scholarly journals The Factors Contributing to the Success of Community Learning Centers Program in Rural Community Literacy Development in the Islamic Republic of Iran: Case Studies of Two Rural Communities

2009 ◽  
Vol 1 (2) ◽  
Author(s):  
Akbar Zolfaghari ◽  
Mohammad Shatar ◽  
Azam Zolfaghari
Keyword(s):  
Rural Communities ◽  
Case Studies ◽  
Rural Community ◽  
Literacy Development ◽  
Community Literacy ◽  
Islamic Republic ◽  
Learning Centers ◽  
Community Learning Centers ◽  
Community Learning ◽  
Islamic Republic Of Iran

scholarly journals Education for Rural Transformation: The Role of Community Learning Centers in Nepal

2015 ◽  
Vol 4 (2) ◽  
pp. 87-101 ◽  
Author(s):  
Tanka Nath Sharma
Keyword(s):  
Rural Communities ◽  
Informal Education ◽  
Community Services ◽  
Learning Centers ◽  
Community Learning Centers ◽  
Community Learning ◽  
Rural People ◽  
Rural Transformation ◽  
Childhood Care

The main purpose of this paper is to document the potential contributions of the community learning centers in the process of rural transformation and explore how formal, non-formal and informal education are blended for capital formation, empowerment and self sufficiency of the rural communities. Discussions and arguments presented in this paper are based on secondary sources supplemented by a field-based case study. Nepal’s rural communities over the years are facing poverty, deprivation and ignorance. Education and skills for life are particularly important to combat rural poverty and deprivation by developing capacity of rural people to take advantage of available opportunities for reducing economic and non-economic poverty. Community learning centers (CLCs) as the local educational institutions outside the formal structure, can create various learning options and opportunities, responding to the diverse needs of the rural communities living in a complex situation. Referring to a case study, the paper has advocated that CLCs can be instrumental in rural transformation by offering diverse programs in education and community services such as:  early childhood care and development, good quality primary education for all children, second chance basic education for youth, literacy and post literacy programs, women education program, vocational skill development, income generating programs and community development services for improving the quality of life of rural people. The paper further suggested that CLC has potential to offer assistance to the students of local schools in improving their academic achievement and to serve as a local institutional base offering technology-based open and distance learning opportunities and engage rural people in lifelong learning and continuing education.

scholarly journals The role of federal and state policy in addressing early childhood achievement gaps: parent perceptions and student outcomes related to 21st Century Learning Centers programming in the United States

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Heather P. Williams
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
21St Century ◽  
State Policy ◽  
Learning Centers ◽  
Community Learning Centers ◽  
Community Learning ◽  
Childhood Education ◽  
Insight Into

AbstractAs policymakers and school communities work to address underlying causes of achievement gaps and access to quality early childhood education, this study considers the use of 21st Century Community Learning Centers to address early childhood education needs on western U.S. state, Idaho. The study sought to understand the relationship between federal and state policies related to out-of-school opportunities to enhance early childhood education. Utilizing data from a statewide evaluation of Idaho’s 21st Century Learning Centers, the study examined 92 centers providing after school, before school, or summer programs in grades preschool through the third grade to predominately at-risk children. Data collection included quantitative data from a survey given to parents (n = 183), as well as qualitative data collected through site-based interviews, focus groups and observations. Data included a review of historical and current data on participation rates; attendance rates; standardized test scores for program participants in grades PK-3 (n = 3258). Data were analyzed for themes and transfer. The study findings provide further insight into understanding possible relationships between U.S. federal and state policy regarding 21st Century Community Learning Centers on both students’ outcomes and parent satisfaction. The findings further support the role of out-of-school time (OST) experiences in the larger ecosystem of learning and provides insight into understanding how the OST activities are carried over into family life.

scholarly journals Using MOOCs at Learning Centers in Northern Sweden

2015 ◽  
Vol 16 (6) ◽  
Author(s):  
Anders Norberg ◽  
Åsa Händel ◽  
Per Ödling
Keyword(s):  
Online Courses ◽  
Concept Development ◽  
Massive Open Online Courses ◽  
Learning Design ◽  
Northern Sweden ◽  
Learning Centers ◽  
Community Learning Centers ◽  
Community Learning ◽  
Lifelong Learners ◽  
Study Circle

<p>This paper describes the use of globally accessible Massive Open Online Courses, MOOCs, for addressing the needs of lifelong learners at community learning centers in Northern Sweden, by the forming “glonacal” or “blended” MOOCs. The Scandinavian “study circle” concept is used to facilitate the studying of MOOCs. Although the technical possibilities for Swedish universities to offer accessible education are constantly increasing, most Swedish universities do not, at present, prioritize courses for off-campus students. The available web courses in asynchronous formats are difficult to master for untraditional learners and leaves the learning centers with limited possibilities. Therefore, a Nordplus Horizontal project 2014-2016 with partners in three Nordic countries is developing models for the use of MOOCs in learning centers and organisations. A small pilot course case at the learning centre in Arvidsjaur and its outcomes is presented, including the interactions with Lund University which has an ongoing piloting project on use and examination of MOOCs. This concept development is discussed as a blended learning design and as a “glonacal” phenomenon with Marginson and Rhoades’ “glonacal agency heuristics” (2002) forming a background for an actor analysis. Future scenarios are outlined. </p>

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