The Knowledge Innovation Centre is a dynamic consultancy focusing on knowledge brokerage and innovation of knowledge transfer processes. Its mission is to transform the ways we learn and work to give the opportunity to every person to reach their full potential. We take a systemic approach to change, focusing on improving education & skills policies and practices globally, via cooperation with governments, international organisations, universities, and civil society.
EngageAll’s focus on inclusive education and student engagement combines two key areas of expertise and interest of KIC and its staff team for this project.
KIC has been putting great effort in projects that focus on increasing the attractiveness, accessibility and quality of higher and vocational education, by connecting the worlds of policy making, education and work, by stimulating the market offer of placements in SMEs, by empowering Mentors, and by improving apprenticeships management.
In the field of Education for Social Cohesion we have contributed extensively to the areas around inclusion in the last few years, through projects such as: InclusiPHE, InclusiVET, #Multinclude, Moonlite, NEXUS and #IBelong.
KIC plays a key role in the EngageAll project, leveraging expertise in Student Engagement and Inclusive Learning Pathways to deliver strategic communication and maximise outreach.
KIC collaborates with the partners in the development of all deliverables and will in particular co-lead, together with MCAST, development of a Student Ambassador Scheme and together with UCLL the Student Engagement Course.
We support the project coordinator, develop and manage the project’s communication strategy, including the website and content creation.
Additionally, KIC provides digital solutions, ensuring seamless collaboration and research across the partnership.
Nik Heerens, Research & Development Associate
Nik Heerens has been working in the field of higher and vocational education for the last 20 years, mostly related to Quality Assurance, student engagement, social dimension of education and regional development. He’s been director of the European Students’ Union, head of sparqs (student partnerships in quality Scotland) and held senior management positions at overseas development charities SPARK in the Netherlands and Signal in the UK. Nik is currently holding a position as research & development associate at KIC and focuses mainly on projects related to Quality Assurance, work-place learning and social inclusion.
Anthony Camilleri, Senior Partner
Anthony F. Camilleri works in areas linked to Quality Assurance, Open Learning and Education Management. He is also secretary of the International Standard Organisation PC288/WG1 which drafted ISO 21001, and acts as a consultant to the European Commission on digital credentials. In his research, he has been investigating the linkages between higher education, innovation, quality and open education. He has worked in the field of capacity building of Professional Higher Education in the Western Balkans for the last decade.
To ensure that service-learning projects have a positive and lasting impact on all stakeholders: the community, the higher education institution, and the student, they should be evaluated regularly and thoughtfully. Ongoing evaluation helps identify what’s working well, what can be improved, and how the experience is contributing to shared goals. To support this process, we’ve provided a selection of tools and frameworks to help you plan and conduct evaluations. Please note that even though some resources refer to e-Service-Learning, they are also applicable in the face-to-face context
DESCRIPTION OF THE RESOURCE: Introduction and guidelines for the evaluation of Service-Learning community impact
DESCRIPTION OF THE RESOURCE: A Service-Learning impact measurement tool
DESCRIPTION OF THE RESOURCE: A Service-Learning projects quality assessment tool
Service-learning projects should be designed to respond to the real needs of the community. To ensure their relevance and impact, higher education institutions must actively collaborate with community partners, such as NGOs, local organisations and institutions that are directly engaged with the community’s most pressing challenges. Building and sustaining these partnerships requires mutual trust, clear communication, and shared goals. To support you in establishing collaborations with community partners, co-designing projects, and implementing them effectively, here is a a useful resource (please note that even though it refers to e-Service-Learning, it is also applicable in the face-to-face context).
DESCRIPTION OF THE RESOURCE: Manual for community partners involved or planning to be involved in the e-Service-Learning. However, this manual is also applicable in a traditional face-to-face setting.
More resources can be found in our Resource Library.
Capacity building is the first step to supporting the effective implementation of service-learning across the higher education institution. When teaching staff are equipped with the right knowledge, tools, and pedagogical strategies, they are better prepared to design relevant service-learning experiences and guide students through the process. Here is a helpful handbook (please note that even though it refers to e-Service-Learning, it is also applicable in the face-to-face context).
DESCRIPTION OF THE RESOURCE: A train-the-traniner set of guidelines for introducing e-Service-Learning. However, these guidelines are also applicable in a traditional face-to-face setting.
More resources can be found in our Resource Library.
Institutionalising service-learning is essential for its successful and sustainable implementation, moving beyond isolated efforts driven solely by individual enthusiasm. When support is provided at the institutional level, it becomes much easier to embed service-learning systematically into the curricula. However, this process must also take into account some contextual factors, such as the characteristics of the national higher education system and existing institutional policies and frameworks. To help you navigate these complexities, here are guidelines that can support institutional adoption and long-term implementation.
DESCRIPTION OF THE RESOURCE: Guidelines for institutionalisation of service-learning based on research
More resources can be found in our Resource Library.
Assessment is a key element of service-learning, particularly because, according to the EASLHE definition, the learning achieved through this methodology must be formally recognised through ECTS credits. However, this stage can be particularly sensitive, as traditional assessment methods often do not fully capture students’ learning in a service-learning context. To support you in developing fair assessment strategies, here is a set of tools and examples to help you plan and implement appropriate assessment methods.
DESCRIPTION OF THE RESOURCE: Guidelines for trainers and universities for adopting the methodology and tools
More resources can be found in our Resource Library.
Reflection is a crucial component of the service-learning process, as it enables students to connect their community service experiences with the learning outcomes of the course. Reflection can take many forms: written, oral, creative, or digital, depending on the goals of the service-learning project, the way it has been integrated into the curriculum and your students’ needs. To support the design of meaningful reflection activities, here is a useful template that can help structure this important part of the Service-Learning experience.
DESCRIPTION OF THE RESOURCE: A Service-Learning project reflection template
More tools and templates can be found in our Resource Library.
Once everything is planned and the service-learning elements are integrated into your curriculum, students should be thoroughly informed about each step of the process and the expectations they are expected to meet. After addressing any questions or concerns, it’s time for the community partners to take an active role in the implementation. At this stage, clear and consistent communication is essential, along with careful documentation of the students’ activities, progress, and contributions. To find inspiration check out the projects and practices showcased by the European Association for Service Learning in Higher Education (EASLHE):
DESCRIPTION OF THE RESOURCES: An overview of EASLHE’s (European Association for Service Learning in Higher Education) projects, with a map-based visualisation tool.
More resources, such as such as journalling tool is available to help students regularly reflect on their experiences and learning while the community service is in progress can be found in our Resource Library.
If you want to implement the service-learning methodology in your teaching practice, it’s important to consider your institutional context, the learning outcomes outlined in your curriculum, your students’ aspirations, and the needs of your community. To support you in this process, here is a useful resource that will help you understand the basic principles of service-learning, identify key stakeholders, and design meaningful, impactful experiences for both students and the community.
DESCRIPTION OF THE RESOURCE: A guide for embedding Service-Learning elements into the curriculum and recommendations for higher education institutions
More resources, such as such as guidelines, handbooks, and templates can be found in our Resource Library
