BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

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this process that an on-going procedure is established for working together on all community issues."(l) 5. The development of specific educational, cultural, recreational or other programs is not ignored in this approach, but is secondary to the development of this new community-school relationship and a new attitude on the part of school officials as to the school's responsibility within the community. Increased use of school facilities, for instance, might contribute to these goals, but it would not necessarily be of primary importance in this approach. 6. The community education concept, then, is changing quickly. What follows are brief outlines of the history of the trends in American education as they relate to community education, a brief history of the development of community education in the United States and a description of the role of the U.S. Office of Education today. The changes which are occurring have their roots in this history and in the unique problems confronting American education today. AN OVERVIEW OF THE AMERICAN EDUCATIONAL SYSTEM 7. In American educational history, schools have been used for many different activities. As the western half of the United States was being settled, schools served as sites for church services, town meetings, courts, and many other purposes. Often the school was the only public building in a town. During the period of economic depression of the 1930's, schools housed communal food preserving activities, programs of hot meals for the poor and vocational retraining programs for adults. 8. During both World Wars, volunteers packed bandages and made clothes for soldiers in the schools. Schools also served as collection points for recycling materials needed in the war effort. During the Cold War period of the 1950's, many schools served as emergency fallout shelters and housed food and medical supplies. Schools have been continually used as emergency hospitals, refugee centers, and communications centers during periods of natural disaster. 9. Most of these uses of the schools were and are considered separate from and outside of what is considered the schools' only function by most people - teaching the young. While the use of school facilities by many l) J. Minzey and C. LeTarte, "Community Education: From Program to Process", Community Education Research Monograph, vol. 1, N° 3, p.3, Pendell Publishing Co., Midland, Michigan, 1972. 10
different groups within the community has a long history, the separation between those activities and the regular school program has been great. Community education is both building on elements of American educational history and developing significant new patterns. 10. The many different uses of the schools were and are determined.by the State and local governments. Their authority in this area is protected by the Tenth Amendment to the United States Constitution, which is commonly called the "reserve powers clause". This Amendment guarantees that powers which are not specifically given to the Federal Government belong to each State. Since education is not specifically noted as a national function, each State has the responsibility for determining educational policies within its borders. Different States choose to exercise their responsibilities in different ways in responding to the educational needs of their children and youth. 11. Each State has a State Board of Education which is either elected directly by the people of that State or appointed by the Governor. They are empowered to formulate policies relating to such educational affairs as allocation of school funds, certification of teachers, textbooks and library services, provisions for records and educational statistics and overall coordination of the State school system. 12. Each State (except Hawaii) has provided for the establishment of local administrative districts, and vested them with extensive authority and responsibility for establishing and regulating the schools in their districts. Each local school district has a board of education, usually made up of five to seven members who have been appointed by higher officials or elected by citizens of the school district. Within the limits of State policy, the board operates the local school system through the school superintendent and his or her staff. 13. Monitoring the local school districts and developing curriculum guidelines and other educational policy is the responsibility of each of the State education departments. The staff of the State department of education is composed of supervisory, professional and administrative personnel appointed by the State superintendent or the board. Among other activities, the State professional personnel of elementary, secondary, and specialized fields of education normally work in one way or another with local school officials to provide consultative and other services. Data 11
Page 1 and 2: OECD BUILDING FOR SCHOOL AND COMMUN
Page 3 and 4: OECD PROGRAMME ON EDUCATIONAL BUILD
Page 5: PREFACE CONTENTS THE DEVELOPMENT OF
Page 8 and 9: strictly speaking a case study repo
Page 11: INTRODUCTION 1. Change and the deve
Page 15 and 16: Congress passed the National Defens
Page 17 and 18: programs continued through the 1940
Page 19 and 20: 36. There are now approximately 1 1
Page 21 and 22: Secretary of the Department of Heal
Page 23: 53. All of these trends have combin
Page 27 and 28: INTRODUCTION CONTENT OF STUDY 1. Th
Page 29 and 30: is available on these projects, thi
Page 31 and 32: school to widen its uses to include
Page 33 and 34: In 1935 financial support for commu
Page 35: GLOSSARY OF TERMS 19. Mainly for th
Page 38 and 39: the study, depends largely on the a
Page 40 and 41: to the acceptability of uses. State
Page 42 and 43: Background Information THE PURPOSE-
Page 44 and 45: -P- -P- Center a) Dana P. Whitmer H
Page 46 and 47: 4> C^ Table 5 ACHIEVEMENTS AND PROB
Page 48 and 49: Figure 1 PLAN OF DANA P. WHITMER HU
Page 50 and 51: Figure 2 PLAN OF THOMAS JEFFERSON J
Page 52 and 53: Figure 3 PLAN OF PAUL LAURENCE DUNB
Page 54 and 55: VJl 4> Figure 3 PLAN OF PAUL LAUREN
Page 56 and 57: came out was what the community wan
Page 58 and 59: social pressures and economic condi
Page 60 and 61: Figure 4 TEAM TEACHING ORGANISATION
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ut the ungraded home base system al
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Figure 6 SITE PLAN OF DANA P. WHITM
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however, at the seam between large
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Figure 8 DIAGRAM OF SPACE USAGE FOR
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agencies, but also an office for pa
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71. The author then proceeds to ana
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districts in the United States to t
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the inner city were changed to acco
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86. He organised marathon basketbal
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school, (the largest In New Jersey,
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Part Two CO-ORDINATION ON A CITY-WI
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was conducted, neither of these pla
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30% use empty schools for new purpo
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ORGANIC GROWTH OF THE COMMUNITY SCH
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"Almost without exception, the vari
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supermarket has proved to be an exc
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- working at a large enough scale;
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126. The list of projects dedicated
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and to specific measurable educatio
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ii) Problems and Barriers 133. Desc
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Figure 13 ORIGINAL PROPOSAL FOR A M
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open warehouse space into highly pe
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107 PEB Secretariat
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parts of the community. He often co
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tion of new teachers; staff develop
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iii) produce a detailed planning pr
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problems associated with them. None
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158. Even though the intention to d
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Figure 14 THE ORGANISATIONAL UNITS
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e) Examples of Cases Implemented 16
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- and the indoor recreation buildin
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Figure 16 FLOOR PLAN OF MACK SCHOOL
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Figure 17 FLOOR PLAN OF BRYANT SCHO
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of its curriculum, it also sets an
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Meeting to select new staff and str
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iii) in terms of process: - the pro
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BIBLIOGRAPHIC REFERENCES PUBLISHED
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Ann Arbor, Michigan CASE STUDY MATE
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"How to Get the New Jersey- High Sc
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Pontiac, Michigan "Whitmer Human Re
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INTRODUCTION 1. Co-ordination of sc
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student comes out of the educationa
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Part One INDICATIONS OF CHANGE Resu
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neighborhoods there at all, at leas
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HUMAN RESOURCES CENTER, PONTIAC, MI
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44. Such a design was somewhat exce
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assignments, etc.(l) Thus education
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47. The remainder of this paper wil
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Part Two CO-ORDINATION OF FACILITIE
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54. The impact on co-ordination was
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59. Turned into a method, it is as
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citizens and users have been involv
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j) The planners and architects will
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GAME 1. Developing an Inventory The
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FIRST NEIGHBORHOOD CENTER, GANANDA
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Making Maps 69. Every community and
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Children Making Maps RE-USE OF THE
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ANN ARBOR, MICHIGAN Children and pa
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citizens to walk in off the street
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design. Two young people from the c
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89. Gradually a design for the buil
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and representatives of the communit
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IX. Final Town Meeting. The followi
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III. Third day. Team executes desig
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user/needs are being properly met,
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120. Perhaps the most radically new
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125. The reasons for this growing c
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134. But a new building (or even a
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