1 / 9

Community Studies

Community Studies. The David Livingstone College of Education/Sogn og Fjordane University College Model By Ane Bergersen and Randi Jepsen. Community Studies – Five Perspectives. Zambia Basic Education Syllabi. Grade 1-7 (2003) p. 124:

nevina
Download Presentation

Community Studies

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Community Studies The David Livingstone College of Education/Sogn og Fjordane University College Model By Ane Bergersen and Randi Jepsen DALICE/SFUC

  2. Community Studies – Five Perspectives Zambia Basic Education Syllabi. Grade 1-7 (2003) p. 124: • ”The Community Studies Learning Area has five components concerned with Socio-cultural, Economic, Aesthetic, Health and Environmental related issues within the community.” • DALICE/SFUC use the term perspective instead of component • ”The Community Studies Learning Area focuses on the localised curriculum, which constitutes 20% of the whole curriculum.” • In the DALICE/SFUC model the concepts of Community Studies, Local Knowledge and Localised Curriculum are closely interlinked DALICE/SFUC

  3. Local Knowledge • Community Studies and Localised Curriculum should be based on Local Knowledge • Local Knowledge is the basis for the learners’ appreciation of traditional values, knowledge and skills enabling them to participate in the community and contribute to sustainable development • Being an entrepreneur is to see opportunities and utilise them for oneself, one’s family and the community. For that one needs local knowledge • Local Knowledge, Community Studies and the cross-cutting issues, Basic Health, Living Together, Environment and Making a Living, can be seen as interlinked DALICE/SFUC

  4. Local Knowledge • The linkage between Community Studies and other learning areas is Local Knowledge • In Community Studies the learners and teacher should collect local knowledge for use in both Community Studies and other learning areas shown on the timetable • Parents, relatives, resource persons in the local community and the local environment will contribute to collection of local knowledge • Collection of local knowledge can take place inside (from learners, teachers and invited resource persons) and outside the class room (through interview, observation, demonstration etc.) DALICE/SFUC

  5. Learning outcomes • Zambia Basic Education Syllabi. Grade 1-7 (2003) (p. 125) outline general outcomes for Community Studies related to the five perspectives • The teachers should use the syllabi for all other learning areas to reach the expected outcomes for Community Studies and vice versa • To reach expected outcomes for all learning areas local knowledge collected in Community Studies should be made use of whenever possible to develop a holistic understanding and make basic education more relevant for the learners DALICE/SFUC

  6. The DALICE/SFUC Model • Throughout the year Community Studies and Local Knowledge should be related to all other learning areas in order to localise the curriculum • By spending 4-6 weeks on each of the five perspectives the learners and teachers will achieve a broad and holistic understanding of Community Studies and Local Knowledge • DALICE/SFUC recommend to start Community Studies with the Environmental Perspective and end the year with the Economic Perspective and a holistic understanding • The model is meant to be flexible and based on local needs and identified challenges in the local community DALICE/SFUC

  7. DALICE/SFUC

  8. Piloting of the DALICE/SFUC model • DALICE/SFUC have co-operated since 2002 on learner centered methods in multigrade schools and some of those schools with capacity on learner centered methods have played an important role • The model has been developed in close co-operation with six basic schools in Kazungula and Livingstone districts and 250 students at DALICE • The DALICE/SFUC model has enabled the schools to work with Community Studies in a new way • In Community Studies teachers should be flexible facilitators and use a range of learner centered methods. Local knowledge will be “the textbooks” DALICE/SFUC

  9. Through Community Studies and use of local knowledge boys and girls can acquire entrepreneurial and life skills in the areas of environment, health, socio-culture, aesthetics and economy • Community Studies, Local Knowledge and localising of the curriculum can be seen as linked strategies to empower the learners to have sustainable lives both in rural and urban areas DALICE/SFUC

More Related