Abstract: Submission #13

Abstract Despite decades of government intervention and international aid, poverty remains deeply entrenched in South Africa. In response, over two decades ago, the South African government adopted a developmental approach to social welfare, as outlined in the White Paper for Social Welfare (1997). This approach advocates for integrating social and economic development to enhance the overall wellbeing of communities. Social service professionals, particularly those in social work and community development practice, are central to this vision due to their engagement with vulnerable individuals, families, and communities which are most affected by poverty. One promising strategy within this framework is the implementation of financial capability development interventions, which aim to improve the knowledge, skills, attitudes, and behaviours necessary for sound financial decision-making. These interventions not only strengthen individual financial wellbeing but also contribute to broader poverty alleviation efforts and the achievement of several Sustainable Development Goals (SDGs), including SDG 1 (No Poverty), SDG 2 (Zero Hunger), SDG 3 (Good Health and Wellbeing), SDG 4 (Quality Education), and SDG 10 (Reduced Inequalities). However, a critical question arises: are South African social service professionals adequately prepared to develop and lead financial capability interventions? Drawing conceptually on Sen’s Capabilities Approach and Financial Capability theory within the context of social development, this paper critically examines the profession’s readiness. Through a synthesis of current literature, policy analysis, and professional curriculum frameworks, it identifies opportunities and barriers, including limited specialised training, resource constraints, and organisational challenges. The paper argues that while social service professionals are well positioned to drive financial empowerment, systemic and educational gaps must be addressed. Practical recommendations are offered for curriculum reform, targeted professional development, and policy innovation.