INTRODUCTION TO COMMUNITY EDUCATION & TRAINING – THE THEORIES OF LEARNING

The mission of social work has always included a people-focused development philosophy that is
proactive and preventative in its approach to address present and anticipated issues. The idea of
community education is nothing new in social work. In the Philippines community education is presently
widely utilized as a model for community work by practicing social workers.

Essential Questions:

1. What are the main concepts of Community Education & Training?

2. What the different theories of learning and how you can relate it in social work
practice?

Intended learning outcomes:

Identify and discuss the different concepts and context of community education and
training.
Determine the difference of each theories of learning and able to associate these
theories.
Apply the theories of learning in assessment in the context of community education and
training.

I. THE ROOTS OF THE COMMUNITY EDUCATION MODEL

Every society at every stage of development has devised ways and

means to provide services for those in need. In the Western world
Settlement Houses emerged from Charity Organization Societies.
Rather than looking to the individual character as the root cause of
social problems, Settlement House leaders typically saw
environmental factors as being responsible for the conditions they
deplored. In everything they undertook, Settlements tried to help their
neighbours develop their potentialities to the fullest. There was great
emphasis on education of all kinds (Garvin & Cox, 1987:34-35).

In other parts of the world, for example in traditional African

communities, social needs and problems are dealt with by the family,

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both the immediate and extended family (Rwomire & Raditlhokwa, 1996:6-7). Non-formal education from
generation to generation has, therefore, been part of people‟s social existence. In this respect Mugo
(1999:222) refers to education where practices were not trapped between walls. The community, the
world and life itself were the „school‟ and education thus obtained, lasted for life. People collectively
generated and defined their own knowledge and developed skills that met societal needs. However, over
time the state gradually assumed a greater role as the principal source of social provision. Modern society
has become so complex that state intervention in social welfare developed logically as a universal
phenomenon.

The idea of community education can be traced back to the adult education of the masses and literacy
initiatives. In many respects community education was the forerunner of community development
(Weyers, 2001:11). It is thus acknowledged that community education is central to development and that
it is one of the priority longterm solutions to provide the necessary capacity and conditions for sustainable
social development (Popple, 1996; Rothman & Tropman, 1987; Rothman, 1996; Weil & Gamble, 1995;
Weil, 1996; Weyers, 2001). Social work, as one of the core professions within the social welfare field,
plays a pivotal role in the attainment of community development goals. In order to explain the latter
statement it is necessary to elucidate the relationship between community work and community
development.

II. THE RELATIONSHIP BETWEEN COMMUNITY WORK AND COMMUNITY DEVELOPMENT

The relationship between community work and

community development will be explained
according to the traditional approach. Community
development is seen as the umbrella concept and
refers to the conscious efforts of change agents
that are aimed at achieving objectives within
various spheres of community life. The concept
community work is used in a narrower sense and
refers specifically to the method used by social
workers to bring about changes that are
particularly beneficial to the social sphere of
community life (Weyers, 2001:27). This implies
that the social worker facilitates the process of
learning, growth and development. The focus is
on facilitating the development of people and not
on the development of objects. Development
strategies are not pre-planned from outside the
community, but planned with and alongside the
community through sharing and mutual learning
within a people-centred paradigm (Schenck &
Louw, 1995:84-88).

III. THEORETICAL FOUNDATION OF THE SOCIAL WORK COMMUNITY EDUCATION MODEL

The analysis of theoretical models provides a valid foundation to structure activities in community work.
Rothman and Tropman‟s (1987) and Rothman‟s (1996) three models of community practice according to
selected practice variables, namely locality development, social planning and social action, are generally
accepted as a sound theoretical foundation for community work. Similarly, Weil and Gamble‟s (1995) and
Weil‟s (1996:5-67) eight current models of community practice in social work also define community
practice, clarify its domain and illustrate its diversity. In both models (Rothman & Tropman, 1987; Weil &
Gamble, 1995) education as the social worker‟s role is implied.

Popple (1996) identifies six models of community work practice, and specifically specifies community
education as a model. The purpose of community education is described as bringing education and
community into a closer and more equal relationship. Weyers (2001) identifies five models of community

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work from a South African perspective. They cover community development, social planning, social
marketing, social action and community education. The author operationalises each model in a practical
way. The community education model that is utilised to equip community members with the necessary
knowledge, insight and skills to function optimally in the community, is also explained.

The starting point in assessing an

optimum practice mode at any given
time is to identify key or fundamental
variables. Variables inherent in the
previously mentioned models of
community education (Popple, 1996;
Weyers, 2001) can be identified in the
following way: the community‟s
relationship to the power structures
that impact upon them; community
circumstances; needs, problems and
strengths in the community; and the
basis on which workers are involved
(Jeffries, 1996:106-107). These
variables are accepted as the
foundation for the community
education model of social work and are
integrated in this discussion.

One can therefore agree with Rothman

and Tropman (1987) and Weil (1996:7)
that a model is not intended to signify a
„boxed in‟, isolated or fixed approach
with impermeable boundaries, but that
models can be „mixed and phased‟ to
be most effective in a current situation
or stage of organisational or
community development. This is
illustrated by the different aspects of community education that fit into various approaches (Popple,
1996:171). In this regard three approaches of the community education model can be distinguished,
namely the civil and social education approach (where communities are enabled through non-formal and
informal learning experiences to function as „responsible citizens‟), the life skills approach (where the
focus is on life skills) and the learning skills approach (where the focus is on literacy) (Weyers, 2001:11).

The theoretical underpinning of the community education model can be utilised to construct an „ideal
type‟ (Weil, 1996:58) of community education in order to interpret and respond to contemporary social
issues. One may therefore ask: what is the ideal type of community education?

IV. THEORIES OF LEARNNING

Over the years many theories have been developed to examine the processes involved in learning. Most
learning theories concentrate on the significance for the way that learning is delivered.

There are many different ways of learning both formally and informally: as part of a group, such as in a
classroom setting, one-to-one, such as in a mentoring or coaching arrangement, and self-learning.
Furthermore people learn differently at different times in their lives and in different circumstances.

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 A. Behaviourist Approach to Learning

This approach to learning is based on the idea that learners respond to stimuli in their
environment. The role of the learning facilitator, therefore, is to provide relevant and useful stimuli so
that the learner responds to and gains the required knowledge or experience.

The behaviourist approach to learning centres around the belief that appropriate behaviour can be
taught through constant repetition of a task combined with feedback from the facilitator. Positive
feedback encourages and reinforces success while negative feedback and immediate correction
discourages the repetition of a mistake or undesirable behaviour.

In 1927 Ivan Pavlov conducted a

famous experiment with dogs.
Pavlov 'taught' the animals to
salivate on hearing a ringing bell by
linking the time of their feeding to the
bell being rung. Later he stopped
feeding them in this way, but the
dogs continued to salivate when
they heard the bell. In other words,
the learned behaviour was a result
of a sequence of events
experienced, rather than a
conscious thought process. Pavlov
discovered what is now
termed ‘classical conditioning’.

This kind of conditioning can be

used to develop repetitive actions
within training, for example looking
in the mirror and putting your seatbelt on before driving off in a car.

The association between stimulus-response can be made

more effective by reinforcement. It is this idea that
underpins the theory later developed by B.F. Skinner
(1957). Reinforcement can work in both positive and
negative ways. A positive reinforcer is anything that
strengthens the desired response. In training, where the
aim is learning, for example, this might be stimulated by
verbal praise, a good mark, or a feeling of
achievement. On the other hand, if verbal praise is
withdrawn, this will have a negative effect and motivation to
learn will decrease.

One of the main ways to use the behavioural approach to learning in training and teaching is to
specify clear behavioural objectives at the start and then supply learning opportunities that ensure
that the objectives are met.

The approach is also based on the view that there is one right way, one truth that the student needs
to learn, and that knowledge is the same for all learners. For this reason it emphasises teacher or
trainer control; the trainer employs external reinforcement to motivate and encourage trainees to
reach the stated objectives.

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 R. M. Gagné - Theory of Instruction

A more recent proponent of the behaviourist approach can be found in the work of Gagné. In his
theory of instruction, Gagné suggests that learning takes place in a hierarchical way. He
proposes an eight-stage model, each stage of which is associated with a type of learning that
influences the way that instruction is delivered. Gagne says that learning at one level is only
possible if learning at a previous level has already taken place.

Gagné’s eight types of learning are:

 Signal learning/recognition (recognising that something is happening)
 Stimulus/response learning (learning the response to the stimulus).
 Motor chain learning (learning the sequence of actions necessary).
 Verbal chain learning (associating words in sequence).
 Multiple discrimination (choosing relevant responses to particular stimuli).
 Concept learning (making a common response to a class of stimuli).
 Acquisition of rules (concepts joining together to guide behaviour)
 Problem solving (combining rules to form a new capability)

B. Social Learning Theory

The social learning theory is a

development of early behaviourism
theory. It proposes that people can
learn, both directly and indirectly, by
observing others. In order that this
learning becomes absorbed into
their repertoire of behaviours, it
needs to be positively reinforced.

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 There are three stages in the sequence:
 Attention is focused using a model (e.g., a child and a parent).
 Learning takes place through observation of the model's behaviour, and the consequences of this
(e.g., the child watches the parent use the telephone)
 The subject analyses and codes the learning. If imitation of the model is possible, this will help in
the reinforcement process (e.g., if the child can copy the parent's actions, the learning will be
reinforced).

The social learning approach places great significance on learning with other people, through
interpersonal interactions, either face-to-face or in a team. One problem of this approach is that
people do not copy everything they see but, as individuals, tend to be selective about what they
choose to copy. It is therefore important for others to demonstrate best practice while using this
approach to training and pick up on mistakes quickly.
C. Cognitive Approach to Learning

Behaviourist theories of learning essentially stress the importance of

the assertiveness of the tutor, and the passive participant who is not
given a great deal of choice other than to respond in a predetermined
way. In contrast cognitive theories are concerned with the role of the
active mind in processing learning opportunities and developing.

The tutor (if present) and the participant both engage with knowledge;
the role of the tutor is choosing the best method to convey
understanding. The work of two well-known classical cognitive
theorists is summarised below:

John Dewey

Dewey (1938) believes learning

involves 'learning to think'. He
says the process of learning is
more than doing a task or activity;
it also requires reflection and
learning from this. To Dewey, the
purpose of thought is attaining a
state of equilibrium, enabling an
individual to solve problems and to
prepare them for further inquiry.

Often associated with 'progressive education', Dewey rejected traditional forms of education
based on the reinforcement of information where the student has a passive role, suggesting that
this type of learning was superficial. He said that learning only occurs if the student plays an
active role in the process. For learning to take place it must be meaningful to each individual,
with students critically reflecting on information presented; they have to be able to 'experience'
the information and the way to facilitate this is to draw on past experience. It could be argued,
therefore, that Dewey was one of the foremost proponents of experiential learning.

Teachers or trainers employing Dewey's approach to learning play a key role in learner's
development, but in a more indirect way than that implied in the behaviourist model. For
example, planning sessions that encourage interaction with the material presented and reflective
thinking, as well as creating a climate whereby students or trainees can structure their own
learning

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 B. S. Bloom

Another theorist who developed the

cognitive approach, Bloom, considered
learning occurred in both the ‘cognitive
domain’, that associated with memory
and understanding, and the ‘affective
domain’, how feelings or emotions
change as a result of learning. Bloom
suggests that parallel learning between the
cognitive and the affective domains takes
place in a cumulative way depending of the
degree of difficulty. The degree to which
learners use the cognitive and affective
domains will depend on the individual.

Examples of each type include:

Cognitive Affective
Knowledge Receiving

Comprehension Responding

Application Valuing

Analysis-synthesis Conceptualising

Evaluation Organising

D. Humanistic Approach to Learning

The more recent humanist theories take into account the way that, in our society, previously
polarised views of right and wrong have dissolved into a variety of potentially equally valuable truths,
i.e., a pluralistic approach. The stress on valuing diversity in many organisations and in society
generally is a reflection of this ideology.

An emphasis on active learning is at the core of these humanistic approaches to learning. The terms
andragogy' and 'pedagogy' highlight the difference between earlier models of training and the more
usual approach nowadays.

Pedagogy and Andragogy

Pedagogy and andragogy are terms derived

from the Greek words meaning 'child' and
'man' respectively.

Pedagogy is essentially based on instruction;

knowledge is transmitted formally from one who
knows to one who does not know. This type of
model has often been used in institutional settings,
where it can be administratively easier to assume
control of the learning experience, while ignoring

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 the ability or needs of the person to engage in self-directed learning – for example in schools and
other educational establishments. Unfortunately, this model can engender resistance or
rebellion, particularly in older children, adolescents and adults.

It could be claimed that pedagogy actually misses the point: providing training or education does
not necessarily mean that the learner will enjoy or remember the experience, even less transfer it
to useful settings.

Andragogy, however, provides us

with a process model in which the
learner discovers knowledge at a
pace to suit him/herself, supported
by a facilitator, perhaps a coach or
mentor. Andragogical theory is
based on four assumptions that
define its unique position, as
against pedagogy or traditional
learning methods:
 The learner needs
freedom to develop his/her
own learning.
 The existing experiences of the learner are fundamental for understanding and new
learning to take place effectively.
 The person needs to be ready to learn, as opposed to being motivated by fear or
coercion.
 The orientation to learning is paramount: in other words, it is not subject-orientated but
learner centred.

Informal individual support is important in andragogy theory, as is the development of a group

environment that is both positive and accepting. Sharing experiences can deepen individual
learning, not only for cognitive (intellectual) processes, but also affective (emotional)
processes. Participative methods build on both individual and group experiences, aiding
reflection, lengthening the span of attention and increasing self-awareness. Learning in this way
is often referred to as 'experiential learning'.

E. David Kolb - The Experiential Approach

The experiential model of learning that David Kolb

proposes, underpins much of the work of modern adult
training providers.

Essentially, Kolb believes that learning is a dynamic

process, in which we are constantly able to construct
our own learning and development by moving through
the following cycle.

Kolb’s four aspects of his learning cycle, in which

experience is constantly reviewed and impressions
challenged or confirmed, form the basis of experiential
learning theory. The sequence is explained in the
following way: a person's life experiences form the
basis for his/her observation and reflection on what
has been encountered encourages learning. This in
turn becomes assimilated into what is already known,

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providing a new conceptual map on which further actions will be based, thus forming a new
experience. To complete the cycle, people also need to be able to practice skills learned if the training is
to have any true meaning for them.

In training terms, therefore, learning is facilitated if the course content and process key into
participants' existing experience and are so designed to encourage reflection and the formation of
new concepts.

F. Bandura's Self Efficacy Theory

Albert Bandura was a key proponent of social learning who also popularised the notion of self-
efficacy Bandura's theory takes into consideration how people perceive themselves or how they
appraise their own level of competence in the process of learning. People low in self-efficacy will
dwell on their perceived inadequacy and the difficulties of their situation. Conversely, people high in
self-efficacy will see a situation as a challenge rather than a problem and focus on what needs to be
done. They manage threats well and can apply their knowledge to different situations.

Self-efficacy can be defined as people's judgements of their capabilities to organise and

execute courses of action required to attain designated types of performance. Bandura
suggests that the strength of an individual's convictions in his/her own effectiveness determines
whether he/she will even try to cope in difficult situations. He points out that the level of self-efficacy
may influence a person's performance in the following ways:
 The Amount of Effort and Persistence a Person puts into a Task: For example, if a
person starts an activity with weak expectations, or self-efficacy, but this is followed by
positive experiences, they are more likely to persevere. However, individuals who have
strong expectations will continue to persevere despite negative or dissuading experiences.
 The Actions or Tasks People Choose: Individuals will be more inclined to undertake tasks
in which they have strong expectations and less inclined to do those linked to weak
expectations.

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 Self-efficacy is derived from a number of sources which include:

 Performance Accomplishments: These are the most dependable source of efficacy

expectations because they are based on one's own personal experience. Successes raise
mastery expectations and repeated failures lower them.
 Vicarious Experience: Watching others undertake feared activities without negative
consequences can create more positive expectations in observers. This is sometimes
referred to as 'modelling'.
 Verbal Persuasion: Individuals can be led to believe they can cope
successfully. Expectations created in this way, however, tend to be weak unless
accompanied by an authentic experiential base.
 Emotional Arousal: People partly rely on their physiological arousal to judge anxiety
states. High aversive arousal tends to debilitate performance whereas with calm or low
arousal, success is more likely.

The implications for training design are various and include setting realistic, but not too easy goals, in
order that people can feel they have achieved something, and ensuring that people have support and
reward for their learning in either in workplace or in other training and learning environments.

IV. THE IDEAL TYPE OF COMMUNITY EDUCATION

The social worker‟s role as educator is

comprehensively described in literature that focuses
on general social work practice. Miley, O‟Melia and
DuBois (2001:18-20) describe education as a
function of social work. They distinguish various
educational roles of the social worker, amongst
others the teacher role, the trainer role and the
outreach role on micro-, mezzo- and macro-levels.
These authors regard education as inherent in all
other social work activities, even though education is
identified as a separate function. Furthermore, they
believe that education requires an empowering
information exchange between a client system and a
social work practitioner. They emphasise the fact
that the educational function of social work respects the knowledge and experience that all parties
contribute. On a macro-level these roles of the social worker are directed mainly towards increasing
awareness of social issues and early prevention.

Homan (1999:21-22) concurs by regarding education only as part of other methods, which has to be
augmented in order to motivate people to act in a meaningful manner. The author also sees community
education as a typical form of community activity and as a basic means for assisting the community by
bringing matters to the community‟s attention and preparing them for knowledgeable action. Homan
(1999:252, 346) postulates that, although education is a precondition for action, it is not action as such.
Having knowledge of something does not guarantee that action will take place. The author warns that
when education becomes the goal during intervention, social workers may be inclined to think that the
knowledge that has been conveyed is sufficient for corrective action by the community. In connection with
the goals of education, Henderson and Thomas (1990:214) refer to process goals that include
educational aims, and focus on growth or maturity in civic affairs, rather than on solving a particular
problem or meeting a specific need.

The views on education of Schuller, Preston, Hammond, Bassett-Grundy and Bynner (2004:14) embrace
the aforementioned argument. According to these authors, it is important to avoid simplistic conclusions
about education that suggest that a single input regarding education will resolve social problems.
Education is rather regarded as a lifelong learning process that is an integral part of people‟s lives.

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Lifelong learning can be regarded as non-formal
education, a concept that is used to describe any
educational activity outside the established formal
system. It is, therefore, an open-ended process that
may never be completed (Braimoh, Adeola & Mohasi,
1995:39). Lifelong learning corresponds to Freire‟s
(1972) postulation of „popular education‟, which is
conducted outside the formal education system. Freire
(1972) advocated problem-posing education, which
stressed communication and partnership in learning.
This idea of community education is therefore viewed
from a people-centred perspective that entails, inter alia, that people learn together and from one another
instead of being taught/trained through adult or community education programmes by „experts‟ (Schenck
& Louw, 1995:89).

Non-formal education is an important technique of social

work and has a part to play in the process of
consciousness raising (Gathiram, 2003:46). In this view,
conscientisation facilitates the creation of the will to
change, which is an essential ingredient of community
involvement (Molefe, 1996:25). The extensive work of
Freire (1970, 1972, 1973) centres on conscientisation.
Freire believes that educators have to work on the
range of experiences that people bring to the learning
situation. The educational process entails providing
opportunities for people to validate their experiences,
dreams, culture and values. Conscientisation is a
participatory, collective, action-reflection process that can only occur through dialogue. Education for
conscientisation is therefore the antithesis of banking education, where members of the community are
regarded as empty vessels and the social worker as the depositor who fills the receptacles with as much
information as possible.

Therefore, community education entails facilitating and sharing existing and collective knowledge and
skills, or acquiring knowledge and skills in a way decided upon in collaboration with the community. The
community is involved in what is being learnt and how they want to learn, based on the „core business‟ of
community education, namely the elimination of the disempowering effects of ignorance, by improving the
literacy and skills level of communities (Weyers, 2001:162). Education generated through literacy should
not prevail over that generated from the oral tradition (Mugo, 1999:225). Literacy and skills must,
however, be viewed in a greater context. Literacy refers to the „power of knowing‟ and skills to the „ability
to do or to influence‟. The context of literacy can vary from academic literacy, economic literacy,
environmental literacy to civil literacy (Weyers, 2001:162).

Education for sustainable development

should face the challenge of drawing the
best from existing indigenous paradigms
that are relevant to current needs. This
implies that community education should
reflect an insight into the inextricable link
between education and culture. This means
utilisation of relevant communication
technology and the development of
indigenous education systems for an
emancipatory practice (Mugo, 1999:225).
Hoppers, Moja and Mda (1999:235) concur
by arguing that education should have a
cultural component which specifically draws

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upon indigenous knowledge and culture. However, the question here is: "Will the dominant culture mould
and shape indigenous practice or will the diversity of cultures be accommodated?" (Gray & Allegritti,
2003:322). Or will it be a case of „civilizing the savages‟ and „educating the primitive‟? (Osei-Hwedie,
2002:312). To be relevant in an appropriate local context and to be „doing good social work‟ (Gray,
2003:xxi) are ways in which a social worker can respond.

V. CORE CONCEPTS OF COMMUNITY EDUCATION

Certain core concepts regarding community education have come to the fore in the preceding discussion.
Core concepts are abstract ideas that are generalised from particular situations. They are expressions of
basic elements in a few summarising words. When used in reference to fields such as community change
(or as in this paper in terms of community education) “…they take on some of the qualities of „practice
principles‟ with potential to integrate information about „thought‟ and „action‟ in a new combination”
(Checkoway, 1997:11). The most important core concepts flowing from community education, namely
participation, empowerment, strengths, assets and capital, will now be discussed.

Participation

The role of civil society in development is

crucial. If developmental work is imposed from
outside, there will be no sustainable and
human development. When development
increases local levels of social capital,
communities develop the capacity to help
themselves (Gathiram, 2003:43-44).
Participation should not be confused with
involvement. Participation is not about
involving the community in what social workers think they should get involved in, or how and who
should get involved. The concept of participation refers to sharing and working together (in terms
of community education), which gives all people in the community an equal opportunity to have a
part in the process of making decisions that affect community life (Schenck & Louw, 1995:85).

Empowerment

There is an emerging tendency to see empowerment as a process

with multiple levels such as individual involvement, organizational
development and community change (Checkoway, 1997:24-25).
Empowerment does not literally mean that power is handed down
or given to people. To empower means to enable people and to
elicit and increase their power by various means. It is an act of skill
and confidence building and should be developed through
cooperation, sharing and mutual learning (Schenck & Louw,
1995:84).

Strengths

The strengths perspective is based on the

assumption that individuals in communities have
strengths, assets and expertise gained by
experiences. The social worker needs to identify,
facilitate or create contexts in which people in
communities who have been silenced and isolated
gain an understanding of, a voice in, and influence
over the decisions that affect their lives. Thus
healing, belonging and relationship building
through dialogue and collaboration are promoted

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 (Saleebey, 2002). The usual focus on the needs of people carries the risk of ignoring their
substantial strengths that make them dependent upon the practitioner who defines their capacity.
Emphasis on the deficits of communities can cause them to lose confidence in themselves and
may result in „learned helplessness‟ (Checkoway, 1997:18). The emphasis is thus on what
everyone already knows and not what everybody needs to know. This perspective should be
recognized and actively engaged in community education, so that communities will not remain
mere consumers of services, but will be capable of developing into producers of knowledge.

Assets

Assets and strengths are closely connected and are sometimes used in the same context. Both of
these concepts represent a reaction to a needs-based approach (Ebersöhn & Eloff, 2003:13).
However, an asset could be anything that is utilised and shared to the benefit of others, and could
therefore include strengths. In terms of community education, community members are regarded
as experts of their own situation and their viewpoints are essential to any education that occurs.
The social worker does not simply provide a service to the community, but connects people to
assets and therefore does not maintain an authoritative and paternalistic approach towards the
community, but is supportive and acts as a partner in all community affairs.

Capital

With regard to community

education, capital can be
regarded as “…learning as a
process whereby people build
up - consciously or not - their
assets in the shape of human,
social or identity capital, and
then benefit from the returns on
the investment in the shape of
better health, stronger social
networks, enhanced family life,
and so on” (Schuller et al.,

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 2004:12). Social capital refers to various social factors, such as norms and networks that enable
people to take collective action to contribute to well-being (McMichael & Manderson, 2004:89).
Human capital refers to the knowledge and skills possessed by individuals and which enable
them to function effectively in economic and social life. Education can play a part in enabling
individuals to sustain their individual identity capital within the local or national identity (Schuller et
al., 2004:12-19). According to Schuller et al. (2004:20), these concepts (human, social and
identity capital) are vital factors at almost every stage of the learning process. These concepts
are part of the outcomes of learning and are major determinants of motivation, whether or not
people choose to engage in learning.

VI. PERSPECTIVES ON COMMUNITY EDUCATION AND THE RESULTANT IMPLICATIONS FOR

SOCIAL WORK EDUCATION AND PRACTICE

To achieve the objectives of this paper, 11 perspectives on community education, which have been
constructed from the foregoing theoretical exposition, are presented. Each perspective is followed by
resulted implications for social work education and practice. These perspectives can serve as a guide for
social work educators and practitioners to execute the community education model.

Perspective 1:
A social work response to risk issues such as Aids, poverty, economic, social, political,
environmental and security matters will include components of community education.

Implications:
In compiling curricula and welfare programmes, educators of students as well as
practitioners ought to give priority to local risk issues that correlate with global risk issues,
especially with regard to prevention. This is important because the issues and concerns
that affect one region of the world soon become the concerns of everyone in every
region. Since components of community education are always present in community
work, students and practitioners need specific knowledge, values and skills that are
required for community education in a specific environment. Students must be prepared
by means of exposure to environments with different and corresponding risk issues - not
only locally, but also internationally – to be able to understand the value of utilising the
community education model.

Perspective 2:
Community education has been a general social responsibility throughout history, but
present risk issues compel the social work profession to consciously accept co-
responsibility for community education within the broader context of community
development.

Implications:
If social work wishes to continue to exist as a profession that is a response to society,
social workers and social work students will have to realise that they have a leadership
role to play in the broader context of community development. The contribution of social
work towards reclaiming civil society is at stake, especially within the sphere of other
professional groups in the field of social welfare. Contemporary risk issues in society,
particularly as a result of globalisation, are presently so complex that civil society needs
intervention by professional and specialised experts. It is, therefore, a great challenge for
social work students and practitioners to be both leaders and educators in a
complementary manner.

Perspective 3:
The theoretical underpinning of the community education model can be utilised to
construct an ideal type of community education.

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 Implications:
Both educators of social work students and practitioners must understand the knowledge
base of social work – namely assessment, person in the situation, relationship, process
and intervention (Johnson, 1995:21). This must not be seen in isolation but in the social
climate of the day and in the contemporary social welfare scene. This knowledge base of
social work must be integrated and utilised in a manner that complements community
education. The ideal type of community education is thus inherent to social work in the
same way as psychosocial therapy and other fundamental and traditional social work
models are.

Perspective 4:
The ideal type of community education is based on a mutual exchange of knowledge,
skills and ideas with the community, which implies horizontal learning.

Implications:
Although a leadership role in community education ought to be adopted by social work
students and practitioners, this does not mean that they should reveal an „I know best‟
and „I will teach you‟ attitude. A blending of pedagogy and andragogy would be more
appropriate (Knowles, 1995). This approach will allow students and practitioners to
pursue the principles of teaching strategies that are tuned in to the learning patterns of
specific members of particular communities. Reciprocity is, therefore, an enduring
principle that must be maintained.

Perspective 5:
Community education is a function of social work on a macro-level and an identifiable
role of the social worker in partnership with the community.

Implications:
Facilitation skills are inextricably part of the professional competencies of social work
students and practitioners in all functions that are performed on a macro-level. This will
generate and maintain partnership with the community. Community education in social
work is impossible if this partnership with the community is lacking.

Perspective 6:
Community education is a precondition for action by the community and therefore it is
inherent in all other social work activities.

Implications:
Social work students and practitioners must realise that education alone is not sufficient
to address risk issues in communities. Actions in communities must include components
of knowledge, as well as values and skills. The creative blending of knowledge, values
and skills (Johnson, 1995:53) must be part of any community intervention.

Perspective 7:
Community education is not an isolated, single occurrence, but it is process driven.
Prevention, awareness and consciousness-raising are pursued as process goals.

Implications:
Both social work students and practitioners must understand that community education is
essentially process driven and should be utilised in a way that complements other social
work models. In order to appreciate this aspect of community education, students and
practitioners must possess specialised skills, especially those of consciousness-raising of
the community.

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 Perspective 8:
Community education is mainly non-formal, lifelong, open-ended, never completed,
applied from a peoplecentred perspective, and aimed at sustainable social development.

Implications:
Students must be capable of pursuing community education and social development from
a people-centred perspective. This will contribute towards practitioners‟ ultimately
regarding community education as indispensable to social development.

Perspective 9:
The social worker‟s response is situation-relevant and related to local culture and
indigenous knowledge since all activities, ideas, processes and techniques of community
education reflect the socially constructed reality of a given society.

Implications:
Multicultural competencies are inextricably part of the tools used by students and
practitioners in community education, since the content, method and process of
education are directed by the relevant community‟s culture. In this way community
members can receive, understand and integrate learning experiences in their world.
Students and practitioners must, therefore, have a culture-friendly attitude in order to
facilitate indigenous knowledge and to synthesise it into a meaningful whole. Cultural
friendliness in community education must become part of students‟ and practitioners‟
identity.

Perspective 10:
By means of a strengths perspective the knowledge that already exists in a community is
extended to become assets that fortify the human, social and identity capital of
communities.

Implications:
The importance of a strengths perspective must be instilled in social work students so
that the focus on assets and human, social and identity capital of communities would be
a perspective that practitioners absorbs automatically in practice. This is especially true
with regard to community education, where the imbalance between the practitioner and
the community with regard to power, knowledge and skills might be obvious.

Perspective 11:
Concepts such as participation and empowerment mean sharing, working together and
enhancing mutual learning in the community education context.

Implications:
The process of participation and empowerment starts with educators of social work
students, who act as role models for students in shaping their perception of education. By
means of this process, emancipatory citizenship education in the social work university
classroom (Sewpaul, 2004) will ultimately lead to emancipatory citizenship education by
practitioners in the community.

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