DOCUNINT RESUN8 ID 096 072 IC 008 114 AUTHOR Archer, Clifford P., Comp.; And Others TITLE The Role of the Community School Throughout the World. Improvement of Rural Life. INSTITUTION National Education Association, Washington, D.C. Dept. of Rural Education. PUB DATE 60 NOTE 102p.; Out of print !DRS PRICE MF-$0.7S HC-$5.40 PLUS POSTAGE DESCRIPTORS Adult Education; Agency Role; Curriculum Planning; *Educational Development; Foreign Countries; Human Development; Life Style; *National Programs; *Program Descriptions; Rural Development; *Rural Education; *School Community Cooperation; Teacher Edncaticn ABSTRACT Wherever a community school exists, it is devoted to the improvement of the people's quality of living. Its curriculum reflects the problems of the surroundingarea Educational activities of both children and adults are often organized around theschool. The school program becomes the community programas teachers, administrators, and parents work together to better life forall. Where the quality of living is being improved, the schoolprogram is based on the principles that (1)good learning experiences utilize and grow from the child's own environment; (2) education is more effective when directed toward the improvement of living;and (3) it is important that the school program be sufficiently flexible and varied so each child may have the opportunity togrow to his maximum capacity. The Department of Rural Education, National Education Association, requested descriptions of good rural community school developments from selected persons in the United States and other countries. The descriptions in this 1960 publication, designedto familiarize rural educators with some rural community school practices, are from the Philippines, Puerto Rico, Libya, Jordan, Norway, Australia, Israel, Bolivia, Egypt, and the United States. They pertain to living standards, school curriculums basedon needs and resources, adult education, colleges, teacher education, government agencies, and cooperative planning for school and community improvement. (NQ) 66 ta % OP PAN Mitt t OP 1411AL tm DUCAtietil11*111.141111 INSntut11 SP IOUtlitION t, rtvt 091 t tin%tit INlit Pito Illtt I ItI %Ai II At WI t I iv! It1111700 tit, Pt WWII Ito oe(Atitt A 1.011 ON MIN r'2 #9,1. 9 P0,41% (4119F111 (11A410.1% % AI, 0 00 %WI 04i %%MIA Itt Pit t , \ %I NI III I It 1#1 ttAttottAt iinti tit It, ot # Out Aitt-tt POtit ION lllltl_it ." At IMPROVEMENT rN Cpps OF RURAL LIFE t I't Yoctiqt nlvltI,,I1 91..., 1.1 ;0,4 t P,A,'IA.. 111191 (191#94911' 09 41© Cr I et1' 4Mt ANI,I qt.,A1141,.A I I, .1..111111 il., ANN II AMA I'M it", 110 A hilt I.AtAA*At '04 stout, 01 low A vtolis.olitt.t pIt {' nun 1149, 9'404 tn;",i,1!..II Pa 1.1%9 IIof tjoini, PI 10,1.y,it34.I'Ili IoPliProt tIV.H1 A The Role of the Community School Throughout the World a Department of Rural Education National Education Association NATIONAL EOUCATV1 L I 13 R. it 1' JuiNI ! . .11 A' V I 1, 3 The materialsfor this publication, unlessotherwise were prepared by Dr.Clifford P. Archer, noted, University of Minnesota, Professor ofEducation, and chairmanof the Committee Life and Educationon the World on Rural Scene, a committeeof the De- partment of RuralEducation of the don. Department National EducationAasocia staff membersMary Mb Condon ' 4 Cheek assisted in and James R. editing the finalmanuscript and for publication.The committee preparing it who hada part in this project.expresses its appreciationto all The Committee on Rural Life andEducationon the World Scene Department ofRural E'duc'ationof the National EducationAssociation Dr. Clifford P.Archer Dr. FrancisL. Drag Dr. VirginiaNeel Mills Mr. DonaldScott Dr. GenevieveBowen Shaw Copyright 1960 Department of RuralEducation of the National Education Association of theUnited States library of Congress Cetalown Numbers6043297 Single conSe,$1.50. Quantity 10 percent; ordets at thefollowing discounts: 10 or morecopies, 20 percent. 2-9 copies, payable to the Order from andmake checks National NducationAssociation, 1201 Washington 6, D.C. Sixteenth Street NAV., me ..,0. 11 Contents Chapter Page I. COMMUNITY SCH.JLS IMPROVE RURAL LIFE 1 II, RURAL SCHOOLS RAISE LIVING STANDARDS 5 In the Philippines 5 In Puerto Rico 29 In Libya 38 In Jordan 41 III. SC'-100L CURRICULUMS BASED ON NEEDS A JD RESOURCES 44 In the United States 44 IV, COMMUNITY SCHOOLS EDUCATE ADULTS 49 In Norway 49 In the United States 50 V, COLLEGES IN THE COUNTRY 54 In the United States 54 In Australia 63 VI. PLANNING AND WORKING TOGETHER FOR BETTER SCHOOLS 67 In the United States 67 VII, TEACHER EDUCATION FOR COMMUNITY DEVELOPMENT 73 In Israel 73 In Bolivia 79 VIII, GOVERNMENT AGENCIES CAN HELP 87 In the Philippines I 87 In Puerto Rico 88 In Egypt 92 IX, THE WAY TO A BETTER LIFE 95 // 414. a . edd . 1. i 41` Bolivian farmers bring their "shares" for a new schoolhouse. Each one carried 100 rocks from the river to building site.(ICA photo) 1\1 .4 Community Schools Improve Rural Life Wherever a community school exists in the world it is devoted to the improvement of the quality of living of the people.The curriculum (/: such a school reflects the problems of living of the people of the surrounding area. Studies of the needs of the people for better living are constantly being made, and educational pro - grami for both the youngand the mature adults are organized to bri,'increasing understanding of community problems and efforts to help in the solution of such problems. What are the problems of rural communities? In some areas of the world, they are connected with securing food, clothing,and shelter. In others, the chief need is for better health andsanita- tion.In all areas there is need for improvement of the roleswhich citizens have to play in a society where the memberswork to- gether to achieve a government responsive to the will of thepeople. In all areas the skills of communication and the channelsof com- munication can be improved. Without some fluency andfreedom in the use of a common language, people are unable to shareideas and make intelligent decisions regarding their ownwelfare. With- out the ability to read and write, the people arenot capable of profiting from the experience of those in other regions who may have found ways of solving life's problems. Nor arethey able to record for posterity the results of their own experimentation.In many cases this means that the educationof both adults and children must place major emphasis on the rudiments ofreading and writing.In other instances it means the perfection of corn- munieation-skills to a point where the people can sharecultures and the fruits of experimentation in agriculture,health and sani- tation, industry, marketing, and other fields. Improvement of the quality of living of the people often takes the form of preserving and improving cultural life.In many rural areas of the world increasedmechanization, improved transpor- tation, and the use of scientific farming methodshave brought disintegration and chaos to rural societies. Many ofthe tine cul- tural values of rural life are being lost in theconfusion of chang- ing community structures and the urbanizationof rural people. Yet. in communities here and there, schools areworking to pre- AVYVO and improve the culturallife of the people. 1 In the age of changing rug al life many peoples also find that adjustments have to be made in their local institutions to develop 1 the moral, spiritual, and recreational aspects of living.Religion has deep roots in the life of most people of the villages and farms. Reorganization of church service areas and programs of religious life are being made to meet changing conditions. New forms and techniques of recreation are being developed in rural community centers, thus providing wholesome activities in rural areas instead of dependence on commercialized forms found in m )st urban cen- tors. The concern of local citizens for the welfare of each other and the ability to cooperate in sharing experiences in the solution of vital problems is the very foundation of democratic life.Since ti it shares with the community the responsibility for the solution of community problems, the school is concerned with thdevelop- ment of techniques for working together.Fostering the growth of good leadership is also an important concern of any school, in a democratic society. Wherever people unite their efforts in the solution of common problems methods of working as a group can he learned and leadership can be developed.Also, wherever the people succeed in solving problems through united efforts they tend to develop confidence in their ability to help themselves. The Rural Community School Educational activities of both children and adults are often organized about the community school. The school program be- comes the community program as teachers, school administrators, and parents work together to achieve a better life for all. Better living for the peoples of the world can best be achieved by the development of effective rural community schools.The majority of the people live in small towns, villages, and on farms Adjacent to these rural centers.In many regions of the world, farmers' homes are clustered in villages, and those who work the land travel to areas near the village to till the soil.In other re- gions, such as in the Americas, farmers commonly build their homes on their own farms, but there are close social, economic, and religious ties with the people of the village. And if the living of the people of the town and country is to be improved, educa- tional centers to serve rural people must be developed.Yet the education must not be divorced from the lives of the people or it will not be effective.