BUILDING FOR SCHOOL AND COMMUNITY - Kennedy Bibliothek

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viii) The program must provide for the active and continuous involvement of institutions, groups and individuals broadly representative of the community served. They must be continually involved in the assessment of community needs, the identification of community resources, and in program evaluation. 37. Beyond these basics, the desire is to fund a number of programs across the country which are trying innovative approaches to meeting community needs and which might serve as models for other programs. Program funds, therefore, go to different regions of the country with programs to be run by different groups within the community in co-operation with the schools and directed toward many different problems. 38. Grants to the State education departments develop their capacity to aid the development of community education in their State. Each State department develops its own plan based on the needs it perceives, its relationship to the local education agencies, and its unique goals. Programs include staff training, workshops for school officials and community leaders, and other technical assistance. 39. Financial assistance is provided to a number of colleges and universities to help establish or expand programs which will train persons to plan and operate community education programs. Again, there will be experimentation with different training methods and approaches to various issues. Training programs will focus on the different leadership positions in community education, improving the skills needed for successful programs, and improving knowledge of community structure. 40. During the year for which these grants are awarded, the staff of the Community Education Program works closely with the grantees. Through this relationship, the funded programs receive technical assistance and through their experimentation and evaluation, they will contribute to a growing body of knowledge about community education. 41. The Community Schools Act has also mandated that a Community Education Clearinghouse be established to collect and disseminate information about community education. The clearinghouse will take a very active role in identifying areas where there seems to be lack of materials and working closely with programs across the country. The staff of the Community Education Program will work closely with the clearinghouse, helping to develop its priorities based on the experience and needs of the grantees. 42. To advise the Commissioner of Education on policy matters related to community education, the Act provides for the establishment of a national Community Education Advisory Council. This Council is selected by the 18
Secretary of the Department of Health, Education, and Welfare (of which the Office of Education is a part) and is composed of people with experience in community education programs and related educational areas. The current Advisory Council is attempting to evaluate the present state and needs of community education, concentrating its efforts on research which examines various aspects of community education in detail. 43. While there has been research done on community education in the past, it has often been either too specifically devoted to one area of the country or the questions to which it was addressed are not those that are now most crucial for local needs. Some of the current Advisory Council projects include an examination of the role of State education agencies in community education, the identification of related Federal programs which provide aid for components of community education programs, the development of materials suggesting alternative approaches to increasing community participation, and exploring ways to increase the impact of community education and senior citizens on each other. Together, these projects will contribute to increased understanding of the dynamics of community education and improved programs. 44. Thus, in summary, the goals of Federal involvement in community education are basically fourfold: to provide additional financial resources to community education, to develop and disseminate information on successful practices, to systematically evaluate the results of community education programs, and to encourage local and State efforts without supplanting the work already begun. FACTORS INFLUENCING THE GROWTH OF <strong>COMMUNITY</strong> EDUCATION 45. The preceding discussion describes the growth of community education from a local experiment to a nationwide program. What remains to be explained is why this happened and what changes in American society have contributed to the dramatic growth of community education. 46. Several reasons for this growth need to be mentioned here. First, America's demographic patterns have been changing considerably over the last forty years. Throughout the first half of this century and into the second half, the cities were swelled with people moving from rural areas and' small towns in search of work and a higher standard of living. City living, with all of its transience, lack of community, and anonymity, led to many new large scale social problems. The first community education programs were attempts to deal with these problems. 19
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 and 18: programs continued through the 1940
Page 19: 36. There are now approximately 1 1
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
Page 68 and 69: 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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