CBE Program Case Analysis

Running head: CBE PROGRAM CASE ANALYSIS 1
Assignment 2a: Case Study Analysis on CBE Program
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CBE PROGRAM CASE ANALYSIS 2
Assignment 2a: Case Study Analysis on CBE Program
Introduction
CBE (community-based education) or CBL (community-based learning) is a form of
learning instructions whereby learners are taught professional competencies in the community
setting so that they are helped to build some connection with their local communities. It is an
approach that has become popular in all different forms of education and among the various age
groups (Talaat, & Ladhani, 2014). It is common especially in higher levels of education where
the main objective involves fostering interdependence between communities and education as a
way of enhancing the individual’s or group’s capacity for improving their quality of living. The
working group at the University of St. Johns Hopkins defines community-based learning as a
pedagogical model that involves connecting a meaningful exchange or involvement with the
community and classroom-based work. Within the equitable partnership context, students and
community organizations enjoy a mutual benefit from a CBE experience by meeting the course
objectives and addressing the identified goals of a community (Talaat, & Ladhani, 2015).
CBE/CBL implies a plan of education that is created or designed to match student and
community interests. It goes beyond cognitive capacity and involves the emotional and social
learning aspects. These emotional and social student developments come from the collaborative
efforts of schools, parents and communities. According to the program, intelligence includes the
learner's ability to develop an understanding solve problems, and apply knowledge as they
develop a sense of self (Reeves, Perrier, Goldman, Freeth, & Zwarenstein, 2013). The success is
not based on the learning of the core academic subjects only but also involves academic work
with personal willpower and creativity through the emphasis of intrapersonal development and
interpersonal relationships. This makes sure that students are able to solve the issues that affect

CBE PROGRAM CASE ANALYSIS 3
the communities they live in (Wilson, et al. 2009). In so doing they become accountable in
providing values which comes from their freedom of expression as they develop or solve
inherent issues or concerns in the community. In the long-term, the model ensures that the entire
community is involved in the learning process and makes learning continuously and cyclically
propelled. Different countries have different ways in which they define and apply CBE in the
education process and community. This paper aims at comparing two case studies (Bangladesh
and India) where CBE is applied.
CBE definition in Bangladesh and India
CBE in the two countries is a program of learning that brings the learners closer to the
different community classes of people. The people, in turn, help the learners to know much about
the social stratification, poverty levels and health and well-being implications. It improves the
learners’ understanding of the rural structure and its relevant impact on illness and health in
Bangladesh and India (Lapkin, Levett-Jones, & Gilligan, 2013). CBE in the country is mostly
involved with integrating classroom-based works and the well-being or health aspects of the
community. In the country students need to learn about the local communities by interacting with
them physically, helping them through various services especially in hospital settings. Since, in
most cases, the communities face challenges in matters of health and well-being, the program
involves making the students learn about such issues affecting the community and helping solve
them.
Nature of CBE program
In Bangladesh, the nature of the CBE program involves the interrelation between class-
based work and matters of health that affect the community. In this case, the learners go through
a process of learning in the class and find time to learn matters of health in the communities. The

CBE PROGRAM CASE ANALYSIS 4
learners get to the local hospitals and clinics and interact with the sick people helping them
overcome the various needs such as the lack of care and how to attend to the sick. The
paramedics help the learners on how to recognize different social groups based on lifestyle,
family size, education, health situation, occupation, daily food consumption, school, assets and
access to the market (Mann, et al. 2009). They also learn about the local government forces,
religious beliefs, credit and social security worthiness and availability of sanitation and water.
The students are supposed to go to the villages, interact and help the elderly, conducting
household surveys, doing neonatal care to the sick in the hospitals.
The nature of the CBE program in India involves the students, who learn medical courses
and related courses such as physiotherapy, biostatistics chaplaincy, and occupational therapy.
The program is in four phases such as the COP (community orientation program), phase two of
community health program 1, phase three as community health program 2 and phase four of the
internship. During the four phases, the students have to interact with the communities through
the health care facilities by being introduced to the various services involved and later able to
interact with the community by offering these services by themselves (Creek, & Lougher, 2011).
The students are taken through guest lectures, reflection sessions and simulation games that
equip them with various skills related to healthcare. In the communities, the learners carry out
tasks based on the four phases so that they learn everything in stages. This ensures that by the
time the learners are through with classwork, they are also experienced in community-based
learning. The CBE process involves the simultaneous learning of the two settings within the four
years of education.
Partners involved