Community Learning Development Resource 402 – 07
COMMUNITY LEARNING – CURRICULUM MATTERS
SUMMARY
The curriculum associated with community learning should not be limited to non-formal versions of off-the-peg courses, generated by providers, and delivered to non-traditional learners in community-based settings.
Asking potential learners what they want and offering taster sessions usually ends up with the professionals teaching the kinds of things they are already familiar with, in ways that fit in with pre-determined courses, teaching materials and accreditation regulations. This is not to say that a more locally-based and less formal re-introduction to learning does not have its place. But it is unlikely that such an approach really does start from where individuals or groups of people are or from the issues and concerns that affect their lives in poor – and often divided – communities. The voices of such people are rarely heard.
Tackling the personal, social, economic, cultural and political issues identified by local people as being important in terms of neighbourhood renewal – in ways that put local people in the driving seat, in ways that are sustainable and which begin to make a difference to their lives – means that the curriculum should be relevant, purposeful and subject to continuing review and negotiation. It should also be fun. There are many ways to think about, try to understand, and get involved in social issues that are also sociable, practical or creative. People are much more likely to become engaged in learning if they are enjoying themselves and if they can see results. Learning which can address real issues and problems in peoples’ lives has value for them.
Learning that is responsive and engaging in this way will almost certainly:
- Build on what people already know from experience and from informal learning in their everyday lives
- Make the most of local expertise
- Encourage people to learn from each other and to learn with each other
- Build in the introduction of relevant new knowledge and skills only as these become necessary and appropriate in relation to the learning journeys being managed by participants
- Be based on teaching methods that are participatory, interactive, practical, creative, and which involve problem-solving and critical thinking
- Require teachers who:
- understand the issues at stake for the participants (learners)
- have the personal skills to establish equal and respectful relationships with learners
- are sensitive to equal opportunities, cultural difference and social inclusion
- who can teach in a knowledgeable and practical but informal way.