Abstract
This article examines the various perspectives of alumni from the Christian Bilingual University of the Congo (UCBC) on the topic of integrated learning. In this article, both an understanding and a definition of the concept of integrated learning are achieved by analysing data obtained from the twelve alumni. The tool used was semi-structured interviews. Five themes emerged as part of the definition of the concept. Firstly, integrated learning is a holistic education. Secondly, it is described as a complete education because it deals with all aspects of learners’ lives. Thirdly, integrated learning emphasises theory and practice and, fourthly, it prepares learners to be people of significance in their nation. Fifthly and lastly, it is a learner-centred process focused on building the inner person. These perspectives on integrated learning are judged to be important for Christian universities and higher education practitioners who are all invited to design ways of holistically involving learners in learning. Hierdie artikel ondersoek die verskillende perspektiewe van alumni van die Christian Bilingual University of the Congo (UCBC) oor die onderwerp van geïntegreerde leer. In hierdie artikel word sowel ʼn begrip as ʼn omskrywing van die konsep van geïntegreerde leer bewerkstellig deur data wat van die twaalf alumni verkry is te ontleed. Die metode wat gebruik is, is halfgestruktureerde onderhoude. Vyf temas kan onderskei word as deel van die omskrywing van die konsep. Eerstens is geïntegreerde leer ʼn holistiese opvoeding. Tweedens word dit as ʼn volledige opvoeding beskryf omdat dit oor alle aspekte van leerders se lewens handel. Derdens beklemtoon geïntegreerde leer beide teorie en die praktyk, en vierdens berei dit leerders voor om van betekenis te wees in hul nasie. Vyfdens en laastens is dit ʼn leerdergesentreerde proses wat daarop fokus om die innerlike persoon op te bou. Hierdie perspektiewe oor geïntegreerde leer word as belangrik beskou vir Christen-universiteite en hoëronderwyspraktisyns, wat almal uitgenooi word om met wyses vorendag te kom om leerders holisties by leer te betrek.
Highlights
Education plays an important role in building lives and communities
The analysis of the twelve verbatim transcripts yielded five major themes that define integrated learning as: holistic and complete education; learning that combines theory and practice, learner-centred learning, learning that focuses on the inner building of learners, and learning that prepares learners to make an important contribution to their society
Findings in this study have shown that integrated learning, a holistic education which combines theory and practice, has contributed to empower UCBC alumni to become transformed citizens and solution bringers in their communities
Summary
Education plays an important role in building lives and communities. In its 1998 report, UNESCO (1998:13) emphasises education as an indispensable asset for humanity to attain ideals that individuals and communities all over the world long for: peace, freedom and social justice. Rather than being simple professionals, learners with fashioned lives become people who carry the fate of communities and nations. Such people contribute to the promotion and advancement of a culture of peace, the protection of the environment, and the fostering of social justice. They are able to respond to the basic learning-related needs of their fellow citizens but are shaped into active agents of development and change in their contexts (Robbins in Clark 1988:xii)
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