PODER LEGISLATIVO

The JET/HEQC Guide states that service-learning is based on the pedagogical foundation of experiential learning and embedded in theories of constructivism and that to ensure that service promotes substantive learning, service-learning connects students‘ experience to reflection and analysis in the curriculum (Bender et al. 2006).

There are numerous theorists on whom service-learning relies to explain its pedagogical foundations and practice (Bender et al. 2006), and the two main theorists on whose work in experiential learning we draw, are John Dewey and David Kolb (Ibid). Their ideas, as discussed earlier, form the basis for learning through experience and reflection.

Conceptually, service-learning, as previously discussed, has many different forms and the term itself has been debated. Figure 2.4.3.1 shows the different categories of community engagement that service-learning brings together. All these forms of community engagement have their roots in experiential learning. Although these different forms have separate definitions, the boundaries between these categories are not fixed, and at any stage learning activities integrated in academic programmes may shift either way on the continuum (Bender et al. 2006).

On the community and service focused end of the continuum, Volunteerism and Community Outreach are both forms of engagement where the primary goal of the activity is to provide a service that benefits the community, the recipient of that service. Typically, community engagement involves more structure and commitment from the students than volunteerism, and as students begin to engage in formal academic discourse around service issues, the activity moves more towards the centre of the continuum and closer towards service-learning. On the other end of the continuum, internships engage students in activities where their learning is the primary goal and the main beneficiaries are the students themselves. In general, internships are fully integrated with the curriculum. Similarly, in co-operative education, the goal is learning and the student is the primary beneficiary. These activities are usually co-curricular in nature and related to, but not fully integrated with the curriculum (Bender et al. 2006).

In order for an activity to be classified as service-learning, the Bringle and Hatcher definition must be kept in mind and service-learning should characteristically involve the following:

 Relevant and meaningful service to the community (Reciprocity): the community should need and want the service that the students are offering. The students‘ skills and interests should be valued by the community who see the activity as worthwhile.

 Enhanced academic learning: Clear connections must exist between the course objectives and service activity. Student learning must be strengthened by the service-learning experience.

 Purposeful civic learning (social responsibility): Knowledge, skills and values making a clear and purposeful contribution to the preparation of students for active participation in civic affairs and therefore developing social responsibility.

 Structured opportunities for reflection: As discussed earlier in the chapter, experiential learning theorists see reflection as crucial for the transformation of knowledge through experience. Reflection assists in gaining a deeper

understanding of module content and a broader appreciation for the discipline as well as an enhanced sense of personal values and social responsibility (Bringle & Hatcher 1995; Eyler and Giles 1999; Eyler 2001; Kolb 1984 and Bender et al. 2006).

Existing programmes for student volunteers, like the Rhodes University Community Engagement Centre Student Volunteer Programme, do much good for the community, but the service goals are placed high above any learning outcomes that may result from the volunteering. The volunteer work has no academic credit and there is very little recognition of students‘ efforts in relation to their coursework. Much of the work the students do has no relation to what they are studying and is rather an act of giving during which little academic learning takes place. The service is, in other words, developing the person without developing the student. It is volunteer work, without the benefits of service-learning.

Some of the problems in developing service-learning opportunities are that when departments do develop service learning course components, the work that is done by the academics and lecturers is seldom seen as research, and often has little to do with the research direction of the parties involved. Faculty may spend a large amount of time developing service learning components for courses, but these efforts are often not linked to their research and are thus not highly rewarded in terms of university promotion and tenure (Kenny et al. 2002). Kenny et al. (2002) state that, ―Service Learning curricula

are sometimes viewed as promoting affective development, at the expense of more rigorous academic content‖ (p 5).

However, while these are the real problems in both practicality and perception, there is world-wide, increasing pressure from politicians, university trustees and alumni, as well as communities and already volunteering students, to use the research and education resources of universities and colleges to add value to the communities in which they are situated. The drive to merge education and outreach is gaining momentum (Kenny et al. 2002).

Most colleges and universities do seek to create successful alumni, ―people who will contribute positively to their own lives and to the lives of their families and communities‖ (Kenny et al. 2002, p1). However Kenny et al. (2002) maintain that there is in fact much

more that colleges and universities can, and hopefully will, contribute to the well-being and positive functioning of the communities within which they are embedded,

―...than only the education of students who will occupy jobs associated with the knowledge and skills inculcated through curricula offerings. Most higher education institutions are beginning to aspire to reach out to communities, and to use their research and educational programmes to add value to civil society‖ (p 1).