The Mott Foundation began funding community schools in Flint in the 1930s. The movement quickly spread throughout the United States and eventually went international. Today, the Foundation supports organizations in Central/Eastern Europe that promote the community school concept, including the Krasnoyarsk Center for Community Partnerships in Russia's Siberia region. Using community education principles, the center has developed a Russian model of community schools to promote democracy in schools, encourage volunteerism and develop community-school partnerships. Elena Fomina is executive director of the Krasnoyarsk Center. The center's staff served as coordinators of the 2005 International Community Schools Day that was celebrated March 1, 2005. Fomina discusses community schools overall and specifically the current work in Russia. Mott: How did International Community School Day start and how did your organization -- Krasnoyarsk Center for Community Partnerships in Russia -- become the coordinator?
Elena Fomina (EF): The first International Community School Day was actually proclaimed in October 2000 when there were many people gathered at an international community schools conference in Russia. There were participants from Russia, USA, Hungary, Czech Republic, the former Yugoslavia, Croatia, Armenia, Moldova, Uzbekistan, Tadzhikistan and Kazakhstan. The group decided it would be a good idea to have a day when participants could celebrate the existence of community schools and tell about their work and other community education programs. They set the date as the first of March.
In November [2004], we were in the Czech Republic for an International Community Schools Conference sponsored by Nova Skola. Our organization was offered the opportunity to coordinate the event so different countries would know about it and get involved. It is really an honor for us. We hope that many countries and many people will join us.
Mott: What are organizations doing to commemorate this day?
EF: Community schools here in Russia would organize big concerts for community residents and then tell them what they have achieved for the whole year, and what services and programs are provided by community schools. Also, some regions would host press conferences to publicize the activities of community schools. The activities can be different but the main goal is to attract attention from government, business and community residents.
Mott: What characteristics are common to all community schools, no matter where they are located, and what characteristics are unique to Russia or to the Siberian region where you are located?
EF: The common feature that all community schools have is their open character. They have programs and services for community residents that are very easy to access. Probably this is the main feature that makes them different from ordinary schools. Another thing that makes them different, and which is very important, is the level of community involvement. All community schools -- no matter where they are located, whether in small communities or in big cities or rural areas -- attract community residents to actively participate in the decision making process. This helps greatly because people take part in planning; they really take responsibility for what happens.
The main difference for Russia is that community schools are not supported by government funding. Here, community schools must find their own sources of funding. For special community programs, or for training courses and things that are organized for community residents, they have to find their own financing. It could come from a big company that is interested in special social programs. So the funding is very different from other countries in which municipalities give financing to community schools.
The unique thing about Russian community schools is that they have become a fundamental element of democratic civil society development. More than anything, the community school program has inspired people to take action. These actions, in turn, have demonstrated how taking responsibility for improving life in one’s community not only has resonance among the recipients of these actions, but also gives enormous personal satisfaction and an impulse to do more among the initiators. Our task is to support the community school movement by keeping up with changes in the legal, social and economic environment.
Mott: What has been the response to this specially designated day from countries in your region of the world?
EF: Serbia, for sure, will participate. We got a message from the Czech Republic saying it is probably a bit late for them to participate this year, but next year they hope to be involved. I also heard that Kazakhstan, is spreading information and they hope to have activities in communities there. I hope there will be some activities in Hungary, Ukraine, as well as in Armenia because they are all interested.
Mott: What do you see as some of the greatest needs in the community schools field?
EF: I think one of the most common needs is information. When we were at the last conference in the Czech Republic, we decided that we should give each other more information about our programs. We probably need to organize international workshops. Within our own countries, we spread a lot of information, but sometimes we need something new. It would be a very good idea if we could meet together on an international level, probably once a year, and share with each other all the ideas and all the success stories.
Mott: What most excites you about community schools in Russia, and what are some promising things in the field internationally?
EF: The main thing that excites me about Russian community schools is their openness and their readiness to solve social and community problems. A community school is not only an education center; it is also a cultural center and a social center.
Some people say it is not actually the task of the school to solve these problems, but I think it is very good. For example, in a small village there is a school and it is the only center of life there. That is why people come with their problems and their needs, and the community school is always ready to listen and help. This open character is probably the thing that touches me most.
What excites me internationally is that many people who are not directly involved in school activities are ready to participate in the different community education programs. I see that some community education programs in Western Europe are successful because people just come in and offer their help.
Additional Resource
Click here to read a Russian version of this Q&A on the Web site of Krasnoyarsk Center for Community Partnerships.