Community Learning Centers
Arranged According to Location
Except for the USA
* * * * *
Australia England South Africa Canada Finland Wales China Japan Denmark Scotland Australia
CACOM /ACCORD - The Australian Centre for Co-operative Research and Development
Faculty of Business
University of Technology, Sydney
PO Box 222
Lindfield NSW 2070
Australia
Phone: +612 9514 5121
Fax: +612 9514 5583
Email: cacom@uts.edu.au
URL:www.co-operativesonline.com OR www.accord.org.au.
The Centre is a multi-disciplinary research Centre attached to two Universities: University of Technology, Sydney and Charles Sturt University, Bathurst in Australia. It researches into issues that affect the operation of co-operatives and mutual organisations, international best practice in co-operatives management, governance, strategic development and financing of co-operatives and other mutual associations. Areas of interest include effective co-operative responses to local/regional economic development, job creation and community building projects that would promote social and financial inclusion and people-centred sustainable regeneration. Also provides a wide range of organisational development, director training, management education and consultancy services to co-operatives and mutual associations.
ON-LINE POSTGRADUATE DISTANCE TEACHING FOR REFLECTIVE AND COMMUNICATIVE LEARNING
Science and Mathematics Education Centre,
Curtin University of Technology,
Perth, Australia
Contacts: Peter Taylor and David Geelan
At Curtin University is developing an on-line postgraduate Masters unit in Curriculum for distance learners: teachers of science and mathematics in Australasia, the Pacific and SE Asia. Its pedagogy is shaped by a ‘critical constructivist’ perspective which values engaging students in critical self-reflective thinking and dialogical discourse with peers. Its web site comprises a set of reflective reading activities that students undertake individually in preparation for on-line interaction. A reflective journal is of central importance. For on-line learning, students interact asynchronously in time under the guidance of a rotating discussion leader. An electronic bulletin board provides a number of on-line discussion rooms. Formal discussion occurs in the Activities Forum (the virtual classroom), informal social discussions occur in the Social Forum (the virtual coffee shop), and technical questions about connectivity or the program occur in the Technical Forum (the tutor’s virtual office). An important role of the on-line tutor is to stimulate student interaction and provide monthly formal assessment on the extent to which students are learning from their peers and contributing to the learning of their peers. Assessment is weighted 60% for on-line participation and 40% for electronic portfolios submitted at the end of the unit.
Rural Futures Network
PO Box 357 Pomona Qld. Australia 4568
CONTACT PERSON: Janice Macpherson
PHONE: 075476 4870
E-MAIL: janmac@sun.big.net.au
URL: www.ruralfutures.net
DESCRIPTION: RFN is to be opened on May 17th. 2001. It is a partnership between Education Queensland, Noosa Shire Council and Noosa and District Landcare. Originally, it was planned to be a base for the Lancare group with a nursery for growing trees to plant in farm forestry.
However, over the three years it has taken to get to this stage, the community group managing the direction of the project have realised the growing importance of community learning centres. RFN is about planning ahead to help create the kind of communities we choose to live in 10 or 20 years from now, even much longer. We are adressing the questions?
- How will we make a livelihood in the future?
- What kind of natural environment do we want?
- How do we wish to spend our leisure time?
- What will our children, and grandchildren do when they grow up?
RFN addresses these questions through active participation, including workshops, learning programs and projects for community development. RFN creates learning centres in local communities to help understand the changes swirling around us. This empowers people to create, ensuring communities that are sustainable, longer term, in relation to the ecology, economy, culture and the wider society.
The management consists of a Council of six community members and various teams such as Administration team,Funding team, building team, learning team, community relations team, future studies team, these teams report back to the Council.
The building is on a portion of the large acreage of Cooroora Secondary College at Pomona. It also has an annexe of Central Queensland University. Further buildings are planned "down the track"as required and funding allows.
That gets to the "F"word. Funding has been a big problem. Education Queensland provided a grant but the costs for the building were almost twice the amount. So, we took a plunge and went ahead using voluntary labour, recycled materials, saving here and there, very prolonged amount of time involved but it has been worth it. A small grant was made to put up the website and one volunteer got a grant for a laptop but that's all folks! We are still on the money trail even to get the building completely finished for the opening. Check out the website, (says the webmaster) and I'll keep you posted as to the progress.
Janice Macpherson.
"There is no power for change greater than a community discovering what it cares about"
Margaret Wheatley.CanadaBernie Slepkov
1-213 St. Paul Street,
St. Catharines, Ontario
Canada L2R 7J8
Tel: (905) 984-3493
E-mail: bernies@mergetel.com
URL:
Available to assist any efforts in creating learning communities environments. I have spent the past several years envisioning various models and strategies that play well into almost any concept for a learning community. I am restricted to the limitations of this (computer) technology. That by no means restricts the ideas that I can provide for anyone wishing to start a learning community, or seeking direction in which they might go.
Author of the online "New Chapter:" "An Enterprising Reform" on: www.creatinglearningcommunities.org/ book/additional/slepkov.htm
Canadian Co-operative Association
275 Bank Street, suite 400
Ottawa, Ontario; K2P 2L6. CANADA
Michelyne Coleman. Executive Assistant
International Development Unit
Phone: (613) 238-6711 ext. 217
or (866)266-7677
Fax:: (613) 567-0658
E-mail: michelyn@coopcca.com
URL: www.coopcca.com
UCUDAP is a joint project of the Canadian Co-operative Association and the Council of Ukrainian Credit Unions of Canada (CUCUC) funded by the Canadian International Development Agency. Its goal is to assist Ukraine in developing a functioning credit union movement by providing relevant technical expertise. Exchanges of personnel between Canada and Ukraine, in particular, and contributions of taking time from members of the CUCUC are a key element of this technical assistance. This program includes internships, twinning and on-site training.
Four Frogs Permaculture Design
at the EarthHome Centre
Bob Ewing,
224 Red River Rd. #24046
Thunder Bay, Ontario, P7A 1B6 CANADA
Phone: (807)344-9864
E-mail: fourfrogs@altavista.com
Four Frogs Permaculture Designs assist individuals and communities to develop sustainable living systems. Four Frogs offers green planning services for people interested in establishing a small business. The EarthHome Centre is a community learning centre which offers workshops on sustainable living as well as demonstrating that sustainability is a reality.
Jean Snow’s History Fair
E-mail: snow.kropla@ns.sympatico.ca (Jean Snow)
My name is Jean and my kids are Elliot, 10 and Elise is 7. I pulled Elliot out of school when he was in grade 3 and in a horrible classroom. We have been homeschooling for 1 and a half years and hopefully we'll never go back. Some of the things we are doing; For the 2nd year I arrange an History Fair for homeschooling kids. We use the public library room and kids can display anything they want as long as it has happened. Last year each kid presented their topic in front of a video camera. This year the library is co-sponsoring and putting up displays of books about our topics and other history books. Also I run a resource library out of my home. It is for non-book items (usually) that member families borrow for one month. We have donations from families and businesses. It is less than a year old and we have 50 items and 20 members. Also we go on field trips our province-wide organization runs and get together with like-minded families for mini-trips and activities. Last year we had a spelling bee, very non-competitive. We live in Nova Scotia, by the way. Right now my kids are taking lessons for piano, violin (thru the public school system), dance, pottery and karate.
MENTOR APPRENTICE EXCHANGE
RR 1
St George, Ont.
NOE 1NO CANADA
Twenty-seven year old Heidi Priesnitz has always sought out teachers and mentors. As a young, unschooled learner, she found numerous people in her family and community who were willing and able to share their knowledge with her. As an 19-year-old, she formalized the process by starting the Mentor Apprentice Exchange, a directory and newsletter dedicated to fostering informal mentorships and apprenticeships.
MAX, as it ís informally known, has since evolved into a section on the Natural Life newsmagazine's Internet website that lists contact information for apprenticeship opportunities in a variety of fields, and for individuals of all ages who are seeking apprentice positions. (Natural Life is published by Heidi's parents.) There is also a great deal of useful information designed to help prospective mentors and apprentices make the most of the situations they create.
Heidi describes the learning process this way. "Two people work together -- one person who wants to gain specific skills or knowledge, and another person who is experienced in those particular areas. The apprentice offers hands-on assistance in exchange for the mentor's skills and wisdom. This barter can take place in any field of activity, between two people of any ages. Apprenticing yourself to someone who has the skills you want to gain is an inexpensive and exciting way of learning.
By placing listings in MAX, you can introduce yourself to mentors in a variety of fields. You will also be able to read through the list of apprenticeships available in such areas as organic gardening, felt making, publishing, horse training, woodworking, beekeeping, canoeing, drum making, metal sculpting and solar design. Through apprenticeships, you can find work that you enjoy, or gain the tools you need to establish a business of your own. If you're looking for real-life, hands-on learning situations, try an apprenticeship!
She adds, "This holistic approach to apprenticeships allows for greater integration of business, education, and community."
VIRTUAL LEARNING ACADEMY
ADDRESS: RR #2
CITY, STATE: St. Albert, Alberta, Canada
ZIP CODE: T8N 1M9
PHONE: (780) 460-2685
FAX: (780) 460-5313
E-MAIL: debmcgee@virtual-learning.ca
URL: http://www.virtual-learning.ca
DESCRIPTION: Virtual Learning Acadamy offers a variety of online courses for homeschooling parents. Our program is designed to help parents become more confident in their homeschooling efforts. Courses are taught by experienced homeschooling parents and online educators.
Wendy Priesnitz & Associates
RR 1
St. George, Ontario
Canada N0E 1N0
1-800-215-9574
E-mail: wendy@life.ca
URL: http://www.life.ca/assumptions
For 25 years, we have been helping people across North America challenge assumptions and change paradigms about how and why our society educates its children. Collaborative learning with a holistic perspective is the focus of our work in helping establish individualized and group, home- and community-based, learning experiences. We provide consulting to groups and individuals, keynote addresses, workshops, and articles for magazines, books and newsletters. Consulting from $60 per hour, workshops and other presentations from $1,000.
WINDSOR HOUSE ALTERNATIVE SCHOOL
440 Hendry Avenue, North
Vancouver, BC, Canada, V7L 4C5.
E-mail: hhughes@idmail.com
Helen Hughes.
Windsor House is a parent-participation, democratic, academically non-coercive school with about one hundred and fifty students ages 5 to 18 and ten staff people. Students are not made to go to classes, nor are they stigmatized for non attendance, The school is situated in a 60's style elementary school on a lot with trees, a playground, a field and a blacktop area. There are tennis courts in the adjoining park. The school is publically funded by the School District #44, North Vancouver, BC. Canada. A weekly Resolutions Meeting makes all of the rules of the school (except rules set out by our School District concerning safety). Each person in the community gets one vote. Students may ask for classes and activities, and efforts are made to provide what the students have requested. Parent as well as staff offer classes and activities that they enjoy doing themselves. The main focus of the school is for people to run their own lives and be engaged in undertakings of their own choice.
Wondertree Foundation for Natural Learning
Founder Brent Cameron
Box 38083
Vancouver, BC
V5Z 4L9 Canada
Phone: (604) 224-3663 and (250) 866-5341
Email: brentcameron@telus.net
URL: www.wondertree.org
Wondertree was founded in 1983 by a 5 year old girl who did not want to give up the control of her life in school and chose to work with her father. For the next 12 years a small group of children created a learning community where the learning emerged from their conversations and enthusiasm to understand. During this time 2 Master's Thesis, a number of reports and a book were written on the emerging methodology that sustains and empowers Natural Learning. An intensive course has been taught for 12 years and is now offered on the internet as Self-Design Online. The Wondertree Learning Consultant Group offer consulting services to parents, educators, learners and community groups to help them create learning communities based on the Self-Designing Process.
Worker Co-operative Developers' Network,
of the Canadian WorkerCo-op Federation
1627 - 49th Ave. S.W.
Calgary, Alberta, T2T 2T8 CANADA
Phone: 403-287-2069
E-mail: hazel@bistro.net
URL: www.workercoop.ca
The Worker Co-opDevelopers' Network is a group of organizations and individuals who provide consulting services to worker co-ops across Canada. Services are available for groups wishing to start worker co-ops, or who needassistance as their co-op develops. A certification program is in place for the Developers, and opportunities for training of the Developers are publicized. The Network works closely with the CWCF's Worker Co-op Fund, a $1.5 million investment fund providing capital for worker co-ops.
China
Philip Kwok-fai HUI, Ph.D.
Department of Educational Policy and Administration
The Hong Kong Institute of Education
10 Lo Ping Road, Tai Po
Hong Kong
China
Tel. (852) 2948-7963 (o.); (852) 9788-5676 (m.)
Fax: (852) 2948-7619
Email: phui@ied.edu.hk
As a specialist in comparative educator and teacher educator, I could provide services on lectures, publication, learning strategies, consultants as so on. Please use the following information in your directory.
Denmark
THE TRAVELLING FOLK HIGH SCHOOL
Stegoevej 2
DK-5400 Bogense, DENMARK
Tel: +45 6481 3205
Fax: +45 6481 3143
E-mail: drh@post3.tele.dk
URL: www.drhbogense.dk3.com/
In 1850 Grundtvig conceived the idea of the folk school, he wanted to create education for the ordinary folk, the common people. His manifesto was -- enliven and enlighten. He wanted young people to get together to enliven one anothers' lives in the daily tasks of living, and to enrich their communities. His ideas were socially and politically incorrect for the times. It was feared that ordinary people would be empowered and emboldened to upset the status quo.
Nearly a century later the first folk school was established by Christen Kold. There are now over 100 folk schools in Denmark and The Danish Folk School Movement has spread world wide.
Tvind Folk School was one of these off-spring. In the 1970s young people gathered at Tvind and accepted the challenge of building the largest windmill in the world, surpassing the one then being built by NASA in the USA. Studying, aero dynamics, material science, engineering, and physics they completed the task and the the wind mill generated more electricity than could be used by the surronding area.
The Travelling Folk High School at Bogense has adopted this same philosophy of education with African Development as the theme. For 6 months students study the social sciences, development, anthropology, fund raising, and hands on appropriate technology in Bogense Denmark. They then take their skills and knowledge in teams to Namibia, Angola, or Malawi. Here they work with the people helping them solve local problems with local resources and local skills. Then they return for 2 months to Denmark for further exchange and discussion on bringing Solidarity Humanism to your life and your life's work.
England
A SUMMERHILL ALUMNUS
Mark Pryor pryors_place@earthlink.net
For me Summerhill was (and is) a place where the uniqueness of the individual was supported by the community. Although in my personal life I struggle with the experience and knowledge of personal freedom and that my children may never know that experience to wit the grievous imbalance I currently feel in that regard, Summerhill will always remain a major influence in my heart and mind.
It is my viewpoint that scholastic lessons of math, reading, writing or whatever can be learned at any moment during ones life. Summerhill is an example of this, as age has no bearing on who may attend lessons. It is the interest of individual that dictates attendance. This non-corrosion to attend lessons, in its self, is a great departure from the main stream education systems of the world; however, this is not the focus of this paper. The focus is the individuals "true self" and not a persona, as well, that of the community that upholds this self-freedom or denies it.
Lessons of community at Summerhill were (are) formed by the freedom given to the individual. Freedom was (is) applied under the banner of "freedom, not license". Meaning, you have the freedom to do what you like as long as you do not prevent or inhibit the right of another to do likewise. This was enforced by the community via weekly meetings, in which each person, having equal voice and power of vote, could discuss the issues at hand for the value of the community, but not at the expense of the individual. The love of the individuals freedom, owned and enjoyed by all, was (is) the motivating drive to find equitable solutions to issues brought up at the meetings. Furthermore, the meetings were (are) the catalyst in which the veracity of "freedom, not license" was (is) worked out for personal and community freedom.
Once conformity for non-expression (persona) wore off, the individual freely expressed from a center, no longer obligated to standards, of belonging to the community and the community belonging to them. There is insurmountable satisfaction in this, when the individual can share in truth, from self-freedom actualized in the community.
Sometimes the rawness of truth is misunderstood as being rude. Truth is straight foreword. The naked truth is unhampered by etiquette or social politeness. It is better to release truth and honesty then to hide it behind politeness at the loss of the individual. Most of society does not regard the individual but conforms and bends the individual into politeness until there is little or no truth remaining. The true individual becomes lost. Leaving only a shell that is the representation of etiquette.
At the loss of veracity comes the loss of the individuals self-freedom (self-awareness) thus the loss of community. If the community is not free then the individual can not be free but is place within the constraints of the community. As it is likewise the individuals self-freedom that makes a community free or places the community under constraints.
Therefore it is the duty of the community, and individual, to preserve "freedom, not license". To preserve the veracity of self-actualization and abhor politeness or etiquette used to hide the truth thus displacing the individual, leaving both individual and community void of truth.
A community stepped in "freedom, not license" is the education provided at Summerhill School.
Centre for Creative Communities
118 Commercial Street,
London E1 6NF, UK
Melina Manasse, Projects Officer
Phone: +44 020 7247 5385
Fax: +44 020 7247 5256
E-mail: info@creativecommunities.org.uk
URL: www.creativecommunities.org.uk
Established in 1978, and based in London, the Centre for Creative Communities is an independent charitable information, advice and research organisation with extensive national and international experience. It has worked in cultural exchange, urban regeneration, formal and informal education and in cross sector based community development. The Centre is committed to the building of sustainable and creative communities, communities in which creativity and learning have pivotal roles to play in personal, social, civic and economic development.
Although the Centre is not directly involved with enabling grassroots organisations to obtain legal status, we offer a wealth of information through our website and library which provide grassroots organisations with the content needed to convince legal bodies of their qualifications. The library, open to the public by appointment, contains extensive material on the field of arts and education, health, community development and urban regeneration. CCC conducts research, publishes books and a quarterly newsletter, organises conferences and seminars and stages exhibitions.
Co-operative Assistance Network Ltd
154 Magdalen Street, Colchester, Essex, CO1 2JX, UK
Phone: +44 1206 765608
E-mail: can@co-op-assist.co.uk
URL: www.co-op-assist.co.uk
Co-operative Assistance Network (CAN to its friends) is a worker co-operative. We provide advice, support and training to co-operative and community enterprises. CAN and its associates run accredited training courses for groups and individuals looking to start up or grow a co-operative enterprise. Based in Colchester, England, we work with partner organisations across Europe. Our charges are £300 per day plus Value Added Tax and any international travel costs.
David Wortley
Mass Mitec
The White House
38 Main Street
Lubenham
Market Harborough
Leics LE16 9TF UK
Phone:+44(0) 1858 410366
E-mail: dwortley@massmitec.co.uk
URL: www.massmitec.co.uk www.comknet.org.uk www.harborough.org.uk
Mass Mitec specialises in the use of information communications technologies for community development and empowerment. We provide seminars, consultancy and technology infrastructure to help communities share knowledge and shape their own social and economic futures.
Community Commerce and Knowledge Network (ComKnet) Project
Virtual Conferencing for Community Development
http://www.harborough.org.uk/webcast/webcasthome.htm
ENABLING ECUDATION NETWORK (EENET)
Center for Educational Needs,
University of Manchester,0
Oxford Rd. Manchester M13 9PL U.K.: +44(0)161 275 3510
E-mail: eenet@man.ac.uk
URL:
The Enabling Education Network (EENET) is an information-sharing network supporting and promoting the inclusion of marinalized groups in education world wide. Its membership is open to individuals and organisations in all partss of the world, but it gives priority to the needs of countries in the South. Many EENET members are concerned for disabled children and marginalized people. EENET broadens the concept of education beyond the classromm to include community-based strateges and the encouragement of self-help groups.
GRIDLINK
Frensham House, New Street
Honiton, Devon EX14 1BZ UK
Contact:
Tel/Fax: 01404 42445
Email: gridlink@rmplc.co.uk
URL: www.rmplc.co.uk/eduweb/sites/ctrh/What is Gridlink?
Gridlink is a small organisation at the forefront of developing distance learning methods, specifically aimed at those pupils who are unable to attend school, or whose parents choose home education. We meet the requirements of the National Curriculum up to and including GCSE.
We believe that the way we work has many advantages for the growing number of children who are left behind by traditional approaches to out-of-school teaching.
Children suffering from illnesses such as ME can work in a supportive and understanding environment which doesn't force the pace beyond their capabilities, but makes the maximum use of their energy, ability and will to learn.
We use computers to provide the best and most productive distance learning approach, but our teaching and communication is on a very individual basis, with a high degree of one-to-one tutor involvement. How does Gridlink work?
Each pupil on the Gridlink system receives individually-designed lessons from specialist tutors, following an agreed weekly timetable. Pupils send their completed lessons to their tutors at an agreed time, and the tutor provides detailed feedback on every lesson, which is returned promptly to the pupil with the next assignments.
A range of resources is used, selected to cater for individual needs. These include up-to-date National Curriculum textbooks, worksheets from teacher resource packs, CD Roms, cassettes and videos. Pupils are also encouraged to research from other materials when appropriate.
Tutors and pupils keep in regular contact. This enables the development of a good pupil-tutor relationship based on mutual respect, and is a major factor in the enhancement of self-esteem which we have observed in our pupils.
Marshal B Anderson
98 Highfield Lane, Newbold
Chesterfield
S41 8BA United Kingdom
Phone: (01246) 204126
E-mail: marshal@marshal.co.uk
URL: http://www.marshal.co.uk
I can offer consultation/presentations on the setting up of on-line learning communities amongst home-schooled students.
UK contacts might be interested in a presentation I'm doing on this subject on 16/11/00 at the RESOURCE conference in Doncaster. The presentation is entitled 'Extending home-tuition with on-line learning' and seats are bookable on (020) 7958 4931
SCHUMACHER COLLEGE
An International Centre for Ecological Studies
The Old Postern,
Dartington, Totnes, Devon TQ9 6EA, UK
Hilary Nicholson, The Administrator
Tel: 0-1803 865934
Fax: 0-1803 866899. From outside the UK, replace the first 0 with the appropriate international dialling code.
Email: schumcell@gn.apc.org
Web: www.gn.apc.org/schumachercollege
SCHUMACHER COLLEGE was founded in 1991 upon the convictions that the world view which has dominated Western civilisation has serious limitations and that a new vision is needed for human society and its relationship to the earth.
Evidence of planetary crisis confronts us in the despoliation of the environment and the loss of meaning in the lives of individuals. Increasing numbers of people are seeking to understand the complexities of this breakdown and are wondering whether and how to invest their own lives in making a difference. The College offers rigorous inquiry to uncover the roots of the prevailing world view; it explores ecological approaches that value holistic rather than reductionist perspectives and spiritual rather than consumerist values. It also offers a learning experience which is consistent with an holistic philosophy.
Through interdisciplinary studies, Schumacher College aims to explore the foundations of the new world view. A unified residential education offering physical work, meditation, aesthetic experience and intellectual inquiry creates a sense of the wholeness of life. At the College, people find refreshment, and often new direction. They find that they have touched a source of inspiration and are reminded that there are others who share their deepest values about life and its meaning. Course participants:
People aged from 20 to over 80 come to the College from all over the world. Many are at a turning point in their lives and, as well as having a clear academic interest, may be asking fundamental questions about the state of the world and their role in it. Participants need to be fluent in English in order to attend the courses. Continuing professional development:
Many participants use the courses as a unique opportunity to continue their professional development in an interdisciplinary group. Practising health workers, organisational consultants, educators, scientists, theologians and economists are among those who have particularly benefited from attending courses at Schumacher College. Learning Dynamic:
In order to create the most fruitful interaction during the courses, we usually have, in addition to the guest teachers, a facilitator and an Academic Course Tutor. The Academic Tutor provides support to people developing projects for masters level accreditation; the facilitator helps the group to find ways to work with the process of learning. Whatever the focus of study, each course aims to bring together people who wish to:
- explore issues of sustainability, diversity, equity and wholeness.
- interweave meditation, reflection, shared work, study, field trips and community life.
- take an active part in the self-organising processes that enhance individual and group learning.
Accreditation:
Where stated in the course descriptions, Schumacher College offers Masters Level Credits in partnership with The University of Plymouth. Schumacher College also offers a one-year taught MSc in Holistic Science.
the informal education homepage
62 Casby House
Marine Street
London
SE16 4SY
Phone: +44(0) 20 7252 0888
E-mail: infed@globalnet.co.uk
URL: www.infed.org
A resource for informal educators - includes the encyclopedia of informal education (250 articles on key thinkers, ideas and concerns); the informal education archives (with key articles and books on-line); and the informal education forum (articles, bulletin board and chat room. There are also various routes through the material for those engaged in self-education.
THE PECKHAM CENTRE
London, England
Created with state funding in 1935, the Centre was designed by two biologists to explore health among working-class people, and the sorts of conditions and things people need to maintain their health. By creating a family club - swimming, cafeteria, gymnasium, plenty of rooms for a wide variety of meeting spaces - and providing annual medical check-ups for the families, the Peckham Centre allowed these scientists to view how adults and children chose to do or create important learning and health activities without professional management of their thoughts or movements. From the end of THE PECKHAM EXPERIMENT: A Study of the Living Structure of Society by Innes H. Pearse and Lucy H. Crocker (Allen and Unwin, London, 1943; p.274): "It is not wages that are lacking; nor leaders; nor capacity; certainly not goodwill; but quite simply-and one would suppose ordinary-personal, family, and social opportunities for knowledge and for action that should be the birthright of all; space for spontaneous exercise of young bodies, a local forum for socialability of young families, and current opportunity for picking up knowledge as the family goes along... Health is more, not less, infectious and contagious than sickness-given appropriate circumstances in society for contact." For more about the Peckham Centre also see, BEING ME AND ALSO US, by Alison Stallibrass (Scottish Academic Press, 1989).
The Living Village Trust
The Six Bells Ctr., Church St.
Shropshire, SY9 5AA, UK
Phone: +01588 638 958
Fax: +01588 639 122
E-Mail: living.village@btinternet.com
Building a 40 house community on 5 acres of our 18 acre plot. The community is designed to reduce car use, provide places to work, child care, recreation, and garden plots. Within the rco-friendly village will be a "Life Centre" containing a "Learning Studio." This will be a place for personalized learning, encouraging both individual and group learning. Families will be helped to practice home-learning and to learn in co-operation with other families. People from the community will be invited to share their skills in workshops and in 'one to ones." The Learning Studio and the village itself will be a model of a "Learning Community" that reccognizes and applies the finding of modern science regarding multiple inteligenes and learning styles and the basic human need for belonging and community.
WANDSWORTH HE:
Shan 07071 222 606
E-mail: kidscollege@hogonline.co.uk
URL: www.hogonline.co.uk
WANDSWORTH HE (SW London)is a new home education meeting on Tuesdays. We have a good venue - a large hall, outdoor grassed play area, kitchen etc for £15 for 2 hours. My major anxiety was/is that to cover this cost we need 6 families @£2.50 attending every single time. This is not reliable in the first stage. So we made the meetings fortnightly to encourage people to make them a priority. (So far, so good) The meeting is very simple. Parents bring food and sit together to have lunch, sharing tips on their HE experience, updating news of events, welcoming anyone new. The children tend to run happily about together in both indoor and outdoor spaces. After an hour we have 2 activities: eg painting a huge collective picture, a shared storytelling circle, a battle of cushions! I am looking at also organising some local expeditions. The aim of Wandsworth HE is to support contact, and facilitate social skills. Children tend to coalesce in 3 age bands, up to 4, 5-9, 10-14.
Finland
Marko Koskinen
NAME: Marko Koskinen
ADDRESS: <not available>
CITY, STATE: Helsinki, Finland (Europe)
ZIP CODE: <not available>
PHONE: +358-50-3319358 (mobile)
E-MAIL: marko@vapaus.net
URL: http://www.vapaus.net
DESCRIPTION: Consultation and lectures about e.g. learning, interaction, emotions, democratic decision making, alternative education and homeschooling. Personal and group counseling. Legal consultation for schools, students and teachers about different possibilities and alternatives. Support for all people interested in educational change. Japan
Michael Reber
Kanazawa Institute of Technology
Nonoichi-machi 7-1, Ishikawa-ken
921-8501: Japan
PHONE: 011-81-762-48-1100 X2226
E-mail: reber@neptune.kanazawa-it.ac.jp
URL: http://www2.kanazawa-it.ac.jp/englishd/reber/clc1.htm
Michael Reber is currently a facilitator for the International Community Learning Center Network. His specialization is in assisting people with thinking of ways to develop and implement learning networks within their own local communities.
Scotland
Schoolhouse Home Education Association
311 Perth Road,
Dundee DD2 1LGm SCOTLAND
Attn: Alison Preuss
Tel: 01382 646964
Fax: 01382 640472
E-mail: info@schoolhouse.org.uk
URL: http://www.schoolhouse.org.uk
Schoolhouse is a recognised Scottish charity which offers information, support and advocacy to home educating families, and public information service to all those with an interest in home-based education in Scotland.
South Africa
Nahoon Montessori School / The Learning Community
74 Beach Road, Nahoon, East London, South Africa 5240
CONTACT: Sharon Caldwell
PHONE: (027) +43 735 2221 Cell: 083 456 1048
E-MAIL: nms@imaginet.co.za
DESCRIPTION: A small privately owned school (30 children). Originally the school was a Montessori pre-school, but due to parent demand we have now extended to accommodate children up to 12 years of age. Although we are essentially Montessori we have been heavily influenced by un-schooling philosophies and a number of democratic school approaches. The result is a flexible environment where the children direct their own learning. Where teaching does take place, it is with Montessori methods and materials mostly but not exclusively. Weekly meetings set rules and policies and deal with problems. Our children now range from age 2 1/2 to 11 years.
FINANCING: The school is financed privately - parents pay a fee that is slightly higher than state schools* in the area(R400 per month for pre-school and R 600 for primary school), plus a refundable deposit (R 500 f or the pre-school and R 1 500 for the senior school). This has helped to cover some of the costs of setting up the new room. At the moment, however, the school is heavily subsidised by my husband and myself, (I generally don't draw a salary and the other staff work for a pittance). The school is on the same property as our home, and building alterations were covered by a personal mortgage bond. We dream of getting some sort of funding to get other premises, but at the moment there is little likelihood of this as our Province is the poorest in the country, and the budget does not even cover the needs of the state schools. Regards,
SHARON CALDWELL
Wales
CENTRE FOR ALTERNATIVE TECHNOLOGY (CAT)
Machynlleth, Powys
S20 9AZ, UK
Tel: +01654 703743
E-mail: info@cat.org.uk
URL: http://www.cat.org.uk
Contact: Joan Randle joan.randle@cat.org.uk
CAT opened to the public 25 years ago on a 40 acre site of a old quarry, in Wales. It has become the world renowed museum and learning center of organic farming, windpower, earth building, solar energy, alternative healy therapies, water treatment, alternative economics, and the whole gamut of soft, human-scale, and appropriate technologies.
Its learning program covers the gamut running through the year with leisure activities as well as hands-on courses. Special facilities are available for family holidays as well a programs for teachers. Rates are based on family incomes.
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