We are now proud to present the first Annual Report of EOSLHE. It is a record of a year well spent, as we look ahead to securing a strong and vibrant future for Service-Learning in European Higher Education in 2020 and beyond.

Download here:

2019 Annual Report of EOSLHE

Andrew Furco

The Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education
was designed to assist members of the higher education community in gauging the progress of their
service-learning institutionalization efforts on their campus.

The rubric is structured by five dimensions that are considered by most service-learning experts to
be key factors for higher education service-learning institutionalization. Each dimension is comprised of several components that characterize the dimension. For each component, a three stage continuum of development has been established. Progression from Stage One: Critical Mass Building to Stage Three: Sustained Institutionalization suggests that the institution is moving closer to fully institutionalizing service-learning on its campus.

You can download the Rubric in English and Spanish languages:

Andrew Furco Rubric

The Fundació Autònoma Solidària, Universitat Autònoma de Barcelona has shared a form to fill in out in order to certify if a specific experience meets the criteria of Service-Leraning Methodology.

Download rubric:

Service-Learning Rubric

fitxa ApS UAB_Buida


Safeguarding policy to protect and care for Vulnerable People

The responsibility that private or public organisations, Public Administration, church and army institutions have to make sure their staff, operations, and programmes do no harm anyone who may be considered vulnerable.

We have collected information from Keeping Children Safe and elaborate the following documents to assist your organisation to elaborate a Safeguarding policy.

Download pdf:





Service-Learning has some characteristics in common with social programs. One of them is the wide variability of experiences. There is no rule for the shape, duration, number of participants, or type of service or activities.

The U.S. Department of Health and Human Services provides a useful guide for systematic evaluation. The guide is intended to help managers and staff that frequently informally assess their program’s effectiveness. Typical questions are: Are participants benefiting from the program? Are there enough numbers of participants? Are the strategies for recruiting participants working? Are participants satisfied with the services or training? These are questions that participants in a Service-Learning experience or program can also ask and answer on a routine basis.

Download here:

Social Program Managers Guide to Evaluation

The European Commission has published a new report entitled Community Engagement in Higher Education: Trends, Practices and Policies, prepared by the EC’s Network of Experts on the Social Dimension of Education and Training.

Based on a comprehensive literature review, the report argues that universities play a crucial role in responding to societal needs and can further enhance their societal impact at the local, national or international level through community engagement. The report proposes a broad definition of community engagement in higher education, whereby:

  • engagement refers to the range of ways in which university staff, students and management interact with external communities in mutually beneficial ways, as a part of teaching and research or as a part of other projects and joint initiatives;
  • community is defined as ‘communities of place, identity or interest’ thus including, among others, public authorities, businesses, schools, civil society and citizens;
  • societal needs addressed through community engagement refer to all political, economic, cultural, social, technological and environmental factors that influence the quality of life in society.

In the context of the COVID-19 pandemic, the report argues that the effects of the current crisis will arguably reinforce the priority of community engagement. The question of how universities can contribute to social and economic recovery in the post-COVID-19 period is likely to be at the top of policymakers’ agendas in the years to come.

The report was written on behalf of NESET by Thomas Farnell (Institute for the Development of Education, Croatia) and peer reviewed by Ellen Hazelkorn (BH Associates; Technological University Dublin, Ireland) and Dragana Avramov (NESET Scientific Coordinator).

The report is available here: Full Community Engagement In Higher Education


Produced by the Sustainable Development Solutions Network (SDSN) – Australia/Pacific in collaboration with the Australasian Campuses Towards Sustainability (ACTS) and the global SDSN Secretariat.

SDGS in Universities

Download English Version

GUIA ODS en las Universidades

Download Spanish Version