Community Engagement Projects Executed According to University Policy
Abstract
Universities
play a critical role in communities by means of community engagement which is
considered a corner stone activity of higher institutions. One of the three focal
areas on the University of South Africa’s (Unisa) 2015 agenda for
transformation is the community engagement policy, expressed as "Towards
the African university in the service of humanity". This article
illuminates aspects of Unisa’s community engagement policy by way of two
successfully completed community engagement projects. The first example
consisted of a qualitative study which was undertaken at a special school in Gauteng, for learners
with severe intellectual disabilities (SID). A “Learn not to Burn” mainstream
curriculum was adapted to make it accessible for learners with SID. The results
led to further community engagement activities. The second example relates to a
qualitative, ethnographic study conducted in a rural area in Kwa-Zulu Natal
with children with physical disabilities (CWPDs), exploring the negative
influences of the rural community on them. Bronfenbrenner’s bio-ecological
systems theory was used to underpin the research. Ultimately the latter
research led to an envisaged community engagement project. Based on the
outcomes of the two successfully executed community research projects, we
propose guidelines and success indicators for future university community
engagement projects.
Keywords
Community engagement,Unisa Community Engagement policy,Community Engagement projects
Thanks
Dr M. Kempen Principal at the school where the LNTB project was executed.
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