University Implementing Its Community Service Role Through Curriculum Development in a Regional College

Keerberg, Anne; Kiisla, Aet; Mäeltsemees, Sulev

doi:10.2139/ssrn.2383264

Cited by 5 publications

(4 citation statements)

References 20 publications

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“…The fourth implication of Nyerere's educational philosophy is that, university students should perform community service to benefit society, and university curricula in Kenya should be designed with this in mind. Keerberg, Kiisla, and Mmeltsemees (2013) also agree the finding that the functions of university education should encompass teaching, research, and community service. The study of Keerberg, Kiisla, and Mmeltsemees (2013) emphasized on how to incorporate community service into university learning programs to shape students into responsible, patriotic citizens who care about others in society.…”

Section: Discussionsupporting

confidence: 73%

“…Keerberg, Kiisla, and Mmeltsemees (2013) also agree the finding that the functions of university education should encompass teaching, research, and community service. The study of Keerberg, Kiisla, and Mmeltsemees (2013) emphasized on how to incorporate community service into university learning programs to shape students into responsible, patriotic citizens who care about others in society. The idea of involvement in community service fortifies the social dimension of university education.…”

Section: Discussionsupporting

confidence: 73%

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Nyerere’s Philosophy of Education for Self-Reliance and Its Implications for Enhancing the Socio-Economic Dimension of Current Kenyan University Education

2024

Futurity Philosophy

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While considerable attention has been devoted to exploring the potential of higher education in driving economic development, comparatively less focus has been directed towards its role in nurturing social imperatives associated with education. In the same vein, the economic benefits of a university degree in Kenya have been emphasised, while the social relevance of serving society has not received enough attention. In order to strengthen the social and economic paradigms of higher education in Kenya, the article examine the unique contribution of Nyerere's philosophy of education for self-reliance in the realm of African educational philosophies. The purpose of this study was to analyse what educational implications Kenyan universities can adopt from Nyerere's education for self-reliance philosophy using a literature-based research approach. The methodology of the study used was a multifaceted technique that comprised a literature review, conceptual analysis, a comprehensive content analysis and triangulation for evaluating relevant books, research studies, scholarly works and official papers about the socio-economic role of university education and Nyerere's philosophy of education. The study's findings indicated that the Nyerere educational philosophy, which is characterized by its invaluable lessons on the roles of the teacher, curriculum development, and the purpose of university education, may have beneficial implications on Kenyan university education. The socio-economic dimensions of university education emphasize enhancing society through problem-solving, community engagement, and career-oriented learning. The study also underscored the vital need for training for jobs in both white-collar and blue-collar fields by universities, the incorporation of problem-solving skills relevant to the 21st century, on-going professional development, and benchmarking. These recommendations could be the cornerstone of socio-economic education reforms at Kenyan universities, which could prepare its youth for the dynamic opportunities of the twenty-first century, positioning Kenya as a forerunner in the global advancement of socio-economic dimension of university education.

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Section: Discussionsupporting

confidence: 73%

Section: Discussionsupporting

confidence: 73%

Nyerere’s Philosophy of Education for Self-Reliance and Its Implications for Enhancing the Socio-Economic Dimension of Current Kenyan University Education

2024

Futurity Philosophy

View full text Add to dashboard Cite

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“…Universities worldwide are established to perform three core functions -teaching, research, and community service (Keerberg, Kiisla, & Mäeltsemees, 2013). Specifically, the main objective of any university is to provide quality teaching and learning, bring students closer to how knowledge is created through research, and to contribute to societal development through community service.…”

Section: Introductionmentioning

confidence: 99%

Rethinking Technological Learning Spaces for Effective Teaching and Learning in Higher Education Institutions: A Perspective from South Africa

Olaniran

Maphalala

2020

International Journal of Education and Practice

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“…In the mid of (19 century), scientific research became the second main function of a university, yet closely connected to teaching. That was caused by changes in the societyglobalization, networking, a closer connection to the community, development of service industry and knowledge-based production (Keerberg et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

The Urgency of Digital versus Conventional Community Services; Indonesia as Development Country (The Mid of Pandemic and Sustainable Development)

sarbunan¹

2020

SSRN Journal

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This Research was applied to analyse the urgency of digital and conventional community service types which purposefully to service in human resources' development. The researcher was argued that both terms of the community services were tangible as one of role model of knowledge administrated and also the bridge to human civilization that rapidly changed through invention. In addition, the researcher was considered that this kind of tool to develop human capacity either to sustains their life but also develop the acknowledgement to the change of literacy. Meanwhile, to the Indonesia context which constructed in the concrete and futuristic of government policy, this research in accordance to support the development of widespread impact to meet our sustainable development policy, therefore researcher underlined this research through analysis document to the urgency of the digital and conventional community service program. In conclusion, both digital and conventional were radical of the system that meant to the concern of the background needs and also community factual phenomenon to achieve each goal of the various community service programs. Besides that, to the future research and community services program, have to consider underlining to the knowledge of the digital concept which aimed to educated, because digital was defined not only for the term of the [Online] segment but also [Offline] side, so that by defined in structure flow, people will motivate and foster to develop their knowledge in purposes.

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University Implementing Its Community Service Role Through Curriculum Development in a Regional College

Cited by 5 publications

References 20 publications

Nyerere’s Philosophy of Education for Self-Reliance and Its Implications for Enhancing the Socio-Economic Dimension of Current Kenyan University Education

Nyerere’s Philosophy of Education for Self-Reliance and Its Implications for Enhancing the Socio-Economic Dimension of Current Kenyan University Education

Rethinking Technological Learning Spaces for Effective Teaching and Learning in Higher Education Institutions: A Perspective from South Africa

The Urgency of Digital versus Conventional Community Services; Indonesia as Development Country (The Mid of Pandemic and Sustainable Development)

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