(Bosnia and Herzegovina) The service-learning project lasted two months and had two phases: preparation at school, where students developed informative materials, and service delivery in the community, specifically for senior citizens in one village in Bosnia. The project aimed to assist elderly people who struggled with routine tasks at the bank and post office, such as filling out payment slips, sending mail, and managing bills. These challenges were primarily due to the illiteracy of many seniors, most of whom had only completed four grades of elementary school. This difficulty often led to long queues, confusion, and even stress at the service counters. The students provided direct support by educating seniors on how to properly fill out forms, address shipments, and navigate services.
The students, a group of 15 third- and fourth-year economic technician students, spent one day each week at the bank and post office, helping seniors during peak times, such as Monday mornings. The service dates were coordinated with the bank, post office, and the village pensioners‘ association to ensure maximum participation. The project involved 71 senior citizens, 5 community partners, and a total of 95 active participants.
From the perspective of school learning, the project focused on practical application of knowledge from several subjects:
– Company for the exercise: Learning how to fill out forms, contracts, and documentation
– Bookkeeping: Practicing VAT calculations and invoice preparation
– Business correspondence: Learning to send mail and properly address shipments
– Informatics: Creating presentations and educational materials
– Maternal language and literature: Improving communication skills, especially when interacting with elderly and illiterate clients
Through these activities, students learned how to translate theoretical knowledge into real-world tasks. They prepared presentations, designed flyers, and practiced explaining information clearly to seniors, particularly those with limited literacy. Students found that patience, repetition, and clarity in communication were crucial when helping seniors with tasks that seemed simple but were challenging for them.
The service and learning were closely connected in this project. During the first month, students learned and practiced skills such as form filling and bookkeeping, which were directly applied when assisting seniors at the bank and post office. They also conducted a needs assessment by observing how seniors struggled with various tasks, allowing them to identify specific areas where they could provide support. The service was designed to meet these needs, and students gained hands-on experience in explaining complex information in an accessible way to clients who were unfamiliar with modern banking and postal systems.
The project achieved significant results in the community. Seniors expressed appreciation for the students’ help, noting how it reduced their stress and improved their experience at the bank and post office. Many seniors reported feeling socially connected to the students, especially as the students would chat with them on their way out. This project helped alleviate the isolation that some seniors felt and fostered a sense of community. Additionally, the students learned the importance of creating visual materials, such as photo guides, as many seniors were not literate enough to understand text-based instructions.
From a sustainable perspective, the project raised awareness about the challenges faced by illiterate seniors and created a model for how such needs can be addressed in the future. Students realized the importance of providing ongoing support for seniors, emphasizing how simple tasks could be overwhelming without guidance. The project also highlighted the role of empathy and sensitivity when working with vulnerable populations.
The evaluator noted that this project should win because it directly addressed a pressing need in a remote village with fewer opportunities for such service-learning experiences. By understanding and responding to the unique needs of seniors, the students not only learned practical skills but also developed a deeper sense of social responsibility and empathy. The project fostered an awareness of the difficulties faced by illiterate seniors and equipped the students with the skills to communicate effectively and support this vulnerable group.