Why community engagement is vital to learning ecosystems

Ask 10 educators what community engagement in education means, and you will likely get 15 answers.

如果询问 10 名教育工作者，社区参与教育意味着什么，您可能会得到 15 个答案。

The term “community engagement” is commonly used but loosely defined.

“社区参与”一词很常用，但定义不明确。

At the Family, School, and Community Engagement initiative at Brookings’ Center for Universal Education (CUE), we have been studying community engagement in education around the world, defining what it means and why it is critical to young people’s learning and development.

在布鲁金斯大学普及教育中心 (CUE) 的家庭、学校和社区参与倡议中，我们一直在研究世界各地教育中的社区参与，定义其含义以及为什么它对年轻人的学习和发展至关重要。

Through our collaborative research with institutions around the world, we have developed a typology to show how community engagement works.

通过与世界各地机构的合作研究，我们开发了一种类型学来展示社区参与的运作方式。

The “community” in family, school, and community engagement includes a wide range of programs, services, and resources that partner groups and institutions provide to children, families, and teachers in a school or education system.

家庭、学校和社区参与中的“社区”包括合作伙伴团体和机构向学校或教育系统中的儿童、家庭和教师提供的各种计划、服务和资源。

Community partnerships support what happens inside the school walls—ensuring students are fed, have quality aftercare opportunities, receive high-impact tutoring, and are developing cutting-edge skills.

社区合作伙伴关系支持学校内部发生的事情——确保学生有饭吃、有优质的课后护理机会、接受高影响力的辅导，并培养尖端技能。

Community partnerships also support children beyond the school walls—promoting mental and physical health, developing civic leadership, fostering positive relationships, and cultivating creativity, exploration, and skills for work.

社区伙伴关系还为学校之外的儿童提供支持，促进身心健康，培养公民领导力，培养积极的人际关系，并培养创造力、探索精神和工作技能。

There is a growing body of research on how community engagement fosters learning, growth, and well-being.

关于社区参与如何促进学习、成长和福祉的研究越来越多。

In this blog, we map who community partners are and how they work to help education decisionmakers and practitioners inside and outside of the school walls.

在本博客中，我们列出了社区合作伙伴是谁以及他们如何工作来帮助学校内外的教育决策者和从业者。

We created eight overarching groups to capture the people and places that serve as community partners in supporting young people’s educational journeys.

我们创建了八个总体小组，以吸引作为社区合作伙伴支持年轻人教育之旅的人和地方。

Each group has a vested interest in their community’s education.

每个群体对其社区教育都有既得利益。

Community partners encompass a wide range of non-profit, for-profit, and governmental organizations that promote the learning, health, and safety of children in education ecosystems as well as the infrastructure .

社区合作伙伴包括各种非营利、营利和政府组织，致力于促进教育生态系统和基础设施中儿童的学习、健康和安全。

For example, local businesses provide grants, donations, technology, and workforce or service training for student s.

例如，当地企业为学生提供赠款、捐赠、技术以及劳动力或服务培训。

C ultural and faith institutions support students’ learning and well-being .

文化和信仰机构支持学生的学习和福祉。

Co mmunity also includes digital networks of mass and social media — everything from public broadcasting to generative AI companies —that broadly influence the nature and culture of how community partners engage with each other and schools.

社区还包括大众和社交媒体的数字网络——从公共广播到生成人工智能公司——广泛影响社区合作伙伴彼此以及学校互动的性质和文化。

There are three common models of community engagement in the learning ecosystem, each with different intermediaries that serve as the community connectors.

学习生态系统中存在三种常见的社区参与模型，每种模型都有不同的中介机构作为社区连接器。

The collective goal across models is to bring critical institutions and organizations in a young person’s life together to create a network to support their learning, growth, and development.

各种模式的共同目标是将年轻人生活中的关键机构和组织聚集在一起，创建一个支持他们学习、成长和发展的网络。

In the first model, a single school is the hub for connecting and engaging the community.

在第一个模型中，一所学校是连接和参与社区的中心。

In the second, a zone of schools , such as a school district or a private or charter school network, serve as the connector.

在第二种情况下，学校区域（例如学区或私立或特许学校网络）充当连接器。

In the third, a local organization(s) or group of people—a community hub —serves as the intermediary and connector.

第三种，当地组织或一群人——社区中心——充当中介和连接者。

The first two models are based on early childhood zones and hubs developed by the Education Development Center’s the First 10 initiative.

前两种模式基于教育发展中心的 First 10 计划开发的幼儿区和中心。

Hubs and zones serve as “ critical units of change ” and build the collective capacity of institutions to address the needs of children and families.

中心和区域作为“变革的关键单位”，建设机构的集体能力来满足儿童和家庭的需求。

The community hub model is based on the Remake Learning approach , a non-profit organization in Pittsburgh, Pennsylvania that facilitates a network of educators and innovators “to spark more engaging, relevant, and equitable opportunities to enrich Pittsburgh’s learning ecosystem.”

社区中心模型基于 Remake Learning 方法，这是宾夕法尼亚州匹兹堡的一个非营利组织，旨在促进教育工作者和创新者网络的发展，“激发更多参与性、相关性和公平的机会，丰富匹兹堡的学习生态系统”。

In the school hub model, leaders in a school community champion the work of connecting community groups and partners with the school.

在学校中心模型中，学校社区的领导者支持将社区团体和合作伙伴与学校联系起来的工作。

One well-known example is the community school approach, where school or ECD center leaders build collaboration between educators, families, students, and institutions in the wider community.

一个著名的例子是社区学校方法，学校或幼儿发展中心领导者在更广泛的社区中的教育工作者、家庭、学生和机构之间建立合作。

For example, public community schools in Utah or Kentucky could partner with a health clinic that delivers medical, dental, vision, and psychological care, supplies schools with inhalers and glasses, or may provide evening adult literacy classes or summer programming for children.

例如，犹他州或肯塔基州的公立社区学校可以与提供医疗、牙科、视力和心理护理的健康诊所合作，为学校提供吸入器和眼镜，或者可以为儿童提供夜间成人扫盲课程或暑期项目。

According to the community schools playbook , school leaders or staff typically manage these partnerships.

根据社区学校的手册，学校领导或工作人员通常管理这些伙伴关系。

Another example is the MAIA Impact School in Guatemala.

另一个例子是危地马拉的 MAIA Impact 学校。

Rural, Indigenous girls receive a secondary school education rooted in their Mayan culture.

农村土著女孩接受植根于玛雅文化的中学教育。

The school—designed by and with leaders in the Indigenous community—has partnerships with community mentors, local employers, STEAM leaders, and health providers that provide medical and social support during school hours.

该学校由原住民社区领导人共同设计，并与社区导师、当地雇主、STEAM 领导人以及在上课时间提供医疗和社会支持的医疗服务提供者建立了合作伙伴关系。

In the school zone model, leaders in a public school district or a private or charter school network champion connecting community groups and partners with the school.

在学区模型中，公立学区或私立或特许学校网络的领导者倡导将社区团体和合作伙伴与学校联系起来。

A community organization can also steward school districts and networks in building these connections.

社区组织还可以管理学区和网络建立这些联系。

The Butler Area School District (BASD) in Pennsylvania has been working with community partners to redefine their “portrait of a graduate, ” or a depiction of the critical skills and competencies graduating students need to thrive in their personal lives, work, and post-secondary educational pathways.

宾夕法尼亚州巴特勒学区 (BASD) 一直在与社区合作伙伴合作，重新定义他们的“毕业生肖像”，即对毕业生在个人生活、工作和高等教育道路上茁壮成长所需的关键技能和能力的描述。

Through partnerships with local businesses and municipal government offices, district leaders have created pathways for students to earn credentials through real-world internships.

通过与当地企业和市政府办公室的合作，地区领导人为学生通过现实实习获得证书创造了途径。

BASD has also been working to transform the process for handling chronic absenteeism, working in partnership with government truancy officers and magistrates, students, and families to transform the system from one that is punitive to one that tackles the root causes of absenteeism.

BASD 还一直致力于改变处理长期缺勤的流程，与政府逃学官员和治安法官、学生和家庭合作，将这一制度从惩罚性制度转变为解决缺勤根源的制度。

Sometimes an intermediary organization can steward community engagement among networks of schools and districts in the zone.

有时，中介组织可以管理该地区学校和学区网络之间的社区参与。

The Community Schools Learning Exchange works with school districts and schools in the U.S. to identify coordinators who can connect the dots between key community stakeholders, such as health and social service providers.

社区学校学习交流与美国的学区和学校合作，寻找能够将关键社区利益相关者（例如健康和社会服务提供者）之间的联系联系起来的协调员。

There are also a number of U.S. non-profits such as SparkNC (North Carolina), Heart of Oregon Corps , and Southwest Colorado Education Collaborative that work with school districts to connect young people in rural and urban areas—often those who are historically marginalized—to local businesses to build their skills in high-demand jobs in their communities.

还有一些美国非营利组织，如 SparkNC（北卡罗来纳州）、Heart of Oregon Corps 和 Southwest Colorado Education Collaborative，与学区合作，将农村和城市地区的年轻人（通常是历史上被边缘化的人）与当地企业联系起来，培养他们在社区高需求工作中的技能。

In Rhode Island, a school district partnered with a non-profit organization and ECD centers to help families access health and social services for young children and support school readiness in the transition to kindergarten and beyond.

在罗德岛州，一个学区与一个非营利组织和幼儿发展中心合作，帮助家庭获得幼儿的健康和社会服务，并支持他们为进入幼儿园及以后的过渡做好入学准备。

In the community hub model, intermediary community organizations or groups connect and convene different partners around a shared educational goal or vision.

在社区中心模型中，中介社区组织或团体围绕共同的教育目标或愿景连接并召集不同的合作伙伴。

Education institutions are often part of this community network, but the intermediary organization stewards community engagement.

教育机构通常是该社区网络的一部分，但中介组织负责管理社区参与。

Remake Learning has been refining the community hub model over the past two decades and expanding their networks across rural, urban, and suburban communities in Pennsylvania.

在过去的二十年里，Remake Learning 一直在完善社区中心模型，并将其网络扩展到宾夕法尼亚州的农村、城市和郊区社区。

Their flagship Remake Learning Days provides hands-on learning for children and families in a variety of community spaces, including tech and art centers, parks and playgrounds, and museums.

他们的旗舰项目 Remake Learning Days 在各种社区空间（包括科技和艺术中心、公园和游乐场以及博物馆）为儿童和家庭提供实践学习。

In Uruguay, e.dúcate Uruguay facilitates similar Eureka!

在乌拉圭，e.dúcate Uruguay 促进了类似的 Eureka！

Learning Days , where community champions work with schools, businesses, cultural institutions, and social spaces—such as libraries, cultural sites, and parks—to create learning experiences for children.

学习日，社区倡导者与学校、企业、文化机构和社会空间（例如图书馆、文化场所和公园）合作，为儿童创造学习体验。

Community engagement efforts can be highly localized, such as Associação Vaga Lume, a community organization that brings together elders and young people in the Brazilian Legal Amazon to create community libraries that honor history, celebrate culture, and promote storytelling and literacy.

社区参与工作可以高度本地化，例如 Associação Vaga Lume，这是一个社区组织，它将巴西合法亚马逊地区的长者和年轻人聚集在一起，创建社区图书馆，以纪念历史、庆祝文化并促进讲故事和扫盲。

‘Community’ comes from the Latin “communis—” meaning “shared” or “held in common.” Community includes a group of people with common characteristics, such as a teacher community.

“社区”源自拉丁语“communis——”，意思是“共享”或“共有”。社区包括一群具有共同特征的人，例如教师社区。

It can describe a place where people come together around a common mission—like a school community or a community school.

它可以描述人们围绕共同使命聚集在一起的地方，例如学校社区或社区学校。

It is also the network of individuals, households, or institutions surrounding a school and child—their “village” in the popular proverb “it takes a village to raise a child.”

它也是围绕学校和儿童的个人、家庭或机构组成的网络——流行谚语“养育一个孩子需要一个村庄”中的“村庄”。

Community engagement takes place in different forms across the learning ecosystem, both inside and beyond the walls of schools.

在整个学习生态系统中，社区参与以不同的形式进行，无论是在学校内部还是外部。

Each different model helps build cohesion of a learning ecosystem, and it is this cohesion that prepares children and families to navigate the challenges of today and flourish in the future.

每种不同的模式都有助于建立学习生态系统的凝聚力，正是这种凝聚力让儿童和家庭做好准备应对当今的挑战并在未来蓬勃发展。