QUESTION TIME

PATRICK VAN RENSBURG | Friday February 9, 2007 00:00

This was particularly so in the north-eastern part of the Southern United States of America, the Appalachians, in the 1830s and early 1840s. The population was mostly White and mainly Presbyterian, historically opposed to racism and slavery. They knew labour to be necessary for survival; they also knew that it inculcated positive and valuable personal values and understandings, especially when many people work together. And they knew that development required skills that had to be learned, and taught to new generations.

These needs prompted the establishment of Berea College and the development of the students labour programme in Berea in 1859 with one of its subsidiary aims being to provide financial assistance to poor Appalachian students from the American South.

The student labour programme was intended to have an educational impact and inculcate personal values through the work experience. This aim is now well developed and close attention is paid to its achievement through practice. That everyone works, regardless of economic and social distinctions, is intended to promote a democratic community culture.
The student labour programme provides opportunities for service to others on campus and to the community at large, as students also work in off-campus community services programmes such as Students for Appalachia. Students get to know each other as co-workers as well as classmates. Berea aims at a life-style of doing and thinking, of action and reflection, of service and learning that carries on beyond college years.

Student labour, moreover, in providing manpower for college operations, keeps costs down. The value of student services generally exceeds direct labour payments.

Students enter a labour contract with the college as long as they are at Berea which lays down the terms and conditions of the labour services. Records of student labour, which include regular evaluations of individual performance in relation to dependability, attitude, initiative, cooperation, efficiency, and care of materials and equipment, become part of the students record. Even if not all students participated in such programmes, it would help those with limited means to meet their own expenses and fees.

Each student must complete a school year in a first job assignment, after which application can be made for any job in the labour programme. Beginning at basic levels of work, a student is expected to progress to more skilled and responsible levels.

A more limited number of students move into positions involving management and supervision and are expected to learn qualities of leadership through the experience.

Labour assignments are offered in more than 120 college departments and cooperating programmes at Berea. Students are assigned positions as freshmen and usually spend their first year in basic services
Positions in the labour programme are classified according to level of responsibility, skill and experience required in accordance with the classified schedule.

In the United States, Colleges receive labour grants if students work in their own time or in vacations to supplement their earnings.

Students are paid on a scale related to increasing responsibility and skill requirement as they progress through college.

Certain labour assignments are available during the vacations, when students may work full time, for 40 hours a week, or less, for 12 weeks or less. A two-week vacation is encouraged.

Recognition and awards for outstanding performance are an added labour incentive. The annual Spring Celebration of Labour Day is a traditional occasion for recognizing students who have demonstrated exceptional abilities and made special contributions to the Labour programmed.

Completion of 140 hours of work prior to the end of a term does not necessarily fulfill the students labour obligation. Students are expected to meet the weekly requirements of their assignments throughout the term as scheduled by their labour department.

Berea has developed a table of labour and learning progressions through which supervisors should encourage their student workers to move during the college years.

Beginning students must learn basic work habits and attitudes; intermediate students must learn responsibility and skills development; Grade 3 students must learn creativity and awareness. Grade 4 students must develop understanding and commitment, and grade 5 students must learn leadership and autonomy.

I have devoted time and space to the US Labour Colleges because in my experience, there is more real and effective education with production there than anywhere else, that moreover has put many millions of young people into worthwhile employment.

Yesterday afternoon, at the invitation of the University of Botswana, I addressed students  about Education with Production in one of the best US Work and Study Colleges.

Education with Production at UB could mean positive student involvement in running their own affairs, offering advice on management and studies, and in activities that can save money, generate funds for development and help students who are unable to pay their way because of limited means.