|JAMES LYNG AND LAURIER MAC AWARDED COMMUNITY LEARNING CENTRE STATUS|
MONTREAL, DECEMBER 6, 2006- James Lyng High School in St. Henri and Laurier Macdonald High School in St. Léonard are amongst the 21 English schools in Quebec which have been chosen by the Ministère de l'Éducation, du Loisir et du Sport (MELS) to become Community Learning Centres (CLCs).
Paule Langevin, project manager of LEARN, a non-profit educational foundation that is an offshoot of the MELS' service to the anglophone community, announced the names of the 21 schools, broken down into 15 specific projects, representing the nine English language school boards, the Littoral School Board in the Gulf of St. Lawrence and the Association of Jewish Day Schools, at a press conference held today at James Lyng High School.
In addition to James Lyng and Laurier Macdonald, the other 13 projects are: Quebec High School in Quebec City (Central Quebec School Board); Métis Beach School and the Gaspé Community Learning Centre, composed of two elementary and one high school (Eastern Shores School Board); the Eastern Townships Community Learning Centre, composed of Pope Memorial Elementary and New Horizons Adult Centre (Eastern Townships School Board); Hebrew Academy in Côte Saint-Luc (Association of Jewish Day Schools); Riverdale High School in Pierrefonds (Lester B. Pearson School Board); Mecatina and Netagamiou Community Learning Centres (Littoral School Board); St. Willibroad Elementary School and the Greater Huntingdon Community Learning Centre, composed of Huntingdon Academy (elementary( and St. Joseph Elementary School, Chateauguay Valley Regional High School and Chateauguay Valley Career Education Centre (New Frontiers School Board).
These CLCs will become hubs for education and community development in the English-speaking community and serve as models for future practice. EMSB Chairman Dominic Spiridigliozzi expressed his delight over the fact the Board will have CLCs in both the East and West End of the city. "This is a wonderful concept and I applaud all of the parties who are responsible for making it a reality," he said.
CLCs are primarily partnerships that provide a range of services and activities, often beyond the school day, to help meet the needs of learners, their families, and the wider community. Their aim is to support the holistic development of citizens and communities and assist them in responding to the challenges they face such as youth retention, access to services in English and sustaining the vitality and viability of their respective communities.
The objectives of CLCs are to deliver educational and support services in a seamless and integrated fashion, enable various agencies to pool resources and share the responsibility of service delivery, to nurture symbiotic relationships between schools and their communities and to rejuvenate the role and importance of the school and its services to communities. To that end, each CLC will be provided with the services of an on-site Community Coordinator for the next three years, to assist in the development of partnerships between the community and the schools.
Schools and centres will initiate these offers of service in partnership with agencies and institutions in the private, voluntary and community sectors. Services will primarily be offered in the school/centre, but may be augmented in other settings. Potential services could include integrated child-care and/or pre-school assessment and referral, health and social services, parenting and family support, intergenerational activities, community development and support, career preparation and employability, and corporate training opportunities.
The Community Learning Centres will also benefit from a state of the art Visio Conference facility that will enable the CLCs to communicate amongst themselves as well as provide a valuable resource for curriculum content, complimentary services and learning materials. In addition, the facility can be used by community partners both public and private, for a variety of needs ranging from reducing meeting costs to upgrading skills of corporate and community group personnel.
CLCs should be able to provide access to the conditions deemed necessary for student success, respond to the particular cultural needs of the community and render services accessible to the broader community that are self-supporting and sustainable over time. Their collective mission will also entail integrating existing services available from external agencies and developing financial and/or resource partnerships that will resonate within their communities and respond to defined community needs.
Ms. Langevin stressed that the development of the CLCs are the result of an agreement between the Ministère de l'Éducation, Loisir et du Sport signed with the federal government for supporting linguistic minority education. Ms. Langevin and her team, (a Community Development Agent and a Research Coordinator) through the Leading English Education and Resource Network (LEARN) facilities, will also provide technical support. Their role will be to support the capacity development of CLC stakeholders. LEARN will also offer its products and services which range from teacher guides and manuals and web-resources as well as its extensive e-learning capabilities.
The team will be responsible for:
Michael J. Cohen