Introduction
In Minnesota, where I grew up, all of the state’s over 300 school districts have community education programs providing opportunities to local youth and adults. In South Dakota, out of nearly 150 school districts, only 3 have established community education programs: Sioux Falls School District, Harrisburg School District, and Black Hills Special Services Cooperative (BHSSC). The purpose of this publication is not to examine why more school districts in South Dakota do not have community education programs, nor is it to compare programs and circumstances between states. Instead, this publication’s goal is to highlight the work being done by some of the school-based community education programs that are here, with an emphasis on the benefits they are bringing to their communities, the strategies they are using to thrive, and the ways South Dakotans can support them. This will be done with an overview of school-based community education in the US, followed by highlights from conversations I had with BHSSC and Sioux Falls ComEd. Perhaps, this publication will reach those interested in developing their own programs, or supporting those we have already.
School-Based Community Education: Definitions, Benefits, and Strategies
What is Community Education?
The concept of “community education” is broad and ranges all the way from community colleges to friends and neighbors sharing information. Community education can be divided into the categories of formal (awards degrees), non-formal (at least has a structured program), or informal (casual knowledge-sharing) (Rocco, Smith, Mizzi, Merriweather, and Hawley 2020; Ross-Gordon, Rose, and Kasworm 2016). Kowalski (1988) also provided a categorization based on the type of organization providing the program and whether it is a primary or secondary function. School-based community education is considered a non-formal program offered as a secondary school function. The reason this publication specifically promotes school-based community education programs is simple: They are often the most affordable and accessible option.
Nonetheless, because these programs are not the primary purpose of schools, they often have limited funding and staff. While this can make things difficult, it has also led to innovative programs (Rocco, Smith, Mizzi, Merriweather, and Hawley 2020; Mizzi, Shore, and Rocco 2016; White 2014; Merriam and Brockett 2007; Edelson 2000). There are also disagreements on what community education should be for, such as whether it should focus more on job training or personal enrichment. (Mizzi, Shore, and Rocco 2016; Smith and Sobel 2010; Merriam and Brockett 2007; Edelson 2000).
Regardless, community education has increased in popularity and importance: The economy has changed with increased competition, lower job security, and changing employment opportunities. New technologies have emerged for people to learn, and new skills are increasingly valued. More people are also seeking education and social interactions (Rocco, Smith, Mizzi, Merriweather, and Hawley 2020; Mizzi, Shore, and Rocco 2016; Edelson 2000).
What are the Benefits of Community Education?
Community education benefits both individuals involved and their communities. Participants may gain skills in areas such as the trades, arts, literacy, and technology, and programs can increase employability and career advancement. Programs can also encourage personal growth, teamwork, adaptability to change, and problem solving (Daffron and Caffarella 2021; Edelson 2000). Participation can also increase social cohesion, and provides important spaces to counter social isolation, especially for seniors (Edwards-Fapohunda 2024; Moody and Phinney 2012). The benefits also extend to instructors, who are more likely to feel appreciated by their communities, and to community partners, who share in the use of resources (Smith and Sobel 2010; Parson 2003).
More broadly, community education is important for community development. Programs can improve local development through increasing education and economic growth, reducing poverty, stemming outmigration, and, for environmental programs, promoting sustainability (Edwards-Fapohunda 2024; Rocco, Smith, Mizzi, Merriweather, and Hawley 2020; Smith and Sobel 2010; Tilbury and Wortman 2008; Parson 1998). Additionally, programs can serve as a direct part of the community development process through their involvement in training local leaders, raising awareness of community issues and opportunities, and delivering education to more people (van der Veen 2003).
What Strategies Make a Community Education Program Thrive?
Successful programs share three features. 1) They are tailored to the needs and opportunities of their communities. 2) They involve community partners and stakeholders. 3) They understand the backgrounds and goals of their participants.
Successful programs do not share a single, standardized model. Instead, they respond to local needs and issues, and incorporate local knowledge through the classes they offer and instructors they recruit. Through their knowledge of the local community, programs offer meaningful classes. By playing to community strengths, they can lead the way in responding to social, economic, and technological changes (Daffron and Caffarella 2021; Rocco, Smith, Mizzi, Merriweather, and Hawley 2020; White 2014; Smith and Sobel 2010). Accomplishing all of this requires involving stakeholders, such as chambers of commerce and local businesses, community organizations, and local governments. This allows for the sharing of knowledge, resources, and facilities, and can effectively distribute responsibilities, leadership, and accountability (White 2014; Smith and Sobel 2010; Parson 2003, 1998).
Lastly, successful programs see participants as more than just students. Participants are instead seen as involved stakeholders and both producers and consumers of local knowledge. Successful programs work with participants to set goals, establish methods, and monitor progress. They understand whether participants are seeking career skills or personal enrichment (Rocco, Smith, Mizzi, Merriweather, and Hawley 2020; Petty and Thomas 2014).
Community Education at Black Hills Special Services Cooperative
BHSSC is a unique school district serving parts of western South Dakota, and is governed by representatives from twelve local school districts. It has a range of focuses including Community and Family Services, Developmental Disabilities Programs, Education and Workforce Development, Health and Human Services, and Compass Partners in Learning. Community education has been offered within Education and Workforce Development for many years, and serves youth and adults in cities such as Belle Fourche, Custer, Hot Springs, Rapid City, and Spearfish. The number of classes offered in a given year can be over 100, and cover topics as diverse as baking, beekeeping, business basics, creative writing, dancing, financial planning, genealogy, self-defense, Spanish, and welding.
There are fees for taking classes, which are generally modest, and BHSSC strives to keep them low. Participants in classes such as welding receive a certificate for completing the course, which can prove valuable on a resume. Additionally, it is not uncommon for employers to pay for some of their employees to enroll in a class. Staff and board members also receive free enrollment, excluding any supply fees. Instructors are compensated for teaching classes, though the pay is modest to help keep enrollment fees low. Some instructors even choose to donate their pay back to the program.
Despite the size of its program and diversity of class offerings, BHSSC’s community education program has struggled to break even and does not employ any dedicated full-time staff. The community education program does not receive state or federal funding. It benefits from two main financial sponsors: Black Hills Energy and West River Electric. Efforts to gain financial support from other businesses have been unsuccessful.
Nonetheless, BHSSC has managed to provide community education to a large number of people from a very wide range of backgrounds and circumstances. Some participants come from disadvantaged backgrounds, including poverty and limited formal education. For those participants, community education classes can be a valuable opportunity to gain hands-on experience and develop their resumes. Crucially, they allow participants to try out different trades and skills without the major time and financial commitments of more formal programs like college. In addition, many participants value the classes they take for providing a space to socialize and network with others. As one BHSSC representative described:
"Some of these courses just feed your soul, you know? Like learning in an art class or taking a crocheting class or learning about fibers. It's something that you wouldn't do unless you could take an affordable class and find something that's kind of fun and [fits] your own interest."
Whether a participant signs up for a class to advance their career, meet other people, try something new, or learn a skill they want to have, these classes are good for local people and their communities. In addition, because BHSSC classes take place in schools, businesses, and other venues around western South Dakota, they introduce participants to the work that goes on in these spaces. As a results, some participants have become more actively supportive of their local schools, businesses, and communities.
BHSSC uses several strategies to improve the quality of classes and determine what classes should be offered. Participants are given evaluation surveys after completing a class to provide feedback. Classes that are especially popular are often offered repeatedly, and BHSSC works to offer classes on especially relevant and timely subjects. For instance, they recently began offering an Introduction to Artificial Intelligence (AI) class. BHSSC is always seeking out instructors to teach new and interesting classes, or to continue teaching popular classes when a prior instructor is unable. To promote classes to a wide audience, BHSSC undertakes significant marketing efforts, including posting brochures around local communities and businesses, and attending job fairs and other events.
Among the most important factors in the success of BHSSC’s community education program is the variety of relationships they have established with local partners. Many instructors come from local businesses, schools, and community organizations, and their two major financial sponsors have helped cover costs such as printing. Additionally, BHSSC has established a relationship with Western Dakota Technical College (WDTC), which has allowed them to offer additional classes taught by WDTC instructors. BHSSC has worked with different local school administrators and chambers of commerce, who have been enthusiastic about increasing class offerings in their own towns. These relationships have been critical to the community education program, as those organizations have helped in determining community needs and interest in different subjects, building connections with local businesses and organizations to find instructors and venue spaces, and piloting new classes. These relationships have benefited all organizations involved by allowing the sharing of knowledge and resources, and dividing up responsibilities.
When asked to identify the biggest challenges facing their community education program, BHSSC representatives cited the limited funding available for their program along with difficulty finding affordable venue spaces for classes. In response to the challenges they have faced, BHSSC has focused on strengthening their local partnerships, seeking additional sources of funding including monitoring grant opportunities, and offering online marketing and registration for classes.
When asked to provide their best advice to those involved with or interested in starting a community education program of their own, BHSSC representatives emphasized the value of working with local organizations and partners like a chamber of commerce and other educational institutions. Similarly, they highlighted the importance of building the program and class offerings around the needs and opportunities of the community.
Overall, BHSSC representatives are highly optimistic about the future of their community education program, and it is easy to see how positive an impact they have had in western South Dakota.
Community Education at Sioux Falls School District ComEd
Sioux Falls School District is the largest school system in South Dakota, and has offered community education since the late 1960s. They have a small team of dedicated staff leading both youth and adult programs. While the district primarily covers Sioux Falls, instructors and participants also come from more rural towns like Baltic, Canton, Dell Rapids, Parker, and Tea. There are numerous classes offered in-person and online across a wide range of topics, such as backyard chicken keeping, culinary classes, fencing (swordsmanship), glassmaking, journaling, metalworking, soap making, social media marketing, wellness classes, and woodturning.
ComEd classes have modest fees to remain affordable, and instructors receive modest pay. There is some funding available for younger youth participants through the United Way. Additionally, there is a special “Gold Card Club” for residents ages 60 and older, which has free membership and provides access to benefits such as special events and classes for older participants. Employers have sometimes paid for their employees to enroll in a class.
The ComEd program does not have any financial sponsors. It is largely self-funded by registration fees. As such, the program’s financial stability is strongly affected by the amount of individual registrations, which is in turn influenced by the state of the economy and other factors such as the recent pandemic. While the program has continued to expand, costs for printing and materials have also risen. The ComEd program runs on a very tight margin, and its staff are continuously focused on finding ways to reduce costs.
Participants in the program come from a very wide range of backgrounds and circumstances, including all ages, education levels, and a myriad of careers. Whether they are there to learn a new skill to advance their careers, try new hobbies, meet new people, or are committed to lifelong learning, there is something in the ComEd program for everyone. The space to try out new things in a positive and welcoming environment is an especially important aspect of the ComEd program. As one ComEd representative said of an art class participant:
"This one gal, she actually said that she got kicked out of art school because she wasn't good enough. And, so, she never picked up anything or did anything else [until joining that class] because she had always had that looming over her."
Another aspect of the ComEd program that staff highlight as especially significant is their role in facilitating new connections between participants. As one ComEd representative described it:
"It's not just about selling the class; it's about connecting with people. Something that I hear over and over is, “I'm new to town,” or “I haven't met very many people, so I take these classes as a way to get out and meet people.” That's just kind of something that always sticks in my mind. Yeah, they want to learn a new skill, but they're also like, “Where do you go to meet like-minded people?” And it's probably in something that you are all passionate about."
The ComEd program provides benefits to more than just participants. Staff and instructors are proud of the work they do, and enjoy the appreciation of their participants and communities. Instructors value the opportunities they have to share their skills. As many of them are involved in local businesses and organizations, the classes they teach have an economic impact through bringing in new customers and potential job applicants. Many classes are held in venues owned by local businesses and organizations, which provides advertising and awareness of what they offer.
The classes offered are largely determined by the instructors who reach out to offer their time and expertise. In some cases, ComEd staff will seek out instructors for a topic that is especially relevant and timely, or when the instructor of a popular class is no longer available. Sometimes, that involves a considerable amount of advertising or networking to find someone with the required skills or certifications. ComEd hopes to implement surveys for participants to provide feedback after classes that would improve program quality. Also, ComEd puts considerable effort into advertising their program and classes, including online, at local venues and events, and through their newsletter.
When asked to identify the biggest challenges facing their community education program, ComEd representatives cited the importance of maintaining enrollment in classes, which is their main source of revenue. With the rising cost of expenses like postage and printing, the need to balance income and expenses without sacrificing the quality of classes remains ever-present. Additionally, the costs of many of the materials that instructors need to teach their own classes have risen significantly. To address these challenges, ComEd has focused on trimming expenses, adding classes on popular and important subjects, and remaining an adaptable organization that is willing to adjust methods in the face of unexpected challenges.
When asked to provide their best advice to those involved with or interested in starting a community education program of their own, ComEd representatives emphasized the following: 1) Plan ahead for how to cover many expenses like printing, mailing, staffing, and marketing, including smaller expenses which add up. 2) Build mutually beneficial relationships with local businesses and organizations. These are also critical to finding affordable venue space, as venue costs vary and are difficult to incorporate into overall registration fees. 3) Be familiar with other community education opportunities in the area, so as not to compete with them. 4) Seek out alternative funding sources such as grants. 5) When possible, integrate the community education program with other district programs such as driver’s education, summer school, and/or youth summer camps, which allows for the sharing and pooling of staff, budgets, and other resources.
Overall, the Sioux Falls ComEd representatives are also highly optimistic about the future of their program, which is providing tremendous value to residents of both Sioux Falls and other communities around eastern South Dakota.
How to Support Community Education Programs
There are steps people can take to help community education programs like BHSSC and Sioux Falls ComEd. Consider enrolling in community education classes that are available, as no program can succeed without participants. Most programs are continuously seeking out new instructors, and often have minimal requirements beyond the expertise and passion a person already has for something.
Many programs will happily accept donations of supplies, which are increasingly expensive. For example, people with extra fabrics may be able to help supply a quilting class. Providing affordable venue space can also be invaluable, such as gym space for athletics or kitchen facilities for cooking. Programs also benefit from donations, either directly or by paying registration fees for people in need.
Lastly, it is worth recognizing the many benefits that community education programs provide to their participants, instructors, and communities. For those who live in communities or schools districts without a program, consider getting involved in an effort to create one. The SDSU Extension Community Vitality team has several programs that can be useful in such an effort, including Building Highly Effective Boards, Core Strengths, and Strategic Planning.
Acknowledgements
Special thanks to Gloria Miller, Jeanne McKenna, Julia Kelly, Kay Crandall, and Stephenie Rittberger with Black Hills Special Services Cooperative, and Kelli Fahey and Melanie Erickson with Sioux Falls ComEd.
References and Further Reading
Daffron, Sandra Ratcliff, and Rosemary S. Caffarella. Planning programs for adult learners: A practical guide. John Wiley & Sons, 2021.
Edelson, Paul Jay. Adult education in the USA: Issues and trends. DIE, 2000.
Edwards-Fapohunda, Dr Michael Olumide. "The role of adult learning and education in community development: A case study of New York." Iconic Research And Engineering Journals 8, no. 1 (2024): 437-454.
Kowalski, Theodore J. The organization and planning of adult education. SUNY Press, 1988.
Merriam, Sharan B., and Ralph G. Brockett. The profession and practice of adult education: An introduction. John Wiley & Sons, 2007.
Mizzi, Robert C., Sue Shore, and Tonette S. Rocco, eds. Disrupting adult and community education: Teaching, learning, and working in the periphery. State University of New York Press, 2016.
Moody, Elaine, and Alison Phinney. "A community-engaged art program for older people: Fostering social inclusion." Canadian Journal on Aging/La Revue canadienne du vieillissement 31, no. 1 (2012): 55-64.
Parson, Stephen. Transforming schools into community learning centers. Routledge, 1998.
Parson, Stephen. Journey Into Community: Looking Inside the Community Learning Center. Routledge, 2003.
Petty, Tanjula, and Christine Thomas. "Approaches to a successful adult education program." College Student Journal 48, no. 3 (2014): 473-480.
Rocco, Tonette S., M. Cecil Smith, Robert C. Mizzi, Lisa R. Merriweather, and Joshua D. Hawley, eds. The handbook of adult and continuing education. Routledge, 2020.
Ross-Gordon, Jovita M., Amy D. Rose, and Carol E. Kasworm. Foundations of adult and continuing education. John Wiley & Sons, 2016.
Smith, Gregory A., and David Sobel. Place-and community-based education in schools. Routledge, 2010.
Tilbury, Daniella, and David Wortman. "How is community education contributing to sustainability in practice?." Applied Environmental education and communication 7, no. 3 (2008): 83-93.
van der Veen, Ruud. "Community development as citizen education." International Journal of Lifelong Education 22, no. 6 (2003): 580-596.
White, Cameron, ed. Community education for social justice. Springer Science & Business Media, 2014.
