Beyond the Ivory Tower: Service-Learning for Community Engagement

Teaching, research and community service have since the earliest times been regarded as the three core functions of a university. The concept and practice of service-learning has succeeded in uniting these core functions. Whereas the quality of student learning resulting from service-learning experiences is of crucial importance for universities, the role of service-learning in community development also deserves attention. Boyer (1996) provided the vision for the engaged campus. This perspective has given higher education an opportunity to enhance its community engagement activities in line with its core functions. Service-learning in essence is entrenched in a discourse that proposes the development and transformation of higher education in relation to community needs, and thereby encouraging social change. It is underpinned by the principles of reciprocity, collaboration and diversity with the local communities. Furthermore, reflection by all stakeholders of critical incidents is encouraged to make meaning of what they are doing.

This paper explores the necessary conditions for service-learning to make a viable and effective contribution to sustainable community development by citing some examples associated with the school of dentistry, University of Limpopo. Conclusions are drawn on necessary pre-requisites for service-learning to satisfy the requirements of participatory development and contribute to sustainable community develop-ment. It is the author's contention that the university's involvement in service- learning along the lines of participatory development is a crucial investment in the future of students, communities and the university itself.