Page 52 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 52
cBOOKS, PsycINFO, and SocINDEX with Full Text databases). Since
we also wanted to review the practical implications of this theoretical con-
cept in practice, we also searched for related results online (Google). The
main key words initially used in both cases were: community learning,
community education, community-based programmes, informal educa-
tion, community education dropout prevention, and ESL and communi-
ty learning. In this first step, we noticed a very limited number of research
results under the term “community learning”. We therefore expanded our
search to the field of adult education in which community learning is large-
ly incorporated. We also examined references cited in the reviewed articles,
educational programme brochures, and project reports. Texts that were
taken into account had to meet the following criteria: the topic needed to
address community learning or education in theory and/or practice, and
needed to address the role of community-based learning and education in
tackling ESL rates. Conclusions are primarily based on findings from theo-
retical and research articles, and evaluations of different community learn-
ing projects/programmes that were available.
Principles and Aims of Community Learning
Community learning is a theoretical concept which comprises ways of
working with and supporting communities through community action
and community-based learning. It promotes learning and social develop-
ment and is central to the individual’s social capital since its main pur-
pose is to increase the skills, networks and resources individuals need to
address different social and educational shortages, and find new opportu-
nities. A general guideline in this process is the individual’s development
through their own action and participation in the learning process where
their needs and interests are accounted for. It is also important for the com-
munity itself since it strengthens its capacities and therefore improves the
overall quality of life (Horyna & Decker, 1991; Rubenson, 2011; Scottish
Executive, 2004).
Community learning is sometimes also referred to as informal edu-
cation and community empowerment and has a particular concern deliv-
ering learning and development opportunities to socio-economically dis-
advantaged individuals. Its approach is collaborative, anti-discriminatory
and equality-focused and, besides conventional teaching methods (reading,
writing, tutorials, presentations, group work), is based on informal teach-
ing methods (e.g. role play, socio-drama, photo language, art, case studies,
52
we also wanted to review the practical implications of this theoretical con-
cept in practice, we also searched for related results online (Google). The
main key words initially used in both cases were: community learning,
community education, community-based programmes, informal educa-
tion, community education dropout prevention, and ESL and communi-
ty learning. In this first step, we noticed a very limited number of research
results under the term “community learning”. We therefore expanded our
search to the field of adult education in which community learning is large-
ly incorporated. We also examined references cited in the reviewed articles,
educational programme brochures, and project reports. Texts that were
taken into account had to meet the following criteria: the topic needed to
address community learning or education in theory and/or practice, and
needed to address the role of community-based learning and education in
tackling ESL rates. Conclusions are primarily based on findings from theo-
retical and research articles, and evaluations of different community learn-
ing projects/programmes that were available.
Principles and Aims of Community Learning
Community learning is a theoretical concept which comprises ways of
working with and supporting communities through community action
and community-based learning. It promotes learning and social develop-
ment and is central to the individual’s social capital since its main pur-
pose is to increase the skills, networks and resources individuals need to
address different social and educational shortages, and find new opportu-
nities. A general guideline in this process is the individual’s development
through their own action and participation in the learning process where
their needs and interests are accounted for. It is also important for the com-
munity itself since it strengthens its capacities and therefore improves the
overall quality of life (Horyna & Decker, 1991; Rubenson, 2011; Scottish
Executive, 2004).
Community learning is sometimes also referred to as informal edu-
cation and community empowerment and has a particular concern deliv-
ering learning and development opportunities to socio-economically dis-
advantaged individuals. Its approach is collaborative, anti-discriminatory
and equality-focused and, besides conventional teaching methods (reading,
writing, tutorials, presentations, group work), is based on informal teach-
ing methods (e.g. role play, socio-drama, photo language, art, case studies,
52
