Supervision during social work education and training in Francophone West Africa: Conceptual frameworks and empirical evidence from Burkina Faso and Côte d’Ivoire

Abstract

ABSTRACTThis article presents research exploring the conceptualization and practice of supervision during social worker training in Burkina Faso and Côte d’Ivoire, Francophone West African countries whose social work education frameworks and processes are nearly absent in the academic literature. Drawing upon discursive analyses of training curricula as well as interviews and group discussions undertaken in 2014 with professors, administrators, and students, this study notes the centrality of fieldwork to training and heavy reliance upon faculty–field liaisons in both countries. Conceptually, supervision policy in these contexts emphasizes compliance: systematized visits by institute administrators to fieldwork sites (in Burkina Faso), regimented simulation exercises, and formal performance evaluations to gauge student progress. In practice, however, respondents were likely to highlight the importance of modelling and coaching, indicating the hybridization of ‘harder’ regulatory supervision with ‘softer’ mentoring approaches. This study contributes to global learning about the role of supervision in social work training by analyzing its theory and practice in two understudied countries, highlighting the emergence of new norms of practice within outmoded regulatory frameworks. The research shines light upon the creative ways that social work administrators are improving supervision of social work students’ fieldwork in low-income countries with limited public resources.