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Year 2014, Volume 1, Issue 2, 36 - 52, 01.12.2014
https://doi.org/10.17275/per.14.08.1.2

Abstract

References

  • Ben-David, B. 2012. The impact of negative influences facing children with physical disabilities in rural areas. PhD thesis, Unisa.
  • Bronfenbrenner, U. 1979. The Ecology of Human development: experiences by nature and design.MA: Harvard University Press.
  • Baradei, LE & Amin, KZ. 2010. Commuinity participation in education: a case study of the boards of trustees’ experience in the Fayoum governorate in Egypt. Africa Education Review 7(1):107–138.
  • Clary, EG & Snyder, M. 1999. The motivations to volunteer: theoretical and practical considerations. Current Directions in Psychological Science8:156–159.
  • Council on Higher Education. 2004. Criteria for Institutional Audits, June 2004. Higher Education Quality Committee p i-27.
  • Council on Higher Education. 2006. A good practice guide and self-evaluation instruments from managing the quality of service-learning. Higher Eucation Quality Committee. June, 2006. P i-70.
  • Creswell, J.W. 2007. Qualitative inquiry and research design: choosing among five approaches. London: Sage.
  • Department of Education (DoE), 1997. The Draft White Paper on Higher Education. Pretoria.
  • Department of Education 1999. Consultative Paper No.1 on Special Education: Building an Inclusive Education and Training System, First Steps. Pretoria: Government Printers.
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  • Department of Basic Education (DBE) 2009. Guidelines for full-service/inclusive schools. Pretoria:Department of Education.
  • Dreyer, LM. 2008. An evaluation of a learning support model in primary schools in the West Coast/Winelands area. Doctoral Thesis, Stellenbosch University.
  • Hall, M. 2010. Community Engagement in South African Higher Education. Kagisano no 6, January 2010.
  • McNall, M, Reed, CS, Brown, R& Allen,A. 2009. Brokering community-university engagement.Innov High Euc 33(5):317–331.
  • United Nations Educational, Scientific and Cultural Organization (UNESCO), 2005. Guidelines for Inclusion: Ensuring Access to Education for All. UNESCO 7, place de Fontenoy, 75352 Paris 07 SP, France ED-2009/WS/31. Available at: http://unesdoc.unesco.org/images/0014/001402/140224e.pdf Accessed on: 14/11/2011.
  • University of South Africa (Unisa). 2008. Unisa Community Engagement (CE) and Outreach Policy. www.unisa.ac.za Accessed January 2014.
  • Watt, D. (2007). On Becoming a Qualitative Researcher: The Value of Reflexivity. The Qualitative Report Vol.12, 1:82-101.
  • Welman, C, Kruger, F & Mitchell, B. 2008. Research Methodology. 3rd edition. South Africa: Oxford University Press.

Community Engagement Projects Executed According to University Policy

Year 2014, Volume 1, Issue 2, 36 - 52, 01.12.2014
https://doi.org/10.17275/per.14.08.1.2

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.

References

  • Ben-David, B. 2012. The impact of negative influences facing children with physical disabilities in rural areas. PhD thesis, Unisa.
  • Bronfenbrenner, U. 1979. The Ecology of Human development: experiences by nature and design.MA: Harvard University Press.
  • Baradei, LE & Amin, KZ. 2010. Commuinity participation in education: a case study of the boards of trustees’ experience in the Fayoum governorate in Egypt. Africa Education Review 7(1):107–138.
  • Clary, EG & Snyder, M. 1999. The motivations to volunteer: theoretical and practical considerations. Current Directions in Psychological Science8:156–159.
  • Council on Higher Education. 2004. Criteria for Institutional Audits, June 2004. Higher Education Quality Committee p i-27.
  • Council on Higher Education. 2006. A good practice guide and self-evaluation instruments from managing the quality of service-learning. Higher Eucation Quality Committee. June, 2006. P i-70.
  • Creswell, J.W. 2007. Qualitative inquiry and research design: choosing among five approaches. London: Sage.
  • Department of Education (DoE), 1997. The Draft White Paper on Higher Education. Pretoria.
  • Department of Education 1999. Consultative Paper No.1 on Special Education: Building an Inclusive Education and Training System, First Steps. Pretoria: Government Printers.
  • Department of Education (DoE). 2001. Education White Paper 6.Special Needs Education. Building an Inclusive Education and Training System. Pretoria, Elsen Directorate.
  • Department of Basic Education (DBE) 2009. Guidelines for full-service/inclusive schools. Pretoria:Department of Education.
  • Dreyer, LM. 2008. An evaluation of a learning support model in primary schools in the West Coast/Winelands area. Doctoral Thesis, Stellenbosch University.
  • Hall, M. 2010. Community Engagement in South African Higher Education. Kagisano no 6, January 2010.
  • McNall, M, Reed, CS, Brown, R& Allen,A. 2009. Brokering community-university engagement.Innov High Euc 33(5):317–331.
  • United Nations Educational, Scientific and Cultural Organization (UNESCO), 2005. Guidelines for Inclusion: Ensuring Access to Education for All. UNESCO 7, place de Fontenoy, 75352 Paris 07 SP, France ED-2009/WS/31. Available at: http://unesdoc.unesco.org/images/0014/001402/140224e.pdf Accessed on: 14/11/2011.
  • University of South Africa (Unisa). 2008. Unisa Community Engagement (CE) and Outreach Policy. www.unisa.ac.za Accessed January 2014.
  • Watt, D. (2007). On Becoming a Qualitative Researcher: The Value of Reflexivity. The Qualitative Report Vol.12, 1:82-101.
  • Welman, C, Kruger, F & Mitchell, B. 2008. Research Methodology. 3rd edition. South Africa: Oxford University Press.

Details

Primary Language English
Subjects Education, Scientific Disciplines
Journal Section Research Articles
Authors

Soezin KROG This is me (Primary Author)
University of South Africa
South Africa


Norma M NEL This is me
University of South Africa
South Africa


B Ben DAVİD This is me
Forest Town School
South Africa

Thanks Dr M. Kempen Principal at the school where the LNTB project was executed.
Publication Date December 1, 2014
Published in Issue Year 2014, Volume 1, Issue 2

Cite

APA Krog, S. , Nel, N. M. & David, B. B. (2014). Community Engagement Projects Executed According to University Policy . Participatory Educational Research , 1 (2) , 36-52 . DOI: 10.17275/per.14.08.1.2