The Role of Local Government in building the Hume Global Village as a Learning Community

Dr Leone Wheeler, Program Director Northern Partnerships Unit, School of EducationJoel Farrell – Research Coordinator – Hume City Council

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What is a Learning Community?

• This is an international movement and there has been over 10 years of experience in Australia.

• The concept of learning communities, cities and towns has been around since the 1970s

• Main proponents of learning community concept:– Kearns – Longworth– Faris– Kilpatrick

However:

– According to Hamilton & Jordon (2010)

“simply branding oneself as such is unlikely to achieve anything without strategies and resources required for realising the potential for lifelong learning”

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A definition

Faris notes that a learning community of place is one in which lifelong learning is explicitly used as an organizing principle and social/cultural goal in order that the learning resources across five different sectors - civic, economic, public (museums, libraries, social and health agencies), education and voluntary/community, are mobilized so that sustainable economic development and social inclusion are attained in the emerging knowledge-based economy and society (Faris 2001, 2004, 2006).

In Australia, Hume City has been one of the early adopters to operationalise the learning community concept.

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Organising Principles common in learning community definitions

• Lifelong learning is key to enable the population to have the skills and competencies required to take part in the knowledge economy of a region

• The networking capabilities and opportunities of the community and the feasibility of developing cooperation between institutions

• Public support is required to incorporate the promotion of social and economic regeneration and development (Belanger (2006). Faris (2001, 2003), Candy (2003)…)

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Hume City Profile

• 503km2

• 175,000 people

• Just under 30% percent of Hume City residents were born overseas (29.2%)

• Over one third (36.2%) of Hume City residents speak languages other than English.

• 37.7% have completed year 12 (compared to 48.5% in MSD)

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Why did Hume City Council adopt aLearning Community?

• The Need –There was no library and not enough community education opportunities, combined with significantly lower levels of educational attainment when compared to MSD

–City leaders formed a Safe City Taskforce and decided to focus on learning as the key to social and economic wellbeing for all citizens and the idea of the Hume Global Learning Village was developed

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Hume City CouncilHume City Council’’s Learning Vision for Humes Learning Vision for Hume

• Enhance life experience, employment opportunities and contributions to the community by inspiring and facilitating the participation of Hume residents in lifelong learning, regardless of age, ability or ethnicity, resulting in reduced disadvantage and improved quality of life.

–(Source: Hume City Plan 2030, 2009 update: 8)

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The Global Learning Village The Global Learning Village ConceptConcept

Learning as the key to economic and social well- being

Community; Council; Business; Government, actively networked

Hume Global Learning Village Members (800+) central to success

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Role of the Role of the Hume Global Learning Village Hume Global Learning Village

The Hume Global Learning Village is the catalyst, facilitator and mechanism for Council’s vision for Hume as a learning community.

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Learning Together Strategies

• Work of the Hume Global Learning Village is informed by Learning Together Strategies. The following three strategies: LT1-LT3 provide the framework, themes and action plans.

– Learning Together One – 2004 – 2008– Learning Together Two – 2007 – 2010– Learning Together 2030

– Learning Together Three 2010-2013 (action plan aligned to council planning process)

• LT1 was an introduction to the HGLV and the strategy – 8 themes and 56 projects

• LT2 became a reference point for all forms of learning in Hume City with 5 key learning themes, reflecting a phases of life approach (early years, school years, adult years, older years)

• Learning Together 2030 is a 20 year strategy and is aligned to the Council Plan 2030.

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Third Generation Learning Strategy

Source: HGLV Advisory Board 2010

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EvaluationEvaluation

• The HGLV is a significant investment by Council so it is important to measure the outcomes to provide an evidence base

• HGLV Research Action Group and Hume City Council Research Department work together.

• LT2 – framework developed from the beginning. HCC Research Department work with HGLV Research Action Group. Research Department established the benchmarks and data collection source. Working party advised on the development of the KPIs, the Hume Residents survey on learning (2008 and 2010), and the HGLV members survey. Research Department conducted analysis of the data and informed Council of results.

• LT2030, Action Plan 2010-2013 – indicators streamlined by Research Department

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Activities/Infrastructure/PartnershipsActivities/Infrastructure/Partnerships• Increasing lifelong learning opportunities:

Baby First Book Bag, Best Start, Bilingual Storytelling, homework clubs, Your Tutor, Active Aging, other skill development and health promotion

• Promotion of life-long learning: –Festivals of Learning, Learning Advocate Program, Home Library Service, Research Conference, –HGLV Members and Residents Surveys–Hume Youth Commitment–Hume Early Years Partnership–Volunteer Gateway

– Learning Infrastructure–Broadmeadows schools regeneration–Community hubs, –new learning centre at Craigieburn and proposed centre at Sunbury

Recognition of learners, educators and community members Inspiring Teachers Scholarships Inspiring Story Ambassadors ITECH Challenge

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ProgressProgressLibrary Membership• 2005-2006 - 40.9%

• 2008-2009 - 51.0% (Victoria 47.7%)

HGLV Progress Report – April – June 2011 – points of interest• Library services - Bilingual Story time, Your Tutor Homework Assistance

• Volunteer Gateway Program

• IT programs and laptops

• Skills development, health promotion, events…….

Awards –Include 2005 achieving the Prime Ministers Awards for Excellence in

Community Business Partnerships

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Sample – Residents Learning SurveyViews on Hume as a “Learning Community”

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Key Findings – Participants Recommendations

“Advertise, advertise, advertise”

“Please avoid the courses which are not leading to employment. Researchers should look into perspectivejobs in short and long term and based on the research, planning for learning can be made.”

“Hume City can work on being more inclusive to the needs ofa diverse population. All groups need to be aware + encouraged to participate.”

“Newsletters in the language of the residents.”

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Key Findings – Views on Hume as a “Learning Community”

Reasons for believing Hume is NOT a “Learning Community”:

X “I don't see or hear of any evidence of it in the community. As amember of the teaching profession who has taught all over Melbourne I find this an apathetic or learning deprived community.”

X “Just setting up a library and computer labs does not constitute a 'learning community'.”

X “C'burn doesn't have many facilities so I don’t think this is achieved.”

X “I live in Greenvale and would rather a Learning Community close to home.”

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Key Performance Indicator 2008 Result

2010 Result ± %

Percentage of Hume residents aware of Hume as a learning community 38.9% 56.1% +17.2%

Percentage of the population learning for work 53.5% 60.5% +7.0%

Percentage of population participating in learning for work or employment purposes 74.3% 80.7% +6.4%

Percentage of Hume residents who are learners 87.3% 81.1% -6.2%

Percentage of residents who have volunteered in the last 12 months 34.4% 25.7% -8.7%

Percentage of residents participating in learning for enjoyment 48.5% 38.6% -9.9%

Percentage of residents participating in learning activities 65.8% 55.8% -10.0%

Participation in social and recreational learning 32.7% 21.1% -11.6%

Percentage of the community aged 55+ participating in learning activities 69.0% 51.6% -17.4%

Key Performance Indicators

•Challenges to measuring effectiveness?

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Life Cycle of Innovation for the HGLVLife Cycle of Innovation for the HGLV

Establishment Phase (LT1) 2004-2008

Governance and StructureINNOVATION GOVERNANCE AND STRUCTURE

0% 100%

Consolidation Phase (LT2) 2007-2010

Governance and StructureINNOVATION GOVERNANCE AND STRUCTURE

0% 100%

Enhancement / Sustainability Phase (LT2030) 2010-2030

Governance and StructureINNOVATION GOVERNANCE AND STRUCTURE

0% 100%

(Adapted from Wheeler 2004)

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Conclusion:Key factors in building a sustainable learning community

• An identified community need.

• Passionate entrepreneurs with vision that inspire action and build partnerships.

• Key stewardship/leadership role of local government.

• A management structure and strategies in place to support this.

• Clear performance targets and measurements.

• Communication strategy that keeps people not just informed but contributing and participating (Cara & Ranson, 1998, Wheeler, Philips et al. 2005, Waterhouse et al, 2006, Kearns, Longworth et al 2008).

• LIFELONG LEARNING….. NETWORKING……. PUBLIC SUPPORT