The International Observatory on Academic Achievement - Documentary search

File number :
CS-CEFC-15e

Bibliographic reference :
Prévost, P., Lussier, K., Boyer, M., & Authier, S. (2007). La création de synergie école-communauté : dynamique reliée au projet EER. Centre francophone d’informatisation des organisations (CEFRIO), 39 pages.

Abstract :

Remote Networked Schools
The remote networked schools project (École éloignée en réseau – EER) was implemented in 2002 by the Centre francophone d’informatisation des organisations (CEFRIO) and the Quebec Ministry of Education, Recreation and Sports. The goal of this project was to make the most of information and communications technologies to develop new strategies to help to tackle problems in maintaining educational services in rural Quebec (Canada) and the quality of these services. Some 50 elementary and high schools across 13 school boards are involved in this project.

School-community Dynamics
In addition to providing benefits to students, the EER project can generate positive outcomes for the community by introducing network rural schools to new technologies suited to their needs. The purpose of this study was to analyze the dynamics established between the school and community in order to identify processes likely to create synergy between these two entities.

Relationships between the school and community forged on thirteen EER sites were studied based on the community school concept. Team members in charge of the projects were surveyed through interviews conducted either on site or by telephone. School and school board representatives, parents, elected officials and municipal leaders made up these teams.

Models of Community Projects for Schools
Three types of community projects for schools were identified beforehand during analyses conducted in Quebec: (1) the shared school (the sharing of assets); (2) the extended school (expertise exchanged to meet the needs of students and families); and (3) the networked school (social issues).

Frame of Reference for Analyzing School-community Dynamics
Survey results highlighted six findings based on which the authors of this report developed a frame of reference for analyzing the dynamics of change resulting from the school-community partnership. The model developed includes the context of this particular change, transformation process and outcome of this change.

Each school-community partnership project takes root in a particular context that will influence the type of project and its implementation. The context includes school characteristics, community characteristics and the nature of the links already established between these two entities.

Three phases in the transformation process were highlighted: (1) conception, as it relates to the idea of making changes that emerges from discussions among a group of individuals; (2) collective ownership, as it relates to a wider group taking ownership of this idea and must lead to the development of an action plan; and (3) experimentation, as it relates to the application of this plan. During each of these phases, four types of activities may be adopted: (1) strategic, (2) operational, (3) political and (4) cultural.

The outcome of change can then be analyzed based on the degree achieved by the change as part of the transformation process, type of activities adopted, and type of community projects implemented.

Outcomes Observed on Sites under Study
Among the thirteen sites under study, six held community activities. Analysis of these sites within the frame of reference highlighted three developmental configurations: (1) self-development (beginnings of conception, operational activities, and shared school); (2) participative development (conception, beginnings of collective ownership, operational activities, and combination of shared and extended school); (3) co-development (conception, collective ownership, beginnings of experimentation, presence of the four types of activities, and combination of shared, extended and networked school. Each of these configurations is illustrated in practical terms by the projects implemented in the six sites under study.

Links :

http://www.cefrio.qc.ca/fr/documents/projets/46-Ecole-eloignee-en-reseau-phase-3.html

Key Words :
Remote Networked Schools, School-community Dynamics, Dynamics of Change, Rural Area, Information and Communications Technologies, Elementary, Primary, Secondary/High School, Newsletter13

Monitored Countries :
Quebec (Canada)