Setting up Service-Learning for the Masses

I had realised it early on, but have also become more and more convinced, that many service-learning program are designed for, and carried out by, self-motivated, resourceful, civic-minded students.  Most are voluntary, which, by definition, is designed for the self-motivated.  Often the student has to provide a significant amount of the funding, particularly for those in far away, foreign countries.  That creates a significant entry barrier for those who are less affluent.  A typical project is carried out by a small team (less than 10 students) for a relatively long period of time (1-3 months).  That long period of commitment rules out many students.  

In contrast, our SL program at PolyU is designed for all our undergraduates (4,500 per year).  Many projects require a relatively short duration (7-10 days) of intense (full day) service, making it easier for busy students to participate.  We also provide the bulk of the funding even for projects in countries far away from Hong Kong (such as Rwanda in East Africa).  Ultimately, we also provide a framework and appropriate guidance so that students who are only moderately-motivated can also perform effectively.  It is fair to say, our model is service-learning for the masses (of students) - as opposed to the student elites.  Despite all that, we continue to aim at making the biggest possible impact on the community, e.g., installing solar panels for the largest number of households possible, for the poorest communities reachable in some of the poorest countries in the world.   Hence the teams also tend to be big (e.g., up to 40 students in one team and often multiple teams working together).

That objective, making service-learning accessible for the masses to make the biggest impact, comes with a heavy price.  Such projects are much harder to design, makes much bigger demands of resources and support, requires carefully chosen organisation partners and communities, and much reticulate preparation, training and support from the teaching team.  

This is what our advance team has been trying to do in the 10-days sweep through South Africa, Rwanda and Tanzania.  Where to do that project?  How to travel to the site and where to sleep and eat?  What risks are faced and are they manageable? What project to do and whether we have the funding?  Who to partner with - do they have the commitment and the expertise required?  How do we convince them we are credible and worthy partners?  At the end of the trip, we believe we have largely satisfactory answers for the projects in South Africa and Rwanda for 2023.  For Tanzania we have some promising leads but another trip is needed before we can be sure.  Fortunately, the Tanzania project will not take place until 2024, so we still have time.  All in all, it has been a tiring 10 days which is largely successful.  Tomorrow is another day full of exciting challenges.