A Triple Helix Approach to Address Social and Learner Support Needs in Schools and Communities

Social ills are increasing globally, necessitating higher education and teacher-training to produce teachers with specific attributes to address the challenges. University of Pretoria employs a triple helix approach, combining a set of between community engagement, work-integrated learning and work into the curricula. The aim is to yield adaptable teachers with skills and knowledge to function in a rapidly changing, 21st-century . This paper reports on a follow-up or Stage 2 community engagement project with identified third-year pre-service teachers. The first stage or Stage 1 the qualitative approach study within participation action research embedded in 's cyclic experiential learning theory found that many learners at the school learning difficulties. This paper reports the Stage 2 findings following an into the systematic factors that contribute to learning difficulties. The suggest interrelated dynamic contributions and highlight the crucial role universities in advancing the social development of communities. The study proposes a fundamental shift in focus to a joint stakeholder collaboration in communities and learners, thus sidestepping the social and anticipated difficulties.