This paper has described the future prospects and significance of SL in the educational context of Japan.SL in the United States, on behalf of CS, the promotion has been achieved since the 1980s. Since the 1990s SL is prevalent in universities, it has spread even to elementary and secondary education. Begins education practice in terms of volunteer learning from the 1980s in Japan, came to SL will be introduced from the United States in the 1990s. Thus SL is introduced from the United States, it is not positioned directly in the educational context of Japan. SL was popular because there was a promotion of volunteer learning. This is similar as there has been Education of CS before SL is popular in the United States. Then, in order to make what is meaningful to SL in educational context in Japan in the future, it is necessary to be integrated with academic knowledge, the knowledge obtained from the service. That is to integrate services and curriculum. In addition, the emphasis on critical thinking in reflection, it is important to enhance the learning process. (SL : Service Learning　CS : Community Service)

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The purpose of this paper is to examine the relationships between service learning and citizenship education, so to describe the potentiality of service learning. Service learning is crucially important to citizenship education because the learners will encounter the problems of community. The supporters of Citizenship education sometimes criticize service learning because of its luck of attention to the diversity of community. To overcome such aporia the practice of service learning must include not only service but also learning and to do so, the learner must notice the injustice of social structure.

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International Service Learning (ISL) has gained much attention in recent years as a promising pedagogy for intercultural and global learning. Serious questions, however, have been raised about its basic principles and their feasibility. In this paper, I describe the evolution of one program carried out in Nepal by Poole Gakuin University of Osaka, Japan over the last 17 years. Then I review the range of program-types that fall under the heading of international service learning and the current understanding about how ISL should be defined. I next discuss recent research on ISL student outcomes and turn to questions raised by practitioners about the rhetoric and reality of key service learning concepts such as “service,” “reciprocity” and “partnerships.” I conclude with a discussion of “producing mutuality” (Crabtree 2008:26) and argue that this requires on-going dialogue and adjustment with the partner-institutions who quite often have an entirely separate agenda of their own.

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As service-learning (SL) or SL-like experiential learning practices increase and expand in Japanese higher education (led by MEXT’s COC Funding Scheme), this article calls for reexamination of such practices by revisiting SL outcomes and the role of reflection in SL. It also aims at providing a practical, walk-through information on critical reflection design process by utilizing Ash & Clayton (2009a)’s DEAL model, in order to provide SL and SL-like experiential learning practitioners and/or those who are about to introduce such learning approaches an opportunity to reconsider the ends and means of their approaches. It also calls for attention to the possible “disorienting dilemma” in implementing SL and/or reflection both for students and teachers, and also to that dealing with such dilemma could be a threshold experience in reconsidering learning in today’s Japanese higher education.

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[in Japanese]

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[in Japanese]

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The purpose of this study is to examine the effect of teamwork on students' learning outcomes in service-learning. The questionnaire survey was conducted toward 45 students taking part in the service-learning course program organized by Ritsumeikan University. The main results of this study are: (1) generally, teamwork showed positive effects on students’ activities, supports from others, reflection, and learning outcomes; (2) especially, “task orientation” showed high positive effects on students’ experience and learning outcomes; (3) “appropriate directions” and “feedback for work improvement” showed negative effects on several learning outcomes. Therefore, teamwork is a foundation of students’ learning in service-learning, and appropriate teamwork is important factor for success in students’ learning.

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In the phase of basic education, non-formal education style has recently expanded to many developing countries. Voluntary class is one of non-formal education styles, which became popular in the developing countries after 2000. This research paper discusses the meaning of existence on the voluntary class in Sub-Sahara Africa from view of the justifiability and education rights, focusing on the case of primary and secondary education in Malawi. The Malawian government has tried to expand the quantity of education by introducing free primary education, especially since 1994. On one hand, regarding the influence on the introduction of free primary education policy, the supply side of education is hindered to provide quality education. On the other hand, the demand side expects to keep quality education to some extent under such a situation as extremely a lot of pupils in their class rooms. Based on the field research in Malawi, this paper shows the reality of school level that the supply side struggles to utilize voluntary classes to enforce the quality of education to some extent. On the other hand, it became clear that teachers face the dilemma between the function of voluntary class to supplement the quality education and the work of voluntary class to become onerous in school work.

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Citizenship education was introduced in secondary schools in England by the Labor Government in 2002. The key reason for the inclusion of citizenship education in the National Curriculum was the report of the Advisory Group on Citizenship published by the QCA (Qualifications and Curriculum Authority). This report stresses on community involvement, which means that citizenship education should be carried out not only in schools but also in the community. Until now, British NGOs educational activities focused on current issues, such as international understanding, human rights, environment, development, etc. It is my understanding that these particular issues are nowadays integrated into the larger concept of Global Education. The National (England and Wales) Curriculum of Citizenship Education is based on Global education and political literacy combined. The main purpose of this study is to analyze the report of the QCA and the activities of two volunteer organizations in particular, Oxfam and a smaller community volunteer group, in order to clarify NGOs’ position toward the National Education Policy. Do the government and the NGOs stand on common ground in their partnership? Is the position of the NGOs one of leadership, or one of followership? It is the issue of this study.

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The increase of trans-bordering movement and online relationships enabled community to develop solidarity among its members even if they stay apart in the world. This sort of community has a large influence on school management especially run by refugees. The community brings publicness as social security to refugee-managed schools which have no official status in general. This situation can be also found in the case of Syrian-managed schools in Turkey. Their community expands beyond national borders due to the members’ activities, connecting them even online. Another community is built inside the schools. Members are attached to each other, especially between teachers and students, through their particular sense of moral which is based on their religious beliefs. The children can evince their scar and hatred, which were developed through the experience of conflict, only inside this secured community in the schools. This will mitigate their vulnerability by providing them the sense of stability. Belonging to a community helps its members to acquire social capital, as well as to obtain responsibility and establish interdependent relationship with other members. Refugees do not remain to be passive recipient of supports which are brought from outside, but they have found a new aspect as active independents through this mechanism. Community plays a key role to support and foster the members’ active movements.

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This study examines the impact of learning through service on student transformation during their participation in The Great East Japan Earthquake Relief Project organized by A University’s Volunteer Center (AVC). The initial project began in April 2011 in the K community of Otsuchi-cho in Iwate prefecture which suffered a great devastation from the earthquake and tunami. In order to promote sustainability and create learning in the volunteer activities , AVC developed an action research project that focus on a service-learning structure through a Plan, Do, Study, further Action (PDSA) learning cycle. At first, students supported the resumption of local schools because most schools in Otsuchi-cho had been destroyed by the tsunami. After this, students asked community needs and have started six projects (tutoring and mentoring, archiving the process of recovery from the tsunami, preserving local culture, providing social activities, engaging in seaside forest revitalization, and supporting program for children). This project had strong impact on students. Findings from a survey conducted in 2012 exploring the outcomes of student learning reveled 100% of participants experienced learning motivation, 93% of participants experienced consciousness raising about the community. 53% of participants were influenced by problem-solving, and 34% of participants found their future career path. AVC offers study opportunities which are with the community. In this way, resources of learning are provided from both sides, from in and out of campus. Through interaction, students became an active learner as citizen.

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