The African continent, with specific reference to South Africa, is debating on a critical education paradigm, which is decolonising the curriculum and some professional practices. This chapter aligns its arguments with such debate. This is because social work interventions, methods, skills, values and principles in numerous African settings continue to yield meagre results because they are not indigenously grounded. Over the centuries, Western-based social work education has been implemented in institutions of higher learning, but it appears to be socially, culturally and developmentally unfriendly among African communities. Therefore, this chapter delves into discussing how social work education and practices should be indigenised to befit the socio-cultural, economic and environmental circumstances of the clients. The chapter contributes to the debate on decolonising and indigenisation of social work through a conceptual framework with four key principles, which are economic, political, socio-cultural and education and practice, with possible blended outcomes to lead a friendly social service provision environment in South Africa.