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This book focuses on special organizational configurations for
schools in diverse parts of the world. Some of these new
organizational and institutional designs are called multi-service
schools, others are called extended service schools and still
others are called community learning centers. While these schools
have different names and notable different characteristics, they
belong in the same category because of a common feature in their
design: they connect schools with once-separate community programs
and services.Chief among the prototypes for these new
organizational and institutional designs are the ones featured in
the book's title. Some are called multi-service schools to indicate
that they selectively provide some new programs and services.
Others are called extended service schools to indicate that they
serve young people beyond the regular school day, seeking influence
and control over out-of-school time while enabling alternative
teaching-learning strategies, and providing services other than
typical "pupil support services." Still others are called community
learning centers, a name that showcases the educational functions
and priorities of schools and announcing priorities for adult
learning and development. Community schools, still called in some
places full-service community schools, serves as a prototype that
increasingly positions schools as multi-purpose, multi-component,
anchor institutions serving identifiable neighborhoods and entire
rural communities. The book is structured to enhance understanding
of these organizational prototypes and provides comparative social
analysis. It also identifies knowledge needs and gaps as well as
developmental territory for the future.
This book focuses on special organizational configurations for
schools in diverse parts of the world. Some of these new
organizational and institutional designs are called multi-service
schools, others are called extended service schools and still
others are called community learning centers. While these schools
have different names and notable different characteristics, they
belong in the same category because of a common feature in their
design: they connect schools with once-separate community programs
and services.Chief among the prototypes for these new
organizational and institutional designs are the ones featured in
the book's title. Some are called multi-service schools to indicate
that they selectively provide some new programs and services.
Others are called extended service schools to indicate that they
serve young people beyond the regular school day, seeking influence
and control over out-of-school time while enabling alternative
teaching-learning strategies, and providing services other than
typical "pupil support services." Still others are called community
learning centers, a name that showcases the educational functions
and priorities of schools and announcing priorities for adult
learning and development. Community schools, still called in some
places full-service community schools, serves as a prototype that
increasingly positions schools as multi-purpose, multi-component,
anchor institutions serving identifiable neighborhoods and entire
rural communities. The book is structured to enhance understanding
of these organizational prototypes and provides comparative social
analysis. It also identifies knowledge needs and gaps as well as
developmental territory for the future.
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