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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.
Kentish
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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.
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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]
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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.
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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
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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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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
Didnotgotoschool
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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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4.6
37.1
4.3
29.7
4.1
01020304050
Difficultyaccessingservices Otenhasdifficultyorcan'tgettoplacesneededwithtransport
ASRpe
r100
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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
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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
Kentish[14]KentishCommunityLearningPlanandStrategy
Kentish–acradleoflifelonglearningandopportunity
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.
KentishCommunityLearningPlanandStrategy[15]
Kentish
–acradleoflifelonglearningand
opp
ortunity
Men’sShed [image:DanFellows/KentishCouncil]
WHATDOWEMEANBYKENTISHLEARNERS?
AreviewofcommunitylearningplanswithinAustraliarevealedthatmanyplansdevelopstrategiesbasedgenericallyonlearningacrossthelifespan,whilesomeprovidemorespecificactionsandstrategiestargetedatagegroupswithinacommunity.
Basedontheevidencewehavecollected,anddrawingfromthecommunityconsultationsconductedthusfar,weproposethattheKentishCommunityLearningPlanandStrategyacknowledgesthatthereareparticular‘categories’or‘stages’oflearningthroughoutthelifecoursewhichprovideastrongplatformforcreatingstrategiesandactionsforlearningintheKentishmunicipality.
Identifyingeachofthesestagesallowsamoremeaningfulandtargetedapproachtounderstanding,identifyingandplanningforactionsandstrategieswhichallowtheseagegroupsspecificallyorcrossage-groupstobepursuedintheplanningprocess.
Table1belowprovidesadraftoverviewofthedifferentlifelearningstageswhicharereflectedinthedraftstrategiesprovidedlaterinthisreport.
Kentish[16]KentishCommunityLearningPlanandStrategy
Kentish–acradleoflifelonglearningandopportunity
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.
KentishCommunityLearningPlanandStrategy[17]
Kentish
–acradleoflifelonglearningand
opp
ortunity
AsshownbelowinFigure8,thefollowingprincipleshavebeendraftedtoreflectwhatwehaveheardfromthecommunityintheconsultationprocess,andwhatweknowabouttheKentishcommunityfromexistingevidence.
Figure8:UnderlyingprinciplesoftheKentishCommunityLearningPlanandStrategy
EachoftheseprinciplesshownaboveinFigure8underpinsthestrategiesandgoalsfortheKentishlearningplanpresentedinthenextsection.Thetablebelowprovidesashortoverviewofthemeaningofeachoftheseprinciples,allowingthestrategiestobeunderstood.
Kentish[18]KentishCommunityLearningPlanandStrategy
Kentish–acradleoflifelonglearningandopportunity
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.
KentishCommunityLearningPlanandStrategy[19]
Kentish
–acradleoflifelonglearningand
opp
ortunity
DEVELOPMENTOFKENTISHCOMMUNITYLEARNINGGOALSANDSTRATEGIES
ExistingevidenceaboutKentishaswellasconsultationswiththeKentishcommunityrevealedanumberofthemes,thoughtsandideaswhichcouldbeusedtoformanumberofdraftstrategiesfortheCommunityLearningPlanandStrategy.
Theseideaswerethenrefined,ensuringthattheprinciplesoftheCLP(Table2above)aswellaslifelearningstages(Table1)wereincorporatedandconsidered.Thesedraftstrategiesarepresentedbelowasadraftforconsiderationbythecouncilandtheprojectteam.
Figure9:ProcessandlayersofinformationinformingtheKentishCLP
Thissectionpresentsthekeylearningstrategiesdevelopedbytheprojectteam.ThesestrategiesconsideralltheelementsofconsultationandinformationshowninFigure9andaimtobringtogetherstrategieswhicharereflectiveoftheKentishcommunityanditscurrentstrengthsandprioritiesinordertocreateactionsanddirectionsforKentishasa‘learningcommunity’intothefuture.
Kentish[20]KentishCommunityLearningPlanandStrategy
Kentish–acradleoflifelonglearningandopportunity
HealthKitLaunch[image:DanFellows/KentishCouncil]
CommunityConsultationthroughtheArts[image:DanFellows]
KentishCommunityLearningPlanandStrategy[21]
Kentish–acradleoflifelonglearningandopportunity
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
Kentish–acradleoflifelonglearningandopportunity
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
KentishCommunityLearningPlanandStrategy[23]
Kentish–acradleoflifelonglearningandopportunity
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
[24]KentishCommunityLearningPlanandStrategy
Kentish–acradleoflifelonglearningandopportunity
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
KentishCommunityLearningPlanandStrategy[25]
Kentish–acradleoflifelonglearningandopportunity
collaborationsAccessibleinfrastructure,resourcesandservicesSocialinclusion,equityandadvocacyCommunicationand connectivity
furtherstudy Transitionsupportincludessupportcustomisedforthosewithspecialneedsandculturaldiversity
Not-for-profitandgovernmentagenciesCommunitymentors
5.Businesssectorandlocalindustryisengagedwithschoollearners
PartnershipsandcollaborationsAccessibleinfrastructure,resourcesandservicesSocialinclusion,equityandadvocacySocialandeconomiccommunityfocusFlexibleandmultiplelearningopportunities Communicationand Connectivity
Developprogramstoengagebusinessesandindustry
Communitysteeringcommittee BeaconFoundationorsimilarorganisationsBusinessesandlocalindustryServiceClubsUTASPathwaystoSuccessprojectSchools
[26]KentishCommunityLearningPlanandStrategy
Kentish–acradleoflifelonglearningandopportunity
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
KentishCommunityLearningPlanandStrategy[27]
Kentish–acradleoflifelonglearningandopportunity
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
[28]KentishCommunityLearningPlanandStrategy
Kentish–acradleoflifelonglearningandopportunity
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
KentishCommunityLearningPlanandStrategy[29]
Kentish–acradleoflifelonglearningandopportunity
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
[30]KentishCommunityLearningPlanandStrategy
Kentish–acradleoflifelonglearningandopportunity
SocialandeconomiccommunityfocusFlexibleandmultiplelearningopportunitiesSocialinclusion,equityandadvocacyCommunicationandconnectivity
Developprogramstoengagebusinessesandindustry
UTASPathwaystoSuccessproject
3.Engagelocalindustry,communitygroupsandvolunteerorganisationstoidentify,exposeandprovideskillsusedinthecommunity
SocialandeconomiccommunityfocusCommunicationandconnectivity
Auditofskills,identifylearningneedsandpromotelearningopportunitiesthatmeetlocalandregionalemploymentandcommunityneedsProvideskillsettrainingtomeetbusinessneeds
CommunitysteeringcommitteeCommunitygroupsEducationprovidersBusinessesandlocalindustryServiceClubsTasTAFE,otherRTOsandlocalbusinesses
4.Recogniseandpromotetransferableandgenericskillsdevelopedthroughparticipationincommunityspacesandworkplaces
RewardandrecogniselearningSocialandeconomiccommunityfocus
Engagingindividuals,communitygroupsandbusinessesandindustrytoidentifyandrecognisethelearningthathappensintheirgroupandattheir
CommunitysteeringcommitteeBusinessesandlocalindustryCommunityclubs,groupsandeventorganisersEducationproviders
KentishCommunityLearningPlanandStrategy[31]
Kentish–acradleoflifelonglearningandopportunity
CommunicationandconnectivityFlexibleandmultiplelearningopportunitiesSocialinclusion,equityandadvocacyPartnershipsandcollaborationsAccessibleinfrastructure,resourcesandservices
eventsorworkplaceincludingsportingteamsandothervolunteeringPublicisetransferableandgenericskillsneededinemploymentandcommunityspheres
5.Buildcommunication,literacy,numeracy,andothergenerictransferableskills
CommunicationandConnectivityFlexibleandmultiplelearningopportunitiesSocialinclusion,equityandadvocacyPartnershipsandcollaborationsAccessibleinfrastructure,resourcesandservices
Engageandsupportcommunitygroupstobuildcommunication,literacy,numeracy,andothergenerictransferableskillsEncouragebusinessandindustrytoupskillworkforceincommunication,literacy,numeracyandothergenerictransferableskills
LINCCommunitygroupsBusinessandindustryEducationprovidersNot-for-profitandgovernmentagencies
[32]KentishCommunityLearningPlanandStrategy
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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.
KentishCommunityLearningPlanandStrategy[33]
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–acradleoflifelonglearningand
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WHERETOFROMHERE?
ThisreportoutlinesthedevelopmentandpresentationofthefirstKentishCommunityLearningPlanandStrategy.
BasedonstagedstakeholderandcommunityconsultationsundertakensinceFebruary2016,theplanacknowledgesthelocalcontextanddemographyoftheKentishmunicipalityandconsiderstheuniqueandcomplexnatureoflifelonglearninganditsvaluefordifferentindividualsandthecommunity.
Inparticular,itrecognisesthatwordssuchaseducationandlearningcanhavenegativeconnotations,thereforetheplanneedstotakeastrengths-basedapproachtolearningacrossthelifecoursewhichcanbebothformalandinformal.
ThegoalsandstrategiespresentedwithinthisreportprovideasolidfoundationtowardsaddressinglifelonglearningopportunitieswithintheKentishcommunity,includingsupportingandconsolidatingexistingareasofstrengthaswellaslookingtonewareasofexpansiontoaddressneeds.
Fromhere,thereisworktobedonebeyond2016inpromotingtheplantothecommunity,enactingandleadingdevelopmentandactionaroundstrategiesandgoals,andcreatingcollaborationandpartnershipsthatwillassistinachievingthisplanandseeingitsgrowthoverthecomingyears.
[34]KentishCommunityLearningPlanandStrategy
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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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–acradleoflifelonglearningand
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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
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Kentish–acradleoflifelonglearningandopportunity
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
KentishCommunityLearningPlanandStrategy[37]
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–acradleoflifelonglearningand
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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.
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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
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–acradleoflifelonglearningand
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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%
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Kenmsh Tasmania Australia
0.9% 1.3%6.5% 6.7%
25.2%
59.3%
0%10%20%30%40%50%60%70%
PostgraduateDegreeLevel
GraduateDiplomaandGraduateCermficate
Level
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CermficateLevel
Noqualificamon
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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%
Kenmsh Tasmania Australia
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–acradleoflifelonglearningand
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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%
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Kenmsh Tasmania Australia
23.8%20.8%
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40%
Percen
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Kenmsh Tasmania Australia
[42]KentishCommunityLearningPlanandStrategy
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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
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4.3
29.7
4.1
01020304050
Difficultyaccessingservices Orenhasdifficultyorcan'tgettoplacesneededwithtransport
ASRpe
r100
Kenmsh Tasmania Australia
71.2% 72.8%79.4%
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Kenmsh Tasmania Australia
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–acradleoflifelonglearningand
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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%
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work
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mme
Unemployedseekingpart-
mme
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Kenmsh Tasmania Australia
43.3%39.5%
35.0%
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10%
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50%
Kenmsh Tasmania Australia
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tage
7.4%
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1%
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4%
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8%
Kenmsh Tasmania Australia
Percen
tage
a) b)
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Datasource:ABSCensusofPopulationandHousing,2011
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%
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KentishCommunityLearningPlanandStrategy[45]
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–acradleoflifelonglearningand
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Datasource:ABSCensusofPopulationandHousing,2011
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%
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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%
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Inwardcommuters%oflocalworkforce Outwardcommuters%oflocalworkingresidents
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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%
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Live&workinKenmsh
Inwardcommuters Totalworkforce Outwardcommuters
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KentishCommunityLearningPlanandStrategy[47]
Kentish
–acradleoflifelonglearningand
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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%
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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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Kenmsh Tasmania Australia
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–acradleoflifelonglearningand
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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
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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.
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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
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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.
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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
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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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