Reflects upon the importance of education to community development, summarizing opportunities for informal and formal education. Poses questions about educational objectives and expectations vis-a-vis the responsibilities of learners, community college administrators, and the electorate. Discusses the changing financial needs and goals of…

The 1981-83 American Association of University Women's proposed Association Legislative Program is presented, based on members' input through the Every-Member Legislative Survey. Issues considered include: equity/advancement for women, rights of the individual, community, cultural policy, educational policy, and foreign policy. (MLW)

The social-educative and cultural districts established in the areas of Charleroi, Belgium are presented as an approach to solving educational disparities within a region between different social groups. (JMF)

That preservation and recycling of unused school buildings to other community uses is both economically and socially sound is illustrated by several examples. Information on federal grants for conversion of unused school buildings to community education and activities centers is included. (MF)

Two small communities in New Jersey, Peters Valley and Salem, are restoring old buildings and crafts with funds from the Comprehensive Employment and Training Act (CETA) and other public and private agencies. Activities of resident craftsmen, interns, visiting experts, and CETA workers in both communities are described. (MF)

Reassesses the role of the school in the black community, concluding that the devaluation of the power of the school to politically, economically and culturally develop the community has hidden "the profound and pervasive influence of the school in shaping the lives of black Americans." (Author/JM)

World War II dramatically increased the scope of higher education/university extension. Two other forces creating educational change were the GI Bill of Rights (1944) and the President's Commission on Higher Education (1947). New directions included postgraduate professional training, labor education, human relations training, interagency…

Discusses the school's and college's roles in helping foster a sense of citizenship and concern for human need. Major areas covered are the school community relationship, social problems, and relating the curriculum to social service and human needs. (SH)

Describes an adult education course designed to stimulate public awareness in planning matters, and compares the course with another differently planned program with the same purpose. Notes that given the concentration of resources and cooperation between adult education and community development agencies, interest in planning issues can be…

An innovative University of Central Florida collaborative project has provided 56 university students with a structured hands-on learning experience. In turn, students have given over 10,000 hours of free assessment and case-management services to the juvenile offender population. The program is described, noting specific considerations and…

Rooted in the business community, the Boise Future Foundation evolved into a trisector initiative: public, private, and volunteer entity. Housed at urban Boise State University (Idaho), the foundation examines critical community issues and informs public policy, debate, and action. The foundation's evolution, highlights, critical accomplishments,…

A central task for urban development planners is the building of social capital, actual community building. Essentially, social capital is built through education, and educational institutions that provide values and skills to build social capital will set the pace for the next century. (SLD)

Describes national initiatives providing community colleges with grants and technical assistance to develop community building and service learning programs. Suggests that the objectives of service learning (that is, integrating community service with academic instruction, emphasizing critical reflection and civic responsibility) matches the…

Describes the outcomes of a pilot project which was designed to predate an expanded Concentrated Language Encounter (CLE) literacy development program in the Western Cape region of South Africa. Discusses lessons learned from this pilot program. Highlights the value of pilot programs in general. (PM)

Community development offers universities unique opportunities for collaboration with communities and enhanced opportunities for residents. Colleges and universities should think in terms of developing ongoing, not short-term, programs and concern themselves with the entrepreneurial aspects of program development. Similarly, communities should…