A triple helix approach to address social and learner support needs in schools and communities

Abstract

Social ills are increasing globally, necessitating higher education and teacher-training institutions to produce teachers with specific attributes to address the challenges. The University of Pretoria employs a triple helix approach, combining a set of interactions between community engagement, work-integrated learning and work readiness into the curricula. The aim is to yield adaptable teachers with employability skills and knowledge to function in a rapidly changing, 21st-century world. This paper reports on a follow-up or Stage 2 community engagement project conducted with identified third-year pre-service teachers. The first stage or Stage 1 of the qualitative approach study within participation action research embedded in Kolb's cyclic experiential learning theory found that many learners at the school experienced learning difficulties. This paper reports the Stage 2 findings following an investigation into the systematic factors that contribute to learning difficulties. The findings suggest interrelated dynamic contributions and highlight the crucial role of universities in advancing the social development of communities. The study further proposes a fundamental shift in focus to a joint stakeholder collaboration in supporting communities and learners, thus sidestepping the social and anticipated learning difficulties.