The sustainability of service learning and community engagement in the post 'community higher education service partnership' era.

Abstract

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.