Program Development & Planning: Program. Logic Model. University. Missouri Extension has adopted the. University of Wisconsin Cooperative. Extension logic model as part of the. A logic. model depicts program action by. The Extension logic model. Situation. problem or issue that the program. Inputs: resources. Inputs lead to. Outputs: the activities. Outputs. lead to. Outcomes: the results or. Assumptions: beliefs we. External Factors. In Extension, we use the logic model in. While. the term 'program' is often included. This logic model draws on. USAID Log Frame. (~1. Deliver their community development program. access target population. This is a sample logic model that could be used for a project or a program Author. A logic model depicts program action by. community-based. The Extension logic model serves as the conceptual framework for program development and. Community Development Program Models In Early HeadBennett hierarchy of. Bennett, 1. 97. 6. In both remote and urban settings, this process is delivered by a local Community Development Facilitator. The project or program created by the community. We present the communication model of Gillespie and Yarbrough and explain how it served as the framework for combining program development and fo. Primary models of community development 1. Models of CommunityDevelopment 2. Community DevelopmentA Social Justice ModelJim Ife and Frank Tesoriero (2006)! Rockwell, 1. 99. 5) - - an. The. Wisconsin model also draws on. Wholey, 1. 97. 9, 1. Mayeske. 1. 99. 4; Reisman,1. United Way. 1. 99. Talking about community development. People talk about community development in many different ways. Neighbourhood and Community Centre Coordinators have. Community development is a process where community members come together to take collective action and generate solutions to common problems. Community wellbeing. Montague, 1. 99. 7, and others. This. logic model classifies Activities as. OUTPUTS, where we also include. Participation. This version: simplifies the model and. The Extension logic model serves as the. A variety. of resource materials are available to. The Logic Model Placemat: Print the. X 1. 1 forms back- to- back and. Rigid lamination works best. The color side is a handy reference. Logic Model. Side A Front(4. PDF, 1 page, 2. 6 KB)Logic Model. Side B Back(black. PDF, 1 page, 2. 0 KB)Additional Resources. Program Logic Model. Wisconsin Cooperative Extension. What is community development? Contents: introduction · the colonial legacy · the move away from education · capacity building · community participation and social capital · reappraising community development · conclusion · further reading and references · how to cite this article. Like many of the terms around the community work and community education field, the notion of ‘community development’ is beset with difficulties. In this piece we suggest that it is helpful to describe those approaches that look to cultivate social justice, mutual aid, local networks and communal coherence. In many respects as a body of thinking and practice it links strongly to more recent concerns around the cultivation of social capital. The colonial legacy. The notion of community development owes a great deal to the efforts of colonial administrators. After the Second World War the British Colonial Office became concerned with ‘community development’. Mayo (1. 97. 5: 1. UK colonies. For example, a 1. Mass education in the colonies, placed an emphasis on literacy training and advocated the promotion of agriculture, health and other social services through local self help (Midgley et al 1. This was a set of concerns similar to those surrounding the interest in rural development and educational ‘extension’ in North America in the first two decades of the century. Community development was defined in one UK government publication as: active participation, and if possible on the initiative of the community, but if this initiative is not forthcoming spontaneously, by the use of techniques for arousing and stimulating it in order to achieve its active and enthusiastic response to the movement. Colonial Office 1. The concern with community development was, in part, a response to the growth of nationalism, and, in part an outcome of a desire to increase the rate of industrial and economic development. The notion began to feature strongly in United Nations documents during the 1. British literature and experiences in Africa and India (Midgley et al 1. Three important elements were identified: a concern with social and economic development. Within this there does appear to be a certain contradiction. Community development emphasizes participation, initiative and self help by local communities but is usually sponsored by national governments as part of a national plan. While from one side it can be seen as the encouragement of local initiative and decision making, from the other it is a means of implementing and expediting national policies at the local level and is a substitute for, or the beginning of, local government (Jones 1. The focus on the social and economic, local and global, also helps to situate debates about community development – and the disillusionment with its achievements that was widespread in many Southern countries by the 1. Many governments, particularly in Africa, failed to provide adequate financial support but nevertheless extolled the virtues of self- help. Community development was soon recognized by the people to amount to little more than a slogan which brought few tangible benefits. Midgley et al 1. 98. However, we should not forget in this process is that community development had also spawned a growing literature. Workers were not only able to draw on the extensive American literature of community organization (see below) – there were now various guides and discussions arising specifically out of the experience of ‘developing’ countries, for example, Batten’s (1. Communities and their Development. It is not without significance that while the community organization literature became broadly located in social work, the community development literature had far more an ‘educational’ hue. Yet, we do need to take some care here – just because a discourse found expression in North American social work does not mean that it was not informed by educational thinkers. However, the institutional location of the work, combined with the orientation of its proponents is important. Batten, for example, who wrote a string of influential books (e. University of London Institute of Education. As we will see when we come to look at the experience of community work in the United Kingdom this educational orientation was to wane there also in the late 1. The move away from education. To make sense of the notion of community development it is helpful to situate it alongside other strands of community work practice. Here it is useful to consider Thomas’ (1. He talked about: Community Action. Community action was seen as focusing on the organisation of those adversely affected by the decisions, or non- decisions, of public and private bodies and by more general structural characteristics of society. The strategy aims to promote collective action to challenge existing socio- political and economic structures and processes, to explore and explain the power realities of people’s situations and, through this twin pronged approach, develop both critical perspectives of the status quo and alternative bases of power and action. Community Organisation. Community organization, according to Thomas, involves the collaboration of separate community or welfare agencies with or without the additional participation of statutory authorities, in the promotion of joint initiatives. Community Development. Community development was seen as emphasizing self- help, mutual support, the building up of neighbourhood integration, the development of neighbourhood capacities for problem- solving and self- representation, and the promotion of collective action to bring a community’s preferences to the attention of political decision- makers. Social Planning. This orientation/approach was presented as being concerned with the assessment of community needs and problems and the systematic planning of strategies for meeting them. Social planning comprises the analysis of social conditions, social policies and agency services; the setting of goals and priorities; the design of service programmes and the mobilisation of appropriate resources; and the implementation and evaluation of services and programmes. Service Extension. This is a strategy that seeks to extend agency operations and services by making them more relevant and accessible. This includes extending services into the community, giving these services and the staff who are responsible for them a physical presence in a neighbourhood. Thomas 1. 98. 3: 1. In Britain the notion of community development became associated for some with shifts within community work towards more radical approaches (following the experiences of workers within the Community Development Projects of the early 1. In particular this involved a movement away from what could be described as an informal education perspective, into what would be better labelled social action (see above). However, the radicalism of many of the workers attracted into the work in the late 1. The waning of key social movements, the increased influence of managerialism, and more general economic and political shifts around marketization and globalization (see globalization and globalization and incorporation of education) meant that there was in many countries, a gradual drift into a policy orientation and a focus on the implementation of social care and regeneration initiatives (see the discussion in the article on community work). In other words, there was a significant movement into approaches to what people described as ‘community development’ that looked to what Thomas described as social planning and service extension. In some places there were countervailing forces to this movement away from education and from mutual aid and community. In Scotland, for example, the developing professional and political interest in community education kept a stronger focus on more locally- based and associational work. In a similar way the experience of non- formal education programmes in some countries retained an interest in the ways in which local people understood their situation and reflected more of a ‘bottom- up’ approach to policy formation. Capacity building. Some of the classic concerns of community development found expression in the early 1. There was an interest in developing the ability of local groups and networks to function and to contribute to social and economic development. On the whole, though, the idea of capacity building often remained associated with a technicist and economistic viewpoint – a concern with competencies, ‘investing’ and so on. There were those that looked to the ‘bottom- up’ and more convivial aspects of traditional community development. A few contributions also emerged that had a more thorough theoretical basis. Eade’s (1. 99. 7) approach, for example, and that of development agencies such as Oxfam, was linked into certain fundamental beliefs, for example: ‘that all people have the right to an equitable share in the world’s resources, and to be the authors of their own development; and that the denial of such rights is at the heart of poverty and suffering’ (1. Strengthening people’s capacity to determine their values and priorities, and to act on these, is the basis of development.(C)apacity building is an approach to development rather than a set of discrete or pre- packaged interventions. So while there are certain basic capacities (social, economic, political and practical) on which development depends, Oxfam seeks to support organisations working for sustainable social justice. Eade 1. 99. 7: 3)From this flow a number of implications. That: capacity building must not be seen in isolation. Nor is it risk- free. Eade 1. 99. 7: 3). The problem was that many of those interested in capacity building located it within a particular paradigm. It was capacity- building within a particular set of policy parameters. There was not often a disposition to build capacity that might oppose or fail to the ‘importance’ of state interests and priorities. Community participation and debates around social capital.
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