Community work as an Agency of Education

Many of today's leaders in education, business and community development are coming to understand schools alone cannot prepare our youth for productive adulthood. Community work as an Agency of Education, it's evident schools and communities should work closely with one another to satisfy their mutual goals. Schools can provide more support for college kids , families and staff once they are an integral a part of the community. Community work as an Agency of Education, On the opposite hand, agencies can make services more accessible to youth and families by linking with schools, and that they can connect better with and have an impression on hard-to-reach clients. Community work as an Agency of Education, Appropriate and effective collaboration and teaming are seen as key factors to community development, learning and family self-sufficiency.

Partnerships should be considered as connections between schools and community resources (Click on Image 1 - Above Right). Community work as an Agency of Education, The partnership may involve use of faculty or neighborhood facilities and equipment; sharing other resources; collaborative fund raising and grant applications; volunteer assistance; mentoring and training from professionals et al. Community work as an Agency of Education, with special expertise; information sharing and dissemination; networking; recognition and public relations; shared responsibility for planning, implementation and evaluation of programs and services; expanding opportunities for internships, jobs, recreation and building a way of community.

School-community partnerships can interconnect together many resources and methods to reinforce communities that support all youth and their families. Community work as an Agency of Education, they might improve schools, strengthen neighborhoods and cause a clear reduction in young people's problems. Community work as an Agency of Education, Building such partnerships requires visioning, strategic planning, creative leadership and new multifaceted roles for professionals who add schools and communities.

The Issue of the Project: the connection Between Community and faculty

The purpose of this paper is to debate the outcomes of an action scientific research conducted with teachers at the Istituto Camozzi, an “istitutocomprensivo”—or school spanning the preschool, primary, and lower secondary levels of education—in Bergamo (Northern Italy). Community work as an Agency of Education, The project focused on the connection with the varsity , the community, and therefore the students’ parents, the primary community members encountered by teachers in their work. Community work as an Agency of Education, Such attention is crucial for 2 reasons: First, parents could also be viewed as invaluable members of the tutorial team; and Second, parental involvement is usually related to enhanced child outcomes, including higher academic achievement, lower dropout rates, and more positive student attitudes (Nzinga-Johnson, Baker, & Aupperlee, 2009).

The Assumption About the Relation Between School and Community

The topic of the school’s relationship with the community, especially with the students’ families, emerged as a key issue at the primary research meeting. to look at this subject thorough , the research team decided to approach in from within a broader theme that the participants recognized as crucial. More specifically, the profound transformation happening in contemporary society which has key implications for schools: Teachers are indeed being forced to rethink and clearly redefine their duties, strategies, and identity within the light of the changes being experienced by students, families, and communities.

Community work as an Agency of Education, The school-parent relationship is thus associated with the broader social context during which the varsity operates. this is often borne out by Epstein’s observation that home-school relationships occur within broader political, economic, and social contexts, which the dynamics of those relationships could also be influenced by multiple factors (Epstein, 2001). Community work as an Agency of Education, The new media and alternative sources of coaching , communication, and knowledge (Postman, 1969), the spread of informal learning which now competes with formal training (Biesta, 2006), the changes affecting the “family” (Santoro, 2013), and therefore the refore the ambivalent links between education and the market are all phenomena that today’s schools are called upon to interact with (Dewey, 1938).

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