Historically, institutions of higher education have been perceived to be isolated from
the real concerns of the world. They have appeared to be ivory towers and bastions
of knowledge to which mere mortals can only aspire. There is currently still a call in
the South Africa for education that is relevant and applicable to the development of
South Africa. Through emphasizing community engagement and implementing
service learning various dynamic approaches are now being considered to link
“traditional domains of foundational knowledge and professional knowledge with a
new emphasis on socially responsive knowledge” (Altman in Kenny & Gallagher,
2000:1). Altman suggests that service learning links the knowledge, skills and
experiences of learners in a way that enables them to act and respond to social
problems and engage with communities.
The aim of the research was to through an appreciative inquiry framework determine
what is being done in respect to and how best to support and encourage the continued
implementation of community engagement and service learning in South Africa. The
research focuses on how service learning and community engagement can be made
sustainable in South Africa. It identifies what service learning practices are being
established by higher education institutions in South Africa following the period
typified as the era of the Community Higher Education Service Partnership
programme.
Over a period of nine years, higher education institutions received external support
from the Community Higher Education Service Partnership programme. In 2008, the
Community Higher Education Service Partnership programme was transferred to the
Higher Education Quality Committee and the support and funding, previously
supplied by the Community Higher Education Service Partnership programme, was
terminated. The research investigates how service learning and community
engagement has since continued to be sustained and implemented in higher
education institutions.
Service learning and community engagement, as an entity, is positioned to “produce
powerful transformative effects for learners, teachers, schools, universities,
communities and policy-makers” (Le Grange, 2007:8). These developments in
higher education serve as a backdrop for the need for transformation and change in
South Africa. In response to the fundamental changes occurring in South Africa,
there is an imminent need to transform the function, role and purpose of higher
education institutions. The findings of the research should generate a greater
understanding of the current status of service learning and community engagement in
South Africa.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/11412 |
| Date | 12 March 2012 |
| Creators | Rowe, Craig Darrel |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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