Service-Learning

In addition to this social dimension, service-learning encourages students to deepen their learning, experiences, and beliefs through a reflective process throughout the project, course, … in which it is offered. This pedagogical method, which has been extensively documented in North America since the 1970s, is practiced to varying degrees on every continent. 

Service-Learning is based on three pillars: “Serving,” “Learning,” and “Reflecting.” 

Serving

Students’ engagement must address a real societal need. 

Students serve society by getting involved with a specific community or by participating in a community service project. This engagement takes place in collaboration with a nonprofit organization, an NGO, or a local social enterprise. 

It is also based on the concept of horizontal solidarity: the relationship with the beneficiaries is reciprocal and mutually beneficial.  

Learning

Academic learning is enhanced by the connections students make between real-world social issues and course content. 

Reflection

The “Reflection” component of Service Learning is essential and primarily serves to connect the service experience with learning. A process of reflection must be ongoing throughout the learning program. Opportunities are therefore organized for students to reflect on their experiences in a critical, structured, and intentional manner.

UNamur is one of the thirty universities supported by the Uniservitate network. It therefore receives support for the institutionalization of service-learning within the university. 

UNamur is also a member of the European Association of Service-Learning in Higher Education (EASLHE).