Students Participate in Community Project on Teaching Project Planning

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A group of 12 undergraduate Community Development students, under the guidance and leadership of their Lecturer, Ms Phindile Shangase, recently embarked on a project titled: “Integrating Information Technology and Participatory Techniques in the Teaching of Project Planning within the Discipline of Community Development”.

This project addressed the need to combine theoretical teachings with community-based practice and engaged in activities that formerly educated and trained Community Development UKZN students outside the University.

The study further integrated practical lessons in the teaching of the Programme/Project Planning module within the Community Development Discipline. Practical information technology tools were also used in the form of tablet personal computers (PC) and Microsoft Excel project, including the Logical Framework planning tool.

As a practical assignment, students worked in groups of four. The project was undertaken as an evidence-based approach to teaching the next generation of researchers and Community Development practitioners. Prior to undertaking this project, students attended detailed workshops on: applying participatory methods to identify community needs and using tablet PC and MS Project as a project planning computer-based tool.

Each group assisted community beneficiaries to select one most important need for which an implementable and sustainable project plan was developed. This process therefore enabled mutual planning of community development projects from scratch.

‘Students also electronically recorded applicable evidence while undertaking fieldwork; using tablet PCs, said Shangase. ‘Community engagement therefore enabled students to understand community problems in a complex way. Involvement in this project also enhanced students’ IT skills that are essential in efficiently performing tasks.’

Asked how this project benefitted the students, she said: ‘Though the theoretical component of the taught modules is important, this project showed that the practical aspect of students’ learning is essential in truly grasping and enhancing the learning process. Therefore positive impacts of this project on the teaching-learning process cannot be overemphasised.

‘The project was also vital in equipping students with the practical knowledge of the real working industry to allow them to be able to apply the theory they have learned in their modules to different communities. Thus, as future community development practitioners, students realised the importance of localising solutions to community needs. This project therefore contributed to the use of pedagogies that respond appropriately to the learning needs of Community Development students.’

According to the students, they started to see Community Development as a very powerful tool that is influential in transforming society. ‘It enhanced my research skills and it was an enjoyable experience to be exposed to the fieldwork before the completion of my degree,’ said one student.

The project was made possible through a successful grant application via the UKZN Teaching and Learning Office (UTLO).

Melissa Mungroo