EDF 212.
3. Components and Competencies in Community Service Learning
a) Communication and Collaboration
Communication is conveying intended information from one person to another using a mutually
understood language. It is the exchange of thoughts, messages, opinions and information, as by speech,
signals, writing, or behaviour.
Collaboration is a purposeful relationship in which all parties choose to cooperate in order to achieve a
common objective. An important aspect of the Competency-Based Curriculum is that learners will be
involved in various learning activities. Most of these activities will require to be done in pairs, in small
groups or whole class. For the learners to achieve the intended learning outcomes, they will require to be
talking to each other using effective and polite language. Besides the use of effective and appropriate
language, the learners will be required to cooperate and work together to achieve the learning outcomes.
Communication and Collaboration is a competence that the learners will acquire to help them in school, at
home and in their daily lives.
b) Critical thinking and Problem-solving
Critical thinking is one of the key learning outcomes that is envisaged in the provision of quality
education. There are three types of critical thinking. These are reasoning, making judgments and
problem-solving. When learners acquire the competence of critical thinking, they can use logic
and evidence to arrive at conclusions as opposed to being subjective. This competence also
enables the learners to explore new ways of doing things. The learners will appreciate the fact
that there are various perspectives of addressing an issue. Critical thinking is very important, and
it is applicable throughout our lives.
Critical thinking and problem-solving helps create an open mind and readiness to listen. The
learners will also appreciate information and opinions that may sometimes conflict with their
earlier held beliefs and positions. The competence is useful for learners of all ages and in all
subjects and disciplines across the basic education curriculum.
c) Imagination, and Creativity
Creativity and Imagination is the ability to form new images and sensations in the mind and to
turn them into reality. In creativity and Imagination, learners imagine things that are not real and
form pictures in the mind. The imagined things are those that have neither been seen nor
experienced, but the learners will turn those pictures into real things. Creativity and imagination
may also refer to the power of forming mental images of things not wholly perceived in reality
and creating physical representations of those images. Imagination happens and remains in the
mind. Creativity takes imagination to the next level whereby something new and valuable is
formed.
In the Competence Based Curriculum, learners and their teachers will imaginatively and
creatively form images and ideas in their minds. They will then convert these ideas and images
into real and visible creations. Imaginative and creative learners will always make life
interesting for themselves and others around them because they are able to create new ideas
which add value to their lives and to those of others around them. This ability is present in most
learners but in most cases, it is hidden. The ability is developed when the teachers encourage
learners to think as individuals. The teacher will achieve this by exposing the learners to
challenging situations that help to expand their thinking and creativity skills. The curriculum is
fairly flexible and it creates room for innovative ways of teaching the learners. The key objective
is to provide learners with a conducive opportunity to explore their full potential in imagination
and creativity and to apply it in school, at home and in their day to day lives.
d) Citizenship and Leadership
Human nature will always form communities based on a common or shared identity. The
common identity naturally develops in response to a certain human need. The needs could be
economic, social, political or religious. A group of people with these common needs and shared
identity will naturally grow bigger and stronger to form a community. Such a community will
develop a set of shared values and build a governance framework to support their beliefs. The
individuals in those communities identify themselves as citizens.
Citizenship is the state of being vested with the rights, privileges, and duties of a member of a
certain community. Citizens have a sense of belonging to one’s nation. When learners acquire a
sense of citizenship, they are able to deal with situations of conflict and controversy in a
knowledgeable and objective manner. They will understand the consequences of their choices
and actions.
Citizenship inculcates respect for oneself and for other people. Additionally, it develops a
unique approach to members of the community that is anchored on equity and justice.
e) Digital Literacy Skills
In the Competency Based Curriculum, Digital Literacy is the ability to use digital devices to
explore information and content stored in digital devices. Such digital devices include tablets,
desktop computers, laptops and phones among others. Digital Literacy, therefore, focuses
mainly on the ability to search, evaluate and use information channeled through digital
platforms.
In education, learners are presumed to be digitally literate if they are able to safely and securely
use technology to access and explore information while being able to assess the nature of the
information to enhance learning. Digital literacy as a competence, therefore, encompasses the
knowledge, skills and appropriate application of a variety of hardware platforms such as
computer, cell phones, mobile devices and their software. Digital Literacy should not be limited
to web search or internet application software. We live in a very dynamic technological world.
As such, this form of literacy is ever-changeably innovated. The teacher and the learners should
be prepared and equipped to match and cope with the demands of this ever-changing industry.
Digital Literacy, therefore, challenges traditional thinking and practices. It leads to innovation,
creativity and transformational learning by the learners and the teacher. In order to face the ever-
changing world of technology, teachers and learners are required to acquire, develop and keep
updating their digital literacy competence.
f) Learning to learn and Reflective Practice
In our daily lives, learning commences the day we are born, and it continues throughout our
lifetime. Learning, therefore, helps us to use our experience to deal with new situations. It also
helps us to develop relationships in the community. Learning is an intertwined phenomenon
which involves our body, mind and soul. For us to be able to learn, we should first have the will
to learn. We learn something new every day and this helps us change our lives. Learning should
positively impact the learner and society as a whole.
Learning to learn is a wide concept in education. It is the pursuit of and persistence in learning,
organising our own learning by managing our time and information. This is achieved when the
learner works individually or as part of a group. Learning to Learn therefore requires awareness
of one’s learning process and needs. It requires the learner to identify learning opportunities and
develop the ability to overcome obstacles in order to learn successfully. Once the learners
acquire this competence, they will be able to build on prior learning and life experiences. There
are four pillars of learning i.e.
· Learning to know: This is the most basic form of learning. Learners will
acquire academic knowledge but with little or no application.
· Learning to do: Learners will acquire knowledge and do certain activities
using that knowledge e.g. in sports.
· Learning to be: This combines the first two pillars and helps the learner to be
what they want to be in life. The learner is able to act with growing independence,
discernment and personal responsibility.
· Learning to live together: This is the epitome of learning. The learner
will acquire and apply the first three pillars of learning and co-exist with others in
society.
g) Self-Efficacy
Self-efficacy refers to one’s belief about their ability to perform certain tasks or assignments. It
determines how a person perceives and thinks about a certain task. Self-efficacy has the
potential to determine success in accomplishing tasks and assignments.
When a learner has a strong sense of self-efficacy, they are able to accomplish personal tasks in
many ways. A learner with a strong sense of self-efficacy is confident when approaching
difficult tasks. He or she perceives difficult tasks as challenges to be overcome as opposed to
threats that should be avoided. Self-efficacy stimulates deep interest in new learning activities.
Such a learner will set himself or herself stretch goals while at the same time working towards
achieving them.
In education, self-efficacy develops live application skills like self-esteem and confidence. Self-
esteem and confidence enable the learner to apply and maintain spirited efforts when faced with
failure to convert such situations into successes. A learner with a strong sense of self-efficacy
develops interest and courage to pursue personal, family and community goals that would lead to
personal accomplishment. The learner will take cognizance of the available resources and take
personal responsibility for their use, care and protection.
A learner with strong self-efficacy will demonstrate self-assertiveness, empathy, effective
communication, negotiation skills, non-violent conflict resolution skills and peer pressure
resistance skills.