ABSTRACT
Introduction Education for the social professions has 'emerged' in different forms at different times in different places, related to the shift from social and community work as voluntary activities or adjuncts to other professions, to an occupation for which education and agreement about principles and standards of practice are deemed necessary. Ideas about the forms of knowledge required, the nature and assessment of practice skills, and even sometimes the value base, vary widely and the content and form of the educational process can be seen as dynamic and sometimes contentious. However, some commonalities can be discerned.
