Community-based learning (CBL) is a structured approach to learning and teaching that connects meaningful community experience with intellectual development, personal growth, and active citizenship. Enthusiasm for CBL is emerging in Australia and elsewhere because it is seen as the following: strategy for whole-school reform, especially in relation to curriculum and organizational and professional development; means of improving student learning and achievement; and a tool for regional and social development. CBL's twin goals are to improve student learning and achievement and foster community and social development. CBL is learner-centered, outcome-based, real-life, and cooperative learning. CBL may have at least seven dimensions that reflect the different types of CBL activity: charity, motivation, employment, enterprise, research, service, and advocacy. CBL programs may be initiated by service agencies or by education systems and schools. One way to generate and sustain the quality of CBL is to identify a set of criteria for assessing CBL quality. Possible criteria include the following: cooperation, outcomes, structure, integration, ownership, reflection, audience, and evaluation. A diverse range of CBL activities and programs is developing in Australia, North America, and Europe. (The report contains 17 references and 7 endnotes. Appended are examples of CBL programs and a CBL response sheet.) (MN)