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Transcript of Broadening the Horizons of Higher Education in Namibia through Service Learning as Work Integrated...
![Page 1: Broadening the Horizons of Higher Education in Namibia through Service Learning as Work Integrated Learning WACE Conference Durban - South Africa 26 June.](https://reader031.fdocuments.us/reader031/viewer/2022032802/56649e0e5503460f94af7860/html5/thumbnails/1.jpg)
Broadening the Horizons of Higher Education in Namibia through Service Learning as Work
Integrated Learning
WACE ConferenceDurban - South Africa
26 June 2013
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Panelists
• Dr Deborah Sanders. PHD: Director Study Abroad to Africa.
• Carver Pop. Director: Centre for Cooperative Education- Polytechnic of Namibia.
• Sophia Shuungula. Industry Liaison Officer: Centre for Cooperative Education- Polytechnic of Namibia.
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Introduction
• Service Learning model that structures academics - an essential model for developing the future workforce.
• Challenges of designing, developing and implementing a Service Learning programme based on three case studies.
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Definition of Service Learning
Service Learning is a credit-bearing educational experience in which students participate in an organised service activity that meets identified community needs and reflect on the service activity in such a way as to gain further understanding of the course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility.(Hatcher and Bringle, 1997)
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Definition of Work Integrated Learning (WIL)
• Work Integrated Learning is a defining element of a holistic educational strategy that is known as Cooperative Education, it advocates the formal integration of structured real-life experiences (work-place or community service as well as simulated assignments and action learning projects).
(Adapted from the Work Integrated Learning Policy – Polytechnic of Namibia)
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Literature review• Work Integrated Learning • Service Learning• CCE Policy/Polytechnic Curriculum Framework• Graduate attributes• NGO’s• High unemployment/Lack of experience• Millennium Development Goals/Vision 2030• Volunteering/Importing skills
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International Service Learning
Regarded as a teaching and learning opportunity that integrates meaningful service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.
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Key considerations in the develop of SATA and PoN programmes:
Sustainable: Projects should be beneficial to the community and have a lasting effect. Reciprocity: Host, students and academic institution should derive benefit from the interaction.Cultural: Diversity and mutual respectAcademic: Learning objectives should be achieved.
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Students orientation
• Students agreement/contract and guidelines.• Designing learning objectives.• Expectations for students, host university and
host organisations.• Reporting structures.• Supervision and mentoring.• The importance of student’s and supervisor ‘s
relationship.
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Case 1Host: Cheetah Conservation Fund (CCF): Otjiwarongo. NamibiaAim: - Protect Cheetahs and its eco-system- Assist community to understand Cheetah conservationName: Student X University: Lincoln UniversityMajor: Travel and Tourism/Conservation
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Learning objectives
• To understand why people kill the cheetahs and what can be done to bring about harmony.
• To learn more about marketing in tourism.
• To acquire knowledge and skills that can motivate a career in tourism.
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Successes and challenges
• Gained an understanding that farmers kill cheetahs to protect their livestock and to preserve their economic livelihood.
• Raised N$7000.00 through marketing activities at the Gift shop.
• Re-affirmed her decision to work in conservation.
Challenges• Ability to cope with the
farm environment.• Lack of balance between
learner’s objectives and host expectations.
• Time constrains.
Success
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Case 2Host: SOS Village; Ondangwa – Namibia.Aim: - Providing shelter to vulnerable children.- Assisting those kids to become responsible and contributing member of the community.University: Brookdale Community CollegeMajor: Business Management
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Learning objectives
• To gain exposure and experience different cultures.
• To acquire knowledge and skills to manage a non-profit organisation.
• Improve fund raising skills to sustain an NGO.
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Success and challenges
Success• Made suggestions to raise
funds for sustaining the village i.e. gardening project.
• Designed and presented a balance sheet for SOS.
Challenges• Lack of funding for the
village.
• Not a skilled social worker.
• Set back/death of a child.
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Case 3Host: Rehoboth Medical Centre. Rehoboth – Namibia.Aim: Provide private health care to patients of the Rehoboth Community.University: Central Washington UniversityMajor: Nursing
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Learning objectives
• To determine motivation to pursue a degree in Nursing, specialising in Pediatric care.
• To learn about the operations of a medical
centre.
• To learn about nursing care, as well as terms and instruments used in nursing.
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Success and challenges
Success• Re-affirmed her
commitment to nursing though realised that she doesn’t really want to be a Pediatric nurse.
• Gained exposure at C-Section and Pediatric wards at St. Mary’s hospital.
• Experienced how a medical facility is being run.
Challenges• Lack of Skills, experience
and qualification was a limiting factor.
• Language barriers.
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Challenges: Industry Liaison Officer
• Cultural differences and miscommunication.
• Monitoring students performance.
• Assessment procedures and standards USA/NQF.
• Managing student and supervisor relationship.
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Kolb’s Theory of Experiential Learning
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Conceptual Framework
• Determining objectives/Learning outcome• Pre-survey• Service Learning/Experience• Reflection - Formative assessment (Mid-term report) - Summative assessment (Final report)• Assessment ( Presentation)• Post-survey (students)• Post survey (Industry supervisor)
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Actual Learning - The Gap
• Different stakeholder’s objectives.• Nature of Programme/working environment.• Lack of opportunities to expose students.• Time constrains (four weeks).• Unclear distinction between SL and internship.• Lack of balance between service and learning.
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Recommendations
• Pre-determined objectives agreed by all parties.
• Balance between service and learning : reciprocal benefit.
• Placement for students with substantial academic knowledge, preferably during the third year of study.
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Proposed Model for SL
Input
Process Mentorship Staff skills Monitoring Assessment strategy Output
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Thank you
Discussion & Questions