Learning to provide a service: a South African case study of service-learning for pre-service teachers

Abstract

This paper examines a service-learning program in Makhanda, South Africa, designed to address the low literacy levels revealed by the 2021 Progress in International Reading Literacy Study, which found that only 19% of Grade 4 learners can read for meaning. The program involves Bachelor of Education students assessing the literacy skills of Grade 4 learners across the city. Drawing on Chambers and Lavery’s (2012) conceptual framework, the paper highlights how the program balances service and learning goals. The case presented demonstrates how student capacity and agency can also contribute to local transformation. The paper reviews the literature on service-learning, early grade reading, and the use of assessment data to inform instruction. It explores how the program aligns with four key service-learning elements: reciprocity, addressing real-life needs, appropriate tools, and the integration of service and learning goals. The program has produced valuable, reliable data on literacy, empowering teachers and school leaders to address challenges. Additionally, it has provided students with hands-on experience in assessing reading fluency and comprehension, enhancing their teaching skills. The paper proposes reimagining teaching practice as service-learning, offering significant potential for improving educational outcomes in primary education.