Community-based Learning

Community-Based Learning ALEC 601 Ivan M Borja April 27th, 2007 Today’s societies have realized that schools alone can’t educate youth for tomorrow’s world. Students need to have real life experiences that link classrooms with their communities. Community-based learning appears as an alternative to achieve the involvement of youth with their societies. Owens, and Wang (2006) define community-based learning as “the broad set of teaching/learning strategies that enable youth and adults to learn what they want to learn from any segment of the community” (p. 2). Chapman and Ferrari (1999) expands this definition and consider that learning occurs from (students) helping others. Owens (1994) identifies 6 foundations for community-based learning: education must be conceived as a continuum from preschool through lifelong education for adults; learning requires full involvement of the learner and the teacher/mentor; education should include critical thinking, teamwork, and the ability to apply knowledge; adults need to be involved in community affairs; involvement of schools, family, business, labor, the community, and other institutions is essential; and, empowerment of teachers, schools and communities is indispensable. Owens et al. (2006) state that there exist multiple community-based learning programs. They could pursue similar or different objectives. The most popular are: Service-Learning, Experience-Based Career Education, Cooperative

Education, Tech Prep, School-to-Work, and Youth Apprenticeship. ServiceLearning and Youth-Apprenticeship will be discussed later in this paper. Community-based learning requires appropriate and effective learning practices to be successful. Berryman and Bailey (2002) name 6 useful strategies: community-based learning is a way of life, not a teaching effort; the driving force is the work to be done; there is a temporal ordering of skill acquisition; bodily performance and embodied knowledge are visible; and, standards of performance and evaluation of competence are implicit and often internalized by the learner. Blum (1995) stated that there is a growing interest on real life problems solving and learning outside the classroom. This has motivated local, state and federal government to promote community based learning initiatives. GOALS 2000 and the SCANS Report are examples of initiatives looking for incorporating community based learning in the educational system. The main objectives of this kind of initiatives and similar are: personal growth and development; intellectual development and academic learning; and, social growth and development. (Conrad & Heidin, 1989). Community-based learning show important advantages as: young people get to know and trust adults, opportunity for mentorship, creativity, and career knowledge and development. However, this kind of program faces several limitations: older paradigms of education, outcomes fragmentation, lack of commitment, costly, and failure to recognize the importance of applying knowledge to real world situations.

Youth Apprenticeship is one of the most common community-based learning programs. Hamilton (1990) considers youth apprenticeship as an opportunity to transform workplaces in learning environment. Then, academic and practical skills can be developed according to employees’ needs. Job Corps and Summer Training and Education Programs are examples of this type of community-based learning. Youth Apprenticeship helps in training people, providing ideal job-related training, and giving quick feedback. However, these programs are generally restricted to a small number of participants, may restrict participant by gender or race, and develop narrowly specific skills. Another popular community-based learning program is Service-Learning. Its objective is to connect meaningful community service learning with academic learning, personal growth, and civic responsibility. (Poulsen, 1994). Service Learning has widely used as a way to create opportunities for young people to get involved in their communities, to improve community through team work, and to achieve personal and social development. Then, it has been an important part of several government policies as the National and Community and Service Act of 1990, and the National and Community Service Trust Act of 1994. Finally, it is important to mention that community-based learning in all its programs and activities looks for contributing to the improvement of education. However, more research about its validity, and several changes in educational policy are still demanded to make it more effective and successful.

References Berryman, S., & Bailey, T. (1992). The Double Helix of Education and the Economy. New York, NY: The Institute on Education and the Economy, Teachers College, Columbia University. Blum, R. E. (1995). Learning and Teaching: Our Work Together. Portland, OR: Northwest Regional Educational Laboratory. Chapman, J.G., & Ferrari, J.R. (1999). An Introduction to Community-Based Service Learning (CBSL). In J. R. Ferrari, & J. G. Chapman (Ed.), Educating Students to Make-a-Difference: Community-Based Service Learning (pp. 1-3). Binghamton, NY: The Haworth Press. Conrad, D., & Hedin, D. (1989). High School Community Service: A Review of Research and Programs. Washington, DC: National Center on Effective Secondary Schools. Hamilton, S. F. (1990). Apprenticeship for Adulthood: Preparing Youth for the Future. New York, NY: The Free Press. Owens, T. (1994). A Model for Restructuring Education for the 21st Century. Paper presented at the World Future Society Meeting, Washington, DC. Owens, T.R., & Wang, C. (1996). Community-Based Learning: A Foundation for Meaningful Educational Reform. Retrieved February 4, 2007, from http://www.nwrel.org/scpd/sirs/10/t008.html Poulsen, S. (1994). Learning is the Thing: Insights Emerging from a National Conference on Service-Learning, School Reform, and Higher Education. Roseville, MN: National Youth Leadership Council.