Caring Community in United Christian College (Kowloon East)

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1 Caring Community in United Christian College (Kowloon East) United Christian College (Kowloon East) Social Service Coordinator Mrs. Lau Leung Venus We ourselves feel that what we are doing is just a drop in the ocean, but the ocean would be less because of that missing drop. We can do no great things, only small things with great love. ~ Mother Teresa ~ United Christian College (Kowloon East) - UCCKE - provides a different sky of learning with all-rounded and quality education to help students develop their God given abilities and talents to their fullest potential and foster positive and lasting value in their lives. Caring Community is one of our school s core values. We are committed to facilitate our students to use God s given abilities and integrate classroom knowledge to brighten people s lives from local community to overseas partners. Students become more aware and be more ready to respond to others need. 214

2 In the recent decade, the concept of Service-learning emerged from John Dewey has gained progressive popularity in HK secondary schools. It is a method of in-context learning that connects specific educational g o a l s w i t h m e a n i n g f u l community service (Berman 2006: xxi). In light of this, our students learn and develop through curriculum integration and active participation in thoughtfully organised service experiences that address actual needs in their community. 學 UCCKE Community Service Program has the following characteristics: 1) Class-based service experiences We cultivate class and peer spirit to serve. We organise class-based community service at least twice a year as class activities; students plan and execute their service program under the guidance of their class teacher. With the peer companionship and support of teachers (last resort), students are more ready to open to new challenges. 2) Diversified service experiences Each student serves different social groups in diversified setting for at least ten occasions before his/her graduation. They can get in touch with different social service organisations through agency visits and ample charity sale opportunities. They organise activities for elderly centre and kindergarten; picnic and museum tour for disabled and mentally retarded people; adventurous activities for disabled teenagers. They respond 215

3 t o s o c i a l i s s u e s p r o j e c t a n d participate in activities related to global concerns. They are also encouraged to participate in volunteer services arranged by other NGOs. 3)Each service conducted twice for better commitment Our school will arrange students to serve in the same target group for two consecutive times to allow the students to develop relationship and commitment to the people served. To ensure the quality of service, we arrange try-out sessions and communicate with community partners to ensure thorough communication on each other s expectations and identify possible limitations in the process. 4) Application of knowledge and skills in service We encourage students to integrate classroom learning and make use of their talents and skills in their thoughtfully organised community service. Students could apply their knowledge and skills to real life situation. This helps them develop personal goal with a mission. 216

4 5) Regular overseas mission and service trips with overseas partners We offer opportunities for students to serve overseas. Students are able to identify social needs in different cultures and understand more about the global issues, such as poverty. Overseas partner is crucial in service trip. When love and friendship have been developed, service is no longer delivered in one direction, students are eager to commit in relationship in future. 學 6) Cultivating a trusting and sustainable partnership in pursuit of common goal Schools and community partners must work in collaboration towards mutual benefit. Service experience must be meaningful to students learning and addressing actual community needs. Here are some tips: Develop relationship based on equality and respect, unite the dichotomy of service provider and service recipient. Know the mission and respect the working style of partnering agency before bringing new elements fiercely in delivering service. Foster sense of acceptance and integration. 217

5 Try to involve extensively in community partner s ministry and let them involve in yours too (if possible). Highlight the strength of service recipient to promote mutual appreciation. Start from small scale in trying out new program and service, and reserve resources in quality control during pilot stage. Suggest successful projects to different service recipients in similar social sector. Let your partner know our students limitation to reduce avoidable disappointment. Connect partnership among different parties to achieve common purpose and form stronger bond in the long run in sharing resources. Everybody has a unique role to play in community service; secondary school students are no exception. We nurture social pillars with commitment to contribute to the society with a caring heart and action. We acknowledge students effort and contribution to community partners throughout the process. We envision them to serve again. Reference Berman S. (2006) Service Learning. CA: Corwin Press. 218