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The Comparative Study of Community Learning Center Model:
The Case Study of Oketo Town Kominkan, Japan and Songkhla Smart Center, Thailand
Walainart Meepan1* Sumate Noklang2
1Faculty of Education, Kasetsart University, Bangkok, Thailand 10900
2Graduate School, Srinakharinwirot University, Bangkok, Thailand 10110
*Corresponding author e-mail: [email protected].
Received: September 22, 2022 Revised: October 26, 2022 Accepted: November 10, 2022
Abstract: This qualitative research aims to compare the community learning centers which are prominently successful in preserving the traditional ways of life in the community between Oketo Town Kominkan, Japan and Songkhla Smart Center, Thailand. Document analysis recording form was used as tool to collect data. It was carried out by gathering fifty documents and research papers related to the concepts of lifelong learning promotion, community-based learning, and community learning center. Content analysis was used to analyze data considering the concepts, theories, and contents which were found as significant phenomena. The findings of this comparative study of these two community learning centers consist of the policy supporting the operation of learning resource in the community, the purpose of learning resource in the community, the participation supporting lifelong learning resource in the community, the core con tent of learning resource in the community, and learning activities related to the community. Furthermore, the results show the aspect of the core content of learning resource is crucially based on the context of the community. Even though the contexts of these two countr ies are different in terms of the economics societies and cultures, the community contexts must be considerably paid attention to.
Keywords:Community learning center (CLC), Lifelong learning
Introduction
The necessity of the prerequisites of the knowledge-based society and economy brought about the needs for lifelong learning for all in Asian communities. The concept of lifelong learning stresses that learning and education are related to life as a whole - not just to work - and that learning throughout life is a continuum that should run from cradle to grave. Providing lifelong learning for all in Asian communities having varied geographical, educational, economic, social and cultural settings seems an unparalleled task (Asmin, 2017). Based on The Education 2030 Framework, it has committed to promote quality of lifelong learning opportunities for all, in all settings and at all levels of education, i.e., the provision of flexible learning pathways including validation and accreditation of knowledge, skills and competencies acquired through non-formal and informal education must be recognized essentially (UNESCO, 2016).
In order to promote lifelong learning society, community learning centers are one of key elements interpreted, understood, and practiced in the participant countries as community-driven entities that embody sustained initiative. CLCs are local educational institution outside the formal education system and are commonly set up, owned, and managed by the community; therefore, they are more able to address local needs through mobilizing local resources by local people in order to provide various learning opportunities for the betterment of the community and the quality of life. Moreover, CLCs enhance empowerment, social transformation, and lifelong learning of people in the community, so learning activities in CLCs cover a wide range of community-based development programs in health, agriculture, education and entrepreneurial skills for out-of-school children, youth, women, the under-privileged and the rural poor. The main functions of CLCs are to provide 1) education and training, 2) community information and resource services, 3) community development activities, and 4) co-ordination and networking (ACTED, 2022; UNESCO,
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2008). UNESCO Bangkok reported that “CLC programmes are operating in more than 24 countries throughout the Asia-Pacific region as well as 10 countries in the Arabic speaking world. The number of CLCs and similar NFE/literacy centers is estimated to be more than 170,000 in Asia and the Pacific” (UNESCO, 2008). The great strength of CLC is the learning process called ‘Community-Based Learning’ which is a teaching and learning strategy that integrates meaningful community engagement with instruction and reflection to enrich the learning experience with a greater emphasis on reciprocal learning and reflection.
Community-based learning is also motivated by the belief that all communities have intrinsic educational assets and resources that facilitators can use to enhance learning experiences for people in the community (Marshall University, 2022). In the other words, CLCs are learning space that emphasizes on learning process of local residents towards changes or disruptions in the community; nonetheless, the participation of all stakeholders is bonding them altogether through community-based learning activities, sharing experiences, continuing knowledge and local wisdom, including promoting lifelong learning for resident welfare and community betterment.
Different countries have different goals and strategies of setting up and maximizing the learning resource of CLCs. Japan is one of few developed countries in Asia-Pacific that has the community learning centers called ‘Kominkans’. According to ACCU (2009); Arai and Tokiwa-Fuse (2013); MEXT (2006), Kominkan is one of public learning resources for social education facilities that have a base in law – Social Education Act. After World War II, Kominkans were established by local governments for local residents to be able to access learning and activities. The purpose of Kominkan is to conduct various projects for the cause of education, science and culture, meeting the daily needs of the residents in municipalities and other specific areas to develop their attainments, improve their health, cultivate their sentiment, elevate their cultural life, and increase the social welfare of the community. Based on the statistics, The number of Kominkans has been dropping statistically, it went down from 17,143 in 2005 to 15,943 in 2008 (Iwasa, 2010) and it has continued dropping to 14,171 in 2015 regarding to MEXT2017 report (Wang, 2019). In Thailand, community learning centers were launched in 2000 with support from UNESCO APPEAL and the United Nations Development Programme. There have been two categories of CLCs in Thailand: centers organized and operated by local people, and centers organized and run by local people, but with some government support. After five years of operation, CLCs have grown strongly and rapidly with different backgrounds, forms and activities. There are currently about 8,057 CLCs supported by the Office of the Non-formal Education Commission (ONFEC) around Thailand (UNESCO, 2008) There are various types of community learning centers in Thailand. The community learning centers have grown rapidly with different backgrounds and are located in various places of the community, namely: district administration office, temples, schools, community hall, local elder’s house, renovated buildings, factory, prison, etc. The sizes of the community learning centers are different according to their conditions, e.g., locations, financial allocations, facilities, environments, managements, community contexts, etc. (Leowarin, 2010)
As mentioned above, CLCs seem to be the vehicles for the community development in Asia-Pacific region. Japan and Thailand are considerably different in many aspects, for example, the geography, the socio-economic conditions, the politics, the traditions and cultures, etc. Based on the information on ACCU (2009) and TK Park (2019) , Oketo Town Kominkan in Japan and Songkhla Smart Center in Thailand share the common goal setting to organize and operate CLCs based on locals and communities needs especially for
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inheriting the traditions and cultures and reviving the town from facing population decline;
however, the purpose of these CLCs has been different due to each context of community.
This research aims to compare the community learning centers by choosing Oketo Town Kominkan, Japan and Songkhla Smart Center, Thailand as case studies of CLC between developed country as Japan and developing country as Thailand in order to investigate the success and the effectiveness of community learning center model promoting lifelong learning towards the changing and disrupted world. The findings will be the benefits to stakeholders who operate the CLC in order to use these prominent findings applied to CLC’s knowledge service for all and to enhance the chance for those who use the service of CLC to understand the context of community profoundly.
Research methodology
This qualitative research was conducted with documentary research approach to explore comparatively the community learning centers. Document analysis recording form was used as tool to collect data. The process was as follows:
1. Specifying the scope of contents for data collection, the researchers gathered 50 documents and research papers relating to the concepts of lifelong learning promotion, informal learning, learning resource management, community-based learning, and community learning center.
2. Analyzing data, the researchers conducted the content analysis of knowledges exhibiting the concepts theories and contents which were found as significant phenomena of international community learning center. Then, the analyzed data were used to compare the selected samples of community learning centers based on the classification of knowledge approach. To categorize and examine the repeating analyzed data, the method was as follows:
a) The similar criteria of contents were categorized and labeled as collectively exhaustive category, i.e., groups cover the entire classified domain.
b) The partial similarity of contents was inclusively grouped while different criteria of contents were categorized and labeled as mutually exclusive categories, i.e., groups do not overlap.
3. Considering rational case study selection, the researchers selected the two community learning centers from Japan “Oketo Town Kominkan” and Thailand “Songkhla Smart Center” operated successfully and effectively based on the establishing purpose and the community learning center’s concept of UNESCO (2003, 2011,2016). Learning activities in the community learning center considerably consist of the community context, the local-valued resource as learning resource, the lifelong learning promotion, and the participation in the community. Moreover, these the selection details shall be described as follows:
a) The community context – Both community learning centers purposes were to revive the town financially and physically (socio-economic conditions). Oketo and Songkhla shared the similarity of population decline although they had different context setting for their CLCs. The CLCs were established to cultivate the new generation to cherish their valuable hometown.
b) The local-valued resource as learning resource – Both Oketo and Songkhla have had the ancient heritage and glorious traditions passed on from many generations, i.e.,
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Oketo has preserved traditional logging community while Songkhla has preserved old-town multicultural community.
c) The lifelong learning promotion – Both community learning centers have provided the learning activities and services based on their local knowledge and wisdom leading to foster the lifelong learning in the community.
d) The participation in the community – The two communities’ stakeholders have been strongly collaborating with their both public sector and private sector in order to organize and operate the community learning centers.
e) The complement of document for data collection – The researchers can gather the saturated data from 50 documents until categorizing the themes for result presentation.
Research results
From the comparative study of community learning center model between Oketo Town Kominkan, Japan and Songkhla Smart Center, Thailand, the results display the significant components to operate the CLC effectively and successfully, such as the policy supporting the operation of learning resource in the community, the purpose of learning resource in the community, the participation supporting lifelong learning resource in the community, the core content of learning resource in the community, and learning activities related to the community. The findings are as follows:
1) The policy supporting the operation of learning resource in the community
From the study, it’s obviously seen that Japan and Thailand are different in many aspects of the geography, the socio-economic conditions, the politics, and the cultures.
However, Japan and Thailand have laws and regulations influenced by the lifelong learning concept of UNESCO which emphasized the importance of lifelong learning promoting and community learning center. The establishment of lifelong education law in Japan had happened long before Thailand, i.e., Japan’s Law of Promoting Lifelong Learning was published in 1990, nine years later Thailand established the lifelong learning promoting on The National Education Act B.E. 2542.
After World War II, Japan tried to restore the country after it had been struggled with the poverty and the degeneracy. In 1946, the community learning center, as known as Kominkan (公民館) in Japanese, has been founded in many villages and cities to facilitate the citizens conquering the fear and crisis of life and encourage the active participation of people in the community development after the war. Kominkan aims to restore and develop Japan in the educations, sciences, and cultures, so Japanese citizens’ quality of lives can be elevated both physically and mentally, especially for raising and empowering the position of rural women trough health and hygiene improvement and increasing home income through practical learning activity class. In 1949, Social Education Law, Article 20, 21, and 23, had been used to regulate Kominkan, contribute to the self-actualization/ development/
accomplishments of citizens, improve health, enrich daily lives, and enhance social welfare through self-education or informal learning at home or workplace. As the leading social education provider regulated by the Japanese law, Kominkan has become deeply imbedded in its historical social contexts. Kominkan can be found in many forms of learning spaces, such as a library, a museum, a community hall, or an educational institution, to provide learning opportunities and learning activities for the people who are in need. In 1970, the
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concepts of UNESCO’s lifelong education and lifelong learning were introduced to Japan until late 1990, the first national “Law of Promoting Lifelong Learning” was published in Japan. This law has supported both public and private sectors from national to local level to play the important role in promoting lifelong learning for all citizens
Thailand initiated and promoted the adult education in 1940 (B.E. 2483) to eliminate the illiteracy and to develop the country after the political transition to democracy.
After World War II, the adult education in Thailand had been stagnant because of unstable government, i.e., many legal bills and acts, including promoting literacy act, had been ceased, until 1954 (B.E. 2497), the concepts of UNESCO’s adult education center were introduced to Thailand. However, there were some guidelines to promote the lifelong education, the non-formal education, and the equality in education seen on The 4th National Economic and Social Development Plan (1977-1981), The 5th National Economic and Social Development Plan (1982-1986), and The 6th National Economic and Social Development Plan (1997-1991). The golden age of lifelong education in Thailand was in 1999 (B.E. 2542) due to the fact that the concept and definition of “Lifelong Education” has been written on section 4 of The National Education Act B.E. 2542 (1999) as “Lifelong education means education resulting from integration of formal, non-formal, and informal education so as to create ability for continuous lifelong development of quality of life”. To emphasize the lifelong learning concept, the section 15 states that “Informal education shall enable learners to learn by themselves according to their interests, potentialities, readiness and opportunities available from individuals, society, environment, media, or other sources of knowledge” while the section 25 mentions about the promoting of all types of lifelong learning sources in adequate number and with efficient functioning, e.g., public libraries, museums, art galleries, zoological gardens, public parks, botanical gardens, science and technology parks, sport and recreation centers, data bases, and other sources of learning by the state. Furthermore, the section 29 highlights that the state must support both public and private sector to collaboratively strengthen the communities by encouraging learning in the communities themselves benefiting local wisdom and other sources of learning for community development that is contextually relevant to the state and needs of community.
2) The purpose of learning resource in the community
Both Japan and Thailand share the common goal setting to organize and operate community learning centers based on local community especially for inheriting the traditions and cultures and reviving the town from facing population decline. However, the purpose of learning resource in the community has been different due to each context of community.
Oketo Town Kominkan is in Oketo town located in the northern part of Hokkaido, Japan. Oketo has been well-known as the town of agriculture and dairy farm, but lumber industry is the great fame of Oketo. The designation “Logging Community” has been given because its community has preserved the traditional skills in wood processing. Moreover, Spruce pines, the local resource, have been use in a unique type of woodworking called “Oke Craft” such as furniture, dishes, chopsticks as well as decorative accessories. In 1962, as a result of the decline of the lumber industry, the population of Oketo has been slowing decreasing from 13,000 to 3,000 residents approximately nowadays. To decelerate the decline of population and revive the town, Oketo Town Kominkan with participations of public library, lumber industry and residents has established the learning activities and entrepreneurship education by using town’s public library as learning space. Not only its service provides a course of entrepreneurship in lumber industry, traditional skills in wood
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processing and wood crafting, but also provides informal learning from information and knowledge of local industries, traditions, and cultures.
Songkhla Smart Center is in Songkhla town located on east coast of Thai Gulf in the southern part of Thailand. The designation “Old Town Community” has been given because Songkhla town has been established for more than 200 years. In 1842 (B.E. 2385), there was a town expansion from Pine coast community to Boyang community by constructing the first road “Nakorn Nok” along the shore, the second road “Nakorn Nai”
connecting the town and the third road “Nang Ngam” cerebrating the city pillar shrine.
Alongside of these roads, there have been the unique and ancient architectures of Chinese wooden row houses, classic Chino-Portuguese buildings, Hok-kiàn commercial buildings or shophouses. As a result of richness in heritages and cultures, there are a variety of historic sites, antiques, traditions, folklores, and folk arts combining the story of multicultural town – Thai, Chinese, and Muslim since Ayutthaya period until now. However, the population decline and the lack of learning centers are main reasons that have impeded the heritage preservation. In consequence of these matters, Songkhla Smart Center has been founded to provide the knowledge, local wisdom, the local history passed on younger generations to embrace and continue the cultural heritage, also revive the town with community-based tourism.
3) The participation supporting lifelong learning resource in the community
Funded by the government, Kominkans have been found many villages of Japan in order to provide the learning activities and educations for all residents. The government plays the important role to establish the learning centers, allocate budgets, regulate the operation standards/ roles/ duties/ qualifications of staffs, and provide guidelines of learning activities that enhancing community development. Moreover, each Kominkan has its own network such as public libraries, museums, schools, health centers, private sectors, neighborhood associations, communities etc. On the other hand, there are also autonomous Kominkans (Self-governing) that operate the centers on their own, i.e., the allocated budget is from local residents in the community and the operation is the same as general Kominkans.
Oketo Town Kominkan is the great sample of Kominkan supported by both public and private sector. Oketo Town Public library is used as learning space while the private sector especially for the lumber industry network provide the learning activities about traditional woodwork skill and wood processing and entrepreneurship educations. The Logging Community preserves the wood crafting and distributes woodworking products that help increasing the income of the community.
Most of community learning centers in Thailand are categorized mainly as government-supported CLC (Funded by the government and run by locals) and community- supported CLC (Funded and run by locals). At the government-supported CLC, the government will provide funding support or technical support for each community learning center while people in community operate the community learning center. On the other hand, local people play important role in the community-supported CLC by funding and operating the community learning center, moreover, in this type of community learning center has its own community leader who has the leadership and the capability to connect all stakeholders, truly know the context and problem conditions of the community and manage the learning centers. The uniqueness of learning activities in this community- supported CLC is local culture and tradition-based in order to solve community problems or build community networks. Songkhla Smart Center is supported by Songkhla municipality,
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PTT Exploration and Production Public Company Limited, TK Park, and Love Songkhla Network. Public hearing was used in every process of establishment of Songkhla Smart Center with the help of TK Park providing the consultancy of learning space management, automatic library system, and learning media and tools selection.
4) The core content of learning resource in the community
Oketo Town Kominkan and Songkhla Smart Center do not merely share the similarity of community context, the unique components of these two community learning centers are community learning process and valuable learning resource enhancing people in the community to be ready and adaptive to dynamically changing world. Although these two community learning centers are different in terms of the geography, the natural resource, the heritage of tradition and culture, and the knowledge and wisdom, these represent the uniqueness and the identity of each community which are used as learning core content. In view of the geography and natural resource, the locals can benefit it in order to create jobs, for example, Oketo has pine forest for lumber industry, wood crafting, and logging community tourism while Songkhla has the coast connected to Thai Gulf and brackish water lake for fishery, sugar palm cultivation, and coastal culture tourism. Oketo Town Kominkan provides entrepreneurship education which is useful for reviving local industry while Songkhla Smart Center provides historic information and knowledge of pristine way of local life. In both communities learning centers, its community-based learning space has given learning core content, learning experience, and learning activity through exhibitions presenting local lifestyle and knowledge and local wisdom relevant to cultural or local heritage, therefore, the locals can learn to preserve and pass on these heritages from generation to generation. It can be said that community resources are certainly used as learning core content to improve quality of life and enhance community development.
5) Learning activities related to the community
The community learning center is the place that support the community participation by building citizen action among people to learn how to change for better life and society leading to sustainable and self-sufficient community. A key element of community-based learning is emphasized on the participation of all stakeholders from public to private sector and from individual to community to be a part that can maximize benefits of the community resources for community development and public good.
Oketo Town Kominkan has successfully revived the town from population decline with the collaboration of public sector and local industry network. The entrepreneurship education has continued their glorious traditional skills of wood processing and crafting. It promotes the craftsmanship among locals in order to create valued woodworking products.
The Logging Community can financially benefit from community-based tourism and the sale of wooden crafts and souvenirs.
Songkhla Smart Center has successfully established the learning space that integrated creative ambience, local wisdom, and technology altogether. The locals intentionally provide this learning center as the chance and access to learn for the younger generation in order to inherit the traditions and cultures. The Old Town Community’s building has been renovated to preserve town history and way of local life while locals color the town with street art alongside the roads. Songkhla have been brought to life again and
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the locals can financially benefit from multicultural community-based tourism that enhance the understanding and learning among tourists as well as locals themselves.
In summary, successful model of community learning centers between Oketo Town Kominkan, Japan and Songkhla Smart Center, Thailand can be classified in many aspects as shown in Table 1.
Table 1 Comparative table of successful model of community learning centers between Oketo Town Kominkan, Japan and Songkhla Smart Center, Thailand
Successful Model of Community Learning
Center
Oketo Town Kominkan Hokkaido, Japan
Songkhla Smart Center Songkhla, Thailand The policy supporting
the operation of learning resource in the
community
Social Education Law regulates Kominkans and promote lifelong learning for community development.
The National Education Act highlights on lifelong learning/
informal learning/ and
community as learning resource.
The purpose of learning resource in the
community
Slowing down the population decline and revive The Logging Community and traditional skills of wood processing
Establishing the learning center providing knowledge/local wisdom/cultural heritage passing on to the younger generation The participation
supporting lifelong learning resource in the community
Both public and private sector and locals:
Public library, local industries, The Logging Community
Both public and private sector and locals:
Songkhla municipality, PTTEP Public Co., Ltd., TK Park, and Love Songkhla Network The core content of
learning resource in the community
Providing knowledges: Way of The Logging Community through the courses wood crafting, traditional woodworking, and
entrepreneurship education
Providing knowledges: Way of Old-Town Community, town history, and multicultural diversity through multimedia exhibitions and living library.
Learning activities related to the community
Reviving town by community- based tourism, increasing employment rate, and increasing income by selling wooden products and souvenirs
Reviving town by multicultural community-based tourism and enhancing the locals to cherish and inherit the local heritages and cultures
Discussion
With regard to the policy supporting the operation of learning resource in the community, both Japan and Thailand have adopted the concept of lifelong learning from UNESCO (2003, 2011,2016) that stated the community learning centers play essential role in promoting lifelong learning for all people in the community, providing the chance to access learning relevant to needs and contexts of the community leading to sustainable and self-sufficient community development. According to Misra (2011), lifelong learning seems to be the appropriate approach to help Asian communities fulfilling developmental challenges, for example, the capability to provide necessary educations, the inequality to access basic infrastructure and heath care system, or the socio-economic disruption.
However, from the guidelines of CEDEFOP (2019) many developed countries in Europe
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address the importance of integrated and holistic approach to lifelong learning in community in order to improve academic achievement, skills and competences, social-emotional development, education of future jobs and citizenship, and well-being life. Though Japan is advanced in technology and innovation, its traditional way of life is still being seen. This might be the successful seed of cultivating lifelong learning through Kominkans, so the next Japanese generation can learn to cherish their roots or their hometown. On the other hand, Thailand is developing country trying to become developed conscientiously, and the prosperities have been decentralized for the next generation through CLCs.
The purpose of learning resource in the communities of Japan and Thailand share few similarities in problems but differences in contexts and conditions; nevertheless, the destination of their community learning centers is to solve the problems of the community for better life and society. In this study, both community learning centers not only aim to figure out how to solve their community problems, but preserve and continue their heritages of traditions, cultures, arts, histories, and way of lives which is the uniqueness or the identity of their community. In the same way, Intem, Phuwanatwichit, Sarobol, & Wannapaisan (2021) studied the local wisdom ‘Mohom’ management enhancing stable inherit and lifelong learning through Mohom Dyeing learning center. Based on findings, community members including the young generation have learned altogether to preserve community identity as traditional dyeing fabric knowledge, appreciate the community’s learning resource, and continue way of Hom culture. Likewise, Varavitpinit, Boonkoum, & Sungrugsa (2018) addressed that blending philosophy of sufficiency economy with local wisdom and way of local life in Phetchaburi through community learning center can provide the new knowledge and self-reliance and develop the quality of life of people in this area and outside. Moreover, Wahyudin (2015) stated that literacy program combining localized content (cultures and values) in community learning centers has contributed the improvement of locals’ basic competencies in learning of Indonesian folks.
In order to establish and operate the community learning center successfully and effectively, the participation among stakeholders is one of vital factors to be addressed. The collaboration of the state, private sectors, NGOs, communities, and individuals can develop the community’s learning resources. Based on policy model of CLC development of Asmin (2017), there shall be the participation such as the government of Indonesia proving regulations and facilitations, the academics with corporations’ CSR providing research and development, NGOs providing facilitations and assistances in order to support and develop community learning centers that enhances people’s welfare in Indonesia. According to the study of Thongdee et al. (2022), Bue Ban community learning center shall be one of good samples of public-private collaboration model which is the participation among research team, Khon Kaen municipality, and community representatives taking part in planning and designing the learning center as well as body knowledge (identity): history of Khon Kaen and Bue Ban spiritual center of communities in order to develop the smart city through digital advancement in Bue Ban community learning center.
Based on several studies, the government plays the most important role to participate and develop community learning centers especially in developing counties in Asia. Hossain (2016) pointed out that the government of Vietnam made a commitment to build lifelong society by 2020 through funding support to libraries and communities learning centers while Piseth (2020) mentioned that the government of Cambodia has the ability to connect one community learning center to another to exchange their knowledge and skills, extend the scope of learning programs, recruit qualified trainers and facilitators and work with relevant stakeholders to improve the community learning centers to become lifelong learning centers
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in the future. On the other hand, the participation among locals in the community is also essential as Jantakot (2015) made a point that the participation especially in the community can lead to the awareness of roles and responsibilities as well as sense of belonging that bonding locals with the community, so they truly put all effort for the betterment.
Based on findings, these communities in Japan and Thailand use natural and cultural resources as core contents and learning activities that help continuing their heritages as well as reviving their tourism industry efficiently. Likewise, Chamnia (2021) stated that community cultural resources such as arts, folklores, traditions, local wisdom, way of lives and so on are the identity and the uniqueness of each community that can effectively be used and learning content and combined in learning process and activities in order to promote community-based tourism. Furthermore, the study of Jantakot & Tuamsuk (2015) showed that significant factor of services and activities at community learning center is learning activity that is relevant to way of life and increase the income of people in the community.
It comes as no surprise that, in the aspects of core content and learning activities, the community contexts and resources are considered as essential components of learning process in the community learning center.
Conclusion
The prominently successful keys to operate the community learning center in order to promote lifelong learning community consist of the policy supporting the operation of learning resource in the community, the purpose of learning resource in the community, the participation supporting lifelong learning resource in the community, the core content of learning resource in the community, and learning activities related to the community. The stakeholders who run the CLC should pay attention to community context for bringing the best of learning resources as knowledge and wisdom for education and training, community information and resource services, community development activities, and co-ordination and networking that can improve well-being life and the betterment of community.
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