BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

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Association; others are more specialized such as the American Vocational Association. But all study policy options, provide information and analyses to Congress and their members, and attempt to develop support for the proposals they seek. 22. Private foundations must also be recognized. Although they provide only a small amount of funds, through concentrated support of specific projects or work in specific areas, their impact has been and continues to be substantial in areas where they have concentrated their support. They have been particularly active in supporting educational innovations and research. THE HISTORY OF <strong>COMMUNITY</strong> EDUCATION 23. Community education as a well-defined concept and formal movement is a recent phenomenon on the American education scene. Its roots, however, extend back to the very beginning of American educational programs. As described in the last section, in earlier days many community activities took place in the schools. They were central gathering places for local citizens. They were the center of many communities' academic, social, cultural and recreational life. But as the society became more industrial and urbanized and institutions became more specialized, the school found itself more isolated from the community it served. Although schools were used occasionally for community use such as adult education programs in large cities which began in the 1880's, the trend of closing the schools at the end of the school day continued. 24. It was not until the late 1920's and early 1930's that the development of what is now called community education began. Frank J. Manley arrived in Flint, Michigan in 1927 as the director of physical education. He was very concerned about the rate of juvenile delinquency in the city and sought to reduce it through recreation programs. In 1935 he met Charles Stewart Mott, the founder and president of the Mott Foundation. Shortly thereafter, the Mott foundation gave the Flint School Board funds to open five school sites to provide recreational opportunities in different parts of the city. 25. The first staff, hired on a part-time basis, quickly realized that recreation programs alone did not significantly reduce juvenile delinquency rates and that the youth's home background would have to be dealt with. Mr.' Manley and his staff began to develop programs and activities that related specifically to the needs of the youth and their families. These 14
programs continued through the 1940's and other community education programs in eight small Michigan communities were sponsored by the W.K. Kellogg Foundation. 26. The early 1950's saw another major step in the development of community education. In 1951 the first full-time community school director was appointed to a school in Flint. This meant that the community to be served was the same as that served by the school. Along with that, the community school director worked closely with all school personnel and had full access to the school facilities. Two additional requirements - that the director was a college graduate and had a teaching certificate - were also added during that time. 27. At this time Mr. Manley became a guest instructor at Eastern Michigan and Michigan State University. He organized a graduate program in which the Flint community education directors were enrolled and which stressed the development of leadership skills. This program culminated in the Inter-University Clinical Preparation Program, begun in 1964, in which seven State universities in Michigan, the Mott Foundation and the Flint school system joined to provide formal leadership training courses leading to advanced degrees. 28. In the early 1960's the Mott Foundation began to establish regional centers at major universities to distribute information, offer technical assistance to local districts, and train leaders for community education. Smaller centers have also been established at universities or with State education departments to encourage the growth of programs in specific areas. 29. The number of school districts which had community education programs in the early 1960's was still very small. They were clustered largely in Michigan. In the last ten to fifteen years, however, this situation has changed dramatically. The rapid increase was due in large part to the leadership of the above-mentioned Mott Foundation centers. Additionally, in the mid-1960's there was increased State and Federal involvement in community education. With increased Federal spending on education and community development, funds for community education development became available through President Johnson's War on Poverty. 30. Aided by additional funds and technical assistance provided by the State and Federal governments in the last few years and with the educational situation changing rapidly, the rise in the number of community education programs has been dramatic. 15
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 and 12: INTRODUCTION 1. Change and the deve
Page 13 and 14: different groups within the communi
Page 15: Congress passed the National Defens
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
Page 62 and 63: ut the ungraded home base system al
Page 64 and 65: Figure 6 SITE PLAN OF DANA P. WHITM
Page 66 and 67:
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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