In the province of Quebec, English-speaking communities do not always have equitable access to education or health and social services. Community Learning Centres (CLC Schools) have a dual role in Quebec: supporting student perseverance and contributing to the vitality of English-speaking communities. CLC school teams are supported by LEARN’s Provincial Resource Team (PRT), providing coaching, mentoring, capacity-building, and professional development training.
Above: CLCs in the Lower North Shore deepened their understanding of Indigenous rights history and familiarized themselves with the culture of their Innu neighbours through the Blanket Exercise and other cultural activities, forging the path for an ongoing relationship of learning. Read the full story Go to page
Read CLC Community Stories Go to page
The CLC Initiative: Strengthening School-Community Partnerships
About The Community Learning Centre Initiative
In the province of Quebec, English-speaking communities do not always have equitable access to education or health and social services. The CLC Initiative was established in 2006 by the Secteur Services à la communauté Anglophone of the Quebec Ministry of Education to help address this gap by building partnerships between English schools and their communities. These partnerships, which are facilitated by a dedicated community development agent, help to generate and leverage resources that benefit students, their families, and the broader community.
Funded through the Canada-Quebec Agreement for Minority Language Education and Second Language Instruction, the CLC Initiative was launched in 15 schools and adult centres. Today the network has expanded to include more than 80 schools and adult education/vocational centres, located in urban, rural, and remote communities across the province. CLC school teams are supported by LEARN’s Provincial Resource Team (PRT), providing coaching, mentoring, capacity-building, and professional development training.
Based on the recognition that it takes a village to raise a child, the community school movement has been growing in Europe, Australia, the USA, and Canada over the past 15 years. “Community schools are a strategy, not a program. They are both a place and a set of partnerships between the school and other community resources. Its integrated focus on academics, services, supports and opportunities leads to improved student learning, stronger families and healthier communities. Schools become centers of the community, open to everyone, they transform schools and communities.”
-National Center for Community Schools Go to site
How CLCs Help
- CLC Evaluation: Executive Summary – The Quest for Sustainability & Best Practices
- The CLC Network – 2016 Download
- The CLC Approach Download
- School Community Partnerships – Student Benefits Download
- CLCs – Support to Teachers Download
- Supporting Students The CLC Way Download
- How CLCs Support Parents Download
Annual Report of Activities
CLC Framework for Action
The Framework for action was developed based upon existing research and literature about best practices in organizational development and how community schools have developed in other communities and countries. Grounded in research and best practices.
The Framework is a planning tool that consists of five major action steps that are to be undertaken by schools/centres and their community partners to develop their CLC. In general, CLC schools develop action plans (theories of change) that focus on student success and community development. The Framework developed for CLCs is not a blueprint but an open-ended guide.
Its purpose is to:
- Be comprehensive but practical
- Work with existing policy and practice
- Respond to the needs of all partners
- Advise, not prescribe
Throughout the process, the Provincial Resource Team supports the capacity development of CLC Community Development Agents and stakeholders.
The five major action steps in the framework are:
EXPLORE the creation of a CLC: a formal partnership of one or more schools/centres, public or private agencies and community groups, working together for the benefit of students, families, and community.
INITIATE the partnership, a key transition point where commitment replaces contemplation. From afar, the steps look the same for any CLC but up close they will be different, depending on local context.
PLAN and develop a Theory of Change, which maps the ‘pathways to change’.
IMPLEMENT the theory of change developed in the previous step.
EVALUATE the performance of the CLC in accordance with steps 3 & 4 and the theory of change.