Abstract
M.Ed.
This was done by analysing the notions of learners' experiences within the curriculum in terms of community service and social responsibility. It is argued that curriculum should provide a holistic learning experience, which not only promotes academic excellence and vocational training but integrates a civic component as well. The learners' experiences should include social skills, a key ingredient of growth that contributes towards the development of an evolving democratic nation such as South Africa. In the light of the above argument, qualitative research was conducted using interviews as a method of data collection. Participants were purposefully-selected by maximum variation sampling to represent a wide range of experiences. They were then interviewed to gain insight into their experiences of the notions of social responsibility and community service within the curriculum. The findings of the research shows that the learners interviewed experienced
forms of learning that did not encourage or influence the development of skills which promote social responsibility and community service. The learning environment was also not conducive to the promotion of social integration and intercultural communication. Programmes that support social awareness or community service were minimal.