বাংলা সারসংক্ষেপ
এই প্রবন্ধে শাহজালাল বিজ্ঞান ও প্রযুক্তি বিশ্ববিদ্যালয় (SUST)-এর শিক্ষার্থীরা সমাজকর্মকে একাডেমিক ডিসিপ্লিন হিসেবে কেন বেছে নেন এবং এ বিষয়ে বিদ্যমান প্রাতিষ্ঠানিক দৃষ্টিভঙ্গি বিশ্লেষণ করা হয়েছে। প্রাসঙ্গিক সাহিত্য, বাস্তব অভিজ্ঞতা এবং শিক্ষার্থীদের সাক্ষাৎকারের ভিত্তিতে তাদের প্রাথমিক অনীহা, পরিচয় সংকট এবং বাংলাদেশের প্রেক্ষাপটে সমাজকর্ম পেশার প্রাতিষ্ঠানিক স্বীকৃতির অভাবজনিত পেশাগত অনিশ্চয়তার বিষয়গুলো আলোচনা করা হয়েছে।
Introduction
Social work is widely recognized as an important profession and academic discipline for sustainable social and economic development in developing countries. Although it is respected internationally, the situation in Bangladesh is quite different. In Bangladesh, students usually choose a discipline or profession based on social recognition, financial security, and future career opportunities (Ahmed & Rahman, 2020). Professions such as the Bangladesh Civil Service (BCS), medicine, engineering, teaching, and nursing enjoy strong social and state recognition (Sakil, 2024; Shila et al., 2025). In contrast, although social work is an applied social science, it is still not officially recognized as an independent profession in Bangladesh (Islam, 2022). Most people see social work as charity or voluntary service. They believe that academic knowledge is not necessary to practice social work and that any voluntary organization can do this work (Hossain & Ahmad, 2020). Another major reason behind students' lack of interest and feelings of inferiority is the uncertainty of their future after graduation. In Bangladesh, there is no specific professional practice system or regulatory council for social workers. As a result, many graduates remain unemployed for a long time, even after completing four or five years of study, including advanced theories and fieldwork. Later, many are forced to work in corporate organizations, banks, or other general jobs where their social work knowledge and practical skills are rarely used. Because of this career uncertainty, most students do not choose social work as a passion or a long-term career. This has become a major psychological and structural barrier to studying social work in higher education. These structural limitations directly influence students’ thinking and their choice of higher education. From an early age, many students in Bangladesh dream of becoming BCS officers, doctors, bankers, or engineers. They believe these professions bring reputation, power, social status, and respect in society (Sakil, 2024; Tasnim, 2024). Very few students naturally dream of becoming social workers. As a result, many students who enroll in the Social Work discipline at Shahjalal University of Science and Technology (SUST) and other public universities do so unwillingly or because of circumstances. Students with relatively lower merit positions in the university admission test often get Social Work because of the compulsory choice list system (Karim & Hossain, 2019). Being admitted to this discipline against their preference creates psychological stress. Many social work students experience feelings of inferiority, frustration, and identity crisis during their first two years at the university. These challenges negatively affect their academic focus and overall performance (Rahman & Parveen, 2021).
In addition, there is no formal field of professional practice or licensing board for social workers. As a result, many graduates are forced to work in jobs that are not related to their academic training in social work (Khan, 2023; Hossain & Ahmad). Because of these limited career opportunities, very few students choose social work out of genuine passion. Another major institutional challenge is the lack of a modern and well-defined curriculum. Many universities revise their curriculum based on teachers’ preferences rather than following the standards recommended by recognized organizations such as the International Association of Schools of Social Work and other professional bodies (Samad & Hossain, 2014; Islam, 2017). At present, only eight public universities in Bangladesh offer undergraduate and postgraduate degrees in social work. In addition, around 300 colleges under the National University offer social work courses at these levels. Although social work education has existed in Bangladesh for more than fifty years, the curriculum has not yet reached international standards. High-quality textbooks and learning materials in the Bengali language are also limited. This makes the discipline less attractive to many students (Azam & Mazid, 2022). In this context, it is important to understand why students choose social work and how universities view this discipline. The experiences of students at Shahjalal University of Science and Technology (SUST), one of the country's leading science and technology universities, deserve special attention. This article includes the views of several first-year students from the Department of Social Work to understand the different reasons and realities behind choosing this discipline. The main objective is to identify the real factors that influence students’ decision to study social work at SUST and to explore the institutional challenges. The findings may help identify ways to make social work a more attractive and professionally recognized career in Bangladesh. Challenges in choosing social work subject are-
1. Involuntary Enrollment
Because of intense competition in Bangladesh's higher education system, most students prefer disciplines that lead to the Bangladesh Civil Service (BCS) or corporate jobs. These subjects are often seen as more prestigious. However, many students with lower merit positions in public university admission tests are placed in the Social Work discipline through the centralized choice list system. They join the department unwillingly and without any prior interest or preparation. As a result, many develop a negative attitude toward their studies from the beginning. They also find it difficult to understand and accept the values and philosophy of the social work profession (Rahman & Islam, 2021). A newly admitted first-year student in the Department of Social Work, Bhoumik Bhattacharya, stated: ‘‘My initial intention was to study Business Administration or Economics at a public university. However, due to my merit position in the admission test, I had to enroll in the Department of Social Work. Now, I will have to study in this department for the next four years. After completing my graduation, I do not know which field I will build my career in.” This involuntary enrollment can have a long-term negative impact on both their academic performance and future professional competence.
2. Identity Crisis
After joining the Department of Social Work, many students experience an identity crisis. In Bangladesh, social work is still not widely recognized as an independent and professional discipline. Subjects such as Computer Engineering, English, Economics, and Political Science receive much higher social recognition. In contrast, many people believe that social work is only voluntary or charitable work and does not require formal education. Because of this misconception, many students feel uncomfortable or embarrassed when introducing their department. Another newly admitted student, Mahira, shared: ‘‘Some of my friends are studying in engineering departments. They can present themselves confidently in society, and they receive greater recognition and respect. However, I feel a sense of inferiority when I introduce myself as a Social Work student because many people believe that Social Work does not offer good career prospects. Others do not regard Social Work as a professional discipline in the same way as other academic fields.’’ This psychological pressure lowers their self-confidence and limits both their academic and social development.
3. Inadequacy of Fieldwork
Social work is a practice-based profession that depends heavily on fieldwork and practical learning. However, social work students in Bangladesh have limited access to quality fieldwork opportunities (Khan & Chowdhury, 2022). There is no strong professional structure to support practical training. As a result, students often cannot apply their classroom knowledge in real-life settings. In many cases, they are placed in organizations that lack qualified social workers or proper supervision. Consequently, fieldwork becomes only a formal requirement rather than a meaningful learning experience. The lack of quality practice settings prevents students from developing the confidence and professional skills needed to deal with real-world social problems.
4. Absence of Specific Career Opportunities
One of the main reasons why students in Bangladesh are less interested in social work is the lack of clear career opportunities in this field (Barkat, 2020). In many developed countries, certified social workers can work in hospitals, courts, schools, and corporate organizations. However, in Bangladesh, there are very few specialized jobs for social work graduates outside the Department of Social Services and NGOs. There is no separate government cadre or professional career track for social workers. As a result, graduates must compete with students from all other disciplines in the general job market. This creates uncertainty about their future. Many students also choose to pursue higher education in other fields to improve their career prospects. A recent graduate of the Department of Social Work, Fazle Rabbi, stated: ‘‘Graduates from disciplines such as Economics, Public Administration, and Political Science are eligible for many government job opportunities, whereas Social Work graduates face significant limitations. This reflects clear discrimination against our discipline.’’
5. Lack of an International Standard Curriculum
The social work curriculum in Bangladeshi universities is not regularly updated to meet international standards. Modern guidelines developed by internationally recognized organizations, such as the National Association of Social Workers (NASW) and the Council on Social Work Education (CSWE), are not adequately followed. Many important topics, including contemporary theories, case studies, mental health, and clinical social work, receive limited attention. In many cases, the curriculum is designed according to teachers' personal preferences or outdated course content. As a result, students receive a curriculum that is more theoretical than practice-oriented. This limits their ability to compete internationally and reduces their chances of becoming skilled professionals for the global job market.
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