Abstract
Community Service Learning (CSL) is designed to help communities in solving their social problems. The role of adult learning facilitators is important to ensure that all the programs of CSL are running well. This study aims to investigate the competences of adult learning facilitators in community service learning programs. The methodology used in this study is literature review. A total of 85 journal papers were identified by the search machine. However, only 15 articles selected to be reviewed in this study. The result shows that there are five main competences that should be mastered by learning facilitators in community services, such as: Knowledge, Management, Communication, Assessment, and Motivation (KoMCAMo). It can be concluded that the competences of adult learning facilitators play significant role to implement the CSL among community`s members. For recommendation, the future projects related to CSL need to require competent facilitators to enhance participation of community for joining the programs. The regular trainings are encouraged to adult learning facilitators to create an effective CLS`s program.
Highlights
Community Service Learning (CSL) aims to build personal development and citizen consciousness by integrating theoretical knowledge and practical knowledge among society (Speck & Hoppe, 2004; Barrera, Willner, & Kukahiko, 2017)
The aim of this study is to identify the main competences of adult learning facilitators in community service learning programs based on previous literatures
Through the systematic literature studies, it was found that the competences of adult facilitators are very important to encourage community participating in teaching-learning situation
Summary
Community Service Learning (CSL) aims to build personal development and citizen consciousness by integrating theoretical knowledge and practical knowledge among society (Speck & Hoppe, 2004; Barrera, Willner, & Kukahiko, 2017). It forms a new pedagogical concept among community to learn based on their needs (Barber & Battistoni, 1993). All parties which conduct CSL have to aware that they are part of agent of changes who give contribution as volunteers and charity works They need to make sure that their orientation is to carry up positive impact to their community target. CSL offers experiential learning to facilitators by directly connecting with
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