Community education, also known as community education or community learning and development, is a plan for an organization to promote learning and social development with individuals and groups in the community through a series of formal and informal methods.

A common feature is that plans and activities are formulated in dialogue with communities and participants.

The purpose of community learning and development is to develop the ability of individuals and groups of all ages through action and community ability, so as to improve their quality of life. Its core is their ability to participate in the democratic process.

Community education includes all occupations and methods related to the education and development plan of the local community, rather than educational institutions such as schools, colleges and universities.

The latter is called formal education system, while community education is sometimes called informal education. For a long time, it has criticized some aspects of the formal education system that make most people in all countries fail, and paid special attention to bringing learning and development opportunities to poorer areas, although it can provide broader opportunities.

There are countless titles, and employers include public authorities and voluntary or non-governmental organizations, which are funded by the state and independent grant agencies. Schools, colleges and universities can also support community learning and development through outreach within the community. Since 1960, the community school movement has been a staunch supporter in this regard.

For decades, some universities and colleges have carried out adult education promotion projects in local communities. Since 1970s, the prefix "community" has been adopted by several other professions, from young workers and health workers to planners and architects. They cooperate with more disadvantaged groups and communities and are influenced by community education and community development methods.

Principles and abilities

Qualified CLD staff will ensure that their work supports social change and social justice and is based on CLD values. Their methods are collaborative, anti-discriminatory and equality-oriented, and they cooperate with different individuals, places or interest groups when appropriate or inappropriate.

The core of their practice is to challenge discrimination and its consequences, and cooperate with individuals and communities to carry out learning and development activities to improve their quality of life and influence.

They have good interpersonal communication and listening skills, and their practice shows that they value and respect the knowledge, experience and will of relevant personnel.

The Scottish Government has introduced the following set of principles on which activities related to community learning and development should be based:

1, empowerment-improving the ability of individuals and groups to influence issues that affect them and their communities;

2. Participation-supporting people to participate in decision-making;

3. Inclusion, equal opportunities and anti-discrimination-recognizing that some people may need extra support to overcome the obstacles they face;

4. Self-determination-supporting people's right to make their own choices;

5. Partnership-Recognize that many institutions can contribute to CLD to ensure the effective use of resources.