This document discusses the relationship between schools and their surrounding communities. It notes that schools and communities are closely intertwined and help each other by shaping children to be useful citizens. The objectives of the study are to understand the relationship between schools and communities and examine the responsibilities of each to the other. The theoretical overview discusses how schools are small communities that reflect the attitudes and values of the larger national community, and how schools and communities should constantly interact and influence each other to benefit education.

1. ONLINE
ASSIGNMENT
Submitted To: Savitha Teacher
SubmittedBy:Saranya V.S.
Reg. No: 16914384012
Option:Social Science

2. TOPIC:
RELATIONSHIP
BETWEEN SCHOOL
AND COMMUNITY

3. INDEX
Sl. No: Content Page No:
1 INTRODUCTION 1
2 NEED AND
SIGNIFICANCE
2
3 OBJECTIVES OF THE
STUDY
3
4 THEORITICAL
OVERVIEW
4-6
5 CONCLUSION 7
6
REFERENCES
8

4. INTRODUCTION
The link between any school and the
community around it all manifold and can vary
greatly in their nature. School must may use of
all the resources of the community for
providing students with direct pertinent
experiences of their environmental realities.
Social education should be emphasized in
schools. Thus a community is a social group
living in a particular area and sharing a common
cultural heritage. School and the community
are very closely related to each other.
1.

5. NEED AND SIGNIFICANCE
A school and community around it are closely
intertwined. The function of a school and a
community varies but both are helpful each
other. A school shapes a child to be a useful
citizen in a society. When the goals of a society
changes the objective of the educational
system changes, accordingly. This study is
significant because it deals with all the aspects
which link a school with community.
2.

6. OBJECTIVES OF THE STUDY
 To understand the relationship between
school and community.
 To study the responsibilities of school
towards community
 To study the responsibilities of community
towards school
3.

7. THEORITICAL OVERVIEW
The process of change in society is not simple.
Society is a complex network of relationships,
in which different members, participating in
different ways, with the change in
relationship the behavior changes. School and
the community are very closely related to
each other. The school is more or less the
community centre in many small towns and in
all villages. John Dewey says about their
relationship; “what the best and the wisest
parent wants for this own child that must the
community want for all its children. Any other
ideal for our schools is narrow and unlovely;
acted upon it destroys our democracy”.
4.

8. A democratic society implies a democratic
system of education. A school must obviously
be based on the people’s needs and problems.
The school therefore must serve the
community in which it is situated. It should be
regarded as the “capital” on the community.
The community spends a vast amount of
money on a school’s building and equipment. It
is not a place where children assemble in order
to get information of knowledge but it is
process of community living. The school is small
community and the attitudes, values and
modes of behavior which are current in
national life are bound to be reflected in a
school.
5.

9. The school will no doubts be a
community but it will be small community
within a large community and its success and
the vitality will depend on the constant
interplay of healthy influences between it and
the large community outside. Home and
community life and the realistic experiences
gained there should be brought into school so
that education may be based on the and be
intimately connected with real life and on the
other hand the new knowledge, skills , attitudes
and values acquired in the school .
6.

10. CONCLUSION
The schools have relatively little freedom in
terms of basic policy and the direction of
education. Educational institutions are
generally meant to meet the needs of society
and follow the dictates of social and political
leaders and educationist of the area in terms of
policy, curriculum, standards and orientations.
7.

11. REFERENCES
 Dr. R.L. Bhatia & B.N. Ahuja, school
organization and management, Surjeet
publications.
 Dr. S.S Bhatnagar, Dr. P.K. Gupta,
educational management, Surya
publications
8.