The Future of Forensic Science Practice in Africa: Mentoring

I have travelled to many parts of Africa, mainly on trips related to forensic medicine and science programmes and I have witnessed the tremendous efforts of colleagues who are working really hard to render services to their communities, teach and train younger ones, and conduct research to advance the frontiers of the profession. And they do this with limited resources in operationally challenging contexts vis-à-vis the economic, sociocultural, and political milieu. I salute their courage in not giving up due to incessant pushbacks that come in diverse ways, especially when one is devoted to upholding the standards of practice with integrity.

However, I have equally observed a missing link in the generational chain for sustainable standard forensic practice: a lack of mentoring. There is no doubt that some forms of forensic training, of different depths and scopes, are going on in different institutions or locations across Africa. The lack of mentoring is stalling the quality of the outcome of the efforts invested in keeping the trajectory of the generational relay on an upward and forward swing. Occasionally, a whole forensic service collapses upon the retirement or death of the practitioner-proponent. There is no one to step into the shoes and carry on the touch, and in most cases, an ill-prepared profile assumes the responsibility in a terrain that requires acute vision and a methodical approach, which are more effectively transferred by mentoring.

Mentoring is not merely about observing a more experienced practitioner in a given field; it is rather an obligation of mutual commitment between a mentor and a mentee. Mentoring in the forensic sciences, as in other disciplines, is a structured system for making an indelible impact on preserving and improving professional ethos and standards from one generation to the next. It does not, and should not, happen by "accident". It is not "compelled". It is not regimented. Instead, it is intentional, and everyone voluntarily involved in the process is aware of the modalities, expectations, and evaluation towards a common goal. What is called "mentoring" in some contexts is often resented either by the "mentee", the "mentor," or both and the whole foundation crumbles on a faulty premise. Mentoring is generally an engaging and enriching process for the parties involved, and on this ground, the result of it prevails.

Meanwhile, mentoring does not require a specific budget or financial allocation. It runs on the fuel of our time and commitment. Interactions with my forensic science students are quite revealing. The issue is not only about the forensic knowledge and skills that students acquire but also (and often more importantly), the "forensic attitude": attention to detail, measured, reflective, process-oriented, and team approach. This posture is not taught in classrooms. It is usually a product of mentoring. We need to do more of it in Africa, as a matter of institutional and professional priority, in the standard practice of forensic medicine and related sciences.