Community/solidarity service experiences, projects or institutional programs developed by students, and intentionally articulated with learning contents, that can be carried out in educational institutions of all levels and modalities, as well as in social organizations. (PASO JOVEN, 2004; Tapia, 2006).
A teaching-learning methodology that generates meaningful learning, allows problem-based learning, offers concrete solutions and optimizes the development of knowledge, competencies and attitudes by motivating students to investigate and be involved with the social context with a solidarity approach. (PASO JOVEN, 2004; Tapia, 2006).
A philosophy or pedagogy: "Service-learning is a way of thinking about education and teaching (a philosophy) with corresponding teaching tools and strategies (a pedagogy) that requires students to learn and develop through active participation in service activities to achieve objectives defined by community organizations... "(Osman y Petersen, 2013:7).
Why does CLAYSS work to provide services to the educators that teach students to be socially engaged and serve their communities?
Because we understand that we need to know more to transform reality than to pass an exam, and research shows that in schools where service-learning grows, dropout and repetition decrease, and academic results and coexistence improve.
Because we know that Higher Education Institutions that incorporate service-learning practices also generate technological innovations, socially relevant research and train professionals with a better capacity to respond to challenges of the changing reality.
Because we know that by strengthening service-learning experiences we are simultaneously contributing to better education and working for the rights and quality of life of many vulnerable populations.