OVERVIEW
LEARNING

Meaningful service learning in Asia can transform the way students see the world and develop valuable practical and personal skills.

In all cases, graded progression in the planning stages develops the awareness and skills for students to set up and run their own CAS project as part of the IB curriculum.

This is at the top of our minds when we decide which projects to run. But sustainability is equally important to ensure the work students carry out has a real and lasting impact on the ground.

To achieve all this, we work closely with students and teachers in the planning and preparation stage of their project. We will help you establish key aims and objectives when students arrive, and can offer support on setting up fund-raising programs to cover the cost of this charitable work.

During the project local instructors stay with the group to help students settle into their local community and to offer advice and guidance each day. When the work is complete, reflection time and activity helps students to assess what they have achieved, examine the broader picture of volunteer work, and encourage a life-long view of serving others.

We run a wide variety of social and environmental projects across China and Asia which include building community centers, clean water initiatives, waste management, school renovations, farming initiatives, and conservation.

Support the work

Dragonfly Service Learning projects are funded by private and corporate giving to our charitable arm, Dragonfly Non-Profit.

100% of donations are invested directly in the program work, with Dragonfly paying for all non-profit administration and costs.

Over the last five years we have raised $350,000 that has gone towards our community projects and underprivileged youth leadership programs.

We look forward to doing a lot more. Please join us.

Service learning involves investigation, preparation, action and reflection. What we want students to achieve at the top level is a self-led service project encompassing all 4 of these steps. To reach this, students need to build skills year by year. Together with service learning models, social and emotional learning themes, we have developed a progression of skills for students aged 11 to 18.

For ages 11 to 12 we introduce the big picture of service learning and focus on the importance of cultural understanding. Cultural exchange learning outcomes include awareness of similarities and differences, and building new friendships through fun and teamwork.

At ages 12 to 14 we practice investigating an issue and relating it to a meaningful service project. Learning outcomes include developing first hand investigative skills, understanding the background of an issue in order to plan meaningful service, identifying genuine need, and connecting investigation to action.

Students aged 14 to 16 will extend their efforts by taking a greater role in project management. Students take on more of the responsibilities of planning and execution of projects while Dragonfly staff guide them. Learning outcomes include developing pre-project planning skills, fundraising skills, leadership and group management skills.

For ages 16 to 18, students will put all their skills together to devise and run their own service projects. Pre-program planning is done in collaboration with Dragonfly and student leaders. Students take overall ownership of the project, and apply investigation, preparation, action and reflection. These are usually multi-day projects, or can involve a number of service days throughout the year. The learning outcomes are leadership, ownership of one’s project, independence, and teamwork.