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Africa Social Work and Development Network | Mtandao waKazi zaJamii naMaendeleo waAfrica
Africa Social Work & Development Network | Mtandao waKazi zaJamii naMaendeleo waAfrika

Africa Social Work & Development Network | Mtandao waKazi zaJamii naMaendeleo waAfrika

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YOU ARE HERE » Home » Social Work and Development Student Conference (SWDSC)

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Call for abstracts for Day of the African Child Students Conference 2025 Day of the African Child
Day of the African Child (DAC) 2025 Admin ASWDNet
Examples of feedback authors have received from reviewers for journals associated with ASWDNet Admin ASWDNet

Social Work and Development Student Conference (SWDSC)

  • The Organising Committee
  • 2025
    • Conference details
  • 2024
    • Conference details
  • 2023
    • Conference details
  • Examples of abstracts
  • Types of Presentations
  • Partners
  • How to Become a Conference Partner
  • Resources

2025

Conference details

Register here
Date, Theme & Hashtags
Conference Posters
AU ACERWC DAC25
Abstracts call
Program

Date

Monday, 16 June 2025

Time

08AM-12PM WAT | 09AM-1PM CAT/SAT | 10AM-2PM EAT

Theme

A 14-Year Legacy of policy and practice: Investing in Child Rights through responsive budgeting

Hashtags

#DACC25 #DayOfTheAfricanChild #InternationalDayOfTheAfricanChild

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Below are the posters to share. Pin on notice boards, share on social media and send via emails. Print and post.

Poster pdf

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Day of the African Child (DAC) 2025

              Home DAC

Introduction

The Day of the African Child (DAC) was launched by the Assembly of Heads of State of the Organization of African Unity (OAU) in 1991 to be commemorated on 16 June each year. The DAC pays tribute to the 1976 student uprising in Soweto, South Africa, which resulted in the killings of students who demonstrated against the poor quality of education they received and demanding to be taught in their own language by the apartheid regime. Over the years, the Day has been an opportunity for all stakeholders and actors involved in the protection and promotion of children’s rights in Africa to come together, to consolidate common goals and to tackle the obstacles that stand in the way of achieving an Africa fit for its children.

As guardian of the African Charter on the Rights and Welfare of the Child (ACRWC), the African Committee of Experts on the Rights and Welfare of the Child (ACERWC/Committee) has spearheaded the commemoration of the DAC since 2002. The ACERWC is an Organ of the African Union established in accordance with articles 32 and 33 of the ACRWC mandated to promote and protect the rights and welfare of the child in Africa and monitor its implementation. Each year, the Committee identifies a relevant theme for the Day, which is further adopted by the Executive Council of the AU, organizes and coordinates activities and events to commemorate the Day at continental level.

The purpose of this concept note is to provide guidance to Member States on the main objectives of the theme, and the various measures that should be undertaken by States in the celebration of the theme. The Committee notes that the DAC provides an opportunity for children, Member States, policy makers, organisations and other stakeholders on the continent working on children’s issues to review and evaluate efforts, policies and programmes aimed to protect and promote children’s rights considering the theme. The DAC is called for serious introspection and commitment to addressing the many challenges facing African children.

Background and justification of the theme

In 2010, the theme of the DAC was: “Planning and budgeting for children’s rights: a collective responsibility”. The commemoration of the DAC on this theme was informed by the various challenges the Committee observed on budgeting for children’s rights. The Committee noted that in addition to the lack of resources, the realization of children’s rights was faced by several factors that hinder the design and implementation of programs geared towards the protection and promotion of the rights and welfare of the child. Among these are: failure to take proper account of certain aspects of child protection in national programs, non- efficient use of resources, lack of participation of children in planning and budgeting for programs, lack of strategic information and statistical data and reliable target on the situation of children in some areas, poor coordination of programs, the lack of reliable financial records. The 2010 DAC aimed at exchange of ideas and experiences, reflection and advocacy in Africa on planning and budgeting that will promote a better improvement of living conditions of children in the continent.

The Committee decided that the year 2025 DAC will be commemorated under the theme “Planning and budgeting for children’s rights: progress since 2010”. The theme is aimed at assessing the level of progress achieved in mainstreaming a children’s issues in planning and budgeting by Member States of the AU and further encourage States to assess and reform their mechanisms of budgeting and planning to adopt a child rights-based approach.

The Committee notes from its engagement with Member States that budget for children has shown increase in most countries. However, children continue to face various challenges which call for additional and child sensitive budgeting. Africa still has high rates of child mortality, child malnutrition, stunting, wasting affecting their survival and development. Access to immunization has increased, yet there remain to be underserved areas with millions of children. Poverty remains to be an underlying factor that affects children and results in the violation of their rights such as child labour, separation from parents and caregivers, lack of access to basic services such as education and health. Moreover, the Continent is facing famine, pandemics, armed conflicts, natural disasters, and other emergencies that disproportionately affect children. Harmful practices such as child marriage, female genital mutilation as well as gender-based discrimination are violations of children’s right and often perpetuated due to poverty. Furthermore, children in vulnerable situations are more exposed to violence due to lack of sufficient programming for their specific needs such as children with disabilities, children in street situations, children separated from parents, and children from marginalised and remote areas.

The Committee notes the significant strides achieved by Member States of the African Union through legislative and other measures. To date 51 Member States have ratified the African Charter on the Rights and Welfare of the Child. However, the implementation of the Charter is challenged by several factors including weak institutions and lack of resources. Planning and budgeting for children’s rights enables the needs relating to their fundamental rights to be considered in national processes, which is key to ensuring implementation of their rights in the Charter. Child sensitive planning and budgeting is highly impacted by lack of prioritisation of children’s issues on budget processes. African Countries tend to spend more on other priorities such as military and peace and security which result in less investment in children. Line ministries dealing with children’s issues are not politically placed in higher status as opposed to other ministries which impacts the amount of resource that will be allocated to their mandate. Ineffective management of national resources due to lack of sufficient regulatory frameworks and laws and administrative practices also affects children’s budget. Governments are obliged to ensure that there is an effective resource mobilisation and allocation through their fiscal and regulatory policies including tax laws. However, if such laws and policies are not child sensitive, they may have an adverse effect on children, for instance by increasing the price of goods and services consumed by children. Moreover, lack of proper regulation results in a loss of funds and resources through illicit flows or other factors. In addition, corruption which remains to be prevalent in the Continent affects child’s share of the national budget. More specifically, lack of accountability in the budget allocated for children coupled with lack of effective execution of the children’s budget to the right cause hinders the realisation of child sensitive budgeting and planning. Furthermore, children are not engaged in plans and budgeting processes concerning them which impacts the integration of their needs and views in decisions that impact their lives.

The Committee also notes that the demography of Africa calls for a compelling action to align planning and budgeting with child rights approach. In 2021, Africa had 650 million children and in 2023 it was estimated that Africa has 40% under 15 years population which is higher than the global average of 25%. By 2055, Africa will be home to around 1 billion children, or 40 percent of the world’s population. This demographic dynamic of Africa calls for increased investment on children to build a better future for the continent. The Committee also notes that Africa’s Agenda 2063 and the Sustainable Development Goals of 2030 cannot be achieved without sufficient investment on children.
Moreover, Africa’s aspirations towards eradication of poverty, development of human capital, and economic growth cannot be realised unless investments are directed towards children. By investing in children today, States build a resilient economy, increase employment and productivity thereby increasing economic gains for countries. Moreover, by fighting unemployment and building a healthy and thriving society, States prevent causes for instability and conflict. Therefore, investing on children today is the key to achieving a prosperous, stable, and secure Africa.

Full concept note.

DAC DAC THEME
Day Of The African Child (DAC) 2025 PLANNING AND BUDGETING FOR CHILDREN’S RIGHTS: PROGRESS SINCE 2010
Day Of The African Child (DAC) 2024 Education For All Children In Africa: The Time Is Now
Day Of The African Child (DAC) 2023 The Rights Of The Child In The Digital Environment
Day Of The African Child (DAC) 2022 Eliminating Harmful Practices Affecting Children: Progress On Policy & Practice Since 2013
Day Of The African Child (DAC) 2021 30 Years After The Adoption Of The Charter: Accelerate The Implementation Of Agenda 2040 For An Africa Fit For Children
Day Of The African Child (DAC) 2020 Access To A Child-Friendly Justice System In Africa
Day Of The African Child (DAC) 2019 Humanitarian Action In Africa: Children’s Rights First
Day Of The African Child (DAC) 2018 No Child Left Behind
Day Of The African Child (DAC) 2017 The 2030 Agenda For Sustainable Development For Children In Africa: Accelerating Protection, Empowerment And Equal Opportunity
Day Of The African Child (DAC) 2016 Conflict And Crisis In Africa: Protecting All Children’s Rights
Day Of The African Child (DAC) 2015 25 Years After The Adoption Of The African Children’s Charter: Accelerating Our Collective Efforts To End Child Marriage In Africa
Day Of The African Child (DAC) 2014 A Child Friendly, Quality, Free And Compulsory Education For All Children In Africa
Day Of The African Child (DAC) 2013 Eliminating Harmful Social And Cultural Practices Affecting Children: Our Collective Responsibility
Day Of The African Child (DAC) 2012 The Rights Of Children With Disabilities: The Duty To Protect, Respect, Promote And Fulfill
Day Of The African Child (DAC) 2011 All Together For Urgent Actions In Favor Of Street Children
Day Of The African Child (DAC) 2010 Planning And Budgeting For The Rights Of The Child: A Collective Responsibility
Day Of The African Child (DAC) 2009 Africa Fit For Children: A Call For Accelerated Action Towards Child Survival
Day Of The African Child (DAC) 2008 Child Participation
Day Of The African Child (DAC) 2007 Combat Child Trafficking
Day Of The African Child (DAC) 2006 Right To Protection; Stop Violence Against Children
Day Of The African Child (DAC) 2005 Africa’s Orphans And Vulnerable Children: Our Collective Responsibility
Day Of The African Child (DAC) 2004 Child And The Family
Day Of The African Child (DAC) 2003 Birth Registration
Day Of The African Child (DAC) 2002 Popularizing The African Charter On The Rights And Welfare Of The Child

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For you to get a chance to present, you will need to submit an abstract. An abstract is a statement that introduces a report, article or research in a summarised way. Submit abstract to asw@africasocialwork.net before 30 May 2025. You can also submit via Google form. Please follow these guidelines:
    • Your abstract should have a title.
    • Your name, email and institution and college level (if available).
    • The abstract paragraph should have an opening sentence introducing the topic, clarification of the research gap\questions/needs/purpose, methods used to collect data (e.g. personal experience, stories, photo taking, family interviews, baliano, literature review, documents, social media), summary of the data or findings, conclusions reached and recommendations or implications.
    • Abstract should be 200 words long – single paragraph and no sub-headings.
    • Abstract should report academic or no-academic research that has already been done or that will be completed before 14 June 2024 OR could be based on your experience or reflections at home, in the community, at university, during placement.
    • There should be no references in the abstract.
    • Prioritise African philosophy, theories, sources of knowledge and research methods.
        • Africa research methods can be read here – https://africasocialwork.net/research/
        • African theories can be read here – https://africasocialwork.net/african-theories-of-social-work/
        • African philosophy can be read here – https://africasocialwork.net/african-philosophy/
        • Ubuntu (Africa’s philosophy) – https://africasocialwork.net/ubuntu-database/
    • It is ok to write the abstract in your own language, to use words from any African language in the abstract, title or key words.
    • Add 5-8 key words – all key words must be used in the abstract paragraph.
CALL FOR ABSTRACTS DACC25- Social Work and Development Student Conference (SWDSC) Please download and share this call for abstracts poster.

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2024


Conference details

PROGRAMME DACC24- Social Work and Development Student Conference (SWDSC) V5-FinalDownload

Theme

Children’ protection, rights and responsibilities

Poster

Date and Time

Friday, 14 June | 08AM-12PM WAT | 09AM-1PM CAT/SAT | 10AM-2PM EAT

*Sunday, 16 June will be Day of the African Child (DAC).

Hashtag #DACC24

Day of the African Child Conference 2024

URL: https://africasocialwork.net/DACC24

Abstract submission

For you to get a chance to present, you will need to submit an abstract. An abstract is a statement that introduces a report, article or research in a summarised way.

Submit abstract to asw@africasocialwork.net before 13 May 2024. Please follow these guidelines:

  • Your abstract should have a title.
  • Your name, email and institution and college level (if available).
  • The abstract paragraph should have an opening sentence introducing the topic, clarification of the research gap\questions/needs/purpose, methods used to collect data (e.g. personal experience, stories, photo taking, family interviews, baliano, literature review, documents, social media), summary of the data or findings, conclusions reached and recommendations or implications.
  • Abstract should be 200 words long – single paragraph and no sub-headings.
  • Abstract should report academic or no-academic research that has already been done or that will be completed before 14 June 2024 OR could be based on your experience or reflections at home, in the community, at university, during placement.
  • There should be no references in the abstract.
  • Prioritise African philosophy, theories, sources of knowledge and research methods.
    • Africa research methods can be read here – https://africasocialwork.net/research/
    • African theories can be read here – https://africasocialwork.net/african-theories-of-social-work/
    • African philosophy can be read here – https://africasocialwork.net/african-philosophy/
    • Ubuntu (Africa’s philosophy) – https://africasocialwork.net/ubuntu-database/
  • It is ok to write the abstract in your own language, to use words from any African language in the abstract, title or key words.
  • Add 5-8 key words – all key words must be used in the abstract paragraph.

African Union DAC Concept Note 2024

Use this link to read full concept note.

African Committee of Experts on the Rights and Welfare of the Child – DAC webpage

Theme

AU DAC theme for 2024: EDUCATION FOR ALL CHILDREN IN AFRICA: THE TIME IS NOW

Reporting template

DAC-Reporting-Template-Monitoring-Framework-for-Reporting-on-Commemoration-of-the-Day-of-the-African-Child-2024Download

2023

Conference details

Friday, 16 June | 08AM-12PM WAT | 09AM-1PM CAT/SAT | 10AM-2PM EAT

16 June is Day of the African Child (DAC).

Details

The conference is organised by students on 16 June which is the Day of the African Child (DAC) and also South African Youth Day. All students are invited to take part – Diploma, Associate or Bachelor degree, Master Degree and Doctoral Degree. Students will select a theme, design materials, make a call for presenters, invite speakers, review abstracts, create the schedule, moderate, chair and report.

The conference is an important opportunity to prepare students for future leadership, academic and research roles to advance social work and development, not only in Africa but globally.

Themes

  • Children in social work and development.
  • The Rights of the Child in the Digital Environment which is the DAC 2023 theme.
  • Learning to be a social or development worker.
  • Social work and development approaches focusing on those most suitable to Africa.

Abstracts

For you to get a chance to present, you will need to submit an abstract of 50 words. An abstract is a statement that introduces a topic, provides the main ideas and a conclusion. For statements about research, you add the methods used. Do not put references in the abstract. If you abstract is longer than 50 words (should not exceed 200 words), you can email it to asw@africasocialwork.net.

Program

The conference will be done in four hours. The table below will be updated as in formation becomes available.

Please note changes may happen to the program.

Session & TimePresentersTitles and Abstracts
1ST HOURCHAIR & MODERATOR SESSION 1Atuhairwe Collins, Student, Master of Social Work, Makerere University, Uganda and Dr Kingsley U. Chigbu, University of St Thomas, School of Social Work
 OPENING REMARKS  Danzel Rademan, Student, Bachelor of Social Work, University of the Free State, Bloemfontein Campus, South Africa Tatenda Sukulao, Bachelor of Social Work, Midlands State University, Zimbabwe
1Danzel Rademan (University of the Free State, South Africa)Personal Experiences of a Fourth-Year Social Work Student: Insights into South African Social Work Education and Professional Development: This presentation offers insights into the personal experiences of a fourth-year social work student at the University of the Free State (UFS), Bloemfontein, South Africa. The student reflects on how the Bachelor of Social Work Curriculum at the UFS prepared him for practice, drawing upon the three primary methods of social work – casework, group work, and community work. Furthermore, the presenter discusses core social work skills and competencies required to render services to diverse clients within the South African context. Finally, this presentation highlights the student’s personal and professional development throughout his studies and how he  integrates social work ethics in practice to be a champion for social justice. Key words: Personal experiences, casework, group work, community work, social work skills
2Kingsley U. Chigbu, Ph.D., LICSW, Assistant Professor & Doctoral Program Assessment Coordinator, University of St Thomas, Morrison Family College of Health, School of Social Work“Social Work as a Driving Tool for Africa’s Development”: This presentation will look at a conceptual model of social work engagement in Africa, as well as ways to implement the strategy, focusing on the Wicked Problems that are currently challenging Africa’s development and existence.   Participants will: 1. Define the wicked problems underlying Africa’s developmental challenges 2. Review ways to apply education as a tool for addressing the Wicked Problems facing Africa3. Discuss  ways to activate Positive Distress as a means for engaging Africa’s Wicked Problems.
3Nkqubela Aphiwe Ntloko (Nelson Mandela University, South Africa)  Social workers’ historical and contemporary understanding of the social development approach: Colonialism and apartheid influenced South African social welfare policies. After South Africa gained political freedom in 1994, democratic social welfare laws like the White Paper for Social Welfare were implemented (1997). Despite democratic social development initiatives, poverty, unemployment, and inequality marginalise most South Africans. Eurocentrism dominates social work practice and education with significant proposals for higher education decolonisation and indigenisation. Participatory action learning action research conceptualised this study (PALAR). PALAR uses critical, transformational, and democratic research methods to build a social work practice approach for African social systems in South Africa. Afrocentric social work practice was co-constructed for South Africa by black social workers who were purposefully and conveniently selected. The objective was to understand social workers’ historical and present conceptualisations of the social development approach. Preliminary findings imply that social development does not address structural inequalities in South Africa, such as race and the land question. For example, after a decade of its adoption, the approach has not significantly addressed large-scale poverty and unemployment.  Social development in practice is welfarist, disempowering, not community-based, and insensitive to African culture. Social development services are not adequately integrated. South African social work needs to be reimagined. Keywords: social work, social development, colonialism, social welfare, social work practice, African.
4Patrick Ecima (Uganda Christian University)Learning to be a Social and Development Worker. Who Social and Development Worker is, what are the roles played by Social Worker in Development
5Nqobile Masimula, (Rajagiri College of Social Science, India)Learning to be a social and development worker: Key words: Social work practice
2ND HOURCHAIR & MODERATOR SESSION 2Takudzwa Banda, Student, Bachelor of Social Work, University of Zimbabwe, Zimbabwe  and Danzel Rademan, Student, Bachelor of Social Work, University of the Free State, Bloemfontein Campus, South Africa
6Elizabeth Chanyau (Midlands State University, Zimbabwe)Use of strength-based perspective to empower children in communities: Strengths-based practice is a collaborative process between the person supported by services and those supporting them, allowing them to work together to determine an outcome that draws on the person’s strengths and assets. This paper seeks to show how strength based perspective can be applied to child protection and children’s rights. Working in a collaborative way promotes the opportunity for children to be co-producers of services and support rather than solely consumers of those services. In child protection context, strengths based practice is solution focused and views the safety of the child or young person as paramount. It uses the strengths of individuals and families to develop strategies to achieve safety and change. It appreciates that the valuable skills and experiences children have is key to getting alongside them and co-producing. Principles of the strengths based approach include, social workers best save the clients by collaborating with them, every environment is full of resources and children have the capacity to determine what’s best for them. However, weaknesses of this approach in child protection include the fact that, children can be manipulated by money leading to emotional and sexual abuse in private sectors and the approach also ignores people’s problems can be heavy to such an extent they will not share or disclose to anyone.
7Nwatu Juliet (Nigeria)Exploring the roles of social workers in creating a safe and empowering digital space for children in Nigeria. Key words: Digital space, Children, social workers, Nigeria
8Emordi, Promise Jude and Egbuchulam, Prisca Chibuzor (University of Nigeria, Nsukka)Internal insecurity in Nigeria and the conundrum of out-of-school children: Governments worldwide are responsible for ensuring the safety and security of their citizens and providing uninterrupted access to quality education. Unfortunately, the Nigerian government has faced challenges in fulfilling these responsibilities, resulting in a rise in out-of-school children. This study investigates the impact of internal insecurity, including incidents of student kidnapping and attacks on schools by bandits and terrorists, primarily in northern Nigeria, on the educational system. Relying on system theory, documentary data collection, and interpretative data analysis methods, the study explores how these security challenges have contributed to the growing rate of out-of-school children. The findings reveal that student kidnapping and incessant attacks on schools, coupled with the antecedent school closures, have hindered the accessibility and affordability of basic education, leading to an increase in the number of out-of-school children in Nigeria. Based on the results, the study recommends government prioritisation and increased funding for education, as well as providing scholarship support and the deployment of armed education marshals to vulnerable students and schools from security-challenged states. Keywords: Education, security, internal insecurity, school closure, out-of-school children, Nigeria.
9Dr Rugare Mugumbate, ASWNET; University of Wollongong; University of JohannesburgKuumba/Mentoring future leaders in social work and development: a conversation with conference organisers. The Africa Social Work Network (ASWNet) creates, aggregates and disseminates information and resources to facilitate Social Work and Development on the African continent. It was formed in 2020. The pan-African focus that the Network adopted has its history in the work of the Association of Social Work Education in Africa (ASWEA) which was formed in Alexandria, Egypt, in 1965 and operated from 1973-1989. The ASWNet has developed ways of moulding and mentoring young people, for, they are the future of social work and development. These are the Kuumba | Mentoring Group (K|MG) and the Social Work and Development Student Conference (SWDSC) held annually during Day of the African Child, beginning 2023. This presentation will provide information about these two programs and how they contribute to the future of social work and development in Africa.Key words: kuumba, mentoring, leadership, social work, development, Africa.
10James Dominic Shalom Sithole, Masters of Social Work student, University of ZimbabweTBC
3RD HOURCHAIR & MODERATOR SESSION 3Dr Rugare Mugumbate, ASWNET; University of Wollongong; University of Johannesburg and Norman T. Manyika, Student, Bachelor of Social Work, University of Zimbabwe, Zimbabwe
11Edwin A Snorton Jr Edwin A. Snorton, Jr is my name, a Bachelor of Social Work student from the African Methodist Episcopal University in Monrovia, Liberia.Using aquaponics to fight against hunger: The joint effort to address malnutrition amongst school children in Liberia through Aquaponics particularly at the More Than Me Academy by the social work students at the AME University and  the Extra curriculum Lead at Hilltop Schools came about when the nurse at the Academy started her regular malnutrition and deworming assessment where  she discovered  that 20% of the students in the elementary section were malnourished. Students of Social Work department doing Internship at the MTMA came together and brainstormed on ways of addressing this health deficiency crisis. The interns finalized that in other to address the malnutrition issues among the students, they will provide nutritious meal highlighted from the food pyramid. This effort aligns with goal two of the Sustainable Development Goal (SDG) which envision a zero hunger world, we later discussed about a more sustainable methods of ensuring that all the kids including the ones with malnutrition at the Academy continue having a healthy diet during their days in schools. From this discussion, we as students decided to embark on a garden project which will serve as the main source of nutrients that will matched that of the pyramid.Key words: Service, SDG Goal 2 (zero hunger), Community development, Social development, Collaboration, Commitment
12Cornelius Dudzai, (BSW and MSW, University of Zimbabwe), PhD Student, University of Wollongong, School of Health and Society  Environmental empowerment: A new approach to poverty eradication in Africa: Most of the rural population in Africa is affected by poverty. High levels of poverty are witnessed through food shortages, low life expectancy and environmental degradation. Arguably, poverty in general and in Africa specifically is partly caused by a poor environment. An environment that is poor impoverishes its population. There are two types of poor environments in Africa; an environment that is inherently poor and another which is made poor by human beings. To deal with poverty and underdevelopment in Africa, social workers must empower the natural environment. An empowered environment capacitates community development. As it stands, social work in Africa focuses on empowering the poor who reside within an impoverished environment and to that effect, social work empowerment programmes are ineffective. 
13Brilliant Asamoah
University of Cape Coast, Ghana; First Class Honours in Agricultural Extension and Community Development; Research collaborator at African Health and Ageing Research Centre, Winneba, Central Region, Ghana.
How food insecurity experience among older adults can provide evidence for an innovative and system-led social work practice interventions in a communal Ghana: As people grow older and  lose capacity to maintain activity in securing food for themselves either because of functional disability or financial incapacity, there should be a meso and or macro support services to ensure food security amongst them. In Ghana, evidence show that most older people report food insecurity, necessitating a need for a reflection on how social work professional (with its core mandate) can innovatively and culturally promote food security for older adults in Ghanaian context. Deploying descriptive qualitative analysis, this study presents the qualitative findings of older adults’ experiences of food insecurity across three regions of Ghana. Overarchingly, the analysis identified three major themes related to food insecurity experience recurrent to all or most of the participants. The themes include 1) sources of food items for older adults; 2) perspective on accessibility to food; 3) finances determining older adults’ food accessibility. Results are discussed in relation to existing literature and social work implications. Social work profession in Ghana can adopt innovative and culturally sound approaches, including ‘nnoboa’ in ensuring food security for older adults. The findings contribute to the evidence base for social work, elaborating the in-depth understanding of the experiences of food insecurity in old age.
14Angelina Nkrumah(Rajagiri College of Social Science, India)Awareness and involvement of teachers in the implementation of (school feeding program) for adolescents in the Ashanti region of Ghana: Health promotion promotes wellness. Ghana seeks SDGS targets 2 and 3—zero hunger and universal health—by 2030. Ghana favors teens. Secondary data examined teachers’ involvement in the Nutritional Health Policy and school feeding program participation. Key words: Awareness, adolescent, involvement, program
15Tanatswa Silvanus Chineka (LPSW, MSW, HSW)The growing demand for social work training in Zimbabwe and the implications for a social development approach in training
4TH HOURCHAIR & MODERATOR
SESSION 4
Never Winnie James Sebit, South Sudan; Student, Bachelor in Social Work, Rajagiri College of Social Sciences, India and Tatenda Sukulao, Student, Bachelor of Social Work, Midlands State University, Zimbabwe
16Eric Mamukeyani (University of Limpopo, South Africa)University of Limpopo, Department of Public Health, School of health care sciences, South AfricaCurrent degree: PhD in Public HealthLiterature review on the Ubuntu African approach to guide the development of disability programmes in rural communities in South Africa: Disability is a very solemn issue, as many people in rural communities struggle to accept and cope with it; this leads to the escalation of neglect and abuse cases of people with disability in rural communities requiring social workers’ intervention. This paper outlines this problem using a scoping literature method whereby already published literature on Ubuntu and disability was perused which resulted in the development of two themes: the plight of people with disability and the gap that exists in intervention. This paper indicates that there is a lack of structured programmes to address disability in rural communities. Therefore, the Ubuntu approach is ideal for guiding the development of disability programmes which will empower individuals, families and communities to cope with disability as well as strengthen intervention by social workers. Keywords: Disability, Programme, Intervention, Social worker, Ubunt
17Tessy OzobialuTBC
18PARTNERS DISCUSSION PANELStudents as future leaders: opportunities, strategies and challenges.   PARTNERS Midlands State University, ZimbabweMakerere University, UgandaUniversity of ZimbabweRajagiri College of Social Sciences, IndiaNational Ass of Social Workers, ZimbabweAfrican Health & AgeingResearch Centre, GhanaPeople Centred- Journal of Development Administration (JDA)
 CLOSING REMARKS  Never Winnie James Sebit, South Sudan; Student, Bachelor in Social Work, Rajagiri College of Social Sciences, India and Atuhairwe Collins, Student, Master of Social Work, Makerere University, Uganda

Download Program (pdf)

Program-Final-Social-Work-and-Development-Student-Conference-SWDSCDownload

Examples of abstracts

Chanyau, E. (2023). Use of strength-based perspective to empower children in communities. People centred – The Journal of Development Administration (JDA), 8(3), 91. Social Work and Development Student Conference (SWDSC), 16 June 2023.

Snorton, E. A. Jr (2023). Environmental empowerment: A new approach to poverty eradication in Africa. People centred – The Journal of Development Administration (JDA), 8(3), 92. Social Work and Development Student Conference (SWDSC), 16 June 2023.

Dudzai, C. (2023). Environmental empowerment: A new approach to poverty eradication in Africa. People centred – The Journal of Development Administration (JDA), 8(3), 93. Social Work and Development Student Conference (SWDSC), 16 June 2023.                          

Asamoah, B. (2023). How food insecurity experience among older adults can provide evidence for an innovative, system-led and culturally-sound social work practice interventions in a communal Ghana. People centred – The Journal of Development Administration (JDA), 8(4), 128. Social Work and Development Student Conference (SWDSC), 16 June 2023.                                

Mamukeyani, E. (2023). Literature review on the Ubuntu African approach to guide the development of disability programmes in rural communities in South Africa. People centred – The Journal of Development Administration (JDA), 8(4), 129. Social Work and Development Student Conference (SWDSC), 16 June 2023.                              

Rademan, D. (2023). Personal experiences of a fourth-year social work student: insights into South Africa social work education and professional development. People centred – The Journal of Development Administration (JDA), 8(4), 130. Social Work and Development Student Conference (SWDSC), 16 June 2023.   

Types of Presentations

The conference will include but will not be limited to:

  • Presentations on The Rights of the Child in the Digital Environment which is the DAC 2023 theme.
  • Presentations on learning to be a social or development worker
  • Presentations of thesis or dissertations
  • Presentations of fieldwork
  • Presentation of essays and reflections
  • Mentoring-focused sessions
  • Community-engaged sessions
  • Technology-focused sessions
  • Employer-focused sessions
  • Publishing-focused sessions
  • Scholarship-focused sessions
  • Social media focused sessions
  • An exemplary essay
  • An exemplary thesis or dissertation
  • A exemplary research report
  • Research paper being prepared for a journal or already published
  • Book chapter or draft manuscript of a book chapter
  • An exemplary fieldwork report
  • Poster
  • Blog post
  • Practice reflection
  • Your personal, family and community experience relevant to conference themes.
  • A case study.
  • A project proposal
  • A community development plan
  • A policy review
  • A needs analysis report
  • An project evaluation report (use the Made in Africa Evaluation approach)

The Organising Committee

Lwazi Mavuso, Eswatini, Master of Social Work, UKZN, South Africa

Chairperson

Tatenda Sukulao, Student, Master of Social Work, Midlands State University, Zimbabwe

Vice-Chairperson

Willard Muntanga, Student, Great Zimbabwe University, MSC Peace Leadership and Governance Studies, Zimbabwe

Secretary

Danzel Rademan, Student, Bachelor of Social Work, University of the Free State, Bloemfontein Campus, South Africa

Member, Past Chairperson

Atuhairwe Collins, Student, Master of Social Work, Makerere University, Uganda

Member, Past Vice-Chairperson

Never Winnie James Sebit, South Sudan; Student, Bachelor in Social Work, Rajagiri College of Social Sciences, India

Member, Past Secretary

Norman T. Manyika, Student, Bachelor of Social Work, University of Zimbabwe, Zimbabwe

Committee member

Takudzwa Banda, Student, Bachelor of Social Work, University of Zimbabwe, Zimbabwe

Committee member

Ighalo Jennifer Benita, social work student, University of Benin, Nigeria

Committee Member

Christabel Okoroafor, Student, University of Nigeria, Bachelor of Social Work, Nigeria

Committee member

Haggai Muchapondwa, Bachelor of Social Work, Zimbabwe ezekiel Guti University, Zimbabwe

Committee member

Ziyandiswa Fono

Committee member

Devotion Mahamba, Student, Master of Social Work, Midlands State University, Zimbabwe

Committee member

Partners

  • Midlands State University, Zimbabwe
  • Makerere University, Uganda
  • University of Zimbabwe
  • Rajagiri College of Social Sciences, India
  • National Association of Social Workers, Zimbabwe
  • African Health & Ageing Research Centre, Ghana
  • People Centred- Journal of Development Administration (JDA)
  • University of Benin (UNIBEN), Nigeria
  • Zivo Publishers, Zimbabwe
  • Eswatini Medical Christian University, Eswatini

How to Become a Conference Partner

To become a partner, send an email to asw@africasocialwork.net

As partner, we expect that you will achieve at least 4 of the following:

  • Share your logo for use in conference documents and promotional material.
  • Select a student to join the organising committee.
  • Select 2-5 students to present.
  • Select an academic to present or chair at the conference.
  • Arrange for students’ attendance of the conference.
  • Link at least one assessment to the conference.
  • Link the conference to research training for students.
  • Link the conference to fieldwork for students.
  • Fund the conference (Best Paper or Best Project; Awards/Rewards/Incentives for Organisers).
  • Promote the conference on social media, notice boards, website and in classrooms.

Resources

https://africasocialwork.net/2021/06/16/day-of-the-african-child-dac-16-june-2021/

https://africasocialwork.net/2022/02/11/twelve-12-tips-and-information-for-prospective-doctoral-students/

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