Community education

Community education, also known as Community-based education or Community learning & development, is defined by the Scottish Government as 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.^[1]

CLD in Scotland

National Priorities

Three national priorities have been developed for community learning and development:

Achievement through learning for adults
Raising standards of achievement in learning for adults through community-based lifelong learning opportunities incorporating the core skills of literacy, numeracy, communications, working with others, problem solving and information communications technology (ICT).

Achievement through learning for young people
Engaging with young people to facilitate their personal, social and educational development and enable them to gain a voice, influence and place in society.

Achievement through building community capacity
Building community capacity and influence by enabling people to develop the confidence, understanding and skills required to influence decision making and service delivery.

Principles & Competences

Competent CLD workers will ensure that their work supports social change and social justice and is based on the values of CLD. Their approach is collaborative, anti-discriminatory and equalities-focused and they work with diverse individuals, communities of place or interest when this is or is not appropriate. Central to their practice is challenging discrimination and its consequences and working with individuals and communities to shape learning and development activities that enhance quality of life and sphere of influence. They have good interpersonal and listening skills and their practice demonstrates that they value and respect the knowledge, experience and aspirations of those involved.^[2]

The Scottish Government have introduced the following set of principles of which community learning and development related activities should be based on:

1. Empowerment - increasing the ability of individuals and groups to influence issues that affect them and their communities;
2. Participation - supporting people to take part in decision making;
3. Inclusion, equality of opportunity and anti-discrimination - recognising that some people may need additional support to overcome the barriers they face;
4. Self-determination - supporting the right of people to make their own choices; and
5. Partnership - recognising that many agencies can contribute to CLD to ensure resources are used effectively.

Wisconsin Model

A philosophical base for developing Community Education programs is provided through the five components of the Wisconsin Model of Community Education. The model provides a process framework for local school districts to implement or strengthen community education.^[3] A set of Community Education Principles was developed by Larry Horyna and Larry Decker for the National Coalition for Community Education in 1991 ^[4] These include:

1. Self-determination: Local people are in the best position to identify community needs and wants. Parents, as children's first and most important teachers, have both a right and a responsibility to be involved in their children's education.
2. Self-help: People are best served when their capacity to help themselves is encouraged and enhanced. When people assume ever-increasing responsibility for their own well being, they acquire independence rather than dependence.
3. Leadership Development: The identification, development, and use of the leadership capacities of local citizens are prerequisites for ongoing self-help and community improvement efforts.
4. Localization: Services, programs, events, and other community involvement opportunities that are brought closest to where people live have the greatest potential for a high level of public participation. Whenever possible, these activities should be decentralized to locations of easy public access.
5. Integrated Delivery of Services: Organizations and agencies that operate for the public good can use their limited resources, meet their own goals, and better serve the public by establishing close working relationships with other organizations and agencies with related purposes.
6. Maximum Use of Resources: The physical, financial, and human resources of every community should be interconnected and used to their fullest if the diverse needs and interests of the community are to be met.
7. Inclusiveness: The segregation or isolation of people by age, income, sex, race, ethnicity, religion, or other factors inhibits the full development of the community. Community programs, activities, and services, should involve the broadest possible cross section of community residents.
8. Responsiveness: Public institutions have a responsibility to develop programs and services that respond to the continually changing needs and interests of their constituents.
9. Lifelong Learning: Learning begins are birth and continues until death. Formal and informal learning opportunities should be available to residents of all ages in a wide variety of community settings.

Role of the Professional

The role of a community learning and development professional depends somewhat on the career path followed. For example, someone working with young people may have different priorities than someone working with adults; however, the outcomes are very similar in a sense that both will be aiming to promote a more socially just and equal society. Community learning and development is a vast field of work and the range of job categories is wide and may include the following: Youth Information Worker, Detached Youth Worker, Community Arts Worker, Community Capacity Worker, Local Authority Community Planning Officer, etc.

Community learning and development workers should see themselves as working with people, rather than for them. Empathy is crucial to understanding the issues faced by those they work with and it is important that they engage in a way that does not intimidate people or place the worker in a position of looking down on those they work with.

The role of a Community learning and development worker is largely different to the role of a formal educator such as a teacher. Community learning and development workers do not follow a curriculum, as they allow the people they work with to form their own way of learning and each individual is believed to have the ability to reach their full potential in life. A community learning and development approach is arguably a more effective way of learning as every individual has their own unique way to learn and community learning and development workers look for the best possible method that suits the individual. Community learning and development approaches are gradually being adopted in schools to some extent and many other agencies and using a community learning and development approach in their work.

Qualifications

Professional community educators or community learning and development workers usually hold a professional degree in community education or community learning and development, depending on the course offered at the university from which they graduate. In Scotland, qualifications may be Approved by the Standards Council for Community Learning and Development. This means that the course has been assessed by a group of peers - an Approval Panel. The course must have a practice element totalling 40% of the course to gain Approval. More details on the Approval Process and a list of Approved qualifications are available on the Standards Council website www.cldstandardscouncil.org.uk In order to gain entrance to this course, a history of voluntary work is usually desirable.

Many of those working in the field of community learning and development will be doing so voluntarily. These people are usually encouraged to complete a work-place based alternative to the full time degree course. Others in paid positions may hold qualifications relevant to the field. These people will also be encouraged to study for a degree in community education.

Some university institutions offer post-graduate degrees in community education such as MA, MSc, PGDip, PGCert, etc.

Participatory Democracy

Youth Participation

In countries where democratic governments exist, people are encouraged to vote for someone to represent them. In today's society there is a dwindling interest in politics from our younger generation and this could have a negative effect on our democracy and political system in years to come. Community learning and development has the potential to encourage young people to become more interested in politics and helping them influence decisions that affect their lives.

In many parts of the world, youth parliament-style organisations have been set up to allow young people to debate issues that affect them and others in their community. Young people engage with these organisations voluntarily and are sometimes elected using a democratic system of voting. Young people are at the heart of these organisations and are usually involved in the management and development. The majority of these organisations are facilitated and staffed by workers trained in community learning and development; however, staff role is mainly to facilitate and be supportive but not intrusive.

These organisations allow young people to gain a voice, influence decision makers who affect their lives and provide them with a sense of self worth and a place in society.

In the United Kingdom, examples of these organisations include the United Kingdom Youth Parliament (UKYP); in Scotland, the Scottish Youth Parliament (SYP); in Wales the Children & Young People's Assembly for Wales; and in Northern Ireland, the Northern Ireland Youth Forum.

See also

Youth Bank
Community Development
Lifelong Learning

References

1. ^ Working and Learning Together to Build Stronger Communities, Scottish Government Guidance for Community Learning and Development, 2004 seen at Community Learning and Development, Scottish Government Website.
2. ^ The Competences for Community Learning & Development, 2009 seen at [1], CLD Standards Council Website.
3. ^ Wisconsin's Components of Community Education, Wisconsin Department of Public Instruction
4. ^ Community Education Principles, Wisconsin Department of Public Instruction

External links

• Community Learning & Development Scotland. Scottish Government. http://www.scotland.gov.uk/Topics/Education/Life-Long-Learning/LearningConnections. Retrieved 2009-12-12. 
• Community Education Principles. Wisconsin Department of Public Instruction. http://dpi.state.wi.us/fscp/ceprin.html. Retrieved 2008-05-08. 

Further reading

• Jeffs, Tony. (2005). Informal Education: Conversation, Democracy and Learning. Nottingham: Educational Heretics Press. ISBN 1900219298. 

• Tett, Lyn (2006). Community Education, Lifelong Learning & Social Inclusion. Edinburgh: Dunedin Academic Press. ISBN 1903765560. 

• Packham, Carol (2008). Active Citizenship & Community Learning. Exeter: Learning Matters Ltd.. ISBN 9781844451524.