In most parts of the world, social work fieldwork education takes for granted that the different stakeholders in the fieldwork learning process - students, academic staff, and field instructors - are dedicated to their task and can carry it through, yet this assumption does not always hold. This article examines one such situation, in Botswana, and several measures that have been introduced to tackle it.
When assumptions on fieldwork education fail to hold: The experience of Botswana
Reprints and Corporate Permissions
Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?
To request a reprint or corporate permissions for this article, please click on the relevant link below:
Academic Permissions
Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?
Obtain permissions instantly via Rightslink by clicking on the button below:
If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.
Related research
People also read lists articles that other readers of this article have read.
Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.
Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.