Universities have doubled their efforts to actively engage with industry, linking the corporate world through initiatives and I applaud these tremendous pursuits.
But with every success story, there has been a continuous lament about graduates equipped with the essentials but lacking gravely in more holistic areas of specific attitudinal and behavioral traits that make them more resilient with an adaptable mindset and a global outlook.
There is massive potential in compulsory community engagement courses offered in universities as these can be a catalyst for balancing educational and societal needs through the adoption of service-learning elements to ensure broader outcomes.
Service-learning provides avenues for students to address social concerns, balancing service experience and practical learning.
For example, a group of IT students had once accomplished their Principles of Management project by conducting skill-based short courses such as Maths and Mandarin and leadership youth training. Learning outcomes for the academic subject were met as students reported on how they applied specific management concepts in their efforts to serve B40 youths.Having student groups tackle societal issues through a process of awareness and understanding of why these problems occur lead to the broadening of mindsets and the breaking of barriers which is much needed in the cultivation of critical minds.
The biggest plus point for such service-learning approaches is skill and values attainment. Scores of research that capture employers sentiment on graduate preparedness for the real-world highlight an acute lack of problem solving, critical and creative thinking besides associated attitudinal issues.
While some companies have been implementing commendable graduate training programmes, it is important to expose students early to scenarios where these skills and values are demonstrated or tested.
After all, experience is the best teacher as perspectives gained can lead to a growth mindset.
Exposure to social issues and the Sustainable Development Goals should be highly encouraged to turn the ‘don’t know’ to a ‘know’ and to further perpetuate an interest in the ‘know-how’.
As young people stream into various industries upon graduation, the emphasis of a more global citizenship approach and practical outlook would certainly be a welcome move.
Having students merely organise charity fund raisers or record hours of volunteerism without grasping the background of the cause has its limitations in instilling social consciousness. They need to internalise the project and see it as more than a task to accomplish.
As service-learning advocates the practices of reflection, students are facilitated to become reflective learners.
Graduates who have since joined the workforce tell me that participating in community engagement helped develop their emotional intelligence and was even a topic of conversation during workplace interviews.
Service-learning, if carried out effectively, can leave an indelible mark. I know of ex-students who are now leading social impact projects in their organisation or who have become entrepreneurs with a heart for the community.
Education policies in Malaysia have been evolving to include more holistic aspirations towards universal education and a societal mindset. Higher education feeds into human resource development and therefore the strategies implemented in tertiary institutions can address magnified concerns particularly in training graduates to be more exposed and employable.
Service-learning can deliver many positive outcomes. Investment in youth engagement, development and training is pivotal and worthwhile for the creation of a socially conscious society led by leaders with a heart for humanity and the planet.
ANITA PAUL
LecturerSunway College*Anita is a service-learning advocate and researcher. She also trains young volunteers for social impact.
