Social work practice in Zimbabwe is in the midst of change, moving away from its colonial legacy of social work as an instrument of social control to a model that is increasingly developmental with a focus on social change (Kaseke. 1991). As a result of such changes, assessing the outcome of social work education and training in Zimbabwe becomes particularly critical at this time. The outcome study reported here is a follow-up of work completed by Brand (1983) of the employment and educational experiences of Diploma students between 1971 and 1981 at the School of Social Work in Harare.
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