Believing that community education must begin to evaluate its own performance in relationship to processes designed to foster and enhance the development of the entire community, the author has devised 125 questions concentrated in 14 topical areas. Answers to such questions should provide guidelines for future plans and action. (Author)

Presents design plans for the new South Arsenal Elementary School in Hartford, Connecticut, which includes plans for a high degree of community participation in its operation. Major features include multi-instructional areas, a gymnasium, and a life center building. (Author/DN)

Discusses the elements useful for developing a conceptual framework for social change efforts: the characteristics of the social problem, the target unit, the nature and intensity of purposes for change, and the appropriate change methods. (Author/JOW)

Community education has two objectives: the development of individuals to the limit of their capacity and the development of the community to improve the quality of life. The Community Education Developmental Objective model illustrates the interrelatedness of the process and program objectives of the community education movement. (Author/JOW)

The state of Victoria (Australia) is attempting to adopt the following premises: education ought to be a continuing, lifelong process; it should take place through living, that is, in the interaction of the individual with the rest of the community; and it ought to provide experiences that benefit a person. (Author/IRT)

Concerns the planning and development of facilities for community education. Examines the larger role of the community in the total educative process. Suggests that planners concern themselves with instruction as well as education, with the community as well as schools, with people as individuals rather than as groups, with the individual's goals…