AREA-BASED MANAGEMENT FOR DRIVING THE SCHOOL AS LEARNING COMMUNITIES IN DEVELOPING THE UNDERPRIVILEGED STUDENTS’ COMPETENCIES

Abstract

           This academic article aims to present Driving schools as learning communities to develop the competencies of underprivileged learners. By implementing the concept of area-based education management, community members are engaged in developing education within their own localities. Operating schools as learning communities serves as an innovative approach to school administration, featuring a shared new vision, collaborative learning activities through synergistic processes, open classrooms, and knowledge sharing. In this framework, Educational Service Area Offices play a crucial role in integrating data, providing proactive assistance, increasing policy flexibility, coordinating network alliances, promoting knowledge-sharing networks, and enhancing collaborative supervision. This is achieved through establishing local collaborative networks, mapping risks and referral support systems, implementing flexible learning management, and empowering teachers and learners to fully design their own learning experiences. This comprehensive process shifts the paradigm from a traditional, isolated school system toward a collaborative community-based learning environment. Through this framework, context-specific practices are continuously shared within a local network centered around the Educational Service Area Office, which serves as the data integration hub. Ultimately, this synergy enables underprivileged learners to develop highly contextualized competencies vital for their real-life experiences.