This thesis examines the question of training for local "Third World" populations in community organization so that they may spearhead the community-based development process. In particular, it explores the issues of what training themes and activities can best prepare community organizers to participate in the development process. The research constitutes an actual 6-week training program for young rural Guatemalan women studying to become community leaders. As the field practice of the training, the students undertook a week-long community survey with women in four rural communities of Huehuetenango province. This thesis recounts the training and community survey experience and analyses it in order to consider implications for further research and application in community development training.

The study examined whether Indiana school sites having Community Education programs exhibited Community Education elements as defined by the State Plan for Indiana Community Education 1989 - 1993. Ten core elements of Community Education (collaboration, partnerships, use of volunteers, citizen involvement, lifelong learning, community resources, parental involvement, facilities usage, systematic planning, and leadership) were studied.Five research questions were developed to describe the use of Community Education elements in Indiana schools. Names and addresses of sites were obtained from school superintendents, and questionnaires designed to report the presence of the ten core elements of Community Education were sent to the sites. A weighted index was developed to measure the elements and was used to provide a score for amounts of core element activity at each site. This allowed the sites to be ranked with higher scores representing more extensive use of Community Education elements.At least 113 school sites are making efforts to implement the Community Education elements. Sites exhibiting the greatest number of the Community Education elements were located in high schools or career/vocational centers in small towns or medium-sized cities, for the most part. The majority had part-time or full-time coordinators. Sites exhibiting the fewest elements tended to be located in elementary schools in small towns or rural areas; none were in urban or suburban areas, and the majority had no coordinator.In terms of the ten core elements, most sites did not collaborate or have formal partnerships with community organizations. Most sites also did not have community councils. Less than half had any formal citizen involvement in planning and decision-making. Most sites did not consistently use systematic planning processes to make program decisions.School facilities were used for Community Education purposes during non-school hours by over 80% of the respondents. Activities most frequently provided by the sites were personal enrichment courses, high school completion/GED preparation, adult basic skills classes, and recreation. Senior citizens were the most frequently served group by the sites. About one-third of the sites provided programs for illiterate adults. The study suggests that Community Education at Indiana school sites has a much stronger program orientation than a process orientation. / Department of Educational Leadership

Thesis (Ed. D.)--University of Hawaii, 1992. / Includes bibliographical references (leaves 355-356) / Photocopy. / xiii, 356 leaves 28 cm

Thesis (MEd (Human Resource Studies))--University of South Australia, 1995

This project aimed to demonstrate that a commitment by a community to improve access to lifelong learning opportunities as a Learning City enhances the quality of life of its citizens and improves its economic conditions through a more creative, stable and adaptable community. In May 2000, the newly elected Labor Government in Victoria launched the Victorian 'Learning Towns' Program. Based on a United Kingdom (UK) model that had been developing since 1995 with demonstrable success, the nine (and later, ten) rural and regional cities and towns in the Victorian pilot program were the first in Australia to receive funding to support lifelong learning as an approach towards achieving sustainable economic development and social inclusiveness. This research focused on the practice and progress of SmartGeelong - The Leaming City, one of the pilot programs. It presented an opportunity to evaluate the economic and social development of a community that has declared itself a Learning City by posing the following research questions: 1. What are the key characteristics of a Leaming City and what determines these? 2. What are the value added outcomes? How can the depth and breadth of participation be entrenched? 3. What are the indicators of success and effectiveness in a Leaming City? Having made this observation however, the capacity for the cultural change in an ACE driven learning community to be sustainable is likely to be limited unless it engages local government in meaningful ways to ensure that those changes are long term. Currently, the contribution by local government to learning communities in Australia is varied and can be erratic. The experience in the UK supports the observation in Australian learning communities that where there is a commitment that is understood by local government, it is possible to improve social inclusion and local economic performance. This research has concluded that its most significant finding is the effectiveness of the neutral space that a concept such as the Leaming City provides. By providing a conceptual space that is non threatening, non competitive and belongs to the whole community rather than any one organisation, it is possible to develop cross sectoral partnerships among organisations that may be competitors in other environments, that add value to communities, overcome barriers and develop creative responses that address local issues and build community capacity. The research describes the experience of building a learning community, of lessons learned and insights gained. Through example, it provides a foundation for other communities that may be interested in pursuing this concept. However, while it is possible to develop a learning community through the commitment and initiative of local leaders, it is made more difficult in the absence of a national policy commitment to lifelong learning. Despite this, the research concludes that through the careful development and nurturing of all partners, the process of developing a learning community is effective, sustainable and makes a positive impact.

Thesis (M.Arch.(Prof)) -- University of Pretoria, 2006. / Available on the Internet via the World Wide Web.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 89-93). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 89-93). Also available on the Internet.

Professional paper (M Nursing)--Montana State University--Bozeman, 2009. / Typescript. Chairperson, Graduate Committee: Susan Luparell. Includes bibliographical references (leaves 36-39).

Thesis (Ph. D.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 2, 2009). Vita. Includes bibliographical references.