Service-learning and Employability. A View from the Major Areas of Scientific Knowledge.

AbstractThis research is proposed within a context of change in and for the university, with new organizational approaches deriving from a unique situation, that associated to the EEES. We must therefore try to educate university students in such a way that they are able to strengthen a scale of social values and coherent attitudes, taking into consideration the autonomous formation of personality and paying special attention to social experiences.To this effect, we relate service-training and university to be of use in managing changes in the initial training of future graduates, attempting to strengthen aspects relating to professional competence. The problem of research appears in terms of pedagogical feasibility and efficiency, following a prior assessment of the situation in Galician universities as potential promoters of service-learning programmes. This paper focuses on an analysis of the main differences existing between the major areas of knowledge when examining the labour insertion of students and the relevance of service-learning in this respect.In short, we have observed that teachers from the fields of Legal and Social Sciences are more prone to regard civic and ethical training in university as a means to the labour insertion of students, without this giving rise to statistically significant differences compared to the other fields of knowledge. Thus, this group shows it has a greater knowledge of service-learning although Experimental Science teachers testify to the greatest number of experiences