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COMMUNITY ENGAGEMENT (CE) AND SERVICE LEARNING REPORT
FACULTY OF THE HUMANITIES
OCTOBER 2013
GENERAL
It is a privilege to report on the Community Engagement and Service Learning activities of the Faculty of the Humanities
for 2013.
The report will highlight the following aspects and events.
1. INTRODUCTION
2. SOCIALLY RESPONSIBLE LEARNER OF THE YEAR (2013)
3. SERVICE SECTOR PARTNERS OF THE FACULTY OF THE HUMANITIES
4. MEMORANDUM OF UNDERSTANDING
5. MODULES IN THE FACULTY OF THE HUMANITIES
6. SUMMARY OF THE DIFFERENT MODULES
7. ACADEMIC PRIZE FOR SL FACULTY OF THE HUMANITIES
8. COMMUNITY ENGAGEMENT AND SERVICE LEARNING OPEN DAY
9. RESEARCH INITIATIVES AND OUTPUTS.
1 INTRODUCTION
Community Engagement and Service learning form part of the third function of the University. Teaching and Learning
and Research as the first two functions culminate in to Community Engagement and Service Learning by bringing theory
into practice. To encourage and facilitate our students to become engaged citizens are vital for the graduateness and
education of our students. All students (especially third year students) must register for a service learning module in their
program of study. The service learning module brings the student into contact with real live experiences and challenges
the student with real live problems to solve. Service Learning is a course based credit bearing program which focuses on
experiential learning. The service learning module does not take place in isolation, but depends on service sector partners
and different communities to bring meaning to students learning experience. It also refers to a reciprocal process of
benefits not only for the learner but for the community as such. Lectures and students strive to connect, heads, hands
and hearts to make a difference in the lives of learners, communities and service sector.
The following report provides an overview of community engagement and service learning initiatives in the Faculty of the
Humanities.
2 SOCIALLY RESPONSIBLE LEARNER OF THE YEAR (2013)
The project was launched in April 2013 at the three high schools in Heidedal (Dr. Blok, Petunia and Heatherdale). The
grade 11 Life Skills teachers group a few candidates who are said to be academically strong and have the potential to
succeed at the University of the Free State. More than 20 learners participated and only ten were allowed to go into the
second phase of the competition. The winner was announced on the 16th October 2013 during the prize giving
ceremony in the Trevor Barlow Library. Mrs. Edelweiss Coetze (Diakonale Dienste), Mr. Patrick Kaars (Reach), Mrs. Ester
Knoetze (Childwelfare Bloemfontein) and Mrs. Lolly Mogoere (Division of Community Engagement (UFS) have agreed to
be part of the panel of judges.
Learners were judges according to the following criteria. Academic/creative excellence, focus on community priorities,
service delivery with a view to making a meaningful contribution, sensitivity towards fellow humans, co-acceptance of
social responsibility and role of the citizen.
During the presentations of 2013, Dr. Pravani Naidoo also presented an interactive contribution to positive psychology
were she encouraged the learners to build on their character and focused on the importance of gratitude.
Dr Tania Coetzee and Dr Pravani Naidoo.
The grade 11 learners from Dr Blok, Petunia and Heatherdale Secondary Schools were given an opportunity to present
their individual community projects to the judges. The projects ranged from homework centers, road safety awareness,
reading lessons these projects were aimed at bettering the lives of the community of Heidedal. The learners focused a lot
on issues pertaining to the young children and adolescents of Heidedal simply because they believe if the young and
young children can be empowered then the future of Heidedal, Bloemfontien and South Africa as whole is in good
hands.
Dimakatso Padi Heatherdale Secondary School Bernice Duiker Dr Blok Secondary School Raylique Fecikels Petunia Secondary School
Also Xaney van Schalkwyk also shared her views on what it meant for her to be part of the facilitators who assisted the
different learners in their projects. Our 2011 winner Xaney van Schalkwyk, is currently volunteering at the homework
project in Heidedal, working under our community partner Ester Knoetze from Childcare. Xaney will be studying
education at the Central University of Technology.
Xaney van Schalkwyk: Socially Responsible Learner of the Year 2011
The winner for 2013, is Innocent Mokhoele from Heatherdale Secondary School. He decided to do his project on
emotional intelligence because after he attended a workshop on emotional intelligence at his church he could see how
it affected his peers and he realized the skills he had acquired at the workshop made him feel good about himself and his
future. That's why he thought it would be wise to transfer the knowledge and skills he had acquired through attending the
emotional intelligence workshop to his fellow classmates. One of the teachers at Heatherdale Secondary school has
suggested that all the leaders in the school should attend such a workshop the better equip them for the leadership role.
Innocent ended his presentation with a quote by James Williams. “The greatest discovery of my generation is that people
can alter their lives by altering their attitudes and their mindsets.” by James Williams.
Mrs Lolly Mogoere
congratulating the winner,
Innocent Mokholele
3 SERVICE SECTOR PARTNERS OF THE FACULTY OF THE HUMANITIES
VARIOUS SCHOOLS IN
MANGAUNG, BLOEMFONTEIN AND
HEIDEDAL AREA
Dr Blok High School, Heidedal
Kruitberg Primary School
Roseview Primary School
Wilgehof Primary School
Hohle Intermediate School
Lettie Fouche Primary School
Heide Primary School.
St Patricts Primary School
Lebelo Primary School
Tjhabelary Primary School
Brebner Primary
Phloho School for the Disabled
Fauna Primary
Olympic Primary (Kimberley)
WARDS
Ward 7
OTHER
Age-in-Action
Bainsvlei Ward Councillor
BFN Kinderhuis
Child Welfare,
Department of Health,
Department of Social Development
Diakonale Dienste
Emfuleni Local Municipality
Equistria Therapeutic Development
Free State Symphony Orchestra
Free State Provincial Government
Kerklike Maatskaplike Diens (KMD)
Kidz Care Trust
Kovsie HIV/AIDS Centre
Lebone House
Lesotho Government –
Manguaung Municipality
Mangaung String Programme
Mangaung Secure Care Centre
Reach, Heidedal
Serobe Crisis Centre
Vrystaat Versorging in Aksie (VVA)
4 MEMORANDUM OF UNDERSTANDING
A Memorandum of Understanding between the Faculty and partners in Heidedal was approved by the executive
committee of the UFS. On 26 May 2010 this memorandum was signed during a function in the Centenary Complex. The
partners are: Reach, Dr Blok High School, Heatherdale Diakonale Dienste and Kindersorg.
On Monday 04 March 2013 a discussion took place and the partners then helped in identifying the community of
Heidedal’s concerns as well as ways to improve the current community engagement project (The Socially Responsible
Learner of the Year 2013). A summary of their concerns was drawn up and the portfolio committee Community
Engagement and Service Learning, addressed these concerns by restructuring the rules and guidelines of the Socially
Responsible Learner of the Year competition.
Partners present:
Mrs. Edelweiss Coetzee Diakonale Dienste
Mr. Patrick Kaars Reach
Mrs. Ester Knoetze Childcare Bloemfontein
Absent:
Mr. Miles Dr. Blok Secondary School
From the partners and the discussion it was clear that the following needs and challenges are faced.
1) The learners should stay away from doing charity work and rather focus on community uplifting, morale building
projects.
2) Learners need to be able to identify ongoing, effective projects which are presented within the community.
3) Previous winners need to be part of the competition to motivate and encourage learners.
4) Only one learner should be elected as the final winner as the prize money will be more.
5 MODULES IN THE FACULTY OF THE HUMANITIES
Code Title Credits Departments Academic Host
Programme
Module
Type Key Words
AAM308 Art Administration 8 Fine Arts Art Administration Core
Training, Life
skills, & Persons with
disabilities
CSL304
Community
Service Learning:
Human & Societal
Dynamics
8
Psychology
Criminology
Sociology
B.Soc.Sc (Human
& Societal
Dynamics)
Core Life Skills, Social
Development
DSP302 Community
Service Learning 8
Drama
&Theatre Arts
B.A. (Drama &
Theatre Arts) Core
Arts & Culture,
Economic
Empowerment,
Education &
Training
KIN102
Community
Service Learning -
Department of
Human Movement
Science
8 Exercise &
Sport Sciences
B.A. (Human
Movement
Sciences)
Elective Health, Life Skills,
Sport & Recreation
MDB332 Clinical
Community Work 8 Social Work B.A (Social Work) Core
Education &
Training, Life Skills,
Social
Development
MOP302 Community
Service Learning 16 Music B.A. Core Arts & Culture
SDL314 Service Learning In
The Humanities 16
Anthropology
Political Science
Philosophy
B.A. Fundame
ntal
Indigenous
Knowledge, Life
Skills, Schools
Assistance
Code Title Credits Departments Academic Host
Programme
Module
Type Key Words
SDL324 Community
Service Learning 16
Public
Management
Communication
Science
Political Science
BA In
Governance And
Political
Transformation
Fundame
ntal
Economic
Empowerment,
Indigenous
Knowledge, Life
Skills, Research,
Social
Development
SIL604a
Perspectives On
Groups &
Communities:
Therapeutic Horse
Riding Project
16 Psychology
Honours
programme in
Psychology
Core
Health, Persons
With Disabilities,
Social
Development
SIL604b
Perspectives On
Groups &
Communities - Study
Buddy Project
16 Psychology
Honours
programme in
Psychology
Core
Life Skills,
Schools Assistance,
Social
Development
TPP152 Introduction to
translation 8
Afro-asiatic
Studies, Sign
Language &
Language
Practice
Taalpraktyk Core
Education &
Training,
Language, Life
Skills, Social
Development
TPP322 Translation
Practice 8
Afro-asiatic
Studies, Sign
Language &
Language
Practice
Language
Practice Core
Education &
Training, Language
Faculty of the Humanities
Service learning
Modules in the Faculty of the Humanities
Code Title Departments Academic
Host Program
Module
Coordinators
Key Words
AAM30
9
Service
Learning
Fine Arts B.A. (Fine Arts) Mnr. B. Botma
Arts &
Culture,
Economic
Empowermen
t, Education
&Training
CSL304 Service
Learning:
Human &
Societal
Dynamics
Psychology
Criminology
Sociology
B.A.
Soc.Sc(Human
& Societal
Dynamics)
Ms L Coetzee
Life Skills,
Social
Development
DSP302 Service
Learning
Drama &
Theatre Arts
B.A (Drama &
Theatre Arts)
Ms K Lekalake
a
Arts &
Culture,
Economic
Empowermen
t, Education
& Training
KIN102 Service
Learning -
Departme
nt of
Human
Movement
Science
Exercise &
Sport Science
B.A. (Human
Movement
Science)
Mrs. B Coetzee
Health, Life
Skills, Sport &
Recreation
MDB33
2
Clinical
Communit
y Work
Social Work B.A. (Social
Work)
Ms. M Esau
Education &
Training,
Social
Development
, Life Skills
MOP30
2
Service
Learning
Music B.A. Mr W Stander
za
Arts & Culture
SDL314 Service
Learning in
The
Humanities
Anthropology
Political
Science
Philosophy
B.A. Dr P Esterhuyse
Indigenous
knowledge,
Language,
Life Skills
SDL324 Service
Learning
Public
Management
Communicati
on Science
BA in
Governance
and Political
Transformation
Dr. T Coetzee
a
Economic
Empowermen
t, Indigenous
Knowledge,
Political
Science
Life Skills,
Research,
Community
Development
SIL604a Communit
y
Psycholog
y:
Therapeuti
c Horse
Riding
Project
Psychology Honours in
Psychology
Dr. P Naidoo
Health,
People with
disabilities,
Community
Development
SIL604b Communit
y
Psycholog
y- Study
Buddy
Project
Psychology Honours in
Psychology
Dr. L Naudè
Life
Skills,Schools
Assistance,
Community
Development
SOS324 Social
Research
and
Service
Learning
Sociology B.A. Mr G Magaiza
a
Social
Research, Life
Skills,
Sustainable
Livelihoods,
Economic
Empowermen
t, Community
Development
KOM34
4
Service
Learning
Communicati
on Science
Communicati
on Science
Ms. E Lombard
a
Education
and Training,
Life Skills,
Community
Development
KRM64
8
Service
Learning
Criminology Honours in
Criminology
Ms. L Coetzee
Health,
People with
Disabilities,
Education &
Training, HIV
& AIDS,
Indigenous
Knowledge,
Life Skills,
Religion, and
Community
Development
6 SUMMARY OF DIFFERENT PROGRAMMES 2013
Community Service Learning at the Odeion School of Music:
Department of Music, University of the Free State
The Mangaung String Programme initiated by Mr. Peter Guy in 1998 is a joint project
by the Free State University and the Department of Sports, Arts and Culture
(Musicon), who offers music tuition to youth from previously disadvantaged
communities. This Programme consists of four orchestras and according to Leonie
Bolleurs “The Bochabela String Orchestra (BSO) is evidence of the successful pursuit
of excellence and quality in community service learning at the University of the Free
State. Black children from the township playing the violin - which has long been
thought of as a white (or at least European) instrument - are being hailed nationally
and internationally”.
Third year B.Mus and Diploma students get the opportunity to form and develop
their own method in teaching through reaching out to these learners. As we all
know community service learning should be presented and managed so both
parties involved will benefit. Mr. Peter Guy suggested that the learners should be
taught the theoretical aspects of music and also music appreciation. The students
from the university have already proven through reflection reports and positive
feedback after classes that they want to reach out and help these learners even
more. A very important part of learning and developing is experiential learning,
learning through experience. The aim of this course is not only to reach out, but also
to give the opportunity to students who might become teachers some day, who will
learn a lot through this experience. The first semester is academically orientated and
covers a wide spectrum of learning theories from different pedagogs, experiential
learning, constructivism, behaviorism and the philosophical underpinnings of service
learning. The second semester will focus on moving out into the community and
applying what was learned in the class. To some of the learners in the Mangaung
String Programme, music is their only future, and it is a privilege being part of such an
influential programme.
The implementation and coordination of MOP 302/334 (service learning), Odeion
School of Music, UFS
Outcomes first semester:
Obtaining the relevant knowledge concerning the pedagogy of service
learning and obtaining further relevant knowledge and skills for developing
music skills of the learners of the Mangaung String Programme to whom they
will be delivering a service;
Learning more about community partnerships within the CHESP model of
community engagement;
The development of personal social skills;
Personal growth through realizing capabilities and limitations as individuals
within the South African context and through the development of social skills,
necessary for the delivering of a quality service in the community;
Awareness of civil responsibility and social awareness within a diverse society
and the greater understanding of the dynamics of the relevant community;
Confidence in musical skills and abilities and obtaining teaching skills,
necessary to provide a service of quality and distinction promoting further
secondary community engagement and service;
Learning more about the applicability of course content;
The implementation of course content through the direct immersion in
experience
Layout of above mentioned outcomes:
During the first semester of the service learning module of the Odeion School of
Music, UFS, the greatest emphasis falls on the following key areas:
1. The development of a trusting relationship between the service learning
students, the facilitator and the community partner (see Module Guide MOP
302 Unit 1 and Document 1: UFS and MSP Partnership)
2. Exposing students to the scholarship of engagement, introducing the
underlying philosophy and grounding learning theories of service learning
(see Module Guide MOP 302, unit 2, 3 and 4)
3. Introducing the students to the concept of critical reflection by investigating
its relevance and importance and eventually guiding them toward critical
thinking and writing (see Module Guide MOP 302, unit 5)
4. Exposing students to various music education pedagogies which should be
used during their service activities, upholding to an engagement of high
quality and standard (see Module Guide MOP 302, unit 6)
Outcomes second semester:
Specific focus on quality management;
Greater and further development of student’s musicianship;
Shaping students views and perceptions on music education and the transfer
of knowledge; Manifestation of the important role of music education and
the partial realizing thereof through student engagement;
Introduction of relevant current music education trends;
Introduction of music sub-specialties relevant to community engagement
such as music sociology, ethnomusicology, music psychology;
Staging a community engagement activity utilizing various explored aspects
and pedagogies as guided by facilitator
Layout of above mentioned outcomes:
During the second semester of the service learning module at the Odeion School of
Music, UFS, the emphasis still remains on
1. The scholarship of service learning with more reference to its interdisciplinary
nature and how well it connects with the various sub-specialities of music.
(See Module Guide MOP 302, Unit 2 and 3)
2. Further investigation into the latest trends in Music Education which should be
utilized during weekly service activities (See Module Guide MOP 302, Unit 4
and 5)
3. The primary focus of MOP 302 falls on a well-planned, structured service
activity by the individual student, which lead to quality community
engagement-bringing about an interactive learning environment on behalf
of the student and the engaged community.
(See Module Guide MOP 302, Unit 1)
4. Exhibiting certain organisational skills in the planning, staging and presenting
an Informance (See Module Guide MOP 302, Unit 6 and 7).
Conclusion
It is important that students get an opportunity like this to shape and improve their
method of teaching and realize their civic responsibility. Moving from dependant
teachers to interdependent teachers is a great learning curveand goal for these
young students, especially when it reaches as far as the secondary community. It
takes time convincing students to the relevance of service learning, however, when
they start working with their own group of community members, they realise the
importance of this philosophy of learning
B.SOC. SC (CSL 304)
Benefits: The capstone module incorporates the subject fields of Criminology,
Sociology and Psychology. Students are enrolled in the B.Soc. Sc (Human and
Societal dynamics) degree. They learn to integrate the three subject fields,
attention is given to critical cross-field outcomes and the students’ sense of civic
responsibility is fostered.
Challenges: Many students are enrolled in the degree and these amounts lead to
human resource strain and also conflict in groups. Facilitators should be very skilled
to handle these huge groups.
CRIMINOLOGY KRM 648 & 668
Benefits: Students enrolled in a Honours degree in Criminology visit Mangaung
Secure Care Centre and take part in therapeutic programmes to rehabilitate known
youthful offenders as well as youths awaiting trial or placement in a youth detention
centre. Critical cross-field outcomes receive attention, students get the opportunity
to integrate and apply the theory they have learnt during their studies, learn to think
creatively and cater a five week program in response to the characteristics and
needs of the youths they are dealing with.
Challenges: Students have to be prepared thoroughly, constant supervision is a
necessity. The centre has a high turnover rate and thus many youths leave the
centre before the programme is completed. Student attitudes and a nonchalant
attitude towards civic engagement are at times problematic.
Activities
Students in their honours year in Criminology visit the Mangaung Secure Care justice
centre in their Service Learning outreach. Children housed in the centre committed
Schedule I and Schedule II offences, are awaiting trial or the centre serves as a
place of safety for orphans, abused children or witnesses in ongoing criminal cases.
The students respond to the community's identified needs and their outreach
becomes an extension of the therapeutic programmes and rehabilitation focused
activities of the centre.
The last workshop of the year took place on 31 October and 1 November. The
workshop was funded by donations of private individuals and businesses in the
Bloemfontein area. We want to especially thank the Dean of Students and Rector
for their support of the project.
The different activities were aimed at the discovery of natural talents in sport, art,
gardening, cooking and music, gave the youths the opportunity to showcase their
unique abilities and talents while focusing on the identity of the individual as
opposed to gang identity.
THEATRE FOR DEVELOPMENT
The class was divided into two groups; these groups were composed of 15 students.
The students were assigned to work with two communities that has a specific
problem. The responsibility of the two groups was to create a scenario based on the
community’s issue with an objective of providing a solution with members of that
community.
The facilitators for this project, Prof. Duma and Ms Lekalake decided to use
residential areas on campus as communities for drama students to work with. The
one group worked with the Roosmaryn residence which dealt with the suicide topic.
While the other group worked with residents from House Akasia and they focused on
integration of races in hostels.
VALUE: This task proved to be important to the students and the selected
communities; it addressed important issues that were pertinent to the hostels.
Theatre was effectively used to engage with important matters while educating the
audience and the actors. The participation of members of those communities was
imperative in order to achieve the objective of the process; which is to develop the
attitudes of community members about a specific situation.
SUCCESSES:
1. The chosen communities responded well to the task.
2. Both the two groups created thought provoking scripts from the data they
gathered from the communities.
3. The successful question and answers sessions with the two groups and the
communities proved that the objective of this activity was achieved.
CHALLANGES
1. Since it was the time for drama students to engage in an activity of this
nature, it took them a while to grasp the concepts of Theatre for
Development.
2. Although the communities that were part of this process were willing to
participate in this task, the one group was not prepared to be fully honest
about the issues they encountered as a community.
3. The task required students to do most of the work themselves; therefore some
students did not attend meetings.
POETRY PROGRAM FOR MATRIC
The third year class had to organize the class of Grade 12 learners from schools
around Bloemfontein to watch a speech program performed by first year drama
students. The program was composed of the Grade 12 prescribed poetry.
VALUE In this assignment theatre was used as an educational and entertaining
medium which will benefit Grade 12 learners. Poetry that was previously regarded as
difficult to comprehend was now depicted in the simplest form for the learners. The
1st year students understood their responsibility of reciting the poetry to make it easier
for the Grade 12 learners. The DSP 302 students had to ensure that the targeted
audience will attend the poetry program.
SUCCESS
The 1st year class produced a spectacular poetry program which was enjoyed by
the general public.
CHALLANGING:
1. The time factor was the biggest challenge for the students responsible for this
assignment. They did not have enough time to arrange for schools to come
watch this production.
2. Schools that were interested in coming to see the production, had problems
with arriving to the performance venue.
3. It was difficult to reach all schools around Bloemfontein.
4. Some schools were not interested with the initiative.
KIN 102 COMMUNITY SERVICE:
DEPARTMENT OF EXERCISE AND SPORTS SCIENCES
Description:
Students plan activity programmes, mostly directed at recreation and fun leisure
activities for children in Bloemfontein (Mangaung, Heidedal and Bloemspruit) based
on the theory that they have studied. These activity programmes are then
implemented at service sites identified by the service provider.
Current venues:
Lebone Village
Tshabalang School
Reach
Value:
The value of the CSL presented to the community is seen as giving the children an
opportunity to be physically active. Having an opportunity to have “healthy fun”
under supervised conditions. An opportunity for development of skill and to a feeling
of worth and competence.
Service providers indicate that the “services” offered assist in the development of
the children. It assists them with providing a better service for the children. They are
also not always able to provide the necessary equipment or supervision to the
children. The novelty of having student from the University provide the services
creates an added dimension of excitement amongst the children.
Value to the students in the Department of Exercise and Sports Sciences would
obviously be a better understanding of the theory studied. Research on the module
indicates that students gain knowledge with regard to important competencies
required in the recreation (and other sports and exercise areas) industry. Table 1
gives a summary of competencies needed by a recreation specialist (as identified in
literature and the job descriptions) as well as the students’ perceptions about the
competency attainment through the CSL module. The results a post-nominal group
discussion and structured and unstructured reflections are included in the table.
Table 1: Summary of students’ perceptions about the competency attainment
through the CSL module and competencies identified in the literature and the job
descriptions
Literature
Job
description
(tasks, duties
and
competence)
Competencie
s perceived in
post-nominal
group
Compete
ncies
perceived in
structured
reflection
Compete
ncies
perceived in
unstructured
reflection
Communicati
on ability
Communi
cation
Communicati
on ability
Communi
cation ability
Communi
cation
Managemen
t
Planning
Organisin
g
Leading
Supervisin
g
Control
Staffing
Managemen
t
Planning
Planning
Organisin
g
Managem
ent
Planning
Organisin
g
Control of
the situation
Creativity Creativity Creativity Creativity Creativity
Planning Planning Planning Planning Planning
Group
dynamics
Working
with others
Group
dynamics
Group
interaction
Group/individ
ual dynamics in
recreation
Learning
to work in a
group
Working
as a
group/co-
operation
Working with
people/particip
ants in
recreation
Working with
people/particip
ants in
recreation
Working
with children
People skills People skills People People
skills skills
Leadership Lead Leadership Leadershi
p
Motivation
and
performance
Motivation Motivation Motivation
Self-
confidence
Self-
confidence
Self-
confidence
Self-
confidence
Customer
service Service
Customer
service
Self-
evaluation
Self-
evaluation
Working
under
pressure,
coping when
things go
wrong
Self-
evaluation
Persevera
nce
Respect
Attitude
Working
under
pressure
Being
grateful/
appreciating
what one has
Challenges:
Time is the biggest challenge. The format of my module requires students to
do a number of assignments. They complain of the time it takes to prepare for
these assignments. It is however felt that it is necessary otherwise students do
not prepare adequately to present the activities to the children.
COMMUNICATION SCIENCE (KOM344)
Diensleer in Kommunikasiewetenskap
Die Diensleer in Kommunikasiewetenskap is vir die eerste keer in die tweede
semester van 2011 aangebied.
Die module is deur 207 studente voltooi. Die aanvanklike veronderstelling was dat
slegs studente wat ingeskryf is vir die grade in die Departement
Kommunikasiewetenskap, vir hierdie module sou registreer (dit is ‘n verpligte module
vir studente wat vir ons grade ingeskryf is), maar daar het wel ander studente ook
ingeskryf wat dit as elektief geneem het. Dit is nie wenslik nie, want die werk wat ons
toepas in die module, is gebaseer op die werk wat die studente in die eerste twee-
en-‘n-halwe jare van hul studies bestudeer het.
Die studente het die ervaring aanvanklik as ‘n uitdaging beskou: Hulle het nog nooit
vantevore op hierdie manier na die gemeenskap uitgereik nie, maar namate die
module gevorder het, het hulle besef hoe waardevol ervaringsleer is.
Hulle kon die teoretiese kennis toepas in die praktyk en moes ook leer hoe om te
kommunikeer met persone wat nie noodwendig dieselfde ervaringsveld as hulle
deel nie.
Die terugvoer van studente oor die algemeen was positief: Hulle het baie van hulself
geleer, hulle oë het oopgegaan vir uitdagings wat in die gemeenskap bestaan,
hulle het geleer om buite die klaskamer te funksioneer en het ook geleer hoe om
probleme op te los en kreatief te dink. Die oorheersende gevoel was dat hulle
dankbaar was vir die blootstelling wat hierdie module hulle bied, en ook vir die
geleentheid om teorie in praktyk toe te pas.
Ek het meer as 200 voltooide vraelyste terug ontvang, wat ek beoog om op te skryf
in die vorm van ‘n verslag en hopelik, ‘n publiseerbare artikel.
SERVICE LEARNING: A JOINT PROGRAM OF THE UNIVERSITY, QWAQWA BRANCH DEPT
OF SOCIOLOGY AND THE DEPARTMENT OF SOCIAL DEVELOPMENT.
Students (3rd year and honours) were divided into groups and the groups visit,
interview and do participant observation at a specific Community Based
Development project. At least 4 afternoons are spent at the particular project.
Further time is spent in interviews and group meetings. Students concentrate on
getting to know the history, structure and operations of the project. The strengths,
weaknesses and matters to focus attention on is identified and discussed during
workshops where all stakeholders are present.
Of the relevant stakeholders, the university and its students gained real experience
and better understanding, respect and appreciation for the people involved in the
work- both those from the community and from Social Development, while again
understanding how important grass root initiatives are to make people self reliant.
Impact on students:
• An idea of what it means to be part of something bigger than them.
• A Sense of Civic responsibility
Impact on Social Development Community Development workers:
• CD practitioners were sensitized to challenges- such as different ideas from
the co-ops on their futures and on how long the relationship with SD should
last before businesses were to be independent and what types of support SD
could provide.
Students reported the following positive and negative aspects:
Positive aspects---- Learning experience
Service-learning was an integrating meaningful community service with
instruction and reflection that helped us to enrich our :
Civic responsibility- meaning taking a healthy role in the life of our
communities, state, and nation. Also means that theory lessons should be
complemented by work outside the “classroom” (being on the field).And
Service-learning does just that, tying community service to academic lessons,
and strengthen our communities.
Service-learning also gave us the opportunity to interact with people from
different age, socio-economic group, also providing opportunities for the
development of problem-solving and interpersonal skills including
communication, enhancing our self-esteem, role-taking, and conflict
resolution.
Negative aspects----They are time consuming.
The university started with community service learning during the course of
the year whereas it should have started earlier.
The projects are too far. We travel a distance and then it results in less time
communicating with project members
How to improve
The university has done an excellent work it’s students learning experience
and the university’s reputation
The university should start with community service learning at the beginning of
the year.
Students should be more encouraged to participate. Because its for their own
good
Be part of the curriculum- become a course.
Challenges that face the initiative: The impossibility to move the activities to the first
semester. The fact that each year new and different projects need to be involved
which makes the process time consuming, and the university thus have no control
over how near or far a project is from campus.
The biggest challenge is to ensure the particular projects involved also gain
substantively from the experience. Various approaches have been tried. In 2012
workshops were held with project members, enabling planning based on the shared
perspectives. Based on feedback from the structures, this will be improved further in
2014.
SIL604B COMMUNITY PSYCHOLOGY: STUDY BUDDY PROJECT
Department: Psychology
Study year of students: Honours
Credits: 16
Module offered during: Whole year
Lecturer: Dr Luzelle Naudé
Brief description: The focus areas of this module include life skills development, study
skills, career planning and personal enrichment.
Community partners: Learners in various secondary schools in the Bloemfontein and
Mangaung
Service sector partners
Guidance teachers in various secondary schools in the Bloemfontein and
Mangaung area
Service learning component: In an attempt to prepare the youth for the leadership
challenges they are faced with, and to empower learners with the skills and
knowledge to enjoy a higher quality of life, a Study Buddy project was launched in
1995. As part of their credit-bearing activities, psychology students visit the
respective schools under the supervision of the academic coordinator of the
Department of Psychology and the guidance teachers of the respective schools.
After conducting situational analyses with the various role-players, students develop
and present workshops and interactive discussion in the community with the focus
on aspects such as life skills development, study skills, career-planning and personal
enrichment.
Outcomes for students: As a direct result of the Study Buddy project, psychology
students are equipped with the competence to plan, implement and evaluate
community counselling interventions in order to facilitate the growth and
development of individuals, groups and communities. This includes knowledge of the
principles and procedures relating to the counselling of individuals, groups and
communities, practical skills in the application and evaluation of the above
procedures and interventions, as well as a sensitivity regarding preventative and
developmental counselling strategies aimed at contributing towards the welfare of
the broader community. Ultimately, students develop a theory-based, integrated
frame of reference from which the practice of community psychology can be
performed.
Impact on community: As a result of the project, learners feel better equipped to
face the challenges they encounter and teachers experience a marked
improvement in learners’ adjustment and behaviour.
Reflection Report
“Sometimes it falls on a generation to be great. YOU can be that great generation”
Reflections from a student in the Study Buddy service learning project of the
Department of Psychology
Moipone Nkhatho
On 25 February, 2013, I and my Study Buddy group ventured into a community as
part of the community service learning project in the Honours programme of the
Department of Psychology at the University of the Free State (UFS). In the Study
Buddy project, Psychology Honours students partner with schools with the aim of
addressing challenges that learners are facing and providing effective strategies to
promote academic strength and life skills.
The learners we engaged with grow up and live in poor social conditions with a
substantial lack of resources and opportunities. Growing up in an impoverished
community myself, has taught me that there is no universal definition of poverty.
Poverty is defined differently from one person to the next, based on an individual’s
own perception and experience of poverty. Poverty can be debilitating and can
be a driving force toward breaking a child, or making a child excel. As a group of
students taking the role of community psychologists, it was insightful to observe that
most of the learners were extremely talented, with great potential.
Working with the learners at the school was heart-warming, exciting and like any
other project, challenging. Monday mornings became my “power mornings”
beginning with jumping out of bed, rushing into the shower and driving to campus.
Although I was overloaded with assignments and tests, I knew that my troubles were
minute as compared to the learners’. Every day when we stepped into their
classroom, they always greeted us with such love in their eyes. This stirred something
in my heart and made me realise just how much I want to be a part of a team of
community psychologists.
I certainly learned a lot about myself and my colleagues. I learned that I am a strong
advocate for human rights and I am very passionate about humanitarian issues
concerning well-being, excellence, achievement, self believe and courage. On the
other end of the spectrum, I quite strongly became aware of my insecurities and
weaknesses. I could calculate that I was sometimes a bit impatient with my group.
However, I learned that group dynamics occur in any group, the key is
communication.
At the end of it all, our purpose was to give hope to the learners that one day they
can reach their fullest potential and break the cycle of poverty within their
households and community at large. Our goals were achieved and the learners’
lives were changed in some way or another.
To conclude, a well renowned freedom fighter and human rights activist, Nelson
Mandela, wrote that “Overcoming poverty is not a task of charity; it is an act of
justice…. Sometimes it falls on a generation to be great. YOU can be that great
generation. Let your greatness blossom.”
MDP332: CLINICAL COMMUNITY WORK
DEPARTMENT OF SOCIAL WORK
Contents: Implementation of different steps in order to execute a community work
project.
Purpose: The purpose of this module is to put the theory of community work that the
student was taught in his/her first year into practice.
Main Learning Outcomes: After completion of this module the student should be
able to
Write effective community work reports
Explain and use the process of community development.
Have the ability to identify, plan and execute community development projects.
Use all the social work methods in an integrated approach.
Know basic community work theory.
Develop practical skills needed to do community work tasks.
Experience working together with others in a group context
Successes
Contributes towards the professional development of the student
Renders service to the community in order to execute the planned programmes
of the organizations.
The HIV and Aids Braille project.
Students worked with
the UFS People with
disability unit to
translate HIV and Aids
pamphlet into Braille
3rd Year Social Work students for their involvement in community service projects.
1. Name of Project: “Me Now ............. Baby Later”
This group of students was involved with the Health and Wellness Centre on campus. In their
project they focused on making the university campus aware of unwanted pregnancies that
could be detrimental to the future of the student concerned. The reason for focusing on this
issue is that there seems to be an increase in the number of students falling pregnant every
year with not so positive consequences. In their campaign they guided the student
community to make the right choice and what the cost of an unwanted pregnancy could
be.
The group used various media to spread their message. One of the students spoke on Kovsie
FM about the issue and also designed pamphlets and posters. Another initiative was to hold
a campaign at Thakaneng Bridge in order to recruit ambassadors.
The purpose of the “Ambassador Initiative” is to:
Encourage students to take control over their own lives,
Enjoy their lives as students
Emphasise the importance of getting and completing their education and
discovering their talents
Develop healthy relationships
Develop goals and dreams for a better future
Make healthy choices about pregnancy
Being an ambassador will promote:
Community involvement
Building of skills
Create leadership
Encourage public speaking
Mentoring
Interpersonal communication
Training of youth on health topics
Recognition as an Ambassador at community events
The project already has plans for 2014 that will promote the purpose of being an Ambassador
and will focus on
Relationships and romance
Dealing with peer pressure
Contraception and sexual health
This project has also been featured in a blog that found relevant to its story line.
This link is to the blog http://diaryofazulugirl.co.za/confessions-chapter-fifty-six/
BA. GOVERNANCE AND POLICAL TRANSFORMATION SDL324
The service learning module within the B.A. curriculum provides a golden opportunity
for students to gain firsthand experience on a very practical level regarding
governance issues within communities. Students contributed to improved good
governance practices at municipal level and especially at ward level. Students must
analyze, assess and learn how ward councillors implement good governance
principles. They also obtained a better understanding of the theoretical framework
of Political Science and Public Administration and Management and could clearly
use and link the theory of the different subjects to understand the practical issues
and problems experienced by communities and councils regarding good
governance in a better manner. They were able to identify the basic principles of
good governance and could advice the community and councillors to implement
good practices and improved service delivery. Different community’s needs,
problems and disputes were identified and discussed during workshops and
meetings organised by the students themselves. These matters were brought to the
attention of the services sector (public servants in local government spheres). In the
process the accountability of public servants, particularly ward councillors, was
ensured. The community obtained a better understanding of the theoretical
framework of political management and the difficulties with implementing decisions
and policies. Community members voiced their opinions and shared their dreams,
concerns and needs in an open and transparent manner. Students also had the
opportunity to present their research findings, experience and very important, their
understanding of governance and political transformation during a formal
presentation to colleagues, students and the ward councillors of the different wards.
Students had the opportunity to present their work during a formal class assessment
activity were the councillor was also present. Students prepare power point slides
and reflected on the action plan to improve governance in the ward. The councillor
attended and gave thank the group of students for their contributions.
The module was presented by Dr. T. Coetzee (middle). The two facilitators from the
left Lucky Hlongwane (Hon. Student) and Isaac Mofubelu (Hon, Student), Mrs.
Mabatho Ntsieng Coordinator Community Engagement and Service Learning
Faculty of the Humanities and Mr. Khabonina Mtshiwana (Councillor of Ward 7
(Freedom Square).
Students of 2013 enjoying themselves on the grass with some snacks after a well
deserved break and hard work that paid off.
LANGUAGE PRACTICE TPP152 TPP322
In hierdie twee modules word studente deur middel van Diensleer aan die praktiese
omgewing en implikasies van vertaalwerk blootgestel. Die diensleerkomponent
behels ‘n projek wat die studente vir Age-in-Action as kliënt doen. Die studente
onderhandel met die opdraggewer, Age-in Action, ontleed die vertaal opdrag en
doen dan ‘n ter plaatse ondersoek na die doelgehoor van hulle vereistes. Daarna
word die tekste volgens die funksionalistiese vertaalbenadering vertaal en aan sowel
die kliënt as lede van die doelgehoor voorgelê vir gehaltebeoordeling. Die
bepaalde winspunt in hierdie terugvoersessie is geleë in die feit dat dit studente in
kontak bring met ‘n werklike opdraggewer. Doelgehoor en nie ‘n vermeende of
verbeelde opdraggewer / gehoor nie. Dit gee uitvoering aan wetenskaplike soos
Kiraly se bevinding dat nagebootste vertaalopdragte nie die nodige leer by
studente bewerkstellig nie en dat dit eerder met werklike projekwerk vervang moet
word. Student het nog net positief op hierdie leerevarings reageer.
FINE ARTS AAM309
The community service learning segment of the module AAM309 was presented on
the South Campus of the UFS. The venue was selected because it is situated near
the township area. Since the aim of the module was to provide professional art
education to talented secondary school pupils that do not have the opportunity to
study art as a school subject, this was thought to be a suitable location. Contract
was made with as many schools as possible and although there were many
interested pupils, less than expected turned up. The problem was that very few
schools had any means of transport. The classes were non the less a success. The
students learned a lot from drafting a curriculum, working out lessons plans, planning
the materials and delivering the lessons. The pupils were eager participants and
produced some delightful drawings and paintings. Another problem we did not
anticipate was the fact that the number of pupils suddenly dropped when the
examination started. There were, however, sufficient numbers to complete the
planned curriculum.
We have been approached by the Pholoho School for the physically disabled to run
a program at their school. This was discussed and we decided to make a long term
commitment to the school. The students will have to interact with the occupational-
and physiotherapists in drafting a curriculum and selecting appropriate art activities
to the advantage of the disabled pupils, a challenge for all of us.
This bag was made the learner in the community assisted by MJ Lesenyeho.
THERAPEUTIC HORSE RIDING SIL 604A
Therapeutic horse riding entails the use of the horse and its environment for the
purpose of therapeutic activities. Serving as an adjunctive treatment intervention, it
forms a key part of a multi-disciplinary treatment team working with children with
disabilities.
In terms of activities that belong within the framework of Psychology, the focus of
therapeutic riding lies on the sensory-motor stimulation of the child. The aim is
therefore for students to stimulate the development of the child by engaging with
him/her in terms of a sensory-motor emphasis. The students roles entail working as
leaders and side walkers during the course of the therapeutic riding lesson. In
addition, students also engage children in play activities when they are not riding.
Each student tends to be responsible for attending to engaging with a particular
child while he or she is at therapeutic riding.
With regard to the Psychology Departments academic program, this Community
Service Learning project articulates with the students Developmental Psychology
and Psychopathology modules. Further, working within the frame of a Positive
Psychology orientation (a key focus area within the UFS Psychology Department),
students are schooled towards understandings that move away from a deficit
oriented view to a strengths and competencies oriented view of children with
disabilities. They focus in identifying and facilitating what the child can do, while
bearing in mind the particular constraints afforded by his/her particular functional
limitations. In this way, students are able make a contribution to disabled
communities, while receiving invaluable hands-on experience with the children and
their horses at therapeutic riding.
In the feedback sessions following the lessons students reflect on their experiences of
the lesson, the children, what was successful, and where there could be room for
improvement in terms of their own interaction with the child and with fellow students
during the course of the lesson. Students are also encouraged to reflect on what
they have to offer the children, and to track their own development and experience
of being to a large extent responsible for the well-being of the child during his/her
time at therapeutic riding. In this way students own skills in terms of interpersonal
interaction with each other and with children from disabled communities are
stimulated.
There has been a request from the teachers at Lettie Fouche school for Honours
student involvement in other groups of children with disabilities. However this is not
likely to happen given the limited number of students.
Activities for the day!!!!
Psychology Honours students and learners from Lettie Fouche School enjoy reading
educational books together as part of the Therapeutic Horse Riding Community
Service Learning project based at Equistria.
BA GENERAL
SDL 314: DIENSLEER IN DIE GEESTESWETENSKAPPE
Algemene Uitkoms en Waarde
Die algemene uitkomste van hierdie module is dat studente, via diensleer en in
samewerking met vennote, in staat sal wees om die kwessies wat in ’n pluralistiese
samelewing opduik doeltreffend te hanteer ten einde by te dra tot persoonlike,
akademiese en openbare groei en ontwikkeling.
Die Program in BA-studie is onder andere daarop ingestel om burgerlike
verantwoordelikheid met betrekking tot veeltalige en multi-kulturele instellings en
interaksies by leerders te stimuleer asook betrokkenheid by geselekteerde
gemeenskappe deur middel van die diensleermodule te verhoog. In 2012 het
studente op 5 geleenthede met graad 10 leerders van Dr. Blok Sekondêre skool
interaksie gehad. Tydens dié geleenthede is daar spesifieke take uitgevoer in
groepsverband wat gesentreer het op die ontdekking van kultuurvariasie, taalregte,
historiese erfenis, menseregte en etiese besluitneming. Die waarde het daarin gelê
dat studente eerstehands die persepsies en ervaringe van jong skoliere kon aanhoor
en sinvol gedagtes uitruil.
Uitdagings
Die grootste uitdaging is steeds om studente entoesiasties en meelewend vir die
module te maak en terselfdertyd die kontak met gemeenskappe tot ‘n ware
leerervaring vir alle partye te omskep. ‘n Verdere uitdaging wat dringend aandag
verg is die logistieke probleme verbonde aan die organisering van ongeveer 140
studente tydens die besoeke aan die gemeenskap. Die gevaar is dat die groot
groep studente gekombineer met die ongeveer 300 skoliere moeilik bestuur kan
word deur personeel en dat te min tyd altyd ‘n faktor is.
Heading to Heidedal, to meet with the learners.
7 ACADEMIC PRIZE FOR SERVICE LEARNING FACULTY OF
THE HUMANITIES UFS
The Faculty of the Humanities hosted an academic prize-giving ceremony in April
2013. There were two groups of students won, one group of undergraduate students
are from the Social Work department and the other group is post-graduate students
from the Psychology Department. During this ceremony the winners were awarded
certificates and a cash prize for having achieved the best results in a SL module in
the Faculty.
The best undergraduate Service Learning group 2013: Magnus Buys, Chaline Botes,
Andrea Taljaard, Monique Ross, Marelize Rheeder
8 COMMUNITY ENGAGEMENT OPEN DAY
We are very proud of our staff and Heidedal partner how have been nominated for
a reward during the Open Day celebrations for Community Engagement and
Service Learning at the University of the Free State.
This is the group which was awarded the different prizes. The group represented the
different Faculties for the University.
Dr. Luzell Naude has been awarded for her outstanding research in the field of
service learning. She is Senior Lecturer at the Psychology Department at the
University of the Free State.
Mrs. Ester Knoetse received the award for outstanding work at the Childwelfare
Heidedal as one of our Faculties outstanding partners.
It was a wonderful opportunity to see the different stalls and the different Faculties
which were represented at the University.
Faculty of the Humanities. From the left. Mrs. Mabatho Ntsieng Faculty coordinator
for Community Engagement and Service Learning, Me Xaney van Schalkwyk and
Dr. T. Coetzee (Chair of the Community Engagement and Service Learning Faculty
Committee.
9. RESEARCH OUTPUT Dr Luzelle Naude received the community-engaged research award.
“Your culture or mine? Changes in cultural sensitivity in a Service-Learning
class” (2011),
“The power of engagement in a world without walls: A new pedagogical
model in online Service-learning” (2012)
“At the Cultural Crossroads: Intergroup Psychology Among Students in a
Service-Learning Programme” (2012)
are just a few of the research articles she published recently.
Lindie Coetzee published in the South African Journal of Criminology an article titled
Taking a lead in life: the fundamentals of criminology in practice (2012).
Brenda Coetzee together with Luzelle Naude published “ Students reflection on the
attainment of competencies in community service-learning module in human
movement sciences”
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