Ageing in the margins: Gerontology in Malawi’s undergraduate social work curriculum

Africa is often described as the world’s youngest continent, yet countries such as Malawi are witnessing a steady rise in their older population. This demographic shift suggests an unprecedented demand for social services tailored for older persons. Given that social workers are expected to take a leading role in providing social welfare services to older persons, questions arise about their preparedness to practice in such contexts. This article examines the extent to which the undergraduate social work curriculum at the University of Malawi integrates gerontological content and prepares students for social work with older persons. In-depth interviews were conducted with a purposively selected group of twelve undergraduate social work students from the University of Malawi. Thematic analysis was done. Findings revealed that while ageing content is present in the curriculum, it is limited, fragmented and often latent. Students felt underprepared to work with older persons due to limited theoretical grounding and a lack of practical exposure. The elective nature of the only dedicated module on ageing, Gerontology, further limits student access to essential knowledge. Participants recommended curriculum reforms, including making Gerontology a core course and enhancing practical training through community engagement and diverse field placements to better prepare students for ageing-related practice. Current and previous volumes are available at: ajsw.africasocialwork.net