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Service-learning Programs for Romanian Students – An Analysis of the International Programs and Ideas of Implementation

机译：罗马尼亚学生的服务学习计划–国际计划和实施思想分析

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One of the most common definitions of Service-Learning (S-L) programs refers to the use of community-based projects to supplement traditional curricula of the students and to enrich “by doing” the subjects covered in the teaching environment. The aim of this paper is to present a review of the international S-L programs in higher education system (European and international Universities) and to analyze those ideas that could be implemented in Romania. While in most of the SL international programs, the agents involved in the delivery of the SL programs are the teachers, we will especially discuss those SL programs in which the agents are not the teachers, but specific categories of students. Specifically, we performed a case study of the Faculty of Psychology and Sciences of Education (“Babes-Bolyai” University, Romania), which, since 1992, has one of the most active Student Associations in Romania, i.e. Romanian Association of Psychology Students (RAPS). Also, the Faculty has several successful distance learning programs in Psychology, Special Education and Pedagogy. Thus, the Faculty has these two student-based categories of driving forces in terms of offering themselves SL activities: (1) a very active Association of students and (2) a large number of mature students from the distance learning study programs – most of these students are currently employed and/or have graduated another Faculty (some of them are also holders of PhD titles). Based on the literature review, we discuss here the possibilities to include these two categories of students in the Quality Assurance program of the Faculty, in terms of establishing their role as active agents of the QA process. These strategies should be based on the facts that: (1) the members of the Student Association have the potential to develop themselves as a culture with standards and values in the area QA at Faculty level, and (2) the category of mature (adult) students could bring, in a structured manner, an important insight to the other types of students at levels of career orientation, work-related expectations and humane-abilities development. Most important, the ideas of S-L programs implementation are analyzed from the perspective of internalization strategies of the European standards for internal quality assurance within Romanian higher education system.
机译：服务学习（S-L）计划的最常见定义之一是指使用基于社区的项目来补充学生的传统课程，并“通过”完成教学环境中涵盖的主题来充实。本文的目的是对高等教育系统中的国际S-L计划（欧洲和国际大学）进行回顾，并分析那些可以在罗马尼亚实施的想法。虽然在大多数SL国际课程中，参与SL计划交付的代理商是教师，但我们将特别讨论那些SL不是代理商而是特定学生类别的SL计划。具体来说，我们对心理学和教育科学学院（罗马尼亚“ Babes-Bolyai”大学）进行了案例研究，该学院自1992年以来拥有罗马尼亚最活跃的学生协会之一，即罗马尼亚心理学学生协会（ RAPS）。此外，该学院在心理学，特殊教育和教学法方面有多个成功的远程学习计划。因此，就提供SL活动而言，该学院具有两种基于学生的驱动力类别：（1）一个非常活跃的学生协会，以及（2）远程学习计划中的大量成熟学生–大多数这些学生目前正在就业和/或已经毕业于另一学院（其中一些人还拥有博士学位）。基于文献综述，我们在这里讨论了将这两种类型的学生纳入该学院的质量保证计划的可能性，以确立他们在质量保证过程中的积极作用。这些策略应基于以下事实：（1）学生协会的成员有潜力发展自己，成为具有教职一级QA领域标准和价值观的文化，以及（2）成熟（成人）的类别）学生可以以职业导向，与工作相关的期望和人文能力发展的层次，以结构化的方式为其他类型的学生提供重要的见识。最重要的是，从罗马尼亚高等教育系统内部质量保证的欧洲标准的内部化策略的角度分析了S-L课程实施的思想。

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