What Type Of Education Provide In Community School?


What Type Of Education Provide In Community School
Community education, also known as community-based education or community learning & development, is an organization’s programs to promote learning and social development work with individuals and groups in their communities using a range of formal and informal methods.

A common defining feature is that programmes and activities are developed in dialogue with communities and participants. The purpose of community learning and development is to develop the capacity of individuals and groups of all ages through their actions, the capacity of communities, to improve their quality of life.

Central to this is their ability to participate in democratic processes. Community education encompasses all those occupations and approaches that are concerned with running education and development programmes within local communities, rather than within educational institutions such as schools, colleges and universities.

  • The latter is known as the formal education system, whereas community education is sometimes called informal education.
  • It has long been critical of aspects of the formal education system for failing large sections of the population in all countries and had a particular concern for taking learning and development opportunities out to poorer areas, although it can be provided more broadly.

There are a myriad of job titles and employers include public authorities and voluntary or non-governmental organisations, funded by the state and by independent grant making bodies. Schools, colleges and universities may also support community learning and development through outreach work within communities.

The community schools movement has been a strong proponent of this since the sixties. Some universities and colleges have run outreach adult education programmes within local communities for decades. Since the seventies the prefix word ‘community’ has also been adopted by several other occupations from youth workers and health workers to planners and architects, who work with more disadvantaged groups and communities and have been influenced by community education and community development approaches.

Community educators have over many years developed a range of skills and approaches for working within local communities and in particular with disadvantaged people. These include less formal educational methods, community organising and group work skills.

  1. Since the nineteen sixties and seventies through the various anti poverty programmes in both developed and developing countries, practitioners have been influenced by structural analyses as to the causes of disadvantage and poverty i.e.
  2. Inequalities in the distribution of wealth, income, land etc.
  3. And especially political power and the need to mobilise people power to effect social change.

Thus the influence of such educators as Paulo Friere and his focus upon this work also being about politicising the poor. In the history of community education and community learning and development, the UK has played a significant role in hosting the two main international bodies representing community education and community development.

  • These being the International Community Education Association, which was for many years based at the Community Education Development Centre based in Coventry UK.
  • ICEA and CEDC have now closed, and the International Association for Community Development, which still has its HQ in Scotland.
  • In the 1990s there was some thought as to whether these two bodies might merge.

The term community learning and development has not taken off widely in other countries. Although community learning and development approaches are recognised internationally. These methods and approaches have been acknowledged as significant for local social, economic, cultural, environmental and political development by such organisations as the UN, WHO, OECD, World Bank, Council of Europe and EU.
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What is the importance of education in a community?

10. Introducing Empowerment – Education is the key to turn a weakness into a strength. It offers different tools and ways to understand problems that lay ahead of us and helps resolve them. More importantly, education provides us with considerable mental agility to make the right decisions and spring into action when needed.

Many types of research show that educated women can more easily stand up against gender bias and marital violence as they have improved their decision-making capabilities. Whether it is about respect, a higher position in society and a professional environment, financial security, family stability, education provides all of these and much more.

Home stability provided by owning your own home helps children who grew up in their own houses or apartments become more successful. They are more likely to graduate high school (25%) and finish college (116%). “Education is the most powerful weapon which you can use to change the world,” as Nelson Mandela said.

It helps people become better citizens, get a better-paid job, shows the difference between good and bad. Education shows us the importance of hard work and, at the same time, helps us grow and develop. Thus, we are able to shape a better society to live in by knowing and respecting rights, laws, and regulations.

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Learning languages through educational processes helps interact with different people in order to exchange ideas, knowledge, good practices. It teaches us to live in harmony. Are you ready to give back? Help the families from your community that need it the most.
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How do you describe community education?

What is Community Education? Community Education is a philosophy and set of principles that advocate for the creation of life-long learning opportunities for community members to become partners in addressing community needs. These community members include individuals, schools, businesses, public and private organizations.

An example of Community Education is the community school, a facility that is open beyond the traditional school day for the purpose of providing academic enrichment, recreation, health, social service, and work preparation programs for people of all ages. Community Education encompasses a wide spectrum of disciplines, including before and after school, youth development, and adult education.

All of these connected by the principles of the field and the belief that through education and learning, individuals and their communities can be transformed. Community educators are adept at working with community members to identify community needs, the resources available to meet them, and understanding the fundamental need for diversity and inclusion. : What is Community Education?
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What community contributes to education?

Education Helps Build Strong and Resilient Communities – One of the most important ways education contributes to community development is by helping build, A well-educated community can withstand setbacks and challenges and thrive in the face of adversity.
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What are the types of learning community?

Definition – Learning communities emphasize collaborative partnerships between students, faculty, and staff, and attempt to restructure the university curriculum to address structural barriers to educational excellence. In their 1990 publication Learning Communities: Creating Connections Among Students, Faculty, and Disciplines, Faith Gabelnick, Jean MacGregor, Roberta S.

Matthews, and Barbara Leigh Smith describe a learning community as “any one of a variety of curricular structures that link together several existing courses – or actually restructure the curricular material entirely – so that students have opportunities for deeper understanding and integration of the material they are learning, and more interaction with one another and their teachers as fellow participants in the learning enterprise” (1990, p.19).

The authors promote the idea that learning communities can “purposefully restructure the curriculum to link together courses or course work so that students find greater coherence in what they are learning as well as increased intellectual interaction with faculty and fellow students” and that they “can address some of the structural features of the modern university that undermine effective teaching and learning” (1990, p.5).

  1. As a necessarily collaborative enterprise, learning communities usually incorporate “collaborative and active approaches to learning, some form of team teaching, and interdisciplinary themes” (Gabelnick, et al., 1990, p.5).
  2. Nancy Shapiro and Jodi Levine (1999) cite Alexander Astin’s (1985, p.161) view of learning communities: Such communities can be organized along curricular lines, common career interests, avocational interests, residential living areas, and so on.

These can be used to build a sense of group identity, cohesiveness, and uniqueness; to encourage continuity and the integration of diverse curricular and co-curricular experiences; and to counteract the isolation that many students feel. They expand on Astin’s definition to assert basic characteristics that learning communities share:

  • Organizing students and faculty into smaller groups
  • Encouraging integration of the curriculum
  • Helping students establish academic and social support networks
  • Providing a setting for students to be socialized to the expectations of college
  • Bringing faculty together in more meaningful ways
  • Focusing faculty and students on learning outcomes
  • Providing a setting for community-based delivery of academic support programs
  • Offering a critical lens for examining the first-year experience (Shapiro & Levine, 1999, p.3).

Finally, Lenning et al. (2013) define a learning community as an “intentionally developed community that exists to promote and maximize the individual and shared learning of its members. There is ongoing interaction, interplay, and collaboration among the community’s members as they strive for specified common learning goals” (Lenning, et al., 2013, p.7).

More broadly, Kuh (1996) describes any educationally purposeful activity, such as learning communities, as “undergraduate activities, events, and experiences that are congruent with the institution’s educational purposes and a student’s own educational aspirations.” In a later study he and his co-author describe a learning community as “a formal program where groups of students take two or more classes together, may or may not have a residential component” (Zhao and Kuh, 2004, p.119).

They cite four generic forms of learning communities: curricular, classroom, residential, and student-type (p.116). In the 2008 publication High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter, George Kuh states the key goals for learning communities are “to encourage integration of learning across courses, and to involve students with ‘big questions’ that matter beyond the classroom. Back to Top
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What are the types of education?

There are three main types of education, namely, Formal, Informal and Non-formal.
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What are the characteristics of a community school?

Research-Based Lessons for Policy Development and Implementation – Community school strategies hold considerable promise for creating good schools for all students, but especially for those living in poverty. Based on our analysis of this evidence, we identified 10 research-based lessons for guiding policy development and implementation:

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Lesson 1. Integrated student supports, expanded learning time and opportunities, family and community engagement, and collaborative leadership practices appear to reinforce each other. A comprehensive approach that brings all of these factors together requires changes to existing structures, practices, and partnerships at school sites. Lesson 2. In cases where a strong program model exists, implementation fidelity matters. Evidence suggests that results are much stronger when programs with clearly defined elements and structures are implemented consistently across different sites. Lesson 3. For expanded learning time and opportunities, student access to services and the way time is used make a difference. Students who participate for longer hours or a more extended period receive the most benefit, as do those attending programs that offer activities that are engaging, are well aligned with the instructional day (i.e., not just homework help, but content to enrich classroom learning), and address whole-child interests and needs (i.e., not just academics). Lesson 4. Students can benefit when schools offer a spectrum of engagement opportunities for families, ranging from providing information on how to support student learning at home and volunteer at school, to welcoming parents involved with community organizations that seek to influence local education policy. Doing so can help in establishing trusting relationships that build upon community-based competencies and support culturally relevant learning opportunities. Lesson 5. Collaboration and shared decision making matter in the community schools approach. That is, community schools are stronger when they develop a variety of structures and practices (e.g., leadership and planning committees, professional learning communities) that bring educators, partner organizations, parents, and students together as decision makers in the development, governance, and improvement of school programs. Lesson 6. Strong implementation requires attention to all elements of the community schools model and to their placement at the center of the school. Community schools benefit from maintaining a strong academic improvement focus, and students benefit from schools that offer more intense or sustained services. Implementation is most effective when data are used in an ongoing process of continuous program evaluation and improvement, and when sufficient time is allowed for the strategy to fully mature. Lesson 7. Educators and policymakers embarking on a community schools approach can benefit from a framework that focuses on creating school conditions and practices characteristic of high-performing schools and ameliorating out-of-school barriers to teaching and learning. Doing so will position them to improve outcomes in neighborhoods facing poverty and isolation. Lesson 8. Successful community schools do not all look alike. Therefore, effective plans for comprehensive place-based initiatives leverage local assets to meet local needs, while understanding that programming may need to be modified over time in response to changes in the school and community. Lesson 9. Strong community school evaluation studies provide information about progress toward hoped-for outcomes, the quality of implementation, and students’ exposure to services and opportunities. The impact that community schools have on neighborhoods is also an area that could be evaluated. In addition, quantitative evaluations would benefit from including carefully designed comparison groups and statistical controls, and evaluation reports would benefit from including detailed descriptions of their methodology and the designs of the programs. Lesson 10. The field would benefit from additional academic research that uses rigorous quantitative and qualitative methods to study both comprehensive community schools and the four pillars. Research could focus on the impact of community schools on student, school, and community outcomes, as well as seek to guide implementation and refinement, particularly in low-income, racially isolated communities.

W hile we may call for additional research and stronger evaluation, evidence in the current empirical literature clearly shows what is working now. The research on the four pillars of community schools and the evaluations of comprehensive interventions, for example, shine a light on how these strategies can improve educational practices and conditions and support student academic success and social, emotional, and physical health.

As states, districts, and schools consider the best available evidence for designing improvement strategies that support their policies and priorities, the effectiveness of community school approaches offers a promising foundation for progress. Anna Maier is a research and policy associate at the Learning Policy Institute (LPI).

Julia Daniel is a doctoral candidate at the University of Colorado Boulder. Jeannie Oakes is a senior fellow in residence at the LPI and a fellow at the National Education Policy Center. Livia Lam previously served as the senior policy advisor for the LPI and is now the legislative director for U.S.

  1. Senator Patty Murray.
  2. This article was excerpted with permission from their 2017 report, Community Schools as an Effective School Improvement Strategy: A Review of the Evidence,
  3. The authors wish to thank LPI senior fellow David Kirp for his thoughtful assistance with the report.
  4. For more on how partnerships connect communities and schools, see ” Where It All Comes Together ” and ” Cultivating Community Schools ” in the Fall 2015 issue of American Educator,

( back to the article ) † For more about the research, visit LPI, ( back to the article ) ‡ To read more about each of these findings and the lessons we draw from them, see our full report, ( back to the article )
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What is the example of community of school?

When used by educators, the term school community typically refers to the various individuals, groups, businesses, and institutions that are invested in the welfare and vitality of a public school and its community—i.e., the neighborhoods and municipalities served by the school.

In many contexts, the term encompasses the school administrators, teachers, and staff members who work in a school; the students who attend the school and their parents and families; and local residents and organizations that have a stake in the school’s success, such as school-board members, city officials, and elected representatives; businesses, organizations, and cultural institutions; and related organizations and groups such as parent-teacher associations, “booster clubs,” charitable foundations, and volunteer school-improvement committees (to name just a few).

In other settings, however, educators may use the term when referring, more specifically, to the sense of “community” experienced by those working, teaching, and learning in a school—i.e., the administrators, faculty, staff, and students. In this case, educators may also be actively working to improve the culture of a school, strengthen relationships between teachers and students, and foster feelings of inclusion, caring, shared purpose, and collective investment.

The term school community also implicitly recognizes the social and emotional attachments that community members may have to a school, whether those attachments are familial (the parents and relatives of students, for example), experiential (alumni and alumnae), professional (those who work in and derive an income from the school), civic (those who are elected to oversee a school or who volunteer time and services), or socioeconomic (interested taxpayers and the local businesses who may employ graduates and therefore desire more educated, skilled, and qualified workers).

Depending on the specific context in which the term is used, school community may have more or less inclusive—or more or less precise—connotations. School community may also be used interchangeably with stakeholders, since a school community necessarily comprises a wide variety of “stakeholders.”
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What are the benefits of community involvement in school?

Community involvement in school management has shown to increase accountability for both learning outcomes and school resources ; involvement in curriculum development, which ensures the cultural relevance of subject content and teaching styles, leads to a wider embrace of the educational process.
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How school can contribute to the development of community?

Schooling provides a person the logical thinking. It helps the student to emerge into a responsible being and help to develop its social sphere i.e., the community. It is through education that provides a human being the elements of human relation, economic efficiency, and civic knowledge.
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What are the four types of learning in education?

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What are the 3 types of community development?

A short history of the idea of community development – The concept of community development appeared in the period of colonization. It includes three main elements: community participation, organization, and work. After the WWII, British officers were concerned with so-called community development, a new idea at that moment.

The administrators promoted a new concept to develop “basic education” and social wealth in the British colonies. They emphasised on literacy training and promotion of agriculture, health service by the means of local self-help. The British colonizers were concerned with the poor rural development in North America in the first decades of the 20th century.

Community development was defined in one British government publication as follows: “active participation, and if possible on the initiative of the community, but if this initiative is not forthcoming spontaneously, by the use of techniques for arousing and stimulating it in order to achieve its active and enthusiastic response to the movement”.

  1. a desire to increase the level of social and economic development;
  2. the increase of local co-operation and self-help;
  3. the use of expertise from other local communities.

However, there seems to be quite an important contradiction. Community development includes participation, initiative, and self-help by local communities as well as sponsorship by national governments. From one side community development involves the encouragement of local decision making, from the other it implies implementation of the governmental policies.

Community development has made a great influence on British literature. Workers were able to learn about community organization as there were a lot of various guides and discussions around the experience of more developing countries. One of the most popular textbooks was Batten’s classic work Communities and their Development (1957).

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What is the main type of education?

There are three main types of education, namely, Formal, Informal and Non-formal.
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