Social Work is a dynamic profession inculcating the values of social justice, equality and diversity at its core. The diverse and uniqueness in the profession allows- meaning, action and power to make difference for the individuals, families, groups and communities. Society’s wellbeing as a whole and having a focus on the development of the vulnerable sections of the society is the primary focus of Social Work. With the constant changes and demand in contemporary society the curricula also need to be more focused on skills and outcome oriented higher education systems that improves the employability of the graduates. Academic resources and technological aids used in the curriculum lead to more fruitful learning outcomes and raise the quality of teaching and research across all higher education institutions.

         Contemporary India with the population of young generations below the age of 25 years, demands extra attention to the curriculum to meet the competency of the new era. The curriculum should address the needs of students aspiring for professional education to make them well equipped with knowledge and skills needed for the job market.

      There is a need to inculcate in them an attitude for life-long learning and understand the need for ongoing skill development. It therefore posits the need for paying attention to skill building and enhancing employability of these youth and to give them the direction for building the foremost nation of the world. In this direction, the institutions of higher education have an important role to play. Social Work is a dynamic profession and always endeavors to respond to fresh challenges. Located in the very depth of the socio-cultural milieu, its very existence depends on this response to a changing context. It addresses the concerns of society and develops young social work professionals with the best of knowledge, skills and attitudes. As is the case with other professions, Social Work too has a ‘science’ and an ‘art’ to it. Besides its core domains, it draws upon other disciplines. Social work differs from any other helping profession as it emphasizes on the person-inenvironment model and social justice. Social workers merely consider individuals’s internal struggle as other helping professional might, they also work with people to examine their relationship,family histories, work environment , community environment and the structures and policies that impact them in order to identify ways to help address a problem or challenges.Social work practice is strength-based as social workers help clients identify their problems,determine their skills and capacities and then analyze that those strengths might be applied to overcome the identified problems.

      The Preamble of the Undergraduate Curriculum Framework-2022 underlines the historical perspective, philosophical basis, and contemporary realities of higher education as enshrined in the National Education Policy 2020 and endeavors to synchronize these cornerstones while charting the road ahead for the state of higher education. Bachelor of Social Work (BSW) is an undergraduate programme/course aimed at preparing its learners to be Professional Social Workers at the grassroots levels.

     Contemplating Social Work as a practice-based profession, BSW course is designed by incorporating both the theory and practicum (fieldwork) in the course. This course will help to imbibe right values, knowledge, attitudes, skills and sensitiveness required to meet the contemporary demands. In order to meet the challenges of the present scenario the programme is strongly committed to a diverse learning environment, in which respect for dignity and worth of all human being and understanding of diverse conditions are practiced. Considering the contemporary/ present scenario the programme is strongly committed to diverse learning experiences, and practicing the respect, values and ideals.The CBCS provides a choice for students to select from the prescribed courses (core, elective or minor or soft skill courses). As per UGC guidelines, courses in a programme may be of three kinds: Core, Elective and Foundation.

      Core Courses: Since, social work is a practice-based profession; hence, the courses offered are of vital significance in overall learning process of the students. Under this programme, students will have to study total 22 major subjects at a deep level for Bachelor with Honours with Research in Social Work which are called Core Courses (CC). These major subjects include theory, methods and areas of social work and research-based project. In the researchbased project, students will be offered to learn research methodology and prepare a small dissertation. In addition, field work practicum is the back bone of the social work education which involves multiple learning pedagogies and activities in real life situations.

      Ability Enhancement Course (AEC): In the CBCS scheme of Undergraduate Programme, students will choose total 2 mandatory subjects of their liking for additional knowledge and building their competencies outside their main subjects of study. These subjects are called AEC shall have courses in English/MIL Communication, and Environmental Science.

      Skill Enhancement Course (SEC): The social work stream offers a wide variety of courses as minor subjects those will help the students to learn about the national and global scenario of social work in an interdisciplinary mode and enhance their knowledge for getting employment or initiating for self-employment related to social welfare, development and allied areas.

      Generic (GE): The “Generic Elective” focusing on those courses which add generic proficiency to the students and also engages interdisciplinary character of the subject.

      The graduate attributes reflect the particular quality and feature or characteristics of an individual, including the knowledge, skills, attitudes and values that are expected to be acquired by a graduate through studies at the higher education institution (HEI) such as a college or university. The graduate attributes include capabilities that help strengthen one’s abilities for widening current knowledge base and skills, gaining new knowledge and skills, undertaking future studies, performing well in a chosen career and playing a constructive role as a responsible citizen in the society. The graduate attributes define the characteristics of a student's university degree programme(s), and describe a set of characteristics/competencies that are transferable beyond study of a particular subject area and programme contexts in which they have been developed. Graduate attributes are fostered through meaningful learning experiences made available through the curriculum, the total college/university experiences and a process of critical and reflective thinking. The learning outcomes-based curriculum framework is based on the premise that every student and graduate is unique. Each student or graduate has his/her own characteristics in terms of previous learning levels and experiences, life experiences, learning styles and approaches to future career-related actions. The quality, depth and breadth of the learning experiences made available to the students while at the higher education institutions help develop their characteristic attributes. The graduate attributes reflect both disciplinary knowledge and understanding, generic skills, including global competencies that all students in different academic fields of study should acquire/attain and demonstrate.Some of the characteristic attributes that a Social Work graduate should demonstrate are as follows:

Disciplinary Knowledge: Capable of demonstrating comprehensive knowledge and understanding of one or more disciplines that form a part of an undergraduate programme of study. Awareness of the social context, policies and programmes directed towards social development; understanding of social problems, social legislations and the rights based approach.

Communication Skills: Ability to express thoughts and ideas effectively, demonstrate the ability to listen carefully, read and write analytically, and present complex information in a clear and concise manner to different groups. Develop skills in verbal and non-verbal communication, preparation and presentation of documents/reports/PPTs. Skills of interpersonal communication, use of IEC and programme media in working with diverse population groups. Able to use ICT in a variety of learning situations, demonstrate ability to access, evaluate, and use a variety of relevant information sources and develop digital literacy as applicable to the professional needs. Communicate effectively, with empathy and respect, across diverse practice contexts and with a diversity of people, communities and organizations.

Critical Thinking: Capability to apply analytic thought to a body of knowledge; analyze and evaluate evidence, arguments, claims, beliefs on the basis of empirical evidence; identify relevant assumptions or implications; formulate coherent arguments; critically evaluate practices, policies and theories by following scientific approach to knowledge development.

Problem Solving: Capacity to extrapolate from what one has learned and apply their competencies to solve different kinds of problems by stepping out of comfort zones and taking up challenges in unforeseen challenges.

Analytical Reasoning: Ability to access secondary information as a consumer, identify right resources/ data banks. Analyze and synthesize data from a variety of sources and draw valid conclusions.

Research-related Skills: As a producer of research develop basic skills and a scientific attitude, problem identification and formulation of research design; ability to plan, execute and report a research investigation; develop skills to prepare case studies and best practice documentation, learn to use appropriate software for analyzing data and work towards generation of indigenous knowledge.

Cooperation and Team Work: Ability to work effectively and respectfully with diverse teams; facilitate cooperative or coordinated effort on the part of a group and or a team in the interests of a common cause and work efficiently as a player and be able to work effectively within supervisory groups, including social work teams, multi- and inter-disciplinary teams as well as multi-sectoral teams;

Reflective Thinking: Awareness of and ability to use one’s professional skills and behavioural competencies that meet the need of the situation.

Self-motivated Learning: Ability to identify needs and mobilize resources independently,monitor and evaluate programmes. Ability to guide and lead clientele in the community/work setting in the right direction.

Diversity Management and Inclusive Approach: Able to understand and appreciate diversity (caste, ethnicity, gender and marginalization), values and beliefs of multiple cultures in a global perspective, managing diversity, use of an inclusive approach to the extent possible.

Moral and Ethical Awareness/Reasoning: Ability to embrace moral/ethical values in conducting one’s life, formulate a position/argument about an ethical issue from multiple perspectives, and use ethical practices in all work. Capable of demonstrating the ability to identify ethical issues related to one’s work, avoid unethical behaviour such as fabrication, falsification or misrepresentation of data or committing plagiarism, not adhering to intellectual property rights; appreciating environmental and sustainability issues; and adopting objective, unbiased and truthful actions in all aspects of social work.

Lifelong Learning: Capable of self-paced and self-directed continuous learning aimed at personal/professional development and for improving knowledge, attitude and skills as also reskilling in diverse areas.

Programme Learning Outcomes: The outcomes and attributes described in qualification descriptors are attained by students through learning acquired on completion of a programme of study. The term 'programme' refers to the entire scheme of study followed by learners leading to a qualification. Individual programmes of study will have defined learning outcomes which must be attained for the award of a specific certificate/diploma/degree. The programme learning outcomes are aligned with the relevant qualification descriptors. Programme learning outcomes include subject-specific skills and generic skills, including transferable global skills and competencies, the achievement of which the students of a specific programme of study should be able to demonstrate for the award of the Degree qualification. The programme learning outcomes clearly focus on knowledge and skills that prepare students for further study, employment, and citizenship. They help ensure comparability of learning levels and academic standards across colleges/universities and provide a broad picture of the level of competence of graduates of a given programme of study.

Teaching - Learning Process: The Learning Outcomes-Based Approach to curriculum planning and transaction requires that the teaching-learning processes are oriented towards enabling students to attain the defined learning outcomes relating to the courses within a programme. The outcome - based approach, particularly in the context of undergraduate studies, requires a significant shift from teachercentric to learner-centric pedagogies and from passive to active/participatory pedagogies. Planning for teaching therein becomes critical. Every programme of study lends itself to well structured and sequenced acquisition of knowledge and skills. The expected outcomes are delineated below:

• Able to understand social work as a profession, its various ideologies and awareness of values and ethics of the social work profession.
• Able to demonstrate familiarity with Casework processes, tools and techniques and their application in Professional Social Work Practice.
•  Able to demonstrate familiarity with group work processes, tools and techniques and their application in Professional Social Work Practice.
•  Able to demonstrate familiarity with Community work processes, tools and techniques and their application in Professional Social Work Practice.
• Able to understand Programmes and projects of governmental and nongovernmental organizations and critically appraise them
• Able to understand the sociological concepts and notions of society, of economics and political framework in the context of social welfare
• Able to understand concepts related to psychology and social psychology and its relevance to Social Work
• Able to understand theories related to sociology and psychology and their application in developing social work interventions.
• Able to understand concept and manifestation of social problems

      The Assessment process is both internal and external and these have been detailed in subsequent paragraph. Assignments, and class presentations have been added to enhance student capability and an end semester exam will further evaluate the knowledge domain. A variety of assessment methods appropriate to a given disciplinary/ subject area and a programme of study are used to assess progress towards the course / programmes learning outcomes. In this curriculum a variety of assessment patterns have been incorporated which are formative in nature. A separate assessment pattern has been suggested for theory and field work which is mentioned below:

a) Assessment of Theory Papers: Each of the theory paper is of 100 marks. The learner will be assessed on the basis of examination having two components namely semester end examination and internal assessment. External assessments are designed, selected,and controlled by evaluator after the completion of the semester and semester end examination will consist of 80 marks. Depending on the local conditions and diversity among students long and short questions from related theory paper can be used for learner’s assessment. Internal assessments will be used to make decisions about instruction and to understand progress to discipline related knowledge and skills. The internal assessment will be of 20 marks and will be further divided in 3 parts i.e. assignments of 10 marks, presentations of 5 marks and class participation of 5 marks. Besides, the listed pattern of evaluation, it can be calibrated according to students' knowledge, skills, and interests as well as the local conditions and diversity like Tests, quizzes, case studies, field exposure visits, examples of best practices, in-class work and peer reviews.

b) Assessment of Field Work: The assessment of the paper on field work in the Semester IV, V and VI will be of 100 marks. In Semester IV a Rural Educational Camp will be organised and learners will be assessed on 50 marks. In Semester V and VI students have to undertake a dissertation along with the concurrent fieldwork and the dissertation will be of 100 marks.

The Assessment process is both internal and external and these have been detailed. Assignments, and class presentations will enhance student capability and an end semester exam will further evaluate the knowledge domain. To conclude, the eclectic flavour of the LOCF Social Work is designed to inculcate among the different stakeholders, teachers and students, a vision of the profession for the present and also the future; and in this affirmative path develop a quest for knowledge and lifelong learning. One can well state that in Social Work each day is a fresh beginning.To conclude, considering the eclectic flavour of the LOCF Social Work is designed to inculcate among the different stakeholders, teachers and students, a vision of the profession for the present and also the future; and in this affirmative path develop a quest for knowledge and lifelong learning. One can well state that in Social Work each day is a fresh beginning.