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Opportunities for Service-Learning in an International Setting Case Study: Fiji

Deborah Gonzalez
Assistant Director, IPSO
June, 2009


UGA student with kindergarten students at the Soso Village Elementary School
Deborah Gonzalez accompanied the South Pacific Study Abroad Program to Fiji, Session 1, from June 5-13, 2009 and continued with specific research travel June 13-18, 2009. The focus on the trip was to research and explore opportunities for service-learning in an international setting and to test an international service-learning protocol currently being developed for Costa Rica by Kris Irwin of the Warnell School of Forestry.

Two villages, Soso, Naviti Island, and Waitabu, Taveuni Island, were visited and key village leaders interviewed. The initial rapid survey analysis indicates that current program partners, UGA and others are in an ideal situation to enhance current program activities with slight modifications. The program offers students an enriching service-learning experience and provides community partners much needed support and access to external knowledge resources.

The program consisted of 32 students, 1 academic director (Dr. Peter Brosius), the assistant director of Study Abroad in the South Pacific (Dr. Uttiyo Raychadhuri), and the principal investigator of the survey (Deborah Gonzalez).

Itinerary

The Fiji Short Program Session 1 ran June 5-13, 2009. The program itinerary was as follows:

Day Location Activity
June 5 Skylodge, Nadi, Fiji Arrival, orientation
June 6 Skylodge, Nadi, Fiji Initial lectures: Fiji culture and commerce
Tour of village with BBQ lunch and waterfall hike
June 7 Botaria Resort, Naviti Island Boat trip to Botaria Resort
Intro conservation lecture
June 8 Botaria Resort, Naviti Island Conservation projects
June 9 Botaria Resort, Naviti Island Conservation project wrap-ups
Soso Village Hike to village
June 10 Soso Village Village community activities
Lovo, Meke
June 11 Soso Village Village market
Botaria Resort, Naviti Island Return to Botaria
Skylodge, Nadi, Fiji Boat back to Nadi
June 12 Skylodge, Nadi, Fiji Day at Nadi: markets, Port Denerau
June 13 Skylodge, Nadi, Fiji Evaluation, conclusion of program


The Fiji program includes a village homestay. Pictured is a UGA student with homestay family
Uttiyo, Deborah and Dr. Joeli Veitayaki at University of the South Pacific (USP)


SEE ALSO
• Deborah's travel diary and photo essay
• "A Survey of Best Practices of Global Service-Learning Programs in UGA" by Deborah Gonzalez (PDF)

Research Extension—Deborah Gonzalez & Uttiyo Raychaudhuri

Day Location Activity
June 14 Garden Island Resort Arrival
Taveuni Island Island tour
June 15 Garden Island Resort Waitambu Village visit
Taveuni Island Buoma projects visit
June 16 Nanette's Accommodations University of South Pacific visit
Suva Fiji National Museum
Suva markets visit
June 17 Hideaway Resort Meeting with Joeli V., USP
June 18 Skylodge, Nadi, Fiji Conclusion, departure for U.S.

Program Objectives

As most of the Study Abroad in the South Pacific programs, the Fiji short program has three objectives in regards to student learning:

  1. introducing a sense of global citizenship through developing a sense of humility and respect for others;
  2. intercultural interaction and immersion through the concept of self-representation and honest interaction; and
  3. creating a sense of environmental stewardship through awareness and natural interaction.

Although these three objectives are standard principles, they are abstract and difficult to measure in the short-term. Student evaluations indicate an initial positive response to the three goals, but without long-term longitudinal studies of program participants, it is impossible to identify a true lasting impact on student decision making, behavior, and attitudes towards global citizenship, intercultural competence, and environmental consciousness.

The academic content was divided into three sections:

  1. environmental sustainability
  2. ecotourism
  3. ethnographic study of village members

There are many opportunities to integrate service-learning in each of these three academic content areas at times combining the first two elements.

Environmental Sustainability and Ecotourism Example

Helen Sykes and Chinnamma Reddy offered a 2-day marine conservation workshop for the students. Extremely well organized and professional, their expertise in this arena was appreciated by the students who highlighted it as a "best liked" aspect of the program. These projects also provide an opportunity for service-learning enhancement. For example, as students do a survey of the marine life, they can take underwater photos and create a visual reference chart for visitors to use when snorkeling around the resort to help them identify the species they are seeing. Students can also help create interpretive signage (such as one that shows where the path is) that can educate and make visitors aware of some of the eco-friendly provisions made by the resort.

Economic and Community Development Example


UGA student with Fiji children
The two villages visited indicated a need for assistance in terms of small business development and training. These are areas that UGA students can help support in service-learning programs depending on their major discipline. Examples include:

  • Leadership training
  • Microfinance/credit
  • Personal Financial Education
  • Management training
  • Health Education
  • Vocational skills—i.e. plumbing, carpentry, computer technology

The Fiji program faces two big challenges: its timing is short—a mere nine days—and it follows two strenuous programs in Australia and New Zealand. These challenges can be met by restructuring the program to fit within a service-learning infrastructure. This will allow the program to fulfill a niche in the academic offerings of the South Pacific Study Abroad program. The following strategies/action items are suggested:

  • an academic repackaging of course objectives and materials needs to be conducted, including new lecturers, new activities, and Indo-Fijian content;
  • a decision as to which village UGA will focus on also needs to be made, since Soso or Waitabu offer unique opportunities for service-learning;
  • once the focus village is decided, a service-learning in Fiji protocol should be created based on the international service-learning protocol in Costa Rica currently being designed by Kris Irwin of the Warnell School of Forestry;
  • a family questionnaire of the villagers needs to be conducted to create family profiles an an ethnographic study;
  • an inventory of community service projects to be held at the village(s) needs to be compiled;
  • service-learning reflection pieces need to be created for the different components of the program; and
  • a village guide/manual needs to be created for students.