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. Service-
Learning 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.

Community-Based Learning

Uploaded by

Copyright:

Available Formats

Community-Based Learning

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Community-Based Learning

Uploaded by

Copyright:

Available Formats

Community-Based Learning

classrooms with their communities. Community-based learning appears as an

alternative to achieve the involvement of youth with their societies.

Owens (1994) identifies 6 foundations for community-based learning: education

must be conceived as a continuum from preschool through lifelong education for

knowledge; adults need to be involved in community affairs; involvement of

and, empowerment of teachers, schools and communities is indispensable.

are: Service-Learning, Experience-Based Career Education, Cooperative

Learning 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:

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

government to promote community based learning initiatives. GOALS 2000 and

the SCANS Report are examples of initiatives looking for incorporating

development and academic learning; and, social growth and development.

(Conrad & Heidin, 1989).

Community-based learning show important advantages as: young people get to

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.

programs. Hamilton (1990) considers youth apprenticeship as an opportunity to

transform workplaces in learning environment. Then, academic and practical

Training and Education Programs are examples of this type of community-based

Youth Apprenticeship helps in training people, providing ideal job-related training,

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).

people to get involved in their communities, to improve community through team

important part of several government policies as the National and Community

Finally, it is important to mention that community-based learning in all its

programs and activities looks for contributing to the improvement of education.

policy are still demanded to make it more effective and successful.

Chapman, J.G., & Ferrari, J.R. (1999). An Introduction to Community-Based

Hamilton, S. F. (1990). Apprenticeship for Adulthood: Preparing Youth for the

Owens, T.R., & Wang, C. (1996). Community-Based Learning: A Foundation for

Poulsen, S. (1994). Learning is the Thing: Insights Emerging from a National

You might also like