What about Service Learning in          Europe?           Esther Luna      University of Barcelona          eluna@ub.edu
What about service learning in Europe?Luna, E.Departament de Mètodes dInvestigació i Diagnòstic enEducació (MIDE)Facultat ...
Aquesta publicació compta amb la següent llicència de Creative                         Commons:What about Service Learning...
What about SL in Europe? The emergence of SL in Europe Other European countries in SL Debate: Service learning as a met...
The emergence of SL in Europe
Great Britain     Community Education - Plowden Report (1967)      Educational reform and pedagogical movements           ...
Plowden ReportInstitutionalization of Community Schools (CS)  Primary schools -marginal or semi-marginal          social a...
Great Britain• 450 schools that have embraced this concept of community  education    (Leicestershire, Nottinghamshire,   ...
Ireland• Belfield Primary Community School
Germany• Non-formal education (beginning of XXI century)• Youth associations (training):  Purpose:  * Provide recreational...
Germany Development of a complementary relationship and a partnership with the school regarding the socialization         ...
Outputs• Reduce absenteeism and conflict.• Increases student achievement.• More involvement in school activities and  comm...
Other countries
Great Britain  Council for Citizenship and Learning in the           Community (CSV/CCLC)In the UK, the Council has promot...
Great Britain         Community Service VolunteersA veteran British organization primarily focused onpromoting volunteeris...
Great Britain   Higher Education Active Community FundIntended to enhance the key role played by highereducation instituti...
Lithuania  “Service Learning: Dialogue between Universities and   Communities ” (European Research Project CIVICUS)• The C...
Germany            Das Hochschulnetzwerk•It’s a coalition of universities, which relate to service learning and civic comm...
Germany             Aktive BürgerschaftIts main purpose is to promote an active and committed locally. This is done based ...
Germany                   Freudenberg StiftungIt starts with the purpose of promoting and recognizing socially immigrant c...
Germany               Lernen durch EngagementLiterally "learning through engagement" is the German organizationthat promot...
Denmark    Center for Frivilligt Social ArbejdeIt is created with the aim of supporting anddeveloping volunteering in Denm...
Ireland   Service Learning Case Studies in Galway                  University• Since September 2005 they have been compili...
Ireland Students Learning With Communities.Dublin           Institute of TechnologySupport staff and students to participa...
SwitzerlandEMBRACE (Educational Methodology to Build Respect andAwareness through Community Empowerment) is the name of th...
SwitzerlandIs the Swiss organization for the promotion of servicelearning. Has strong support corporate socialresponsibili...
Romania                      Noi-orizonturiIts mission is to promote education models through thedevelopment of life skill...
HollandMOVISIE is the Netherlands      centre for social development.The mission is to promote the   participation and ind...
HollandAmbitionMOVISIE aims to contribute to a society in which people are empowered to the maximum of their capability.In...
HollandWho we work forMOVISIE is a not-for profit organization and in 2009 approximately 50% of our budget comes from the ...
Holland       Service-learning in the NetherlandsIn 2007 the Dutch government introduced a law to      implement service-l...
AustriaCivic EducationPädagogische Hochschule SalzburgUniversity of Education in SalzburgZentrale Arbeitsstelle für Geschi...
ItalyParticipants in all SIS programs are encouraged to perform service inthe community through the IC partner Ulisse Cult...
Spain           Forum Cívico EducativoThis organization is for teachers, trainers andeducators with an emphasis on learnin...
Spain             Centre Promotor d’APSIt is an area generating initiatives and confluenceof actions to facilitate and str...
Spain                    ZerbikasPromotion Center of SL in Euskadi. It is an areagenerating initiatives, a place of conver...
Spain               Fundación TomilloIt is a private, nonprofit, non-denominational andindependent born in 1983 with the a...
Spain  Research Group in Intercultural EducationResearch Group in Department of Methods ofResearch and Diagnosis in Educat...
European Conferences• 2007. The First International Conference on SL       in  Teacher Education (Brussels).• 2009. The Se...
DebateService learning as a methodology in the   new curriculum of "European Higher          Education Area (EHEA)
Activity• What service learning project are you  involved in?• What limits are there in implementing SL  projects in the f...
Thank you!         Esther Luna    University of Barcelona        eluna@ub.edu
Upcoming SlideShare
Loading in …5
×

What about Service Learning in Europe?

1,828 views
1,680 views

Published on

It presents the birth of Service Learning in Europe and the European Centers that currently are working in service-learning (education levels are not specified). Enjoy!

Published in: Education
1 Comment
0 Likes
Statistics
Notes
  • This is a great resource on Service-Learning in Europe. This is a great idea for South Africans to also compile this resource. I am extremely interested in working with your institution on Research and Service-Learning. I am from South Africa and work at a university as a Senior Lecturer. I want to apply for a scholarship so that i can visit as a visiting lecturer for 1 month. Please respond with a suitable e-mail that I can use. Dr Angela James
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
  • Be the first to like this

No Downloads
Views
Total views
1,828
On SlideShare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
9
Comments
1
Likes
0
Embeds 0
No embeds

No notes for slide
  • El nacimiento del APS en la Unión Europa tiene su cuna en el ámbito anglo-sajón con la “Educación Comunitaria” (o Community Education ) que, al igual que el “aprendizaje-servicio”, se consideran prácticas educativas que se rigen por los mismos principios y bases pedagógicas que el APS (Bendit, 2007). responde a una etiqueta donde se esconden diferentes e interesantes movimientos de reformas educativas y pedagógicas. Se han realizado diversos estudios en Inglaterra en relación a los conceptos y contenidos pedagógicos de la “educación comunitaria” (Lovett, 1980 y Lovett, Clarke & Kilmurray, 1983), y sobre el trabajo de las escuelas que siguen estos objetivos en Escocia (Nisbet , Hendry, Stewart & Watt, 1980), donde se ha demostrado que se pueden distinguir seis aspectos o elementos básicos que le dan significado a la definición de estas escuelas como centros de “educación comunitaria” o “aprendizaje-servicio”. 6 aspects that give meaning to the definition of these schools as centers of SL or Community Education: Nisbet noted that different schools place very different emphases and priorities in relation to each of these points. For the topic that interests us here, school and community service are of particular interest-those schools that focus on curricular issues. In the context of a "Community Oriented Curriculum" raises the question of whether the objectives, content and methodology proposals actually led to a social learning-oriented students' responsibility for others and their participation in solving community problems or if the "service learning"rather limited to the area charity.
  • Cabe mencionar que en Inglaterra, la “Community Education” tiene una larga tradición que se remonta hasta mediados del siglo pasado a partir del “Plowden Report” (1967). Entre sus conclusiones más importantes, se destaca la institucionalización de las Community Schools (CS). Estas escuelas se instalaron prioritariamente como “Primary Schools” en áreas sociales marginales o semi-marginales y con un especial grado de conflictividad. Estas escuelas debían permanecer abiertas más allá del horario de clases regular y hacer ofertas orientadas a las necesidades de los alumnos, de los padres y otros miembros de la comunidad. La implementación de esta recomendación, que incluía además un tratamiento financiero privile­giado de estas escuelas, se inicia en 5 áreas geográficas especiales, denominadas “Educational Priority Areas” (EPAS). Este proyecto piloto a su vez va acompañado de un programa orientado a la evaluación de los resultados del programa innovador (Midwinter, 1972 y 1973; Halsey, 1972 y Jones, 1978). Se constataron notables diferencias, entre las escuelas, en lo que respecta al grado de participación en el desarrollo local.
  • Community Schools: En Gran Bretaña existen actualmente alrededor de 450 escuelas que han asumido esta concepción pedagógica. En determinados condados y comunas se sigue una clara política de apoyo y desarrollo de este tipo de escuelas, por ejemplo en Leicestershire, Nottinghamshire, Devon, Coventry, Walsall, Rochdale, así como también en Escocia y algunas regiones del País de Gales. En otras regiones, las escuelas empiezan a trabajar como “Community School/College” debido a las iniciativas ciudadanas que surgen desde los padres, maestros, trabajadores sociales que se apoyan en la fuerte descentralización del sistema educativo británico y en la autonomía y posición fuerte de los directores de escuela. Este movimiento se sostiene en Gran Bretaña por diferentes iniciativas e instituciones como pueden ser “Com­munity Schools”, “Community Colleges” y “Open Universities”; y con el objetivo de unir la realidad del interior de los centros educativos con la realidad del barrio o región.  
  • Experiencias de educación comunitaria y de aprendizaje-servicio como las hechas en la Primary Community School de Belfield (Irlanda) muestran que este tipo de enfoque, a la larga, da excelentes resulta­dos, tanto en relación al rendimiento escolar y al compromiso comunitario del alumnado como en cuanto a la integración de los adultos en el medio en que viven.
  • Sin embargo, en Alemania, lo que en el ámbito anglosajón se denomina actualmente “educación comunitaria” o “aprendizaje-servicio” tiene una tradición muy distinta. En este país, fundamentalmente, se articulan los aprendizajes al espacio de la educación informal (Bendit, 2007).   El APS se constituye en Alemania a comienzos de este siglo, particularmente en relación a los jóvenes de las clases “educadas”; las “Asociaciones Juveniles”. Su función principal es “formativa” y tiene como finalidad ofrecer espacios de ocio y de utilización creativa del tiempo libre, así como desarrollar una conciencia cívica en las nuevas generaciones fuera del ámbito escolar, ya que el espacio escolar cumplía un rol fundamentalmente de “instrucción”, centrado en la transmisión y el aprendizaje cognitivo. Entre las tareas que desempeñaron desde sus inicios se encuentran: la educación política, el trabajo juvenil internacional (intercambio juvenil) y la formación cultural, musical y deportiva de las sucesivas generaciones de jóvenes. Estas tareas las han ido desarrollando en espacios de actividad propios y con métodos y prácticas pedagógicas, que la mayoría de las veces contrastan con la praxis del sistema educativo formal, constituyéndose así el “contrapunto” a la educación formal.  
  • A pesar de este contraste entre la praxis pedagógica escolar y la del trabajo juvenil, con el tiempo se ha ido desarrollando una relación de complementariedad y una coparticipación de ambos en cuanto a la socialización de los jóvenes. Esto se hace evidente en los sistemas educacionales más avanzados, donde estos saberes están pasando lentamente a formar parte del currículo. A partir de aquí, se han ido desarrollado una serie de actividades y “proyectos coope­rativos” entre el trabajo juvenil asociativo y la escuela teniendo un impacto significativo en los programas educativos. Ejemplo de estas actividades y proyectos son las “Mancomunidades de Intereses”, “Proyectos de Acción”, “Semanas de Actividad Extra-Escolar”, “Cursos y Actividades de Grupo” y “Enseñanza Centrada en Temas Sociales o de Aprendizaje-Servicio”.   Al igual que en Argentina, las primeras experiencias de aprendizaje-servicio vienen “desde abajo”, es decir desde la base juvenil. (Böhnisch, Gängler, y Rauschenbach, 1991). Universidad de Trier
  • These experiences start to be systematic in 80`s. Es a partir de estas experiencias que en las instituciones educativas disminuye el absentismo y los conflictos, aumenta el rendimiento escolar, se implican más en las actividades del centro y la comunidad, aumentando de esta manera su participación en el centro educativo y barrio para la mejora de ambos. Y, tal y como expresa Lamas (2007), también aumenta el grado de motivación del alumnado en torno al aprendizaje. It is from these experiences in educational institutions reduces absenteeism and conflict, increases student achievement, are more involved in school activities and community, thereby increasing their participation in the school and district to improve of both. And, as expressed Lamas (2007), also increases the motivation of students about learning.
  • L'experiència d'implementació de l'Aprenentatge Servei a Holanda La conferència tindrà lloc el dijous, 26 maig 2011 de 12 a 14h i és a càrrec d'Adriaan Vonk, assessor del Centre pel Desenvolupament Social a Holanda, Movisie (www.movisie.nl). Els holandesos han introduït una llei que obliga tots els estudiants de secundària a cursar obligatòriament entre 48 i 72 hores de servei a la comunitat. És adequat fer obligatori l'aprenentatge servei? Com s'organitzen les escoles perquè tots els seus alumnes facin APS? A quines entitats s'adrecen els projectes? L'acte és obert a tothom i es farà a la Sala de Juntes de la Facultat de Pedagogia Campus Mundet.
  • L'experiència d'implementació de l'Aprenentatge Servei a Holanda La conferència tindrà lloc el dijous, 26 maig 2011 de 12 a 14h i és a càrrec d'Adriaan Vonk, assessor del Centre pel Desenvolupament Social a Holanda, Movisie (www.movisie.nl). Els holandesos han introduït una llei que obliga tots els estudiants de secundària a cursar obligatòriament entre 48 i 72 hores de servei a la comunitat. És adequat fer obligatori l'aprenentatge servei? Com s'organitzen les escoles perquè tots els seus alumnes facin APS? A quines entitats s'adrecen els projectes? L'acte és obert a tothom i es farà a la Sala de Juntes de la Facultat de Pedagogia Campus Mundet.
  • L'experiència d'implementació de l'Aprenentatge Servei a Holanda La conferència tindrà lloc el dijous, 26 maig 2011 de 12 a 14h i és a càrrec d'Adriaan Vonk, assessor del Centre pel Desenvolupament Social a Holanda, Movisie (www.movisie.nl). Els holandesos han introduït una llei que obliga tots els estudiants de secundària a cursar obligatòriament entre 48 i 72 hores de servei a la comunitat. És adequat fer obligatori l'aprenentatge servei? Com s'organitzen les escoles perquè tots els seus alumnes facin APS? A quines entitats s'adrecen els projectes? L'acte és obert a tothom i es farà a la Sala de Juntes de la Facultat de Pedagogia Campus Mundet.
  • Service-learning in the Netherlands In 2007 the Dutch government introduced a law to implement service-learning into the Dutch secondary school curriculum. This will help young people to develop skills, necessary to participate in society. Every pupil engages in 30 hours of community service. The pupils will take part in the activities of the non-profit sector. The number of 30 hours is the result of a long discussion on the effect of these activities on young people. The initial proposal was a period of three months of community service. After negotiations the government decided on 30 hours; one day a week for a period of three months. The hours are obligatory, but unpaid. Building a new, national infrastructure MOVISIE is in charge of implementing the introduction of service-learning in the next four years. Our task is to support the building of a new, national infrastructure. We do this in collaboration with CPS, a national organization for educational development and advice. Roles and finances Most of the money made available for the introduction of service-learning goes directly to the schools. Schools are responsible for the implementation into the curriculum. They are also responsible for the preparation, execution and evaluation of the community service hours for every student. MOVISIE receives funding from two governmental departments for the support of other partners: local governments, non-profit organizations and local support organizations. A challenging task The current number of service-learning programmes has to increase tenfold to match the demand in 2011. This puts a strain on local organizations and schools. A lot of organizations have yet to gain experience working with young volunteers. MOVISIE advices and supports volunteer organisations and organisations in which volunteers are active. Effects on the volunteer sector The introduction of service-learning has other impacts on volunteer work: new partnerships are built; new projects are initiated; interest for corporate social responsibility increases. Local connections Successful service-learning depends on local connections between schools, the non-profit sector and sometimes local governments. This are made by local 'matchmakers'. MOVISIE developed a three-day training for these matchmakers. Read more about this project: Matchmakers for realizing service-learning .
  • Oficina Central para la Educación Política y Enseñanza de la Historia
  • Current debate
  • What about Service Learning in Europe?

    1. 1. What about Service Learning in Europe? Esther Luna University of Barcelona eluna@ub.edu
    2. 2. What about service learning in Europe?Luna, E.Departament de Mètodes dInvestigació i Diagnòstic enEducació (MIDE)Facultat de PedagogiaUniversitat de Barcelona
    3. 3. Aquesta publicació compta amb la següent llicència de Creative Commons:What about Service Learning in Europe? està subjecte a una llicència deReconeixement-NoComercial-SinObraDerivada 3.0 (CC BY-NC-ND 3.0)Para citar la obra:Luna, E. (2012). What about Service Learning in Europe?. Barcelona:Universitat de Barcelona. Dipòsit Digital http://hdl.handle.net/2445/27563
    4. 4. What about SL in Europe? The emergence of SL in Europe Other European countries in SL Debate: Service learning as a methodology in the new curriculum of EHEA
    5. 5. The emergence of SL in Europe
    6. 6. Great Britain Community Education - Plowden Report (1967) Educational reform and pedagogical movements 6 aspects :1. Relations of mutual support between school andcommunity2. Shared facilities between school and community3. A community-oriented curriculum4. Continuing education (lifelong education / learning)5. Community involvement in decision-making processes,management school6. Community Development
    7. 7. Plowden ReportInstitutionalization of Community Schools (CS) Primary schools -marginal or semi-marginal social and conflictive areas “Educational Priority Areas” (EPAS)Evaluation of outcomes: increasing participation in local development (Midwinter, 1972,1973; Halsey, 1972; Jones, 1978)
    8. 8. Great Britain• 450 schools that have embraced this concept of community education (Leicestershire, Nottinghamshire, Devon, Coventry, Walsall, Rochdale, as well as some regions in Scotland and Wales)• Other regions: “Community School/College” (citizen initiatives from parents, teachers, social workers, etc.) Community Schools Link the reality of schools Community Colleges with the reality of the Open universities neighborhood or region.
    9. 9. Ireland• Belfield Primary Community School
    10. 10. Germany• Non-formal education (beginning of XXI century)• Youth associations (training): Purpose: * Provide recreational areas and creative use of leisure time * Develop a civic consciousness in the younger generations out of school Tasks: * Political education * International Youth Work (Youth Exchange) * Cultural, musical and sporting training
    11. 11. Germany Development of a complementary relationship and a partnership with the school regarding the socialization of youth:"Associations of Interest", "Action Plans", "Weeks-Extra School Activity“, "Courses and Group Activities” and “Social Issues-Centered Teaching or SL”,First service-learning experiences come "from below", from the base youth. (Böhnisch, Gangl, and Rauschenbach 1991).
    12. 12. Outputs• Reduce absenteeism and conflict.• Increases student achievement.• More involvement in school activities and community (more participation in school and community).• Increases the motivation of students about learning (Lamas, 2007).
    13. 13. Other countries
    14. 14. Great Britain Council for Citizenship and Learning in the Community (CSV/CCLC)In the UK, the Council has promoted and facilitated education for citizenship and SL in higher education, working in partnership with more than 200 programs in institutions of higher education. The objectives of this national network, multi- disciplinary and linked to the community, is to promote SL in college / community.
    15. 15. Great Britain Community Service VolunteersA veteran British organization primarily focused onpromoting volunteerism. However, its educationalarea promotes service-learning (not called SL) asa practice of citizenship education in schools andsecondary schools.http://www.csv.org.uk/?display=volunteering
    16. 16. Great Britain Higher Education Active Community FundIntended to enhance the key role played by highereducation institutions (HEIs) in the local community. It ispart of the Governments wider Active Community initiativewhich aims to involve more people in voluntary activity intheir local communities. The initiative follows on from theobjectives of the Higher Education Reach-out to Businessand the Community Fund (HEROBC), and proposals in thepaper Urban Renaissance from the Department of theEnvironment, Transport and the Regions.http://www.hefce.ac.uk/pubs/hefce/2001/01_65.htm
    17. 17. Lithuania “Service Learning: Dialogue between Universities and Communities ” (European Research Project CIVICUS)• The CIVICUS European research project has explored the ways and strategies of cooperation between universities, public administrations and community organizations.• This project has been promoted by the Vytautas Magnus University in Lithuania and European Union-funded project under the Leonardo da Vinci.• Information can be accessed on the European project on our Web site and the literature review work undertaken by local partners, through the site: http://www.civicus.lt/index.php?PageID=4.
    18. 18. Germany Das Hochschulnetzwerk•It’s a coalition of universities, which relate to service learning and civic commitment of students.•The network aims promote corporate social responsibility at universities. Located in Germany.http://www.netzwerk-bdv.de/content/home/index.html
    19. 19. Germany Aktive BürgerschaftIts main purpose is to promote an active and committed locally. This is done based on: participation in foundations, nonprofit organizations, credit unions and in promoting public participation in school life through service learninghttp://www.aktive-buergerschaft.de
    20. 20. Germany Freudenberg StiftungIt starts with the purpose of promoting and recognizing socially immigrant communities, from their work in the fields of childhood and youth. In 2001 started a pilot project on SL to promote democracy and civic engagement in young people while implementing another way of teaching- learning. Following the successful pilot project in 2007 set up a German network in service-learning.http://www.freudenbergstiftung.de
    21. 21. Germany Lernen durch EngagementLiterally "learning through engagement" is the German organizationthat promotes service-learning.Understand the service-learning as:- Students stand up for the common good.- You do something for others or for society.- They are involved but not in isolation or in addition to school, but aspart of teaching and closely associated with professional learning.- The involvement of students in the classroom is planned, reflectedupon and linked to the educational content and curricula.http://www.servicelearning.de/index.php?id=7
    22. 22. Denmark Center for Frivilligt Social ArbejdeIt is created with the aim of supporting anddeveloping volunteering in Denmark. In 2009started the project "Friviling" proposed and fundedby the government. This project connectssecondary schools with local associations.Following its implementation in 2010, reformulatedthe project following the methodology of SL.http://www.frivillighed.dk
    23. 23. Ireland Service Learning Case Studies in Galway University• Since September 2005 they have been compiling case studies of work that has been done by the departments in terms of sending students out into the Galway community to learn through Service Learning.• They have gathered these case studies here on the website for easy viewing: http://www.nuigalwaycki.ie/
    24. 24. Ireland Students Learning With Communities.Dublin Institute of TechnologySupport staff and students to participate incommunity based learning and research (alsoknown as SL) and establishes links withcommunities.http://www.communitylinks.ie/slwc/
    25. 25. SwitzerlandEMBRACE (Educational Methodology to Build Respect andAwareness through Community Empowerment) is the name of theTASIS Service Learning Program. Service Learning contains all ofthe elements of community service and also builds upon serviceendeavors by focusing on education. Research has shown that overtime, the service learning approach develops a more sustainabledevotion to service. The focus on education inspires awareness ofthe deeper underlying issues and causes of challenges variouscommunities are facing.Local SLPGlobal SLPInter-School SLPhttp://switzerland.tasis.com/page.cfm?p=358
    26. 26. SwitzerlandIs the Swiss organization for the promotion of servicelearning. Has strong support corporate socialresponsibility by the food company Migros.http://www.servicelearning.ch/fr/le_projet/
    27. 27. Romania Noi-orizonturiIts mission is to promote education models through thedevelopment of life skills among youth. SL projects conductedwithin the program IMPACT (Involvement, Motivation,Participation, Action, Community and Tiner -Romanian youth-)that links schools and local associations.http://www.noi-orizonturi.ro/
    28. 28. HollandMOVISIE is the Netherlands centre for social development.The mission is to promote the participation and independenceof citizens. They do this by supporting and advisingprofessional organizations, volunteer organizations andgovernment institutions.ThemesFive themes are central to our work: Social cohesion,Volunteer effort, Domestic and sexual violence, Vulnerablegroups, and Informal care.http://www.movisie.nl
    29. 29. HollandAmbitionMOVISIE aims to contribute to a society in which people are empowered to the maximum of their capability.Involved and results-orientedMOVISIE is involved, demand-driven and results-oriented. We gear our services to the needs in our field of work. And we want our results to be measurable wherever possible: to make our contributions to society transparent. In our work we take account of the diversity of people to avoid exclusion of particular groups.
    30. 30. HollandWho we work forMOVISIE is a not-for profit organization and in 2009 approximately 50% of our budget comes from the Ministry of Health, Welfare and Sport. This budget is earmarked and amongst others MOVISIE carries out numerous projects emanating from the Social Support Act (Wmo). Under the Act, the municipalities and local institutions are responsible for setting up social support. Therefore MOVISIE works closely together with local partners. Besides we work with a wide range of (care) institutions, foundations, provinces, other ministries and companies. Professionals are invited to make direct use of the knowledge and expertise of MOVISIE. We are on hand to offer tailor-made advice and support in response to your specific queries and needs.
    31. 31. Holland Service-learning in the NetherlandsIn 2007 the Dutch government introduced a law to implement service-learning into the Dutch secondary school curriculum. This will help young people to develop skills, necessary to participate in society. Every pupil engages in 30 hours of community service. The pupils will take part in the activities of the non-profit sector.
    32. 32. AustriaCivic EducationPädagogische Hochschule SalzburgUniversity of Education in SalzburgZentrale Arbeitsstelle für Geschichtsdidaktik und Politische Bildung(Universität Salzburg/ Fachbereich Geschichte)
    33. 33. ItalyParticipants in all SIS programs are encouraged to perform service inthe community through the IC partner Ulisse Cultural Association. Thisservice can range from 1-5 hours a week and opportunities are in avariety of different service sites. Students might set tables at the citysoup kitchen, visit with the elderly at a nursing home, teach English tolocal elementary school children or volunteer on the city ambulance.Volunteering in the community is an unparalleled way to improvelanguage skills, get involved in the local social fabric and make agenuine contribution to the host community.http://www.sienaitalianstudies.com/
    34. 34. Spain Forum Cívico EducativoThis organization is for teachers, trainers andeducators with an emphasis on learning andservice. Its goal is to help education become ​caring citizens, civic and ethical values andparticipate in social and civil affairs.www.forumcivicoeducativo.org
    35. 35. Spain Centre Promotor d’APSIt is an area generating initiatives and confluenceof actions to facilitate and strengthen PHCprojects. It consists of several institutions andorganizations and public service has a will,independent of government, working for APSassociate educational innovation and quality. Themain purpose of this center is to promote thestudy, dissemination and development of service-learning projects.http://www.aprenentatgeservei.org/
    36. 36. Spain ZerbikasPromotion Center of SL in Euskadi. It is an areagenerating initiatives, a place of convergence ofmeasures to facilitate and strengthen SL projects.It is independent of government, which associatesSL to innovation and quality in education.www.zerbikas.es
    37. 37. Spain Fundación TomilloIt is a private, nonprofit, non-denominational andindependent born in 1983 with the aim ofcontributing to social improvement anddevelopment of the individual. Among its activities,highlights the projects of SL.www.tomillo.org
    38. 38. Spain Research Group in Intercultural EducationResearch Group in Department of Methods ofResearch and Diagnosis in Education of Universityof Barcelona; its areas of research are: citizenshipeducation, citizen participation, service learning,intercultural education, identity, genre and conflictresolution.www.ub.edu/gredi
    39. 39. European Conferences• 2007. The First International Conference on SL in Teacher Education (Brussels).• 2009. The Second International Conference on SL in Teacher Education (Ireland).• 2010 & 2011. Conference about SL. (Portugalete, Euskadi).• 2010 - 2012. Meeting on SL and University (Institute of Educational Sciences, University of Barcelona).
    40. 40. DebateService learning as a methodology in the new curriculum of "European Higher Education Area (EHEA)
    41. 41. Activity• What service learning project are you involved in?• What limits are there in implementing SL projects in the framework of the EHEA?• How do we overcome these challenges?
    42. 42. Thank you! Esther Luna University of Barcelona eluna@ub.edu

    ×