The mission of the project is: “Integrating and capacitating the worlds of Unisa and communities by engaging in a mutually beneficial relationship through relevant services, learning opportunities, shared resources, research, and policy.”
The vision of the project is: “Unisa and communities engaged in mutual service”
The objectives of the project are: • To facilitate engagement processes of participants. • To mobilise, activate and engage Unisa and broader community in mutual service. • To integrate theory and practice by means of learning through service and service through learning. • To provide accessible, holistic and comprehensive support services to Unisa and the broader community. • To create opportunities for learning and capacity building. • To engage in research to inform policy and interventions. • To mobilise, develop and share resources.
The University of South Africa (UNISA) is an open distance learning University. UNISA, being aware of its social responsibility, and striving to fulfil its vision of being “the African University in Service of Humanity”, saw an opportunity to unite the worlds of UNISA and its neighboring community (Sunnyside) for the benefit of both. In October 2008 the Department of Social Work initiated the UNISA Bright Site project in collaborative consultation with the stakeholders and the community of Sunnyside. The program is currently run by the Department of Social Work in conjunction with students and with input from other academic departments.
The center’s vision is formulated as: “UNISA and communities engaged in mutual service” with its accompanied mission statement as “Integrating and capacitating the worlds of UNISA and communities by engaging in a mutually beneficial relationship through service learning opportunities, shared resources, and research”.
The policy for Higher Education Institutions in South Africa resonates with the vision of the University with the following institutional objectives: • Participation in corporate social responsibility and community engagement. • Enhance student “graduateness”, scholarship and enhance research activities. • Facilitate processes and practices that promote student well-being, experiential experience, enhance sound academic management, quality assurance and throughput. • Utilizing University resources and capacities in community development initiatives and collaborative partnerships.
The Sunnyside community was identified as a priority for community engagement due to its locality in the same neighbourhood as the main campus. This community can be described as a micro-cosmos reflecting many of the present day realities faced in South Africa, such as high levels of poverty, unemployment, xenophobia, and high incidence of HIV/AIDS.
Establishment of a service learning site provided alternative options for placements of social work students within the community engagement context. Students render services whilst learning and becoming competent towards the achievement of their qualification. The site created opportunities for other academic departments to become involved in community based research and applied research responsive to societal needs. This research was disseminated to the community as well as organizations functioning in the community to inform service delivery and decision making. The initial service site was extended to informal settlements in the Pretoria region and a second urban and rural site in the Durban region.
The Bright Site Project has three major goals: • In-service learning (learn while rendering a service). • Community engagement and support. • Research and development of capacities.
The rationale for establishing the Bright Site Service Learning Sites was to create a service learning context for Social Work students, and to benefit communities through social services rendered by students. In aligning the vision, mission and objectives of the Bright Site of Sunnyside Service Learning Centre to the institutional objectives of UNISA, a new context within the open distance learning landscape was initiated for the professional development of student social workers. The needs of the community posed challenges in that they did not only require appropriate policies and interventions, but also the training of adequate and skilled students, as well as input from academics that could constructively address primary issues and needs.
Primary issues were identified by way of organizing an “awareness walk” in the community. Interviews were conducted with community members, street vendors, refugees, residents, religious leaders and students residing in the community. Focused group meetings were held with local authorities, welfare organizations, organizations such as the police, the municipality, nonprofit organizations and relevant government departments. This evolved into a process where a very diverse group of partners took co-ownership of the project and the community could be capacitated and empowered by their “own people”.
Fifteen NGO’s were assisted with capacity building though providing management workshops, offering debriefing support groups, counselling and consultation services. Community development addressed issues of unemployment, homelessness, integration of the refugee community and young girls in shelters. The project had a profound effect on combating xenophobia. The Site closely collaborates with UNCHR on issues relating to education, culture and HIV/AIDS. Refugees living in Sunnyside were assisted with their social integration via a recreational day, English classes, counseling services, and group work. A short course in Refugee Law and Humanitarian Support was developed.
The Site is actively engaged in research projects focussing on social phenomena of actuality within its mandate of service delivery. The aim of these research projects are not only to generate knowledge, but to utilise the insights and information gained through research to inform practice. The following research projects were conducted:
• The social realities of being a foreigner in South Africa. • “Living on what others throw away”- Street Waste pickers (trolleys) in Pretoria. • Social realities of mothers with children begging at street corners, and of car guards. • Coping resources of street children. • Capacity needs of Non-governmental Welfare organizations. • Living conditions of the elderly and undergraduate students. • Successful ageing amongst elderly women living on their own. • Experiences of the religious leaders.
The Durban inner city Site and the Isnembe rural site are in the process of being developed. Peer educators completed HIV/AIDS training. They conducted a campaign which resulted in 541 people getting to know their HIV status. The Isnembe School exists in a poor rural community. Management of the school is impressive. Research is undertaken to illustrate good leadership in particularly poor and under resourced schools. International Aids Day celebrations took place at the site.
All practices at the Bright Site are informed by continuous engagement with the community and students. Via qualitative research projects, participatory community development, and partnerships, needs that are of significance to the community being served are determined and addressed. On another level the department of social work embraces people - centered philosophy and curriculum. Theory informs practice and critical reflection of theory and practice is done on a continuous basis. All community engagement practices are characterized by the following ethical principals; respect for the community, equal balance of power, integrity, service orientation, striving towards the common good and collaboration.
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