Speaker

Dr Mavis Dako-Gyeke
Associate Professor
University Of Ghana

Strengthening the Competency of Social Work Faculty to Deliver Financial Capability and Asset Building Curriculum

Abstract Narrative

“Introduction. The world continues to evolve rapidly in ways that emphasize the need for all to live in dignity. As such, clients’ financial well-being is among the key topics in the social work literature and a central concern of social work practice. Social work practice to enhance people’s financial well-being, especially vulnerable groups, has deep historical roots in the profession. Unlike other fields, social workers offer an important contribution to this subject area by positioning financial literacy within the larger financial capability and asset building system. The promotion of financial capability and asset building (FCAB) is an important and appropriate professional activity for social work as the profession is concerned with individuals, families, and communities’ economic well-being. Given that financial capability is conceptualized as the result of the interaction of human agency (the ability to act) with social structures (institutions that create the opportunity to act), it is consistent with social work’s emphasis on person-environment practice. Therefore, there is a need to integrate financial capability and asset building (FCAB) into the social work curriculum at the University of Ghana. Discussion. Social workers are positioned to assist individuals, families, and communities master skills and improve their current and future financial dispositions. In this presentation, the authors contend that while social work faculty may be willing to incorporate FCAB content social work curriculum, this cannot be well achieved if faculty do not have the requisite knowledge and skills needed to train students accordingly. Building the capacity of faculty would enable them to gain confidence in teaching FCAB by utilizing a specially-designed curriculum. This would enable faculty to become familiar with the (a) different ways that FCAB could be incorporated in social work curriculum, (b) educational opportunities, and (c) curricular resources and ideas for infusing FCAB content into existing courses. Such curricular innovations would enable faculty to help students to develop a deep and better understanding of environmental risks that affect the financial health of low-income individuals and families and resources that could help build FCAB. This is crucial because social workers have key roles to ensure that their clients can understand, access, and navigate favorable financial services and products. Moreover, social work students and practitioners usually work with financially vulnerable individuals, families, groups and communities. Conclusion. Since FCAB is critical for social work education and practice, there is a need for curricular changes that emphasize integrating financial practice into the curriculum. Building faculty capacity will address gaps in knowledge, skills, and expertise among most social work faculty in developing economies. Social work faculty who have financial skills and knowledge would be better placed to contribute to this subject area through teaching, research and extension services. ”

Dr Juliana Svistova
Associate Professor
Kutztown University of Pennsylvania

Theme 6B

Dr Kingsley Saa-Touh Mort
Lecturer
Department of Social Work, University of Ghana

Financial Capability and Asset Building Training in Ghana through Project-Based Learning

Abstract Narrative

“Introduction. The field of financial capability has proliferated since 2010, but the equipping of social work professionals with financial capability and asset building (FCAB) competencies is lagging. Many social workers receive little training and education about helping clients build stable and secure financial lives. Yet, there is a greater need for such professionals who provide social and economic services to ensure that vulnerable populations are fully included in the emerging financial sector. In response, schools of social work in Asia and North America have started to prioritize FCAB training. As far back as 1955, the University of Ghana has provided the foremost social work educational training at higher educational levels in Ghana with a limited focus on FCAB. As social work training programs begin to plan for student training in FCAB, serious consideration should be given to project-based learning (PBL) approaches. PBL, a training approach that incorporates theory and real-world experiences, holds promise for training social workers to be competent in improving clients’ financial well-being. Discussion. This presentation, therefore, will discuss the following strategies for leveraging project-based learning approaches to advance FCAB training in Social Work by (a) identifying and forging collaborations with organizations and agencies that work in the area of FCAB in Ghana to provide field education to students, and (b) building the capacity of faculty and students to engage in community-based FCAB-related research, and (c) building the capacity of field education agencies to design and facilitate effective project-based learning opportunities for practicum students. Thus, the strategies we have proposed have the potential to equip a new cadre of professional social workers with FCAB competencies. These professionals can help clients build new skills while simultaneously helping them connect to economic opportunity structures such as savings, job training, or credit repair programs. Conclusion. This presentation will underscore the value of project-based learning for FCAB training in social work education in Ghana. The presentation will (a) discuss mechanisms through which project-based learning support students to gain real-world experiences while providing needed services, and (b) highlight how the approach helps teachers better support student skills acquisition and development. ”

Mr Adriaan Jordaan
Doctoral Candidate
Stellenbosch University

Perceptions of social workers on the role of financial literacy education in facilitating social development

Abstract Narrative

This paper is based on the findings of a recent study which investigated the perceptions of social workers on the role of financial literacy education as a potential vehicle for poverty alleviation initiatives within South Africa’s social development paradigm. The study aimed to attain the aforementioned by conceptualising poverty within a social developmental paradigm, and to analyse perceptions of financial literacy education initiatives by South African social workers within the realm of a capabilities approach towards poverty alleviation. Studies conducted in countries with similar socio-economic circumstances have shown that financial literacy education can be effective as a vehicle aimed at poverty alleviation and social development. However, there has been a lack of South African studies that have explored and described financial literacy education of social work service users. As such, the study was undertaken to contribute to the body of knowledge associated with themes of financial literacy education and capabilities development. The study was qualitative in nature and made use of semi-structured interviews. Eighteen social workers from various social welfare organisations were selected as participants according to a specific determined selection criterion.
A total of two main themes, seven sub-themes, and subsequent categories were generated from the participant discourses. The main themes profiled service users’ financial literacy and reflected the participants’ perceptions of the role of social work in facilitating financial literacy education. Sub-themes inter alia focussed on social workers’ perceptions of the financial challenges of service users, and the reasons/contexts for their indebtedness and financial illiteracy. Further sub-themes that emerged, elaborated on pertinent role-players used by participants in their financial literacy education endeavours of service users, key factors to consider during the operationalisation of financial literacy education, and specifically what the roles and/or potential roles of social workers are or may be in financial literacy education of service users. Key empirical findings indicated that: (i) financial literacy education initiatives need to be holistic since challenges associated with poor economic circumstances may hinder service user motivation and engagement levels; (ii) increasing service user accessibility to financial resources is imperative by establishing and linking them with a network of resources;
(iii) multiple role-players in social development would be necessary to adequately implement financial literacy education initiatives; and (iv) debt is a crucial challenge that needs to be a key focal point in financial literacy education and capability development as a poverty alleviation initiative. The participants’ perceptions ultimately suggested that financial literacy education by social workers is indeed a powerful vehicle that could assist in poverty alleviation and social developmental initiatives. Various recommendations are presented specifically to social work policy formulators, social work organisations, and social work training institutions, based on the conclusions that were drawn from the study.

Mr Kasule Kibirige
Social Work, Department Head
Uganda Christian University

Education and capacity building for financial capabilities

Mr David Flomo
Lecturer
University Of Regina

Theme 6 B

Biography

Dr. David Ansong is an Associate Professor and the Wallace Kuralt Early Career Distinguished Scholar at the University of North Carolina-Chapel Hill School of Social Work. He is also Faculty Fellow at the Global Social Development Innovations (GSDI) center and a Faculty Director for the Global Assets Building program at the Center for Social Development at Washington University in St Louis. He has expertise in initiating, adapting, and implementing intervention research in resource-constrained countries (Uganda, Ghana, Kenya, South Africa, Nepal, and Ecuador). From 2010 through 2015, Dr. Ansong played a key role in the YouthSave initiative designing and testing the impact of youth savings accounts in Colombia, Ghana, Kenya, and Nepal. Dr. Ansong is also leading a program of research in the United States to test innovative interventions to bolster the financial.