Abstract
Service-learning is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development. Philippine Higher Education Institutions (HEIs) are making attempts to integrate service-learning in their educational systems. In this current qualitative study, the mechanism of service learning in 5 Jesuit higher education institutions located in different regions in the Philippines was described. Furco’s Self-Assessment Rubric for institutionalization of service learning as a framework was used as the evaluation tool. Results revealed that even if the institutions studied were all Jesuit universities, each one exhibited unique experiences and different levels of implementation of service learning. They also vary in the mechanism or approach of implementation. What was evident among the five Jesuit higher education institutions is their shared commitment towards service and social justice as part of their mission and identity. The difference in the level of implementation among the five HEIs depends on the longevity of the service learning in the institution, the number of programs that utilize service learning as a pedagogy, sustained commitment and persistence of the administrators, faculty and staff.
Highlights
Jesuit values, principles and Ignatian pedagogy are integral parts of the Jesuit education
All the other four universities are in the Quality building stage (Stage 2)
Service-learning is a powerful pedagogical tool where students apply classroom learning to communities
Summary
Principles and Ignatian pedagogy are integral parts of the Jesuit education. Throughout the nearly 500-year commitment to quality education, Jesuit institutions have the ability to carefully choose and evaluate pedagogical techniques. This has resulted to an organized system of Jesuit education all over the world including the Philippines (Fleming, 1999). Service-learning is a method of teaching in which students are given the opportunity to engage and actively participate in service experiences in the community. These activities are integrated into the academic curriculum and students are provided time for personal reflection. There are limited research done to investigate the extent of institutionalization of service-learning in the Philippines
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