UWCSEA WHITE PAPER 3 May 2022 BRINGING UWCSEA’sLEARNINGSERVICETOLIFE:commitmenttocare
“It’s not just us doing things for others, but that it’s actually an exchange. By being open minded, we can learn from others as much as they can learn from us.”
Andrea Strachan, Head of K1 and Infant School Curriculum Coordinator, UWCSEA Dover
Such is the strength of the programme that UWCSEA Service programme leaders are often contacted by institutions and educators who are seeking to understand how the programme works and to get some guidance in developing their own service programmes.
The holistic approach incorporates three dimensions that include service within the College, service within Singapore and finally, global service. The curriculum is delivered both inside and outside the classroom, with many staff also taking up roles as Service leaders and facilitators as additional responsibilities to their teaching.
Parents of UWCSEA students were so inspired by the growing programme that in the year 2000 they formalised their own involvement in service by starting a group called Parents Action for Community and Education (PACE).
And so, decades after appearing in one of the earliest yearbooks, MJ. Behennah’s words were realised and can today be considered a demonstration of the fact that Service sits at the heart of a UWCSEA education, having been a defining aspect of learning from the very beginning.
At the time the social education programme was compulsory only for senior (A-Level) students and consisted mainly of action-oriented activities such as fundraising events and regular visits with a handful of communities supported by local charities. The introduction of the International Baccalaureate (IB) Diploma the following year served to further cement the idea and activity of service as a core part of the schools Learning Programme.
Those words, concluding a page dedicated to social education and published just six years after the founding of the College, proved prescient.
A CURRICULUM 50 YEARS IN THE WRITING
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“United World College has a major commitment to Social Service; there is a strong undercurrent of support and a potential that awaits staffexplorationfurtherbypupils,andparents.”1 MJ. Behennah Staff Co-ordinator, College Social Service Committee Service: a defining aspect of being a UWC
The curriculum extends beyond service as an action, using a framework that emphasises the importance of students first being aware, and then being equipped to serve before taking action, which should be mutually beneficial and sustainable.
Over 50 years of exploration, learning, and trialling, UWCSEA has evolved Service into a fully articulated K–12 curriculum designed to shape students who self-identify as capable global citizens, who have a sense of agency and an understanding of their individual ability to enact meaningful positive change in the world.
In the 1976–1977 edition of Interscol, a yearbook of the United World College of South East Asia (UWCSEA), MJ. Behennah, Staff Co-ordinator of the College Council Social Services Committee writes: “United World College has a major commitment to Social Service; there is a strong undercurrent of support and a potential that awaits further exploration by pupils, staff and parents.”1
FROM ACTION TO INTENTION
And so, the College began to develop its own philosophy about Service education, and what emerged was the idea that the programme should empower students to be aware, able and active.
UWCSEA’s commitment to Service and its continuing work to embed service into the K–12 curriculum finds its roots in the UWC Mission: to make education a force to unite people, nations and cultures for peace and a sustainable future.2
In the years since, Hahn’s beliefs have been borne out by research. In a 2017 study of IB Diploma students in Canada, the United States, Central and South America researchers measured the self-perceived outcomes of 962 students completing the service requirement of the IB Diploma, and concluded that the group “reported that they developed some personal and leadership skills, had more positive civic attitudes, developed some civic skills, and were somewhat more likely to develop an ethic of service.”
Service grew from being heavily action-based, informal at times, and focused on outcomes like funds raised and hours spent helping, towards a more integrated programme that starts with a deeper understanding of issues, equips students with tools to make sustainable, mutually beneficial plans and allocates time for them to reflect on their actions.
The roots of Service in school
“The strength of these outcomes was improved if the students perceived their activities as meaningful, linked to reflectionelementsandvoiceincludedcurriculum,studentandchoice,incorporatedofin-depth…”
As one of 18 UWC schools and colleges, the Mission guides every decision made at the College. It is based on the philosophy of distinguished German educator Kurt Hahn who was an early pioneer in experiential learning, or learning in real-world contexts. He founded several schools including Atlantic College in Wales, the first UWC, and was a proponent of education that builds character, one of its key facets being “readiness for service at all times.”3
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The study went on to point out that “the strength of these outcomes was improved if the students perceived their activities as meaningful, linked to curriculum, included student voice and choice, and incorporated elements of in-depth reflection..,”4 all of which are key features of UWCSEA’s Service programme today.
But the world of Service education was not so sophisticated in 1977, when UWCSEA became the first school in Asia to offer the IB Diploma. While its implementation cemented both College and local service for senior students who needed to satisfy the Diploma requirements, the idea that there was further potential awaiting exploration drove UWCSEA to continuously seek ways to improve Service.
Shelley H Billing Service and ServiceLearning in IB High Schools, 2017
“We became conscious that even though there were lots of good things about what we were doing, we were missing the learning component to some extent,” says Frankie Meehan, Head of Local and College Service at Dover Campus, of his early days as a Service Leader in the late 1990s. “Students were almost jumping on a treadmill and there was no break at any point to reflect … and we were expecting students to understand what effective service was.”
Susan Edwards Head of Global Concerns, UWCSEA Dover
This approach has a key aim of developing students into systems thinkers, capable of grasping the complexity of issues and recognising that sound solutions require the consideration of multiple perspectives, collaboration, problem-solving and adaptability.
APPLYING SYSTEMS THINKING TO SERVICE LEARNING
“With conceptbased teaching and learning we are trying to make sense of our world in its
“We have our curriculum which focuses on being aware, being able and then deciding and taking action. The ‘able’ part is where we’re seeing most growth because we’re learning that students need the tools and the habits to embrace complexity and to understand that being a part of the solution to a lot of these issues is complex,” says Rick Hannah, Chair of Service and Sustainable Development on East Campus. This way of thinking is a big departure from a “just jump in and do it approach,” says Susan Edwards, Head of Global Concerns at Dover Campus of how Service used to happen when she joined the College in “With1997.concept-based teaching and learning we are trying to make sense of our world in its authentic complexity. Our learning just can’t happen within the silos of academics, service, activities and identifying skill sets. The complexity of the challenges that we face requires that all those elements intermingle,” Edwards says.
facechallengesthehappenlearningcomplexity.authenticOurjustcan’twithinsilos…complexityofthethatwerequiresthat.”
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is so important,” says Hannah, “The ideas, passion and interest in issues needs to start with the students. If they really care about the issues and they want to see change, it’s our job to give them the toolkit and the Qualities and Skills needed to bring about that change and to do it in a sustainable way.”
Of the five Mission Competencies that the College aims to equip its students to bring to their lives after UWCSEA, Service is most closely aligned with Sustainable Development and Self and Community Wellbeing.
Extracted from UWCSEA Guiding Statements 2021 UWCSEA Mission Programme
CompetenciesUWCSEALearning
Extracted from UWCSEA Guiding Statements 2021 Service plays an equal part
Now one of the five elements that make up the UWCSEA Learning Programme, UWCSEA’s Service curriculum, both written and in action, is intentionally designed to connect with the four other elements of the Learning Programme to ensure that, as students move through the UWCSEA education experience, they always have a platform through which they can exercise their agency, which is the key to breathing life into the UWC “StudentMission.agency
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Service carries equal weight alongside Academics, Activities, Outdoor Education and Personal and Social Education in its contribution to students achieving the UWCSEA Mission Competencies; the knowledge, skills, understanding and dispositions that enable students to enact the UWC Mission.
UWCSEA White Paper 3 | 5 ACCESSING SUSTAINABLE SOLUTIONS
“What I liked was that they were taking ownership of the service and showing leadership,” Meehan says, “I avoided the trap of doing it for them.”
UWCSEA’s Service learning programme enables students to develop these essential Qualities and Skills because it provides them with a breadth of growth opportunities and real-world experiences that equip them to lead by example, embrace challenge and take responsibility for shaping a better world.2 forms and inclusive societies from United Nations Agenda for Sustainable Development
and ensure dignity and equality PEACEFosterpeaceful, just
Designed to support the UN’s Sustainable Agenda—whichDevelopmentfocuseson the five P’s of People, Planet, Prosperity, Peace and Partnership—the UWCSEA Mission Competency in Sustainable Development requires that students engage with complexity, understand multiple futures, take the role of steward and develop sustainable solutions within environmental, social, economic and political systems.5
An example of how students enact this competency can be found in the story of two High School students who approached Meehan with a recycling idea they called a “Really Really Free Market.” They wanted to collect usable items that people were discarding and offer them to others who would find them useful, but weren’t sure how restrictions due to the Covid-19 pandemic would affect their ability to attract their intended clientele of students and parents. They also asked for advice on the best location and setup. Meehan responded by giving them email addresses for the campus health and safety officer, and for the events manager.
Goals
ProtectPLANETourplanet’snaturalresourcesandclimateforfuturegenerations harmonyandPROSPERITYEnsureprosperousfullfillinglivesinwithnature PARTNERSHIPImplementtheagendathroughasolidglobalpartnership UWCSEA five P’s framework Modified
SUSTAINABLE DEVELOPMENT EndPEOPLEpoverty and hunger in all
Building agency starts at the earliest stages of a UWCSEA education. Drawing on a philosophy of developing ‘aware, able and active’ global citizens, the College has developed three areas of learning, called Standards, that underpin the written Service learning curriculum. The Standards, informed by the College Mission, Values and Educational Goal, provide a constant reference for the development and delivery of learning experiences across both campuses and at all grade levels. The universal nature of the Standards ensures a singular understanding of the concepts underpinning the Service learning curriculum for everyone involved.
SERVICE
Able–Systems Thinking for Sustainable Development Being ‘able’ takes the form of adopting a systems-thinking approach to planning action, recognising that social and environmental issues at the College, local or global level are complex, layered and made up of interconnected parts. Planning action requires a kind of thinking that can take all of that in and make meaning in order to create solutions that are sustainable and mutually beneficial. We ask students to consider the type of response in a framework of:
• direct action • indirect action • advocacy • research for action
Awareness – Preparing to Act
UWCSEA STANDARDS FOR K–12 LEARNING
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Shaping changemakers
Taking Action –Being a Changemaker Taking ‘action’ sees the UWC Mission come to life. Students on both campuses are offered an array of ways in which to take purposeful, informed action, whether in the classroom, on campus at the College, in the Singapore community with a local service partner or at a global level through the Global Concerns programme and Focus Groups. Actions can focus on the environment, social issues or both, and can take different forms. Students can act individually or as a group, sometimes across gradelevels, or even in another country. The actions must contribute to lasting positive impact. And students are encouraged to reflect on their actions to further enhance their learning.
Becoming ‘aware’ calls on students to seek out a deeper understanding of issues, by developing and using qualities and skills outlined in the UWCSEA Profile such as critical thinking and a commitment to care. Using knowledge gained in the classroom, and in other parts of the Learning Programme, and through direct, intentional interaction with our service partners, students learn about issues from multiple perspectives. Once this understanding has been established, students are then asked to consider alternative responses, connecting with learning in the other two Standards.
CURRICULUM IN ACTION
So, starting with the youngest learners, Service is introduced as a reciprocal activity—a key concept continually reinforced throughout a student’s K–12 service journey.
BRINGING ACADEMIC CONCEPTS TO LIFE
At all grade levels, case studies from the service programme link to the academic curriculum through subjects such as Humanities, Sciences, the Arts and Design. This gives students a means by which to apply their academic knowledge, skills and conceptual understandings to real-world scenarios, deepening their learning.
Equipping Middle School students to effectively address the complexities of an issue like period poverty, for example, can seem daunting. The College has crafted its curriculum and programme so as to equip students to engage with complex, systemic issues in age appropriate ways. There is awareness and understanding that, if implemented poorly, service activities can adopt the characteristics of saviourism, and unintentionally promote divides like “us and them.”6
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At the Primary School level, the outcome of these Standards can be seen in countless stories about young students who approach their teacher without any prompting from a parent, to ask how to donate the birthday money they received from a grandparent to a non-governmental organisation (NGO) they studied in their class.
It also functions to reinforce student agency, by offering the students “Inchoice.academics, we got to choose what essay we wanted to write sometimes, but it was very structured,” Cohen says about her educational journey.
Brooke Cohen ‘21 Service and UWCSEADevelopmentSustainableIntern,East
“We do it out of our shared humanity,” says Andrea Strachan, Head of K1 and Infant School Curriculum Coordinator, Dover Campus, about how she approaches Service with her students, “and this idea that it’s not just us doing things for others, but that it’s actually an exchange. By being open minded, we can learn from others as much as they can learn from us,” she explains.
“Service was one of those areas where I was able to decide what I wanted to do. It was a place to be creative and to explore. You can really choose a service that links to what you’re interested in.”
“Service was one of those areas where I was able to decide what I wanted to do. It was a place to be creative and to explore.”
By Middle School, outcomes can be sophisticated and lasting, as evidenced by the work of Brooke Cohen, a 2021 graduate of East Campus who, at the age of 11 stared the now long-running Focus Group Generation. Education. Period. (G.E.P.) (refer to page 9).
Bangladesh, Brazil, Cambodia, Cameroon*, China, Eswatini, Greece*, Guatemala, Indonesia, India, Jordan*, Kenya, Laos, Malaysia, Nepal, Pakistan, Philippines, Vietnam, Singapore, South Africa, Sri Lanka, Tanzania, Thailand, Trinidad & Tobago*, Uganda*
Countries linked to the Service programme
*Activities in these countries are linked to UWCSEA’s partnership with Amala 25 Service in action
Over 50 years, UWCSEA has established many varied service opportunities for students on both campuses, and through student-led initiatives these opportunities continue to grow.
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On a global level, over 100 Global Concerns (GC) and Focus Groups facilitate student-led action on initiatives that address development, social and environmental issues beyond Singapore. Some groups have built enduring relationships with grassroots NGOs in developing countries, which receive College support through fundraising, reciprocal student participation and in other ways.7
Since 2018, all students in Primary and Middle School have been engaged in Service learning as part of their school timetable, and have options to further their learning and individual interests by participating in lunchtime and after school Service activities. In Middle and High School, elements of Service are also embedded in many of the Outdoor Education programmes and leadership Activities on campus.
At a wider, community level, the College has partnerships with organisations across Singapore who address a range of societal needs such as caring for the elderly, empowering people with disabilities, serving low-income families and marginalised migrant workers, and ensuring the welfare of animals and the environment. At least 210 different student groups engage with these organisations, either via off-campus visits or by welcoming clients from these service partner organisations to the campuses.
COLLEGE, LOCAL, GLOBAL Through College Service, some 228 student groups offer activities that range from helping out in a classroom, or coaching a sports team to being involved in environmental projects like taking care of green spaces, growing trees, installing solar panels and more.
They have further extended their reach in Singapore and beyond, by partnering with Freedom Cups, a business in Singapore that sells reusable menstrual cups that also donates them in lesser economically developed countries. The students have also organised to sell Freedom Cups, which have a life-span of 15 years, via the College Shop.
“Our school does a very good job of talking about how a lot of children don’t have access to education or to water. But the thought of not actually having products to manage your period, was something new to me,” Cohen remembers. She described how she and her friends brainstormed the idea of sewing reusable sanitary pads at the College’s design technology labs, only to realise after six months that it would be more effective to partner with Green Umbrella, a Cambodian NGO and East Campus service partner, who were able to offer employment to women to sew the pads and to help with their distribution. Cohen and her team could then focus on raising funds for the endeavour, and expand their reach through more partnerships.
The long-running East Campus G.E.P. Focus Group was borne out of a classroom programme with dual social and environmental aims: reducing menstrual stigma, combating period poverty, and reducing menstrual waste. It was inspired by conceptual learning in the Academic programme which used these issues to illustrate the concepts being taught in the combined EngHum (English and Humanities) programme which is a unique feature of the UWCSEA Middle School Academic programme.8
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Eight years on, having gone through a number of tactical changes in response to the needs of their partner organisations, the group is still in operation and has created a number of new partnerships, while adding rural Nepal to their outreach.
STUDENT-LED ACTION GENERATION. EDUCATION. PERIOD.
In order to ensure a thoughtful and considered approach to such a wide range of Service learning activities, the College uses a five stage model to guide students through every project.
Stage 4: Reflection - This happens both within and at the end of their service engagement and involves feedback from service partners, and self-reflection on their journey. This stage can lead to renewed or new action.
The five stages of Service
Stage 2: Preparation - Students receive training in skills they may have identified and also set measurable learning goals for their planned course of action.
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Two service programmes are open to students in Grades 9–12, many of whom stay with the service for a number of years. The ‘Monday group’ focuses on activities that assist with cognitive rehabilitation, while the ‘Friday group’ has evolved to provide a programme of music therapy which both enhances the quality of life of the resident participants, while contributing to ongoing research into the impacts of music on persons living with dementia. Regardless of the focus of their activities, both groups follow the same learning journey.
Stage 1: Investigation - Students do research at their desks, in the field, by talking to service partners and listening to guest speakers to understand the systemic issues that impact their chosen cause, and to identify their own relevant interests and skills.
UWCSEA’S LEARNING JOURNEY WITH APEX HARMONY LODGE APEX Harmony Lodge, opened in 1999, is a purpose-built home for people in Singapore with dementia, which also offers day and community care programmes. Since 2012, UWCSEA has connected with the organisation via two long-running weekly service programmes, and was named an outstanding synergistic partner during APEX Harmony Lodge’s 20th anniversary celebrations in 2019. The collaboration provides two-way benefits: APEX Harmony Lodge is seeking to empower persons with dementia to enjoy the same quality of life as everyone else, bringing together partners to provide a holistic care programme. UWCSEA students gain a deeper understanding of the issues of an ageing population, the importance of creating a more inclusive society and the challenges faced by people with dementia and their care givers. Students also have valuable opportunities to develop communication and collaboration skills with peers, and with the residents and staff at APEX Harmony Lodge.
Stage 3: Action - Students enact their plan for six weeks and then take a pause to do a SWOT analysis to measure their progress against their goals, and identify areas for improvement.
CASE STUDY
Catherine Berger Kaye, a pioneer and expert in the field of Service Learning whose work has influenced UWCSEA’s model, writes, “We follow these stages in the development of many learning experiences, albeit primarily for learning. When we add the critical and valued element of service, we elevate the learning with purposeful application.”10
Stage 5: Demonstration - Students share their experience through storytelling, presentations, blogging, podcasts, multimedia presentations, learning journals and news stories. The aim is to solidify learning while raising awareness among peers, family and friends and inspiring others to act.
:
Students visit Apex Harmony Lodge to conduct research, including interviewing staff, observing spaces and cataloging availableStudentsresources.identify and receive training in any skills they need to be effective, e.g., OERS, mindfulness, body relaxation, personal enhancers, ways to show respect. They also learn about any restrictions on their activity e.g., compliance, regulations and any legal frameworks that govern their interactions.
At this stage, students identify individual interests and skills they can offer to service partners.
HarmonyvisitStudentsApex Lodge at least once a week. On Monday’s the group leads games and activities with the residents designed to contribute to cognitive rehabilitation, while the Friday group supports the music therapy programme with residents by listening to and making music with them. After six weeks, students complete a SWOT analysis which helps measure progress and to identify areas for improvement and additional support or training needed. At the end of the school year, students review their SMART goals and KPIs, obtain feedback from Apex Harmony Lodge staff and reflect on their journey, identifying questions and considering improvements for the following year. This reflection often leads to new action.
S
Using available data and understanding, students write their SMART service goals, including setting measurable KPIs using a UWCSEA-designed framework and template.
a ge5:Demonstration eg 3 : A c t ion Stage 4:
Many students choose to re-enrol in the service over multiple years, building on the learning of previous years and deepening the reciprocal connections they have with the service parters.
1egatSevnI: s t igation t Ref ction Stag e 2 P r e notarap
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In this example, students may have musical skills, be interested in working with elderly patients or have personal experience of people living with dementia.
Students then research the systemic issues that impact on people living with dementia and their families e.g., issues of inclusion, diversity, inequality and social integration, and learn more about the service partner and their needs. This includes hearing directly from Nikki Goh, who works at APEX Harmony Lodge.
Connected directly to, and informing their ongoing action, students complete two cycles of SWOT analysis during the year, with the aim of adjusting the programme so as to implement changes, watching for indicators and measures of improvement.
Students solidify their learning through demonstration: by sharing their stories in person and through multimedia such as blogs, news stories, learning journals, and presentations to friends, peers and family—all these raise awareness of the impact of service and inspire others to believe that they can make a difference in their communities.
CASE STUDY
MIDDLE SCHOOL
Implementing five stages at every grade level
“We recently created a new unit called Peace Begins with Me, based on the idea that we can’t really be of service to others until we are at peace within ourselves. This is really important for young learners because, for example, how can you help somebody else unpack their bag if you don’t know how to unpack your bag yourself?” Strachan says.
JUNIOR SCHOOL
The five stages of Service learning help students to develop a deep understanding of issues, building confidence and leadership qualities that allow them to critically evaluate their actions and initiate their own student-led projects. They are able to join the Service or Global Concerns Executive student-led committees that assess and approve new Service groups.
An example of this is in the Grade 3 unit called Blue Planet. Students on Dover Campus learn about the challenges, issues and necessity of having access to a clean and reliable water supply by studying Water Warriors, a GC partner that works to implement health and sanitation projects serving rural communities in Eswatini. This project is part of the Community Service Programme at UWCSEA’s sister college, UWC Waterford Kamhlaba.
Students also explore to concepts linked to Service through the Academic element of the Learning Programme with courses like the Middle School SEED (Social, Environmental, Entrepreneurship Development) designed by East Campus curriculum leaders, or on the Dover Campus, the Grade 6 Development Unit and Grade 7 Systems and Sustainable Development Unit, which integrates English and Humanities.
Grade 3 students are then able to take action to support Water Warriors GC through Service activities such as fundraising for the construction of a safe and reliable water supply.
As students progress through their K–12 journey at UWCSEA, Service learning expands in breadth and depth.
By Middle School, students are engaging in regular Service activities at lunchtime or after school at the College, local or global level.
At a local level, from Kindergarten 2, regular visits with Singapore-based organisations aim to introduce students to the idea that the experiences of others are different from their own. They might meet children who are from families of different income levels, or those who may have different learning abilities, or they may visit a home for the Throughelderly.Global
INFANT SCHOOL
When it comes to the youngest students, activities in the classroom or within the College help students to start developing qualities like fairness, kindness and respect.
In UWCSEA’s Primary Schools, all students also embark on a regular Service activity with a local Singaporean organisation which is incorporated into their timetable, and they have the option of volunteering for a lunchtime Service activity in another area such as animal welfare or green campus initiatives.
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Concerns, Infant students on both campuses learn about schools in other countries that support children from marginalised communities, which often leads to students wanting to take action.
In the later years of Primary School, UWCSEA students are introduced to systems thinking and follow through on the five stages of Service through units of study which embed these concepts into the Academic curriculum.
Strachan describes the Service learning journey at UWCSEA as building an understanding of self and personal identity, and then expanding beyond that. “We start with who is the child and then who is the child within their family, within their classroom, within our grade level, within our school community, and then greater Singapore. And then, where do we fit in the world? It’s building that understanding,” she says.
So while Service may be most closely aligned with Sustainable Development as a demonstration of a Mission Competency, the ability to put this competency into meaningful action is grounded in achieving understanding of the competencies of Self and Community Wellbeing, Peacebuilding, and Interpersonal and Intercultural Understanding.
High School students might also join or lead a GC or Focus Group. In Grade 11 this often leads to students travelling overseas to work with a partner NGO during Project Week—a highlight for students, and the culmination of the Outdoor Education element of the UWCSEA Learning Programme. They can also opt to participate in the Initiative for Peace (IfP).9
HIGH SCHOOL
EMBODYING THE MISSION COMPETENCIES
Andrea Strachan Head of K1 and Infant School Curriculum UWCSEACoordinator,Dover
“[The] Peace Begins with Me [unit is] based on the idea that we can’t really be of service to others until we are at peace within ourselves.”
At the College level students might lead or support other students undertaking their own service programmes, provide sports or language coaching or take up a sustainability project working with younger students. They also volunteer with a local Service partner once per week after school, investigating, planning and executing a sustainable action in collaboration with the organisation, and then reflecting on the outcomes and adapting their engagement accordingly.
Service at this stage encourages leadership, with students given access to training and tools to take themselves, their peers and younger students through the five stages of Service learning. Teachers step back into a supporting role at this point.
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Finally, in High School students must make a long term Service commitment to fulfil the requirements of the UWCSEA High School Diploma. In Grades 9 and 10 this is for half the school year, extending to the entire Grade 11 year.
The coordination of the Service programme happens on both campuses through dedicated Service Offices and a network of teachers who are given time to focus on its implementation at a class, grade, school and project level. Those teachers are in turn supported by administrative staff who assist with the crucial but time-consuming support required to support the delivery and operation of the Service programme’s logistics, and to manage resources and funds.
“There’s a group of teachers who care so much about service that they’ll always put their hand up. And once they do it they stick at it for as long as they’re in the College,” says Meehan whose work includes fostering relationships with local service partners.
‘Doing service well’
“There is a whole team representing service from each part of the school … and very clear systems and processes,” she says.
Alice Whitehead, Founder of Orenda Learning which consults with schools on implementing their own Service programmes, observes that what sets UWCSEA apart is both the emphasis placed on Service, and the capacity put behind it.
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He shared that the record for longest service with a local partner is held by a French language teacher who has been visiting St Joseph’s Home for the Aged for more than 30 years.
PRIORITISING RECIPROCAL RELATIONSHIPS
This speaks to another key aspect of the Service programme—the importance placed on relationships. Not only are some of the relationships with both local and overseas organisations decades long, they have helped to make sure that Service activities meet genuine community needs while remaining mutually beneficial. They also serve to enhance connections and understanding between the UWCSEA community and the wider Singapore community. One example can be found in UWCSEA’s 20-year partnership with Child@ Street 11 which provides high quality preschool education to children of low-income families. As part of their Service commitment, groups of students visit on a weekly basis and carry out planned activities with the “Thepreschoolers.childrencome from different worlds,” says Child@Street 11 Founder Nirmala Murugaian. “The UWCSEA world is a lot more visible. Then you have the families that we look after in Child@Street 11. Unless you are there and you work with them, they are largely invisible. Only when you work closely with them and you go beneath the surface do you start to see the reality of the home or job situation, the kind of food they eat—or they don’t even get to eat. It’s very, very complex. ”
In addition to a growing body of Service learning tools, such as research, resources and workshops to support teachers and students in their practice, there are those who themselves are instrumental in spurring the programme on.
“The point wasn’t to evoke sympathy, but this is the value you bring to a partnership and relationship. You impact and change a person’s life.”
Nirmala Murugaian Founder, Child@Street 11
As the former Head of Global Concerns for Primary School on Dover Campus, Whitehead recalls, “Part of that job description was putting checks and balances in place, creating material for teachers to support them to further integrate Global Concerns, by bringing themes and projects into their classrooms, and supporting them to run activities such as fundraisers.”
Strachan, who accompanied the students, says the relationship with Child@Street 11 is deep and meaningful.
She described an occasion where, at the urging of Meehan, they arranged a trip for students to visit a block of rental flats for low income families. “It was such an eye-opening experience for the students,” says Murugaian.
“The point wasn’t to evoke sympathy, but this is the value you bring to a partnership and relationship. You impact and change a person’s life.”
“Connections to service organisations can be superficial, but I don’t feel like ours are. We’ve been working alongside this preschool for 20 years. We know the children and we’ve seen them grow up. We are invited to do really wonderful things as much as they are invited to connect with us.”
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Michèle Pirson Teacher of French and 30-year volunteer with St Josephs Home for the Aged, UWCSEA Dover
the Covid-19 pandemic halted Service activities in 2020, it forced everyone to think creatively about how to adapt in order to keep the programme active. “When we weren’t able to go off campus we were able to do some things via Zoom or Google Meet … But we had to find lots of other things to do on campus,” says Meehan. It led to several new initiatives related to Sustainable Development including expansion of the Rainforest Restoration Project, establishment of groups growing edible plants, another that recycles old uniforms by turning them into grow bags for the nursery, and many others.
Elliot points out that the school now has a responsibility to not only restore its support to local and global service partners after significant disruptions, but to build back in a way that ensures resilience in the face of challenges. There is more to be done
RECALIBRATION FOR MISSION-ALIGNMENT
The pause created by the pandemic has also given the College an opportunity to think about the Service programme overall, and the aspects of it that could be further aligned to the UWC Mission, especially when it comes to sustainability.
In the 50 years since its inception, Service has evolved into an element of the UWCSEA Learning Programme that equips students with the Qualities and Skills needed to address both development and environmental issues on a global, local and community level.
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One area under consideration is weighing the benefits of students flying overseas for learning experiences—whether it be as part of participation in the Outdoor Education, Service or Academic element of the Learning Programme—against the College’s commitment to environmental stewardship.
As part of UWCSEA’s strategic vision, work is ongoing to further integrate Service with the other elements of the Learning Programme that include Academics, Outdoor Education, Personal and Social Education and Activities.
Building on the lessons learned from the pandemic is now a priority says Carma Elliot, UWCSEA College President. “What the last couple of years have shown is that we can do things differently and still do them well. We are not ignoring the fact that the disruption has actually brought some benefits.”
“The
RESPONDING TO A CHANGING WORLD
UWCSEA also continues to develop Service to keep pace with a changing Whenworld.
waitpandemic],[duringlevelmaintainhasthatus.beentellminutesconnect,o’clock,theyknowresidentsit’sFriday,knowit’sthreeandwhenIifI’mtwolate,theymethatthey’vewaitingforI’mverypleasedtechnologyallowedustoacertainofrelationshipthebutIcan’ttogoback.”
“I feel very positive about a lot of these … When we’re in a position to resume our vibrant local service programme, I hope that we won’t lose a lot of the on-campus sustainability efforts. I think it deserves to be fostered,” says Meehan.
Edwards says of the pause, “It’s not about doing everything the way we did it before [Covid-19], it’s about doing things better … The Service programme is constantly evolving based on the realities in the world.”
Carma Elliot
[8] Generation. Education. Period. LEAP Initiative website, 2020 https://www.leap-initiative.com/post/generation-education-period-gep-1 [9] Initiative for Peace, UWCSEA website, 2022 https://stories.uwcsea.edu.sg/promoting-international-understanding/index.html
[1] Interscol 1976/1977, UWCSEA [2] Guiding Statements, UWCSEA website, 2022 https://www.uwcsea.edu.sg/about/guiding-statements
“I really want to go into humanitarian work when I’m older,” she says, “so, at university, I’m going to be studying development. The idea to major in that has come from all the service work I’ve been doing at UWCSEA.”
[11] The Future of Education And Skills: Education 2030, OECD, https://www.oecd.org/education/2030-project/contact/E2030%20Position%20Paper%20(05.04.2018).pdf2018
[3] The Work of Kurt Hahn, International Journal of Social Psychiatry, Volume: 4 issue: 3, page(s): 197-203 Issue published: December 1, 1958
The idea is in line with the UWC Mission which mandates for a sustainable future. Fifty years into UWCSEA’s contribution to the Movement, Elliot says, “we need to be holding ourselves accountable for the expression of our Mission in the current day and age as well.”
PREPARING FOR THE FUTURE Cohen, who became the first graduate to intern for the Service and Sustainable Development Department at East Campus before she starts university in 2022, is an example of how an education at UWCSEA prepares students to enact the Mission to unite people, nations and cultures for peace and a sustainable future throughout their lives.
UWCSEA College President
[10] Five Stages of Service Learning, Education Week, Catherine Berger Kaye, https://www.edweek.org/teaching-learning/opinion-five-stages-of-service-learning/2013/062013
“What the last couple of years have shown is that we can do things differently and still do them well. We are not ignoring the fact that the disruption has actually brought some benefits.”
[6] HER Journey: A best practice service project by students at United World College of South East Asia, Alice Whitehead, https://www.orendalearning.com/blog/2021/4/19/her-journey-a-best-practice-service-project-by-students-at-united-world-college-of-south-east-asia2021
[4] Service and Service-Learning in International Baccalaureate High Schools: An International Comparison of Outcomes and Moderators by Shelley H Billing. International Journal of Research on Service-Learning and Community Engagement Volume 5 Issue 1 p.57] | 2017 | ISSN: 2374-9466
UWCSEA White Paper 3 | 17
[7] Service, UWCSEA website, 2022 https://www.uwcsea.edu.sg/learning/service
A recent OECD position paper on its vision for Education by 2030 says, “We are facing unprecedented challenges—social, economic and environmental—driven by accelerating globalisation and a faster rate of technological developments … Education needs to aim to do more than prepare young people for the world of work; it needs to equip students with the skills they need to become active, responsible and engaged citizens.”11
Indeed, Whitehead who is also an alum of UWCSEA Dover, says her service experiences while at school more than 20 years ago have had a profound impact on her life and work. “It actually makes me emotional even talking about it because it was that inspiring and impactful for me,” she says. As the world becomes more cognizant of the issues facing future generations, the value of a robust, intentional and thoughtful Service Learning programme in schools cannot be underestimated.
[5] Reimagining Learning, Our Big Ideas, UWCSEA website, 2022 https://www.uwcsea.edu.sg/our-big-ideas/reimagining-learning
Dover Campus 1207 Dover Road, Singapore 139654 T +65 6774 2653 | E uwcsea@uwcsea.edu.sg East Campus 1 Tampines Street 73, Singapore 528704 T +65 6305 5353 | E uwcsea@uwcsea.edu.sgOOTP-2122 Scan the QR code to read more about Service Learning at UWCSEA. Scan the QR code to read all the UWCSEA White Papers.