ABSTRACT
This chapter discusses the role of higher education. Having done this it applies the findings to service-learning. This role requires higher education in general, and service-learning in particular, to encourage and support knowledge learning for working life and the economy. The knowledge capacity here has both a cognitive and skills elements in that the student must know things about the work world and be able to do things in or for it. In addition, the student must have knowledge of ethical values for economic cohesion. Society's aspirations for higher education have now changed. Higher education has two roles what we call the dominant and ancillary roles. The higher education should enable students to learn useful knowledge and values that enhance the economy in particular but also the society. This means that service-learning should be judged by how well it enables learning that generates and enhances student knowledge and values.
