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The Principle of Reciprocity in Service Learning: The Case of De La Salle University Ma. Lourdes F. Melegrito Center of Social Concern and Action (COSCA) De La Salle University
There is a challenge to move towards a collaborative endeavour between institutions of higher education and their larger communities for social progress.
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“Engagement is now a mind-set ensuring that tertiary education can meet its multiple responsibilities… creating a culture of learning, directing research and teaching to sustainable development, and strengthening links with social partners are now inescapable obligation for educational institutions” Gill (2012)
Image taken from http://www.dse.vic.gov.au/__data/assets/image/0018/105831/cartoon1.jpg
CALL
•The call is to align the perspectives of the universities to the nature of community work, student’s learning methodology as they fulfill school mission and social transformation.
ONE FORM OF INTERVENTION: SL • “course-based and credit-bearing educational
experience by which students • a) participate in an organized service activity that
meets identified community needs, and • b) reflect on the service activity in such a way as
to gain understanding of course content, • c) a broader appreciation of the discipline, and • d)an enhanced sense of civic responsibility”
(Bringle and Hatcher, 1995 p.112).
five important components can be derived upon: • - academic preparation, • - engagement with the community, • - reflection on their service, • - reciprocity between and among the
academic participants and partner community and
• - appreciation of the discipline.
FOCUS
•ON RECIPROCITY •It aims to develop a reciprocity framework in view of service learning and present De La Salle University’s SL experience.
Donahue, Bowyer and Rosenberg (2010) likewise question the reciprocal relationship in Service Learning (SL). • Are those who receive service the equals
of those who serve, particularly in the eyes of those giving service?
• How do power differentials between participants in service learning relationships influence service and learning. And
• What are the implications of such inequality for the learning of those who serve?
“Does reciprocity imply mutually-beneficial transactions or co-created, power-shifted partnerships, or both?” -International Association of Service Learning and Community Engagement, 2011
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From the literature review, reciprocity is characterized by common interest of the server and the served, their collaborative goal, collective action and process, mutual exchanges, trust with each other and commitment to the work
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These characteristics define the nature and type of partnership of the parties involved in SL
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Partnership is manifested in the collaborative work between the university and community for mutual beneficial exchange of resources
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Relevant ingredients of partnership can be inferred from the literature and these include:
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• agreed upon goals and measurable outcome;
• mutual trust, respect and commitment; ownership and responsibility;
• established roles, processes and norms of partnership;
• presence of feedback mechanism and; • there is credit for the partnership
accomplishment
This study will focus on the partnership aspect of parties involved in SL being the key element in the principle of reciprocity
Conceptual Framework
DLSU-COSCA
Service Learning Community Partnership
Type of Partnership
Partnership Sustainability
Learning and Recommendation
Partnership Benefits
Methodology
Evaluation built on the profusion of the following documents:
Civic Welfare Training Service (CWTS) and Service Learning (SL) Manuals
DLSU-COSCA’s Planning Documents
Impact Evaluation, Accomplishment and Assessment Reports
Community Partner Profiles, Brochure and Orientation materials
Based on the review of literature and program evaluation documents, initial evaluation indicators were identified and applied to look into :
Type of Partnership
Partnership Sustainability
Partnership Benefits
Type of Partnership • Common Context • Common Principles/Values • Common Vision • Common Goals and Purpose • Defined Roles and Responsibilities
Type of Partnership • Understanding and Agreement between
University and Community • Participatory Planning Process • Joint Discussion and Approval of
Implementing Guidelines • Participatory Monitoring System • Participatory Evaluation System
Partnership Benefits
• Individual Growth • Enhanced knowledge, skills and orientation
• Organizational Capacity • Human resource development • Technology development • Resource mobilization capacity • Political capacity
Partnership Benefits • Community Building
• Improved Inter-personal Relations • Stronger Community Relations
• Influence in the Community • Socio-political Influence • Cultural Influence • Increased Engagements
• Created Positive Impression in the Larger Community • Increased membership • Increased affiliations • Increased Supporters
Partnership Benefits • Cooperation for Mutual Benefit
• University-Community Integration Process (culture and language)
• University-Community Relationship Building
• Presence of Incentives
Partnership Sustainability • Common Mission and Accountability • Commitment and Long-Term Engagement
• Integral part of school’s mission • Integral part of partner’s mission • Programmatic • Presence of Memorandum of Agreement
• Principles and Processes of Partnerships are Clear • Governance structures (leadership, decision-making,
implementing mechanisms – planning, monitoring, documentation and evaluation)
• Defined Roles and Responsibilities
Partnership Sustainability
• Presence of Mutual Respect and Trust • Projects build upon mutually identified strengths and needs • Shared Resources
• Collective effort in mobilizing and utilizing resources • Clear and Open Communication
• Willingness to listen and learn from each other • Feedback system in place
• Partnership Development
Findings of the Study
Type of Partnership
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Partnership with Local Community-based Organizations Partnership Building
Memorandum of Agreement Development of
Implementing Systems and Mechanisms
Shared Vision-Mission, Values, and Principles
Common and Integrated Goal
Strategic Partnerships with Clearly Defined Roles and Responsibilities Mutual Process Ownership and
Mutually Agreed and Observed Management Systems
Partnership Benefits (Community Partners) Enhancing Human Capital of the Partner Organizations
Formation of Community Leaders
Relationships of Members of the Organization Intensified
Contributed to Organizational Operations
Partnerships Added Value to the Credibility of the Community Partner Organization
Enhanced Interaction with other Community Stakeholders
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Partnership Benefits (University)
Well Arranged Venue for Student’s Community Learning
Well Trained Area Coordinators (AC) to Supervise the Students in the Community
Provided venue for community exposure and learning
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PARTNERSHIP SUSTAINABILITY Built Social Capital
Mutual Benefit Institutionalization of Internal Support System Strategic Partnership with Development Oriented and
Community-based Organization
Mobilization of Social/ Community Development Practitioners as Facilitators
Consideration of both the Partner Organization Needs and the Capacity of the Students
Shared Responsibilities Image taken from http://thestrategyguysite.com/wp-content/uploads/2010/05/win-win-win-win.jpg
Learning and Recommendation
PAGSIBOL (sprouting)
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Criteria of Partnership
Partnership Building
PAGLALATAG (laying down)
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Memorandum of Agreement
Development of Implementing Systems and Mechanisms
PAGPAPANDAY (smith)
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Ennnnnnnn Hnnnn Cnnnnnn
Fnnnnnnnn
nn Cnnnnnnnn
Lnnnnnn
PAGTATASA (sharpen)
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Term-End Assessment
Yearly Assessment
PAGTATAYA (commit)
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Joint Meeting of Facilitators and Community Partner Area Coordinators
Annual Commitment-Setting
Thank you for your attention