better World: the Future of Social Work Profession”. I had an honour to present my research on Mission (IM)Possible 2: One map + 199 connected schools of social work in Latin America. Are we ready for Asia? at the conference and to connect with the President of the HK Social Workers Association Irene Leung and a fourth generation social work educator Nelson Chow who Irene introduced during the conference and who shared the 70 years story of social work education in Hong Kong. The conference was a joined effort by the Social Work Department of 5 local universities, Hong Kong Association of Schools of Social Work and Hong Kong Council of Social Service as partners

The Social Workers Registration Board in Hong Kong has a list of all recognized social work programs for registration of social workers.  The list of the recognized qualifications is compiled based on the best information available at the time of compilation. One can access the list from The Social Workers Registration Board website One can obtain social work diploma, BSW, MSW and PhD in social work from the following post-secondary institutions.

The list of NGO that operate school of social work service is also available online.

School of social work is one of the many fields of practice for social workers in Hong Kong. Ka-chun (2018) states that “back in the early 1970s, social work services in primary and secondary schools were predominantly provided by non-profit organizations such as Caritas–Hong Kong and St. James’ Settlement, with the government only playing a relatively minimal role. Amid mounting calls for bigger government commitment, the Social Welfare Department launched a pilot scheme of providing social workers for local schools in 1974”. Leung (2019) reported that all publicly funded secondary schools in Hong Kong to get two social workers in bid to tackle youth suicides as finance chief Paul Chan earmarks HK$130 million for measure. These measures increase the demand of training for local social workers.

One can learn about recent trends in social work education in Hong Kong by reviewing the interview by Deona Hooper on local social work educator Dr. Terry Leung (Hooper, 2013). Information about social work practice in Hong Kong can be found in The Hong Kong Journal of Social Work Additional articles on developments of social work education and fields of social work practice demonstrate a strong academic interest in development of social work profession in Hong Kong (To, 2007; Chui, n.d.; Arat & Kerelian, 2019; Yuen, & Ho, 2007).

I was impressed to learn about the development of social work distance education in Hong Kong and an opportunity to connect with LAM Ching-man, Professor, Department of Social Work, The Chinese University of Hong Kong who is the project lead on Blended approach for social work learning: A reflection-based and user-oriented pedagogical model. The project is a joint initiative between The Chinese University of Hong Kong and City University of Hong Kong, Hong Kong Baptist University, The Hong Kong Polytechnic University, The University of Hong Kong

Blended Learning Workshop Participants in Hong Kong

It was an honour to celebrate 70 years birthday of social work profession in Hong Kong and wish all social work educators, practitioners and researchers Mnogaya Lita! Many more years of promoting social work values.


Ka-chun, S. (2018). Why one social worker for every secondary school is not enough. Retrieved from

Leung, R. (2019). All publicly funded secondary schools in Hong Kong to get two social workers in bid to tackle youth suicides as finance chief Paul Chan earmarks HK$130 million for measure. Retrieved from

Hooper, D. (2013). Social work in Hong Kong: Interview with Dr. Terry Leung. Retreived from

To, S. M. (2007). Empowering school social work practices for positive youth development: Hong Kong experience. Adolescence, 42(167), 555.

Chui, W.T. (n.d.). Social work in Hong Kong. Retrieved from

Arat, G., & Kerelian, N. N. (2019). Reshaping the social work education system toward cultural competency: The Hong Kong case. International Social Work, 62(1), 316-329.

Yuen, A. W., & Ho, D. K. (2007). Social work education in Hong Kong at the crossroads: Challenges and opportunities amidst marketization and managerialism. Social work education, 26(6), 546-559.

Social work education in Macau.

Macau is a Special Administrative Region (SAR) of the People’s Republic of China. In 1557 it was leased to Portugal as a trading post. In 1887 the Portuguese finally managed to secure an agreement from China that Macao was Portuguese territory. In 1999 it was handed over to China. Macau was the last extant European territory in continental Asia.

Macao Social Workers Association has limited information on IFSW website

During a short visit to Macau (taking a ferry from Hong Kong and riding a bus on Macau-Hong Kong  bridge back in one day) and through the use of Google search engine I was able to find the following four schools of social work in Macau.

All Schools are now included on The Schools of Social Work around the World Asset Map. The literature on the development of social work education in Macau is limited in English. Hui, S.Y. (n.d.) from Social Work Program Macau Polytechnic Institute provides although dated but some information on social work education in Macau before 1990s. More recent youtube TDM Talk Show is available online with Jacky Ho – Social Work Programme Coordinator at the City University of Macau (Ho, 2017). Ho (2017) shares thoughts on current developments in social work education and profession in Macau

Hui, Aspalter, and Lai (2012) developed a paper that examines the Macau welfare model. Macau, a Casino-based economy, has yet to develop an adequate social security system. This paper examines the history, and particularly the recent period since the Handover to Chinese authorities in 1999, of the welfare system in Macau, and compares the current state of the welfare system with that of neighboring countries and territories.

Ho, J. (2017). Jacky Ho – Social Work Programme Coordinator at the City University of Macau. Retrieved from

Hui, S., Aspalter, C., & Lai, D. (2012). Social Welfare in Macau—Between East and West: A Comparative, Analytical Welfare Regime Perspective. Analytical Welfare Regime Perspective (March 23, 2012). Retrieved from

Hui, S.Y. (n.d.) Social Work Education in the Changing Society of Macau. Retrieved from

TRU School of Social Work and Human Service students will share their research at the Congress 2019 in Vancouver.

Oleksandr (Sasha) Kondrashov

May 26, 2019

Six TRU School of Social Work and Human Service Students are invited to share their research with the National Social Work Community at Congress 2019 in UBC Vancouver on June 3-6.

Everyday TRU social work students will have an opportunity to share their knowledge. On Monday, June 3rd TRU students will attend the Student Committee Meeting 1 (click on each link to find out the time and location of the sessions) and share their views on the future of social work curriculum with other students across Canada. TRU students who attended Congress 2018 in Regina commented how satisfied they were to learn that TRU is among very few Schools across Canada that offer unique electives, such as Trauma-informed practice, International social work and the Directed studies courses that students can in collaboration with faculty design the course to suit their educational needs. TRU students also have the opportunity to practice their presentation skills regionally and internationally by attending, for example, BC political science regional conference and International Social Work Conference in Dublin.

TRU Social Work faculty and students will come together and listen to the first keynote given by the Senator Dr. Wanda Thomas Bernard, a social work educator from Nova Scotia, and later will participate at the reception and first reunion opportunity where all TRU students, faculty, alumni and friends are invited to attend during the CASWE reception.

On Tuesday morning TRU student and CASWE student award winner Jill Coulter will share the Emerging Research on Culturally-Safe Sexualized Violence Response Services for International Students.  Jill will apply an intersectional feminist framework and an Anti-Oppressive, community-based participatory action approach to discover how to provide culturally-safe sexualized violence response services to international students in higher education institutions. TRU encourages students to conduct undergraduate research and recognize their work through the Undergraduate Research Experience Award Program (UREAP). Jill’s research includes an online survey and small focus groups with female and LGBTQ+ International student research participants from the three largest international, regional groups at Thompson Rivers University to discover what kind of SVRS international students would like to have available on campus.

On Tuesday during lunchtime TRU student Lanette LeWarne will share the poster to document the Neglect and the Overrepresentation of Indigenous Children in Care. Lanette’s research examines the definition of neglect within BC’s Child Family and Community Services Act (CFSCA) and its implications for Indigenous families living in poverty. Lanette recommends that a definition of neglect needs to be more extensive, includes the categorization of areas of neglect and recognizes structural issues that support assessment and investigation of neglect that is more effective in determining structural and individual risk.

On Tuesday afternoon TRU student Shauna Middleton will share research that demonstrates the Inadequacy of Suicide Prevention in Canada’s Arctic. Shauna’s work is a call for transformative action. Shauna found that suicidality among Indigenous peoples in Canada’s Arctic regions is a critical health issue that needs to be addressed immediately. The presentation will discuss the historical and contemporary contexts that have exacerbated the problem of poor mental wellness and lack of self-sufficiency among northern Indigenous communities and offer recommendations for action in solidarity with Indigenous peoples as experts through the Truth and reconciliation Calls to Action and culturally appropriate community-based services.

On Wednesday Shauna will go back to TRU to attend the convocation. We wish Shauna and the spring 2019 graduates all the success in the future. Keep sharing your knowledge and promote social work values in all your activities. For those students who will stay at the Congress they can attend the CASWE AGM, student committee meeting 2, and Oleksandr (Sasha) Kondrashov’s presentation on reforming social services CIDA funded project and the second reunion opportunity to celebrate 20 years of Canada-Ukraine partnership in social work education.

On Thursday morning Rayell Sellars-Sarnowski and Tiffany Gray will run 1.5-hour session and share their ideas on Bridging social work pedagogy. Rayell and Tiffany already attended Congress in 2018 and now will help conference participants to bridge the gaps within western pedagogies and indigenous ways of knowing within social work.  Rayell and Tiffany, through open dialogue, will discuss anti-oppressive, cultural competency, and Indigenous approaches within social work program. They will offer critical reflection and constructive feedback on how to improve social work education and to address the further “prioritization of western knowledge that continues today in Canadian universities.” Their suggestion includes the creation of relationships and reciprocity in challenging the hegemonic ways of being which have the potential to build solidarity and further social justice work, eliminating essentialism and honouring differences. The authors also suggest utilizing Self-In-Relations reflexive dialectical method or un-learning as a guiding principle in meaningful practice.

Carmen Saiad Shirabad, who also attended the CASWE conference in Regina, will share research on Transformative Action through Positive Social Work on Thursday afternoon. Carmen will be critically analyzing the common deficit-based approaches found within social work.  Carmen suggests that adopting a new perspective on social work based on positivity, strengths, and social supports can be fundamental in producing a creative generation of social workers who can implement transformative actions towards successful social justice. 

TRU social work students will voice multiple concerns related to different areas of social work practice, policy, education and research and provide ideas on how to implement changes that are consistent with professional values. If you are attending the Congress 2019, make sure you visit student’s presentations and support TRU social work students to promote social justice through transformative action.

Social Work Education in Greece

I had visited Greece in May 2019. It was a brief visit to Athens and Crete but helped me to map three Schools of Social Work:

GRE The Technological Educational Institute (TEI) of Athens Department of Social Work

GRE Democritus University of Thrace Department of Social Administration and Political Science

GRE The Technological Educational Institute (TEI) of Crete Department of Social Work

It was difficult to identify Schools for a number of reasons. I do not speak Greek and when I visited The Technological Educational Institute (TEI) of Athens Department of Social Work, the building was closed, and I was unable to find any person in the area who was able to locate the department. I was more fortunate in Heraklion, Crete and connected with Gloria from the International Relations Office at The Technological Educational Institute (TEI) of Crete. Gloria is a social worker and shared with me about new developments in social work education in Greece. The TEI in Crete was just abolished (May 2019) but a new university was founded in Heraklion:  Hellenic Mediterranean University. I will keep building connections and learning more about social work in Greece anf hope more partnership opportunities will be created between Canada and Greece Schools of Social Work.

Literature review helped me to learn more about social work education in Greece during the current crises of the welfare state. Social work is a relatively new profession in Greece.  The first school for the training of social workers in Greece commenced operation in 1937. However, it was not until 1959 that legislation was passed concerning the legal definition of social work. (Dedoussi, Gregory, Georgoussi, & Kyriopoulos, 2004).  Karagkounis (2017, 2019) from Democritus University of Thrace Department of Social Administration and Political Science provides a detailed overview of current challenges for social work education in Greece in the time of austerity. There are multiple articles of current concerns in social work education written by Papadaki from The TEI in Crete. The full list of reviewed literature can be found below.


Dedotsi, S., Young, A., & Broadhurst, K. (2016). Social work education in a time of national crisis in Greece: Educating the workforce to combat inequalities. European Journal of Social Work19(3-4), 368-384.

Dedoussi, A. A., Gregory, S., Georgoussi, E., & Kyriopoulos, J. (2004). Social workers in Greece: Who they are and where they work. International Social Work47(2), 259-274.

Georgoussi, E. (2003). Research note social workers in Greece: How they spend their working hours. European Journal of Social Work6(1), 65-71.

Ioakimidis, V., Santos, C. C., & Herrero, I. M. (2014). Reconceptualizing social work in times of crisis: An examination of the cases of Greece, Spain and Portugal. International Social Work57(4), 285-300.

Kandylaki, A. (2005). Social work practice in multicultural settings: A pilot study in Thrace, Greece: ‘Research Directions’ is an occasional series presenting initial findings from research in progress. For previous articles in the series, see SESP, vol. 5, nos 1 and 3. South European Society and Politics10(3), 433-451.

Karagkounis, V. (2017). Social work in Greece in the time of austerity: Challenges and prospects. European Journal of Social Work20(5), 651-665.

Karagkounis, V. (2019). Implications and challenges for social work education in Greece in the time of austerity. Social Work Education38(3), 330-346.

Koukouli, S., Papadaki, E., & Philalithis, A. (2008). Factors affecting the development of social work and its professionalisation process: the case of Greece. International journal of social welfare17(3), 216-224.

Papadaki, E., & Papadaki, V. (2008). Ethically difficult situations related to organizational conditions: Social workers’ experiences in Crete, Greece. Journal of Social Work8(2), 163-180.

Papadaki, E., Plotnikof, K., & Papadaki, V. (2012). Self-reported ageism in students and academic staff—the case of the Social Work Department in Crete, Greece. European Journal of Social Work15(5), 696-711.

Papadaki, V. (2001). Studying social work: choice or compromise? Students’ views in a social work school in Greece. Social Work Education, 20(1), 137-147.

Papadaki, V., & Nygren, L. (2006). ‘I’ll carry this experience with me throughout my studies and future career’: Practice tutorials and students’ views on social work in Iraklio, Greece. Social Work Education25(7), 710-722.

Papadaki, V., & Papadaki, E. (2006). Job satisfaction in social services in Crete, Greece: Social workers’ views. European Journal of Social Work9(4), 479-495.

Papadaki, V., Plotnikof, K., & Papadaki, E. (2013). Social work students’ attitudes towards lesbians and gay men: The case of the Social Work Department in Crete, Greece. Social Work Education32(4), 453-467.

Pentaraki, M. (2019). Practising social work in a context of austerity: Experiences of public sector social workers in Greece. European Journal of Social Work22(3), 376-387.

Symeonidou, H. (1996). Social protection in contemporary Greece. South European Society and Politics1(3), 67-86.

Social Work Education in Honduras

Social Work Education in Honduras

Schools of Social Work in Honduras were easy to map as there is only one School in the country: HND Universidad Nacional Autónoma de Honduras  and thanks to Yolanda Molina Fonseca we were able to verify the information.

It was also not easy to find literature on social work in Honduras. Only two sources briefly mention the developments of social work in Honduras:

Negrón-Velázquez, G. (2016). Attitudes toward poverty among exit students of undergraduate social work programs in eight Latin American countries. European Journal of Social Work, 19(3–4), 385–404.

Watts, T. D., Elliott, D., & Mayadas, N. S. (Eds.). (1995). International handbook on social work education. Greenwood Publishing Group.

I hope once we complete the article on Colombia it will be exciting to research the state of social work in Honduras.

If you can help us to verify schools of social work in your country please e-mail

Social Work Education in Colombia

Social Work Education in Colombia

Colombia was the first country in Latin America Region we received feedback from local social work educators and thanks to Yuly Marcela Parra Montoya we were able to finalize the list with the latest information on Social Work Education in Colombia that can also be accessed online: We found 27 Schools of Social Work in Colombia

  1. COL Corporación Universitaria Del Caribe (CECAR)
  2. COL Corporacion Universitaria Republican     
  3. COL Fundacion Universitaria Monserrate
  5. COL University College of Cundinamarca
  6. COL Universidad de Antioquia     
  7. COL Universidad de Caldas  
  8. COL Universidad de Cartagena     
  9. COL Universidad de La Guajira
  10. COL Universidad Libre Seccional Pereira Sede Centro     
  11. COL Universidad Externado de Colombia     
  12. COL Universidad del Quindío
  13. COL Sinu University
  14. COL University Foundation Juan De Castellanos     
  15. COL Simón Bolívar University
  16. COL Universidad del Valle    
  17. COL Universidad de la Salle
  19. COL Industrial University De Santander     
  20. COL Universidad Mariana    
  21. COL Universidad Minuto de Dios     
  22. COL Universidad Nacional de Colombia
  23. COL Universidad Pontificia Bolivariana
  24. COL Universidad Metropolitana de Barranquilla
  25. COL Universidad Tecnologica del Choco Diego Luis Cordoba     
  26. COL University Corporation of Meta – Unimeta     
  27. COL Coporacion University Rafael Núñez | Main building     

Thanks to support from Rob Long who compiled the literature on Social Work in Colombia we are ready to proceed with the nest step in writing an academic article on social work education in Colombia:

Bueno, A. M. (2017). Reflexiones históricas sobre el Desarrollo del Trabajo Social en Colombia. Trabajo Social, (19), 67–84.

Cruz Castillo, A. L. (2012). ¿Qué se enseña y se aprende en una práctica de entrenamiento profesional en trabajo social? Prospectiva, (16), 161.

Mejía Naranjo, J. G. (2015). La organización gremial del Trabajo Social en Colombia, 1976-2012. Prospectiva, (19), 441.

Moreno Ávila, O. L., & Giraldo, C. L. (2015). Self-evaluation of the social work practicum: the experience of Universidad del Valle School of Social Work (2005-2010). Prospectiva, (20), 429.

Sierra Tapiro, J. P. (2016). Vigencia de la lucha de clases, proceso de paz en Colombia y desafíos al Trabajo Social. Prospectiva, (22), 229.

Sierra Tapiro, J. P., & Villegas Cardona, S. L. (2011). La formación profesional en Trabajo Social. Vigencia del debate sobre los paradigmas sociales: El caso de la Universidad del Valle. Prospectiva, (14), 48.

Sierra-Tapiro, J. P. (2018). Una aproximación al Colectivo de Trabajo Social Crítico Colombia (TSCC): por una renovación crítica del Trabajo Social. Prospectiva, 139–170.

What country will be next? Help us to verify all Schools of Social Work in your country by sending an e-mail to

Welcome to Kamloops: Three things to Know about Child and Family Social Services in Kamloops

Welcome to Kamloops: Three things to Know about Child and Family Social Services in Kamloops

1: Know where to find the right services for children and families in Kamloops

One can find online KAMLOOPS FAMILY SERVICES Contact Information. This information sheet by EwayKamloops provides one with details related to local services for children and youth. It is organized by the following age groups: Under 6, Children 6 – 12, and Youth. One can also contact Make Children First (MCF) a community coalition of individuals and organizations who believe that it takes a whole community to raise a child. They work to enhance the ability of our community to support the healthy development of children and their families. Interesting Shapedown BC program is available for eligible kids in BC. One can also access online Child &Youth Mental Health Guide for the region.

2: Know how to protect children in Kamloops

A child in BC is a person under the age of 19. Here is the policy on how to report a child in need of protection. “If your child is taken” brochure provides overview of key rights of the parents when a child is removed under the protection concerns. One can also contact Secwepemc Child and Family Services or Metis Commission for Child and Family Services in BC or local Ministry of Child and Family Development (MCFD) for relevant services. Navigating the Child Protection Process presentation provides an overview of Ministry of Child and Family Development and a legal guidance in navigating the child protection process.

3: Know resources where kids have fun in Kamloops

Explore Kamloops With Kids website provides a lot of activities that are designed for kids in Kamloops. One can also find Active Child Care Facilities for Thompson Cariboo Shuswap region. Kamloops/Thompson Community Mapping Study also provides the list of resources for kids. One can also access BC Wild Life Park Map and Winter Fun Map to take your kids to different local attractions.

If you have additional resources for children and families in Kamloops to share please e-mail