Pengurusan Fail Panitia

PENGURUSAN FAIL PANITIA

Sistem Pengurusan Fail Kurikulum


—Kod fail bernombor bagi kurikulum (06)
* 06/01 - Laporan Lawatan
* 06/02 - Jadual Waktu
* 06/03 - Kursus pengajian
* 06/04 - Pelbagai
* 06/05 - Ujian / Peperiksaan
FAIL-FAIL YANG PERLU ADA DALAM SETIAP PANITIA MATA PELAJARAN DI SEKOLAH
* 06/06 - Panatia Mata pelajaran

J B A X X X X / 0 6 / 0 6 / X X X(Kod Sekolah / (Kurikulum) / (Panatia) / (Mata Pelajaran)

1. 06/06/XXXA Fail Induk
2. 06/06/XXXB Sukatan Pelajaran
3. 06/06/XXXC Mesyuarat Panatia
4. 06/06/XXXD Program Kecemerlangan
5. 06/06/XXXE Keputusan Ujian Dan Peperiksaan
6. 06/06/XXXF Penyeliaan
7. 06/06/XXXG Pemeriksaan Buku Latihan
8. 06/06/XXXH Aktiviti Ko-Kurikulum
9. 06/06/XXXI Bank Soalan
10. 06/06/XXXJ Maklumat Guru Mata Pelajaran
ISI KANDUNGAN YANG PERLU ADA DALAM FAIL PANITIA

1. 06/06/XXXA – Fail Induk
1.1 Surat-surat perhubungan luar
2. 06/06/XXXB – Sukatan Pelajaran
2.1 Sukatan Pelajaran (Semua Tahun/Tingkatan)
2.2 Huraian Sukatan Pelajaran (Semua Thn/Ting)
2.3 Rancangan Pelajaran Tahunan (Semua Thn/Ting)
2.4 Senarai Buku Rujukan Guru/Murid
2.5 Pekeliling Ikhtisas yang berkaitan dengan kurikulum
3. 06/06/XXXC – Mesyuarat Panatia
3.1 Surat panggilan mesyuarat panatia peringkat sekolah
3.2 Minit Mesyuarat (sekurang-kurangnya 3 x setahun)
4. 06/06/XXXD – Program Kecemerlangan
4.1 Perancangan Program
4.2 Perlaksanaan Program
5. 06/06/XXXE – Keputusan Ujian Dan Peperiksaan
5.1 Analisa Keputusan (UPSR/PMR/SPM/STPM) peringkat sekolah
5.2 Analisa Peperiksaan Mata Pelajaran Dalam Peperiksaan Awam
5.3 Analisa Pencapaian Mata Pelajaran Peringkat Sekolah (bulanan/penggal)
5.4 Headcount
5.5 Postmortem

6. 06/06/XXXF – Penyeliaan
6.1 Jadual Penyeliaan/ Pencerapan
6.2 Laporan Penyeliaan P&P Oleh Pengetua / Guru Besar
6.3 Laporan Penyeliaan P&P Oleh GPK
6.4 Laporan Penyeliaan P&P Oleh Guru Kanan Panatia
6.5 Laporan Penyeliaan P&P Oleh Rakan Sejawat
7. 06/06/XXXG – Pemeriksaan Buku Latihan
7.1 Jadual Pemeriksaan Buku Latihan/ Rampaian
7.2 Jadual Pemeriksaan Buku Program/ Buku Kerja/ Buku Nota
8. 06/06/XXXH – Aktiviti Ko-Kurikulum
8.1 Surat-menyurat Ko-kurikulum Akademik
8.2 Laporan Ringkas Aktiviti
9. 06/06/XXXI – Fail Bank Soalan
9.1 Koleksi Soalan Ujian/ Peperiksaan Yang Dibina Mengikut Tingkatan/ Tahap Murid Peringkat Sekolah
9.2 Koleksi Soalan Dari Daerah/ Negeri Lain
9.3 Koleksi Soalan Yang Telah Dianalisis (Bank Soalan)
10. 06/06/XXXJ – Fail Maklumat Guru Mata Pelajaran
10.1 Maklumat Peribadi Guru
10.2 Jadual Waktu Mengajar Guru
10.3 Carta Organisasi Kurikulum/ Panatia
10.4 Jawatankuasa Panatia


Kertas Minit (Doket)
Surat Keluar Direkod Dengan Dakwat Biru/Hitam
(merekodkan penerima dan tarikh dihantar)
Surat Masuk Direkod Dengan Dakwat Merah
(merekodkan no. ruj. surat, tarikh, tajuk/perkara, tarikh dimasukkan fail)


BIL
NO. RUJ
TARIKH SURAT
TAJUK/ PERKARA
TARIKH DIHANTAR/ TERIMA
RANCANGAN PANITIA
—Adakah guru menyediakan perancangan terperinci dan peningkatan prestasi setiap kelas yang diajar?
—Adakah GK MP/KP membincangkan keputusan peperiksaan setiap kelas dalam mesyuarat dan apakah langkah yang diambil untuk mengatasinya?
—Adakah GK MP/KP menyediakan piawai kerja latihan untuk semua tingkatan yang dianggap mencukupi dan mencabar?

—Adakah GK MP/KP sering mencerap guru terutama guru bermasalah dan apa tindakan susulan yang diambil?
—Adakah GK MP/KP sering memeriksa buku rekod guru dan buku latihan murid?
—Apakah kursus atau bentuk-bentuk lain yang dilakukan untuk meningkatkan ilmu/kemahiran?
—Adakah GK MP/KP membuat pendedahan kaedah P&P yang terkini?


—Adakah motivasi guru dapat ditingkat-kan?
—Adakah guru dan panatia yang cemerlang mendapat pengiktirafan dan ganjaran?
—Adakah potensi pelajar dikesan dan bagaimana?
—Adakah guru mempunyai maklumat tentang pelajar yang menggambarkan keupayaan mereka?
—Adakah guru memberi pendedahan dan cara belajar berkesan dan bagaimana meningkatkan motivasi pelajar?

—Bagaimana guru memainkan peranan untuk membuat perubahan sikap,ilmu dan kemahiran kepada pelajar?
—Adakah analisis jurang atau perbandinngan keperluan semasa dan keperluan yang dikehendaki dibuat?
—Adakah penekanan tentang pengawalan dan penilaian program/aktiviti dibuat?
—Adakah benchmarking dibuat?

Terima Kasih

Lifelong learning

Education Encyclopedia: Lifelong Learning
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Home > Library > History, Politics & Society > Education Encyclopedia
Lifelong learning is a broad, generic term that is difficult to define with specificity. Its overlap, or its interchangeable use, with other closely related concepts, such as lifelong, permanent, recurrent, continuing, or adult education; learning organizations; and the learning society (society in which learning is pervasive), makes this even more true. For some it includes learning from childhood and early schooling, while others treat it in terms of the adult learning process. It has grown to a global concept, with differing manifestations that vary with national political and economic priorities, and with cultural and social value systems.
Lifelong learning is used here in an inclusive sense that accommodates this heterogeneity. A statement resulting from a collaboration of the European Lifelong Learning Initiative and the American Council on Education provides a workable expression of this broader acceptance:
Lifelong learning is the development of human potential through a continuously supportive process which stimulates and empowers individuals to acquire all the knowledge, values, skills, and understanding they will require throughout their lifetimes and to apply them with confidence, creativity and enjoyment in all roles, circumstances, and environments. (Longworth and Davies, p. 22)
This definition includes several basic elements of the lifelong learning ideal: (1) a belief in the idea of lifetime human potential and the possibility of its realization; (2) efforts to facilitate achievement of the skills, knowledge, and aptitudes necessary for a successful life; (3) recognition that learning takes place in many modes and places, including formal educational institutions and nonformal experiences such as employment, military service, and civic participation and informal self-initiated activity; and (4) the need to provide integrated supportive systems adapted to individual differences that encourage and facilitate individuals to achieve mastery and self-direction. Society should make these systems available to learners with flexibility and diversity.
Evolution of the Lifelong Learning Movement
Lifelong learning crystallized as a concept in the 1970s as the result of initiatives from three international bodies. The Council of Europe advocated permanent education, a plan to reshape European education for the whole life span. The Organisation for Economic Co-operation and Development (OECD) called for recurrent education, an alternation of full-time work with full-time study similar to sabbatical leaves. The third of these initiatives, a United Nations Educational, Scientific and Cultural Organization (UNESCO) report, Learning to Be (1972), drew most attention and had the broadest influence. Commonly known as the Faure Report, this was a utopian document that used the term lifelong education instead of lifelong learning, and it foresaw lifelong education as a transformative and emancipator force, not only in schools, but in society at large. One commentator, Charles Hummel, called the UNESCO concept a Copernican revolution in education.
U.S. educational and political leaders took note of these ideas. Usually, they adopted the term lifelong learning (rather than lifelong education) and applied it to adult education, leaving initial and secondary education to the existing system. The American discussion tended to be more pragmatic than visionary, addressing specific categories of educational need rather than proposing systems. The Mondale Lifelong Learning Act of 1976 included in its scope a laundry list of nearly twenty areas, ranging from adult basic education to education for older and retired persons, a charge that proved too diffuse to address with public policy. European and American policy interest in lifelong learning waned after the early 1980s, although interest continued among educational institutions and nongovernmental organizations.
Interest in lifelong learning revived in the early 1990s, both in Europe and the United States. A fresh round of studies and reports popularized the idea of lifelong learning, and it became part of national policy discussion, particularly as global competition and economic restructuring toward knowledge-based industries became more prevalent. In a full-employment economy, corporations perceived a benefit from investment in human capital, while a new workforce of knowledge technologists expected their employers to maintain their employability by investing in their education. The focus on learning thus shifted from personal growth to human resource development. Meanwhile, education and training approaches became central to a transition away from unemployment and welfare dependency.
Implementation of Lifelong Learning
Adult participation rates suggest that a mass population has embraced lifelong learning and that the learning society may have arrived. U.S. data for 1998 - 1999 show that an estimated 90 million persons (46% of adults) had enrolled in a course during the preceding twelve months, an increase from 32 percent in 1991. There are indications that large increases also occurred in other developed countries. Field called this a "silent explosion" that makes the most of the people inhabiting learning societies.
The U.S. figures stated above include only formal courses led by an instructor, divided into six categories: (1) English as a second language (ESL), (2) adult basic education and high school completion courses, (3) postsecondary credential programs, (4) apprenticeship programs, (5) work-related courses, and (6) personal development courses. The largest categories of participation during the twelve-month period were work-related and personal development courses. Informal learning was not included.
To serve such a vast population, and to absorb a nearly 50 percent rate of increase in less than a decade, implies a major increase in providers and services. An exhaustive discussion is not possible in this brief space, but some indications of change can be suggested. Public schools and community colleges in large measure serve ESL, adult basic education, and high school completion needs, especially preparation for the General Educational Development (GED) examination. Data on dropouts who have attained high school equivalency by age twenty-four indicate that these institutions are being successful in this mission. Many community colleges have increased their ESL programs to serve new immigrant populations, and a large number of voluntary and community organizations have joined them, especially in literacy programs.
Programs related to employment come from several sources: apprenticeship programs, work-related courses, and credential programs. An interesting development has been the collaboration between different providers attempting to enhance credentials by offering joint curricula; such as the collaboration between community colleges and corporations to offer apprenticeships and training in conjunction with the associate degree. Work-related courses touch on a broad range of content, providers, and delivery settings. They may be freestanding, self-contained experiences of a single course, or they may include sustained, interrelated courses that lead to a certificate or other qualification. Many sustained programs focus less on technical skills and more on the general education needed in the knowledge-based workforce. In some cases, largely depending on their size and commitment to workforce development, corporations may create their own internal corporate universities to offer extensive programs designed for their own needs. Others prefer to access the resources and experience of external providers, such as higher education institutions or professional education and training organizations. Community colleges have foreseen a major role for themselves in this work.
Around 1970 colleges and universities began to attract greater numbers of adult, nontraditional learners - this population increased from 27.7 percent of all higher education enrollments in 1970 to a range between 42 and 44 percent in the mid-1990s. Many programs adapted their practices and created new programs in response. A generation of innovation in higher education has opened many opportunities for adult learners. Changes have included greater flexibility in admissions and in time and place of instruction, more individualization of curricula, assessment for credit of previous courses and informal learning, transformation of faculty from teacher experts into mentors or facilitators, and provision of more intensive adult-oriented student services, including services responsive to the unpredictable exigencies of adult learners' lives.
Two other developments have attracted considerable attention. One is the rapid growth in the number of for-profit degree-granting institutions, which usually offer high-demand career-related curricula in cohort formats, providing learners with predictability in their time-to-degree and cost commitments. The record of accreditation at these institutions has established a reputation for quality. The other novelty is high-level for-profit certificate programs in information technology. These programs maintain quality through self-regulation, but they stand outside the usual quality-control systems. There is a fear, however, that they may draw lifelong learners away from institutions of higher education.
Personal development courses, which made up 23 percent of the 1998 - 1999 adult enrollments, are even more heterogeneous than work-related courses, both in their content and their providers. This may be the sector where lifelong learning serves its richest menu, ranging from health and fitness to recreation and hobbies, civic and political engagement, travel and cultural experiences, and religious and Bible studies. It can include every level of interest and every age or stage of development. For instance, major areas of growth have occurred in areas of interest to older learners. Organizations such as Institutes of Learning in Retirement and Elderhostel have played a role in this growth.
Ongoing Issues in Lifelong Learning
Despite a generation of discussion of the concept, a number of questions divide lifelong educators and policymakers. Several still prefer the term lifelong education because it implies a more explicitly intentional learning than the casual, unintended learning implied by lifelong learning. To many observers, lifelong learning itself is a contested concept with varying meanings and values. Some believe the broad humanistic and democratic idealism of the Faure Report has been sacrificed to an instrumental goal of human capital development, thus weakening the commitment to personal enrichment, civic participation, and social capital development.
Early advocates of lifelong learning not only regarded it as extending to the end of life, but also commencing in the earliest years. In practice, most innovation has come in programs conceived specifically for adults. By 2000, however, appeals to engage early schools in the lifelong learning enterprise began to reappear.
Finally, lifelong learning (and the creation of autonomous, self-directed individuals) implies a risk to learners and to social cohesion. Such emancipated persons can become less likely to defer to established institutions or to be guided by common social and cultural norms, adopting instead an analytical stance that isolates them from others and fragments society. The freedom of choice rests with them, but so also does the burden of responsibility in what some call critically reflective societies.
Conclusion
Few, if any, of the comprehensive, integrated lifelong learning systems envisioned by the Council of Europe and the Faure Report in the 1970s have been realized. On the other hand, observers cannot deny how closely linked learning and well-being have become in the twenty-first century - and how pervasive both awareness of and participation in lifelong learning activities are among contemporary populations. Numerous questions remain, not least among them the inequality of opportunity between well-educated persons and the less advantaged in given societies, and between developed and developing countries. Lifelong learning advocates can only hope that enough of the early fervor and optimism of the movement remain to find solutions to these issues.
Bibliography
Adelman, Clifford. 2000. A Parallel Postsecondary Universe: The Certification System in Information Technology. Washington, DC: U. S. Department of Education, Office of Educational Research and Improvement.
Aspin, David N., and Chapman, Judith D. 2000. "Lifelong Learning: Concepts and Conceptions." International Journal of Lifelong Education 19 (1):2 - 19.
Boshier, Roger. 1998. "Edgar Faure after 25 Years: Down but Not Out." In International Perspectives on Lifelong Learning, ed. John Holford, Peter Jarvis, and Colin Griffin. London: Kogan Page.
Drucker, Peter. 2001. "The New Workforce." The Economist November 3: 8 - 11.
Faure, Edgar, et al. 1972. Learning to Be: The World of Education Today and Tomorrow. Paris: UNESCO.
Field, John. 2000. Lifelong Learning and the New Educational Order. Sterling, VA: Trentham.
Field, John. 2001. "Lifelong Education." International Journal of Lifelong Education 20 (1/2):3 - 15.
Holford, John, and Jarvis, Peter. 2000. "The Learning Society." In Handbook of Adult and Continuing Education, ed. Arthur L. Wilson and Elizabeth R. Hayes. San Francisco: Jossey-Bass.
Houle, Cyril O. 1973. The External Degree. San Francisco: Jossey-Bass.
Houle, Cyril O. 1992. The Literature of Adult Education: A Bibliographic Essay. San Francisco: Jossey-Bass.
Hummel, Charles. 1977. Education Today for the World of Tomorrow. Paris: United Nations Educational, Scientific and Cultural Organization.
Kim, Kwang, and Creighton, Sean. 1999. Participation in Adult Education in the United States, 1998 - 1999. Statistics in Brief Report No. 2000-027. Washington, DC: National Center for Education Statistics.
Knapper, Christopher K., and Cropley, Arthur J. 2000. Lifelong Learning in Higher Education, 3rd edition. Sterling, VA: Stylus.
Lamdin, Lois, and Fugate, Mary. 1997. Elderlearning: New Frontier in an Aging Society. Phoenix, AZ: Oryx Press.
Longworth, Norman, and Davies, W. Keith. 1996. Lifelong Learning: New Vision, New Implications, New Roles for People, Organizations, Nations and Communities in the 21st Century. London: Kogan Page.
Maehl, William H. 2000. Lifelong Learning at its Best: Innovative Practices in Adult Credit Programs. San Francisco: Jossey-Bass.
National Center for Educational Statistics. 2001. Dropout Rates in the United States: 2000. Washington, DC: National Center for Education Statistics.
Peterson, Richard E., et al. 1979. Lifelong Learning in America. San Francisco: Jossey-Bass.
Richardson, Penelope L. 1987. "The Lifelong Learning Project Revisited: Institutionalizing the Vision." Educational Considerations 14 (2/3):2 - 4.
Ruch, Richard S. 2001. Higher Education, Inc.: The Rise of the For-Profit University. Baltimore: Johns Hopkins University Press.
Titmus, Colin. 1999. "Concepts and Practices of Education and Adult Education: Education and Lifelong Learning." International Journal of Lifelong Education 18 (5):343 - 354.
Zeiss, Tony, et al. 1997. Developing the World's Best Workforce: An Agenda for America's Community Colleges. Washington, DC: Community College Press.
— WILLIAM H. MAEHL
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Wikipedia: Lifelong learning
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Home > Library > Miscellaneous > Wikipedia
Lifelong learning, also known as LLL, is the "lifelong, lifewide, voluntary, and self-motivated"[1] pursuit of knowledge for either personal or professional reasons. As such, it not only enhances social inclusion, active citizenship and personal development, but also competitiveness and employability.[2]
The term recognises that learning is not confined to childhood or the classroom, but takes place throughout life and in a range of situations. During the last fifty years, constant scientific and technological innovation and change has had a profound effect on learning needs and styles. Learning can no longer be divided into a place and time to acquire knowledge (school) and a place and time to apply the knowledge acquired (the workplace).[3]
Contents
[hide]
1 Learning economy
2 Lifelong learning contexts
3 Metacognition
4 In practice
5 Lifelong learning professionals
6 See also
7 Further reading
8 Notes
//
Learning economy
Lifelong learning may be most usefully thought of as a policy response by largely western governments to a changing world. These underlying changes are a move away from manufacturing to a services economy, the emergence of the knowledge economy and the decline of many traditional institutions which has been requiring individuals to become more active in managing their lives.[4]
This has led to the realization that formal learning, typically concentrated in the earlier stages of life, can no longer sustain an individual throughout their life.
In a book by Christopher Day, published in 1998, Developing Teachers: The Challenge of Lifelong Learning, there was recognition towards the role of teachers in inculcating lifelong learning in the formal teachings of his/her students while at the same time realising the need for teachers to practice lifelong learning, in order to develop themselves as well. Through this realisation, that throughout a teachers/educators professional being, lifelong learning is a must[1].
In October 2006 the European Commission published a Communication entitled "Adult learning: It is never too late to learn."[2] This document suggests lifelong learning to be the core of the ambitious Lisbon 2010-process, in which the whole of the European Union should become a learning area. In December 2007, the European Parliament's Committe on Culture and Education published a "Report on Adult learning: It is never too late to learn", which recognized the Commission Communication and a number of related recommendations and resolutions, and which urged member states to establish a lifelong learning culture.[5][6]
In 2008, the OECD published an article entitled "Recognition of non-formal and informal learning in OECD countries: A very good idea in jeopardy?" which advocates a pragmatic approach to formal recognition of informal and non-formal learning. The author bases the distinctions between 'formal', 'informal' and 'non-formal' learning on three criteria. [7][8] The article points out that 'qualification' and 'certification' are "not very useful" in making the distinction between formal and informal and non-formal learning, and should be dropped. A common understanding of the meaning of the terms, or at least a framework for definition has important implications for workers in a global labour market and participants in formal and informal/non-formal learning environments.
Now, these days the buzz word is on metacognition - thinking about thinking, a higher order of thinking, that students and learners try to achieve to be better people. In this day and age, the ability to think what beyond what others do, thinking outside the storage room where the box is placed is a must have quality where with the ability to access the internet for the plethora of information that is not only written, complements the learning experience and enables anyone and everyone to practice lifelong learning - formally and informally.
Lifelong learning contexts
Although the term is widely used in a variety of contexts its meaning is often unclear.[9]
There are several established contexts for lifelong learning beyond traditional "brick and mortar" schooling:
Home schooling where this involves learning to learn or the development of informal learning patterns.
Adult education or the acquisition of formal qualifications or work and leisure skills later in life.
Continuing education which often describes extension or not-for-credit courses offered by higher education institutions.
Knowledge work which includes professional development and on-the-job training.
Personal learning environments or self-directed learning using a range of sources and tools including online applications.
Metacognition
Literally ‘thinking about the process of knowing,’ metacognition refers to “higher order thinking which involves active control over the cognitive processes engaged in learning.”[10]
Metacognition involves:
Knowledge: awareness of your own thought processes and learning styles, and knowledge of the strategies that might be used for different learning tasks.
Control or self-regulation: keeping track of your thinking processes, regulating and evaluating them.[11]
While the study of metacognition originally gave educational psychologists insights into what differentiated successful students from their less successful peers, it is increasingly being used to inform teaching that aims to make students more aware of their learning processes, and show them how to regulate those processes for more effective learning throughout their lives.[12]
As lifelong learning is "lifelong, lifewide, voluntary, and self-motivated"[1] learning to learn, that is, learning how to recognize learning strategies, and monitor and evaluate learning, is a pre-condition for lifelong learning. Metacognition is an essential first step in developing lifelong learning.
In practice
In India and elsewhere, the "University of the Third Age" (U3A) provides an example of the almost spontaneous emergence of autonomous learning groups accessing the expertise of their own members in the pursuit of knowledge and shared experience. No prior qualifications and no subsequent certificates feature in this approach to learning for its own sake and, as participants testify, engagement in this type of learning in later life can indeed 'prolong active life'.
In Sweden the successful concept of study circles, an idea launched almost a century ago, still represents a large portion of the adult education provision. The concept has since spread, and for instance, is a common practice in Finland as well. A study circle is one of the most democratic forms of a learning environment that has been created. There are no teachers and the group decides on what content will be covered, scope will be used, as well as a delivery method.
Sometimes lifelong learning aims to provide educational opportunities outside standard educational systems — which can be cost-prohibitive, if it is available at all. On the other hand, formal administrative units devoted to this discipline exist in a number of universities. For example, the 'Academy of Lifelong Learning' is an administrative unit within the University-wide 'Professional and Continuing Studies' unit at the University of Delaware.[13] Another example is the Jagiellonian University Extension (Wszechnica Uniwersytetu Jagiellonskiego), which is one of the most comprehensive Polish centers for lifelong learning (open learning, organizational learning, community learning).[14]
In recent years 'Lifelong Learning' has been adopted in the UK as an umbrella term for post-compulsory education that falls outside of the UK Higher Education system - Further Education, Community Education, Work-based Learning and similar voluntary, public sector and commercial settings.
Lifelong learning professionals
As the Jagiellonian University Extension defines it, there are seven main professional profiles in the Lifelong Learning domain:
trainer
coach
competency assessor
consultant
training project manager
curriculum designer
mentor
See also
Adult education
Andrew Cohen
Autonomous learning
Brain fitness
Community college
Continuing education
Experiential education
Folkbildning in Scandinavia an approach to community education
Further education
History of personal learning environments
Learning
Learning community
Osher Lifelong Learning Institutes
Part-Time Learner
UNESCO Institute for Lifelong Learning
University of the Third Age (U3A)
Vocational education
Widening participation
Further reading
Lifelong Learning and the New Educational Order by John Field (Trentham Books, 2006) ISBN 1-85856-346-1
The Rapture of Maturity: A Legacy of Lifelong Learning by Charles D. Hayes ISBN 09621979-4-7
SELF-UNIVERSITY: The Price of Tuition is the Desire to Learn. Your Degree is a Better life by Charles D. Hayes ISBN 0-9621979-0-4
Beyond the American Dream: Lifelong Learning and the Search for Meaning in a Postmodern World by Charles D. Hayes ISBN 0-9621979-2-0
Pastore G., Un’altra chance. Il futuro progettato tra formazione e flessibilità, in Mario Aldo Toscano, Homo instabilis. Sociologia della precarietà, Grandevetro/Jaca Book, Milano 2007 ISBN 978-88-16-40804-3
"Nine Shift: Work, life, and education in the 21st Century," By William A. Draves and Julie Coates ISBN1-57722-030-7
Notes
^ a b [Department of Education and Science (2000). Learning for Life: White Paper on Adult Education. Dublin: Stationery Office. http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1a/c6/5e.pdf]
^ a b Commission of the European Communities: "Adult learning: It is never too late to learn". COM(2006) 614 final. Brussels, 23.10.2006.
^ Fischer, Gerhard (2000). "Lifelong Learning - More than Training" in Journal of Interactive Learning Research, Volume 11 issue 3/4 pp 265-294.
^ Field, John (2006). Lifelong Learning and the New Educational Order. Trentham Books, 2006. ISBN 1-85856-346-1
^ European Parliament: Committee on Culture and Education: Report on Adult learning: It is never too late to learn (2007/2114(INI)). December 11, 2007.
^ For an interim report, see European Commission: Education and Culture: ‘Education & Training 2010’: Main policy initiatives and outputs in education and training since the year 2000. February 2008.
^ "whether the learning involves objectives, whether it is intentional and whether it leads to a qualification (the terms ‘qualification’ and ‘certification’ are taken as synonymous here, and they both refer to the process and the final outcome)"
^ ["Recognition of non-formal and informal learning in OECD countries: A very good idea in jeopardy?" http://www.oecd.org/dataoecd/9/16/41851819.pdf]
^ Aspin, David N. & Chapman, Judith D. (2007) "Lifelong Learning Concepts and Conceptions" in: David N. Aspin, ed.: Philosophical Perspectives on Lifelong Learning, Springer. ISBN 1402061927
^ Livingston, Jennifer A. (1997). "Metacognition: An Overview"
^ Pintrich, Paul R (2002) The role of metacognitive knowledge in learning, teaching, and assessing Theory Into Practice, Autumn http://findarticles.com/p/articles/mi_m0NQM/is_4_41/ai_94872708
^ Livingston, Jennifer A. (1997) Metacognition: An Overview http://www.gse.buffalo.edu/fas/shuell/CEP564/Metacog.htm
^ "Academy of Lifelong Learning". University of Delaware. 2006. http://www.academy.udel.edu/. Retrieved 2006-05-06.
^ "Wszechnica Uniwersytetu Jagiellonskiego". The Jagiellonian University. 2007. http://www.wszechnica.uj.edu.pl/. Retrieved 2007-05-15.

This entry is from Wikipedia, the leading user-contributed encyclopedia. It may not have been reviewed by professional editors (see full disclaimer)
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Learn More

Continuing Professional Education

Corporate Colleges

Distance Learning in Higher Education


Why lifelong learning is considered important in today's business environment? Read answer...

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lifelong edu

INTERNATIONAL VIRTUAL UNIVERSITY (U.K)
www.ivu.org.uk

Lifelong Learning

- Commitment to Lifelong Education -

Lifelong learning is the concept that "It's never too soon or too late for learning", a philosophy that has taken root in a whole host of different organisations. Lifelong learning is attitudinal; that one can and should be open to new ideas, decisions, skills or behaviors. Lifelong learning throws the axiom "You can't teach an old dog new tricks" out the door. Lifelong learning sees citizens provided with learning opportunities at all ages and in numerous contexts: at work, at home and through leisure activities, not just through formal channels such as Schools and Traditional learning institutes .

Lifelong education is a form of pedagogy often accomplished through non-traditional routes of education like distance learning and virtual education. It also includes postgraduate level programmes for those who want to improve their qualification, bring their skills up to date or retrain for a new line of work. Internal corporate training has similar goals, with the concept of lifelong learning used by organisations to promote a more dynamic employee base, better able to react in an agile manner to a rapidly changing climate. In later life, especially in retirement, continued learning takes diverse forms, crossing traditional academic bounds and including recreational activities.

One of the reasons why lifelong education has become so important is the acceleration of scientific and technological progress. Despite the increased duration of primary, secondary and traditional university education , the knowledge and skills acquired there are usually not sufficient for a professional career spanning three or four decades. For these we are committed to Lifelong Education

Sukatan Pendidikan Komuniti Tn.Rani okt.09

NO. 8


MAKLUMAT MATA PELAJARAN


Nama Mata Pelajaran
Pendidikan Komuniti
Kod
CMM 1283
Status
TERAS MAJOR
Peringkat
Sarjana
Nilai Kredit
3 (2+1): 2 jam kredit kuliah + 1 jam kredit amali
Pra Syarat
Tiada
Penilaian
Bentuk Penilaian
% Pecahan
- Penulisan1 kertas ilmiah secara individu
20%
- Penulisan dan pembentangan satu kertas seminar secara individu.
30%
- Peperiksaan Semester.
50%
JUMLAH
100%
Tenaga Pengajar
Abd.Rani bin Abdullah
Kaedah Peyampaian/ pengendalian
Pengajaran bersemuka/kuliah, media cetak dan media elektronik.
Semester
Tahun 1 Semester 2
Objektif Pembelajaran
Diakhir pembelajaran pelajar dijangkakan memperolehi :-

· Pengetahuan tentang definisi dan konsep masyarakat dan pendidikan..
· Pengetahuan tentang istilah, definisi, konsep dan ciri pendidikan komuniti.
· Pengetahuan tentang kaitan diantara masyarakat dengan pendidikan negara.
· Pengetahuan tentang peranan masyarakat dalam sektor pendidikan di Malaysia.
· Pengetahuan tentang keberkesanan program pendidikan ke atas aktiviti pendidikan tidak formal dan bukan formal oleh anggota masyarakat bukan guru.
· Pengetahuan tentang definisi, konsep dan ciri sekolah sebagai institusi masyarakat.
· Pengetahuan tentang peranan masyarakat terhadap pendidikan swasta.
· Pengetahuan tentang peranan pendidikan tidak formal dan bukan formal yang dimainkan oleh masyarakat dan media massa.
· Peranan dan fungsi kolej komuniti.
· Pengetahuan tentang pembelajaran dewasa.
· Pengetahuan tentang komuniti pembelajaran.

Sinopsis Mata Pelajaran
Tajuk-tajuk yang ditekankan :-
· Istilah, definisi, teori, konsep masyarakat atau komuniti (selain daripada guru dan pelajar sekolah) dan pendidikan.
· Istilah, definisi, konsep dan ciri pendidikan komuniti.
· Rasional dan kepentingan pendidikan tidak dan bukan formal bagi Malaysia.
· Kaitan antara masyarakat dengan pendidikan negara.
· Peranan masyarakat di dalam sektor atau industri pendidikan di Malaysia.
· Keberkesanan program pendidikan formal ke atas aktiviti pendidikan tidak formal dan bukan formal oleh masyarakat bukan guru.
· Sekolah sebagai institusi masyarakat-istilah, definisi, konsep dan ciri.
· Masyarakat dan pendidikan swasta-peringkat tadika, rendah, menengah dan IPTS.
· Aktiviti pendidikan tidak formal dan bukan formal melalui media massa.
· Pembelajaran dewasa.
· Komuniti pembelajaran.
Hasil Pembelajaran
· Kepakaran tempatan tentang pengurusan pendidikan komuniti akan bertambah.
· Kebergantungan kepada pakar luar dalam kedua-dua bidang ini akan kurang atau tidak wujud lagi.
· Menambah keberkesanan kegiatan pendidikan untuk komuniti (luar sekolah).
· Membangunkan kegiatan pendidikan sepanjang hayat.
· Membangunkan modal insan melalui pendidikan sepanjang hayat.
· Kegiatan pembelajaran dewasa (selepas sekolah, kolej dan universiti) akan berkembang.
· Membina komuniti pembelajaran.
Rangka Kursus
BIL

TAJUK

JAM
KULIAH
TUTORIAL
AMALI
1.
Istilah, definisi, teori dan konsep komuniti dalam pendidikan.
2
-
-
2.
Istilah, definisi, teori dan konsep pendidikan komuniti.
2
-
-
3.
Rasional dan kepentingan pendidikan tidak dan bukan formal.
2
-
-
4.
Kaitan masyarakat dengan pendidikan Negara.
2
-
-
5.
Peranan masyarakat dalam pendidikan tadika, rendah, menengah dan tinggi di Malaysia.
2
-
-
6.
Keberkesanan program pendidikan formal keatas aktiviti pendidikan tidak dan bukan formal oleh masyarakat bukan guru.
4
-
-
7.
Strategi membangunkan konsep Pembelajaran dewasa.
6
-
8
8.
Progam pendidikan sepanjang hayat: definisi, konsep dan strategi.
4
-
8
9.
Komuniti pembelajaran: definisi, konsep dan strategi.
4
-
12
Jumlah Jam
28
-
28
Persamaan Jam Jumlah Kuliah
28
-
14
Jumlah Persamaan Jam Kuliah
42
Jumlah Jam Kredit.
3
Latihan Amali
Membuat satu kertas kerja berdasarkan matapelajaran yang diambil dengan menjalankan kajian, perbincangan, soal selidik, rujukan dll. berkaitan. Kertas kerja merangkumi pelbagai aspek seperti isu semasa atau berbangkit, kajian kes, punca, sebab, cadangan, perancangan dan perlaksanaan.
Rujukan
A. BUKU
1.
Breckson, Donald J. Brick Lancaster, John R. Harvey and R. Brick Lancaster (1998) Community Health Education: Setting, Roles and Skills ; for the 21st Century.
2.
Cohen, Arthur M. and Florence B. Brawer (2002) The American Community Colleges. Jossey Bass Higher And Adult Education Series.
3.
Couchenour, Donna and Kent Chrisman (2003) Families, Schools and Communities: Together for Young Children.
4.
David Sobel (2004) Place-based Education: Connecting Classrooms & Communities (Nature Literacy Series Vol. 4). New Patriotism Series.
5.
Dodd, Anne Wescott and Jean L. Konzal (2002) How Communities Build Stronger Schools: Stories, Strategies and Promising Practices for Educating Every Child.
6.
Larry, E & Associates Decker and David Mathews (1990) Community Education: Building Learning Communities.
7.
McCaleb, Paloma (1995) Building Communities of Learner: A Collaboration Among Teachers, Students, Families and Community.
8.
Morton, Tommie Young (1995) After School and Parent Education Programs for At Risk Youth and Their Families: A Guide to Organizing and Operating a Community Based Center for Basic…Assistance, Cultural Enrichment, and...
9.
Palloff, Rena M and Keith Pratt (1999) Building Learning Communities in Cyberspace: Effective Strategies for the Online Learning. Jossey Bass Higher and Adult Education Series.
10.
Serviovanni, Thomas J (1999) Building Community in Schools. Jossey Bass Education Series.
11.
Shapiro, Nancy S, Nancy S. Shapiro and Nancy Shapiro (1999) Creating Learning Communities. A practical Guide fo Winning Support, Organizing for Change and Implementing Programs. Jossey Bass Higher and Adult Education Series.
12.
Smith, Barbara Leigh, Jean MacGregor, Roberta Matthews and Faith Gabelnick (2004) Learning Communities. Jossey-Bass Higher and Adult Education Series.
13.
Stein, David S and Susan Imel (2002) Adult learning in Community: New Directions for Adult and Continuing Education.


B. JURNAL/ARTICLES
1.
Barnhardt, Ray (1981) “Culture, Community and the Curriculum” in Center for Cross Cultural Studies. University of Alaska.
2.
Bauch, Patricia A (1998) “Parent-Teacher Participation in the Context of School Governance” in Peabody Journal of Education. Vol. 73, 1998.
3.
MaKenna, Christine, Harney, John O (1999) “University-Community relations” in Connection: New England’s Journal of Higher Education.
4.
Margaret, Farley (2994) “Continuing Education-What is All the Fuss About” in Canadian Operating Room Nursing Journal, March 2004.
5.
Phillips, John Arul (1983) “Reading Habits and Interest of Malaysia Adults” in Toyota Foundations: 19832-1983 Joint Project between UM,UKM, UTM, USM, and UPM.
6.
Roberts, Pamela (2006) “Community Service Learning-Merging Active Learning with Civic Action” in Community Works Journal.
7.
Ratner, Nancy (1997) “Classroom in the Community: Hampshire County Teachers Explore Community Service Learning” in Community Works Journal.
8.
Sanders, Mavis G. (2001) “The Role of Community in Comprehensive School, Family and Community Partnership Programs” in The Elementary School Journal. Vol. 102, No. 1, September 2001.
9.
Wade, Rahima C (1997) “ Community Service Learning: A Guide to Including Service in the Public School Curriculum” in Community Works Jurnal.

What is nonformal Edu.

.
What is Nonformal Education?
Arlen Etllng. Assistant Professor
The Pennsylvania State University

Can you list specific differences between forma1 and nonformal education? Is
informal education the same as nonformal education? Why do some agricultural educators
spell nonformal with a hyphen (non-formal) while others do not? Are these questions
really pertinent to the profession?

I believe that these are important questions. I believe that agricultural educators do a
disservice to the profession when they use such basic terms in an unscholarly manner. I
believe that important distinctions exist between formal and nonformal education and
between nonformal and informal education. I believe that agricultural educators need to be
aware of the distinctions in order to be effective educators, especially when moving from
formal settings to nonformal settings. I believe that the differences of opinion between
classroom teachers and extension educators will never be resolved until the distinctions
are fully understood and appreciated.The purpose of this philosophical article is to express a position and invite response.

My position (summarized in the previous paragraph) is based on preparation as
an agricultural educator (B.S. & M.S. in Agricultural Education) and on experience in
teaching in the classroom as well as in nonformal educational settings with the
Cooperative Extension Service. I have worked in two university departments that were
trying to prepare both forma1 and nonformal educators. Invariably conflicts have arisen
between those two efforts, usually over scarce resources. Without an understanding of the
strengths and weaknesses of both formal and nonformal education in agriculture, those
conflicts can be damaging.

This article will explore some of the differences and similarities among formal.
nonformal, and informal education. It will then state reasons why a balanced and informed
understanding of the three is important to our profession. Ultimately the goal of this
article is to lay the foundation for unity among agricultural educators whether they work in
forma1 settings, nonformal settings, or both. Agricultural educators, to me, include
secondary and post-secondary teachers of agriculture, teacher educators, professionals in
state departments of education whose primary responsibility is for agricultural programs,
extension agents, and individuals engaged in international agricultural education. My
opinions are presented here in order to begin a conversation rather than to deliver the final
work. Let us start with a key question.

What is Education?
Numerous definitions exist. Some of the older ones are some of the better ones. For
me education means learning knowledge, skills, and attitudes. The most important of
these is learning how to learn. Learning means deciding about your own lifestyle.
1 2
Journal of Agricultural Education
Teaching, by itself, does not constitute learning; neither does passive listening.
Learner’s must decide to incorporate any knowledge, skill or attitude into their own set of
values and behaviors (lifestyle), or the learning is not meaningful. Learning happens
outside the classroom as well as within. Some learning results from teachers and some
does not. Some learning is intended and some is accidental.
Three Types of Education

Most of the general population assume that education and schooling are
interchangeable terms. Many educators seem to feel that any education that happens
outside of school is somehow inferior, usually dubious, and certainly uncontrolled. Other
educators and many philosophers point out that learning takes place inside and outside of
classrooms. I believe that learning occurs in formal, nonformal, and informal educational
settings and that the learning experience can be equally powerful in each of those settings.
Formal education is properly associated with schools. A more precise definition is
by Coombs (1973), “the hierarchically structured, chronologically graded
educational system running from primary school through the university and including, in
addition to general academic studies, a variety of specialized programs and institutions for
full-time technical and professional training” (p. 11).

Nonformal (NFE) has been defined (Kleis. 1973. p. 6) as any intentional
and systematic educational enterprise (usually outside of traditional schooling) in which
content is adapted to the unique needs of the students (or unique situations) in order to
maximize learning and minimize other elements which often occupy formal school
teachers (i.e. taking roll, enforcing discipline, writing reports, supervising study hall,
etc.).

Nonformal education is more learner centered than most formal education. It has to
be. Learners can leave anytime they are not motivated. NFE tends to emphasize a cafeteria
curriculum (options, choices) rather than the prescribed, sequential curriculum found in
schools. In NFE human relationships are more informal (roles of teachers and students are
less rigid and often switch) than in schools where student-teacher and teacher-
administrator roles are hierarchical and seldom change in the short term. NFE focuses on
practical skills and knowledge while schools often focus on information which may have
delayed application. Overall NFE has a lower level of structure (and therefore more
flexibility) than schools.

Even less structured is informal education which deals with everyday experiences
which are not planned or organized (incidental learning). When these experiences are
interpreted or explained by elders or peers they constitute informal education (Kleis.
1973. pp. 3-4).Some examples will help clarify formal, nonformal, and informal education. Formaleducation occurs in a typical public high school classroom. Nonformal education occurs.
with such organizations as 4-H and Scouts which are less structured than schools, allowing
youth more choices, providing less curricular sequencing, and enforcing it even less.
Winter 1993
73
Learning is controlled by the learners who may drop out any time without penalties. As a
result educators must emphasize those skills, knowledge, and attitudes which are desired
by the learners. Content is more practical, therefore, and responsibility for discipline
shifts from teacher to learner. An example of informal education is when infants and
young children are learning to speak. They learn by listening and imitating. Their trial
and error efforts are augmented by parents, siblings, and friends who encourage correct
sounds and spontaneously correct errors.Extension education is nonformal education with only a few exceptions. Althoughextension agents may take advantage of learning opportunities which arise
.
serendipitously, to call extension work “informal education” is inaccurate.
A secondary vocational agriculture program is difficult to fit into one of the three
categories because it has elements of all three. Work in class which is tested and graded is
typical of formal education. Much of the FFA and supervised occupational experience
activities are typical of nonformal education. When students’ everyday experiences are
interpreted and augmented by their peers or parents this is typical of informal education.
All three types of education provide powerful learning opportunities. The most effective
teacher is one who allows and helps learning to take place during situations which fit all
three types of education. This may be done intentionally or instinctively.
While formal and nonformal education are different, they are not opposites. Both
emphasize organized and intentional learning. Both involve structure, professional
educators, and choices by learners. Responsibility for learning is shared among educators
and learners. The differences are more a matter of degree in each of these types ofeducation.

Educator Styles
An educator must be flexible in order to be effective in all three types of education.
An educator needs to use different leadership styles for different situations. Directive
leadership may work most of the time for formal settings but democratic and nondirective
(Laissez faire) styles are needed to enhance learning in nonformal and informal settings.
Some educators seem to be able to adapt to the situations. Too many, however, are
effective classroom teachers but less effective as nonformal educators because they try to
use classroom techniques and directive leadership in both settings. Likewise, certain
educators who are effective in nonformal settings lose their effectiveness when teaching
in the classroom because they do not adapt to the requirements of more structure and more
responsibility for learning.

Both formal and nonformal educators must be well prepared, enthusiastic, clear, and
business-like in their presentations, use a variety of teaching techniques and get students
involved in learning. But, the demands on educators in nonformal settings differ from
those of classroom teachers. The nonformal educator must be more flexible, ready to
change to meet students’ diverse and changing needs. Democratic and nondirective
leadership styles will be required more in nonformal settings and directive leadership will
be appropriate less frequently than in the classroom.
74
Journal of Agricultural Education
Why Distinguish Between Formal and Nonformal?

I have been arguing that agricultural educators should distinguish, accurately and
sensitively, between formal and nonformal education. Let’s look more closely at my
reasons, in addition to educator effectiveness, for this argument. (1) Schools, having
occupied large chunks of our lives, tend to dominate our perceptions of education,
learning, and teaching. Formal educators tend to define the teaching role and relegate
nonformal education to lower importance. Most of the public resources available for
education are allocated to school-based programs. Formal educators, furthermore, are
justifiably concerned about losing any of those resources. (2) Land grand universities’
extension and resident instruction often seem to be in conflict philosophically and in
competition for scarce funds. More agricultural education departments are becoming
departments of agricultural education making those historical conflicts more evident and potentially more damaging. (3) Formal and nonformal education cancomplement each other if properly understood. Both, along with informal education,provide powerful learning opportunities which can strengthen and support one another.
(4) Due to our professional responsibilities, which in most cases emphasize one over the
other, we tend to prefer formal or nonformal settings and develop biases against the other.
Maintaining balance is very difficult. As educators, learners, and parents, however, we
cannot allow our limited experience or biases to limit the learning opportunities of
students.

And the Hyphen?
Finally, how should we spell nonformal education? Does it really make a difference if
I leave the hyphen out of “Non-formal?” I believe that it does make a difference.
According to my dictionary (Webster’s, 1988) “non-” is a prefix which means “not:
absence of; reverse of.” in other words the “opposite of’ something. But nonformal
education is not the opposite of formal education. In many ways they are similar or
overlap. Since nonformal education has a definition and unique philosophy, “nonformal
education” is the more accurate spelling. Save “non-formal” for occasions when you wish
to communicate absence of formality or the complete opposite of formal. If any doubts
still remain, go to your local university library and find nonformal education in the
computer (or card catalog). Although you will find both forms of spelling, the most
common usage in current literature is “nonformal education.”

Some Concluding Thoughts
To summarize, we (agricultural educators--whether local teachers, teacher educators,
state department of education professionals, extension educators, or international
agricultural educators) need to understand the differences among formal, nonformal, and
informal education if we are to be effective educators in each of the different settings. We
need to develop a greater appreciation of our colleagues who work predominately in the
“other” setting. We have an opportunity to broaden and strengthen departments of
agricultural and extension education by understanding and applying the different
techniques emphasized in each of the three settings. Ultimately, we have an obligation to
our clients, whether they are teachers, agents, students, or the general public, to take a
broad view of education--to appreciate and use all learning opportunities for their benefit.
Winter 1993
75
References
Coombs, P. (1973).
paths to learning for rural children and vouth. New York, NY:
International Council for Educational Development, p. 11.
Kleis, J., Lang, L., Mietus, J.R. & Tiapula, F.T.S. (1973). Toward a contextual detinition
of nonformal education. Nonformal education discussion papers, East Lansing, MI:
Michigan State University, pp. 3-6.
, .
. .
(1988) Springfield, MA; Merriam-Webster,
p. 802.
7 6
Journal of Agricultural Education

What is literacy

What is Literacy?
Literacy is the ability to understand and use printed information in daily activities at home, at work and in the community – to achieve one's goals, and to develop one's knowledge and potential. (International Adult Literacy Survey, 1995).

com .Edu. 1

Education
1. The act or process of educating or being educated.
2. The knowledge or skill obtained or developed by a learning process.
3. A program of instruction of a specified kind or level: driver education; a college education.
4. The field of study that is concerned with the pedagogy of teaching and learning.
5. An instructive or enlightening experience: Her work in the inner city was a real education.

Def.com

com⋅mu⋅ni⋅ty
 
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 /kəˈmyu nɪ ti/ Show Spelled Pronunciation [kuh-myoo-ni-tee] Show IPA
Use community in a Sentence
See web results for community
See images of community
–noun, plural -ties.
1.
a social group of any size whose members reside in a specific locality, share government, and often have a common cultural and historical heritage.

2.
a locality inhabited by such a group.

3.
a social, religious, occupational, or other group sharing common characteristics or interests and perceived or perceiving itself as distinct in some respect from the larger society within which it exists (usually prec. by the): the business community; the community of scholars.

4.
a group of associated nations sharing common interests or a common heritage: the community of Western Europe.

5.
Ecclesiastical. a group of men or women leading a common life according to a rule.

6.
Ecology. an assemblage of interacting populations occupying a given area.

7.
joint possession, enjoyment, liability, etc.: community of property.

8.
similar character; agreement; identity: community of interests.

9.
the community, the public; society: the needs of the community.

com.def.1,2

. communities
1.
a. A group of people living in the same locality and under the same government.
b. The district or locality in which such a group lives.

2.
a. A group of people having common interests: the scientific community; the international business community.
b. A group viewed as forming a distinct segment of society: the gay community; the community of color.

3.
a. Similarity or identity: a community of interests.
b. Sharing, participation, and fellowship.

4. Society as a whole; the public.

5. Ecology
a. A group of plants and animals living and interacting with one another in a specific region under relatively similar environmental conditions.
b. The region occupied by a group of interacting organisms.


Community
From Wikipedia, the free encyclopedia
In biological terms, a community is a group of interacting organisms sharing an environment. In human communities, intent, belief, resources, preferences, needs, risks, and a number of other conditions may be present and common, affecting the identity of the participants and their degree of cohesiveness.
In sociology, the concept of community has caused infinite debate, and sociologists are yet to reach agreement on a definition of the term. There were ninety-four discrete definitions of the term by the mid-1950s. Traditionally a "community" has been defined as a group of interacting people living in a common location. The word is often used to refer to a group that is organized around common values and social cohesion within a shared geographical location, generally in social units larger than a household. The word can also refer to the national community or global community.
The word community is derived from the Old French communité which is derived from the Latin communitas, a broad term for fellowship or organized society.[1]
Since the advent of the Internet, the concept of community no longer has geographical limitations, as people can now virtually gather in an online community and share common interests regardless of physical location.


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com⋅mu⋅ni⋅ty
 
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1.
a social group of any size whose members reside in a specific locality, share government, and often have a common cultural and historical heritage.

2.
a locality inhabited by such a group.

3.
a social, religious, occupational, or other group sharing common characteristics or interests and perceived or perceiving itself as distinct in some respect from the larger society within which it exists (usually prec. by the): the business community; the community of scholars.

4.
a group of associated nations sharing common interests or a common heritage: the community of Western Europe.

5.
Ecclesiastical. a group of men or women leading a common life according to a rule.

6.
Ecology. an assemblage of interacting populations occupying a given area.

7.
joint possession, enjoyment, liability, etc.: community of property.

8.
similar character; agreement; identity: community of interests.

9.
the community, the public; society: the needs of the community.




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community
 
1.
a social group of any size whose members reside in a specific locality, share government, and often have a common cultural and historical heritage.

2.
a locality inhabited by such a group.

3.
a social, religious, occupational, or other group sharing common characteristics or interests and perceived or perceiving itself as distinct in some respect from the larger society within which it exists (usually prec. by the): the business community; the community of scholars.

4.
a group of associated nations sharing common interests or a common heritage: the community of Western Europe.

5.
Ecclesiastical. a group of men or women leading a common life according to a rule.

6.
Ecology. an assemblage of interacting populations occupying a given area.

7.
joint possession, enjoyment, liability, etc.: community of property.

8.
similar character; agreement; identity: community of interests.

9.
the community, the public; society: the needs of the community.

Com.Edu.scotland

community education in scotland
The vision and role of community education in Scotland. A review and booklist.
Following the Alexander Report (1975) most authorities in Scotland restructured their youth and community and adult education services into community education services. Since then there have been numerous debates as to what community education is, and how it should be organized. The latter has come in for particular attention with the implementation of the Local Government (Scotland) Bill 1994. The former remains a problem - especially with an increased political emphasis on lifelong learning. At the same time in Scotland there has been a renewed interest in the idea of popular education among some academics and practitioners (Crowther, Martin and Shaw 1999).
From the start 'community education' tended to have an organizational hue. The Alexander Report recommended that 'adult education should be regarded as an aspect of community education and should with the youth and community service, be incorporated into a community education service'. (HMSO, 1975: 35). As the Working Party on Professional Education and Training for Community Education highlighted back in 1977, there are some familiar elements involved:
We consider the concept of community education to be consistent with current international thinking about education as a whole, as represented for example by the phrases 'education permanente', 'recurrent education', and 'continuing education'. It reflects a view of education as a process (a) which is lifelong; (b) in which the participants should be actively and influentially involved and the traditional stress on teaching outweighed by the emphasis put on learning and (c) in which the needs of the participants rather than the academic subject divisions or administrative and institutional arrangements should determine the nature and timing of provision. (HMSO, 1977: 6)
Many, including Kirkwood (1990) and Nisbet (1984), have criticised the ambiguity of the Scottish version of community education, arguing that it lacks a theoretical basis. Ted Milburn (1994) has summarized the underlying concerns as follows:
the creation of the Scottish community education services within regional authorities was, for many commentators, no more than an administrative amalgamation of three disparate services, with concomitant professional ambiguity.
while some were concerned that within adult education, the new community education services were not giving sufficient support to liberal adult education programmes rather than community-based, often basic, adult education.
some believed that community education had taken on too much, with a resultant strain on resources and staff capability.
Milburn goes on to comment,
Certainly in the days following the publication of the Alexander Report and partly inspired by its text, community education was claimed to be a service available from the cradle to the grave and was considered to be all embracing. Characterised as informal in style, responsive to popular demand, reflecting local communities, embodying voluntarism, and stimulating self help it values people's experience. It is seen by Kirkwood (1990: 323) as a reaction to the ethos of traditional formal education in Scottish schools, colleges and universities.
Following growing concern around training and common standards, CeVe Scotland was established to create some structures and agreed processes and outcomes. The definition used by them has been influential. Community education is:
A process designed to enrich the lives of individuals and groups by engaging with people living within a geographical area, or sharing a common interest, to develop voluntarily a range of learning, action and reflection opportunities, determined by their personal, social, economic and political needs.
As an approach, this is less education for community, than education in the community.
Further reading and references
Here I have tried to identify some of the more influential texts dealing with both the notion and the practice of 'community education' that have appeared over the last 25 years. I have also included details of some of the more significant reports etc.
Barr, A. (1991) Practising Community Development. Experience in Strathclyde, London: Community development Foundation. 184 + xii pages. Important long-term study of the activities of community development workers - one of the few substantial studies of community work in the UK. Barr examines the nature of community work; how workers view their practice (their aspirations, managers, politicians and community groups); and the relationship of community work with the state (local and central); with community participation and social action; and with local community interests.
Barr, A., Hamilton, R. and Purcell, R. (1996) Learning for Change. Community education and Community Development, London: Community Development Foundation. 202 pages (A4). Substantial study undertaken for the Scottish Office Education and Industry Department that gives a flavour of then current practice and concerns. Part one provides a background to the study, and looks at defining community education and community development. Part two maps the dimensions of community development in community education providing an introduction and analysis. Part three contains 80 pages of case studies (17 in all); and Part is a commentary on and analysis of the case studies. An appendix provides a useful historical perspective on community development.
Bidwell, L. and McConnell, C. (eds.) (1982) Community Education and Community Development, Dundee: Dundee College of Education. 131 + v pages (A4). Contains 15 chapters exploring different aspects of community education. These range from reviews of definitions and models through discussions of work in different settings to areas like feminism, and participant control and community education, and community arts and community schools. An important overview of the Scottish scene at that time.
Crowther, J., Martin, I. and Shaw, M. (eds.) (1999) Popular Education and Social Movements in Scotland Today, Leicester: National Institute od Adult Continuing Education. 312 pages. Collection of 25 varying chapters split into sections on theorising popular education and social movements; historical perspectives; social and cultural actio; and struggles in practice. Some of the earlier, 'theoretical' and historical chapters are especially useful.
Grant, D. (1989) Learning Relations, London: Routledge. 146 + xiii pages. Account of a Glasgow-based project which aimed to improve children's 'active learning' through encouraging the participation of parents and co-operation with professionals. The role of language is highlighted.
Kirkwood, G. and Kirkwood, C. (1989) Living Adult Education. Freire in Scotland, Milton Keynes: Open University Press. Account of a project that attempted to apply Freirian thinking/practice.
McConnell, C. (ed.) (1996) Community Education. The making of an empowering profession, Edinburgh: Scottish Community Education Council. 372 + viii pages. This book is a collection of 32 readings dealing with the development of the community education profession in Scotland. It is divided into sections dealing with the challenge of change; the boundaries of change; training for change; measuring change; and changing challenges. McConnell provides a substantial introduction.
Nisbet, J., Hendry, L., Stewart, C. and Watt, J. (1980) Towards Community Education. An evaluation of community schools, Aberdeen: Aberdeen University Press. 136 pages. Major study of community education in Grampian Region. They argue that community education has six distinctive elements: mutually supportive relationships between school and community; shared facilities; community-oriented curriculum; lifelong education; community involvement in decision-making and management; community development. [Out of print].
Nisbet, J. and Watt, J. (1994) Educational Disadvantage in Scotland. A 1990s perspective, Edinburgh: Scottish Community Education Council. 112 pages. Examines the nature of social exclusion; the various strategies used to reduce educational disadvantage; and new priorities around early education; school and community and continuing education. Follow-on from the authors' (1984) report Educational Disadvantage: Ten years on, Edinburgh: HMSO.
Scottish Office Education Department (1992) The Education of Adults in Scotland, Edinburgh: HMSO.
Awaiting annotation
Alexander, D. J., Leach, T. J.. & Steward, T. G. (1984) A Study of Policy, Organisation and Provision in Community Education and Leisure and Recreation in three Scottish Regions, Department of Education: University of Edinburgh.
Grampian Regional Council (1988) Education for the Community. The Review of Community Education in Grampian, Aberdeen.
Kirkwood, C. (1990) Vulgar Eloquence. From Labour to Liberation. Edinburgh: Polygon.
Lothian Regional Council (1989) Learning to Change - Community Education into the 90s, Edinburgh.
Milburn, T. (1990) 'The Community Education Service and its Role in Developing teaming Opportunities for Adults', in Corner, T. (Ed.) Learning Opportunities for Adults, London: Routledge.
Milburn, T. (1994) 'Community education - a case study from Scotland' in YMCA George Williams College ICE301 Community Education, London: YMCA George Williams College.
Principal Community Education Officers, Scotland (1992) Community Development in the Community Education Service, SCEC, Edinburgh
Scottish Community Education Council (1990) CeVe Scotland: Preservice Training for Community Education Work, Edinburgh: SCEC-
Scottish Community Education Council, Training for Change: a report on community education training, Edinburgh: SCEC.
Steward, T. (1990) 'The Development of Community Education in Scotland since the Publication of the Alexander Report: the Challenge of Change' in Corner, T., Learning Opportunities for Adults, London: Routledge.
Tayside Regional Council (1986) Report of Working Group Reviewing Community Education, Dundee.
Some key reports
HMSO (1964) Children and Young Persons in Scotland (The Kilbrandon Report), Edinburgh
HMSO (1968) Community of Interests, Edinburgh.
HMSO (1969b) The Education (Scotland) Act, Edinburgh.
HMSO (1975) Adult Education: The Challenge of Change, (The Alexander Report), Edinburgh.
HMSO (1977) Professional Education and Training for Community Education, Edinburgh. © Mark K. Smith 1996. Last update: September 03, 2009
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