Page 54 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 54
the whole process. Strengthening and encouraging individuals’ capacity
to be able to help themselves (Self-help) and develop responsibility for their
own well-being is another core element of community learning. Leadership
development is another basic principle of planning community-based ed-
ucation. It refers to the identification, development and use of local citi-
zens and their capacities to lead, organise and help develop communi-
ty-based learning. Where learning and educational processes take place
(Localisation) is also another important aspect. Activities, programmes and
events that are brought closer to where people live and are easily accessed
have the greatest potential for high-level participation. Diverse needs and
interests are also more easily met when different organisations that operate
for the public good establish close working relationships (Integrated deliv-
ery of services) (another important relationship in the educational context
is that between schools and other organisations) and use physical, financial
and human resources of every community to their fullest (Maximum use
of resources). Public institutions also have a responsibility to develop for-
mal and informal learning opportunities that respond to the ever changing
needs and interests (Responsiveness) of their residents of all ages (Lifelong
Learning). It is also very important that such programmes and activities
involve the broadest section of residents (Inclusiveness) who are not filtered
by age, income, sex, race, religion, ethnicity etc. (Cobb, 2012; Horyna &
Decker, 1991).
A review of existing practices of community learning projects (e.g.
Coalition for Community Schools, 2012; Community Learning Partnership,
2015; European Commission Lifelong Learning Projects, 2016; National
Center for Family and Community Connections, 2008; Community
Learning Collaborative, 2016) showed that most community learning and
community-based education projects derive their basic approaches from
the previously mentioned theoretical framework. This means that commu-
nity-based projects operate on the following postulates: Education is based
on participants’ needs, experiences, prior knowledge and their socio-eco-
nomic and personal characteristics, community life is included as a rich
source of knowledge, the education process is dialogical, learning is mutu-
al, there is congruency between what is being taught and experienced, the
potential of each participant is encouraged, the venue takes place in a com-
munity, learning occurs in a hospitable and supportive environment, there
is a valuing of diversity in intelligence, assessment is holistic in nature and
there is a commitment to using culturally relevant material. The content of
54
to be able to help themselves (Self-help) and develop responsibility for their
own well-being is another core element of community learning. Leadership
development is another basic principle of planning community-based ed-
ucation. It refers to the identification, development and use of local citi-
zens and their capacities to lead, organise and help develop communi-
ty-based learning. Where learning and educational processes take place
(Localisation) is also another important aspect. Activities, programmes and
events that are brought closer to where people live and are easily accessed
have the greatest potential for high-level participation. Diverse needs and
interests are also more easily met when different organisations that operate
for the public good establish close working relationships (Integrated deliv-
ery of services) (another important relationship in the educational context
is that between schools and other organisations) and use physical, financial
and human resources of every community to their fullest (Maximum use
of resources). Public institutions also have a responsibility to develop for-
mal and informal learning opportunities that respond to the ever changing
needs and interests (Responsiveness) of their residents of all ages (Lifelong
Learning). It is also very important that such programmes and activities
involve the broadest section of residents (Inclusiveness) who are not filtered
by age, income, sex, race, religion, ethnicity etc. (Cobb, 2012; Horyna &
Decker, 1991).
A review of existing practices of community learning projects (e.g.
Coalition for Community Schools, 2012; Community Learning Partnership,
2015; European Commission Lifelong Learning Projects, 2016; National
Center for Family and Community Connections, 2008; Community
Learning Collaborative, 2016) showed that most community learning and
community-based education projects derive their basic approaches from
the previously mentioned theoretical framework. This means that commu-
nity-based projects operate on the following postulates: Education is based
on participants’ needs, experiences, prior knowledge and their socio-eco-
nomic and personal characteristics, community life is included as a rich
source of knowledge, the education process is dialogical, learning is mutu-
al, there is congruency between what is being taught and experienced, the
potential of each participant is encouraged, the venue takes place in a com-
munity, learning occurs in a hospitable and supportive environment, there
is a valuing of diversity in intelligence, assessment is holistic in nature and
there is a commitment to using culturally relevant material. The content of
54
