BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

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STATE AND FEDERAL SUPPORT FOR COMMUNITY EDUCATION 31 . The need for support and leadership of community education at the State and local levels has grown as the number of community education programs has increased in recent years. It is noteworthy that even in these times of severe budget constraints, especially, at the State level, seven States have introduced legislation which would provide funds and guidelines for the development of community education programs. Seven States have passed such legislation into law in the last five years and are now making grants to local school districts to support community education. 32. The States are also providing much more than funding to the local school districts. State plans are being developed to coordinate local program development. Training, technical assistance and the involvement of other institutions such as community colleges and local governments, are facilitated by the State education departments or the commissions they delegate to oversee community education. It is at the State level that co-ordination with education associations, associations of commerce and industry, labor organizations, and others is carried out. Perhaps most important, with co-ordination at the State level, resources can be used fully, and the lessons learned in one area can be transmitted to another so that programs can be.. developed 'quickly, and successfully. 33. These same needs for coordination and technical assistance exist at the Federal level as well. Liaison is needed with the national network of community education training centers and national associations. Coordination is needed between the States, and funds are needed for the development of programs. 34. In response to these growing needs, the Congress passed and President Ford signed into law the Community Schools Act as a part of the Educational Amendments of 1974. The Act authorized the U.S. Commissioner of Education to carry out a program which would encourage a wide variety of community education programs in the different States. 35. The Commissioner is authorized to make grants to support community education in a variety of ways. The total amount of grants awarded to local education agencies, State departments, and colleges and universities for the 1976-77 school year is $3.5 million. As the amount of funds available is extremely limited, the purpose of these grants is to stimulate the development of community education programs without taking over primary funding responsibility from the State and local levels. To insure this, grants are made for only one year and they never pay for the full cost of any program, but they do insure that there is an administrator who can bring together existing community resources and services. 16
36. There are now approximately 1 185 school districts across the country which have community education programs (almost one of every 17 school districts). To facilitate the development of new programs and the expansion and improvement of programs already established, federal grants were made to 48 school districts during Fiscal Year 1976. While these programs differ substantially, the Community Schools Act requires that all be designed to achieve or currently demonstrate these minimum elements: i) The program must provide for direct and substantial involvement of a public elementary or secondary school in the administration and operation of the program. ii) The program must serve an identified community which is at least co-extensive with the school attendance area of the school involved in it, except where circumstances warrant the identification of a smaller community. iii) Program services to the community must be sufficiently concentrated and comprehensive in a specific public facility. Satellite or mobile facilities related to the community center may be used by the center for the provision of a portion of the program's activities. iv) The program must extend the program activities and services offered by, and uses made of, the public facility being used. This extension should include the scope and nature of the program service, the total population served, and the hours of service. v) The program must include systematic and effective procedures (a) for identifying and documenting on a continuing basis the needs, interests, and.concerns of the community served, and (b) for responding to such needs, interests and concerns. vi).The program must provide for the identification and utilization to the fullest extent possible of educational, cultural, recreational and other existing or planned resources in the community. The program must also be designed to encourage and utilize co-operative arrangements among public and private agencies to make maximum use of the talents and resources of the community, avoiding duplication of services. vii) The program must be designed to serve all age groups in the community as well as groups within the community with special needs (such as persons of limited English-speaking ability, mentally or physically handicapped, etc.) or other special target groups not adequately served by existing programs in the community* 17
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 and 16: Congress passed the National Defens
Page 17: programs continued through the 1940
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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