Innovative Construction of the "Shanghai Mode" for Integrating Community Education into Community Governance from the Perspective of Collaborative Governance

• In Event: Large-Scale Comparative Analysis of Teaching and Learning in East Asia

Proposal

Community governance is an important pillar to enhance the modernization of the social governance system and social governance capacity. In this case, community education has developed continuously and gradually regarded as a means of governance and integrated into community governance. Social governance is the sum of various ways in which public or private institutions manage their common things (Commission on Global Governance, 1995). Community governance is a microcosm of social governance, with the aim of maximizing the benefits of community public life. With the support and guidance of local governments, community residents' autonomous organizations lead various social organizations and residents in the community to participate in the management of community public affairs jointly. It can achieve sustainable development in communities and establish a harmonious spiritual and material community (Guo S, 2019). As one of the governance theories, the core concepts in collaborative governance are collaboration and cooperation. This collaboration may be between governments, enterprises, non-governmental organizations, or governments and other departments.
This study aims to explore the role of multiple stakeholders as the collaborative governance parts in integrating community education into community governance based on the Shanghai Community Education Tertiary Network. It is the “umbrella“ organization for CLCs in China.
City Level: the competent department of Education (Province Education Bureau or Education Committee) established a multi-sectoral guidance organization, and the office of the organization is set in the Education Bureau or Education Committee.
District Level: the competent department of Education District Education Bureau established a multi-sectoral guidance organization, and the office of the organization is set in the Education Bureau.
Street (township) Level: the competent department of Education established a multi-sectoral guidance organization, and the office of the organization is set in the Local government department.
Community Education School Tertiary Running Network
District--Community College Level: business guidance, community education demonstration, scientific research management, resource cultivation, etc
Street or Village--community school Level: entity school running, curriculum construction, teaching organization, team construction, etc
Neighborhood and village committees--teaching point Level: educational activities, etc.
Through on-site research, this study was conducted on several levels including government, community schools, communities, and families. Focus on the impact of community education on employees, the elderly, adolescents, and special groups in this process. We have collected a large number of cases to explain four models of integrating community education into community governance in Shanghai.
Community Co-governance Model. It refers to the collaborative approach to involve more community residents or villagers in community governance under the guidance of the Shanghai Community Education Tertiary Network. For example, SNW Street in BS District is mainly composed of relocated households, with a large number of elderly people, including vulnerable groups such as people with disabilities, mental illness patients, those who have been released from prison, and those living on subsistence allowances. The community infrastructure is also very old. Based on this, Community College helps the community fulfill the micro wishes of families in need by organizing community charity sales and other activities, enhancing the emotional participation of community residents in community governance. By planting small gardens together, residents' awareness of greening has been enhanced. By organizing community youth to hold a dog poop house" design activity and creating a simple dog park, we have effectively reduced the problem of pets defecating and defecating anywhere in the community. Under the role of joint governance, the enthusiasm for governance among community residents has been stimulated, and their governance awareness and ability have been qualitatively improved.
Community Residents' Autonomy Model. It refers to involving more different groups in community governance through education, which expanded the channels and channels for community residents to participate in community governance. The Teaching Point of XMSN community in BS district is committed to building a "distinctive and dynamic building group", optimizing the wall design within the building group through layout optimization, and setting up a "creative corner" at the staircase entrance for residents to create their own, allowing them to draw a beautiful moment of community governance. The community college has also creatively created dynamic building clusters, extending their governance effectiveness from corridor autonomy to online community governance, enhancing residents' awareness of governance.
Online Governance Model. It can use technological means to encourage more people to participate in community governance in the current rapid development of technology. For example, the Community School of TY Community in PD District has opened a community WeChat official account to synchronously update new and important events in the community to the WeChat public platform. The residents in this community can timely understand what is happening in the community and promote more residents to participate in the community governance process.
Rural Governance Model. There are great differences between rural communities and urban communities. Therefore, Therefore, it is necessary to establish a model specifically targeting villagers. In the governance process, full attention should be paid to the construction and development needs of rural areas. For example, the MQ Village Community School in MH District has been piloting the "Villagers' Weekly Meeting" since 2009. Every Tuesday morning, 22 learning points of 17 village committees in the town simultaneously carry out learning activities such as village situation communication, reading together, and distance education learning, to improve the personal literacy of villages, and further attract more people to participate.
Through research, the shortcomings of the current Shanghai model have also been identified. Integrating community education into community governance, requiring a complete institutional system to support the development of community education, implement community governance responsibilities, and enhance community governance capabilities. Although the Chinese government attaches great importance, the relevant institutional system is still not perfect. Community governance is mainly organized and managed by government departments. The role of government departments in community governance is overemphasized, while the role of the residents and villagers in governance is easily overlooked. Most community residents and villagers are only served and regulated, lacking the breadth and depth of participation, resulting in a lower emotional level of community residents' participation in governance. Needs improvement in future development.

Authors

• Huinan Guo, Shanghai Aacdemy of Educational Sciences

• Yiming Qin, Shanghai Open University, SHCB