Community Service and Community Engagement in Four African Universities PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Community Service and Community Engagement in Four African Universities PDF full book. Access full book title Community Service and Community Engagement in Four African Universities by Julia Preece. Download full books in PDF and EPUB format.
Author: Julia Preece
Publisher:
ISBN: 9789991271484
Category : Education
Languages : en
Pages : 138
Get Book Here
Book Description
This book reports on a pan-African action research project that investigated how universities used their third mission of 'community service' to address the internationally agreed Millennium Development Goals (MDGs) in the context of their country's development priorities. The four universities involved were the National University of Lesotho, the University of Botswana, the University of Calabar in Nigeria and the University of Malawi, Chancellor College in Zomba. The project was funded by the Association of African Universities through the UK Department for International Development. The project was titled ITMUA (Implementing the Third Mission of Universities in Africa). Chapter one presents a conceptual framework for 'community service' and its evolution into 'community engagement', reflecting the trend towards encouraging a more collaborative, reciprocal relationship between universities and their communities, followed by a description of the research methodology. Each university partner then describes two case studies, which involved a multidisciplinary approach to addressing an identified community need, and reflects on the policy implications for such work. The final chapter compares the different community service and community engagement strategies for addressing the MDGs, finishing with some policy recommendations. The project highlights the overwhelming appreciation felt by communities towards the universities' involvement and the amount of mutual learning that was experienced by university staff, students and community members alike. It also points out the challenges of undertaking such work on a sustainable basis, particularly when there is no central coordination or budget allocation.
Author: Julia Preece
Publisher:
ISBN: 9789991271484
Category : Education
Languages : en
Pages : 138
Get Book Here
Book Description
This book reports on a pan-African action research project that investigated how universities used their third mission of 'community service' to address the internationally agreed Millennium Development Goals (MDGs) in the context of their country's development priorities. The four universities involved were the National University of Lesotho, the University of Botswana, the University of Calabar in Nigeria and the University of Malawi, Chancellor College in Zomba. The project was funded by the Association of African Universities through the UK Department for International Development. The project was titled ITMUA (Implementing the Third Mission of Universities in Africa). Chapter one presents a conceptual framework for 'community service' and its evolution into 'community engagement', reflecting the trend towards encouraging a more collaborative, reciprocal relationship between universities and their communities, followed by a description of the research methodology. Each university partner then describes two case studies, which involved a multidisciplinary approach to addressing an identified community need, and reflects on the policy implications for such work. The final chapter compares the different community service and community engagement strategies for addressing the MDGs, finishing with some policy recommendations. The project highlights the overwhelming appreciation felt by communities towards the universities' involvement and the amount of mutual learning that was experienced by university staff, students and community members alike. It also points out the challenges of undertaking such work on a sustainable basis, particularly when there is no central coordination or budget allocation.
Author: Ntimi Nikusuma Mtawa
Publisher: Springer Nature
ISBN: 3030347281
Category : Education
Languages : en
Pages : 274
Get Book Here
Book Description
This book establishes community engagement and service-learning as pathways to advancing human development and common good. Using the human development and capability approach as normative frameworks, with South Africa as a frame of reference, the author investigates the theoretical contributions and ultimate benefits of university-community partnerships. In doing so, this book demonstrates that three interrelated capabilities – affiliation, common good professionals and local citizenship – are developed through community engagement and service-learning. Subsequently, the notion of transformative change through community engagement and service-learning is illuminated, particularly when operating within the context of power differentials, inequality and extreme poverty. This book will be of interest and value to students and scholars of service-learning, and its implications for partnerships between universities and external communities.
Author: W. James Jacob
Publisher: Springer
ISBN: 9463000070
Category : Education
Languages : en
Pages : 344
Get Book Here
Book Description
There seems to be renewed interest in having universities and other higher education institutions engage with their communities at the local, national, and international levels. But what is community engagement? Even if this interest is genuine and widespread, there are many different concepts of community service, outreach, and engagement. The wide range of activity encompassed by community engagement suggests that a precise definition of the “community mission” is difficult and organizing and coordinating such activities is a complex task. This edited volume includes 18 chapters that explore conceptual understandings of community engagement and higher education reforms and initiatives intended to foster it. Contributors provide empirical research findings, including several case study examples that respond to the following higher educaiton community engagement issues. What is “the community” and what does it need and expect from higher education institutions? Is community engagement a mission of all types of higher education institutions or should it be the mission of specific institutions such as regional or metropolitan universities, technical universities, community colleges, or indigenous institutions while other institutions such as major research universities should concentrate on national and global research agendas and on educating internationally-competent researchers and professionals? How can a university be global and at the same time locally relevant? Is it, or should it be, left to the institutions to determine the scope and mode of their community engagement, or is a state mandate preferable and feasible? If community engagement or “community service” are mandatory, what are the consequences of not complying with the mandate? How effective are policy mandates and university engagement for regional and local economic development? What are the principal features and relationships of regionally-engaged universities? Is community engagement to be left to faculty members and students who are particularly socially engaged and locally embedded or is it, or should it be, made mandatory for both faculty and students? How can community engagement be (better) integrated with the (other) two traditional missions of the university—research and teaching? Cover image: The Towering Four-fold Mission of Higher Education, by Natalie Jacob
Author: Patricia Inman
Publisher: Manchester University Press
ISBN: 184779954X
Category : Education
Languages : en
Pages : 265
Get Book Here
Book Description
Universities have a key role to play in contributing to environmental development and combating climate change. The chapters within this volume detail the challenges faced by higher education institutions in considering environmental sustainability, and provide both a broad view of university engagement and a detailed examination of various projects. As part of this series in association with the Place and Social Capital and Learning (PASCAL) International Observatory, the three key PASCAL themes of place management, lifelong learning and the development of social capital are considered throughout the book. While universities have historically generated knowledge outside of specific local contexts, this book argues that it is particularly important for them to engage with the local community and to consider diverse perspectives and assets when looking at issues within an ecological context. The chapters in this volume provide new perspectives and frames of reference for transforming universities by engaging in the development of resilient communities.
Author: Stephanie Y. Evans
Publisher: SUNY Press
ISBN: 9781438428741
Category : Education
Languages : en
Pages : 290
Get Book Here
Book Description
Looks at town-gown relationships with a focus on African Americans.
Author: Julia Preece
Publisher: Springer
ISBN: 3319561634
Category : Education
Languages : en
Pages : 228
Get Book Here
Book Description
This book offers a conceptual re-think of how university community engagement functions as a lifelong learning resource for communities. While having a specific focus on the South African context, it has important implications for other universities which are concerned with their communities, and makes a compelling argument for the university as a public good, in spite of current trends towards marketization and commodification of higher education. The book draws on a theoretical framework of capabilities, asset-based community development, and the adult learning concept of dialogue, to propose a model whereby the boundary walls of the university become metaphorically ‘porous’, so that community members feel free to interact with the university as equal members of society. A historical outline of African universities is provided, as well as an exploration of the evolution of terms for community engagement, service learning and learning cities; and an examination of the policy and practice implications for the ideological model of a porous university.
Author: Manju Singh
Publisher: Taylor & Francis
ISBN: 1000893111
Category : Education
Languages : en
Pages : 240
Get Book Here
Book Description
This book explores the finer nuances of community engagement in Indian higher education, ranging from theory to practice. It contextualizes the concept and practice of community engagement in the contemporary context, capturing global experiences, insights and varied standpoints. The volume also identifies gaps present in the system and recommends solutions for the successful implementation and scaling up of the practice of community engagement not only in India but also at the global level. It also brings to the forefront; opinions, perspectives and experiences of stellar women and their valuable scholarship with the aim of addressing the gender gap in the field of knowledge production on community engagement. The book will be of interest to scholars, teachers and researchers of education, higher education and sociology of education. It will also be useful for academicians, think tanks, higher education administration, policymakers, civil society organizations, higher education institutions and those interested in the study of community engagement.
Author: Titus O. Pacho
Publisher: Cambridge Scholars Publishing
ISBN: 1527525759
Category : Education
Languages : en
Pages : 167
Get Book Here
Book Description
This book will help stakeholders in higher education appreciate service-learning as an innovative and active approach with the potential to enrich students’ learning experiences, while adding value to the service mission of higher education. The approach not only links academic learning to everyday life, but also exposes students to a variety of opportunities for the development of life and career skills. The book will serve to bring university teaching out of the clouds and restore in students’ minds the connection between what they are learning and the people their education is meant to help. The approach advocated here will serve to have a long-term and salutary effect on the whole nature of university learning. When students are given the opportunity to participate actively in the learning process, which includes civic engagement, they will be able to learn not only theoretically, but also experientially through practice, as experience is generally one of the best ways to learn.
Author: Wapula N. Raditloaneng
Publisher: Springer
ISBN: 3319105485
Category : Education
Languages : en
Pages : 280
Get Book Here
Book Description
This book illustrates the meaning and scope of lifelong learning and different types of poverty reduction programs prevalent generally in the African context and particularly in selected communities in Botswana. Lifelong learning is important for all stakeholders in poverty reduction to develop a better understanding of the scope and extent of poverty so that they can make informed decisions on best ways of tackling poverty. The book succinctly showcases community development and engagement initiatives and experiences from selected African universities and how the interaction of the universities and their respective communities resulted in a major transformation in the lives of poor families through exposure to some engagement strategies that effectively gave them a better future in their fight against poverty. This book develops in the reader a better understanding of the dynamics and dilemma of poverty and its negative effects on individuals and communities. But it answers the plight of the poor by equipping them with effective and practical tools to transform their lives and take full control of their destiny. · Provides a conceptual understanding of lifelong learning · Describes practical aspects and indicators of poverty and how it requires tackling through a multi-sectoral approach · Focuses on poverty reduction in all fronts, including development of an entrepreneurship mind-set
Author: Sarah Ruth Lillo
Publisher:
ISBN:
Category :
Languages : en
Pages : 315
Get Book Here
Book Description
Schools are increasingly tasked with the cultivation of global citizenship in their students. This is especially the case in international schools and in International Baccalaureate Organization (IBO) contexts, as both institutions tend to stress ideals of global-mindedness and engaged participation in communities. Rhetoric hailing service-learning pedagogies abounds in these settings, and yet educators and students that try to organize community engagement efforts often face a host of challenges. This disconnect, between rhetoric and practice, is one that teachers and institutions alike seem interested in narrowing. Accordingly, this study focuses on pragmatic elements that can support and promote community engagement efforts. This study is based on six months of fieldwork in three international IBO high schools that were recognized in the African region for their developed service-learning programs: the International School of Kenya, the International Community School of Addis Ababa, and the American International School of Johannesburg. Through document analysis, interviews, surveys, and participant observation, I focused on the perceptions of facilitators within these settings. As I explored facilitators' standpoints, the follow questions guided my inquiry: 1) How do teachers and students perceive community engagement? 2) What are the perceived barriers to community engagement? 3) How do school communities approach these barriers? 4) What are the perceived supports that enable or promote community engagement? 5) How do school communities approach these supports? Ultimately, I was interested in understanding the pragmatics of service-learning efforts and on identifying strategies that might support their development. Across all three settings, facilitators consistently alluded to a wide range of skills and understandings involved in community engagement efforts. This dissertation argues that projects are enhanced when team members develop proficiencies related to the following domains of knowledge: service-learning pedagogy, global issues awareness, familiarity with the school context, familiarity with the local context, leadership/organizational development, and communication/public relations. By recognizing the wide scope of competencies involved service-learning efforts, teams can be attentive to their collective proficiencies. They can solicit experts and refine skills in each respective area.
