Survey on service-learning policymaking at the European level - Academic Members - Higher Education Institutions

EASLHE is running a consultation process as part of the work to develop a Green Paper for the institutionalisation of service-learning (SL) in European higher education, within the project "Service-Learning to embed real democracy and civic engagement in European higher education". For that reason and based on your experience, we would like to ask you which of the following policy recommendations, described in EASLHE Policy Brief, are particularly relevant for you. After collecting this data, you might be invited to participate in a webinar for further discussion on them. We appreciate your collaboration, European Association of Service-Learning in Higher Education & European Observatory of Service-Learning in Higher Education

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1. Incorporate S-L into existing programmes and promote S-L in collaboration with its students, teachers and staff assessing the needs of the local community and its existing capacities*
2. S-L needs to be advocated at the national level to build private-public partnerships in support of S-L as a tool for building common bonds*
3. Identify a S-L coordinator to organize all S-L activities on an annual basis, and, guide, help and advice, both students and teachers*
4. Appoint a national S-L Committee to formulate, review, and recommend general HEI curriculum, operational guidelines, policies, and tools and criteria for the evaluation of S-L experiences that include indicators for assessing effects on the environment and on the various actors*
5. Provide S-L high quality training to teachers*
6. Promote both basic and applied research needed to examine how S-L influences youth development, character and civic education, and skill and academic learning, as well as evidence of the impact of S-L on students, community, teachers, and participating entities*
7. Guarantee sustainability of the S-L projects themselves, either ongoing and/or after ending*
8. Internal and external recognition, both for teachers through promotion mechanisms and accreditation systems, and for students, who must obtain recognition of their participation in S-L experiences in terms of ECTS credits.*

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