ERIC Number: ED218753
Record Type: RIE
Publication Date: 1981-Jun
Reference Count: N/A
Education North: A Case Study of a Strategy for Building School-Community Relationships.
Ingram, Ernie; And Others
Education North is an experimental project to promote community involvement in schools in seven selected towns in northern Alberta (Canada). The project strategy is based on the "local education society" (LES), an autonomous group that develops and operates local programs using government funds, independent of the local education agency (LEA). All seven projects funded--in the Little Red River area, Lac La Biche, Slave Lake, Fort Chipewyan, Fort Vermilion, Wabasca-Desmarais, and Atikameg--have passed through the stages of initial contact, LES formation, and program development and approval. Three projects are in the stage of early operations, which involves hiring an LES coordinator and preparing to implement the program. One project is in the early implementation phase, while two programs, one focusing on curriculum development and the other on funding surrounding communities' projects, have reached the stage of active program operations. Two key issues have arisen in Education North. One involves the locus of power in the LES-LEA relationship and the need for balance between the two. The other issue concerns the relationship between laypersons and professionals in the projects, including each LES's relationship to its coordinator and the role of LEA personnel in LES leadership. (RW)
Descriptors: Administrators, Citizen Participation, Community Involvement, Elementary Secondary Education, Foreign Countries, Lay People, Place Based Education, Power Structure, Program Development, Program Implementation, Rural Areas, School Community Relationship, School Districts, Teachers
Not available separately; see EA 014 774.
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: Alberta (North); Education North Project; Sense of Community
Note: Paper presented at the Annual Meeting of the Canadian Association for the Study of Educational Administration (Halifax, Nova Scotia, Canada, June 1-4, 1981).