LEARNING FOR SUSTAINABLE COMMUNITY ENGAGEMENT
LSCE
2013 FIRST SEMESTER COURSE OUTLINE
PROVISIONAL COURSE OUTCOMES
Upon completion of the LSCE course, students will have acquired the following:
1.
A basic understanding of; the South African context , the Lynedoch community and Lynedoch Primary
School,
2.
A basic understanding of sustainability and its significance within the development context,
3.
A basic understanding of Community Engagement including; its history, intended outcomes, key
concepts, principals, processes and practices with special reference to the South African context,
4.
The ability to compile an organizational profile and conduct an asset based community assessment,
5.
The ability to co-address the needs of a community/organization using available resources and to
identify gaps that exist in this regard,
6.
The ability to identify their individual partnership role in relation to the development outcomes
7.
The basic skills required to engage in co-learning and capacity building,
8.
The ability to apply their theoretical knowledge in practice, in the contexts they will work in,
9.
The ability and skills to think analytically, critically and practically about their work, through various
learning opportunities; class activities, observation, reflection, supervision, planning and experience,
10. The ability and skills to work individually and as part of a team, so that the set goals are achieved,
11. The skills to develop a manual detailing the activities they’ll be engaging in with their knowledge
partners in Lynedoch,
12. Appreciation for cultural diversity and respect for beliefs and value systems that differ from their own.
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WEEKLY SCHEDULE
o Students will attend lectures once a week, on a Friday from 9:00 to 16:00 in Lynedoch, at Lynedoch
Primary School
o They will work at Lynedoch Primary School every Monday from 9:00 to 13:30.
o Muffins & tea/coffee will be served in the mornings
o Warm meals & cool-drinks will be served at mid-day.
PROGRAM SCHEDULE
Date
Seminar / Activity
Monday
Orientation
4th of February
 Welcome
 Appreciative Enquiry :1st Check-in Activity
 Interacting with the learners
 Basic Overview of the Course and logistical arrangements: travelling and meals
 Viewing video clips
 Grade Group Allocation
 Activities Proposal Presentation
 Organisational Profiling Presentation
 Question and answer session
 Lunch
 1st Check-out activity
Friday
 Check-in activity
8th of February
 ‘Golden Child Activity’
 Working through the course outline
 Conducting an individual and group skills audit with the LSCE course participants
 Interviewing the school manager in order to compile a draft organisational profile
 First Meetings with the guardian educator/site supervisor
 Exchanging ideas for activities with the guardian educator/site supervisor
 Contracting
 Guidance preparing the first draft of an activities proposal
 Logistical and administrative issues
 Check-out activity
Monday
Fieldwork
11th of February Journaling
Friday
 Check-in activity
15th of February
 What is LSCE?
 The Theoretical Underpinnings of Service Learning: Lesley Le Grange
 The Quest for Development: Robert Thornton and Mamphela Ramphele
 The Development Context (Prescribed Text)
 Chapter 1: Poverty, Ill-being & Wellbeing
 Chapter 2: The Development Environment
 Chapter 3: Stakeholders in Community Development
 Logistics
 Check-out activity
Monday
Fieldwork
18th of February Journaling
Friday
 Check-in activity
22nd of February
 Ethics
 Skills For Community Development
 Chapter 10: Communication Skills
 Chapter 11: Group Facilitation & Leadership
 Chapter 12: Conflict Resolution, Mediation and Negotiation
 Chapter 4 : Understanding communities (F. Theron)
 Chapter 6 : Community Development and Community Organisations (F. Theron)
 Logistics
 Logistics
 Check-out activity
Monday
Fieldwork
25th of February Journaling
Friday
Check-in activity
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1st of March
Monday
4th of March
Friday
8th of March
Monday
11th of March
Friday
15th of March
Monday
18th of March
Friday
22nd of March
Monday
8th of April
Friday
12th of April
Monday
15th of April
Friday
19th of April
Monday
22nd of April
Friday
26th of April
 Bio-ecological systems theory
 The Three C’s of Safe Schools: Johnson, Johnson, Stevahn and Hodne
 Logistics
 Check-out activity
Fieldwork
Journaling
Check-in activity
The Processes of Community Development
 Chapter 4: The Principles of Community Development
 Chapter 5: The Features and Outcomes of Community Development
 Group work
 Chapter 6: The Community as the Main Actor in Community Development
 Young People and Competent Community Builders :Finn and Checkoway
 Logistics and Check-out activity
Fieldwork
Journaling
 Check-in
 Tea-time
 Education Challenges and Visiting a community elder
 Lunch
 Check-out
 Reading
Fieldwork
Journaling
Check-in activity
 The Processes of Community Development
 Chapter 7: The Place and Role of Community Development Workers
 Chapter 8: Community Development workers and their organisations
 Chapter 9: Participatory, Decision Making, Problem Solving and Management
 The dark side of shared decision making: Conway and Calzi
 Chapter 9 : Action Research (F. Theron)
 Logistics and Check-out activity
First Take-home Test
UNIVERSITY VACATION: 29 March - 7 April
Fieldwork
Journaling
Check-in activity
 Community service learning and the South African research agenda:
Mabel Erasmus
 Service-Learning in the Curriculum: A Resource
for higher education
Institutions: CJG Bender, P Daniels, J Lazerus, L Naude, and K. Sattar
 Poverty verses Poverties
 Sustainability
Logistics and Check-out activity
Fieldwork
Journaling
Check-in activity
 Presentations
 More Skills for Community Development
 Chapter 13: Mobilisation and Motivation
 Chapter 14: Operational Writing
 Chapter 15: Meeting
 Chapter 16: Public Speaking
Logistics and Check-out activity
Fieldwork
Journaling
Check-in activity
 The Life of a Project
 Chapter 17: Contact Making
 Chapter 18: Participatory Research Methodology
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Monday
29th of April
Friday
3rd of May
Monday
6th of May
Friday
10th of May
Monday
13th of May
Friday
17th of May
 CBPR: Railton Case-study
 Chapter 20: Planning and Implementation
 Chapter 21: Evaluation and Control
 Peer feedback
 Logistics
 Check-out activity
Fieldwork
Journaling
Check-in activity
 Globalization
 Documentary Meeting/s
 Peer Feedback
 Logistics
 Check-out activity
Fieldwork
Journaling
Check-in activity
 Preparation for termination
 Completion of all outstanding official documents
 Life beyond LSCE
 Logistics
 Check-out activity
Termination from fieldwork
Submit life beyond LSCE Summary
Celebration of Work and Documentary Presentation
MARK ALLOCATION (subject to change)
Themed Journal Submissions and Field work Diary (10 entries)
Assignment: Activity Proposals (Groups)
1st Activities Manuals (Individual Assignment)
2nd Assignment: Organizational Profile (Individual Assignment)
3rd Assignment: Application of Systems Theory (Individual and Group components)
Take-Home Test: 3 Questions (2%+2%+4%) Leadership, Ethics, Key Concepts, Articles
Power Point Presentations
Portfolio of Evidence
Life beyond LSCE Orals
Evaluation of your Community Development Practice (2x3%)
Test (2% +4%) Sustainability and Knowledge in the Blood
Project Reports: (Project Proposal 3%, Project Evaluation Report; 3%)
Documentary
24%
3%
3%
5%
15%
10%
10%
2%
2%
6%
6%
6%
8%
CORE READINGS
Books
 Knowledge in the Blood: Jonathan Jansen
 Community Development: Swannepoel and De Beer
 The Development Change Agent: Francois Theron
Articles available as hard-copies
 Introduction: community service learning and the South African research agenda: Mabel Erasmus
 The ‘theoretical foundations’ of community service-learning: from taproots to rhizomes: Lesley Le Grange
 The Quest for Community: Robert Thorton and Mamphela Ramphele
 The Three C’s of Safe Schools: Johnson, Johnson, Stevahn and Hodne
 Young People and Competent Community Builders :Finn and Checkoway
 The dark side of shared decision making: Conway and Calzi
 Ecological Models of human Development: Urie Bronfenbrenner
Additional Articles available electronically
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JOURNAL THEMES:
1st Journal Theme
Having spent the morning with your community engagement partners, articulate and briefly discuss your first
impressions, highlighting what you think the implications of these may be. Your journal entry must be
approximately 200 - 220 words. You may not exceed the prescribed limit.
2nd Journal Theme
Within the community development context, it is very important to be mindful of the power differentials that
exist between stakeholders. Based on the articles you’ve read and the discussions in class, write a paragraph of
approximately 200 - 220 words in which you reflect on how this may manifest within the context you’ll be
working.
3rd Journal Theme
Respectful relationships provide the foundation for effective community engagement. Write a paragraph of
approximately 200 - 220 words in which you comment on this dynamic within your small group, yourself and
the community agency you’ve partnered with and the group you working with.
4th Journal Theme
The community must be the main actor in community development initiatives. Write a paragraph of
approximately 200 - 220 words in which you comment on this principle within the community development
context that you are working.
5th Journal Theme
In class much attention was devoted to barriers to community development initiatives. Write a paragraph of
approximately 200 - 220 words in which you reflect on your experiences regarding this topic.
6th Journal Theme
Reciprocity is a about bi-directional exchanges. Write a paragraph of approximately 200 - 220 words
commenting on how this dynamic is playing out in your community engagement work.
7th Journal Theme
Based on what you’ve learnt about Poverty/Poverties, write a paragraph of approximately 200 - 220 words in
which you reflect on these practice as it pertains to your community engagement work.
8th Journal Theme
The interpersonal dynamics within the small groups impacts significantly on the dynamics within the grade
groups; Write a paragraph of approximately 200 - 220 words, focussing on the theme of “Group Dynamics.”
9th Journal Theme
The dialectical process of learning, doing and reflecting is a central component of service learning. Write a
paragraph of approximately 200 - 220 words reflecting on how what you’ve learnt and done in class over the
past 4 days has impacted you.
10th Journal Theme
In community development enabling empowerment is about creating awareness and hope. Write a paragraph
of approximately 200 - 220 words in which you reflect on the extent to which this has been achieved by you
and your group.
GROUP ASSIGNMENT
Analyse and discuss the ‘community’ in which your fieldwork is located using Urie Bronfenbrenner’s Bioecological System’s Theory
TRANSPORT
The PGIO will provide Taxis for the first 2 weeks, thereafter students will travel by train.
STATIONARY
Students need to purchase the following:
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

1 Big box of colouring pencils
1 File for the portfolio
1 packet of A4 size black paper
PHOTOCOPIES REQUIRED FOR FIELDWORK
These must be submitted to Brandon Hiemand at lsce@sun.ac.za a week in advance.
N.B. Marks are issued by Stellenbosch University upon completion of course.
Students may discuss their progress with the lecturer as the program unfolds.
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