Fakulteit Opvoedingswetenskappe

FAKULTEIT OPVOEDINGSWETENSKAPPE/FACULTY OF EDUCATION SCIENCES

Diensleerstrategie /Service Learning Strategy2013

April 2013

INHOUDSOPGAWE/INDEX:

1 Inleiding/ Introduction............................................................................................4

2 Diensleer en die onderwyser se professionele identiteit/ Service Learning and teacher professional identity...............................................................................................5

3 Konteks/ Context.....................................................................................................5

4 Missie/ Mission........................................................................................................6

5 Strategiese doelwitte/ Strategic goals..................................................................6

6 Strategie (beginsels en optrede)/ Strategy (principles and action)...................7

7 Rasionaal/ Rationale...............................................................................................97.1 Navorsing / Research..........................................................................................................9

8 Bestuurstrukture/ Management structures..........................................................98.1 Fakulteit se organisasiestruktuur / Faculty’s organisational structure..........................98.2 Diensleerkomiteekantoor (DLK)/ Service Learning Committee office (SLC)................138.2.1 Take/ Tasks......................................................................................................................... 13

8.2.2 Verslagdoening en evaluering/ Reporting and evaluation...................................................13

8.2.3 Kwaliteitsversekeringbepalings/ Quality assurance provisions............................................14

8.2.4 Befondsing vir projekte en erkenning van deelnemers/ Funding for projects and recognition of participants.......................................................................................................................... 14

8.2.5 Diensleernavorsingsontwikkeling/ Service Learning Research Development.....................14

9 Loodsstudie/ Pilot study......................................................................................149.1 Strategiese beplanning/ Strategic planning....................................................................15

10 Samevatting/ Conclusion....................................................................................................15

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1 Inleiding/ Introduction’n Sleutelfunksie van die Nasionale Stelsel van Innovasie is om vrugbare grond te voorsien om ’n kultuur van innovasie te bevorder wat na plaaslike innovasie asook streeks- en nasionale innovasie sal deursypel ten einde ekonomiese groei moontlik te maak wat, op sy beurt, die kennisekonomie sal laat gedy.

Die welbekende driedubbeleheliks-verskynsel1 wat die verhouding tussen universiteit, bedryf en regering illustreer, moet na ’n viervoudigeheliks-strategie uitgebrei word waar samelewings/mense/begunstigdes saam met die regering, universiteite en die bedryf by die proses ingesluit word. Dit is deurslaggewend in ’n ontwikkelende land waar daar ’n plig op tersiêre onderwys rus om ’n uitwerking en invloed op die behoeftes van hulle omliggende samelewing te hê. Hierdie viervoudigeheliks-strategie word in figuur 1 geïllustreer.

A key function of the National System of Innovation is to provide fertile ground to promote a culture of innovation permeating local innovation as well as regional and national innovation in order to facilitate economic growth, and in turn grow the knowledge economy.

The well-known triple-helix phenomenon,2 which depicts the relationship between university, industry and government, needs to expand to a quadruple-helix strategy where societies/people/beneficiaries are included in the process together with the government, universities and industry. This is crucial in a developing country where there is an imperative on tertiary education to have an impact and influence on the needs of their surrounding society. This quadruple-helix strategy is depicted in figure 1.

Figuur/ Figure 1:

Figuur/ Figure 1: Tipes gemeenskapsbetrokkenheid/ Types of Community Engagement

Diensleer as ’n werksgebied vir personeel en studente in die Fakulteit Opvoedingswetenskappe was ’n tradisionele fokuspunt van ons aanvanklike onderwyseropvoedingsprogramme en ook van personeel betrokke by onderwyseropleiding in hierdie programme. Hoewel dit as deel van die verdere professionele ontwikkeling van studente (deur middel van watter voorsiening die Fakulteit ook al tradisioneel gemaak het vir studente om in sportkode-afrigting, revueproduksie en –regie, koorontwikkeling, asook ’n verskeidenheid lewensvoorbereidende kursusse vir kinders, byvoorbeeld Guides, Scouts, Voortrekkers en Landsdiens opgelei te word) aandag geniet het, is die artikulasie van ’n uitdruklike strategie ’n noodsaaklike stap vir die Fakulteit ter wille van ’n visie vir Diensleerontwikkeling wat deur optrede volhou kan word.

1Etzkowitz, H. en LoetLeydesdorff, L. 2000. The dynamics of innovation: from National Systems and ‘‘Mode 2’’ to a Triple Helix of university–industry–government relations. Research policy, Vol. 29: 109–123. Beskikbaar by www.elsevier.nlrlocatereconbase

2Etzkowitz, H. and LoetLeydesdorff, L. 2000. The dynamics of innovation: from National Systems and ‘‘Mode 2’’ to a Triple Helix of university–industry–government relations. Research policy, Vol. 29: 109–123. Available at www.elsevier.nlrlocatereconbase

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Hierdie dokument neem as vertrekpunt dat Diensleer kernbesigheid vir die Fakulteit Opvoedingswetenskappe is en dus deel van die Fakulteit se Strategiese Plan vorm. Hiervolgens is die Diensleerkomitee, naas die Onderrig- en Kwaliteitskomitee en die Navorsingskomitee, reeds ’n Fakulteitsraadkomitee. As sodanig vorm die Diensleerkomitee deel van die funksies van die Fakulteit en rapporteer aan die Fakulteit oor die koördinering van Diensleerinisiatiewe en –projekte.

Die Diensleerkomitee (DLK) het aldus ’n mandaat om ’n visie vir Diensleer te ontwikkel en die integrasie van Diensleer asook navorsing in werking te stel. Die strukture van die Fakulteitsraadkomitee voorveronderstel verteenwoordiging deur lede van die DLK in die twee ander hoofkomitees van die Raad (Onderrig en Kwaliteit en Navorsing).

Service Learning as an area of work for staff and students in the Faculty of Education Sciences has been a traditional focus of our initial teacher education programmes and also of staff involved in teacher education in these programmes. Although attended to as part of the further professional development of students (by way of what provision the Faculty has traditionally made for students to be trained in sports-code coaching, revue production and direction, choir development, as well as a range of children’s life-preparatory courses, for example, Guides, Scouts, Voortrekkers and Landsdiens), the articulation of an explicit strategy is a necessary step for the Faculty in order to achieve a vision for Service Learning development which can be sustained through action.

This document takes as its starting point that Service Learning is core business for the Faculty of Education Sciences and thus forms part of the Faculty’s Strategic Plan. In these terms the Service Learning Committee is already a Faculty Board Committee alongside the Teaching and Quality Committee, and the Research Committee. As such the Service Learning Committee forms part of the functions of the Faculty and reports to the Faculty on the coordination of Service Learning initiatives and projects.

The Service Learning Committee (SLC) thus has a mandate to develop a vision for Service Learning and to effect the integration of Service Learning with teaching and learning as well as research. Faculty Board Committee structures presuppose representation by members of the SLC, on the two other major committees of the Board (Teaching and Quality and Research).

2 Diensleer en die onderwyser se professionele identiteit/ Service Learning and teacher professional identity

Diensleer is deel van onderwysers se optrede en identiteit. Onderwysers in hulle hoedanigheid as professionele mense wat op grond van hulle werk met kinders as leiers in gemeenskappe funksioneer, berei kinders vir deelname aan die gemeenskapslewe en die beroepswêreld voor. As sodanig is Diensleer ook deel van die Universiteit se strategiese Visie en Missie en is dit in die strategiedokument (Die NWU-strategie vir Gemeenskapsbetrokkenheid 2011:1) vasgelê.

Die Fakulteit moet in sy aktiwiteite met personeel en studente aan Diensleer aandag skenk. Diensleer is inderdaad deel van die holistiese ontwikkeling van die onderwyser. Om uitdrukking aan hierdie doelstelling te gee, maak dit sin dat die Fakulteit Diensleer ondersteun en in geselekteerde programme en bestaande strukture vir die integrasie daarvan voorsiening maak, eerder as deur middel van bykomende strukture of prosesse.

Ons is dit eens dat Diensleer ’n kredietdraende opvoedkundige ervaring is waarin studente aan ’n georganiseerde diensaktiwiteit deelneem wat aan geïdentifiseerde gemeenskapsbehoeftes voldoen en op so ’n wyse oor die diensaktiwiteit besin dat ’n dieper begrip van kursusinhoud, ’n breër waardering van die vakgebied en ’n beter besef van burgerlike verantwoordelikheid ontstaan (Bringle & Hatcher, 1995:5).

Service Learning is part of teachers’ action and identity. Teachers in their capacity as professionals, who function as leaders in communities by virtue of their working with children, prepare children for participation in community life, as well as the world of work. As such Service Learning is also part of the University's strategic Vision and Mission and has been captured in the strategy document (The NWU Community Engagement Strategy 2011:1).

The Faculty needs to address Service Learning in its activities with staff and students. Indeed, Service Learning is part of the holistic development of the teacher. To give expression to this aim, it makes sense that the Faculty supports Service Learning, and provides for its integration into selected programmes, and its support through existing structures rather than through additional structures or processes.

We concur that Service Learning is a credit-bearing educational experience in which students participate in an organised service activity that meets identified community needs and reflects on the service activity in such a way as to get further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility (Bringle & Hatcher, 1995:5).

3 Konteks/ ContextDie NWU-strategie vir Gemeenskapsbetrokkenheid (2011:1) is om sy vennootskappe met die breër gemeenskap uit te brei ten einde ekonomiese, omgewings- en maatskaplike waarde te skep, terwyl gemeenskapsbetrokkenheid met die kernbesigheid van onderrig/leer en navorsing geïntegreer word. Waar hierdie gemeenskapsbetrokkenheid amptelik by die kurrikulum van geïdentifiseerde module-uitkomste geïnkorporeer word, is die verstandhouding dat die term “diensleer” daarby ingesluit is.

The NWU Community Engagement Strategy (2011:1) is to expand its partnerships with the broader community to create economic, environmental and social value, while integrating community engagement into the core business of

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teaching/learning and research. Where this community engagement is officially incorporated in the curriculum of identified module outcomes, it is understood to include the term “service learning”.

4 Missie/ MissionDie missie van die Fakulteit Opvoedingswetenskappe ten opsigte van Diensleer is om bepaalde modules in sy programme uit te brei om aan die praktiese behoeftes van die samelewing aandag te gee en om studentonderwysers se ontwikkeling holisties te bevorder sodat hulle voorbereid is vir die hantering van die uiteenlopende veranderlikes in klaskamers en die gemeenskappe waarin in hulle staan.

The mission of the Faculty of Education Sciences in terms of Service Learning, is to expand specific modules in their programmes to address practical needs of society and to enhance student teachers’ development holistically, so as to be ready for the diversity of variables to be addressed in classrooms and the communities in which they are situated.

5 Strategiese doelwitte/ Strategic goalsDie Diensleerkomitee is die fokuspunt om samewerking, belyning en terugvoerkanale te bevorder. Die DLK se strategiese doelwitte is om:

bestaande modules in programme met praktiese komponente te ontwikkel wat aan ’n behoefte van die onmiddellike gemeenskap sal voldoen;

navorsingsuitsette, insluitend publikasies in gerespekteerde en geakkrediteerde vaktydskrifte, te verbeter deur data uit gemeenskappe in te samel ten einde ’n positiewe invloed op hulle praktiese behoeftes te hê sodat die Universiteit as ’n instelling met ’n balans tussen onderrig, navorsing en gemeenskapsbehoeftes erken kan word. In dié opsig word Diensleer die middel om hierdie doelwit te bereik;

die implementering van Diensleer te moniteer en ondersteuning op een lyn te bring om die onderskeie fakulteitnavorsingsnisse te verbeter;

studentonderwysers holisties te ontwikkel en hulle vir die kontinuum van diversiteit in die praktyk voor te berei;

die implementering van kundigheid, wat gemeenskapsgerig is, tot voordeel van die provinsie, die land, die Suider-Afrikaanse streek, die vasteland en uiteindelik die wêreld uit te brei;

’n volledige sosio-ekonomiese impakassesseringstudie saam te stel van die waarde wat deur die Fakulteit in die Noordwes en gemeenskappe naby ons kampus toegevoeg word;

die Diensleerbetrokkenheid van die Fakulteit uit te brei ten einde die Fakulteit se passie en kundigheid met gemeenskappe te deel om groter voordele vir die samelewing te genereer en robuuste maatskaplike kapitaal op te bou;

te verseker dat Diensleer deel vorm van die prestasieooreenkomste van individuele personeellede wat eienaarskap van bepaalde modules in programme neem;

gepaste erkenning vir Diensleeruitnemendheid op ’n projek- en individuele grondslag in werking te stel;

die raamwerk vir Diensleerprojekte in werking te stel deur die algehele doel van die projekte as synde deel van die kernbesigheid te koördineer en te kommunikeer en amptelik as module-uitkomste te dokumenteer;

groter deelname van die privaat sektor in die Fakulteit se Diensleerprojekte te verseker en ten minste jaarliks aan die DLKtr (Diensleerkantoor) te gerapporteer;

’n brosjure met ’n oorsig van alle Diensleerprojekte van die Fakulteit te publiseer;

die trefkrag van die Diensleerprojekte te normeer en te moniteer;

innovasie en Diensleeraktiwiteite op ’n holistiese manier met kernaktiwiteite in ooreenstemming te bring;

die raamwerk in werking te stel wat ’n behoorlike belyning van Diensleeraktiwiteite met onderrig/leer (gemeenskapsgebaseerde leerprogramme), navorsing (navorsing-in-toepassing, toegepaste navorsing, gemeenskapsgebaseerde navorsing) en innovasie (vestiging van gemeenskapsondernemings) sal verseker ten einde volhoubare gemeenskapsontwikkeling te bewerkstellig; en

jaarliks oor studentebetrokkenheid by Diensleer in die gemeenskap as deel van hulle kredietdraende aktiwiteite aan die DLK verslag te doen.

The Service Learning Committee is the focal point to enhance cooperation, alignment and feedback channels. The strategic goals of the SLC are to:

develop current modules in programmes with practical components that will service a need of the immediate community;

enhance research output, including publications in respected and accredited journals, by collecting data from communities in order to impact positively on their practical needs for the University to be recognised as an institution with a balance between teaching, research and community needs. In this regard Service Learning becomes the vehicle in achieving this goal;

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monitor the implementation of Service Learning and align support to enhance respective faculty research niches;

develop student teachers holistically and to prepare them for the continuum of diversity in practice;

expand the implementation of expertise which are community directed, for the benefit of the province, the country, the Southern African region, the continent and ultimately the world;

compile a complete socio-economic impact assessment study of the value added by the Faculty in the North West province and communities near our campus;

expand Service Learning engagement of the Faculty so as to share the Faculty’s passion and know-how with communities to generate wider benefits for society and build robust social capital;

ensure that Service Learning forms part of the performance agreements of individual staff members who take ownership of specific modules in programmes;

implement appropriate recognition for Service Learning excellence on a project and individual basis;

implement the framework for Service Learning projects through coordinating and communicating the overall purpose of the projects as being part of the core business and officially being documented as module outcomes;

ensure a wider participation of the private sector in Faculty Service Learning projects, reporting at least annually to the SLO (Service Learning Office);

publish a brochure containing an overview of all Service Learning projects of the Faculty;

benchmark and monitor the impact of the Service Learning projects;

align innovation and Service Learning activities with core activities in a holistic manner;

implement the framework to ensure a proper alignment of Service Learning activities with teaching/learning (community-based learning programmes), with research (research in application, applied research, community-based research) and innovation (establishment of community businesses) to achieve sustainable community development; and

report annually to the SLC on student involvement in Service Learning in the community as part of their credit-bearing activities.

6 Strategie (beginsels en optrede)/ Strategy (principles and action)

6.1 Diensleer word deur die Fakulteit se leierskorps ondersteun ten einde die integrasie van Diensleer as deel van die formele kurrikulum van aanvanklike onderwyseropvoedingsprogramme te verwesenlik/ Service Learning is supported by Faculty leadership to achieve the integration of Service Learning as part of the formal curriculum of initial teacher education programmes.Byvoorbeeld, Direkteure van Skole sal versoek word om:

bevoegdheid aan die BEd-programkomitee te delegeer om betrokkenheid en ondersteuning vir hierdie projek te verseker.

For example, Directors of Schools will be requested to:

delegate authority to the BEd Programme Committee to ensure involvement and support for this project.

6.2 Diensleer word deur programkomitees vir aanvanklike onderwyseropleiding ondersteun wat op alle kampusse sal saamwerk om te verseker dat uitkomste vir Diensleer as deel van geselekteerde modules ontwikkel en geartikuleer word/ Service Learning is supported by programme committees for initial teacher education which will liaise across campuses to ensure that outcomes for Service Learning are developed and articulated as part of selected modules.

Byvoorbeeld, die BEd-komitee moet:

verseker dat die uitkomste van die BEd-program met Diensleerbeginsels ooreenstem; en

samewerking met verantwoordelike Grondslagfasedosente inisieer om strategieë en implementeringsprosedures te bepaal.

For example, the BEd Committee needs to:

ensure that the outcomes of the BEd programme are aligned with Service Learning principles; and

initiate collaboration with responsible Foundation Phase lecturers to determine strategies and implementation procedures.

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6.3 Diensleer word deur vakgroepe betrokke by aanvanklike onderwyseropvoedingsprogramme ondersteun om die moontlikhede van die ontwikkeling van Diensleerbewustheid in die geselekteerde modules te verken met die doel om: Service Learning is supported by subject groups involved in initial teacher education programmes to explore the possibilities of developing Service Learning awareness in the selected modules with the aim of:

’n begrip van Diensleer as deel van die onderwyser se professionele identiteit te ontwikkel;

te verseker dat Diensleeruitkomste gekommunikeer word, en dat studente dit as deel van hulle Werkgeïntegreerde leerervaring en professionele ontwikkelingswerk verstaan en aanpak;

Vakgroepdosente te versoek om:

(a) te verseker dat die module-uitkomste daarop ingestel is om met Diensleeruitkomste rekening te hou;

(b) ’n aksieplan te ontwikkel om Diensleer in hulle geteikende modules in te sluit;

(c) te bepaal of studente vanaf hulle eerste tot hulle finale akademiese jaar deurlopend betrokke sal wees;

(d) te bepaal of Diensleer in een spesifieke jaar sal voorkom; en

(e) die assessering van Diensleer as deel van skoolpraktyk (WIL) te bepaal of alternatiewelik voorstelle vir assessering te maak.

developing an understanding of Service Learning as part of teacher professional identity;

ensuring that Service Learning outcomes are communicated, understood, and addressed by students as part of their Work Integrated Learning experience and professional development work;

requesting Subject Group lecturers to:

(f) ensure that the module outcomes are aligned to address Service Learning outcomes;

(g) develop an action plan to include Service Learning in their targeted modules;

(h) determine whether students will continuously be involved from their first to their final academic year;

(i) determine whether Service Learning will feature in one specific year; and

(j) determine the assessment of Service Learning as part of school practice (WIL) or alternatively make suggestions for assessment.

6.4 Diensleer word deur die Afdeling vir Professionele Ontwikkeling en die WIL-kantoor ondersteun soos voorgestel deur die Fakulteitsdagbestuur ooreenkomstig nuut beoogde strukture vir die Fakulteit (vir 2013 en daarna)/ Service Learning is supported by the Division for Professional Development and WIL Office as proposed by the Faculty Executive in terms of newly contemplated structures for the Faculty (for 2013 and beyond)

Die Kantoor vir Werkgeïntegreerde Leer in die besonder sal versoek word om te help deur logistieke ondersteuning te voorsien ten opsigte van:

(a) studenteveiligheid;

(b) vervoerreëlings; en

(c) ondersteuning (ander).

Specifically the Office for Work-integrated Learning will be requested to assist by providing logistical support in terms of:

(d) student safety;

(e) transport arrangements, and

(f) support (other).

6.5 Diensleer is deel van die kernbesigheid van die Fakulteit en weerspieël ook die Fakulteit se begrip van sy rol in gemeenskapsbetrokkenheid. Derhalwe moet die Diensleerkomitee die volgende ontwikkel: / Service Learning is part of the core business of the Faculty and captures the Faculty’s understanding also of its role in community engagement. Thus the Service Learning Committee needs to develop:

’n Selfassesseringsinstrument om die sukses en invloed van Diensleer in die vorm van projekwerk soos onderneem deur studente in die loop van die WIL-ervaring te moniteer.

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’n Reeks assesseringskriteria vir personeel om as deel van hulle assessering van Diensleer as deel van WIL-ervaring te gebruik.

’n Reeks assesseringskriteria wat personeel in die formulering van ’n voorlegging vir befondsing aan die Diensleerkomitee in gedagte moet hou om die inisiëring van ’n Diensleerprojek te ondersteun.

a self-assessment instrument to monitor the success and impact of Service Learning in the form of project work undertaken by students in the course of the WIL experience;

a series of assessment criteria for staff to use as part of their assessment of Service Learning as part of WIL experience; and

a series of assessment criteria for staff to address when formulating a proposal for funding from the Service Learning Committee to support the initiation of a Service Learning project.

6.6 Die Diensleerkomitee lewer ’n jaarverslag aan die Fakulteit betreffende die koördinering en registrasie van Diensleerprojekte as deel van die volgehoue hernuwing van die Fakulteit se Strategiese Plan/ The Service Learning Committee provides an annual report to the Faculty concerning the coordination and registering of Service Learning projects as part of the ongoing renewal of the Faculty Strategic Plan.

7 Rasionaal/ RationaleDie onderliggende strategiese oogmerk van Diensleer is om kwaliteit en relevansie te bereik en te handhaaf terwyl aandag aan die praktiese behoeftes van die gemeenskap geskenk word. Sodoende sal die Universiteit plaaslike relevansie en erkenning as ’n universiteit bewerkstellig waarin die gemeenskap in ag geneem word en konteks aandag geniet sodat opheffing en ontwikkeling in vennootskap met mense kan plaasvind.

The underlying strategic intent of Service Learning is to achieve and maintain quality and relevance while addressing practical needs of the community. Thus the University will create local relevance and acknowledgement as a university in which the community is considered and context addressed so that upliftment and development can occur in partnership with people.

7.1 Navorsing / ResearchDanksy die ryk oorvleueling en wedersyds verbeterende en geïntegreerde aard van navorsing en Diensleeraktiwiteite, sal die Fakulteit akademiese personeel ontwikkel deur hulle in staat te stel om te publiseer met navorsing wat voortspruit uit verpligte data soos versamel uit die Diensleermodules. Hierdeur sal akademiese personeel met groter fokus, eerder as meer inspanning, werk en só bemagtig en in staat gestel word om te publiseer.

Due to the rich overlap and mutually enhancing and integrated nature of research and Service Learning activities, the Faculty will enhance academic staff by enabling them to publish with research originating from compulsory data collected from the Service Learning modules. By this means academic staff will work with more focus, rather than more effort, and will be empowered and enabled to publish.

8 Bestuurstrukture/ Management structures

8.1 Fakulteit se organisasiestruktuur / Faculty’s organisational structureDie Fakulteit se organisasiestruktuur vir die bestuur van Diensleer word in die organigram, figuur 2, uiteengesit.Volgens die dokument sal die Diensleerkomitee as die fasiliteerder van inligting rakende WIL en sy verhouding tot Diensleer optree, soos beoog in die Loodsprojek (sien Afdeling 9).Die DLK, as ’n vaste komitee van die Fakulteitsraad, sal op elke vergadering van die Raad aan die Fakulteitsdagbestuur en die Raad verslag doen.The Faculty’s organisational structure for the management of Service Learning are shown in the organigram, figure 2.In terms of the document, the Service Learning Committee will serve as the facilitator of information as regards WIL and its relation to Service Learning as contemplated in the Pilot Project (see Section 9).The SLC, as a standing committee of the Faculty Board, will report to the Faculty Executive and the Board at each meeting of the Board.

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Figuur: Organigram van komiteestukture

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Figure 2: Organigram of Committee Structure

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8.2 Diensleerkomiteekantoor (DLK)/ Service Learning Committee office (SLC)8.2.1 Take/ Tasks

Die Fakulteit se DLK bied hulp om strategieë te ontwikkel wat die Diensleerstrategie ondersteun.

Die DLK sal:

die ontwikkeling fasiliteer en help met die implementering van die Diensleerriglyne, -strategie en –prosesdokumente, insluitend die koördinering en kommunikasie van Diensleer;

Diensleer se navorsingsverwante bestuursinligting, asook prestasiemaatstawwe en -norme kommunikeer en daaroor verslag doen;

met beide die bemarking van navorsing en die vorming van samewerkende Diensleernetwerke hulp verleen;

’n doeltreffende Diensleerondersteuningsdiens voorsien om algehele kwaliteitsbestuur vir Diensleerondersteuning, insluitend die fasilitering van Navorsingsetiekaansoeke, te verseker;

die ontwikkeling van die Diensleervermoë van akademiese personeel deur middel van kwaliteitsverbetering in die indiening van aansoeke en navorsingsverwante opleiding fasiliteer ten einde akademici in staat te stel om vanuit ’n navorsingsoogpunt oor Diensleer te skryf;

’n funksie reël om personeel se uitnemende prestasies te erken;

verbintenisse en verhoudings reël en formaliseer om doeltreffende verhoudings tussen die Fakulteit, borge en die gemeenskap te verseker; en

aansoeke om befondsingsondersteuning van Diensleerprojekte of inisiatiewe van kollegas in die Fakulteit oorweeg.

The Faculty SLC provides support to develop strategies in order to support the Service Learning Strategy.

The SLC will:

facilitate the development and assist in the implementation of the Service Learning guidelines, strategy and process documents including the coordination and communication of Service Learning;

communicate and report on Service Learning research-related management information, as well as performance parameters and benchmarks;

assist in both the marketing of research and the formation of collaborative Service Learning networks;

provide an effective Service Learning support service ensuring total quality management for Service Learning support including the facilitation of Research Ethics applications;

facilitate the development of the Service Learning capacity of academic staff via quality improvement in submission of applications, and research-related training so as to enable academics to write about Service Learning from a research perspective;

arrange a function to recognise staff for excellent achievements;

arrange and formalise connections and relationships to ensure effective relationships between the Faculty, sponsors and the community; and

consider applications for funding support of Service Learning Projects or initiatives undertaken by colleagues in the Faculty.

8.2.2 Verslagdoening en evaluering/ Reporting and evaluation Amptelike vorms wat vir jaarlikse terugvoering ontwikkel moet word. Die volgende verslagdoening

oor Diensleerprojekte word vereis:

Alle Diensleerprojekte moet ’n driejaar- strategiese plan indien wat op 'n jaarlikse grondslag aan die einde van Februarie elke jaar bygewerk moet word.

Diensleerprojekte moet ook ’n jaarverslag met voorgeskrewe bylaes voorlê.

Al die Diensleerwerk sal op Fakulteitsvlak gerapporteer word.

Official forms to be developed for annual feedback. The following reporting of Service Learning projects is required:

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All Service Learning projects must submit a three-year strategic plan, which is to be updated on an annual basis at the end of February each year.

Service Learning projects must also submit an annual report with prescribed appendices.

All the Service Learning performance will be reported at Faculty level.

8.2.3 Kwaliteitsversekeringbepalings/ Quality assurance provisions Kwaliteitassesseringsvorms waarin Diensleer uiteengesit word, sal ontwikkel word.

Quality Assessment forms will be developed in which Service Learning is described.

8.2.4 Befondsing vir projekte en erkenning van deelnemers/ Funding for projects and recognition of participants

Daar word van die DLKtr verwag om hoofsaaklik finansieel selfonderhoudend te word.

Die jaarlikse begroting moet aan die Dekaan se Kantoor voorgelê word.

Erkende navorsingsuitsette moet met Diensleer verband hou.

Beloning vir en erkenning van Diensleerprojekdeelnemers moet op die Kwaliteitsversekeringsriglyne gegrond wees.

The SLO is expected to become largely financially self-sustaining.

The annual budget must be submitted to the Dean’s Office.

Recognised research outputs must relate to Service Learning.

Reward and recognition of Service Learning project participants must be based on the Quality Assurance Guidelines for Service Learning (8.2.3).

8.2.5 Diensleernavorsingsontwikkeling/ Service Learning Research DevelopmentDie DLK sal ondersteuning bied aan die aksie ter bevordering van Diensleer en navorsingsuitnemendheid soos in sy visie vervat, asook die Fakulteit se strewe om volgens die viervoudigeheliks-strategie ’n gebalanseerde onderrig-, leer- en navorsingsuniversiteit te word wat erkenning in die gemeenskap geniet.

Diensleernavorsingsontwikkeling word omskryf as die ontwikkeling van navorsings- en bestuursvaardighede ter verbetering van akademiese personeel se navorsingsvermoë met gebruikmaking van data uit Diensleerprojekte.

The SLC will support the drive towards Service Learning and research excellence embedded in its vision, and support the Faculty’s aspiration to become a balanced teaching, learning and research university with recognition in the community according to the quadri-helix strategy.

Service Learning Research Development is defined as the development of research and management skills to improve the research capacity of academic staff by using data from Service Learning projects.

9 Loodsstudie/ Pilot studyMet dit in gedagte moet so ’n onderneming nie as ‘toegevoeg’ of ‘ad hoc-’ beskou word nie. Die Diensleerkomitee het met ’n idee vir die Fakulteit vorendag gekom waarvolgens ons begin om uitdruklik aandag aan Diensleer te gee deur ’n inisiatief van stapel te stuur om dit by die kurrikulum te integreer as ’n projek wat aanvanklik met ’n bepaalde Fase in die BEd (waar daar reeds bewyse van sodanige werk is) verband hou.

Hierdie inisiatief begin klein, maar as sodanig sal dit ’n gulde geleentheid word om Diensleer deel van die normale uitkomste van ’n aanvanklike onderwyseropvoedingsprogram en deel van die normale verwagtings rakende ons personeel se werk te maak. Wat dus hieronder voorgestel word, kan beskou word as ’n ‘loodsprojek’ wat deur die Fakulteit onderneem gaan word en wat die grondslag van verdere denke rakende Diensleer vir studente sal vorm.

With this in mind such an undertaking ought not be considered to be 'add-on' or 'ad hoc'. The Service Learning Committee has come forward with an idea for the Faculty in which we begin to address Service Learning explicitly by launching an initiative to integrate it into the curriculum as a project associated initially with a particular Phase in the BEd (where there is also already evidence of such work).

This initiative is small to begin with, but as such would form an excellent opportunity to make Service Learning part of the normal outcomes of an initial teacher education programme, and part of the normal expectations as regards work of our staff. What is thus proposed below may be considered a 'pilot project' to

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be undertaken by the Faculty and which will form the basis of further thinking as regards Service Learning for students.

9.1 Strategiese beplanning/ Strategic planning9.1.1 Die BEd-komitee sal versoek word om: / The BEd Committee will be requested to:

te verseker dat die uitkomste van die BEd-program met Diensleerbeginsels ooreenstem; en

samewerking met die verantwoordelike Grondslagfasedosente te inisieer om strategieë en implementeringsprosedures te bepaal.

ensure that the outcomes of the BEd programme are aligned with Service Learning principles; and

initiate in collaboration with responsible Foundation Phase lecturers to determine strategies and implementation procedures.

9.1.2 Grondslagfasedosente sal versoek word om: / Foundation Phase lecturers will be requested to:

te verseker dat die module-uitkomste daarop ingestel is om met Diensleeruitkomste rekening te hou;

’n aksieplan te ontwikkel om Diensleer in hulle geteikende modules in te sluit;

te bepaal of studente vanaf hulle eerste tot hulle finale akademiese jaar deurlopend betrokke sal wees, en of Diensleer in een spesifieke jaar sal voorkom; en

die assessering van Diensleer as deel van skoolpraktyk (WIL) vas te lê of alternatiewelik voorstelle vir assessering te maak.

ensure that the module outcomes are aligned to address Service Learning outcomes;

develop an action plan to include Service Learning in their targeted modules;

determine whether students will continuously be involved from their first to their final academic year, or whether Service Learning will feature in one specific year; and

determine the assessment of Service Learning as part of school practice (WIL) or alternatively make suggestions for assessment.

9.1.3 Die WIL-kantoor (as deel van die Afdeling vir Professionele Ontwikkeling soos voorgestel deur die Fakulteitsdagbestuur ooreenkomstig nuut beoogde strukture vir die Fakulteit vir 2013 en daarna) sal versoek word om te help deur logistieke ondersteuning te voorsien met betrekking tot: / The WIL Office (as part of the Division for Professional Development as proposed by the Faculty Executive in terms of newly contemplated structures for the Faculty for 2013 and beyond) will be requested to assist by providing logistical support in terms of:

studenteveiligheid;

vervoerreëlings; en

ondersteuning (ander).

student safety;

transport arrangements; and

support (other).

10 Samevatting/ ConclusionHoewel aspekte van hierdie Strategie ná verwesenliking of die omskrywing van nuwe prioriteite vir oorweging sal verander, is die Fakulteit in sy artikulasie van die Strategie asook sekere aksiestappe verbind tot die ontwikkeling van Diensleer as ’n geïntegreerde deel van die kernbesigheid van sy eenhede en strukture.

While aspects of this Strategy will change upon realisation or the definition of new priorities for consideration, the Faculty in its articulation of the Strategy as well as selected action steps, is committed to developing Service Learning as an integrated part of the core business of its units and structures.

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