Broadening the Horizons of Higher Education in Namibia through Service Learning as Work Integrated Learning WACE Conference Durban - South Africa 26 June 2013

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.

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.

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)

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)

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

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.

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 respect Academic: Learning objectives should be achieved.

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.

Case 1 Host: Cheetah Conservation Fund (CCF): Otjiwarongo. Namibia Aim: - Protect Cheetahs and its eco-system - Assist community to understand Cheetah conservation Name: Student X University: Lincoln University Major: Travel and Tourism/Conservation

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.

Successes and challenges Gained an understanding that farmers kill cheetahs to protect their livestock and to preserve their economic livelihood. Raised N$ 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

Case 2 Host: 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 College Major: Business Management

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.

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.

Case 3 Host: Rehoboth Medical Centre. Rehoboth – Namibia. Aim: Provide private health care to patients of the Rehoboth Community. University: Central Washington University Major: Nursing

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.

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.

Challenges: Industry Liaison Officer Cultural differences and miscommunication. Monitoring students performance. Assessment procedures and standards USA/NQF. Managing student and supervisor relationship.

Kolb’s Theory of Experiential Learning

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)

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.

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.

Proposed Model for SL Input Process Mentorship Staff skills Monitoring Assessment strategy Output

Thank you Discussion & Questions