Projects such as Education North, a pilot project for community involvement in education conducted by the Alberta government, can be successful in geographically and culturally isolated communities where social, cultural, and political conflicts affect education. Between 1979 and 1982, Education North operated local education societies in six northern Alberta communities in an attempt to improve school-community relations, improve education, and increase community involvement in educational decision-making. The moderately successful program is only one of several possible strategies for building school-community relationships. Strategies vary in their relation to the formal education system, their focus on programs or projects, and their external control; and all have advantages and disadvantages. Possible strategies include community schools, which serve people of all ages; local control of education, in which all educational decisions are made by the local community; curriculum development resource centers, which bridge the gap between the community and the imported curriculum; consulting and facilitating, in which the superordinate organization provides consultants; community development, in which goals are achieved by the group; and adult education, which rectifies educational inequalities. The strategy selected for a particular community should closely match the community type. (SB)