Professional Documents
Culture Documents
Introduction
The purpose of this article is to demonstrate the implementation of a curriculum model
to integrate service-learning (SL) in higher education curriculum in South Africa. I am a co-
author of the book, Service-Learning in the curriculum: a resource for higher education
institutions.1 and wrote the chapter 3 An integrated curriculum model for SL: Design and
Implementation and chapter 4 SL in the curriculum: Reflection, Assessment and
Evaluation1 based on action research of SL modules that I present and the training of
faculty in SL at my institution. The specific curriculum model can be used as a framework
to develop a new or to reconstruct an existing module to include service-learning. The
focus is on the ‘What, How and When’ of using a curriculum model for service-learning1.
By means of a curriculum model I guide and support faculty phase by phase and with
stepwise activities to develop a new module with the integration of service-learning
experiences in an academic learning programme.
4. Evaluation 2. Implementation
3. Outcomes, Reflection
and Assessment
Align outcomes, reflection activities and assessment plan and include it in the study
guide. It is crucial that outcomes are specified precisely; if not, it may be difficult to
devise appropriate reflection activities and to develop appropriate assessment
techniques. For reflection to be effective it is crucial that faculty consider how the
outcomes of the module with service-learning activities will be assessed.
Engage students in structured reflection. Students have to examine critical issues
related to their service-learning projects (before, during and after), connect the service
experience to module content; enhance the development of social responsibility and
ethical skills and values; and find personal relevance in the work.
Conduct formative and summative assessment of student learning to provide feedback
to students on what is expected of them, what they have done well, and what they
need to improve on and how.
Conclusion
When using the integrated curriculum model, all phases (development and design;
implementation; reflection and assessment, and evaluation) and steps are followed, quality
management is ensured, service-learning outcomes, reflection and assessment are
aligned and conforming to legislation and institutional curriculum and programme
development requirements in South Africa.
By using the integrated curriculum model I could work systematically and progressively
and I have practiced the phases as discussed above in the SL module that I teach and
also the implementation by other faculty in their disciplines. Each of the phases consists of
activities that have been carried out in the Faculty of Education to design, implement and
evaluate an effective module with service-learning, namely Community Education
(OWG720) in a postgraduate programme. In this module I have expanded and enhanced
the university’s educational mission to respond to society’s emerging needs and could
fulfill our role in educating the ‘good citizen’ for a democratic society.
References
1. Higher Education Quality Committee / JET Education Services South Africa 2006
Service-Learning in the curriculum: a resource for higher education institutions.
Pretoria, South Africa: Council on Higher Education.
http://www.up.ac.za/academic/education/curstud/sl/slhome.htm
http://www.up.ac.za/academic/education/curstud/sl/modules.htm