The document provides information about social work and community education and training. It defines community education as education that takes place within a community but is not necessarily of the community, involving various local institutions. Alternatively, it can be a process of communal education towards empowerment at individual and collective levels. Community education is rooted in empowerment, social justice, and challenging oppression. It builds local capacity to address disadvantages and engage in decision-making. Community education aims to empower participants with skills and knowledge to challenge oppression and enact change. It is distinct from general adult education in its ethos and methodologies.

1. SOCIAL WORK
COMMUNITY EDUCATION AND
TRAINING
Prepared by:
HASANIE M. ALI, RSW

2. Community Education?
According to the White Paper 2000.
(1) Sees it as education that takes place in the community
but is not necessarily of the community. They sees
Community Education as a system of provision
within the community by a range of institutions
including schools, training agencies, universities,
churches and others who make premises and
resources available locally and
(2) The second ideologically based definition describes
Community Education as a process of communal
education towards empowerment, both at an
individual and a collective level’

3. � Community Education is education and learning,
which is rooted in a process of empowerment,
social justice, change, challenge, respect and
collective consciousness. It is within the
community and of the community, reflecting
the developing needs of individuals and their
locale. It builds the capacity of local
communities to engage in developing responses
to educational and structural disadvantage
and to take part in decision-making and policy-
formation within community. It is distinct from
general adult education provision, due both to its
ethos and to the methodologies, it employs.
(AONTAS 2000)

4. Mainstream or formal education is passing through generation with
the existing norms and structures of the society. Community
Education has as its intention the empowerment of participants with
the skills, knowledge and collective analysis to challenge oppression
and to engage in action to bring about change.
Although it can be said that Community Education sometimes fails to
reach this level and that its transforming effects are limited,
nonetheless it is underpinned by this radical theory. Traditional views
of education place teachers and learners in a particular relationship,
where the teacher holds the knowledge and power and decides what
information the learner needs at any given time
COMMUNITY EDUCATION AS A MODEL FOR
TRANSFORMATION

5. Power is shared equally, and tutor and participant
engage together in the education process.
Participants identify what knowledge is most useful
to them, and this agenda is pursued in a flexible,
developmental way. At the more advanced level of
the process, a critique of existing social structures
can be achieved, and participants develop the
capacity to engage in collective action for change.
COMMUNITY EDUCATION MODEL

6. DIMENSION OF COMMUNITY EDUCATION
01 | CE AS HOLISTIC
EDUCATION
02 | CEN AS COLLECTIVE
AND RESPONSIVE
03 | CE AT
INDIVIDUAL, COMMUNITY,
POLITICAL LEVEL

7. The holistic nature of Community Education is such that the
program of learning being undertaken is merged into a
wider learning experience within a Community Education
group or center. The whole environment is learner rather
than curriculum centered, with specific attention being paid
to welcoming and supporting each participant.
COMMUNITY EDUCATIONN IS HOLISTIC EDUCATION

8. Community Education often caters to those for whom general
education is a step too far. It offers a non-threatening and non-
competitive environment for learners who feel alienated from
education because of a poor early experience or other reasons. It
provides the opportunity for adults to be involved in developing
programs to address the issues directly affecting their own lives.
Learner experiences are valued, and become a learning tool. The
power rests with the group, usually working in group sessions with a
facilitator who recognizes their experiences as a base for learning,
unlike the formal setting where a teacher holds power and learning
focuses on the individual acquisition of knowledge.
COMMUNITY EDUCATIONN AS COLLECTIVE AND RESPONSIVE

9. At individual level, there is learning, both in terms of the acquisition
of knowledge and skills, and more importantly in terms of confidence
and self-development. At group or community level, participants
develop their capacity to interact as a group, to work on local issues
that affect the group and to analyze their own and their community’s
situation. At a political level, the learning is used to form a sense of
solidarity with other groups in society who are experiencing the same
issues in their lives. There is learning about national policy issues
particularly in the realm of social justice. This may eventually lead to
active campaigning or support of national movements or lobby
groups. All levels are distinct and yet intertwined.
COMMUNITY EDUCATIONN WORKS AT INDIVIDUAL, COMMUNITY AND POLITICAL LEVELS

10. OUTCOMES OF COMMUNITY EDUCATION
● Individual Outcomes of Community Education include:
• Improved confidence & self-esteem
• Improved communication skills
• Improved ability to commit to and reach specific goals
• Increased knowledge, skill and competence
• Increased motivation and expectations

11. OUTCOMES OF COMMUNITY EDUCATION
● Individual Outcomes of Community Education include:
• Increased awareness of educational and life choices
• Awareness of self and community
• Critical thinking and analytical skills
• Accreditation

12. OUTCOMES OF COMMUNITY EDUCATION
● Collective Outcomes include:
• Development of a mutual support network
• Development of social consciousness and analysis
• Development of capacity to influence policy and decision-making
• Ability to organize further personal and group development
• Action to tackle social and community issues

13. ELEMENTS OF
COMMUNITY
EDUCATION
MODEL

14. OUTREACH WORK
Extensive personal outreach to, and development of contact
with, those in the community who might benefit from
participation in the group, and who may be quite alienated
from education for a variety of reasons. Non-threatening
approaches are used to build trust often over a considerable
period before the learner may decide to first come into a
group. Learners are also encouraged back no matter how
often they may leave a program or missed sessions.

15. CONSULTATION
The group identifies the issues
or content to be explored and
in co-operation with the
facilitator, develops a program
to meet its needs and
interests. Development with,
rather than delivery to learners,
is the approach used

16. PRE-DEVELOPMENT
Non-academic activities are undertaken
initially to help a group to bond, relax,
build confidence and begin to associate
learning with enjoyment. Crafts are often a
starting point for learners in this phase, as
are field trips or small social events.
Support needs can be identified at this
point.

17. FLEXIBLE PROVISION
Time, location and program
content in Community
Education are flexible and
learner centered.

18. POLITICAL ACTIVISM
As effecting change is at the heart of the
Community Education model, groups will
engage in activism at a variety of levels, through
both staff and learners, and will work towards
social justice where possible.

19. REFLECTIVE EVALUATION
Community Education groups reflect
critically on their work and program, to
ensure that their centre and program
evolve and develop good practices.

20. TO BE CONTINUE..
― Irene M. Pepperberg

21. Did you know?
Did you know that a cat uses its whiskers
as feelers to determine if a space is too
small to squeeze through?
Also, cats love to sleep. A fifteen-year-old
cat has probably spent ten years of its life
sleeping.
Did you know that dogs can smell your
feelings?
Dogs can pick up on subtle changes in
your scent, which can help him figure out
how you are feeling, such as by smelling
your perspiration when you become
nervous or fearful.

22. A fifteen-year-old cat has probably spent
ten years of its life sleeping.
Also, cats use their whiskers as feelers to
determine if a space is too small to squeeze
through.
CATS LOVE TO SLEEP

23. Very
interesting
facts!
This is where you section ends. Duplicate this set of slides as many times you need to go over all your sections.

24. Erika V. John S. Marie M.
This is our team.
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25. And this is a timeline.
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27. Presenting a
website or an app?
If you are presenting a website, an internet
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28. Thank you!
hello@mail.com
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Do you have any questions?

29. Certificate of Completion
Anna Smith.
You have successfully completed
This course.
Congratulations!
Date Signature
03/05/2023

30. Today is Monday April 17th.
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massa.
Do the best you can until you know better.
Then when you know better, do better.
Something here.
Something else here
And a third thing here.
Duplicate the check
mark.
And the check boxes.
― Maya Angelou
ANNOUNCEMENTS QUOTE OF THE DAY CHECK LIST
WOULD YOU RATHER…

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