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K-12 Service Learning in Argentina

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K-12 Service Learning in Argentina CSD Research Report K-12 Service Learning in Argentina APRENDIZAJE Y SERVICIO SOLIDARIO EN LAS ESCUELAS ARGNETINAS: Una visión descriptiva a partir de las ecperiencias presentadas al Premio Presidencial Esquelas Soliarias (2000-2001) Maria Neives Tapia Alba González Pablo Eliceui CSD Research Report 05-21 2005 Center for Social Development Global Service Institute K-12 Service Learning in Argentina APRENDIZAJE Y SERVICIO SOLIDARIO EN LAS ESCUELAS ARGNETINAS: Una visión descriptiva a partir de las ecperiencias presentadas al Premio Presidencial Esquelas Soliarias (2000-2001) Maria Neives Tapia Alba González Pablo Eliceui CLAYSS Centro Latinoamericano de Aprendizaje y Sercicio Solidario Billinghurst 2190 C1425DTR Buenos Aires - Argentina Email: [email protected] www.clayss.org CSD Research Report 05-21 2005 Center for Social Development Global Service Institute George Warren Brown School of Social Work Washington University One Brookings Drive Campus Box 1196 St. Louis, MO 63130 tel 314-935-8827 fax 314-935-8661 e-mail: [email protected] http://gwbweb.wustl.edu/csd/gsi ACKNOWLEDGEMENTS: Support for this paper has been provided by the Ford Foundation through the Global Service Institute at the Center for Social Development. Table of Contents INTRODUCTION ………………………….……………………………………………….. P. 1 CHAPTER 1. THEORETICAL FRAMEWORK ………………………………………. P. 4 1.1 – The definition of service-learning as a problem 1.1.1 – Origins of the term 1.1.2 – Different names for the practice of service-learning 1.1.3 – Service-learning and community service-learning 1.2 – Some theoretical concepts associated with service-learning 1.2.1 – Theoretical sources and empirical developments in service- learning 1.2.2 – Founding concepts of service-learning in the Argentine and Latin American contexts: 1.2.2a – Solidarity and Prosociality 1.2.2b – Resilience and service-learning 1.3 – The spreading of the concept of service-learning in Argentina 1.4 – Research Methodology 1.4.1 – Source of information 1.4.2 – Construction of Analysis Universes 1.4.3 – Design of data collection tools 1.4.4 – Methodological questions related to the design of data collection tools 1.4.4a – Themes and sub-themes 1.4.4b – Recipients 1.4.4c – Students participating in the experience 1.4.4d – Identification of service-learning projects CHAPTER 2. THE CONTEXT: ARGENTINA AND ITS EDUCATIONAL SYSTEM, 2000- 2001…………………………………….………………………………………………………….. p. 47 2.1 – The socio-economic context 2.2 – The political and institutional context 2.2.1 – Argentine politics 1989-2001 2.2.2 – Federalism, centralism, diversity, and clientism 2.3 – The educational context 2.3.1– Centralism and federalism in the educational system i 2.3.2 – The educational indicators 2.4 – Service-learning in Argentina 2.4.1 – Solidarity in schools 2.4.2 – Educational policies CHAPTER 3. RESULTS OF THE INVESTIGATION: SOLIDARITY SCHOOLS…… p. 73 3.1 – Geographic distribution 3.2 – Types of education 3.2 – Education levels 3.3 – Location by area 3.4 – Student enrolment in solidarity schools 3.5 – Type of administration CHAPTER 4. RESULTS OF THE INVESTIGATION: COMMUNITY SERVICE- LEARNING EXPERIENCES ……………………………………..…………………………… P. 87 4.1– Geographic distribution of the experiences from 2001 4.2 – Recipients of the 2001 initiatives 4.3 – Themes from the 2001 experiences 4.4 – School areas and disciplines involved 4.5 – Student participation 4.6 – Resources used 4.7 – Age and duration of the community service-learning experiences 4.8 – Analysis of service-learning experiences CHAPTER 5: CONCLUSIONS …………………………………...………………………… P. 127 5.1 – Solidarity schools 5.1.1 – Geographic distribution of solidarity schools by jurisdiction 5.1.2 – Solidarity schools: type of education 5.1.3 – Solidarity schools: educational levels 5.1.4 – Solidarity schools :location by area 5.1.5 – Solidarity schools by enrollment 5.1.6 – Solidarity schools: type of administration ii 5.2 – Community service-learning experiences 5.2.1 – Geographic distribution 5.2.2 – Recipients 5.2.3 – Community service-learning themes 5.2.4 – School disciplines linked to community service-learning experiences 5.2.5 – Student participation 5.2.6 – Resources used 5.2.7– Duration of community service-learning experiences 5.2.8 – The beginning of service activities 5.2.9 – Links with organizations 5.2.10 – Service-learning 5.3 – Service-learning in the context of volunteerism 5.4 – Investigation contributions and perspectives 5.5 – Final comments REFERENCES ……………………………………………………………………………….. p. 151 BIBLIOGRAPHY ……………………………………………………………………………… P. 155 APPENDIXES: APPENDIX 1: TABLES AND GRAPHS …………………………………………………… P. 166 APPENDIX 2: Premio Presidencial Escuelas Solidarias 2000 – 2001 Forms ……. P. 192 iii INTRODUCTION The study of the most structured forms of volunteerism and community service has begun very recently on a worldwide level. The Global Service Institute (GSI)1, among other institutions, has promoted the investigation of the various forms that Civic Service takes on in the world context (GSI, 2003). According to GSI Civic Service can take on different forms including service-learning. The teaching method known as “service-learning” has been defined as “service performed by students, aimed at attending to a real need of the community and oriented in an explicit and planned way to enhance the quality of academic learning”. (PROGRAMA NACIONÁL ESCUELA Y COMUNIDAD, 2001). For example, when high school students teach unemployed adults how to use a computer, the adults improve their chances of finding employment, and the students improve their skills through practice. Fourth-graders improve their writing skills by sending letters to newspapers about the need for recreational facilities in their community, and undergraduate agronomy students practice their skills by teaching low-income families to grow their own organic vegetable gardens. Service-learning has developed relatively recently as a field of pedagogic specialization and investigation. Research in this field is still rather haphazard on a world level. Most of it has been carried out in the United States (BILLIG- WATERMAN, 2003). They have generally focused on service programs undertaken by university students or middle-class youth in developed countriesat a national level or in service organizations at an international level. In Latin America there are few publications on service-learning and the majority of them deal more with the description of programs than with the systematic study of the implementation of this method. Service-learning has grown rapidly over the past ten years. National educational policies began promoting this method only in 1997. However, it was the schools that “invented” service-learning as they were actually practicing it far before the development of theoretical considerations, publications and research. Using a conservative estimate, we can speculate that service-learning is currently practiced by at least 5,000 schools (about 13 percent of the total) and four hundred universities and teacher training colleges (Tapia 2002; www.me.gov.ar/edusol). The service-learning model implemented by Argentine schools has been deemed to be one of the best in the world, together with those of Germany and Singapore2, as well as “the most sophisticated K-12 service-learning program in South America” (SILCOX, HARRY C., 2002). However, there are not many publications that give a complete account of how complex and the successful Argentina’s experience is in this field. At the time we undertook this investigation 1 Global Service Institute. Center for Social Development, George Warren Brown School of Social Work. Washington University in St. Louis, Missouri USA 2 According to a commentary by Andrew Furco (UC Berkeley) quoted in La Nación, Buenos Aires, September 5, 2002. 1 there were no studies in Argentina that tackled this subject in a systematic way. Schools in Chile, Uruguay, Bolivia and Paraguay adopted service-learning as their official project following the Argentine model. The influence of the Argentine experience has reached different countries in the region such as Bolivia, Columbia and the Dominican Republic. The extent of this regional influence is one of the reasons that has prompted us to investigate more in depth the – knowledge base that Argentina has developed in the field of service-learning. The initial studies on the subject began at the end of the 1990’s. In 1997, the Ministry of Culture and Education compiled the first database of schools currently involved in service-learning projects. La Solidaridad como pedagogía (Tapia, 2000) was the first comprehensive work onthe Argentine service-learning experience and was based on the study of 93 cases. Between 2000 and 2001, the Ministry of Culture and Education, through the Programa Nacional Escuela y Comunidad (National School and Community Program), attempted to develop systematic summary of the growing number of service-learning programs However, for different reasons – ranging from political ones to methodological ones – it did not fully conclude the task. With this investigation, the CLAYSS research team proposes to to review and continue - with new criteria and assisted by by a team of experienced researchers – what had been started in those years. However, the amount of information was very large and the categories of analysis and compilation used up until that point were insufficient. In turn, in contact with international publications, we started putting together some working hypothesis to deal with the task at hand. Given the early
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