Parents, as children's first and most important teachers, have both a right and a responsibility to be involved in their children's education. A framework is offered for understanding the conceptual basis and the strategic implications of community participation, in achieving Health for All goals. Community education’s strength is that it deals with many different and varied components of education within the community. Website Disclaimer, Workforce Development & Community Education, Develop independent and interdependent, lifelong learning strategies, Nurture their aspirations, confidence, curiosity, imagination, self-respect and responsibility to others, Explore and adapt to new ideas in both work and leisure, Understand social change and individual development and take responsibility for sustaining both, Accept the constancy of change and cope with, adapt to and manage change effectively in all areas of one’s life, Possess self-determination with a realistic assessment of one’s aptitudes and inclinations, Recognize how the foundation of one’s ideals and values emanate from one’s particular background and experience, Participate in communities as both teacher and learner, connecting with others, sharing thoughts and creating knowledge while taking advantage of an open environment that values critical thinking and civil discourse, Enhance one’s understanding of various forms of discrimination and oppression while embracing the principles of access to promote equitable opportunity for all in the teaching and learning experience, Explore, understand, and respect the tenacity and validity of diverse values and heritage, Appreciate the interconnectedness of global events and issues and one’s place in the web of life, Develop an environment that encourages active learning and values the differing approaches of all community members, Enhance literacy in all areas—reading, listening, viewing, writing, speaking, creating, and movement, Reason quantitatively, using numerical data to meet personal and vocational needs and to respond to a world increasingly dependent on the understanding of a broad range of quantitative concepts and processes, Identify a need for information and know how and where to find it, Use language to communicate effectively with other individuals and groups, including basic functional ability in a language other than one’s own, Function constructively in both a leadership and participatory role within groups, Access, organize, interpret, evaluate, synthesize and apply information, Reflect on and assess information and knowledge from differing perspectives, Develop knowledge of one’s feelings, values and biases and how they relate to one’s thinking and behavior, Integrate knowledge from multiple disciplines to make thoughtful and informed decisions, Base decisions on factual and affective evidence rather than on unexamined opinions, Determine the nature of a problem, analyze the problem and implement an appropriate solution, applying scholarly theories and methods where appropriate, Evaluate, integrate and adapt to technological change. They apply to all members of the GCC community—students, employees and trustees. Formal and informal learning opportunities should be available to residents of all ages in a wide variety of community settings. To promote the development and proper use of health service. This chapter includes principles for several key concepts that are touched on throughout this Plan—for example, in The college policies and practices ensure that all its members continue to develop their capacities to: The college expects members of the community to think critically and to conduct disciplined inquiry, using both their minds and hearts in order to understand the complexity and simplicity of ideas and actions; to prioritize and make decisions; to identify and solve problems; to evaluate and judge; in short, to think independently. It is complex term which includes many things in it. 2. Bielaczyc and Collins (1999) propose 14 principles for LC (Learning Community) design, as presented in Table 2.2. 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