Community School Eudcation

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Community School Eudcation

  1. 1. The movement to community school education stems from variety of concerns about the learner and societal structures. People are realizing how socioeconomic conditions, regional prejudice, and multitude of subtle environmental factors have a dramatic bearing on one’s ability to learn.
  2. 2. THE NATURE OF A COMMUNITY SCHOOL EDUCATION Kerensky (1972) defines community education as a process that “puts meaning into the notion that people can and should make an input into the educational system that serves their community.” He emphasizes that, as a process, community education lends itself more to description than to definition.
  3. 3. Hughes perceives the underlying premise of the community school to be the belief “that the school belong to the people, and that local resources can be harnessed to attack community problems.” Thus the school may serve a four-fold role as: • an educational center where learner and adults have optimum opportunities for study and learning. • a neighborhood center for cultural and recreational activities • a center for social services • a center of neighborhood and community life assisting citizens in the study and solution of neighborhood problems
  4. 4. Dr. Cecilio Putong defines a community school as one succinctified with, and intimately related to, the life of the community in which it is located; a school of, and for the community. Trinidad and Gaffud affirms that the community school is “a school that integrates the education of the child with that of the adult toward home and community betterment; it is a school that utilizes the material, human, and institutional resources of the community as part of the educational facilities so as to make school learning functionally related to the realities of life; and it is a school that aims to develop children, youth and adults to become useful members of society through continuous participation in democratic living.”
  5. 5. COMMUNITY EDUCATION AND COMMUNITY SCHOOLS Community education is a concept based on a process of education for children, youth and adults. The process refers to the organization of the community into appropriate size units to facilitate interaction, identification of local resources, and involvement of the problems of the community. It is an effort to capture a sense of community without eliminating its pluralism.
  6. 6. Community schools are vehicles that provide that opportunities for community involvement and decision-making. They are for the entire community and are often located in the neighborhood school. There are major distinctions between the neighborhood school and the community. Both mat offer similar programs, services, and activities, yet the community school concept is premised on the ultimate goal of community involvement and participation and is not necessarily based in the individual’s neighborhood. The neighborhood school is usually oriented to skill attainment, personal enjoyment, and individual self-enrichment for a particular age group at a school in the individual’s immediate surroundings.
  7. 7. PHILOSOPHY OF COMMUNITY SCHOOL EDUCATION Community school education is life-centered. It looks at individual differences related to most community participation. Its concept of human nature is neither good nor bad. It stresses environmental conditioning and group achievement. The teacher’s role is to impart direct learning process for most effective group participation. Totten (1972) states: “that community educator is committed to the idea that people learn from the total environment. That is, the entire community is the school plant. All the people are potential teachers. Everything in the community is a potential resource.
  8. 8. STRATEGIES FOR ESTABLISHING COMMUNITY SCHOOL EDUCATION Carrillo and Heaton (1972) outlined the strategies for establishing community education into fourteen steps. COMMUNITY SCHOOL EDUCATION AND CURRICULUM DEVELOPMENT
  9. 9. REPORTER WILMARIE J. OLAGUERA & MELIGRACE T. DELARA

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