Abstract
M.Ed.
This qualitative research essay reports on a complementary programme, Service
Learning, to the current Higher Diploma in Education (H.D.E-postgraduate) curricula
at tertiary institutions. It originated from my personal experience of the
H.D.E.(postgraduate) training, my experience as educator and the policy documents of
the South African Government on Higher Education since 1995.
My idea for the investigation is grounded in the first White Paper for Higher Education
(1995) and the Norms and Standards of Teacher Education presented by the Committee
of Teacher Education Policy (1996). Both these policies advocate innovative, holistic
and reflective teacher education training.
The title of the essay:
"The cultivation of educational knowledge, skills, values and attitudes, through Service
Learning, for H.D.E. (postgraduate) students encapsulates the framework of
my thinking about teacher education". The investigation commenced with a document
analysis followed by a literature study concerning H.D.E. (PIG) curricula and Service
Learning. The basic data analysis was used to integrate the relevant literature with the
professional ideas of the interviewees. Ethnographic interviews with educational
leaders brought all diverting ideas together, which culminated in the findings of the
investigation.
The justification of the study lies in the question whether one year of training as an
educator is holistic and foreseeable enough for the challenging educational
environment.
The findings of the study advocate Service Learning as an indispensable
complementary programme to the H.D.E.(P/G) Curricula. The findings mostly
enlighten the advantages of Service Learning Programmes through the eyes of the
educational leaders interviewed, and present to the reader the possibilities in teacher
education.