KENTISH Community Learning Plan and Strategy Community Plan... · ii Kentish – a cradle of...

KENTISHCommunityLearningPlanandStrategyJune2016

ThePeterUnderwoodCentre forEducationalAttainmentandtheCentreforRuralHealth

“Kentish–acradleoflifelonglearningandopportunity”

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Kentish–acradleoflifelonglearningandopportunity

KentishCommunityLearningPlanandStrategyTeamMrStuartAuckland,DrJessWoodroffe,ProfessorSueKilpatrick,MsKarenEyles,MsErinJackson,MrOliverGrantandProfessorElaineStratford

PeterUnderwoodCentreforEducationalAttainment,DivisionofStudentsandEducationandtheCentreforRuralHealth.UniversityofTasmania

SUGGESTED CITATION Therecommendedcitationforthisreportis:Auckland,S.,Woodroffe,J.,Kilpatrick,S.,Eyles,K.,Jackson,E.,Grant,O.,&Stratford,E.(2016).KentishCommunityLearningStrategyandPlan,PeterUnderwoodCentreforEducationalAttainmentandtheCentreforRuralHealth,UniversityofTasmania.

ACKNOWLEDGEMENTS FundingfortheKentishCommunityLearningPlanandStrategywasprovidedthroughthePrimaryHealthTasmania(PHT)SocialDeterminantsofHealthStrategytotheKentishCounciltoaddresskeyprioritiesasidentifiedbythelocalcommunity. Acknowledgementisgiventoallthestakeholdersandcommunitymemberswhocontributedtothisproject.SpecialacknowledgementisgiventoDarrinCunningham,EconomicandCommunityDevelopmentManageratKentishCouncil,fordirectionandcontributiontotheproject.Weacknowledgetheinputoftheuniversity’sprojectteamconsistingofMrStuartAuckland,ProfessorSueKilpatrick,MsKarenEyles,MsErinJackson,MrOliverGrant,DrJessWoodroffeandProfessorElaineStratford.

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CONTENTSSuggestedcitation ii

Acknowledgements ii

ListofFigures iv

ListofTables iv

ListofImages iv

ListofAcronyms v

INTRODUCTION 1

PROJECTBACKGROUND 1

Whatisacommunitylearningplan? 2

Whatislifelonglearning?Whatdoesitlooklike? 3

AIMSOFTHEKENTISHCOMMUNITYLEARNINGPROJECT 5

EXPECTEDOUTCOMESOFTHEPROJECT 5

Stakeholderconsultation 6

Governance 7

ABOUTTHEKENTISHCOMMUNITY 8

KeydemographicindicatorsofKentish 9

Ageandlifelonglearningstage 9

Educationandqualifications 10

Socio-economicdisadvantage 11

Employmentandthelabourforce 12

Localworkforceandcommuting 13

Volunteering 14

InformingtheKentishLearningCommunityPlan 14

KENTISHCOMMUNITYLEARNINGPLANPURPOSESTATEMENT 14

WHATDOWEMEANBYKENTISHLEARNERS? 15

PRINCIPLESOFTHEKENTISHCOMMUNITYLEARNINGPLAN 16

DEVELOPMENTOFKENTISHCOMMUNITYLEARNING GOALSANDSTRATEGIES 19

WHERETOFROMHERE? 33

References 34

AppendixA:KeyDemographicIndicators 35

AppendixB:KentishLocalGovernmentArea CommunityLearningPlanLiteratureReview 49

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ListofFigures

Figure1:Lifelonglearningstageby%ofthepopulationineachagegroup,Kentish,Tasmania,Australia2011 9

Figure2:Highestlevelofschoolingcompleted(%ofpopulationaged15+years),Kentish,Tasmania,Australia,2011 10

Figure3:Post-schoolqualification(%ofpopulationaged15+years), Kentish,Tasmania,Australia,2011 11

Figure4:Difficultyaccessingservices;oftenhasdifficultyorcan’tgettoplacesneededwithtransport;(agestandardisedrateper100peopleover18yearsofage)(modelledestimate),Kentish,Tasmania,Australia,2010 11

Figure5:Labourforcestatus(%ofpopulationaged15yearsandover),Kentish,Tasmania,Australia,2011 12

Figure6:Commuting–inward(%oflocalworkforce);outward(%ofworkingresidents),Kentish,2011 13

Figure7:QualificationlevelforKentishresidentswhoworkedlocally;inwardandoutwardcommuters,totalworkforceandworkingresidents,Kentish,2011 13

Figure8:UnderlyingprinciplesoftheKentishlearningstrategyandplan 17

Figure9:ProcessandlayersofinformationinformingtheKentishCLP 19

ListofTables

Table1:KentishLifelongLearningStages 16Table1:OverviewofPrinciplesoftheCommunityLearningPlan 18

ListofImages

MRRCIFieldDay CoverPageOutdoorKarate,Railton2013[image:KellySlater] 3CommunityConsultation,March2016 6UniversityoftheThirdAgeMeeting 7LanternWorkshopattheWorkingArtSpaceTRAK 8Men’sShed[image:DanFellows/KentishCouncil] 15HealthKitLaunch[image:DanFellows/KentishCouncil] 20CommunityConsultationthroughtheArts[image:DanFellows] 20

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ListofAcronyms

ACELG AustralianCentreforExcellenceinLocalGovernment

ALCF AustralianLearningCommunitiesFramework

ALCN AustralianLearningCommunitiesNetwork

CHETCC CircularHeadEducationandTrainingConsultativeCommittee

CHNA CommunityHealthNeedsAssessment

CLP CommunityLearningPlan

GNLC GlobalNetworkofLearningCities

IEO IndexofEducationandOccupation

IER IndexofEconomicResources

IRSAD IndexofRelativeSocio-economicAdvantageandDisadvantage

IRSD IndexofRelativeSocio-economicDisadvantage

LGA LocalGovernmentArea

OECD OrganisationforEconomicCo-operationandDevelopment

SEIFA Socio-EconomicIndexesforAreas

UNESCO UnitedNationalEconomicSocialCommunityOrganization

VPMF VictorianPerformanceMeasurementFramework

KentishCommunityLearningPlanandStrategy[1]

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INTRODUCTION

ThisreportbytheUniversityofTasmaniapresentsthefirstKentishCommunityLearningStrategyandPlan.

BasedonstagedstakeholderandcommunityconsultationssinceFebruary2016,thereportoutlinesthebackground,purpose,rationaleandprinciplesoftheKentishCommunityLearningPlanandStrategy.

ThereportacknowledgesthelocalcontextanddemographyoftheKentishmunicipalityinconsideringtheuniqueandcomplexnatureoflifelonglearninganditsvaluefordifferentindividualsandtheKentishcommunity.

PROJECTBACKGROUND

Inearly2016,theUniversityofTasmaniacommencedanewcollaborationwiththeKentishCouncilanditscommunitytodevelopitsfirstCommunityLearningStrategy andPlan.

ThisisnotthefirstcollaborationbetweenKentishCouncilandtheUniversityofTasmania.In2014–2015,anextensiveCommunityHealthNeedsAssessmentoftheKentishLGAwascommissionedbyKentishCouncilwithfundingfromPrimaryHealthTasmaniaunderitsSocialDeterminantsofHealthStrategy.TheprojectwasledandundertakenbytheUniversityofTasmania’sCentreforRuralHealth.Theprojectaimedto(1)addresssocialdeterminantsofhealthanddeveloprelevantstrategiesatalocallevel,and(2)supportlocalcommunitiestodevelopandimplementappropriatelocalresponsestolocalissuesthroughcommunityengagement,planningandestablishingstakeholdernetworks.

Theprojecttookplaceovernearly12monthsandengagedwithmorethan1000Kentishresidentsandserviceprovidersandidentifiededucationasapriorityfocusareaforthecommunity.

WhencomparingeducationdataacrossAustraliaandtherestofTasmaniaitwasidentifiedmoreKentishresidentshadnoformalpost-Year10educationandalthoughtheproportionofstudentsleavingeducationatYear11levelwassimilarforKentish,TasmaniaandAustralia,attainmentofYear12levelwasmuchlowerinthislocalgovernmentarea.

ThisprojectacknowledgesthelocalcontextanddemographyoftheKentishmunicipality.BasedontheAustralianLearningCommunitiesFrameworkdevelopedbytheAustralianCentreforExcellenceinLocalGovernment(AustralianLearningCommunitiesNetwork,2013),itconsiderstheuniqueandcomplexnatureoflifelonglearningasadriverofchangeanditsvaluefordifferentindividualsandthecommunity.

WorkonthisprojectbeganinFebruary2016andwillendinJune2016.

Kentish[2]KentishCommunityLearningPlanandStrategy


Whatisacommunitylearningplan?

Inrecentyears,therehasbeenasignificantincreaseintheuseofcommunitylearningplansandstrategiesatinternational,nationalandlocallevels.

Communitylearningplanshavebeenutilisedinmanyinternationalcommunitiestosolidifyandgeneratelifelonglearningopportunitieswiththeaimofgrowingthecommunity’ssocio-economicwellbeing(Wheeler,2014).TheGlobalNetworkofLearningCities(GNLC)wasestablishedbytheUnitedNationsEducational,ScientificandCulturalOrganization(UNESCO)andprovidesalinkforexistingandfuturelearningcommunitiesandcitiestocollaborateandworktogethertoprovideimprovedlearningopportunitiesfortheirpopulations(UNESCOGNLC,2016).

AkeyreporttoUNESCOin1972documentingtheconceptofalearningsocietywasinfactresponsibleforinfluencingtheinternationaldevelopmentoflearningcitiesandcommunities(Faureetal.,1972).

Internationally,since2010UNESCOhasledinitiativestoframetheconceptofa‘learningcity’andtoidentifyitsactivegoals,leadingmanynationalandlocalvisionsforcommunitylearningwhichrecognisethatlearningdrivessocial,economicandculturalchangeinallcommunitiesandisamajordeterminantofindividualandcommunitywellbeing.

Therearenowmorethanonethousandregisteredlearningcitiesglobally(UNESCOGLNC,2016),allwithslightlydifferentcontextualfoci.InAsia,learning-citymodelsfocusoncommunityrelationsthroughcollaborationgiventhatsocialcohesionhasbeenidentifiedasapriorityfocusareaformanylearningcitiesacrossEastAsia(Wheeler,2014).InEurope,learningmodelsandcommunityprioritiesdiffer,withmoreofafocusonlifeskillsdevelopmentandcompetence.

In2013,withinAustralia,aconsortiumoflocalgovernmentrepresentatives,researchersandotherstakeholdersknownastheAustralianCentreforExcellenceforLocalGovernment(ACELG)developedtheAustralianLearningCommunitiesFramework.CreatedfortheAustraliancontext,theframeworkprovidesimportantstrategicjustificationsandpragmaticadviceforcommunitiesinAustraliawhosememberswishtobecomepartof‘learningcommunities’.Amongmanyimportantconsiderations,theframeworkpointstotheimportanceofcommunitylearningplansbeingplacebased,withno‘onesizefitsall’approach;rathertheexpectationisthatplanswillbesensitivetolocalcontext,basedonsharedvalues,andemphasisehowresourcesareused,howorganisationscollaborateandhowcitizens’needsaremetgivenresourcelevels.

Learningcommunitiesareanapproachtodescribehowplacesrespondtoemergingchallengesbybringingkey

organisationsandpeopletogethertolearnandinventnewresponsestochallengestheircommunitiesface…

(ACELG,2013)


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Communitylearningplansshouldalsopresentbothshort-andlong-termvisionsandshouldbestrengths-basedapproachestocommunitylearningandnotbasedondeficitthinking.

Communitylearningplanshaveconsequentlybeenutilisedincommunitiesasameansofcapacitybuildingbyprovidingsupportivelifelonglearningthroughpartnerships,collaborationandadditionalresources.Ataregionallevel,areportentitledWhatTasmanianeedsfromeducationidentifiedlearningcitiesorcommunitylearningplans(CLPs)asaregionaldevelopmentapproachtoadvancingeducation(Perkins&Turner,2014).

Whatislifelonglearning?Whatdoesitlooklike?

Lifelonglearningisthecontinualdevelopmentofcapabilities,skillsandknowledgethatmakeslifemoremeaningfulandfulfilling.Lifelonglearningequipspeopleforpersonal,family,communityandemploymentlifespheres.

Oneofthemostwidelyuseddefinitionsoflifelonglearning,developedbytheCommissionoftheEuropeanCommunitiesintheirAMemorandumonLifelongLearning(CommissionoftheEuropeanCommunities,2000),statesthatitis:

Alllearningactivityundertakenthroughoutlife,withtheaimofimprovingknowledge,skillsandcompetencieswithinapersonal,civic,socialand/oremploymentrelatedperspective.

OutdoorKarate,Railton2013

[image:KellySlater]



Lifelonglearningisnotjustabouteducation—itcanbeformalandinformalepisodesorstagesinone’slifewhichaddvalueandenhanceourindividualorcollectivewellbeing.UsingthewordsofthoseintheKentishcommunity,thefollowingareexamplesofwhatlifelonglearninginKentishmightlooklike,andwhatopportunitiesmightencourageKentishtobecomealearningcommunity:

§ Promotingvolunteeringinthecommunity

§ Learningnewskillsandgainingnewideasandknowledgethatcanbetransferredtoothercontexts

§ Rewardinginformallearningeffortsandachievementsthroughcommunityawardsorotherrecognitionprocesses

§ Celebratinglocalefforts

§ Improvingunderstandingandpromotingthatlearningcanoccuratanyage

§ Buildingconfidenceamongstallcommunitymemberstoexplorepathwaystolearning

§ Encouragingcommunitychampionsandrolemodelstomentorandworkwithyoungcommunitymembers

§ Promotinginvolvementandawarenessofprograms,resourcesandenvironments whichpromotelifelonglearninginthecommunity

§ Valuingallformsofparticipationandinvolvementinthecommunity

§ Promotingleadershipandcreativity

§ Engaginglocalindustryincommunitylearning

§ Promotingdiversityandawarenessofdifference

§ Celebratinglocalstorieswhichshowcase‘learninglives’

§ Ensuringthatprograms,servicesandotherpathwaystolifelonglearningareinclusive

§ Understandingtheneedsofthecommunityinordertopositivelyrespondtobarriersandtocreatenewopportunities

§ ValuingpeopleandgroupsthatworktogethertoencouragelifelonglearninginKentish

Thebroaderbenefitsoflearninghavebeenwelldocumented,includingthateducationofanyformhelpspeopleadaptandcontributetochange(Schuller&Watson,2009)andthatlifelonglearninghaswide-reachingsocialbenefitsduetobetteremploymentrates,


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incomeequityandareductioninpoverty(Thöne-Geyer,2014;PASCALInternationalObservatory,2014;Feinstein,Budge,Vorhaus,&Duckworth,2008).

Additionally,a2010OrganisationforEconomicCo-operationandDevelopment(OECD)learningprojectonimprovinghealthandsocialoutcomesthrougheducationhighlightedindividualempowermentandsocialcohesionaskeyoutcomesoflifelonglearning.

AIMSOFTHEKENTISHCOMMUNITYLEARNINGPROJECT

Thisprojectaimstocreatea‘living’evidence-basedresourcewhichreflectstheneeds,prioritiesandchallengeswithintheKentishcommunity.ThekeyaimoftheKentishCommunityLearningPlanandStrategyis:

ThedevelopmentofthefirstKentishCommunityLearningPlanandStrategy,asinformedbytheuseoftheadaptionoftheACELG’sLearningCommunitiesFrameworkwithintheKentishmunicipality.

WedefinetheKentishcommunityasboththegeographicregionthatmakesuptheKentishlocalgovernmentareaandmunicipality—includingthetownshipsandhouseholdswithinthisarea—andthesocialandculturalaffiliationsandrelationshipswithinthisgeographicregion,includingresidents,ratepayers,industries,visitingservicesandthosewhotravelintothemunicipalitytowork.

EXPECTEDOUTCOMESOFTHEPROJECT

KentishisoneofthefirstTasmaniancommunitiestoproduceacommunitylearningplan.ItisanticipatedthattheprojectwillhavemanyoutcomesfortheKentishcommunity—weacknowledgethatsomemaybeimmediateandshorttermachievementsandimpacts,andsomewillbeseensometimeafterthecompletionoftheprojectandfinalisationoftheplanandstrategy.WenotethatamongotherAustraliancommunitiesontheir‘secondcycle’ofcommunitylearningplanning,onlynowarepeopleseeingcontinueddevelopmentsandimpacts,andthisisbecausesignificantgroundworkandeffortstoembedcommunitylearningwereneededfortheplansandtheirgoalstobesustainable.

TheexpectedoutcomesfortheKentishcommunitylearningprojectareasfollows:

§ enhancingawarenessofbenefitsandavailabilityofinformalandformallearning;

§ investigatingandpromotingnewandexistingpathwaysoflearning

§ buildingonandstrengtheningexistingresources,infrastructure,networksandpartnerships,and

§ identifyingandembracingnewopportunitiesforlearningprograms,resourcesandinfrastructurewhichsupportlearning.



Stakeholderconsultation

Anycommunitylearningstrategyandplanningandimplementationprocessshouldbebasedonleadership,partnershipsandcommunityinput.Thisprojecthasengagedwithanumberofindividualsandgroupsidentifiedbymembersofthecommunityinconsultationprocessesthatprovidedopportunitiestocontributetoplanningdays,interviewsandstakeholderforums.Intotal,approximately15individualshavebeeninvolvedintheprojecttodate,representinganumberofinterestsandareasintheKentishcommunityincludinglocalgovernment,localindustryandbusiness,theVETsector,governmentLINCs,childcare,theDepartmentofEducation,SheffieldSchool,non-governmentorganisationsandcommunitygroups.

CommunityConsultation,March2016

ThoseinvolvedinconsultationsprovidedsignificantinformationrelatingtolearningactivitiesandresourcesthatexistintheKentishcommunity,detailingwhatisbeingdonewell,thinkingaboutwheretherearegapsoropportunitiesforfuturecollaborationorresourcing,consideringwhatthepurposeandvisionofaKentishcommunitylearningplanmightlooklike,reflectingonwhatpartnershipsareneededorcouldbeused,assessingtheimportanceofengagingwithindustryandidentifyingtheneedtobeawarethattermssuchas‘education’caninvokenegativeconnotationsformembersofthecommunity,andmaybeviewedasastigmatisingterm,whichmayinhibitthepurposeofaCLPbyalienatingpeople.


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Governance

TheprocessofdevelopingandimplementingthecommunitylearningplanisunderpinnedbytheprinciplesofgoodgovernanceandongoingengagementwiththecommunityasdefinedintheACELGLearningCommunitiesFramework.Goodgovernancemeansthatprocessesandstructuresassociatedwiththeplan’simplementationproduceresultsthatmeetthelearningneedsofthecommunitywhilemakingthebestuseofavailableresources.

AdoptingtheseprinciplesbyworkinginpartnershipwithkeystakeholderswillensurethatallresidentsoftheKentishmunicipalityhaveasenseofownershipoftheplanasinformedandorganisedparticipants.Inparticular,theplanrecognisestheroleofleadershipandtheroleofKentishCouncilinmakingsurethatkeyaspectsoftheplanareimplemented,andinupholdingandadheringtotheprinciplesofgoodgovernanceasthecommunitylearningplanisimplemented.

TheKentishcommunitylearningplanacknowledgesexistingcommunitystrengthsandassetsthatarepivotaltobuildingstronggovernancesupportstructuresfortheimplementationoftheplan.

UniversityoftheThirdAgeMeeting



ABOUTTHEKENTISHMUNICIPALITY

TheKentishMunicipalArea(KMA)islocatedinthenorth-westregionofthestateandisboundedbythemunicipalitiesofMeanderValley,Latrobe,Devonport,CentralCoast,Waratah–WynyardandtheWestCoast.Themunicipalityhasageographicareaof1,187squarekilometres,makingitthefifteenthlargestofthe29localgovernmentareasinTasmania.ItcomprisesthethreemajortownshipsofSheffield,RailtonandWilmotaswellasnumeroussmallertownshipslocatedwithinthemunicipality.

Themunicipalityistraditionallyrenownedforitsdiverseagriculturalproductionwhichincludesdairy,lambandbeefproductionaswellastheincreasingprominenceoffruitandvegetableproduction,particularlystonefruitandberries.Kentishhasagrowingpopulationwhichcurrentlystandsat6,056people,whichisjustover1%ofTasmania’spopulation.

Sheffield,themunicipality’smaintownship,islocatedapproximately30kilometresfromDevonportandisonamaintransportroutetotheWorldHeritagelistedCradleMountainNationalPark.KentishisknownasTasmania’sOutdoorGallery,andisthegatewaytotheCradleMountainNationalPark.ItattractsmanytouristswhovisitthemunicipalitytoenjoythebeautifulvistaofMtRolandorvisittheinternationallyrecognisedrowingcourseatLakeBarrington.SheffieldisfamousforitshistoricmuralspaintedonthewallsofitsbuildingsportrayingthehistoryandindustriesoftheregionandtheInternationalMuralFest.Themunicipalityisservedbyanextensiveroadnetworkwhichdissectsthemunicipalityandlinksthenorthcoasttothewestcoast.

Togetherwithitsrenownedqualityagriculturalproductionandthrivingtourismsector,Kentishisahubforthevibrantregionalartsindustrywhichattractsfundingforarangeoflocalartsfestivalsandcommunityartsworkshops.

LanternWorkshopattheWorkingArtSpaceTRAK


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AnumberofpermanentandvisitinghealthandcommunityservicesoperatefromtheKentishmunicipality.Themunicipalityisservicedbythreeschools:SheffieldSchool(withcampusesinSheffieldandRailton)andWilmotPrimarySchool.ItalsohasotherservicesandgroupssuchasLINCandtheUniversityoftheThirdAge(U3A).

KeydemographicindicatorsofKentish

KeydemographicindicatorsprovideanimportantcontextualbasisfortheKentishCommunityLearningPlanandStrategy.DemographicindicatorsprovideasnapshotofcharacteristicsoftheKentishcommunityandenableanalysisofhowthemunicipalityisfaringcomparedtostateandnationalaverages.Thisinformationhelpsstakeholderstoidentifyvariouschallengestoandopportunitiesforlifelonglearning,andhasinformedthedevelopmentoftheKentishCommunityLearningPlanandStrategy.

In2011,6,086peoplelivedinthelocalgovernmentareaofKentish,with1,109livinginthetownshipofSheffieldand883livinginRailton.Theremaining4,094residentslivedintheruralareasofthemunicipality.Between2006and2011,thepopulationofKentishgrewataratefasterthanthegrowthrateforTasmaniaasawhole(5.7%comparedto4.0%),butatarateslowerthanthenationalaverage(8.3%).

ThisreportexploresthecharacteristicsoftheresidentialpopulationthatlivesintheKentishmunicipality,includingthesubsetofresidentswhocommutetoothermunicipalitiesforwork.ThereportalsoconsidersthosewholiveelsewhereandcommuteintoKentishtoworkandlearn.

Age and lifelong learning stage

Lifelonglearningopportunitiesandchallengesdifferforpeopleofdifferentagesandlifestages.LifelonglearningstageshavebeenidentifiedfortheKentishcommunitybasedonagegroup.ThemajorityofKentishresidentsin2011couldbeclassifiedasbeingintheadultlearnerstage.ComparedwithTasmania,therewerefewerKentishresidentsintheearly,youngadultandolderadultlearningstages,andmoreschoolchildrenandadults(Figure1).

Figure1:Lifelonglearningstageby%ofthepopulationineachagegroup,Kentish,Tasmania,Australia2011

Datasource:ABSCensusofPopulationandHousing,2011

4.4%

19.7%

6.5%

54.3%

15.2%

0%10%20%30%40%50%60%

0-3years 4-17years 18-24years 25-64years 65+years

Earlylearners Schoollearners Youngadultlearners

Adultlearners Olderlearners

Percen

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Kenqsh Tasmania Australia



Education and qualifications

EducationandqualificationindicatorsprovideinformationaboutformaleducationlevelsintheKentishcommunity.However,itisnotpossibletocaptureinformationaboutinformallearningopportunitiesorcapacityusingtheseindicators.FormaleducationandqualificationlevelsweregenerallylowerinKentishin2011thanforTasmaniaorAustralia.IntheKentishpopulation,themajorityofresidentsleftformaleducationatYear10level.GreaterproportionsoftheKentishpopulationleftschoolatYear10,9or8thanwastheaverageforTasmaniaorAustralia.TheproportionleavingeducationatYear11levelwassimilarforKentish,TasmaniaandAustraliabutYear12attainmentlevelsweremuchloweramongstudentsfromtheKentishMunicipalitythanatstateornationallevels(Figure2).AlmostthreeinfiveKentishresidentsaged15yearsandoverhadnopost-schoolqualificationin2011.IngeneraltheKentishpopulationhadfewerresidentswithhigher-levelqualificationsandmorewithcertificate-levelqualificationsornoqualificationthanwasthecaseineitherTasmaniaorAustralia(Figure3).

Figure2:Highestlevelofschoolingcompleted(%ofpopulationaged15+years),Kentish,Tasmania,Australia,2011.Datasource:ABSCensusofPopulationandHousing,2011

25.7%

10.0%

43.3%

13.1% 7.6%0.3%

0%

10%

20%

30%

40%

50%

60%

Year12orequivalent

Year11orequivalent

Year10orequivalent

Year9orequivalent

Year8orbelow

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Figure3:Post-schoolqualification(%ofpopulationaged15+years),Kentish,Tasmania,Australia,2011Datasource:ABSCensusofPopulationandHousing,2011

Socio-economic disadvantage

Socio-economicresourcesandtheabilitytoaccessservicesareimportantinfluencesonbarriersto,andopportunitiesfor,lifelonglearning.TheIndexofRelativeSocio-economicDisadvantage(IRSD)isageneralsocio-economicindexthatmeasuresrelativedisadvantage.MoremembersoftheKentishpopulationin2011werelivinginthe25%ofmostdisadvantagedareasnationally,thanwasthecasefortheTasmanianpopulation,withtwo-thirdsofKentishresidentsinthe30%ofAustralianareasdeemedmostdisadvantaged.KentishresidentsweremorelikelytohavedifficultyaccessingservicesthanwasthecaseforTasmanianorAustralianresidents,withnearlyfourin10Kentishresidentsexperiencingdifficulty(Figure4).

Figure4:Difficultyaccessingservices;oftenhasdifficultyorcan’tgettoplacesneededwithtransport;(agestandardisedrateper100peopleover18yearsofage)(modelledestimate),Kentish,Tasmania,Australia,2010.Datasource: PHIDUSocialHealthAtlasofTasmania2010

Kentishresidentswerealsoslightlymorelikelytohaveexperienceddifficultygettingtoplacesneededduetotransport.KentishhouseholdswerelesslikelytohaveinternetaccessathomethanhouseholdsinTasmaniaorAustralia,withalmostthreein10Kentish

0.9% 1.3%6.5% 6.7%

25.2%

59.3%

0%10%20%30%40%50%60%70%

PostgraduateDegreeLevel

GraduateDiplomaandGraduateCerqficate

Level

BachelorDegreeLevel

AdvancedDiplomaandDiplomaLevel

CerqficateLevel

Noqualificaqon

Percen

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38.8

4.6

37.1

4.3

29.7

4.1

01020304050

Difficultyaccessingservices Otenhasdifficultyorcan'tgettoplacesneededwithtransport

ASRpe

r100




householdswithoutinternetaccess.Themajorityofinternet-connectedhouseholdsinKentishhadabroadbandconnection,withveryfewhavingdial-uporotherconnections.

Employment and the labour force

Kentishhadfewerresidentsemployedandmoreresidentsnotinthelabourforce,whencomparedwithTasmaniaorAustraliain2011.MorethantwoinfiveKentishresidentsaged15yearsandoverwerenotinthelabourforce,morethaninTasmaniaorAustralia(Figure5).Thecategory‘notinthelabourforce’mayincludestudents,retireesandothersnotableornotwillingtoparticipateinthelabourforce.Theunemploymentrate,orthepercentageofthelabourforcethatwasunemployedandseekingworkinKentish(7.4%)in2011washigherthaninTasmania(6.4%)orAustralia(5.6%).Morefamilieswithchildrenunder15yearsofagewerejoblessinKentish,thaninTasmaniaorAustralia.SimilarlytheproportionofchildrenlivinginjoblessfamilieswashigherinKentishthaninTasmaniaorAustralia.

Figure5:Labourforcestatus(%ofpopulationaged15yearsandover),Kentish,Tasmania,Australia,2011Datasource:ABSCensusofPopulationandHousing,2011

EmployedKentishresidentsincludethosewhoworklocallyinthemunicipalityandthosewhocommutetootherareasforwork.MoreemployedKentishresidentswereworkingastechniciansortradesworkers,managersandlabourersthanwereworkinginotheroccupationalgroups.TheoccupationaldistributionforemployedKentishresidentsdifferedmarkedlyfromthedistributionsforTasmaniaandAustralia.Kentishhadmoreresidentlabourers,managers,machineryoperatorsanddrivers,salesworkers,clericalandadministrativeworkersandtechniciansandtradesworkers,andfewerprofessionalsandcommunityandpersonalservicesworkers.In2011,theindustriesthatmostKentishresidentswereemployedinweremanufacturing,retailtrade,agriculture,forestryandfishingaccommodationandfoodservices,andhealthcareandsocialassistance.ItisimportanttonotethatthesefiguresareforKentishresidentsandnottheKentishworkforce,andthemajorityofemployedKentishresidentscommutetoothermunicipalitiesforwork.

29.9%

18.4%

4.2% 2.9% 1.2%

43.3%

0%

10%

20%

30%

40%

50%

Employedfull-qme

Employedpart-qme

Employed,awayfrom

work

Unemployedseekingfull-

qme

Unemployedseekingpart-

qme

Notinlabourforce

Percen

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Local workforce and commuting

TheKentishworkforcein2011included1,257people,whereastherewere2,481employedKentishresidents.In2011,moreKentishresidentscommutedtoanothercouncilareaforworkthanworkedinthelocalarea,withalmosttwo-thirdsofemployedresidentsbeingoutwardcommuters.Atthesametime,notallpeopleemployedintheKentishworkforceresidedintheKentishmunicipality,withalmostthreein10commutingintoKentishfromothercouncilareastowork(Figure6).

Figure6:Commuting–inward(%oflocalworkforce);outward(%ofworkingresidents),Kentish,2011Datasource:ABSCensusofPopulationandHousing,2011

AlmosthalfoftheKentishworkforceandworkingresidentsin2011hadnoformalpost-schoolqualification(Figure7).However,comparinginwardandoutwardcommuterswiththosewholivedandworkedinKentishrevealsmarkeddifferences.Kentishresidentswhoworkedlocallywerelesslikelytohaveanyformalqualification,whileinwardcommutersweremostlikelytohaveatertiary-levelqualificationofbachelordegreeorhigher (Figure7).

Figure7:QualificationlevelforKentishresidentswhoworkedlocally;inwardandoutwardcommuters,totalworkforceandworkingresidents,Kentish,2011Datasource:ABSCensusofPopulationandHousing,2011

29.7%

63.7%

0%20%40%60%80%100%

Inwardcommuters%oflocalworkforce Outwardcommuters%oflocalworkingresidents

Percen

tage

10.8% 21.1% 13.9% 12.1% 11.6%

36.0%42.8%

38.0% 42.8% 40.3%

53.2%36.1%

48.1% 45.1% 48.1%

0%

20%

40%

60%

80%

100%

Live&workinKenqsh

Inwardcommuters Totalworkforce Outwardcommuters

Totalworkingresidents

Terqarylevel Technicallevel Noqualificaqons



Volunteering

Morethanone-fifthoftheKentishpopulation(aged15yearsandover)volunteeredforanorganisationorgroupina12-monthperiod,asdidasimilarproportionoftheTasmanianpopulation.ThevolunteeringrateinbothKentishandTasmaniawashigherthanforAustraliaasawhole.Inallagegroups30–44yearsand55–89yearsvolunteeringwasmorepopularinKentishthaninTasmaniaorAustralia.Infact,morethanone-quarterofKentishresidentsaged60–79yearswereinvolvedinvolunteeringin2011.

InformingtheKentishCommunityLearningPlan

Thesekeydemographicindicatorshelpto‘paintapicture’oftheKentishcommunity,providinganevidencebaseandcontextforthedevelopmentoftheKentishCommunityLearningPlanandStrategy.Thistargeteddemographicprofileenablesthecommunitytoutilisetheircombinedinsightandlocalknowledgetoidentifypotentialopportunitiesforlifelonglearning,aswellastheassociatedchallenges.

KENTISHCOMMUNITYLEARNINGPLANPURPOSESTATEMENT

InusingtheAustralianCommunityLearningFramework,emphasisisrightlyputoncommunitiesthemselvescreatingavisionfortheplan,whichencapsulateswhattheywanttoachieve.

ConsultationswiththeKentishcommunityrevealedanumberofthemesandideaswhichcouldbeusedtoformavisionstatementforthecommunity—allimportantlyengagedwithwhatitmeanstobelivingin,andpartof,theKentishcommunity.ThesewerethencollatedandpresentedtothestakeholderforuminApril2016—withanumberofcommunityrepresentativespresentfromanumberofsectorsandgroupsincludingeducation(schools,TAFEorganisationsanddepartmentsofeducation),localgovernments,smallbusinesses,childcarecentres,NGOs.Atthisconsultationstage,itwasagreedthatthestatementshouldbecalledapurposestatement,andthefollowingtitlewaschosenbycommunitystakeholdersforthecommunitylearningplan.

“Kentish–acradleoflifelonglearningandopportunity”

Thispurposestatementguidedthisplan,andthecreationofstrategiesandgoalsfortheKentishcommunityinbecomingalearningcommunity.


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Men’sShed [image:DanFellows/KentishCouncil]

WHATDOWEMEANBYKENTISHLEARNERS?

AreviewofcommunitylearningplanswithinAustraliarevealedthatmanyplansdevelopstrategiesbasedgenericallyonlearningacrossthelifespan,whilesomeprovidemorespecificactionsandstrategiestargetedatagegroupswithinacommunity.

Basedontheevidencewehavecollected,anddrawingfromthecommunityconsultationsconductedthusfar,weproposethattheKentishCommunityLearningPlanandStrategyacknowledgesthatthereareparticular‘categories’or‘stages’oflearningthroughoutthelifecoursewhichprovideastrongplatformforcreatingstrategiesandactionsforlearningintheKentishmunicipality.

Identifyingeachofthesestagesallowsamoremeaningfulandtargetedapproachtounderstanding,identifyingandplanningforactionsandstrategieswhichallowtheseagegroupsspecificallyorcrossage-groupstobepursuedintheplanningprocess.

Table1belowprovidesadraftoverviewofthedifferentlifelearningstageswhicharereflectedinthedraftstrategiesprovidedlaterinthisreport.



Table1:KentishLifelongLearningStages

LifeLearningStage Whoarewe?

EarlyLearners Wearethebabiesandpre-schoolersoftheKentishcommunity.

SchoolLearners WearechildrenandyoungpeopleinKentishwhoareatprimaryorsecondary/seniorsecondaryschoolorhomeschooled.

YoungAdultLearners WeliveinKentishandhaveleftschoolandaretransitioningto/engagedinworkand/orfurthereducationorunsurewhatwewanttodo.

AdultLearners WeareKentishresidentsengagedinpaidand/orunpaidworkand/orfurthereducation/learning.

OlderLearners WeliveinKentishandhaveleftoraretransitioningoutofemploymentandareengagedinorareplanningtobecomeengagedinfurthereducation/learning.

PRINCIPLESOFTHEKENTISHCOMMUNITYLEARNINGPLAN

Whilethereisno‘recipe’or‘onesizefitsall’approachtodevelopingcommunitylearningplans,areviewofworkinthisarearevealsthatitisimportanttorecognisetheunderlyingprinciples,issuesorelementsthatareimportanttoKentishinguidingitsplanandstrategiesforcommunitylearning.

WeproposethefollowingstatementtoreflectourintegratedapproachtodraftingtheguidingprinciplesfortheKentishCommunityLearningPlanandStrategy:

TheprinciplesoftheKentishcommunitylearningplanareevidencebased,takealifelongapproachtolearningandplaceapositivevalueonlearning.The

principlesrecognisethateducationcanbeanalienatingterm,andthatstigmamayexistaboutthevalueofeducationandlearning,soweneedtoconsiderand

celebrateallpathwaysandapproachestolearning,inallstagesoflife.


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AsshownbelowinFigure8,thefollowingprincipleshavebeendraftedtoreflectwhatwehaveheardfromthecommunityintheconsultationprocess,andwhatweknowabouttheKentishcommunityfromexistingevidence.

Figure8:UnderlyingprinciplesoftheKentishCommunityLearningPlanandStrategy

EachoftheseprinciplesshownaboveinFigure8underpinsthestrategiesandgoalsfortheKentishlearningplanpresentedinthenextsection.Thetablebelowprovidesashortoverviewofthemeaningofeachoftheseprinciples,allowingthestrategiestobeunderstood.



Table2:OverviewofPrinciplesoftheCommunityLearningPlan

OverviewofPrinciplesoftheCommunityLearningPlan

Communicationandconnectivity

Asalearningcommunity,membersoftheKentishcommunityhaveopportunitiestocommunicateandconnectwithalltypesoflearningincludingonlineresourcesandservices.Opportunitiesforandpathwaystolearningwillbepromotedandcommunicatedinasmanyformsaspossibletothecommunityincludingprint,electronicandvisualmedia.

Accessibleinfrastructure,resourcesandservices

Thattheresources,servicesandinfrastructureneededtopromoteandstrengthenallformsofcommunitylearningintheKentishregionareaccessibleandavailabletothecommunityandarebasedonsocialinclusionandequity.

Rewardingandrecognisinglearning

ThattheKentishcommunityrecognisesandvaluesallformsoflearning—notjustformallearning—throughwaysthatcelebrateandshowcaselearningthroughthelifecourse.Thatcommunityeventsandinitiativeswhichinvolvelearningconsiderwaysinwhichindividualsorgroupswhopursueknowledge,skillsorotherformsoflearningarevalued.

Flexibleandmultiplelearningopportunities

ThattheKentishcommunitypromotesandencouragesallformsoflearningthroughlife,andwherefeasiblemakestheseopportunitiesasflexibleanddiverseaspossibletoallowasmanypeopleaspossibletobeincludedortoaccesstheseopportunitiesiftheywishto.

Socialinclusion,equityandadvocacy

TheKentishcommunityasalearningcommunityappreciatesthataccesstolearningopportunitiesandresourcesisnotalwaysfairlydistributedandthatnewandexistinglearningprograms,resourcesoropportunitieswillconsiderissuessuchasinclusion,equityandadvocacyinhowtheyaredeveloped,providedorpromotedandthatnopersonregardlessofgender,sexuality,ethnicity,disability,education,incomeoragebeexcludedfromopportunitiesforlearning.

Partnershipsandcollaborations ThatwhereverpossibletheKentishcommunitycollaboratesinformallyorformallytocreateorsupportopportunitiesforlearning,includingpartnershipsbetweendifferentsectorsorareasthatcanworktogethertomakeKentishalearningcommunityinanywayfeasible.

Socialandeconomiccommunityfocus

ThattheKentishcommunityrecognisesthattherearebothsocialandeconomicbenefitsto,andreasonsfor,lifelonglearningandthattheseshouldbeconsideredinKentishbecomingalearningcommunityincludingincreasingemployability,raisingaspirationsandbuildingsocialinclusion.

Sustainabilityandevaluation Asalearningcommunity,theKentishCommunityLearningPlanwillbemonitoredandevaluatedtogaugeprocessandsuccessinrelevantareasandtoensurethatchangeisenactedwhenneededandeffortstosupportcommunitylearningaresustainable.


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DEVELOPMENTOFKENTISHCOMMUNITYLEARNINGGOALSANDSTRATEGIES

ExistingevidenceaboutKentishaswellasconsultationswiththeKentishcommunityrevealedanumberofthemes,thoughtsandideaswhichcouldbeusedtoformanumberofdraftstrategiesfortheCommunityLearningPlanandStrategy.

Theseideaswerethenrefined,ensuringthattheprinciplesoftheCLP(Table2above)aswellaslifelearningstages(Table1)wereincorporatedandconsidered.Thesedraftstrategiesarepresentedbelowasadraftforconsiderationbythecouncilandtheprojectteam.

Figure9:ProcessandlayersofinformationinformingtheKentishCLP

Thissectionpresentsthekeylearningstrategiesdevelopedbytheprojectteam.ThesestrategiesconsideralltheelementsofconsultationandinformationshowninFigure9andaimtobringtogetherstrategieswhicharereflectiveoftheKentishcommunityanditscurrentstrengthsandprioritiesinordertocreateactionsanddirectionsforKentishasa‘learningcommunity’intothefuture.



HealthKitLaunch[image:DanFellows/KentishCouncil]

CommunityConsultationthroughtheArts[image:DanFellows]



LearningforEveryone—theseaimsarecommonacrossalllearnergroupsAims Guidingprinciples Howwewillachieve

theaimWhomightbeinvolved?*

1.FacilitatelifelonglearningforallinKentish

PartnershipsandcollaborationsSocialandeconomiccommunityfocusSustainabilityandevaluationAccessibleinfrastructure,resourcesandservices

Arepresentativecommunityadvisorysteeringcommitteetoimplementandmonitorthecommunitylearningplan,consistentwithprinciplesofgoodgovernanceAcommunitylearningsupportfundtoresourcerecognitionandcelebrationoflearningandtosupportcommunitymentorsandlearningfacilitatorsdeveloptheirskills

CouncilBusinessandindustryCommunitygroupsEducationprovidersNot-for-profitandgovernmentagenciesYoungadultlearnersAdultlearnersOlderadultlearnersCounciltofacilitateBusinessandindustrytosponsorCommunitysteeringcommitteetoadviseCouncilonallocationoffunds

2.Valueandcelebratelearningwheneveritoccurs

Rewardandrecogniselearning PartnershipsandcollaborationsSocialandeconomiccommunityfocusAccessibleinfrastructure,resourcesandservicesCommunicationand connectivity

Provideaframeworktorecognisealllearningincludingformalandnon-formal,andexistingskillsandknowledgeGivepublicrecognitionand‘communitylearningcertificates’or‘skillsstatements’tothosewholearnthroughengagementincommunityevents,service,sportingandotherclubsandgroups;volunteering;andmentoring,supportingortrainingothers,includingschoolandyoungadultlearnerswhoworkwithchildrenorolderadultsandolderadultvolunteers.Statementstoexposetheskillslearnt

Communitysteeringcommittee Communitysteeringcommittee Businessestosponsor

[22]KentishCommunityLearningPlanandStrategy


Supportmentorsandthosewhopromotelearning,e.g.throughsupportingattendanceatcoursesandotherresourcesCelebrateotherlearningachievementssuchasschooltransitionpointssuccessfullynavigated,significantlearningachievementsatschool,andachievementofpost-schoolqualificationswithpublicrecognition

Communitysteeringcommitteeandprimary,secondaryandseniorsecondaryschoolsBusinessestosponsor

3.Understandandmonitortheextentandimpactoflearninginthecommunity

Sustainabilityandevaluation

Putinplaceprocessestoevaluate,monitorandmeasure,wherepossible,theimpactofthecommunitylearningplan

Communitysteeringcommittee

4.Betterutilisationofcommunityfacilitiesandresourcesfortraining

Accessibleinfrastructure,resourcesandservicesPartnershipsandcollaborationsCommunicationand connectivity

AuditofcommunitylearningfacilitiesandresourcesPromoteavailablefacilitiesandresourcestoexternallybasedlearningproviders

Communitysteeringcommittee Schools,UTAS,RTOs,LINC,TasTAFE,industry,communityfacilitiesandvolunteerorganisations



KentishEarlyLearnersAims GuidingPrinciples Howwewillachievetheaim? Whomightbeinvolved?1.Familiesengagetogetherinsupportivelearningenvironments

Socialinclusion,equityandadvocacyPartnershipsandcollaboration Flexibleandmultiplelearningopportunities

ProvideopportunitiesforfamiliestolearntogetherPrograms/activitiestobeaffordableandaccessible

HIPPYChildcareServicesandPlaygroupsLINCChildHealthServicesSchoolsFaith-basedgroupsNot-for-profitandgovernmentagenciesKentishHealthCentre KentishFamilySupportHouseGlenhavenFamilyCare

2.Enhanceparentingskills

Socialinclusion,equityandadvocacyFlexibleandmultiplelearningopportunities

ProvideparentingskillsprogramsfortheearlyyearsPrograms/activitiestobeaffordableandaccessible

KentishFamilySupportHouseKentishHealthCentreChildHealthServices GlenhavenFamilyCareNot-for-profitandgovernmentagencies



KentishSchoolLearnersAims GuidingPrinciples Howwewillachievetheaim? Whomightbeinvolved?1.Schoollearnersareengagedintheirformallearning

Flexibleandmultiplelearningopportunities

Provideandsupportadiverserangeofformallearningopportunitiesandenvironments

SchoolsFamiliesGovernmentagenciese.g.workexperiences,schoolfarm/communitygarden

2.Schoollearnersparticipateandareengagedininformallearning

FlexibleandmultiplelearningopportunitiesPartnershipsandcollaboration

Provideabroadrangeofsocialrecreationalactivities,sporting,artsandotherclubs

Communityclubsandservicesandvolunteerprograms EventorganisersCommunitymentors Faith-basedorganisationsFamiliesChildren’sUniversityGreenroomandotheryouthspacesNot-for-profitandgovernmentagenciese.g.workexperiences,socialprogramsfacilitatedbyoutsideagencies

3.Schoollearnersdeveloplifeskillsandwillingnesstobeactivecommunityparticipants

FlexibleandmultiplelearningopportunitiesPartnershipsandcollaborationsSocialinclusion,equityandadvocacy

Practicalandsocialskillsincludedinschoolandinformalprograms Provideopportunitiesandsupportforschoollearnerstovolunteerinthecommunity

SchoolsServiceclubsCommunityclubs’OrganisationsBusinessesNot-for-profitandgovernmentagenciesGlenhavenFamilyCareGreenroomandotheryouthspaces

4.Allstudentsaresupportedthrougheducationtransitionpoints

FlexibleandmultiplelearningopportunitiesPartnershipsand

Transitionsupportatalltransitionpointsincludingtosecondaryschool,seniorsecondary,employmentand

SchoolsMyEducationServiceclubsBusinessesandlocalindustry



collaborationsAccessibleinfrastructure,resourcesandservicesSocialinclusion,equityandadvocacyCommunicationand connectivity

furtherstudy Transitionsupportincludessupportcustomisedforthosewithspecialneedsandculturaldiversity

Not-for-profitandgovernmentagenciesCommunitymentors

5.Businesssectorandlocalindustryisengagedwithschoollearners

PartnershipsandcollaborationsAccessibleinfrastructure,resourcesandservicesSocialinclusion,equityandadvocacySocialandeconomiccommunityfocusFlexibleandmultiplelearningopportunities Communicationand Connectivity

Developprogramstoengagebusinessesandindustry

Communitysteeringcommittee BeaconFoundationorsimilarorganisationsBusinessesandlocalindustryServiceClubsUTASPathwaystoSuccessprojectSchools



KentishYoungAdultLearnersAims GuidingPrinciples Howwewillachievetheaim? Whomightbeinvolved?1.Allyoungadultlearnersareengagedinlearningopportunities

FlexibleandmultiplelearningopportunitiesPartnershipsandcollaborationsSocialandeconomiccommunityfocusSocialinclusion,equityandadvocacyCommunicationand connectivity

Auditofexistinglearningopportunities(formalandinformal)AffordableaccesstolearningopportunitiesthatmeettheneedsofALLyoungadultsMatchingyounglearnerstoopportunities—amentoringprogramestablishedExposeyoungpeopletosuccessfulrolemodelswhowerenothighacademicachievers Transitionsupportallyoungadultsatalltransitionpointsincludingtoseniorsecondary,employmentandfurtherstudy,andaslifecircumstanceschange Accesslearningopportunitiesthatprovideapathwaytoafulfillingcareerlocally/intheregionDe-stigmatisinglearningopportunitiesamongparents/carersandbroader

Communitysteeringcommittee EducationprovidersCommunityclubsandservicesandvolunteerprograms EventorganisersCommunitymentors Faith-basedorganisationsFamiliesGreenroomandotheryouthspacesJobnetworkagenciesNot-for-profitandgovernmentagenciesBusinessandlocalindustryKentishHealthCentre,KentishFamilySupportHouseandNDISnetworks/agencies—NationalDisabilityInsuranceAgency



communityaswellasyoungpeople2.Community–industry–educationpartnershipsprovidelearningopportunitiesforyoungadultlearners

PartnershipsandcollaborationsAccessibleinfrastructure,resourcesandservicesSocialandeconomiccommunityfocusFlexibleandmultiplelearningopportunities Socialinclusion,equityandadvocacyCommunicationand connectivity

Buildingandmaintainingrelationshipswitheachotherandfacilitatingwhatworksalready Developprogramstoengagebusinessesandindustry

CommunitysteeringcommitteeCommunitygroupsofallkindsEducationproviders BeaconFoundationorsimilarorganisationsBusinessesandlocalindustryServiceClubsUTASPathwaystoSuccessprojectYoungadults KentishHealthCentre KentishFamilySupportHouse

3.Recogniseandpromotetransferableandgenericskillsdevelopedthroughparticipationincommunityspacesandworkplaces

SocialandeconomiccommunityfocusCommunicationand connectivityFlexibleandmultiplelearningopportunities Socialinclusion,equityandadvocacyPartnershipsandcollaborationsAccessibleinfrastructure,resourcesandservices

Engagingindividuals,communitygroupsandbusinessesandindustrytoidentifyandrecognisethelearningthathappensintheirgroupandattheireventsorworkplaceincludingsportingteamsandothervolunteeringPublicisetransferableandgenericskillsneededinemploymentandcommunityspheres

CommunitysteeringcommitteeBusinessesandlocalindustryCommunityclubs,groupsandeventorganisersEducationproviders



Rewardandrecogniselearning

4.Buildcommunication,literacy,numeracy,andothergenerictransferableskills

Communicationand connectivityFlexibleandmultiplelearningopportunities Socialinclusion,equityandadvocacyPartnershipsandcollaborationsAccessibleinfrastructure,resourcesandservices

Engageandsupportcommunitygroupstobuildcommunication,literacy,numeracy,andothergenerictransferableskillsEncouragebusinessandindustrytoupskillworkforceincommunication,literacy,numeracy,andothergenerictransferableskills

LINCCommunitygroups BusinessandindustryEducationprovidersNot-for-profitandgovernmentagenciesKentishHealthCentre KentishFamilySupportHouse

5.Youngadultsareactivementorsandfacilitatorsoflearninginthecommunity

Socialinclusion,equityandadvocacyFlexibleandmultiplelearningopportunities PartnershipsandcollaborationsAccessibleinfrastructure,resourcesandservices

Provideopportunitiesandsupportforyoungadultstomentoryoungerandolderpeople(e.g.inICT)andactinvolunteerroles.

CouncilCommunityclubsandservicesandvolunteerprograms EventorganisersCommunitymentors Faith-basedorganisationsFamiliesGreenroomandotheryouthspacesNot-for-profitandgovernmentagencies



KentishAdultLearnersAims GuidingPrinciples Howwewillachievethe

aim?Whomightbeinvolved?

1.Alladultsengageinlearningthroughouttheirlivesforpersonal,communityandwork/professionalpurposes

CommunicationandconnectivityPartnershipsandcollaborationsAccessibleinfrastructure,resourcesandservicesSocialandeconomiccommunityfocusFlexibleandmultiplelearningopportunitiesSocialinclusion,equityandadvocacy

Auditofexistinglearningopportunities(formalandinformal)AffordableaccesstolearningopportunitiesthatmeettheneedsofadultsTransitionsupportthroughlearningforalladultsasgoalsand/orlifecircumstanceschangeProvideopportunitiesandsupport(includinglearningtodevelopnecessaryskills)foradultstomentorothersandactinvolunteerroles

CommunitysteeringcommitteeBusinessandindustryCommunitygroupsEducationprovidersNot-for-profitandgovernmentagenciesJobnetworkagenciesServiceclubsNDISnetworks/agencies—NationalDisabilityInsuranceAgency

2.Community–industry–educationpartnershipsprovidelearningopportunitiesforadultlearners

PartnershipsandcollaborationsAccessibleinfrastructure,resourcesandservices

Buildingandmaintainingrelationshipswitheachotherandfacilitatingwhatworksalready

CommunitysteeringcommitteeCommunitygroupsEducationprovidersBusinessesandlocalindustryServiceClubs



SocialandeconomiccommunityfocusFlexibleandmultiplelearningopportunitiesSocialinclusion,equityandadvocacyCommunicationandconnectivity

Developprogramstoengagebusinessesandindustry

UTASPathwaystoSuccessproject

3.Engagelocalindustry,communitygroupsandvolunteerorganisationstoidentify,exposeandprovideskillsusedinthecommunity

SocialandeconomiccommunityfocusCommunicationandconnectivity

Auditofskills,identifylearningneedsandpromotelearningopportunitiesthatmeetlocalandregionalemploymentandcommunityneedsProvideskillsettrainingtomeetbusinessneeds

CommunitysteeringcommitteeCommunitygroupsEducationprovidersBusinessesandlocalindustryServiceClubsTasTAFE,otherRTOsandlocalbusinesses

4.Recogniseandpromotetransferableandgenericskillsdevelopedthroughparticipationincommunityspacesandworkplaces

RewardandrecogniselearningSocialandeconomiccommunityfocus

Engagingindividuals,communitygroupsandbusinessesandindustrytoidentifyandrecognisethelearningthathappensintheirgroupandattheir

CommunitysteeringcommitteeBusinessesandlocalindustryCommunityclubs,groupsandeventorganisersEducationproviders



CommunicationandconnectivityFlexibleandmultiplelearningopportunitiesSocialinclusion,equityandadvocacyPartnershipsandcollaborationsAccessibleinfrastructure,resourcesandservices

eventsorworkplaceincludingsportingteamsandothervolunteeringPublicisetransferableandgenericskillsneededinemploymentandcommunityspheres

5.Buildcommunication,literacy,numeracy,andothergenerictransferableskills

CommunicationandConnectivityFlexibleandmultiplelearningopportunitiesSocialinclusion,equityandadvocacyPartnershipsandcollaborationsAccessibleinfrastructure,resourcesandservices

Engageandsupportcommunitygroupstobuildcommunication,literacy,numeracy,andothergenerictransferableskillsEncouragebusinessandindustrytoupskillworkforceincommunication,literacy,numeracyandothergenerictransferableskills

LINCCommunitygroupsBusinessandindustryEducationprovidersNot-for-profitandgovernmentagencies



KentishOlderAdultLearnersAims GuidingPrinciples Howwewillachievetheaim? Whomightbeinvolved?1.Olderadultsmaintainaninterestandparticipationinlifelonglearning

PartnershipsandcollaborationsAccessibleinfrastructure,resourcesandservicesFlexibleandmultiplelearningopportunities Socialinclusion,equityandadvocacyCommunicationand connectivity

DevelopapproachestolearningthatattractmultiagegroupstolearntogetherPromoteandprovideanaffordableandaccessiblerangeofprogramsandactivitiesinKentishthatappealtothediversityofolderadultsinKentish. Provideandpromoteopportunitiesandsupport(includinglearningtodevelopnecessaryskills)forolderadultstomentorothersandvolunteerIdentifyisolatedolderadultsandmechanismstoencourageandfacilitateparticipationinlearning

CommunitygroupsLINCU3A Men’sshedEducationprovidersTandaraLodgeKentishHealthCentreCommunitygroupsLINCU3A Men’sshedEducationprovidersVolunteeringTasmaniaCommunitygroups U3A Men’sshedLINCKentishHealthCentreTransportservices

• Insomecasesthesamelistoforganisationsorgroupsshouldbeinvolvedinallthe‘Howwewillachievetheaim’activitiesforanaim;inothercasesdifferentlistsoforganisationsorgroupsshouldbeinvolved.


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WHERETOFROMHERE?

ThisreportoutlinesthedevelopmentandpresentationofthefirstKentishCommunityLearningPlanandStrategy.

BasedonstagedstakeholderandcommunityconsultationsundertakensinceFebruary2016,theplanacknowledgesthelocalcontextanddemographyoftheKentishmunicipalityandconsiderstheuniqueandcomplexnatureoflifelonglearninganditsvaluefordifferentindividualsandthecommunity.

Inparticular,itrecognisesthatwordssuchaseducationandlearningcanhavenegativeconnotations,thereforetheplanneedstotakeastrengths-basedapproachtolearningacrossthelifecoursewhichcanbebothformalandinformal.

ThegoalsandstrategiespresentedwithinthisreportprovideasolidfoundationtowardsaddressinglifelonglearningopportunitieswithintheKentishcommunity,includingsupportingandconsolidatingexistingareasofstrengthaswellaslookingtonewareasofexpansiontoaddressneeds.

Fromhere,thereisworktobedonebeyond2016inpromotingtheplantothecommunity,enactingandleadingdevelopmentandactionaroundstrategiesandgoals,andcreatingcollaborationandpartnershipsthatwillassistinachievingthisplanandseeingitsgrowthoverthecomingyears.



REFERENCES

AustralianLearningCommunitiesNetwork.(2016).Retrievedfromhttp://lcn.pascalobservatory.org/participants/australian-learning-communities-network.

CommissionoftheEuropeanCommunities.(2000).Commissionstaffworkingpaper:Amemorandumonlifelonglearning.Retrievedfromhttp://arhiv.acs.si/dokumenti/Memorandum_on_Lifelong_Learning.pdf.

Faure,E.,Herrera,F.,Kaddoura,A.,Lopes,H.,Petrovsky,A.,Rahnema,M.,&Ward,F.(1972).Learningtobe:Theworldofeducationtodayandtomorrow.Retrievedfromhttp://unesdoc.unesco.org/images/0000/000018/001801e.pdf.

Feinstein,L.,Budge,D.,Vorhaus,J.,&Duckworth,K.(2008).Thesocialandpersonalbenefitsoflearning:Asummaryofkeyresearchfindings.Retrievedfromhttp://eprints.ioe.ac.uk/3177/1/Feinstein2008thesocialreport.pdf.

PASCALInternationalObservatory.(2014).Whylearningiscentraltocityfutures:ApolicybriefingfromPASCALInternationalObservatory.Retrievedfromhttp://pascalobservatory.org/pascalnow/pascal-activities/news/why-learning-central-city-futures-policy-briefing-pascal-internatio.

Perkins,C.,&Turner,K.(2014).WhatTasmanianeedsfromeducation:Aregionaleconomicperspective.Retrievedfromhttp://www.rdatasmania.org.au/client-assets/documents/documents-and-reports/what-tasmania-needs-from-education-october-2014.pdf.

Thöne-Geyer,B.(2014).Thebenefitsoflifelonglearning–BeLL.Retrievedfromhttp://www.bell-project.eu/cms/wp-content/uploads/2014/06/Final-Report1.pdf.

UnitedNationsEducationalScientificandCulturalOrganizationGlobalNetworkofLearningCities.(2015).Guidingdocuments.Retrievedfromhttps://uil.unesco.org/system/files/learning-cities-guiding-documents.pdf.

Wheeler,L.(2014).Learningcityliteraturereview;ThecityofMelton:Fromalearningcommunitytoalearningcity.Retrievedfromfile:///C:/Users/eej/Downloads/MELTONFINAL30_6%20(4).pdf.


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APPENDIXA:KEYDEMOGRAPHICINDICATORS

KarenEyles,May2016

Contents

Listoffigures 36

Keydemographicindicators 37

Ageandlifelonglearningstage 37

Educationandqualifications 38

Socio-economicdisadvantage 40

Thelabourforce 42

Employmentandtheworkforce 44

Localworkforceandcommuters 45

Volunteering 47

InformingtheKentishCommunityLearningPlan 48



Listoffigures

Figure1Broadagegroups(%ofpopulation),Kentish,Tasmania,Australia,2011 38Figure2Lifelonglearningstageby%ofthepopulationineachagegroup,Kentish,Tasmania,Australia2011 38Figure3Highestlevelofschoolingcompleted(%ofpopulationaged15+years),Kentish,Tasmania,Australia,2011. 39Figure4Post-schoolqualification(%ofpopulationaged15+years),Kentish,Tasmania,Australia,2011 39Figure5Learningorearning(%ofpopulationaged15-19years),Kentish,Tasmania,Australia,2011. 40Figure6PopulationinIRSDnationalSA1deciles(%ofpopulation),Kentish,Tasmania,Australia,2011 41Figure7PopulationinIEOnationalSA1deciles(%ofpopulation),Kentish,Tasmania,Australia,2011 41Figure8Difficultyaccessingservices;oftenhasdifficultyorcan’tgettoplacesneededwithtransport;(agestandardisedrateper100peopleover18yearsofage)(modelledestimate),Kentish,Tasmania,Australia,2010. 42Figure9Internetconnected(%ofoccupiedprivatedwellings),Kentish,Tasmania,Australia,2011 42Figure10Labourforcestatus(%ofpopulationaged15yearsandover),Kentish,Tasmania,Australia,2011 43Figure11a)Notinthelabourforce(%ofpopulationaged15yearsandover),Kentish,Tasmania,Australia,2011 43Figure12Joblessfamilieswithchildrenunder15(%offamilieswithchildrenunder15),Kentish,Tasmania,Australia,2011. 44Figure13Occupationofemployedresidents(%ofemployedpersons),Kentish,Tasmania,Australia,2011 44Figure14Industryofemployedresidents(%ofemployedpersons),Kentish,Tasmania,Australia,2011 45Figure15Commuting–inward(%oflocalworkforce);outward(%ofworkingresidents),Kentish,2011 46Figure16QualificationlevelforKentishresidentswhoworkedlocally;inwardandoutwardcommuters,totalworkforceandworkingresidents,Kentish,2011 46Figure17QualificationlevelforKentishresidentsbylabourforceandcommutingstatus,Kentish,2011 47Figure18Workingresidentsandworkforce–byqualificationlevelandcommutingstatus(persons),Kentish,2011 47Figure19Volunteeredforanorganisationorgroup(inthepastyear),(%ofpopulationaged15yearsandover),Kentish,Tasmania,Australia,2011 48


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Keydemographicindicators

KeydemographicindicatorsprovideanimportantcontextualbasisfortheKentishCommunityLearningPlanandStrategy.DemographicindicatorsprovideasnapshotofcharacteristicsoftheKentishcommunityandenableanalysisofhowthemunicipalityisfaringcomparedtostateandnationalaverages.Thisinformationhelpsstakeholderstoidentifyvariouschallengestoandopportunitiesforlifelonglearning,andhasinformedthedevelopmentoftheKentishCommunityLearningPlanandStrategy.

Primarydatasourcesutilisedintheseanalysesinclude:

§ AustralianBureauofStatistics(ABS),CensusofPopulationandHousing2011and2006;

§ PublicHealthInformationDevelopmentUnit(PHIDU),SocialHealthAtlasofAustralia2014;SocialHealthAtlasofAustralia:Tasmania2014and2010;and

§ AustralianBureauofStatistics(ABS),SEIFA:Socio-EconomicIndexesforAreas2011

In2011,6,086peoplelivedinthelocalgovernmentareaofKentish,with1,109livinginthetownshipofSheffieldand883livinginRailton.Theremaining4,094residentslivedintheruralareasofthemunicipality.Between2006and2011,thepopulationofKentishgrewataratefasterthanthegrowthrateforTasmaniaasawhole(5.7%comparedto4.0%),butatarateslowerthanthenationalaverage(8.3%).

ThisreportexploresthecharacteristicsoftheresidentialpopulationthatlivesintheKentishmunicipality,includingthesubsetofresidentswhocommutetoothermunicipalitiesforwork.ThereportalsoconsidersthosewholiveelsewhereandcommuteintoKentishtoworkandlearn.

Ageandlifelonglearningstage

Lifelonglearningopportunitiesandchallengesdifferforpeopleofdifferentagesandlifestages.WhiletheproportionofchildreninthepopulationwassimilarforKentish,TasmaniaandAustralia,therewerefeweryouths(15–24years),youngadults(25–44years)andolderadults(75yearsandover)(

Figure1).MakingupalargerproportionofthepopulationinKentishthanatstateandnationallevelwereadultsaged45–64and65–74years.However,itwasthe45–64yearsagegroupwhichwasthelargestinKentish,with1,949people.



Figure1Broadagegroups(%ofpopulation),Kentish,Tasmania,Australia,2011Datasource:ABSCensusofPopulationandHousing,2011

LifelonglearningstageshavebeenidentifiedfortheKentishcommunitybasedonagegroup.ThemajorityofKentishresidentsin2011couldbeclassifiedasbeingintheadultlearnerstage.ComparedwithTasmania,therewerefewerKentishresidentsintheearly,youngadultandolderadultlearningstages,andmoreschoolchildrenandadults (Figure2).

Figure2Lifelonglearningstageby%ofthepopulationineachagegroup,Kentish,Tasmania,Australia2011Datasource:ABSCensusofPopulationandHousing,2011

Educationandqualifications

EducationandqualificationindicatorsprovideinformationaboutformaleducationlevelsintheKentishcommunity.However,itisnotpossibletocaptureinformationaboutinformallearningopportunitiesorcapacityusingtheseindicators.FormaleducationandqualificationlevelsweregenerallylowerinKentishin2011thanforTasmaniaorAustralia.IntheKentishpopulation,themajorityofresidentsleftformaleducationatYear10level.GreaterproportionsoftheKentishpopulationleftschoolatYear10,9or8thanwastheaverageforTasmaniaorAustralia.TheproportionleavingeducationatYear11levelwassimilarforKentish,TasmaniaandAustraliabutYear12attainmentlevelsweremuch

4.4%

19.7%

6.5%

54.3%

15.2%

0%10%20%30%40%50%60%

0-3years 4-17years 18-24years 25-64years 65+years

Earlylearner Schoollearner Youngadultlearner

Adultlearner Olderlearner

Percen

tage

Kenmsh Tasmania Australia


Kentish


opp

ortunity

loweramongstudentsfromtheKentishMunicipalitythanatstateornationallevels(Figure3).Therewere14Kentishresidentsaged15yearsandoverwhoindicatedthattheyhadhadnoformaleducation.AlmostthreeinfiveKentishresidentsaged15yearsandoverhadnopost-schoolqualificationin2011.IngeneraltheKentishpopulationhadfewerresidentswithhigher-levelqualificationsandmorewithcertificate-levelqualificationsornoqualificationthanwasthecaseineitherTasmaniaorAustralia(Figure4).While2,634Kentishresidentshadnoformalqualification,just390hadabachelordegreeorpost-graduatequalificationin2011.

Figure3Highestlevelofschoolingcompleted(%ofpopulationaged15+years),Kentish,Tasmania,Australia,2011.Datasource:ABSCensusofPopulationandHousing,2011

Figure4Post-schoolqualification(%ofpopulationaged15+years),Kentish,Tasmania,Australia,2011Datasource:ABSCensusofPopulationandHousing,2011

Withregardtothecurrentgovernmentpolicyforyoungpeopletobelearningorearning,in201179%of15–19year-oldsinKentishwereparticipatinginstudyoremployment.ThiswasslightlyhigherthanforTasmaniaandslightlylowerthanforAustralia.

25.7%

10.0%

43.3%

13.1% 7.6%0.3%

0%

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Year12orequivalent

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0.9% 1.3%6.5% 6.7%

25.2%

59.3%

0%10%20%30%40%50%60%70%

PostgraduateDegreeLevel

GraduateDiplomaandGraduateCermficate

Level

BachelorDegreeLevel

AdvancedDiplomaandDiplomaLevel

CermficateLevel

Noqualificamon

Percen

tage




Figure5Learningorearning(%ofpopulationaged15–19years),Kentish,Tasmania,Australia,2011Datasource:PHIDUSocialHealthAtlasofAustralia:Tasmania2014

Socio-economicdisadvantage

Socio-economicresourcesandtheabilitytoaccessservicesareimportantinfluencesonbarriersto,andopportunitiesfor,lifelonglearning.

SEIFAisasuiteoffourindicesthateachsummariseadifferentaspectofsocio-economicconditionsbygeographicarea.Eachindexisderivedfrom2011censusvariables.ThefourindicesaretheIndexofRelativeSocio-economicAdvantageandDisadvantage(IRSAD);theIndexofRelativeSocio-economicDisadvantage(IRSD);theIndexofEconomicResources(IER),andtheIndexofEducationandOccupation(IEO).“Eachindexaimstocaptureaslightlydifferentaspectofrelativeadvantageand/ordisadvantageandisconstructedusingdifferentvariables.Itisthereforelikelythatthesameareawillhavedifferentrankingsoneachindex”(ABSCensusofPopulationandHousing:Socio-EconomicIndexesforAreas(SEIFA),2011).Comparingsocio-economicconditionsindifferentgeographicareascanbeundertakenbycomparingtheproportionofthepopulationineachofthenationaldeciles.Decile1containsthe10%ofareasinAustraliawiththelowestscoreonthatparticularSEIFAindex,whiledecile10containsthe10%ofareaswiththehighestscoreonthatindex.Itisimportanttonote,however,thatnotallthepeoplelivinginanadvantagedordisadvantagedareawillhavethesamesocio-economiccircumstances,butthattheaverageforallthepeopleinthatareameansthattheareaisadvantagedordisadvantagedoverall.

TheIndexofRelativeSocio-economicDisadvantage(IRSD)isageneralsocio-economicindexthatincludesonlymeasuresofrelativedisadvantage.Alowscoreindicatesgreaterdisadvantage,whileahighscoreindicatesarelativelackofdisadvantage.MoremembersoftheKentishpopulationin2011werelivinginthemostdisadvantagedareasnationally,thanwasthecasefortheTasmanianpopulation,withtwo-thirdsofKentishresidentsinthe30%ofAustralianareasdeemedmostdisadvantaged(Figure6).

78.8% 77.8% 80.1%

0%10%20%30%40%50%60%70%80%90%


Percen

tage


Kentish


opp

ortunity

Figure6PopulationinIRSDnationalSA1deciles(%ofpopulation),Kentish,Tasmania,Australia,2011Datasource:ABSSEIFA:Socio-EconomicIndexesforAreas2011

TheIndexofEducationandOccupation(IEO)reflectstheeducationalandoccupationallevelofcommunities.Alowscoreindicateslowereducationandoccupationstatus,andahighscoreindicateshighereducationandoccupationstatusrelativetootherareas.Ingeneral,KentishhasalowereducationandoccupationstatusthanTasmaniaorAustralia,withnoKentishresidentslivinginareasinthetop50%ofAustralianareasintermsofeducationandoccupation(Figure7).Overthree-quartersoftheKentishpopulation(4,695people)livedinareasthatareamongstthelowest30%ofareasinAustralia,whereashalfoftheTasmanianpopulationareinthelowest30%ofareasnationally(Figure7).

Figure7PopulationinIEOnationalSA1deciles(%ofpopulation),Kentish,Tasmania,Australia,2011Datasource:ABSSEIFA:Socio-EconomicIndexesforAreas2011

KentishresidentsweremorelikelytohavedifficultyaccessingservicesthanwasthecaseforTasmanianorAustralianresidents,withnearlyfourin10Kentishresidentsexperiencingdifficulty(Figure8).Kentishresidentswerealsoslightlymorelikelytohaveexperienceddifficultygettingtoplacesneededduetotransport.

19.0%15.7%

31.9%

10.7%14.1%

8.5%

0%

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40%

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tage


23.8%20.8%

32.6%

17.4%

5.3%

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40%

Percen

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Figure8Difficultyaccessingservices;oftenhasdifficultyorcan’tgettoplacesneededwithtransport;(agestandardisedrateper100peopleover18yearsofage)(modelledestimate),Kentish,Tasmania,Australia,2010Datasource: PHIDUSocialHealthAtlasofTasmania2010

KentishhouseholdswerelesslikelytohaveinternetaccessathomethanhouseholdsinTasmaniaorAustralia,withalmostthreein10Kentishhouseholdswithoutinternetaccess(Figure9).Themajorityofinternet-connectedhouseholdsinKentishhadabroadbandconnection,withveryfewhavingdial-uporotherconnections.

Figure9Internetconnected(%ofoccupiedprivatedwellings),Kentish,Tasmania,Australia,2011Datasource:ABSCensusofPopulationandHousing,2011

Thelabourforce

Kentishhadfewerresidentsemployedandmoreresidentsnotinthelabourforce,whencomparedwithTasmaniaorAustraliain2011(Figure10).In2011,2,483Kentishresidentsaged15yearsandoverwereemployed,197wereunemployedandlookingforwork,and2,048werenotinthelabourforce.

38.8

4.6

37.1

4.3

29.7

4.1

01020304050

Difficultyaccessingservices Orenhasdifficultyorcan'tgettoplacesneededwithtransport

ASRpe

r100


71.2% 72.8%79.4%

0%

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60%

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100%


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Kentish


opp

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Figure10Labourforcestatus(%ofpopulationaged15yearsandover),Kentish,Tasmania,Australia,2011Datasource:ABSCensusofPopulationandHousing,2011

MorethantwoinfiveKentishresidentsaged15yearsandoverwerenotinthelabourforce,morethaninTasmaniaorAustralia(Figure11a).Thecategory‘notinthelabourforce’mayincludestudents,retireesandothersnotableornotwillingtoparticipateinthelabourforce.Ratesofnon-participationinthelabourforcewerehighestforthoseaged15–19years(whoarelikelytobefull-timestudents)andforthoseaged65yearsandover(whoarelikelytoberetired).Perhapsmostsurprisingwasthehigherratesofnon-participationevidentinallagegroupsbetween25and64yearsofageinKentish.

Theunemploymentrate,orthepercentageofthelabourforcethatwasunemployedandseekingworkinKentish(7.4%)in2011washigherthaninTasmania(6.4%)orAustralia(5.6%)(Figure11b).Unemploymentratebyagegroupwaslowerinthe15–19and25–29yearsagegroupsinKentishthaninTasmania,buthigherinallotheragegroupsunder65yearsofage.MoreunemployedpeopleinKentishwereaged15–24yearsand35–44yearsthanotheragegroups.

Figure11a)Notinthelabourforce(%ofpopulationaged15yearsandover),Kentish,Tasmania,Australia,2011

b)Unemployedandlookingforwork(%oflabourforce),Kentish,Tasmania,Australia,2011.

29.9%

18.4%

4.2% 2.9% 1.2%

43.3%

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Employedfull-mme

Employedpart-mme

Employed,awayfrom

work

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mme

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mme

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43.3%39.5%

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7.4%

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a) b)




Morefamilieswithchildrenunder15yearsofagewerejoblessinKentishthaninTasmaniaorAustralia(Figure12).SimilarlytheproportionofchildrenlivinginjoblessfamilieswashigherinKentishthaninTasmaniaorAustralia.

Figure12Joblessfamilieswithchildrenunder15(%offamilieswithchildrenunder15),Kentish,Tasmania,Australia,2011.Datasource:PHIDUSocialHealthAtlasofAustralia2014

Employmentandtheworkforce

EmployedKentishresidentsincludethosewhoworklocallyinthemunicipalityandthosewhocommutetootherareasforwork.MoreemployedKentishresidentswereworkingastechniciansortradesworkers,managersandlabourersthanwereworkinginotheroccupationalgroups.TheoccupationaldistributionforemployedKentishresidentsdifferedmarkedlyfromthedistributionsforTasmaniaandAustralia.Kentishhadmoreresidentlabourers,managers,machineryoperatorsanddrivers,salesworkers,clericalandadministrativeworkersandtechniciansandtradesworkers,andfewerprofessionalsandcommunityandpersonalservicesworkers.ItisimportanttonotethatthesefiguresareforKentishresidentsandnottheKentishworkforce,andthemajorityofemployedKentishresidentscommutetoothermunicipalitiesforwork.

Figure13Occupationofemployedresidents(%ofemployedpersons),Kentish,Tasmania,Australia,2011

16.3%13.3%

22.6%

5.6% 4.6% 4.8% 5.6%9.6%

0%5%10%15%20%25%30%

Percen

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Kentish


opp

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In2011,theindustriesinwhichmostKentishresidentswereemployedweremanufacturing,retailtrade,agriculture,forestryandfishing,accommodationandfoodservices,andhealthcareandsocialassistance.ComparingindustriesofemploymentforKentishresidentswithTasmaniaandAustraliarevealsthatthereweremoreresidentsemployedinagriculture,forestryandfishing,manufacturing,accommodationandfoodservices,transport,postalandwarehousing,andotherservicesthanTasmaniaandAustralia,andfewerininformationmediaandtelecommunications,financialandinsuranceservices,rentalhiringandrealestateservices,professional,scientificandtechnicalservices,administrativeandsupportservices,publicadministrationandsafety,educationandtraining,healthcareandsocialassistance,andartsandrecreationservices(Figure14).

Figure14Industryofemployedresidents(%ofemployedpersons),Kentish,Tasmania,Australia,2011Datasource:ABSCensusofPopulationandHousing,2011

Localworkforceandcommuters

TheKentishworkforcein2011wascomprisedof1,257people,whereastherewere2,481employedKentishresidents.Therewerealmosttwoemployedresidentsforeachlocaljob,suggestingthatKentishrateshighlyintermsofliveabilitydespiteashortfallinlocalemployment.In2011,moreKentishresidentscommutedtoanothercouncilareaforworkthanworkedinthelocalarea,withalmosttwo-thirdsofemployedresidentsbeingoutwardcommuters.Atthesametime,notallpeopleemployedintheKentishworkforceresidedintheKentishmunicipality,withalmostthreein10commutingintoKentishfromothercouncilareastowork(Figure15).

Atotalof881Kentishresidentsworkedinthelocalworkforcein2011.Another147residentsofDevonport,96Latroberesidents,44CentralCoastresidents,42residentsfromthenorthernregionandsmallernumbersfromotherareascommutedintoKentishtowork.Atthesametime,830KentishresidentswerecommutingouttoDevonportto

0%2%4%6%8%

10%12%14%

Percen

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work,aswellas190toLatrobe,97toCentralCoast,74tothenorthernregionandsmallernumberstootherareas.

Figure15Commuting–inward(%oflocalworkforce);outward(%ofworkingresidents),Kentish,2011Datasource:ABSCensusofPopulationandHousing,2011

AlmosthalfoftheKentishworkforceandworkingresidentsin2011hadnoformalpost-schoolqualification(Figure16).However,comparinginwardandoutwardcommuterswiththosewholivedandworkedinKentishrevealsmarkeddifferences.Kentishresidentswhoworkedlocallywerelesslikelytohaveanyformalqualification,whileinwardcommutersweremostlikelytohaveatertiary-levelqualificationofbachelordegreeorhigher(Figure16).

Figure16QualificationlevelforKentishresidentswhoworkedlocally;inwardandoutwardcommuters,totalworkforceandworkingresidents,Kentish,2011Datasource:ABSCensusofPopulationandHousing,2011

Post-schoolqualificationsvariedmarkedlybylabourforceandcommutingstatusofKentishresidents(aged15yearsandover).Sevenin10Kentishresidentswhowerenotinthelabourforceorunemployedandseekingworkhadnopost-schoolqualification,withonly5%havingatertiary-levelqualificationofbachelordegreeorhigher(Figure17).Employedresidentsweremuchmorelikelytohaveatertiaryortechnicalqualification,withoutwardcommutersbeingthemostqualifiedsegmentoftheKentishpopulation.

29.7%

63.7%

0%

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40%

60%

80%

100%

Inwardcommuters%oflocalworkforce Outwardcommuters%oflocalworkingresidents

Percen

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10.8% 21.1% 13.9% 12.1% 11.6%

36.0%42.8%

38.0% 42.8% 40.3%

53.2%36.1%

48.1% 45.1% 48.1%

0%

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Live&workinKenmsh

Inwardcommuters Totalworkforce Outwardcommuters


Termarylevel Technicallevel Noqualificamons


Kentish


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Figure17QualificationlevelforKentishresidentsbylabourforceandcommutingstatus,Kentish,2011Datasource:ABSCensusofPopulationandHousing,2011

OutwardcommutersoutnumberKentishresidentswholiveandworklocally,aswellasinwardcommuters(Figure18).Foreachlevelofqualification—tertiary,technicalornoqualification—outwardcommuterspredominated,followedbythoseKentishresidentswhoworklocally,andasmallernumberofinwardcommuters.

Figure18Workingresidentsandworkforce–byqualificationlevelandcommutingstatus(persons),Kentish,2011Datasource:ABSCensusofPopulationandHousing,2011

Volunteering

Morethanone-fifthoftheKentishpopulation(aged15yearsandover)volunteeredforanorganisationorgroupina12-monthperiod,asdidasimilarproportionoftheTasmanianpopulation.ThevolunteeringrateinbothKentishandTasmaniawashigherthanforAustraliaasawhole(Figure19).Inallagegroups30–44yearsand55–89years,volunteeringwasmorepopularinKentishthaninTasmaniaorAustralia.Infact,more

10.7% 12.1% 11.6% 4.8% 5.3% 8.6%

36.0% 42.8% 40.3%26.1% 22.1%

32.0%

53.3% 45.1% 48.1%69.1% 72.6%

59.4%

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Live&workinKenmsh

Outwardcommuters


Unemployed Notinthelabourforce

Totalresidents15+

Termarylevel Technicallevel Noqualificamons

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Workforce

Termarylevel Technicallevel Noqualificamons Total

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s

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thanone-quarterofKentishresidentsaged60–79yearswereinvolvedinvolunteeringin2011.

Figure19Volunteeredforanorganisationorgroup(inthepastyear),(%ofpopulationaged15yearsandover),Kentish,Tasmania,Australia,2011Datasource:ABSCensusofPopulationandHousing,2011

InformingtheKentishCommunityLearningPlan

Thesekeydemographicindicatorshelpto‘paintapicture’oftheKentishcommunity,providinganevidencebaseandcontextforthedevelopmentoftheKentishCommunityLearningPlanandStrategy.Thistargeteddemographicprofileenablesthecommunitytoutiliseitscombinedinsightsandlocalknowledgetoidentifypotentialopportunitiesforlifelonglearning,aswellastheassociatedchallenges.

21.1% 21.0%19.4%

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APPENDIXB:KENTISHLOCALGOVERNMENTAREACOMMUNITYLEARNINGPLANLITERATUREREVIEW

ErinJackson,April2016

Introduction

Theaimofthisliteraturereviewistoinformthedevelopment,implementationandevaluationofacommunitylearningplanintheKentishlocalgovernmentarea(LGA).AcommunityhealthneedsassessmentoftheKentishLGAundertakenbytheUniversityofTasmaniain2014undercommissionbytheKentishCouncilidentifiededucationasapriorityfocusareaforthecommunity(Auckland,Wild,Eyles,&Woodroffe,2015).WhencomparingeducationdataacrossAustraliaandtherestofTasmaniaitwasidentifiedthatmoreKentishresidentshadnoformalpost-Year10educationand,althoughtheproportionofstudentsleavingeducationatYear11levelwassimilarforKentish,TasmaniaandAustralia,attainmentofYear12levelwasmuchlowerinthislocalgovernmentarea(Eyles,2015).Educationandemploymentarekeyareasofthesocialdeterminantsofhealth(WorldHealthOrganisation(WHO),2011)witheducationattainmentsaidtoimprovethegeneralhealthofacommunitythroughbuildingcommunitycapacity.ThedevelopmentofacommunitylearningplanandstrategywasproposedasameansofaddressingthepoorhealthoutcomesandloweducationattainmentratesintheKentishlocalgovernmentarea.ThisfindingsupportstheDepartmentofEducation’sStrategicPlan2012–15(2012)toprovidepurposefulpathwaysforadultlearnersincludingengagingwiththecommunitytoproviderelevantlearningandtobuildcapacity.Communitylearningplanshavebeenutilisedacrossothercommunitiesasameansofcapacitybuildingbyprovidingsupportivelifelonglearningthroughpartnerships,collaborationandadditionalresources(ShireofMelton,2015;BrimbankCityCouncil,2014;CityofWhittlesea,2013).Thisliteraturereviewexploresanddetailslearningsfromexistinginternational,nationalandlocalcommunitylearningplanstohelpinformthesuccessfuldevelopment,implementationandevaluationoftheKentishlocalgovernmentareacommunitylearningplan.

Whyacommunitylearningplan?

Thepressingsocio-economicissuesapparentacrossTasmania,includinglowlevelsofeducationalattainmentandlabour-forceskills,lowincome,limitedemploymentopportunitiesandanageingpopulationarewelldocumented(AustralianBureauofStatistics(ABS),2011;TasmaniaMedicareLocalLimited,2012;Eyles,2015).Theseissuescompromiseproductivity,economicgrowthandqualityoflife(26TenCoalition,2015)and,accordingtoPerkinsandTurner(2014),canbeaddressedthrougheducationtoprovideaninnovativeandresilientpopulation.IntheKentishlocalgovernmentarea,educationattainmentandlabourskillsstatisticsareevenpoorerthanthestateaverage(Eyles,2015;AustralianBureauofStatistics(ABS),2011).ThisadverselypositionsKentishresidentsintermsofemployability,income,healthandoverallqualityoflife(26TenCoalition,2015). Acommunityhealthneedsassessment(CHNA)oftheKentishlocal



governmentareawascommissionedbytheKentishCouncilin2014tohelpestablishanappropriatefuturedirectionforhealthandwellbeingservicedeliverywithinthecommunityfollowingdevelopmentoftheKentishHealthCareCentre.TheCHNAadoptedasocialdeterminantsofhealthapproach,acknowledgingeducationasakeyelementofcommunityhealthoutcomes(Aucklandetal.,2015).RecommendationsfromtheKentishLGACHNAsupportedtherequisiteforenhancementsineducation(Aucklandetal.,2015).Thebroaderbenefitsoflearninghavebeenwelldocumented,includingthateducationofanyformhelpspeopleadaptandcontributetochange(Schuller&Watson,2009)andthatlifelonglearninghaswide-reachingsocialbenefitsduetobetteremploymentrates,incomeequityandareductioninpoverty(Thöne-Geyner,2014;PASCALInternationalObservatory,2014;Feinstein,Budge,Vorhaus,&Duckworth,2008).Additionally,theOrganisationforEconomicCooperationandDevelopment(OECD)reportonimprovinghealthandsocialchangethrougheducationhighlightedindividualempowermentandsocialcohesionaskeyoutcomesoflifelonglearning(OrganisationforEconomicCooperationandDevelopment(OECD),2010).ArecentRegionalDevelopmentAustralia–TasmaniareportonwhatTasmanianeedsfromeducationidentified‘learningcities’orcommunitylearningplans(CLPs)asaregionaldevelopmentapproachtoadvancingeducation(Perkins&Turner,2014).TheKentishLGACHNAhasrecommendedthedevelopmentofaCLPfortheKentishLGAtohelpachievethebenefitsoflifelonglearningandaddressthesocio-economicissuesidentifiedwithinthecommunity(Aucklandetal.,2014;Eyles,2015).

Internationalcommunitylearningplans

Communitylearningplanshavebeenutilisedinmanyinternationalcommunitiestosolidifyandgeneratelifelonglearningopportunitieswiththeaimofgrowingthecommunity’ssocio-economicwellbeing(Wheeler,2014).TheGlobalNetworkofLearningCities(GNLC)wasestablishedbytheUnitedNationsEducational,ScientificandCulturalOrganization(UNESCO)andprovidesalinkforexistingandfuturelearningcommunitiesandcitiestocollaborateandworktogethertoprovideimprovedlearningopportunitiesfortheirpopulations(UNESCOGNLC,2016).AkeyreporttoUNESCOin1972documentingtheconceptofalearningsocietywasinfactresponsibleforinfluencingtheinternationaldevelopmentoflearningcitiesandcommunities(Faureetal.,1972).Withnowmorethanonethousandregisteredlearningcitiesglobally(UNESCOGLNC,2016)itisevidentthatEastAsiaisattributingsignificantlytothesestatisticswithoveronethirdoftheLGAsinKoreanamedlifelonglearningcities(Kwon&Schied,2009).ThelearningcitymodelinAsiafocusesoncommunityrelationsthroughcollaborationgivensocialcohesionhasbeenidentifiedasapriorityfocusareaformanylearningcitiesacrossEastAsia(Wheeler,2014).InEurope,themodelisdifferentascommunityprioritiesvaryandthereismoreofafocusonlifeskillsdevelopmentandcompetence.ThisfocusisreflectedintheEuropeanCommission’sdefinitionoflifelonglearningtobe“Alllearningactivityundertakenthroughoutlife,withtheaimofimprovingknowledge,skillsandcompetencieswithinapersonal,civic,socialand/oremploymentrelatedperspective”(CommissionoftheEuropeanCommunities,2000,p.9).AframeworkdevelopedbyUNESCO,whichdetailsthekeyfeaturesoflearningcities,recognisesthesedifferingcontextsandtheneedtoadaptacommunitylearningplantomeetdiversepriorities(UnitedNationsEducational,ScientificandCulturalOrganization(UNESCO),2014).Furtherexplanationofthiskeyframeworkisprovidedlaterinthisreview.


Kentish


opp

ortunity

IthasbeensuggestedthatbecomingamemberoftheGlobalNetworkofLearningCitiesshouldbeaconsiderationofaspiringlearningcities.Therearenowmorethanathousandregisteredlearningcitiesglobally,withmembershipprovidingtheopportunitytoparticipateincollaborativepeerlearningwhichwillenablesuccessfulpracticeinlifelonglearningforcommunities.TobeeligibleformembershipoftheGNLC,UNESCOsuggestsmeetingadefinedsetofcriteria.Thesecriteriaincludethecommunitycommittingtodevelopingalearningplan,thatitadoptstheguidingdocumentsoftheUNESCOGlobalNetworkofLearningCitiesincludingtheFrameworkofKeyFeaturesofLearningCities,andthatitcompletestheapplicationformwithsignedapprovalfromthemayor(UNESCOGNLC,2016).TheguidingdocumentsspecificallyrefertoutilisingtheFrameworkofKeyFeaturesofLearningCitiesandthattheseareadaptedtoeachcommunity’sownlearningrequirementsandresources(UnitedNationsEducational,ScientificandCulturalOrganization(UNESCO),2015).

Nationalcommunitylearningplans

Atanationallevel,themostsuccessfullearningcommunitieshavebeenthoserunbylocalgovernment(Wheeler,2014).ThefirstlearningcommunitiesinAustraliawereestablishedinVictoriaonabackgroundofgovernmentfundingandaspartofaNationalLearningCommunitiesProject(Kearns,Longworth,&Reghenzani,2008).Therearenowmanylearningcitiesacrossthecountry,evidentintheincreasingmembernumbersoftheAustralianLearningCommunitiesNetwork(ALCN,2016).Manyoftheselearningcommunitieshaveaccessible,documentedcommunitylearningplans,includingtheShireofMelton(2011),CityofWhittlesea(2013),HumeCityCouncil(2014),MooneeValleyCouncil(2012),TownsvilleCityCouncil(2012),WyndhamCityCouncil(2013)andBrimbankCityCouncil(2014)tonameafew.TheseCLPsareamixtureoftheEuropeanandAsianapproach,basedoncollaborationandcollectivelearninginpartnershipsandviathedevelopmentofcompetenceandlifeskills.TheCityofMeltoninparticularhasproducedanumberofCLPsovertheyears(ShireofMelton,2002;ShireofMelton,2008;ShireofMelton,2011;ShireofMelton,2015)andtheexperienceisevidentinthequalityandfocusareasofthelearningplansproduced.Inparticular,themostrecentCLPfortheShireofMelton(2015)hashighlightedtheimportanceofgovernanceandlearningacrossdifferentlifestages.Theyhavealsoalignedtheirpastframeworkapproach,theAustralianCentreofExcellenceforLocalGovernment’s(ACELG)‘LearningasaDriverofChange:LearningCommunityFramework’(Wheeler&Wong,2013)withtheUnitedNationsEducational,ScientificandCulturalOrganization(UNESCO)FrameworkofKeyFeaturesofLearningCities(2014)toproduceanapproachrecognisedbyandeligibleforcollaborationwiththeGlobalNetworkofLearningCities(ShireofMelton,2015).

GovernancehasbeenhighlightedrecurrentlyacrossthesenationallearningplansasbeingkeytothesustainabilityandeffectivenessofaCLP.Inparticular,acrosstheMeltonCityLearningPlansithasbeenidentifiedthatgoodgovernanceallowsforethicalandtransparentdecisionmakingandcompliancewithappropriateregulations(ShireofMelton,2015).Therefore,whendevelopingagovernancestructureforaCLP,consideringwhetherthegoverningbodywillbeabletoachievetransparentdecisionsandhaveagoodunderstandingofkeyregulationsappearstobeofoptimumimportance.

Interestinglymanyofthenationallearningplansstudiedhaveidentifieddifferentlearninggoalsandactionsacrossdifferentlifestages(ShireofMelton,2015;WyndhamCityCouncil,2013;BrimbankCityCouncil,2014).WithintheCLPstheauthorhasdistinctly



separatedeachlifestagerangingfromearlyyears,schoolyearsandyoungpeopletoadults.Itappearstherationaleforthisisthat,dependingonwhichlifestageyoufallinto,yourlearninggoalsandthereforestrategiesmaydiffer.Forexample,ayoungperson’sgoalmaybeeducationtoimproveemploymentprospectswhereasanolderadult’smaybeforenhancedsocialisation.Groupingaccordingtolifestagethereforeappearstobeaconsistentlyutilisedandpracticalmethodofovercomingdifferencesinlearninggoalsacrossdifferentlifestagesandshouldbeconsideredwhendevelopingalearningplan.

Localcommunitylearningplans

AtalocalTasmanianlevel,Glenorchy,DevonportandCircularHeadhavebeenpioneersindevelopingdocumentedcommunitylearningplans(GlenorchyCityCouncil2013;DevonportCityCouncil,2015;CircularHeadEducationandTrainingConsultativeCommittee(CHETCC),2014).ThekeyfeaturesoftheseparticularplansarethattheyarewellalignedwithlocalcouncilandstategovernmentstrategicdocumentssuchastheDevonportCLPwiththeDevonportStrategicPlan2009–2030(DevonportCityCouncil,n.d.)andtheGlenorchyCLPwiththeTasmaniaTogetherPlan2020(TasmaniaTogetherProgressBoard,2006),Tasmania’sAdultLiteracyActionPlan(DepartmentofEducation,2010),theDepartmentofEducationStrategicPlan2012–2015(2012),ASocialInclusionStrategyforTasmania(Adams,2009)andtheTasmanianDepartmentofEducation,RetentionandAttainmentStrategy(2011).AligningCLPstokeygovernmentdocumentsenablesacleardirectionandfocusforalearningplanandsupportsbroadersocio-economicobjectivesofthelocalcommunityandstate.

ThereareanumberofkeylocaldocumentsrelevanttotheKentishcommunitythatshouldbeconsultedandalignedwithinthedevelopmentoftheKentishcommunitylearningplan.ThesedocumentsincludetheKentishEconomicDevelopmentStrategy(KentishCouncil,2014)whichencompassestheKentishAgricultureDevelopmentStrategy,KentishRetailDevelopmentStrategy,KentishTourismDevelopmentStrategy,LorinnaDevelopmentStrategy,RailtonDevelopmentStrategyandtheWilmotDevelopmentStrategy.

InadditiontothealignmentofkeystrategieswiththeobjectivesoftheirCLP,thelocalGlenorchylearningplanalsooutlinedtheircommunityconsultationapproachwhichallowedthedevelopingbodytodetermineexactlywhatthecommunityandkeystakeholdersexpectedtoachievefromdevelopingandimplementingaCLP(GlenorchyCityCouncil,2013).Consultingkeystakeholdersearlyinthedevelopmentphaseofacommunitylearningplaniscrucialinensuringthelearningneedsofacommunityareestablishedappropriatelyandthatthecommunityarethereforesatisfiedwiththeoutcome(Wheeler&Wong,2013;UnitedNationsEducational,ScientificandCulturalOrganization(UNESCO),2014).

Frameworkforacommunitylearningplan

WhenexploringexistingCLPsandlearningcitiesatbothanationalandinternationallevelitappearsthemostprominentframeworksfordevelopinglearningplansincludetheUnitedNationsEducational,ScientificandCulturalOrganization(UNESCO)FrameworkofKeyFeaturesofLearningCities(2014)andtheAustralianCentreofExcellenceforLocalGovernment’s(ACELG)‘LearningasaDriverofChange:LearningCommunityFramework’


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(Wheeler&Wong,2013).TheUNESCOFrameworkofKeyFeaturesofLearningCitiescomprisesthreekeyareasincludingthewiderbenefitsoflearningsuchasempowerment,socialcohesion,economicdevelopment,thebuildingblocksoflearningincludingdifferentfacetsoflearningandthefoundationsofbuildingalearningcitysuchasgovernanceandmobilisationofresources(UNESCO,2014).AvisualrepresentationofthisframeworkispresentedinFigure1.

Figure1.(UNESCO)FrameworkofKeyFeaturesofLearningCities

TheAustralianCentreofExcellenceforLocalGovernment’s(ACELG)LearningCommunityFrameworkoriginallyusedexclusivelybytheMeltonCityCouncilintheirearlyCLPs(ShireofMelton,2011),iscomprisedofthreedistinctphases,namelyestablishment,consolidationandenhancement(Wheeler&Wong,2013).Intheestablishmentphaseengagementandinnovationactivitiesaresuggestedbeforemovingtotheconsolidationphasewhereastronggovernancestructureanddeliveryofsuccessfulengagementactivitiesisadvocated.Thethirdenhancementphaseisaboutdevelopingnewideasandinnovationtostrengthenactivitiesandsustainchange.AkeydocumentrecentlydevelopedbytheAustralianCentreforExcellenceinLocalGovernmentincollaborationwiththeAustralianLeaningCommunitiesNetwork,GwydirLearningRegionandtheMeltonCityCouncilaspartoftheACELGMeasuringImpactofLearningCommunitiesprojecthasalignedboththeACELGandUNESCOframeworks.ThisLearningCommunitiesFrameworkandMeasuringImpactToolVolume2explicitlydetailsthekeyprocessesindevelopinganeffectiveCLPfromplanningandimplementationthroughtoevaluation(Wheeler,Wong,&Blunden,2014).Figure2,takenfromtheAustralianLearningCommunitiesFramework(Wheeleretal.,2014),highlightstherecommendedcoursefortheestablishment,implementationandevaluationofaCLP.



TheframeworkdocumentandtoolkitalsoprovidesfundamentaltemplatesincludingexamplesofacommunitylearningplanwithactionplanandoutcomemeasuresandexamplequestionstoaskkeystakeholdersateachstageofdevelopingaCLP.

Figure2.FlowChartforusingtheAustralianLearningCommunitiesFramework

TheinitialstageindevelopingaCLPistocreatealearningcommunitystrategy.Figure3,takenfromtheAustralianLearningCommunityFramework,detailsthefundamentalfeaturesofthisstep(Wheeleretal.,2014).Theseelementsincludehavingalong-termvision,encouragingandfacilitatingtherightgovernancestructureandmobilisingappropriateresources.Thenextstageisaboutthemajorbuildingblocksofalearningcommunityandconsidersencouragement,facilitationandenhancementoflearningopportunitiestoachievelifelonglearning.


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Figure3.TheAustralianCentreofExcellenceforLocalGovernment’s(ACELG)LearningCommunityFramework

Monitoringandevaluatingacommunitylearningplan

Arguablythemostimportantstageofacommunitylearningplanisthemonitoringandevaluationofthestrategyasthisshapesperformanceandthussustainability.Ataninternationallevelithasbeenwelldocumentedthat,similartotheidentificationoflearningprioritiesforacommunity,thereisnoblanketapproachtomonitoringandevaluationandthekeyistoactuallycarryouttheevaluationplanasintendedonitsdevelopment(Wheeleretal.,2014).TheUNESCOLearningCitiesFramework(2014)presentsageneralguideofkeyfeaturesandmeasurementsandhighlightstheneedtoidentifykeymeasurementindicatorsearlyon.InEurope,aspartoftheTowardsaEuropeanLearningSociety(TELS)project,theLearningCitiesAuditToolwasdevelopedasameanstoidentifypotentialareasforaction.Additionally,theR3Lprogramdevelopedanumberofevaluationresourcescalledstakeholderauditswhichwerebasedonindicatorsandwhetherornotthesewereachieved(Longworth,2006).AmorerecentapproachtoevaluationoflearningcitiesinEuropeutiliseselementsoftheR3Lprogramandisfocussedonfourkeyareasnamelypartnership,participation,progress/sustainabilityandlearningculturewithdetailedcriteriaandindicatorslistedforeach(Preisinger-Kleine,2013).

Atanationallevel,councilsmustadheretotheirLocalGovernmentActandthustheirframeworksandcommitteestructureswillsomewhatalign.TheVictorianPerformanceMeasurementFramework(VPMF)consistsofdifferentlevelswherestakeholdersarerequiredtoidentifythekeyevaluationcomponentsforeachlevel.Thelevelsincludefunctionoflearningcommunities,learningdeliveryandoutcomesandlifelonglearning



andcommunitycapacity(Wheeleretal.,2014).TheShireofMeltonagainprovideskeylearningsonthebestapproachforevaluatingaCLPandthelatestmethodologiesusedencompassacomprehensivemixedmethodapproachutilisingbothqualitativeandquantitatedatatoformulatekeyrecommendationsforeachCLPgoal(ShireofMelton,2010).Finally,toensurethesustainabilityandrelevanceofaCLP,keystakeholdersneedtobeidentifiedandengagedintheprocessfromdevelopmentandimplementationtoevaluation(ShireofMelton,2015).TheAustralianLearningCommunityFramework(Wheeler&Wong,2013)specifiescollaborationbetweenlocalgovernmentanditscommunity,withclearallocationofrolesandresponsibilitiesandconsiderationoflegalityandethics.Formulatingasuccessfulgovernancestructureisaboutengaginginacollaborativeapproachwiththelocalcommunitytoensureitismakingdecisionsaboutwhatthecommunityneedsandhowthiscanbeachievedtoproducethedesiredoutcomes.Ashighlightedearlierinthereview,rolesandresponsibilitiesofmembersneedstobeclearlyoutlinedfromtheonsetofengagementandthemonitoringandsubsequentimprovementstotheplanneedtobeundertakencontinuously(Wheeleretal.,2014).

Conclusion

Inconclusion,developmentofacommunitylearningplanlookstobeanappropriateapproachtoaddresstheburdeningsocio-economicissuesintheKentishlocalgovernmentarea,includinglowlevelsofeducationattainment.Therecommendedframeworkforacommunitylearningplan,theLearningCommunitiesFrameworkandMeasuringImpactTool,incorporatesboththeUNESCOandACELGframeworksandutilisationofthisapproachwillallowforfutureconsiderationandeligibilityforKentishtoapplytotheGlobalNetworkofLearningCities.AkeyconsiderationfordevelopinganeffectiveandsustainableCLPistoformulateanappropriategovernancestructurefromtheonset,withevidenceofalocallydrivenapproachmoresuccessfullongterm.Additionally,engagingkeystakeholderstoidentifypriorityareasspecifictothecommunityisessentialalongwithanactionresearchapproachtoappropriatelymonitor,mitigateandactonrisk.Finally,akeydocumentthatshouldbeutilisedindevelopingaCLPistheLearningCommunitiesFrameworkandMeasuringImpactToolVolumeTwoasthistoolkitclearlydetailseachstageoftheCLPdevelopmentprocess,thepossiblerisksandmitigationstrategiesandprovidestemplatesutilisedbyexperiencedlocallearningcommunities.

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