Introduction to the Global Service-Learning Project and Organization
The Global Service-Learning (GSL) in Bolivia project is an initiative that bridges the gap between academic learning and real-world application by immersing students in international service experiences. Next, the organization we are collaborating with is CEOLI, a nonprofit based in Cochabamba, Bolivia that strives for complete educational, social, and labor inclusion of young adults and children with physical and intellectual disabilities. They can build better futures for these children and young adults with the proper infrastructure, highly trained interventionists, government participation, cooperation of allied organizations, and self-sustaining revenue streams.
From my initial interactions with Ronald, Ariel, and the rest of the team, I am impressed by their dedication, resourcefulness, and unwavering commitment to positive change. Unlike many international aid organizations that impose solutions without deep local engagement, this group works closely with community members to develop projects that are both practical and culturally appropriate for children and young adults with physical and intellectual disabilities.
Our project focuses on discussing the pool initiative, providing more professional development to the teaching staff at the school, and upgrading the card project that has been in place for about 10 straight years. The pool has been a popular attraction at the school for the children as a place where kids could enjoy some fun, and we are tasked with increasing foot traffic with the whole community. Further, teachers might need training in differentiated instruction, assistive technology, and individualized education plans, or in some of our schools we call them IEPs to accommodate various disabilities at the school. Polishing up the card project initiative could help bring more revenue for the school. As a team, we want to conduct research, develop strategic recommendations, and work directly with community members to implement solutions. This work requires collaboration, adaptability, and a deep understanding of the local context to ensure our efforts are impactful and sustainable.
These unique initiatives are meaningful to CEOLI and the local community because they empower more education for children with disabilities, providing them with a better future and allowing them to live life to the fullest. By aligning our work with the organization’s mission, we ensure that our efforts contribute to meaningful and lasting improvements rather than temporary relief.
Goals for the International Component of the Program
During the international component of the program, my team aims to achieve several key objectives. As a team, we want to first ensure that we implement sustainable solutions. Rather than providing short-term aid, we hope to develop systems and strategies that can be maintained by the local community long after our departure. This might involve plans to provide more strategic professional development practices, developing digital resources such as more promotion for the pool and the card project that was previously mentioned, or establishing long-lasting partnerships with other organizations.
Secondly, we want to develop cross-cultural communication skills while working in an international setting because this unique skill requires adaptability and an open-minded approach to collaboration. We hope to refine our ability to navigate language barriers, differing work styles, and cultural expectations to foster a productive exchange of ideas. Next, we want to measure impact effectively to make sure we can establish clear metrics for success so that during our short time in the country, our project can create tangible improvements. These measures could be building surveys and receiving feedback from Ronald and the teaching staff about the strategies and practices we plan to implement. Lastly, we want to continue building and creating long-lasting relationships with the children, young adults, and the teaching staff at CEOLI during our time abroad!
Anticipated Cultural Challenges
While working in a different cultural setting is an exciting opportunity, it also presents potential challenges. Some of the cultural norms we anticipate being a challenge include: different approaches to time management, communication or language carriers, decision-making processes, and other expectations. In Bolivian culture, they have a more flexible approach to time which contrasts with the rigid scheduling norms common in business practices in the United States. For instance, meetings will sometimes start later than expected, or deadlines may be viewed as fluid. While this reflects a cultural emphasis on relationships over efficiency, it may pose challenges in project execution. Next, another challenge could be communication styles and language barriers from the locals because, in Bolivia, communication is more indirect and relationship-oriented, with a strong emphasis on politeness, nonverbal cues, and formal speech, especially in professional settings. In contrast, we favor more direct, low-context communication, where clarity, efficiency, and openness are valued, even in disagreements. Not speaking much Spanish could lead to misunderstandings if we interpret a polite or noncommittal response as agreement rather than hesitation, so we must be careful while communicating with the locals and use our professional translators if something does not feel right.
Impact of Class Discussions and Readings
Many class discussions and readings significantly shaped my perspective going into this experience, but there were two that stood out during our class discussions. One of the most impactful readings was Points of Discomfort, which highlighted the importance of embracing discomfort when engaging in global service learning. This reading emphasized that discomfort can come in many forms, from navigating unfamiliar environments to recognizing the privileges we often take for granted in our home country. A key takeaway was that in our host country, we may not have access to the same resources we normally have in our home country, requiring adaptability and a deeper appreciation of local realities. This discussion reinforced the importance of approaching our project with responsibility, humility, and a learning mindset, rather than assuming we have all the answers. I learned it is okay to have discomfort because it happens quite often and asking for help is the best way to overcome some of these challenges.
Another key discussion that we had in class revolved around comparing the effects of community service and service learning. While community service and service learning may sound the same to most people, they provide more insight than most people think. For example, service learning happens academically, and volunteering or community service is outside of academic areas. In the study conducted in the reading, service learning has a greater impact than community service as it provides a positive effect over and above the effect of generic community service, and puts a lot of emphasis on reflection and context. To connect it back to our service journey to Bolivia, I want to explore how these effects could positively affect my overall experience abroad and then reflect on my experiences when I return home.
Additional Thoughts
As I prepare for this experience in the next few days, I find myself reflecting that it might be daunting to travel to a new place, but in reality, I am doing my job to help the local community in Bolivia as much as possible to help CEOLI achieve their goals. Lastly, I look forward to the personal growth that will inevitably come from stepping outside of my comfort zone. Immersing myself in a new culture, navigating unfamiliar challenges, and building relationships with people from different backgrounds will certainly shape my perspective on global business and international collaboration.