Innovative fieldwork education in Africa

Abstract

My remarks focus essentially on the theme of social work education in Africa. I observe that social work education per se has two prongs – classroom instruction and field practicum. I then indicate that the paper is interested in the practicum component of social work education. It notes that in the context of Africa, there has been a clarion call for relevance in social work on the continent. To this end, terms like Ubuntu and indigenisation, have emerged in the context of the discourse on the quest for relevance of social work on the continent - concepts which are consistent with a developmental social work model. My argument is in order to successfully promote the development approach in social work, change has to begin in the education component. The challenge though is that some institutions of education and training in social work, have purported to be promoting the developmental social work education approach, when in fact, the practicum component of their education and training programmes is not consistent with the developmental approach. Apparently, some social work educators are not very clear in terms of what the developmental approach entails, while others are curtailed by institution culture and policies. I then argue that in order to produce a cadre who is well versed in the developmental social work approach, the fieldwork practicum component has to be consistent with the key tenets of the developmental approach. Six models of the developmental social work approach to fieldwork placements are presented as examples of the kind of field placements that would go with the developmental approach. Advantages of the developmental type of placements are briefly explored.

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Mupedziswa R. (2024). Africa Day Indaba 2022 – Innovative Fieldwork Education in Africa. presentation made during Africa Day Indaba 2022. African Journal of Social Work, 14(3), 126-132. https://dx.doi.org/10.4314/ajsw.v14i3.3

Visit journal website: https://ajsw.africasocialwork.net