BA: GOVERNANCE AND POLITICAL TRANSFORMATION
COMMUNITY SERVICE LEARNING
CSL/SDL 322
1.
WELCOME
Welcome to CSL/SDL 322.
Following is the module guide for COMMUNITY SERVICE
LEARNING.
This is an unique opportunity created for learners in the BA Degree in Governance and
Political Transformation to apply knowledge to the praxis.
This module provides clear guidelines for community service learning engagement
during this course.
This module strives to empower independent thinkers and
researchers through civic engagement1. The purpose of this study guide is to provide a
preview of the literature, to help you with the administrative and organisational details
of the module, and to enhance communication between you and the lecturer as
effective as possible.
It is my wish that you will have an excellent experience and that you will grow through
this experience.
2.
SIGNIFICANCE OF THE MODULE
As the Programme in Governance and Political Transformation has a specific niche and
focus, it is obvious that an opportunity will be provided for learners of the Programme to
take a community service teaching module. The niche and focus of the Programme
Civic engagement is active collaboration, building on the resources, skills, expertise, and knowledge
of the campus, communities and service provider to improve quality of life and service in the
communities. The scholarship of engagement informs the discipline and profession, engages learners
in active and relevant learning, builds upon community assets, and provides a means by which higher
education can apply knowledge and resources to address civic issues (http://www.iport.iupui.edu).
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are political transformation and political management.
The establishing of good
governance and a liberal democracy with the accompanying value system is of
crucial importance for South Africa.
The imperative to develop knowledge
discernment and skills within the framework of liberal democracy and in basic reasons
for the creation of a community service learning module is evident and therefore there
is a great need to empower decision makers within the political management.
Good governance and a liberal democratic dispensation is pivotal to the Programme.
A specific need has been identified within this dispensation and learners in the
Programme are in the position to obtain the necessary theoretical knowledge of
political transformation, political management and of the political environment. A
golden opportunity exists to obtain recognized knowledge concerning the practical
implications experienced, problems surrounding good governance within a community
as well as liberal democratic principles in general.
The aim of this module is to expose learners to the study of problems of political
management. Presently the crisis of political management, not only to legislate the
solutions to community needs but to implement the policies, is quite obvious
(community needs).
Learners will be able to make a contribution to good governance through the
knowledge and experience gained at the workstation. Learners will be able, through
representatives of political parties and interest groups, to enter specific constituencies
and to learn from the constituent community how they experience the political
management, governance and liberal democracy.
Dissatisfaction, frustration and
even violent conduct have been prevalent in many communities as the result of
asserted poor or even non-delivery of services.
Questionnaires, interviews and
participative observations may be part of the methodological approach. A learner
may contribute to the communication between the community and the legislators or
political management and may obtain a better understanding of the theoretical
framework of political management, but also of implementing liberal democratic
government on grass roots level.
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ABOUT THE MODULE
3.1
Presentation of the community service learning module
This module is based on the principals of experiential learning and is written in an
outcomes-based format. This implies that the validity of your knowledge of prior learning
and your personal previous experience will be acknowledged. Furthermore, although
independent study will be of crucial importance, there are certain specific outcomes to
be achieved in the study process. To achieve the module outcomes and to integrate
your knowledge and experience, you will receive literature from textbooks and articles.
The module consists of two parts; the first part is theoretical and constitutes 30% of the
module while the second part, constituting 70% thereof, is practical.
The theoretical part will be presented during the third term of the second semester (July
– August). The practical part will take place over three months (August, September and
October) in three different communities (Bloemfontein).
Structure of the module:
8 credit module (X10 = 80 notional hours)
Over 14 weeks
30% theory (3 weeks)
70% practical (11 weeks)
3.2 Outcomes of the module
3.2.1
Generic outcomes
(www.polity.org.za/html/govdocs/reports/education/univeristies/policy)

identifying and solving problems in which responses display that responsible
decisions using critical and creative thinking have been made;

working effectively with others as a member of a team, group, organisation,
community;

organising and managing oneself and one’s activities responsibly and
effectively;

collecting, analysing, organising and critically evaluating information;

communicating effectively using visual, and/or language skills in the modes of
oral and/or written persuasion;

demonstrating and understanding of the world as a set of related systems by
recognising that problem-solving contexts do not exist in isolation;

contributing to the full personal development of each learner and the social,
cultural and lingual development of society at large;

making the individual aware of the importance of reflecting on, and exploring, a
variety of strategies to learn more effectively, participating as a responsible
citizen in the life of local, national and global communities, being culturally and
aesthetically sensitive across a range of social contexts, exploring education and
career opportunities, and developing entrepreneurial opportunities.

he/she must illustrate his/her skills relating to organizing of workshops.

understanding the complexity of the political transformation process and the
management of it.

understanding the complexity of a working relationship, communication and
satisfaction of community needs amongst all participants.
3.2.2
Learning outcomes
With regard to the specific theoretical learning outcomes, learners will display:

an understanding of the transformation strategies for higher education
institutions;

an understanding of service learning as an experiential pedagogy;

theoretical knowledge of the principles underlying community service
learning;

the capability to define and typify the concept of community service
learning,

an enhanced understanding of asset-based and strength-based approaches
to community service learning practice;

theoretical knowledge of the principles of community service learning
research;

an understanding of the concept of indigenous knowledge and its
implications in service learning programmes;

an ability to integrate the principle of Kolb’s experiential learning model with
Weyers’ theory and practice of community work, to reflect upon these and
apply them in the context of community service learning;

through service learning and the forming of integrated partnerships, an
increased civic responsibility, leadership skills and self-efficacy which will
contribute to moral development;

through their practical work and the application of the four stages of service
learning, an enhanced ability to link course content to real-life situations;

an ability to construct research interviews as a method of data collection
and

3.2.3
an ability to handle and conduct participatory action research effectively.
Practical learning outcomes
The Student will be able to:

explain the structure and dynamics of a changing political environment,

reconstruct, interpret and assess the transformation process in South Africa,

identify the political problems, for example social inequality, crime, conflict,
instability, corruption and nepotism.

define
and
describe
the
following
concepts:
Political
transformation,
democratization, political stability and political instability, governance.

demonstrate political literacy;

assess the criteria associated with good governance,

identify the value system associated with good governance,

to develop political management skills (planning, problem solving, leadership
and good communication) in a transforming society,

Assess the implementation of public policy,
The Community:

The community will obtain a better understanding of the theoretical framework
of political management and the difficulties of implementing decisions.

Improved communication between the community and municipalities may
ensure the manifestation of a liberal democracy as well as the underlying values
of liberal democracy.

These learners will get involved in various projects within the communities.

The relative community shall be identified. The community leaders shall also be
identified. The community is at the same time being made aware of who their
leaders and representatives in the ward committees of the municipality are. The
communities needs, problems and disputes (a.o. service delivery) are identified
and discussed. These matters are brought to the attention of the services sector
(public servants in the national provincial and local government spheres). In the
process accountability of public servants to the community is ensured by the
community.

It is of critical importance that the community must be able to experience the
democratic values through participation in political decision making.
The
communities must know what is going to be discussed in the ward committee
and that the matters brought forward will be attended to.

The community shall through participation in discussions be part of an action
plan be able to address the matters brought to the table. The community and
their leaders may evaluate the draft plan or action plan compiled during the
discussions and contribute, out of experience, to ensure the more advantageous
application of the plan. The community needs must really be addressed by the
action plan.
The community shall have a direct access into action plan to
ensure development.
The Services Sector Providers

The Services Sector will be three different ward councillors.

Many efforts of government (service deliverer) to improve communication
between communities and public officials have been recorded i.e. Batho Pele
project “consolidate” as well as the Izimbizo programme). It is necessary for
communities to be consulted to become part and parcel of decision making.
The government aims to make communities responsible for addressing their own
needs.
It is done by providing communities with the necessary skills and
knowledge.
The service provider (government) must provide support, skills,
projects and plans to develop the community. The student may help with in his
own service milieu (government department) to improve relations, attitudes and
cooperation between his own community and the service provider.