Reimagining education for transformation and social change: A case study of integrated learning at UCBC in the DRC

Abstract

This article examines the contribution that integrated learning can make to education for transformation and social change at the 'Université Chrétienne Bilingue du Congo' (UCBC) in the Democratic Republic of the Congo. A description of the integrated learning as an igniter of transformation in learners was obtained through the analysis of data collected from twelve alumni through semi-structured interviews. An explanation of how learners are impacted through integrated learning to serve as change agents in their communities also emerged from the data analysis. In fact, the curriculum at UCBC was described as having multiple components and dimensions. This curriculum equips learners with academic knowledge and skills, and it fosters character and servant leadership skills in them. Five major components of the curriculum were unveiled: academic training, special skills training, work program, service-learning and community life. The dimensions of the curriculum are affective, social and relational. Learning occurs in a family-like environment characterized by accessibility and free interactions between members of the campus community. The curriculum functions under an overall Christian worldview. As a result of the educational process they underwent students became role models and learning-teachers to their colleagues and community members.

Towards a Theory of Education for Social Change: Exploring the Nexus between Transformational Education and the Capability Approach

“…This can only be possible when education adopts a multidimensional and interdisciplinary approach [33,42]. It actually demands a re-imagination of the educational process 'so that learners could experience humanness, autonomous thinking and genuine transformation from inside out as ably suggested by Mezirow in his transformative learning for adults' ( [43], p. 17). This is where the TLF also agrees with the CA understanding of education-education is conceptualised by the CA to consider the relationship between teaching, learning and human development [33].…”

“…Aristotle understands education's principal mission as geared towards the production of good and virtuous citizens for the city state. Quality transformative education activates human development and formation of learner's character building it up to be of value to society-it ignites inner transformation enabling the individual to acquire skills necessary for social responsibility ( [43], p. 14). Allowing the learner space and time or putting in place a learning environment through which he/she can engage in learning about social responsibility, ethical, religious, spiritual and emotional elements is important.…”

Description of the Leadership Experiences of Alumni of the Christian Bilingual University of Congo in the Workplace

“…In DRC, inaptitude in leadership has been paralyzing the whole nation in the last several decades (Yahaya & Bello, 2020). Various actors, especially higher education institutions, are struggling to develop leaders of integrity who can ethically use their heads, hearts and hands in leadership to achieve positive organizational and societal change (Bunduki & Higgs, 2017). Etshim (2017) posit that, in DRC, higher learning institutions have increased in number from 764 in 2014 to 901 in 2015, but "results revealed that the current curriculum and policies have inherent inefficiencies that do not provide new graduates with sufficient skills to easily move into and be productive in the labor market" (p.1).…”

Curriculum Structure and its Influence on Content Knowledge of Economics Student Teachers

“…Teachers are central to social transformation in education as they transform learners by mediating between learners and educational content (Musa et al, 2015). Educational curriculum helps to promote transformation in education by challenging the old assumptions and developing new assumptions when necessary (Bunduki & Higgs, 2017). When the thought process of individuals is changed, social progress is driven (Sharma & Monteiro, 2016).…”