Preface

The main objectives of fieldwork is to provide real-life experiences to the students by using social work
methods, knowledge and skills. And The purpose of concurrent fieldwork practice is to develop social
consciousness, sensitivity, to human need and suffering, and practice social work intervention by
concertizing theory in practice.

The goal of practical fieldwork report is to develop skilled social workers by applying the theoretical issue
achieved in the class room. That is why every student of social work department has to work in training.

For this purpose arrangements were made for the students to take training under various govt. and non-govt.
social welfare agency. We are selected for the Office of the Youth Development officer,Paba, Rajshahi.
Here we take up practical training on 20 working days. Social work has two aspects one of them is
practical, another is Theoretical. To be a skilled and professional social worker through complete
knowledge of social work practical education as well as theoretical knowledge is essential. There were two
supervisors for proper guidance and supervision. As a departmental supervisor the respected professor of
social work department professor Dr. Md. Rabiul Islam and external supervisor M.N.N. Zahurul Islam,
Upazila Youth Development Officer,Paba, Rajshahi.In practical training I tried to fulfill the responsibilities
those are assigned to me.I tried to complete this report in light of the knowledge and experience which I
have gained in this practical training. Internal and external supervisor sincerely helped me to complete this
practical field report.

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 Acknowledgement

First of all, I am paying shukria to Almighty Allah. Alhamdulillah. Who helps me to complete my 20 days
concurrent fieldwork.

I also remember my honourable internal supervisor professor Dr. Md. Rabiul Islam and external supervisor
M.M.N. Zahurul Islam who helps me to finish my field report through their effective direction that's made
my report meaningful and effective.

I am very much pleased to the behaviour of personnel and the whole staff who are engaged at Upazila
Youth Development Office,Paba,Rajshahi.Their motivational direction and assistance made my report more
lively. It is undoubted matter of praise to their assistance role that helps me to know their institutional
activities and it's working procedure.

Finally, as I am fresher researcher, there may have some mistake that's why I want to pardon to my both
supervisor.

Md. Shameel
B.S.S( Hons)
2nd year, 2ndSemester
Student ID: 2010944142
Session: 2019-20
Department of Social Work

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Contents

First chapter: Fieldwork in Social Work…………………………………

1.1WhatisFieldwork?.....................................................................
1.2 Types of Fieldwork………………………………………………………
1.3 Aims &Objectives of Fieldwork……………………………………
1.4 Necessities of Fieldwork in Social Work Profession……………

Second Chapter: Introducing Fieldwork Agency…………

2.1 Brief Description of Department of Youth Development…………
2.2 Brief Description of the office of Upazilla Youth DevelopmentPaba, Rajshahi
2.3 Aims & objectives DYD……………………………………………………….
2.4 Target group of DYD……………………………………………………………...
2.5 Programmes of DYD……………………………………………………………...
2.6 Funding sources of DYD………………………………………………………….
2.7 Organogram of DYD……………………………………………………………...

Third Chapter: Assigned and Accomplished Duties…………………

3.1 Assigned duties…………………………………………………………………….
3.2 Accomplished duties……………………………………………………………….

Chapter Four: Case Study………………………………………………….

4.1 Concept of Case Study 1………………………………….
4.2 Case Study -01……………………………………………….
4.3 Case Study -03

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Chapter Five: Department of Youth Development & Social Work…
5.1 Uses of Social Work knowledge, skills, methods, and principles in the activities of
DYD….

Chapter Six: Conclusions………………………………………………

6.1 Success of Fieldwork…………………………………………………………………
6.2 Unsuccess of Fieldwork………………………………………………………………
6.3 Evaluation…………………………………………………………………………….
References……………………………………………………………………

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 First Chapter
Fieldwork in Social Work

1.1 What is Fieldwork?

Fieldwork is an integral part of social work education also known as the field practicum with the emphasis
on “learning through doing”. Learning is aided through community placement, analysis of community
realities and experience of participation of designing and providing social work intervention. Fieldwork is
an investigation carried out in the field ratherin a Laboratory or headquarters. Field work in social work
education refers to training and education. Field work in social work education is a guided interactive
process between a student and a social life situation.Fieldwork in social work carried out in and through
social welfare agencies and communities, where the students learns skills, test out knowledge according to
an education plan.

The term ”fieldwork” may be described as gaining experience by utilizing knowledge and developing the
skills to deal with the problems of human beings. Fieldwork training is a supervised practice of student
social worker under the guidance of a trained social work educator or field personnel.

A widely used definition of fieldwork is one by Hamilton ,who view it as “a consciously planned set of
experiences occurring in a practice setting designed to move students from their initial level of
understanding, skills and attitudes to levels associated with autonomous social work practice".
(Hamilton,1983)

According to Nelson, “ Fieldwork provides an opportunity for students to interact protrusion with
individuals, groups and organisations”.

M. A Momen said “ Fieldwork is a program designed to help and guide the students to develop his skills
and competence. Independent professional Functioning and carrying out appropriate responsibilities".
(Momen,1970)

According to R.R. Sing, “Fieldwork is an educationally sponsored attachment of social work students to an
institution, agency or a section of community in which they are helped to extend their knowledge and
understanding and experience the impact of human needs”.(Sing,1985)

About practical fieldwork, Walter A. Friedlander said “A fieldwork is designed to integrate the academic
knowledge,practice,understanding and professional skill of the student by personal contact and direct work
with clients".(Friedlander,1976)

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So, Fieldwork in social work education means any kind of practical experience in a social organization or
agency, if this experience has been deliberately arranged, for the education of the students who are
undertaking the courses partly or wholly designed for those who intend to become social workers.

1.2Types of fieldwork
In social work field education, the most commonapproaches to field placements are block fieldwork and
concurrent fieldwork.

1.Concurrent Placement:When student work in an agency along with theoretical classes on different
days of each week. Concurrent fieldwork includes placements of students with different organisations
(mostly voluntary) that work on different issues in the society, or in communities directly. The institutional
settings include organisations working on human rights issues, organisations working with the homeless
and street children, organisations working with the disabled, hospitals, youth, aged etc. For concurrent
fieldwork, students visit the agency or the community, where they are placed, twice (or thrice) a week and
spend a minimum of eight hours per visit.The purpose of concurrent fieldwork practice is to develop social
consciousness, sensitivity, to human need and suffering, and practice social work intervention by
concertizing theory in practice.

2.Block Placement:When students work in an agency for a specific period under twosupervisors after
completingtheoretical classes is called block placement in fieldwork. By which a student will take the
knowledge and skills learned in the classroom and apply them to real-world hands-on learning in the
internship.The purpose of block fieldwork is to give the students professional internship cum pre-
employment experience. The students are placed with a variety of Governmental and Non- Governmental
and through this exercise they get the opportunity toenhance their knowledge and skills for 40 days
duration.

(Momin, 1970, &Sing,1985)

1.3.Aims and Objectives of Fieldwork

The main objectives of fieldwork is to provide real-life experiences to the students by using social work
methods, knowledge and skills.

1. To develop professional skills through practical learning.

2. To develop the skills for solving the problems in work at the micro, mezzo andmacro level.

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3. To develop the skills required for professional practice at a particular level of training.
4. To objectively develop professional attitudes involving impartiality and nonjudgmental attitudes.
5. To develop professional values and commitments, such as respect for human dignity and worth.
6. To develop an awareness of self and one’s professional ideas.

According to American Social work Council, the objectives of fieldwork are:

1. 1.Making contribution for getting student acquainted comprehensively with all types of social work
profession.
2. Creating a due environment to make students self-consciousness.
3. Along with studies the attitude and the skill of the students should have a balanced display in the
classroom.
4. Making opportunities available to the students to apply social work methods and be experienced.
5. Taking necessary steps so that students can acquire primary experience of social work profession.
6. 6.Practical training in capacity the trainee of practical training to make use of the opportunities
available, will enable them to bring about changes in different circumstances, make them acquired with
the elements that influence the administrative process, decision making and realization of those
processes and decision; practical training of social work will make them capable of collecting
interviews, reports and other communication related activities

According to the workshop on “Field work in SocialWork Education” organized by the Department of
SocialWork at Delhi University manifested the followingpurposes of field work-

1. 1.To offer purposeful learning experience to studentsthrough interaction with life situations
undersupervisory guidance for professional growth in termsof knowledge, skills and attitudes.
2. To enable students to develop and deepen their capacity to relate theory to practice and also to relate
experience to theory.
3. To enrich their attitudes for professional selfdevelopment by increasing self-awareness along with
appreciation not only capacities but also the limitations of the students in response to academy and
agency,

1.4Necessities of Fieldwork in Social Work Profession

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The field practicum gives students the opportunity to take on professional roles in order to learn skills,
render services and participate in the provision and development of social work services. This experience
reinforces the student’s identification with the purposes, values and ethics of the profession; fosters the
integration of empirical and practice-based knowledge, and promotes the development of professional
competence. Fieldwork plays a pivotal role and provides the basis to apply the theoretical content covered
in the classroom, to real-life situations as part of a student’s preparation to become a professional social
worker. It offers an environment where students are given opportunities to align theoretical knowledge and
learning with the needs of society and the marketplace. Furthermore, fieldwork is an opportunity for
aligning theoretical knowledge and learning, with the needs of society and the marketplace. It also gives
students the opportunity to take responsibility for addressing people’s problems. If handled effectively,
fieldwork becomes an important tool that is appropriate and responsive to social development issues. It is
designed to give the student exposure and experience on the functioning of social welfare agencies and
social welfare provisioning.
“Fieldwork is important that students should be helped to develop the attitude of mind ideas them to make
connections between study & relief. it iis needed vital that this should be done if students are to become
professional practitioners in the field rather than goods nature & amateurs of techniques applying narrow
skills by the rule of thumbs method.” (Robert, 1995). field practicum is a dynamic course that challenges
students to apply social work knowledge, skills & values within an organizational context. It is a vital
dimension of students' graduate & postgraduate social work education.Educators from different institutions
of Social Work expressed that fieldwork practicum helps the students to draw learning at all the levels
(micro, messo,macro)of social work profession

Second Chapter
Introducing Fieldwork Agency

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2.1 Brief Description of Department of Youth Development

Bangladesh graduating from LDC is now a developing country. Youth are the main driving force in
development process. They are social actors of change and progress. Their participation in development
process should be encouraged in all possible ways. Their contribution, therefore, is highly needed in the
journey of development. Themotivation, determination and high energy of the youth can make all the
difference in building a nation. Proper guidance and direction can bring the youth in the forefront of
national development. The youths have passions, dreams and hopes. They have bubbling enthusiasm which
has to be regulated and utilized in the right way. This can surely ensure rapid development of nation.

To make youths responsible, self-confident, self-reliant and to transform them into disciplined productive
workforce the Government of Bangladesh created Ministry of Youth Development in 1978 which
subsequently renamed as Ministry of Youth & Sports. Department of Youth Development (DYD) was
created on 1981 to perform field level youth activities.Its headquarter is located at Motijheel, Dhaka. Social
service originated during the Pakistan period in 1954 when rural youth training was organized under the
name Yuba Kalyan Kendra Scheme divided into 2 clubs 1.Chadtara Club 8 to 18 years group and Youth
Club 19 to 25 years group. Who were trained in agriculture and industry. In the fiscal year 1961-62 they
undertook three more activities. 1. Rural social service 2. City society development. 3. Youth welfare. In
1978 the National Youth Service Program was conducted under the Ministry of Manpower and Labour.
1978 Youth Ministry was formed. The Department of Youth Development was created on 15 February
1981. In 1984, the Ministry of Youth and Sports is divided into two parts, 1. Directorate of Youth
Development 2. Sports department. As per National Youth Policy, those in the age group of 18-35 years are
considered to be youth. According to the Population Census and Household Survey 2022,Bangladesh have
a population of 165 million people, total youth population in Bangladesh is 50 million one third of the
population. Unemployed youth 22 million, Educated 54%, poor 32% and living in village 73%.Keeping this
in view, the Department of Youth Development since its inception has been trying relentlessly to transform
the promising, productive and job seeking youth force into disciplined, organized and skilled workforce so
that they can engage themselves in mainstreamdevelopment Activities of the nation.

It is indeed mentionable that transforming Bangladesh into a digitalized country by 2021,achieving SDGs
set by UN and even transforming Bangladesh into a developed prosperous country by 2041, we have no
option but to utilize the bulging youth population of the country as main workforce.

Since the inception (1981) of the Department of Youth Development (DYD) until June 2022, it has
imparted training to 67,65,049 youths on different trades, with a view to creating employment and self-
employment, and out of them 23,32,441 trained youths have engaged themselves in self-employment

9
projects. Amongst these, in the fiscal year (2021-22) 3,00,174 youths have been trained and 48,104 are self-
employed. For establishment and extension of self-employment projects since the inception of the
microcredit programme of the department till June 2022 an amount of Tk. 225593.00 lakh was disbursed to
10,23,931 trained youths as loan from principal capital and revolving fund. Moreover, an amount of Tk.
15098.66 lakh was disbursed to 43,793 trained youths as loan during the fiscal year 2021-2022. The
average rate of loan realization is 95.21%.The monthly income of self-employed youth ranges from Tk.
10,000/- to Tk. 1,00,000/-. But in some cases successful self-employed youth earn more than one lakh taka
per month. Moreover, a good number of trained youths have obtained jobs in different organizations at
home and abroad by the time. In fact, DYD is proceeding ahead in creating self-employment and
employment opportunity across the country.

2.1.1Branches of DYD

1. Administration Branch

 Administration
 Finance and Audit
 Disciplinary
 Self-Work and Publications
 ICT,
 Engineering,
 Vehicles
 Letter Receipt and Send

2. Poverty Alleviation and Debt Branch (Loan Program and Self-Employment Creation /
Engagement in Employment)

3. Planning Branch

4.Implementation, Monitoring and Youth Organization Branch

5. Training Branch

6. Innovation team

2.1.2 Settings

 Sheikh Hasina National Youth Centre (Savar, Dhaka)

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  Central Human Resource Development Centre (Savar, Dhaka)
 Regional Human Resource Development Centre (Dhaka, Jessore, Sylhet, Rajshahi)
 Bogra Regional Youth Centre (Bogra)
 Youth Training Centre is located in 3 districts.

2.1.3 Field Office

1. District Office
2. Training Centres
3. Upazila office
4. Metropolitan Unit Police Station Office

2.1.4 Areas of Work

The Department performs the following activities as per the “Rules of Business” of the Government:

1. All matters related to the youth -their welfare, training and prospects.
2. Organization and mobilization of the youths for voluntary participation in the development
activities of the country.
3. Co-ordination of youth services, liaison with concerned Ministries/ Divisions.
4. Administration of grants-in-aid under income generating specific projects.
5. Youth Awards.
6. Programmes to encourage sense of adventure, responsibility, confidence and achievement in
youths.
7. Research and study on youths and youth development activities.
8. Promoting activities for creating employment opportunities for the unemployed and
underemployed youths.

2.1.5 Activities of DYD

1. Training
2. National Service Programme
3. Poverty alleviation and credit programmes
4. Self Employment Generation Programme
5. Awareness raising programme
6. Youth Organization Enlistment/Registration
7. Grants to youth organizations
8. National Youth Award

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 9. Observance of various national days
10. Work under Public Private Partnership (PPP)

2.1.6Vision and Mission

Vision: To build modern life oriented youth with high ethics and values enabling to increase glory
&development of Bangladesh.

Mission: To establish youth in every sphere of life by developing their talents and ensuring empowerment.

2.2Briefdescription of the office of Upazila youth development, Paba

Rajshahi

The government of the people's Republic of Bangladesh created the Ministry of youth development in the
state to transform the well-organized production -oriented force into a responsible and confident youth of
the society, which was later renamed as the ministry of youth and sports. At that time it operated in the four
major districts of Dhaka, Rajshahi,Chittagong and khulna. In 1981, the Department of Youth Development
was established. Then it just created only for making awareness. In 1981, DYD started it's activities in 88
Upazilas. In 1996, DYD set up office in 264 Upazilas. Paba youth development office has been functioning
since in 6th July,1997. Upazila Youth Development office, paba, Rajshahi works for countries unemployed
people development, Paba upazila Youth Development Office provides loan to 80-90 number of youths
( maximum 100 youth) and it can be said that the number of trained people and borrowers are very poor.

12
 Figure: Upazilla Youth Development Office, Paba, Rajshahi

2.3Aims and Objectives of DYD

 To transform the youth as judicious, modern life oriented, self-dignified and positive person.
 To create favourable environment for manifestation of the potentialities of the youth.
 To transform youth as human resources.
 To ensure quality education, health and secure healthy environment for the youth.
 To arrange professions and jobs for youth according to their capability.
 To encourage economic and creative endeavours of the youth.
 To make youth capable to play pivotal role in all spheres of national life through their
empowerment.
 To involve youth in local, national and international decision making process.
 To encourage youth to be volunteers for protection of environment, climate change and confront
natural disaster as well as to engage them in nation building activities.
 To sensitize the youth towards the social needs of the physically and mentally or otherwise
challenged and backward people of the society.
 To ensure the rights of the youth of special needs.
 To motivate the youth to avoid the aggressive mentality and extremism in lifestyle.

13
  To awake the liberal, non-communal, humane and global spirit among the youth.

2.4 Target Group of DYD

One third people of our country is youth. According to DYD the youth, both men and women can be the
part of youth development if they fulfil these conditions :

1. Those who live permanently in Bangladesh. And their age in between 18-35 years old and whoare still
unemployed and also still studying or have fallen.
2. Every client should have minimum level of signature knowledge.

2.5Programmes DYD

To fulfil its objectives in tune with the visions, the following multifarious programmes are usually
undertaken:

(a) Skill Development Training

Department of Youth Development (DYD) conducts two types of training programmes. 1)Institutional
training programmes and 2) Non-institutional/ mobile training programmes. Institutional training
programmes are residential and non-residential. Non-institutional/mobile training programmes are
implemented at upazila level according to local felt needs. Duration of institutional training courses is from
1 to 6 months while non-institutional training courses ranging from 7 to 21 days.

1. Institutional Training Courses

1.1) Regular Training Courses

1. Livestock, Poultry Rearing, Fishery and Agriculture (64 districts).

2. Dress Making.
3. Computer Basics and ICT Application.
4. Professional Graphic Design.
5. Electrical & House wiring.
6. Refrigeration & Air-conditioning.
7. Electronics.
8. Modern Office Management & Computer Application (30 districts).
9. Block, Batik & Screen Printing(05 districts).

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 10. Fisheries Cultivation (Residential & Non-residential).
11. Mobile Phone Servicing & Repairing (64 districts).

1.2 Courses Conducted According to District Demand

12.Livestock Based Courses

 Milky Cow Rearing & Beef Fattening.

 Dairy Product Production, Selling and Marketing.
 Poultry Rearing Management, Meat Processing and Marketing.
 Goat, Sheep, Buffalo Rearing and Primary Treatment of Livestock.

13.Fishery Based Courses

 Shrimp and Scorpion Cultivation, Selling and Marketing.

 Fish Preservation and Processing.

14.Agriculture Based Courses

 Ornamental Plant Production, Banshaiand Ekebena

 Agriculture & Horticulture.
 Marketing.
 Nursery and Fruit Cultivation Management.
 Mushroom Cultivation and Bee Rearing.
 Commercial Aquaponics.

15.Agricultural Equipment Repairing.

16.Banana Fiber Extract.

17.Free-lancing.

18.Fashion Design.

19.Oven Sewing Machine Operating.

20.Block Printing.

21.Batik Printing.

22.Screen Printing.

1.3 Courses Conducted through Resource Persons

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23. Catering.

24. Tourist Guide.

25.Housekeeping & Laundry Operation.

26.Front Desk Management.

27.Beautification and Hair Cutting.

28. Arabic Language Training.

29.English Language Training.

30.Salesmanship

31.Clearing and Forwarding

32. Marketing of leather Goods

33. Entrepreneurship development from Self-employed

34. Database management system

35.Web Design

36. Networking

37. Making of Jute Goods

38. Youth Kitchen(cocking affairs).

39. Removal and Preservation of Animal Leather through Scientific Ways.

40.Welding

41.Electrical and House wiring, Solar System/IPS, UPS and Stabilizer Prepare and Installation.

42.Responsibilities of Youth in Voluntary Activities.

1.4 Courses Conducted by Joint Venture

43.Sweater Knitting (Through MoU).

44.Linking Machine Operating (Through MoU).

45.Short Housekeeping (Through MoU).

1.5 Courses Conducted through ICT Training Van.

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46.Computer Basic Training for Rural Youth.

2. Non-institutional Training Courses

2.1 Courses are organized on different trades to serve local needs. It is conducted at upazila level for
7 to 21 days.

Non-institutional Training Courses

1.Household poultry rearing.

2.Broiler and cock rearing.

3.Pullet rearing.

4.Goat rearing.

5.Beef fattening.

6.Family based cow rearing.

7. Cattle & poultry meal making and marketing.

8. Cattle and birds diseases and its prevention.

9.Pigeon rearing.

10. Raw leather preservation and processing.

11.Fisheries cultivation.

12. Integrated fisheries cultivation.

13.Seasonal fisheries cultivation.

14.Rearing of minnow, a kind of fish fingerling.

15.Fish hatchery.

16.Fisheries cultivation in the inundated low land.

17.Shrimp rearing.

18.Dry fish production and preservation.

19. Household vegetable gardening.

20. Nursery.

21.Flower cultivation.

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'22.Fruit gardening (lemon, banana, papaw etc).

23.Preparation of Vermi compost manure.

24.Horticulture.

25.Cultivation of medicinal trees.

26.Block printing.

27.Batik printing.

28.Dress making.

29.Screen printing.

30.Spray printing.

31.Manipuri weaving.

32. Making of paper bag and packet.

33. Making of bamboo and cane products.

34.Making of nakshi Katha.

35.Making of decorative candle items.

36. Making of handicrafts with jute.

37.Making of leather goods.

38. Chinese and confectionary.

39.Repairing of rickshaw, van and cycles.

40.Welding.

41.Photography and

42.Installation of Solar Panel.

2.2 Course Implemented under Joint Venture with Modern Herbal Group

1.Cultivation of Medicinal Trees with Local Organic Techniques (District and Upazila Levels).

(B) Self-employment Programmes

Self-employment enterprise materializes through skill development training, motivation, group formation,
credit and input support, close supervision, technical advice and development of marketing network. The

18
monthly income of self-employed youths ranges from Tk. 10,000 to Tk.1,00,000. In some cases, their
monthly income exceeds Tk 1 lakh.

(C) Credit Programme

Group Based Credit Programme

The members of each group are to be blood-related or close neighbours. The number of group members is
5. The lowest ceiling of group based micro-credit is Tk. 12000 per group member and the highest ceiling is
Tk. 20,000. A group member is entitled to loan for 3 times.

Individual Credit Programme

Trained youths are given individual micro-credit and they must be trained from Department of Youth
Development. The lowest ceiling of individual micro-credit is Tk. 40,000 and the highest ceiling is Tk.
1,00,000.

In institutional training one will get maximum 60,000 tk.

In the 1st phase-40,000tk

In the 2nd phase-50,000tk

In the 3rd phase-60,000tk

They have to repay the loan within two years. First three months will be rest period. From the fourth month
of taking loan 5% service charge will be added at a declining rate on how much money he has in that
current situation.

In case of institutional training one will get maximum 1,00,000 tk.

In the 1" phase-60,000 tk(2 year)

In the 2nd phase -70,000-80,000 tk (2 year)

In the 3rd phase -1,00,000tk(30 month)

First month will be called as rest period. From the second month he can repay the money by instalment
system. But he must repay this within two years.

Entrepreneurship Development credit Programme

Department of Youth Development is going to introduce a new credit programme to enhance self-employed
youths into entrepreneur. Primarily this credit programme will be implemented in 8 divisional districts. An

19
entrepreneur will be provided Tk. 3.50 lakh by two cross cheques for expansion of income generating
enterprise. Loans up to Tk 2 lakh are provided to three persons in each upazila from among the youth who
have turned self-employed into entrepreneurs.

(D) Awareness and Motivational Program

Under Budget Allocation Sector

(E) National Service Programme.

(F) Training Programme.

(G) Poverty Reduction and Microcredit Programmes

1. Family Based Credit Programme

2. Individual Credit Programme
3. Entrepreneurship Development Credit Programme

(H)Creation of Self-employment.

(I) Programme under the Youth training Centre.

2.6Funding Sources of DYD

The main funding sources of youth development are the government 'Revenue' budget and government
development budget.

Apart fromsome governmental and non governmental organizations by signing MOU are providing loan to
unemployed youth. Janata Bank,IFICBank,kormosongsthn Bank, NRBC Bank, PKSF,Sonali Bank, CCDB,
CDD, Marine Service Ltd. BRAC, BAUetc.

2.7Organogram of the DYD

Department of Youth Development (DYD) is headed Director General who is assisted by Six Directors and
Projects Directors of different projects together with the employees DYD operates huge programmes
through 64 districts and 497 upazila offices including 10 metropolitan unit thanas. To conduct training
courses, the Department of Youth Development has 71 Residential Youth Training Centres and Non-
residential Training Centres in 64 districts all over the country. The Department has a huge staff of 7185 in

20
revenue sector apart from development budget who are dedicated to provide service to the youth in terms of
their welfare and overall development of the youth.

2.3.1 Central Structure of DYD

21
2.3.2 Divisional Structure of Youth Development Office:

22
 Figure: Divisional Structure of Youth Development Office

2.3.3 District Structure of Youth Development Office

23
 Figure: District Structure Of Youth Development Office

2.3.4 Structure of Upazila Youth Development Office:

24
 Figure: Structure of Upazila Youth Development Office

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 Third Chapter

Assigned and Accomplished Duties

3.1 Assigned Duties

Youth development,paba,Rajshahi has handed over me some responsibilities which are part
of their works. I have to fulfil all of my duties not only as a field worker but also as a social
worker. Some of them are given below-

 To know about the background, aims and objectives of the agency.

 To know the vision and mission of the agency
 To attend workplace on every working days.
 To learn about the programs and activities of youth development.
 Taking two case study of those who have accomplished training course and got micro
credit.
 To know about the socio-economic conditions of the beneficiary youths and their
families.
 To know about their previous conditions and make a comparison between their past
and present conditions.
 To write down their next planning about their programs.
 To know whether their previous plan is being implemented.
 To re-arrange the documents.
 To review the annual report of DYD.
 To make a process recording according to my working days and activities.
 To make a final fieldwork report according to my 20 working days.

3.2Accomplished Duties

To accomplish my duties I have always tried to maintain ethics, principles, values and rules
and regulation of social work and the agency. My accomplished duties are:

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  At first I have tried to apply social work method during fieldwork in agency or any
part of fieldwork.
 Every Wednesday and Thursday of week for 20 days I have accomplish fieldwork
 I have tried to know full details of youth development from the office.
 I knew aboutthe background, aims and objectives,activities and administrative
structure of Department of Youth Development.
 I have known the vision and mission of DYD and initiatives to fulfil the vision and
mission
 I have known about their important programs and activities.
 Two Case study
 I have visited some areas such as Ujirpukur, Khorkhori Bypass and Duari, Nowhata
for my case study.
 I asked about the present condition after getting the training course and micro credit
 I knew its benefits and effects on their family, social, mental and economic matters.
 I have asked about their previous conditions or background.
 Tried to listen what my client say.
 Made a comparison according to their past and present conditions.
 I have observed whether their previous plan had been implemented according to their
plan.
 I have tried to know their future plan and Working plan with agency
 Get idea about the loan system.
 Tried to encourage to repay their loan as soon as possible.
 Rapport build up.
 I have learnt how to behave with others in a formal place.
 I have learnt how to work with the people of different types and different cultures.
 I have acquired various types of knowledge at the time of solving their problems.
 I have learnt different types of skills while collecting data from the client.
 I have communicated with my internal supervisor and informed about my activities
what I have done and also have tried to share my personal experience of my work.
 I have made a note which is called process recording and there I wrote my daily
activities of my fieldwork. Our internal supervisor has read all of our process
recordings and has given his signature.
 Finally I have made a final report based on my 20 days activities of my concurrent
fieldwork.

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 Fourth Chapter
Case Study

4.1 Concept of Case Study in Social Work

28
A Case Study is a type of in-depth, qualitative research method that uses one single example
(case) to provide information related to social or clinical issues. Case studies are often used in
social work education to help students understand and analyse scenarios they may find
themselves in.

According to P.V. Young, “Case study is a comprehensive study of a social unit, be it a

person, a group of persons, an institution, a community or a family". ( Young, 1966)

A case study is valuable both as a teaching tool and as a research method. Like any tool or
method, case studies best serve certain, specific purposes.
 Case studies provide in-depth information that includes multiple aspects for analysis
 Case studies provide a narrative lens through which to examine an issue or problem
 Case studies can put the reader in the shoes of the study participants
 Case studies are more susceptible to researcher bias than some other types of research
methods
 Case studies can lead to a type of bias in which conclusions drawn from the case
study are generalized, or considered applicable in other settings, situations, or with
different populations. (Hamilton, 1952)
https://libguides.uta.edu/SOCW4310/casestudies#:~:text=A%20Case
%20Study%20is%20a,they%20may%20find%20themselves%20in.

4.2 Case Study -01

Mahfuza Khatun

Name: Mahfuza Khatun

Age: 31

29
Religion : Islam
Educational Qualification :Master’s
Nationality : Bangladeshi
Address :Ujirpukur, Khorkhori bypass, Paba, Rajshahi.

Training course. : Horticulture and livestock Rearing

Project Name : Papaya Cultivation

Family Information

Sl Name Relationshipwithclient Age Occupation Education Monthly

No. Qualification Income

1. Mahfuza Self 31 . Masters Pass 12,000

Khatun

2. Md Teshamul Elder Brother 40 Fish . 20,000

Cultivation

3. Md Hasan Middle Brother 35 Farmer H.S.C pass 20,000

4. Md Johurul Younger Brother 28 Farmer Degree Pass 15,000

Islam

Mahfuza Khatun is still unmarried. She lives with her brothers in a joint family. The number
of family member is 11. Now I will mention only earning members in this chart is given
below:

Background :Mahfuza khatun was born in 1992 in a poor family. Then her father was
only the earning person and he hasn’t any cultivatable land. For this Mahfuza Khatun grow
up in her family with many difficulties and problems with her siblings. She is the 5 thamong
her siblings. She has completed masters at management. She as a woman tried to get a job
and still continuing but can’t manage a job. Member of her family is 11, so it is very difficult
to manage herself but she tried best. At last to overcome her condition she went to the office

30
of dyd at Paba upazila, Rajshahi knowing about the dyd from her friends.She got two
training courses on Horticulture and Livestock rearing from Rajbari for 1 month only.She got
150 tk everyday during training and was a residential trainee for 15 days. She got 50,000
micro credit in 2022 for 2 year on horticulture project. Now she pay kisti every month with
5% interest.

Rationale to take as case

The main objective to take the case is to know if he was able to improve his condition or not
to get the benefit from the dyd. and to know his past and present social and economic
condition.

Problem Identification

After passing masters at management she was an unemployed youth. She Don’t want to
remain in her family as a burden person. She was unmarried then and also is still unmarried.
For this she thought all time to do something for self to survive and lead a good life with her
family.She faced a lot of problems such as, tension, anxiety, uncertainty, insecurity of life,
economic problem, social problem psychological trauma etc.

Problem solving process

To solve the problem of Mahfuza Khatun I have used some case work principles to solve his
problem. Such as:

1. At frst meet with Mahfuza Khatun

2. Rapport build up with him
3. Intervention through face to face interview

My suggestion as a social worker

1. Ensure proper utilization of loan.

2. Maintain a good relationship with youth Development office,Paba.
3. Actively communicate with the office of paba, Rajshahi in need of any problem or
suggestion.
4. Save some money for future.
5. Also maintain a good relationship with her family member. .

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 6. Try to earn extra money through cultivation of vegetable and others.

Present condition:Getting micro credit she started mushroom cultivation and Papaya
cultivation with the help of her brothers and also bought two goat. Mushroom cultivation was
totally damaged but she got some profit from goat and papaya cultivation. Now she cultivate
papaya and fish with her brother and earn 12,000 monthly. She want to get again microcredit
and want to take new project after paying the first loan.

Comments:After taking interview of Mahfuza Khatun, she is a quite successful member of

dyd office paba, Rajshahi, Now She is leading her life getting benefit of dyd happily with her
family.But there was some problems of making decision to make a project she got economic
loss. And if she take again micro credit loan she has to make better thinking to to take a
project for good profit.

4.3 Case Study -2

Mira Begum

Name : MiraBegum
Spouse : Md. Motin Ali

32
Age : 35
Religion : Islam
Educational Qualification: Class Five pass
National : Bangladeshi
Address : Duari, Naoahata, Paba, Rajshahi.

Training course. : Cow Rearing

Project Name :-

Sl Name Relationshipwithclient Age Occupation Education Monthly

No. Qualification Income

1. Mira Begum Self 35 Housewife Class five pass -

2. Md Motin Ali Husband 45 Tree cutter 15,000

3. Md Masum Elder Son 24 Student Diploma in 6,000

Rana Engineering

4. Mahfiza Younger Daughter 16 Student Class 10 -

khatun

Family Information:Mira Begum live in a single family with her husband and two
children. The number of family member is 4. Undermentioned table will shows us the brief
description of her family

Background : Mira Begum was born in 1988 in a poor family. She is the spouse of Md
Motin ali. Then Md. Motin Ali was fay labourer, he earned hand to mouth. They have two
children. The two children are student. In this situation she faced many difficulties and
problems for surviving because her husband’s income was very poor. When she was 30 she
knew about DYD. And she communicated with the dyd office at Paba upazila, Rajshahi.
Keeping ahead the main object to get micro credit loan from the ofice she took a 7 days
duration course is cow rearing quickly to overcome this situation. After completing the traing
course she apply to get loan. After 2 or 3 month she got 40,000 tk from the dyd at Paba. She

33
bought a ox by 35,000 tk, after rearing of 3-4 month she sold the ox for her elder son Masum
for his admission in diploma engineering. She got a little benefit from the ox. After 2 year she
paid the loan and again took loan about 50000 tk for two year, then she bought 2 goat and
some pullet and after 1 year she got some profit. Again she take for the third and last time
the loan about 60,000 tk. From this loan she don’t take any Project that she got training, but
she with her husband have repaired their house.

Rationale to take as case

The main objective to take the case is to know if he was able to improve his condition or not
to get the benefit from the dyd. and to know his past and present social and economic
condition.

Problem Identification

Because of her husband earn hand to mouth cutting trees it was impossible for her to maintain
his family. For this, she thought all time to do something for her family, children to survive
and lead a good life. She faced a lot of problems such as, tension, anxiety, uncertainty,
insecurity of life, economic problem, social problem psychological trauma etc.

Problem solving process

To solve the problem of Mira Begum I have used some case work principles to solve his
problem. Such as:

 At frst meet with Mahfuza Khatun

 Rapport build up with him
 Intervention through face to face interview
 Giving some advice for the future plan.

My suggestion as a social worker

 Ensure proper utilization of loan.

 Maintain a good relationship with youth Development office,Paba.
 Actively communicate with the office of paba, Rajshahi in need of any problem or
suggestion.
 Save some money for future.
 Try to earn extra money through handicraft, pullet, goat, and cow rearing.

34
Present Condition

Now she is rearing some pullet but a little number, apart from she don’t anything. Now she is
paying her loan with 5 % interest from rearing pullet, cock and mainly by husband’s income.

Comment: After taking interview of Mira Begum, she is a quite successful member of dyd
office paba, Rajshahi, Now She is leading her life getting benefit of dyd happilywith her
family. But there was some problems of making decision to make a project she got economic
loss. And as it is the last loan from the office she should use it creatively.

Fifth Chapter

Department of Youth Development and Social Work

5.1 Uses of Social Work skills, Knowledge, Methods and Principles in the
activities of the Department of Youth Development in Bangladesh.

Application of social work methods and principles in the agency:

5.1.1 Application of social work method

35
Every profession of the glove has its own methods of doing things very fruitfully and
successfully.

We know that social work is a profession. So, this profession has also some methods or
techniques of doing things smoothly. The profession solves the problems of personal,group
and community.

The social work method or system is the method adopted by the professional social workers
for the overall well-being of a society for the proper solution of personal,group and
community problems.

The social work method is basically divided into 2 types.These are basic
methods of social work and auxiliary methods of social work.

The basic methods of social work are:-

1.Social Casework

2.Social Group work

3.Community Organisation

The auxiliary methods of social work are:-

1.Social Administration

2.Social Research

3.Social Action

5.1.2 The followings are some of the strategies or policies used by

DYD in Bangladesh

36
1.Social Casework :The social work system is the combination of three basic methods by
which individual social work is conducted. Social workers apply this method to solve the
problem of a single person. DYD in Bangladesh also use this method in the same purposes to
solve the individual problems.

2.Social Group work:It is one of the most important basic methods of professional social
work. Using this important method, the professional social workers become able to identify
the group problems and find out the solving process of those problems. According to my own
observation, DYD in Bangladesh use this basic method to help a particular group of a society.

3.Community Organization: It is another most important method of professional social

work which is specially used to solve the problems of a particular community. This basic
method is basically the main focus method of DYD Bangladesh. According to our
observation, DYD in Bangladesh mainly run their maximum activities by using this
method.Using this basic method, they become successful to solve the problems of a
community. And the community is Youth community.

4. Social Action: Social action is an organised effort to change or improve social and
economic institutions. It may be described as organised group effort to solve mass problems.
For increasing effective activities DYD implemented social action.

5. Social Adminstration: Social Work Administration is the process by which DYD and also
dyd's social worker apply professional competence to achieve certain goal.

6. Social Research: In order to asses social problem of youth community or individual youth
in a community it drive this method to solve the problem of youth.

5.1.3 Application of social work principles in the agency

There are some principle of professional social work. The principles of professional social
work which is usually practised by DYD in Bangladesh are mentioned below:

1.Principle of Acceptance It is a very common principle for the professional social

workers. The agency practices this principle to solve different personal,group and community
problems.

37
2.Principle of Communication :Communication always plays a key role in the solving
process of a problem. As DYDin Bangladesh works with Communication, Art and Culture.
So.it is easily said that DYD Bangladesh uses this valuable principle smoothly.

3.Principle of Planned Group Formation : It is always a very difficult task to solve

all types of work for a single person.So in this regard, the formation of a group is so much
important. DYD in Bangladesh forms different types of groups in solving different types of
work and problem. It is a very noticeable thing.

4.Principle of Continuous Individualization: Individuals and team members

individually seek variable recognition which is also important to follow in order to be
successful in group social work practice. Just as each individual is unique, so is the group.
Topics are determined when working with the group during practical training. For example -
what stage the group is at now, what goals the group wants to reach, how its members have
changed, what the future prospects are, etc.

Sixth Chapter

Conclusion

Departmentof youth development is a department of govt. under the ministry of youth and
sport. Its main objective is To transform the youth as judicious, modern life oriented, self-
dignified and positive personto increase glory & development of Bangladesh. Success of
Department of youth development in youth development activities is prevalent. Its activities
are being expanded rapidly day by day. According to a statistical report,95% trained youth
become self-dependent and self-employed. They are able to change their lives and conditions.

If the people of all spheres from their respective positions come forward and extend their
possible co-operation towards youth training and employment, the entire national
development will be expanded and thus dream of building up Bengal of gold will come true.

6.1 Success of Fieldwork

38
There are so many successful task what I have been done in this 20days. These are given
below-

 I have built up good relation and rapport with our external supervisor and also with
the all officers of youth development office.
 From all of them I have got many useful Information about the upazila youth
development office,Paba,Rajshahi.
 I have got a clear idea about aims, objectives, administrative structure, problems,
limitations of the organization with the help of the offices of the youth development
office.
 I have collected data and solved problems by applying the theoretical knowledge of
social work, interview technique and social studies of the class.
 I have always tried to keep in mind that I am a social worker and tried to follow the
methods of social work at the time of working in the field.
 Within a short time I was capable of making a good rapport with all.
 I have learnt how to behave with others in a formal place.
 Tried to listen what my client say
 I have learnt how to work with the people of different types and different cultures.
 I have acquired various types of knowledge at the time of solving their problems.
 I have learnt different types of skills while collecting data from the client.
 I have visited clients home and observed their socio-economic conditions.
 I have tried to discover if any of my clients were engaged with my illegal activities
like drug addiction.
 I have informed them about government social security.
 I have discussed with them about some social issues like early marriage, polygamy,
domestic violence and women empowerment.
 I have also discussed with them about family planning, health issues and Sanitary
latrines.
 In my practical training the biggest part of my success is to encourage the village
people to take training and get loan for self- employment.

6.2 Unsuccess of Fieldwork

39
Since I am a student of social work, I have tried to fulfil all of my responsibilities very
carefully and sincerely by following the principles, methods of social work at the time of
working in the field.

Though I have tried a lot, I have to face various types of obstacles. For this reason, it was a
little difficult for me to continue my work for reaching my expected goals.

1. A little failure to fully apply the social work knowledge, techniques, methods and
principles that need to be implemented in order to collect data from self -employees.

2. At the begging some clients family member didn't want to talk easily or freely and told us
clients were not at home. We waited a lot and when we said we came from youth
development office to know their progress. After sometime those client came in front of us.
Some clients problems and afraid of future plan solved only by our Conservation, suggestion
or motivation but it was not applicable for all the clients.

3. For the first time of case work, I tried my best but i can’t fully apply and maintain social
work method and principles during case work with the client.

6.3 Evaluation:

After evaluatingfrom the 20 days concurrent fieldwork on Department of Youth

Development office at Paba, Rajshahi I have found somesuccessful matters and also some
limitations. So findings of my evaluation are given below:

In 2020-21 fiscal year their target was to provide training to 3,00,480 people but the trained
people was only 2,84,530 people in whole Bangladesh.

i. In paba upazila 400-450 people can take training and it can be seen that the number is
very poor.
ii. Paba upazila youth development office provides loan to 80-90 number of youths
(maximum 100 youth) which is not enough.
iii. 95% trained youth become self-dependent and self-employed.
iv. Every client told that the amount of money or loan they get that is not sufficient for
them. But they said to get loan the process was easy.
v. Many respondent said that they received loan only 1st phase, but didn't get 2nd or 3rd
phase loan.

40
 vi. Lack of training centres and lack of training seats.
vii. Shortage of equipment which is needed for training.
viii. There is no abroad training for self-employed workers..
ix. There is no marketing system of youth development for sale manufacturing goods.
x. Lack of skilled trainer, permanent trainer.
xi. There is no guarantee of full residency.
xii. Lack of proper survey system.
xiii. Training duration of many courses is not satisfiable.
xiv. Budget of the govt. for this is limited.

If these constraints and limitations is possible to removed or can be removed, the youth will
get the most benefitfrom it. As a result, the way of development of the country and nation
will be changed.

References

Akbar,A.(1968).Elements of Social Welfare,Khan Art press,Dhaka,

Akbar,A.(1970).Field work practice in Bangladesh.Khan Art Press.Dhaka

Barker,R. L.(1995).The Social Work Dictionary. NASW Prest,Wachingion DC

Choudhary, M.S.R.& Ferduose,M.F.(2014).Social Casework. A H Development Publishing

House 143, Dhaka-1205

Chowdhry,P.(1976).Introduction to Social Work. Ram Lal Pury: Delhi

Chowdhury,P.(1992).Social Welfare Administration,Delhi,India.

Department of Social Service(2022).retrieved from http://www.dss.gov.bd

Encyclopedia of Social Work. (1965) NASW Press,Washington D.C

Friedlander, W. A.(ed.)(1976).Concept and Method of Social Work. New Delhi: Prentice Hall
of India.

Ghafur,M.A.& Molla, A.K.M.(1968).Introduction to Social work Method.

SocialWelfare.Pubaly Prokashan,Dhaka.

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Hussain,M.N. & Allauddin,M.(1970).Introduction to Social Work method.
Dhaka :ISWR,DU.

Hamilton, G.(1952).Principles of Social Case Recording. Columbia University press, New

York.

Islam,N.(2007).Casework & Group work methods in Bangladesh,Tasnia Publication,Dhaka,

Momin, M.A.(1970).Fieldwork Manual, Dhaka, CSWRC,DU.

Sing,R.R.(1985).Fieldwork in Social Work Education,Concept Publishing Company,India,

p.44-45

Young,P.V.(ed.) (1966).Scientific Social Surveys and Research. Prentice Hall, New Delhi.

Website:

www.dyd.gov.bd

www.dss.gov.bd

www.youth.paba.rajshahi.gov.bd

www.dss.paba.rajshahi.gov.bd

42