Learning and Mobilising for Community Development: A Radical Tradition of Community-Based Education and Training

2014 ◽  
Vol 49 (3) ◽  
pp. 498-501
Author(s):  
A. Mccabe
Keyword(s):  
Community Development ◽  
Education And Training ◽  
Community Based ◽  
Community Based Education ◽  
And Training

Innovative education and training for community-based water protection units

2012 ◽  
Vol 7 (4) ◽  
Author(s):  
Frederick Kakembo
Keyword(s):  
Wastewater Reuse ◽  
Education And Training ◽  
Economic Incentives ◽  
Community Action ◽  
Health Improvement ◽  
Wastewater Management ◽  
Water Protection ◽  
Community Based ◽  
And Training ◽  
Innovative Education

The paper explores the centrality of community-based education and training in addressing constraints and opportunities for wastewater management in Uganda. To be sustainable, wastewater management need to be conceived in terms of socio-economic incentives, community action, group pressure and social capital. It is assumed that communities could be motivated to undertake sustainable wastewater disposal activities if concrete benefits are demonstrated. The benefits include among others; reducing expenditure on health; improvement of the fisheries sector and the use of wastewater for crop farming. The paper is based on a study that analyzed the role of socio-economic incentives and Public-Private-Partnership (PPP) in sustainable management of wastewater. Data was collected through personal interviews, documents analysis and review of recent studies on wastewater reuse in Uganda. Focus was put on districts of Mukono, Buikwe and Kayunga in central Uganda. Findings reveal that in line with the Hydro-Social-Health cycle, physical, social, political, economic, and cultural factors converge to influence wastewater management. The paper duly describes innovative education and training approaches based on Communal Water Protection Units (COWAPU) facilitated by multidisciplinary Water Professionals and Educators (WAPE).It is concluded that it is possible to operate a complete sanitation system without subsidies.

On Transformation: From a Conversation with Mel King

1989 ◽  
Vol 59 (4) ◽  
pp. 504-520 ◽  
Keyword(s):  
Public Schools ◽  
Social Change ◽  
Community Development ◽  
Democratic Party ◽  
Community Education ◽  
Educational Process ◽  
Massachusetts Institute Of Technology ◽  
Development Education ◽  
Community Based ◽  
Community Based Education

Mel King is an activist, politician, educator, and lifelong resident of the South End in Boston,Massachusetts. His passion is transformation: finding ways to support human development,learning for life, and social change for justice. For thirty years King has been a strong and active force in the development of the Black community in Boston. His role in community education and development is expansive. He has, among many other activities, worked for his community as an elected official; served as a state representative to the Massachusetts legislature for twelve years; and run as a candidate for mayor of Boston. King has always worked with young people in and out of schools, on the streets and in community centers; he was active in organizing youths and parents to desegregate Boston's public schools. King is a member of the Rainbow Coalition,a progressive organization that is politically active at the local and national levels and has, with the presidential candidacy of Jesse Jackson, become a strong voice within the Democratic Party. His books, A Chain of Change and Liberating Theory (written with Albert, Cagan Chomsky, Hahnel, Sargent, and Sklar), document his thinking and practice on community development,education, and social change. Mel King is currently Adjunct Professor and Director of the Community Fellows Program in the Department of Urban Studies and Planning at the Massachusetts Institute of Technology. The Editorial Board of the Review thought it would be exciting and informative to talk with Mel King about his rich experience and work in community-based education. We wanted to include in our Special Issue someone local, someone right near us; someone from our own community in the Boston area, because we felt that talking with a neighbor and finding out what's going on in our own area is an essential part of community-based education. We decided to interview Mel King instead of asking him to write an article, because we wanted the give-and-take of a conversation and because we could talk with him right down the street. Over the span of several months three members of the Review — Alexander Goniprow, Victoria Borden Muñoz,and Jacquelyn Ramos — interviewed Mel King at his MIT office. The interviews were audiotaped and transcribed, providing over one-hundred pages of text from about five hours of conversation. Transforming the conversation from audiotapes to a written piece was an educational process in itself. We quickly realized that how we talked and what we said, although clear during our conversations, needed much editing and additional explanations to read clearly. The task of editing such a rich narrative was not easy but we believe that what follows is true to the content and the form of our collaboration. The conversation begins with our asking questions and Mel King responding to them. At the end of our first meeting where King discussed his views on transformation, education, and community development he also asked us what we thought our role was in community-based education and in transformation. We agreed that each of us would think this over and return to the next meeting with a "moment of transformation" story; that is, a time when we were transformed by something we learned, when we learned something new about ourselves, our community, our work. We did this in keeping with the spirit of King's firm belief in the "valuing of all people and the value of all people." These stories compose the last part of the conversation. This represents what we mean by community-based education — namely, the valuing of everyone as equals and the personal as well as political importance of change. We thought a good place to start would be by talking about some of the principles of community-based education and what these are for you.

Masyarakat Mantap

2020 ◽  
Vol 2 (2) ◽  
pp. 45-50
Author(s):  
Siti Maryam Qurotul Aini ◽  
Sukandar Sukandar ◽  
Hafidul Umami
Keyword(s):  
Community Development ◽  
The Body ◽  
Community Leaders ◽  
Community Based ◽  
Community Based Education ◽  
Asset Based Community Development ◽  
Development Approach ◽  
And Function ◽  
Role And Function

The role and function of the mosque in rural Takmir often still dwell on the management and service, has not touched on the empowerment efforts of pilgrims. Takmir Mosque has the opportunity to develop community based education. In this case the role of the college in the mentoring of the mosque Takmir indispensable. This mentoring uses an ABCD (asset based community Development) approach conducted in Jatipunggur Lengkong Nganjuk village. The result of mentoring managed to realize community based education in the form of empowering the mosque Takmir to build worshippers in terms of the care of the body and to overcome femininity problems. This achievement can be achieved because the process of mentoring from the stage of social analysis, planning, implementation and evaluation is done with all the mosque stakeholders. Takmir Mosque managed to get mentoring to organize community based education by involving administrators, village apparatus and religious and community leaders.

A marathon, not a sprint: Growth and evolution of community-based pharmacy residency education and training

2019 ◽  
Vol 2 (4) ◽  
pp. 402-413
Author(s):  
Jean-Venable R. Goode ◽  
James A. Owen ◽  
Marialice S. Bennett ◽  
Anne L. Burns
Keyword(s):  
Residency Education ◽  
Education And Training ◽  
Community Based ◽  
And Training

Importance of education and training in implementing standard methods of sterilization at a community based healthcare setting in Bangladesh

2015 ◽  
Vol 3 (2) ◽  
pp. 41
Author(s):  
Lutfe Ara ◽  
Shaikh Mahmud Kamal Vashkar ◽  
Syed Mohammad Niaz Mowla ◽  
Delwar Hossain ◽  
Kamrul Islam ◽  
...  
Keyword(s):  
Healthcare Setting ◽  
Education And Training ◽  
Community Based ◽  
Standard Methods ◽  
And Training

scholarly journals Ayat-Ayat Tentang Masyarakat: Kajian Konsep Dan Implikasinya Dalam Pengembangan Pendidikan Islam

2018 ◽  
Vol 2 (2) ◽  
pp. 124
Author(s):  
Najih Anwar
Keyword(s):  
Community Development ◽  
Islamic Education ◽  
Educational Goals ◽  
Community Based ◽  
Community Based Education ◽  
The Relationship ◽  
The Ideal

This article discusses the concept of society in the Qur'an in relation to the development of Islamic education. The term community can be seen from the existence of various other terms that can be related to the concept of community development, such as the terms qaum, ummah, sha'b, qabāil. There needs to be an understanding of the ideal concept of society to develop the concept of education. Understanding the ideal concept of society is very necessary in order to develop the concept of education. With regard to this there are at least four things that illustrate the relationship between the concept of society and education, among others: First, that the ideal picture of society must be one of the considerations in designing the vision, mission and goals of education; Second, the ideal picture of the community must also be the basis for the development of community-based education; Third, developments and progress that occur in the community must also be considered in formulating educational goals; Fourth, developments and progress in the community must be used as a basis for curriculum formulation.

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