Bridging human rights and social work education: the triple mandate in Austrian and Australian teaching contexts

Abstract

ABSTRACT This article explores social work’s mandates, delineating the profession’s obligations across three key domains: the client-centric mandate, the state and its agency-driven regulatory and policy mandate and the mandate grounded in the profession’s scientific and ethical standards, including the commitment to human rights—social works triple mandate. Drawing on the author’s experience as a senior lecturer in Austria and Australia, the analysis highlights how the socio-political environments and educational frameworks can shape social work education. The application of the triple mandate is illustrated through a systematic set of W-questions to identify different dimensions of social problems within a broader systemic framework. This approach, grounded in scientific realism—which holds that reality exists independently of our perceptions and aligns with emergent systemism by scientifically examining social interactions to explain complex social systems—equips emerging social workers with the analytical and practical skills to transform private troubles into public issues. A scenario where a school student experiences alienation, leading to absenteeism, exemplifies the connection between theory and action. The discussion concludes by asserting that integrating science-based social work practices with ethical principles empowers social workers to navigate complex professional challenges and strengthens their commitment to human rights and social justice.