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Student Action for Social Change: Mapping the Present to Build the Future

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Student Action for Social Change: Mapping the Present to Build the Future Student Action for Social Change: Mapping the Present to Build the Future A Draft for Discussion Conference of The Council for Higher Education 31 May 2005 Jerusalem, The Israel Academy of Sciences and Humanities Dr. Daphna Golan-Agnon, Prof. Jona Rosenfeld, Shiri Ben Yosef, Hanaa Knaneh, Yael Rosenfeld, Danny Schrire, Ben Schwartz Translated: Shaul Vardi Student Action for Social Change Mapping the Present to Build the Future Draft for Discussion May 2005 Contents 1. Executive Summary: Principle Findings and Recommendations............. 333 2. Background ........................ 999 3. Methodology ...................... 111111 4. Mapping the Activities ...................... 151515 A. Student Initiatives A1. Social Change Organizations A2. Student Volunteer Organizations A3. Small and Local Organizations B. Social Involvement Units C. Academic Supervision of Community Action by Students C1. Elective Courses Including a Practical Component C2. Internship C3. Academic Credit in Return for Social Action C4. Final Project D. Making Academic Knowledge Accessible to the Community D1. Adoption of a Neighborhood by a University or College D2. Adoption of a School by a Department or Academic Center D3. Making Academic Knowledge and Facilities Available to the Community E. Perach 5. Issues for Discussion and Research ...................... 232323 A. What is the Purpose of Community Action by Students? A1. What is the Contribution to the Students? A2. What Contribution Does Student Action Make to the Community? 1 A3. What Contribution Does Volunteering Make to Institutions of Higher Education? B. How Can Meaningful Student Action Be Encouraged? B1. Supervising Learning and the Connection to Academic Knowledge B2. Training B3. Remuneration and Long-Term Planning C. What Are the Recommended Areas of Activity? C1. Mentoring Children C2. Work with Youths C3. Community Work C4. Education to Rights D. Encouraging the Exchange of Information, Cooperation and Learning from Success E. The Long-Term Impact of Social Action: How Do the Activities Influence University Graduates? .6 Appendices 48 2 1. Executive Summary: Principle Findings and Recommendations The mapping study we undertook in November 2004 and May 2005 aimed to describe the involvement of students in social action, and to propose organizational changes that might advance these activities. During the course of the mapping study, we identified a number of principled issues that have not yet been researched and that would benefit from academic research and discussion among decision makers in institutions of higher education. Accordingly, in addition to our recommendations to the foundations interested in advancing this field, we have also included in the report a section presenting issues on which we hope to focus research and discussion efforts in the future. This mapping study is preliminary in nature. It does not include all the institutions of higher education in Israel, and does not address key issues relating to need to make higher education accessible to broader sections of the Israeli population. The study examines the different characteristics of social action among students in Israel, and proposes the establishment of organizational frameworks capable of advancing those fields of social action that encourage student involvement while recognizing and critically analyzing the social context of such action. Vision We believe that it is of great importance to encourage mutual commitment between the higher education system and institutions, the students who attend these institutions, and the society and communities in which these operate. These three spheres form a matrix within which each contributes to the other. The presence of these commitments may be deduced both from the history and ideology that underpinned the emergence of higher education before and after the establishment of the State of Israel, and from the actual mutual relations that exist between these three spheres in practice. Over the years, numerous and diverse attempts have been made to bring these spheres together in order to work together ad contribute to the humanization of Israeli society. The range of activities is based on the idea that only a meaningful bond between these spheres can enable each one separately, and all three together, to form a system acting 3 to realize vital social values (such as commitment and the use of knowledge), and to engage them in activities advancing the commitment to social justice and to helping every last citizen. Our aim is to analyze the findings of the mapping study of the existing situation in a way that will enable, in the future, more profound and meaningful attention to the subject of student activities for social change. Principle Findings 1. In recent years, there has been a dramatic increase in the number of social action initiatives launched by students. These initiatives are diverse, and most institutions of higher education invest considerable efforts in helping students and promoting such activities. There has also been a parallel growth in the commitment of institutions of higher education to establish social involvement units and to develop programs and courses advancing social action. However, although the potential contribution students can make to the community is enormous, social action currently takes place through dozens of small organizations, most of which do not have committed funding beyond the current year, and thus cannot engage in long-term planning. Moreover, the contribution student action makes to society has not been sufficiently researched; neither has there been a proper examination of the ways in which the students themselves benefit from these activities. 2. Most institutions of higher education have not formulated policy delineating the commitment of the institution, students and lecturers to the community. In most institutions of higher education work plans have been prepared, resources are not pooled, and there is no long-term plan for encouraging lecturers and students to engage in social action, 3. With isolated exceptions, the diverse community activities undertaken by students take place in almost complete isolation from the academic knowledge and research of the institutions of higher education. Dozens of bodies, movements and social involvement units involve students in actions designed to narrow gaps and secure social change. However, although most institutions of higher education warmly welcome such activities, very few lecturers supervise and support the students’ work, very little knowledge is preserved or transmitted 4 to others, and scant attention is paid to the activities in terms of applied research. 4. The disconnection between these programs and academia is also evident in the case of Perach, which has run activities for decades without adequate research and evaluation, and without the supervision of the activities by academic personnel active in the field. It is unclear why Perach enjoys a virtual monopoly in terms of student scholarships for community action. No examination has been undertaken of the contribution mentoring makes to the students or to the youngsters they mentor 1. 5. The knowledge acquired by the students in the course of their activities is not transmitted to others and there is no exchange of knowledge between different groups. While preparing the study, we learned of different groups that are active in similar fields in the same geographic area yet were unaware of each other’s existence. 6. The chances of Arab students to receive scholarships encouraging social action are small. Many of the scholarships are provided by external foundations that condition awards on military or national service. In most institutions, the number of Arab students receiving scholarships for social involvement is extremely small. In certain cases, such as that of Sapir College, a deliberate effort is made by senior management to assist Arab students. Recommendations 1. To encourage research and public discussion regarding the commitment of academia to narrow social gaps. In this broad context, the heads of institutions of higher education should be made more aware of the importance of introducing courses and practical activities for students and lecturers relating to the issue of social equality. 2. Institutions of higher education should be encouraged and incentivized to develop their commitment to the community . One method, proposed by the late Nechemiah Levzion during his period of office as chairperson of the Planning and Budget Committee, was to include a criterion of community 1 For the lack of research, evaluation and clear criteria see also State Ombudsman’s Report (published May 2005), Institutions of Higher Education – Perach – Mentorship Project, p. 274, paras. 6, 7, 8. 5 service in the committee’s formula for budgeting institutions of higher education in order to advance this field. This proposal, or other suggestions for providing budgetary incentives for institutions of higher education to develop this area of activity, should be considered. For example, much could be learned from the successful model of budgeting institutions of higher education in return for the assistance they provide for students with learning disabilities. The decision of the government from 1998 to increase the number of Perach scholarships should be implemented. 3. To pool resources on the institutional level . In an era of budget cuts, on the one hand, and increasing economic and educational gaps, on the other, and given
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