WACE Conference Durban - South Africa 26 June 2013

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

2. 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.

3. 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.

4. 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)

5. 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)

6. 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

7. 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.

8. 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.

9. 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.

10. 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

11. 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.

12. Successes and challenges Success Challenges Ability to cope with the farm environment. Lack of balance between learner’s objectives and host expectations. Time constrains. • 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.

13. 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

14. 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.

15. Success and challenges Success Challenges Lack of funding for the village. Not a skilled social worker. Set back/death of a child. • Made suggestions to raise funds for sustaining the village i.e. gardening project. • Designed and presented a balance sheet for SOS.

16. 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

17. 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.

18. Success and challenges Success Challenges Lack of Skills, experience and qualification was a limiting factor. Language barriers. • 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.

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

20. Kolb’s Theory of Experiential Learning

21. 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)

22. 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.

23. 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.

24. Proposed Model for SL Input Process Mentorship Staff skills Monitoring Assessment strategy Output Recruitment & Selection Orientation - Outbound Orientation - Inbound Assessment credit bearing

25. Thank you Discussion & Questions