Hunter College School of Social Work, City University of New York
Boston College Graduate School of Social Work
FINAL PROJECT REPORT
Development of National Occupational Skills Standards
for Social Work with a Focus on Child Protection
Hunter College School of Social Work, City University of New York
Boston College Graduate School of Social Work
Contract #: AFGA/RFP/2010/009
June 2011 to August 2012
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Hunter College School of Social Work, City University of New York
Boston College Graduate School of Social Work
Project Summary
Traditionally, Afghan children received protection and care within the extended family. When family
supports proved insufficient, elders and community leaders stepped in to insure child and family wellbeing
(Bragin, 2002). However, since 1979, Afghanistan has been the site of both armed conflict and natural
disaster, placing enormous stress on children, families and communities (International Crisis Group 2010).
Afghanistan, once a country that prided itself caring for its children, today ranks among the riskiest countries
in the world on every indicator of child survival (UNICEF-CSO, 2012).
In the other countries of the region and in many around the world, child protection risks are
addressed through the provision of services by trained and qualified social workers. However, in
Afghanistan, there has been no systematic education of or qualification for a professional child protection
social work workforce. Further, government has not been able to use indigenous social work research to
direct resources according to need. Instead, social services have been provided by agency staffers and
volunteers without specific qualifications. In many cases external donors determined where resources have
been directed, in the absence of university level social research on child protection (CPAN 2012).
In order to tackle these problems on a systemic level, the Ministry of Labour, Social Affairs, Martyrs,
and Disabled (MoLSAMD) recognized that a formal system of social work for children and families would be
needed, and that such a system should be based on both strong Afghan traditions and the contemporary
research establishing factors that support child and family resilience in times of adversity.
To this end, MoLSAMD, supported by UNICEF, launched the National Strategy for Children at Risk
(NSFCAR) in 2006. NFSCAR provides a road map for building sustainable community-based child protection
and family support systems. One of the key elements of NSFCAR is the development of a corps of
professionally qualified social workers specialized in the area of child protection (MoLSAMD, 2006).
In 2011, MoLSAMD, under the aegis of its National Skills Development program (NSDP,) contracted
with Hunter College School of Social Work, City University of New York and Boston College Graduate School
of Social Work (HC/BC) to begin the process of developing National Skills Standards for the profession along
with curricula and syllabi necessary to cultivate a culturally relevant professional social work for children and
families in Afghanistan. The one-year project was designed to initiate a process that has taken many years in
other countries in the region where the academic standards for social work were developed first and the
National Occupational Standards developed later.
The objectives of the program were:
Objective 1:
Develop National Occupational Skills Standards (NOSS) for social work at three competency
levels with a focus on child protection
Objective 2:
Develop, based on the NOSS, national syllabi and training manuals for child protection social
work
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Hunter College School of Social Work, City University of New York
Boston College Graduate School of Social Work
Objective 3:
Support the establishment of a national training and certification program in social work for
child protection
The Scope of Work for the program required Hunter College/Boston College to:
 Finalize the development of National Occupational Skills Standards in line with the competency
based training approach used by NSDP (DaCUM Methodology)
 Develop, on the basis of the agreed NOSS, national training curricula and syllabi
 Develop, in consultation with all stakeholders, a strategy for implementing the curricula through a
national training and certification program;
 Convene and consult with an Advisory Committee comprised of organizations with social work
training expertise in the Afghan context, first generation social work practitioners and
representatives of the institution that will implement the NOSS/curricula
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Hunter College School of Social Work, City University of New York
Boston College Graduate School of Social Work
Methodology
The DaCUM Methodology
The NSDP utilizes the DaCUM methodology to develop national skills standards for all occupations in
Afghanistan. “DACUM” is an acronym for “developing a curriculum.” It “is an occupational analysis method
aimed at the achievement of results that may be immediately applied to the development of training
curricula” (ILO CINTERFOR). A participatory method, the requirements to succeed in a given occupation are
identified, described and analyzed by the men and women who use them, in a particular setting and locale.
A competency based framework, it lays out the knowledge skills and personal qualities as well as tools and
machinery needed to get a particular job done (DeOnna, 2002). For the purpose of this document, the term
competency will refer to the knowledge, skills and personal qualities necessary to accomplish the tasks of
the profession (Bragin and Garcia 2009).
Normally, DaCUM has been applied only to vocational standards, as it is best suited to a step by step
breakdown of tasks that may be repetitive, sequential and prescribed. It is designed for the production of
curricula for training manuals, rather than university level syllabi (ILO CINTERFOR, 2011). In order to utilize
the methodology for the social work profession, while remaining firmly within the competencies framework,
it was necessary to make some modifications to insure that the information gathered reflected the breadth
and range of participant experience as discussed by Key (2008).
The DaCUM methodology was used, as agreed with NSDP, to develop the standards and curricula
required by the contract.
Data Gathering Process
The project began with a thorough desk review of the many assessment documents completed by
national and international participants regarding child protection social work in Afghanistan in order to
insure a comprehensive and inclusive approach and that maximum advantage was taken of existing studies
and materials.
The next step was the formation of an advisory committee comprising as many of the stakeholders
in child protection social work as could be identified and engaged quickly. Included in the advisory
committee were Government Ministries that employed or wished to employ social workers for children and
families, including the Ministries of the Interior, Ministry of Justice, Ministry of Culture Youth and Sports,
Ministry of Public Health and the sponsoring Ministry, MoLSAMD. Also included were Afghan and
international non-governmental organizations who employed people to provide social work services to
children and families on the community level and in institutions, in coordination with the Ministries and
UNICEF.
Working with the advisory committee, key informants were identified as well as participants for
focus groups in four provinces and Kabul city, including Balkh (north), Nangahar (east), Herat (west), Kabul
city in the central region and Kandahar (south). Unfortunately, the team was unable to travel south for
security reasons therefore a limited number of participants were seen in Kabul.
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Hunter College School of Social Work, City University of New York
Boston College Graduate School of Social Work
Relying on the advice of the advisory committee members, representatives from the three levels of
social work were recruited to participate; community workers, social workers, and social work managers or
supervisors. Service users were also recruited on two levels, grass roots service users, and also those
professionals and administrators who needed professional social workers to support their own work.
Because of the distinct and strong regional differences in Afghanistan, the team travelled to centrally
located cities in three of the four main regions of the country in addition to Kabul to be sure to include a
more diverse perspective.
DaCUM Sessions
Demographic Information from DACUM Sessions
# of Participants
Jalalabad
73
Mazar-i-Sharif
70
Herat
94
Kabul
82
TOTAL
319
Total participants for each level
Community Social Worker
142
Social Worker
102
Social Work Manager
75
Total number of participants for each level by gender
Community Social Worker
Male
78
Female
64
Male
56
Female
46
Male
54
Female
21
Social Worker
Social Work Manager
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Hunter College School of Social Work, City University of New York
Boston College Graduate School of Social Work
The Key Informant Interviews
The key informants were selected by the advisory committee for their singular and expert
knowledge of the need for and practice of child protection social work in their area of experience. Included
were members of service organizations, religious experts, and lawyers for children. They represented both
practitioners and officials whose work required social work expertise. The key informants were briefed on
the purpose of the project and asked to comment in general before being asked to define social work as they
saw it. Subsequently, they then described the role of social workers and the knowledge, skills, and personal
qualities that a social worker would need to be successful. While the key informants are included in the
overall DaCUM Session data on participants, they are listed separately here. Nineteen were managers,
officials or members of the judiciary, two were social workers, six were women, and 15 were men.
Key Informant Interviews Kabul
Social Work Manager Level
CiC
CFA
Save the Children
Aschiana
Medica
Terre des Hommes
Social Worker Level
Aschiana
Ministerial and Allied Professionals
Working with Social Workers
International Legal Foundation
Ministry of Haj
Directorate of Orphanage
UNDP – Ministry of Culture, Youth
Total Number of Key Informants
6
Total
By Gender
3
2
2
4
1
2
2-F, 1-M
1-F. 1-M
1-F, 1-M
4-M
1 -F
2-M
2
2-M
2
1
1
1
21
1-F, 1-M
1-M
1-M
1-M
6-F, 13-M
Hunter College School of Social Work, City University of New York
Boston College Graduate School of Social Work
Achievements
Hunter College/Boston College have achieved the overall objectives of the project and have
delivered the following outputs:
 Inception Report (July 2011)
 A Baseline Review of the Literature (March 2012)
 National Occupation Skills Standards at three levels- Community Social Work Associate (Level 5),
Social Worker (Level 6), and Social Work Manager/ Administrator (Level 7) - including an imbedded
competency based evaluation system suitable for University accreditation. The NOSS were
developed, in consultation with members of the Advisory Board based on data gathered utilizing the
DaCUM methodology and key informant interviews. (August 2012)
 Curricula and syllabi which meet the requirements of and are pegged to the NOSS, at the Associates,
BSW and MSW level. The draft curricula were revised based on MoHE standards and are available in
English, Dari and Pashto. (August 2012)
 Three CD-ROMs containing all of the necessary readings required for each of the curricula. (April
2012)
 An agreement from the Ministry of Higher Education to take social work education forward,
beginning with the BSW, through Kabul University. (July 2012)
 An academic paper on methodology, insuring that the work is transparent, traceable and replicable
by others. (submitted September2012)
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Hunter College School of Social Work, City University of New York
Boston College Graduate School of Social Work
Modifications and Responses to Challenges
Initiating the process of establishing the foundation for a fully developed profession in one year’s
time required adaptation as the partners, together, learned from experience in the field. This included
understanding the nature of professional education in Afghanistan and the needs and resources originating
from the field. Therefore, some modifications were necessary and agreed to by the parties in order to insure
that the actual output took the development of professional social work for child protection forward in the
specific context of Afghanistan.
EU Technical Cooperation in Social Protection Project
Upon arrival in Kabul in July 2011, it was immediately apparent during initial meetings with UNICEF
and NSDP that an important aspect of project implementation would include close coordination with a
recently launched initiative, the EU Technical Cooperation in Social Protection Project, which was being
implemented in collaboration with MoLSAMD. Discussions between the two project teams ensued and it
was agreed that, since the two projects had shared goals, it would be critically important to work together.
The Development of National Occupational Skills Standards for Social Work with a Focus on Child Protection
Project had a narrower, more specific remit and fit well as a component of the larger EU Technical
Cooperation in Social Protection Project. Members of the Hunter College/Boston College Project Team
participated in the EU project’s Executive Committee and Working Group in order to facilitate coordination
and cooperation and to avoid duplication. Additionally, the Child Protection Advisory Committee for this
project became a sub-committee of the EU project’s Executive Committee and its members were drawn
from the Executive Committee’s membership, supplementing where specialists in children or social work
were needed. This project focused exclusively on those aspects that pertained to post-secondary education
and performance standards for social work in child protection.
NOSS Levels
The level numbers assigned to the NOSS developed by Hunter College/Boston College evolved over
the course of the project. Initially, the discussions focused on developing NOSS for Levels 3, 4 and 5. This
changed over the course of project implementation and after much discussion with NSDP, UNICEF and other
key stakeholders, it was agreed that the NOSS developed by Hunter College/Boston College were for Levels
5, 6 and 7.
Level 5, a post –secondary paraprofessional qualification under the auspices of NSDP, was reviewed
by a team including an international senior advisor, an expert from NSDP, an Afghan MSW and an Afghan
child protection specialist to insure the utility of the standards. Level 5, an associate’s level qualification, was
completed to the satisfaction of NSDP.
For Levels 6 and 7, the agreement to have Kabul University serve as Implementing Partner required
modifications to the project plan in order to comply with the rules, procedures and by-laws of MoHE
regarding curriculum development. This included separating out the NOSS for levels 6 and 7, the academic
levels, for a lengthy academic vetting process through MoHE and Kabul University. International experts
including the President of the International Association of Schools of Social Work have been contacted and
have agreed to provide supportive mentoring to the university upon request.
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Hunter College School of Social Work, City University of New York
Boston College Graduate School of Social Work
Security situation in Afghanistan
The security situation in Afghanistan was constantly changing throughout the course of project
implementation. This had the greatest impact on the location and duration of the DaCUM sessions which
were conducted between October 2011-January 2012 in Jalalabad, Mazar-e-Sharif, Herat and Kabul. The
team was unable to travel to Kandahar to conduct DaCUM sessions on site so, instead, information was
gathered in Kabul.
Additional Deliverables
During the course of project implementation, additional deliverables were requested in order to
support the breadth of data gathered, transparency and replicability of the methodology utilized. In order to
ensure that the work was contextually appropriate and that it built upon those competencies already
established for child protection social work in Afghanistan, a baseline literature review was conducted which
focused on knowledge and information regarding social work education, training and coaching projects
implemented in Afghanistan over the previous 10 years.
Secondly, a publishable paper on the use of the DaCUM methodology was produced and submitted
for publication to a professional social work journal .
Field Testing of Curricula
The ‘field testing’ of the curricula and syllabi was accomplished by having the Faculty of Social
Science, Kabul University thoroughly review and discuss in detail the draft documents with the project team
so that members of the Faculty could make the adaptations needed to meet university requirements.
System of Evaluation
A competency based system of evaluation was imbedded in the NOSS, curricula and syllabi on all
three levels. For Level 5, a social work expert in international evaluation standards worked alongside the
NSDP team and an Afghan social work expert to develop appropriate criteria based on the Afghan context.
For Levels 6 & 7, the project team worked closely with the Faculty of Social Sciences at Kabul University to
ensure that imbedded in the curricula was a competency based evaluation system suitable for University
accreditation, that will be reviewed by the proper authorities at the MoHE and Kabul University, going
forward.
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Hunter College School of Social Work, City University of New York
Boston College Graduate School of Social Work
Recommendations and Way Forward
I.
From MoLSAMD to MoHE: making the connection
The NOSS Levels 6 and 7 are a critical part of the policy document that is required by the MoHE in
order for a new department to be added to a University faculty. The NOSS along with the curriculum answer
the important questions that the MoHE requires to be addressed including:
1- What skills and knowledge do the graduates need to do the job of a social worker?
2- What subjects are the faculty going to offer to meet these needs?
In order for this to happen, the NOSS must be translated into Dari, preferably by University approved
translators, including Afghan MSWs who are familiar with both the language and nature of the work.
II.
Assisting Kabul University, Faculty of Social Sciences Steering Committee to Move Forward
It has been recommended to the Faculty Steering Committee that they contact the International
Association of Schools of Social Work to request assistance in developing the needs assessment for the
Faculty of Social Sciences. Follow-up with the Faculty Steering Committee will help expedite this process. It
is anticipated that further assistance to the Faculty of Social Science would be dependent on their needs as
identified in their needs assessment.
III.
Developing Afghan champions for the Social Work profession
Below are some key elements that may be important for social work to become an integral part of
the Afghan educational system and a recognized profession in Afghanistan:
 Financial support for study tours and exchanges in cooperation with IASSW, so that academics and
members of MoLSAMD can engage with social work educators and social work practitioners around
the region and, if possible, in other parts of the world;
 Financial support for two people to complete MSW degree’s , possibly one person from the
University and one person from MoLSAMD;
 Translate the NOSS and develop the policy document for presentation to the Curriculum
Commission of the MoHE;
 Utilize the AA curriculum for Community Social Work Associate(already pegged to the NOSS and to
the Coaching Agencies’ training programs) to begin to develop a certificate in social work at the
MoLSAMD Institute by offering credit bearing courses and creating a career ladder for community
workers;
 When the MSW candidates return with their degrees they will be in a position to lead the process of
developing the social work education, going forward.
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Hunter College School of Social Work, City University of New York
Boston College Graduate School of Social Work
Appendices
Appendix A:
Appendix B:
Appendix C:
Appendix E.
Appendix F.
Inception Report
Literature Review
National Occupation Skills Standards for Community Social Work Associate (Level 5),
Social Worker (Level 6), and Social Work Manager/ Administrator (Level 7)
Curricula and syllabi at the Associates, BSW and MSW level (English, Dari and
Pashto)
An English-Dari lexicon of social work terminology
A publishable article on utilization of the DaCUM methodology
Appendix G:
Final Financial Report
Appendix D:
In addition three CD-ROMs containing all of the readings required for each of the curricula have been
delivered to UNICEF, NSDP, and the Faculty of Social Sciences of Kabul University.
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Hunter College School of Social Work, City University of New York
Boston College Graduate School of Social Work
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