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<div>1. Introduction: Social Work - A Profession without Boundaries: Debates on Global and Contextual Social Work</div><div>2. Social Work Education in Contemporary Indonesia: Issues, Challenges, and Concerns</div><div>3. Challenges in Social Work Education in the Context of Social Work in Japanese Society</div><div>4. Social Work Education in Taiwan: Issues, Challenges, and Prospects</div><div>5. From Ideological Focused Education to Professional Social Work Education</div><div>6. The Development of Social Work Education in Malaysia</div><div>7. Change Management Education in Social Work Degree Programmes in Germany: Bridging the Gap Between Management Science and Professional Practice</div><div>8. Social Work Education in Italy: Problems and Perspectives</div><div>9. The Concept of Professional Identity in Selected Approaches to the Education of Social Work</div><div>10. Danish Welfare State, Social Work Education, and Practice Development and Challenges</div><div>11. Teaching Social Work Skills Online</div><div>12. Social Work Education in Portugal</div><div>13. Social Work in a Local and Global Context - A Swedish Approach</div><div>14. Social Work in a Changing Scandinavian Welfare State: Norway</div><div>15. Social Work Education for Social Justice and Poverty Reduction in Africa</div><div>16. The Context of Social Work Profession and Education in Transitional Countries: The Case of Georgia</div><div>17. Social Work Education in Ireland</div><div>18. Social Work Education in Poland</div><div>19. Socio-Economic and Political Contextual Realities in India: Implications for Social Work Practice</div><div>20. Decolonising Social Work Education in Nepal</div><div>21. Islamic-Based Social Work Practices for Social Development: An Experience in Bangladesh</div><div>22. Social Work Education in Pakistan: An Analysis of Past and Present Practices</div><div>23. Social Work Education in Contemporary Sri Lanka: Issues and Challenges</div><div>24. Movement Towards Indianization of Social Work Education</div><div>25. The Challenging Realities Facing Social Work Education in Palestine</div><div>26. Social Work Education in Botswana: Issues, Challenges, and Prospects</div><div>27. Evolution of Social Work Education in Turkey: A Critical Perspective</div><div>28. Social Work Education and Practice in Bangladesh: Issues and Challenges</div><div>29. Social Work and Social Work Education in Spain</div><div>30. Development of Social Work Education in Slovenia</div><div>31. Research in Social Work Education in Slovenia: From Lateral to Indispensable Course</div><div>32. Social Work in Romania - Education, Professional Life, and Challenges</div><div>33. Czech Social Work from the Social Workers' Perspective and the Consequences for Social Work Education</div><div>34. Social Work in Poland: From the Marginal Position to the Professionalization of Education and Social Work Practice</div><div>35. Sun, Sand, Sea, and Social Work: Issues Facing Social Educators in the Republic of Trinidad and Tobago, West Indies</div><div>36. Reinventing the Singapore Landscape of Social Work Education</div><div>37. Trends of Social Work Development in Hong Kong - Implications to Social Work Education</div><div>38. The Situation and the Future of Social Work Education in Turkey</div><div>39. Social Work Education in Italy: Lights and Shadows</div><div>40. Risks and Benefits of Convergences in Social Work Education: A Post-Colonial Analysis of Malaysia and the UK</div><div>41. Social Work Transformation: National and International Dimensions</div><div>42. Impediments in Professionalizing Social Work Education in Sri Lanka</div><div>43. Social Work and Marginalization in India: Questioning Frames</div><div>44. Dignity and Social Justice</div><div>45. Professional - Yet very Personal and Unavoidably Political: Addressing Assessment in Social Work Education</div><div>46. Social Work in Germany: Between a Nation-State Focus and Transnational Horizons</div><div>47. Decoding the Epistemological Framework of Social Work Research: Attrition of Underrepresented Minority and Marginalized Students in Higher Education in the United States</div><div>48. Clientization, Marginalized Identities, and the Politics of Care</div><div>49. How do we Teach Human Rights in Social Work in the Undergraduate Level?</div><div>50. Role of School Social Work Interns in the US: Voices from the Field</div><div>51. Critical Pedagogy and Social Work Supervision</div><div>52. Field Work Revivified in Classroom: Integrating Theory and Practice</div><div>53. Civil Society, NGOs, and Social Work Education</div><div>54. Community Organizing in Transformative Social Work Practice</div><div>55. Advancing Relationship-Based Social Work Through Minding Gaps Between Service Users, Carers, Social Work Students, and Practitioners: A Case Study Involving Refugees</div><div>56. Social Work Change in Ethiopia and Social Work Responses</div><div>57. Developing Self-Reflexivity in Students Regarding Awareness of Racial Inequalities in Mental Health Service Provision</div><div>58. Changes in Society and Their Reflections in Social Work Education in the Czech Republic</div><div>59. Romanian Social Work Education, Past and Present Crossroads</div><div>60. The Welfare Transformation and the Social Work: A Learning-by-Doing Process Looking for New Balances</div><div>61. Alternative Care of Children in Bangladesh: Challenges and Interventions</div><div>62. Conclusion: Social Work Education in Contemporary World: Issues, Challenges, and Concerns<br></div>

<p><b>Sajid S.M.</b>&nbsp;is Professor in the Department of Social Work and former Pro-Vice Chancellor of Jamia Millia Islamia, India.</p>

<p><b>Rajendra Baikady </b>is Golda Meir Post-Doctoral Fellow at the Paul Baerwald School of Social Work and Social Welfare, Hebrew University of Jerusalem, Israel, and Senior Research Associate at University of Johannesburg, South Africa.</p>

<p><b>Cheng Sheng-Li </b>is Professor in the Department of Social Work in the School of Philosophy and Social Development at Shandong University, China.</p>

<p><b>Haruhiko Sakaguchi</b> is Professor in the Department of Social Welfare at Ryukoku University, Japan.</p>

<p>This handbook addresses the issues and challenges of the delivery of social work education in the contemporary world. It provides an authoritative overview of the key debates, switching the lens away from a Western-centric focus to engage with a much broader audience in countries that are in the process of modernization and professionalization, alongside those where social work education is more developed. Chapters tackle major challenges with respect to curriculum, teaching, practice, and training in light of globalization, providing a thorough examination of the practice of social work in diverse contexts. This handbook presents a contribution to the process of knowledge exchange which is essential to global social work education. It brings together professional knowledge and lived experience, both universal and local, and aims to be an essential reference for social work educators, researchers, and students.</p>

<p>Incorporates research from an international range of scholars doing work in East and South-East Asia, South Asia, Europe, Australia, and North America</p><p>Identifies key emerging issues and challenges for curriculum development</p><p>Each section includes its own introduction providing an overview and comparison of the key themes raised in the chapters</p><p>Presents a comprehensive survey of the field of Social Work Education in a global context, providing comparative perspectives on Social work Education, including the content, curriculum, course structure, course delivery, fieldwork practicum, internships, and professionalization of the discipline</p>

<p>“The editors and contributors to this handbook are to be commended for compiling such a helpful and accessible source of information about social work education around the world today. They also provide an insightful analysis of how social work education has evolved and how it seeks to prepare students to serve their communities in many different countries. It will be a vitally important resource for social work educators, students, and researchers everywhere.” (James Midgley, Professor of the Graduate School and Dean Emeritus of the School of Social Welfare, University of California, Berkeley, USA)</p><p>“While sharing many similarities and common characteristics, such as the global definition and standard with their counterparts in other countries, social work in each country has its own uniqueness due to local socio-politico-cultural factors. In this post-colonial era, we have tried to decentre the Eurocentric discourse of social work. Knowing how social work is practiced and institutionalized in different countries will be one of the decentring strategies. Throughout the years, several sets of edited volumes have been published to introduce the social work of various countries. This new handbook is an exciting and most updated reference that documents and introduces the social work practice of forty-three countries from around the world, many of which have rarely been introduced in the existing literature. I congratulate the editorial team on this meaningful and important contribution to the global social work community.” (Miu Chung Yan, Professor of the School of Social Work, University of British Columbia, Canada)<br></p>

<p>“This handbook is essential reading for lecturers, students, policy makers, and social workers, offering an easily accessible opportunity to read how social work education is experienced in a range of different continents and countries within the same continent. These contributions include not only the usual Western suspects such as the USA, UK, and Australia, but importantly voices from nations less frequently heard in the West including Nepal, Botswana, Ethiopia, and Palestine. The book offers the reader an unparalleled opportunity to discover the width and depth of global social work education that is not evident in any other book. The book asks us to question our preconceptions about social work education, challenging us to consider its heterogeneous nature, its contextualised development, and colonial and post-colonial versions.” (Hugh McLaughlin, Professor of Social Work, Manchester Metropolitan University, UK)<br></p>

<p>“In our century—fraught as it is with rapid socioeconomic and technological change, not to forget unprecedented environmental challenges—a multifactorial analysis offered by this book opens new vistas for social work education.” (Vimla V. Nadkarni, Immediate Past President of the International Association of Schools of Social Work, and Former Dean of the School of Social Work, Tata Institute of Social Sciences, India)<br></p>

<p>“This book is an important contribution to the body of literature not only on social work education, but social work and social development praxis. It has been written at a critical juncture when the world seems to be inundated with new and old threats such as <i>inter alia</i>: racism, xenophobia, gender-based violence, climate change, a migrant crisis, and reactionary politicians ascending to power in the traditional liberal democracies and in other parts of the globe. More than ever, social work education needs to adequately equip students with relevant knowledge and skills to respond to the aforementioned challenges. This book will be useful to educators, practitioners, policymakers, and students as it practically covers sixty chapters from forty-three countries located in different regions of the world.” (Ndangwa Noyoo, Head of the Department of Social Development, University of Cape Town, South Africa)</p>

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