COMMUNITY LEARNING RESOURCES
7a i). Examine what community learning resources are in relation to the teaching process.
Community resources (CR) refer to people, places, objects and activities in the environment of the classroom which can be used by teachers and learners to promote learning. CR may be collected and brought into the classroom for use or the learners may gout in order to reach them. Examples of CR could be guest speakers, skilled people who may demonstrate processes of producing various items, natural living and nonliving things, man-made things and any other local artifacts.
7.4 Why use community resources for learning.
Let us start by considering the eight goals of education Kenya, which are to:
- Foster nationalism, patriotism and promote national unity
- Promote social, economic, technological and industrial needs for national development
- Promote individual development and self-fulfillment
- Promote sound moral and religious values
- Promote social equality and responsibility
- Promote respect for and development of Kenya’s rich and varied cultures
- Promote international consciousness and foster positive attitudes towards other nations.
- Promote positive attitudes towards good health and environmental protection.
A close examination of these goals of education reveals that for effective implementation of the curriculum, we need to make use of the community around the school as a resource. The use of CR can make a primary education more relevant, challenging and life-centered. As early as 1953 (Binn: A study of educational policy and practice in British Tropical area), Binns report noted the rather unfortunate poverty of equipment in the primary phase of education which often led to dullness and lack of interest and which explained in part the unawareness of children of the world around them. The report urged that these should be materials for children’s work such as clay, gum, paste, paint, and all scrap materials for learning. The same point was echoed at the Kericho Conference of 1966, where Griffiths described the situation that prevailed in most of the primary schools as
“A kind which one the whole tends to stress learning for repetition (e.g. for exams) rather than learning for understanding and adaptable use. Syllabi are prepared by a central authority and the teacher partly from customary attitudes to authority, partly from lack of confidence, does not like to deviate much from what is suggested. Reference books for the teacher are few and textbooks as far as they exist will never be sufficient to offer alternative courses. Other teaching aids and practical apparatus are almost non-exist. The criteria of good learning is a reproduction in the exam.”