Social work education in Uganda: A paradigm shift through community social labs approach

The Department of Social Work at Makerere University, Uganda, implemented the social labs model, which this paper examines as an innovative approach to address the limitations of traditional practicum models in social work education. Guided by experiential learning theory and the concept of communities of practice, the study applied the social labs methodology to inform data collection, analysis, and interpretation. The data for this study were collected through four separate focus group discussions, involving a total of 40 undergraduate and graduate students. These students were purposely selected due to their involvement in social labs located in the Eastern and Northern regions of Uganda. Thematic analysis was used to identify recurring themes and patterns in the collected data, providing valuable insights into the perspectives and realities of students from specific regions. The findings indicated that students faced challenges in the traditional field practicum, including insufficient supervision, limited time for practical application, and inadequate practical training, hindering the integration of theory and practice. In contrast, the social labs model enhanced practical experience through community engagement and fostered a supportive learning environment. However, it faces challenges such as limited partnerships, funding constraints, insufficient pre-placement preparation, and restricted field-based learning opportunities. This research highlights the potential of social labs, informed by experiential learning theory and communities of practice, to address deficiencies in social work education and provides a basis for developing more impactful learning opportunities.