- Volume 31 Issue 6
As verifying the right scale of a learning community unit, making after-school facilities as a part of local learning communities in urban areas, and utilizing collective schools in which participants can access to customized programs, this research is to define the concept of local education community(LEC) which provides various programs of life-long learning. A survey of practical cases of the LEC in the district of Gangnam-Gu is to analyze proximity of the current after-school activities between students and schools and then it can address the potential coalition among education communities in terms of remote participation, learning network, and open-to-public school. In typological approach to the LEC, the case study developed the interactive overlap in the layout of 30 local schools that displays the inter-relation of adjacent schools. The graphs of school ranks based on the national evaluation of 'Student Performance Test' can address the preferred schools that has a larger catchment area in the local district. Reorganizing the learning community consisting of participant oriented schools in a regional society will be a critical agenda that can be achieved by both public and private supports. To verify the practical approach of urban types of the LEC, case studies of the research include a conceptual analysis of community clusters in terms of high-performing schools based on national exam ranks, after-school learning programs, and inhabitants pathways to alternative schools. Findings over the cases insinuate not only how to organize the LEC by public transit with hypothetical issues relating to urban renewal but also enhance active participation with social networks.
Education Community;After-school;Public School;School District;Education-Infrastructure
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