Prompted by the enlarging skills gap between the university graduate and the desired employee in Mauritius, the Charles Telfair Institute embarked its students on the #NuKapav project for an authentic work integrated learning (WIL) experience which endeavours to fight for the societal inclusion of Persons with Disabilities. The purpose of this paper is to examine the impact of this service-learning project on the students from professional, civic engagement and social justice perspectives.
This research used a focus group methodology, allowing the 23 students who participated on the #NuKapav project to share their experiences.
This paper recommends that universities in Mauritius and other regional countries consider incorporating service-learning into their WIL programmes to reinforce graduate employability skills and encourage good citizenship through lasting allegiance to community causes.
The higher education system in Mauritius operates within a broader context facing constant mutations influenced by socio-economic and political factors. As such, research on service-learning cannot be conducted in isolation but should instead include the perspective of various stakeholders on both the demand and supply side of community learning projects. The main limitation of this research relates to its focus on capturing student participants’ perspective alone. Further research is, therefore, recommended to examine how other stakeholders, including employees, employers and community service project supervisors, value service-learning for a more comprehensive view.
The main contribution of this paper is the examination of how service-learning can help equip graduates with crucial career skills, while bringing an enduring mind-set shift in the future workforce for sustained commitment to social change and inclusion.
