Scielo RSS http://www.scielo.org.za/rss.php?pid=0037-805420150004&lang=en vol. 51 num. 4 lang. en http://www.scielo.org.za/img/en/fbpelogp.gif http://www.scielo.org.za http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0037-80542015000400001&lng=en&nrm=iso&tlng=en The Global Agenda for Social Work and Social Development (2012) reflects the commitment of social workers, educators and social development practitioners to the Post-2015 Development Agenda. The 2030 Agenda for Sustainable Development, effective from September 2015, provides a framework for positioning the Global Agenda to contribute towards a more just society. This paper explores how the four commitments of the Global Agenda link with the 17 Sustainable Development Goals. Implications and opportunities relating to the Global Agenda for social work practice and education are discussed, and guidelines are presented for more sustainable development outcomes for social work practice and education. http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0037-80542015000400002&lng=en&nrm=iso&tlng=en This article provides an outline of the challenging process of teaching, acquiring and internalising social work values, which form an important aspect on which ultimate ethical decision making with clients rests. The supposition is that treating clients impartially, reasonably and justly is dependent on students' understanding and awareness of their thinking about their thinking. Becoming a strong-sense thinker implies a cultivated disposition of mind without privileging one's own views and being skilled in the ability to formulate a disciplined line of questioning. The use of Socratic Questioning (SQ) as a form of professional socialisation to teaching professional values may enable students to eventually develop into reflective practitioners. http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0037-80542015000400003&lng=en&nrm=iso&tlng=en This article is based on a study of the experiences of social workers employed in a public service organisation in the Ethekwini Municipality in KwaZulu-Natal, South Africa. The Constitution of the Republic of South Africa and the profession of social work commit to the pursuit of human rights, social justice and a better life for all. However, an increasing shift towards neoliberalism and new managerialism impacts on the functions and levels of satisfaction of social workers as they deal with the ideal aspirations of the profession and the realities of their day-to-day practice. Informed by critical theory, the research was inspired by the desire for social workers to use the research process to engage in ethical political resistance. http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0037-80542015000400004&lng=en&nrm=iso&tlng=en Pedagogies incorporating technology-enhanced learning (TEL) are growing in social work education. However, there have been few explorations of the effectiveness of use of particular pedagogical designs based upon authentic learning principles in social work education. This paper contributes to such scholarship on teaching and learning using technologies through the analysis of five qualitative case studies of South African social work educators in order to ascertain whether and how the principles underpinning authentic learning are present in their teaching practices. The paper concludes by arguing that the use of TEL in combination with the principles of authentic learning have the potential to support social work students become work-ready. http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0037-80542015000400005&lng=en&nrm=iso&tlng=en This study focused on the value of a field excursion for final-year Social Work students as part of the research module with the aim of integrating the theory and practice of research. Students were expected to do unstructured interviewing with older persons in a deep rural community, with the main focus of the study being on the impressions and experiences of the students. Seven main themes were delineated in this study according to narratives given by participants, namely Social Work and research, feelings of the researcher, knowledge of the self, resilience, infrastructure, challenges facing the community and future perspectives. http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0037-80542015000400006&lng=en&nrm=iso&tlng=en This study focused on the value of a field excursion for final-year Social Work students as part of the research module with the aim of integrating the theory and practice of research. Students were expected to do unstructured interviewing with older persons in a deep rural community, with the main focus of the study being on the impressions and experiences of the students. Seven main themes were delineated in this study according to narratives given by participants, namely Social Work and research, feelings of the researcher, knowledge of the self, resilience, infrastructure, challenges facing the community and future perspectives. http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0037-80542015000400007&lng=en&nrm=iso&tlng=en Improved access to higher education and the increase in student numbers without a simultaneous increase in resources has given rise to numerous challenges. This reflective article considers whether large classes in social work education pose a threat to the professional socialisation of students, which requires that they internalise the values, interests, skills and knowledge of social work. Professional socialisation within social work education, the threat posed by large classes, both in the classroom and field practice education, as well as some possible solutions, are considered in this article. http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0037-80542015000400008&lng=en&nrm=iso&tlng=en This qualitative study explores the impact of adverse childhood experiences (ACEs) of social work students on notions of students' learning profile. Data were obtained from both student and staff participants on third year level within the social work programme during the teaching of a particular module focusing on family wellbeing. The implications of strong reactions during teaching and learning are juxtaposed against the notions of students' learning profile and participants' teaching and learning suggestions. Several recommendations are made that have emerged from the study that attempt to relate to students' learning profile in social work professional learning.