Notice bibliographique
Résumé
This study examines community economic development (CED) and its educational elements. CED is a process of community residents' learning and developing appropriate responses to their collective and individual socio-economic needs. In this process, learning and development are interactive and evolve into further stages. While a guiding CED organization, resources and collaboration with public and private sectors are necessary elements of CED, the heart of CED is the direct participation, ownership and management of the CED organization and businesses by local residents. The educational significance of CED is that it can motivate people, especially low income people who are often alienated from education, to participate in CED and its education programs. What motivates poor people are: their need to satisfy their basic wants, the encouragement from fellow members of CED groups, and the empowerment that arises from a more egalitarian structuring of ownership and management of economic enterprises. Both the accomplishment of these ends and the learning experienced in the process provide satisfaction. This is likely to encourage further learning. Four CED case studies — the American, Canadian, Tanzanian and Sri Lankan — are compared according to two models of CED stage development. Analysis of these case studies indicates that community exploitation, "crises," visionary ideas and popular education spawn CED movements. To develop organizations and implement businesses, these movements then need to develop a managerial and professional expertise. While none of the four CED situations has been able to integrate effectively this expertise with their CED movements, Sri Lanka has been the most successful in this regard, and Tanzania the least. The problem has been that professionals, such as managers, educators and bureaucrats, have tended to impose their view of CED and their own interests rather than work with and support the people's views and interests. Canadian and American CED organizations, in their desire for social and governmental support, have professionalized at the expense of their movements. Thus, the people most in need of socio-economic interventions are often not the recipients. This study therefore recommends that CED movements be nurtured, while being effectively combined with a professional approach that serves the movement. This can be done through popular education (on CED philosophy and practice) and ongoing dialogue by all sectors of society; and by creating and strengthening member groups concerned with a more egalitarian structuring of their organizations and economic enterprises. This would require education practitioners and theoreticians to play a key role in helping to implement CED. Finally, research would need to be undertaken to evaluate whether CED and its education programs do motivate community residents to participate in their own educational and socio-economic development.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,004 |
| Communication savante | 0,002 | 0,002 |
| Science ouverte | 0,000 | 0,003 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,014 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».