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  Australian & the Asian Century 2013
» 96.0 KiB - 0 hits - March 7, 2013
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Asia’s rise is changing the world. This is a defining feature of the 21st century—the Asian century. These developments have profound implications for people everywhere. Asia’s extraordinary ascent has already changed the Australian economy, society and strategic environment. The scale and pace of the change still to come mean Australia is entering a truly transformative period in our history. Within only a few years, Asia will not only be the world’s largest producer of goods and services, it will also be the world’s largest consumer of them. It is already the most populous region in the world. In the future, it will also be home to the majority of the world’s middle class. The Asian century is an Australian opportunity. As the global centre of gravity shifts to our region, the tyranny of distance is being replaced by the prospects of proximity. Australia is located in the right place at the right time—in the Asian region in the Asian century.

  Australian Learning Communities Network National Conference:2012 Learning for the New Economy
» 558.9 KiB - 1 hits - February 18, 2013
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The ALCN Conference hosted by the City of Melton was held between 23 to 26th September 2012. The theme of the conference was LEARNING FOR THE NEW ECONOMY, with three key areas within this topic. The Conference was facilitated by Lisa Smith and Jason Clarke of Minds at Work. Lisa and Jason ensured the conference flowed and were instrumental in stimulating thinking and conversations around the conference themes and responses to presentations.

  Stocktake of Regional Research: 50 pieces of influential regional research October, 2012
» 716.6 KiB - 2 hits - November 15, 2012
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Since the Regional Australia Institute (RAI) was established in late 2011, many researchers and users of research in regions and government have spoken to RAI about the on-going challenge of connecting with relevant existing knowledge about regional development. The Stocktake of Regional Research is a first step in creating a long term solution to this issue. The project provides people involved in regional development with easier access to the latest knowledge. The project also supports researchers who want to see their work taken up and used for the benefit of regions to connect their insights to decision makers.

  Closing the gap-early learning programs
» 1,003.3 KiB - 0 hits - September 17, 2012
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The early years of life are the best opportunity to lay the foundations for a child’s future. By getting it right in early childhood, we plant the seeds for tomorrow’s engaged and active student, productive and skilled worker, and confident and loving parent (COAG 2009b). Investments of time and money in the early years have been shown to be far more cost-effective than investments made at any other time (Heckman & Masterov 2004; Keatsdale Pty Ltd 2003). The skills children develop as infants, toddlers and preschoolers are cumulative and form the basis for later skill development (Cunha et al. 2006). Early learning contributes to a chain of effects that either reinforces initial achievements or exacerbates initial difficulties (Stipek 2005). As a result, children enter school with marked differences in the cognitive, emotional, attention-related, self-regulatory, learning and social skills needed for success in the school environment (Murray & Harrison 2011; Raver & Knitzer 2002), and these differences are predictive of later academic success (Bowes et al. 2009; Claessens 2009; Duncan et al. 2007; Stipek 2001). Progress during the school years depends partly on early levels of functioning and partly on family socioeconomic status.

  Lifelong Learning Strategic Action Plan 2012-2014
» 1.0 MiB - 12 hits - August 22, 2012
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The Lifelong Learning Strategic Action Plan 2012-2014 recognises the importance of learning to developing a strong vibrant and economically sustainable community. The plan has been developed from a variety of engagement activities and discussions with key community representatives, organisations and community members from the community. The Learning Audit that we undertook in 2011 investigated the extent of learning facilities, services and providers in the city and identified opportunities to develop access and the provision of learning so that the community will benefit fully from learning opportunities available. Our aim through this engagement and for the coming implementation of the Lifelong Learning Strategic Action Plan is to develop true partnerships between council and community members as we strive to meet the learning needs of our community. We look forward to the journey of implementing the Lifelong Learning Strategic Action Plan 2012-2014 and development of partnerships with community stakeholders to build capacity, support and respond to current and future identified needs. Cr Jenny Hill Mayor of Townsville

  Our Cities, Our Future A national urban policy for a productive, sustainable and liveable future. 2011
» 2.9 MiB - 2 hits - August 14, 2012
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The Australian Government is committed to forging a fairer, more prosperous and resilient future for Australia and is determined that Australian cities lead the world in productivity, sustainability and liveability. As is the case internationally, Australian cities are confronted by significant long-term challenges including population growth and demographic change, climate change, increasing fuel costs and resource limitations, housing affordability, technological change, and the accelerating processes of globalisation. As concentrated centres of people and activity, cities also provide immense social and economic opportunity, as well as substantial potential to redress environmental pressures. The way in which governments plan and manage our cities therefore needs to respond effectively to these challenges whilst harnessing opportunities. This will be critical to maintaining and improving the quality of life enjoyed by our communities and to help secure the nation’s productivity into the future.

  Literacy & Learning advocacy report - July 2012
» 361.4 KiB - 6 hits - August 14, 2012
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Literacy and learning objectives are recognised as an important and emerging focus for NSLA in the vision and strategies for ‘Re-imagining Libraries 2012-2016’, agreed at the NSLA Meeting in Auckland, November 2011. Prior to the initiation of the Literacy and Learning Project in March 2011, NSLA had not explored collaborative opportunities in this area. This work package has conducted research to identify successful projects which have produced recognition and attracted funding in the literacy and learning sphere, and which exemplify best practice in current NSLA and other partnerships. In conjunction with work package 2, it provides an overview of the landscape and the key organisations in the learning and literacy sector which libraries may be able to consider for future partnership opportunities. These are the first steps in helping to define literacy and learning partnership objectives and enabling the NSLA libraries to consider and explore potential, collaborative, future opportunities in this area. The work package considers the results of cross-section research and features six case studies and examples of projects from Australia and New Zealand which have produced advocacy and attracted funding in the literature and learning sphere. This research has not been limited solely to projects based in libraries; desk research has been conducted to see if funding bodies have provided money to agencies other than libraries for literacy work, and two external case studies selected from this research. The work done by ALIA and the National Year of Reading 2012 in generating political goodwill leading to significant funding, as well as commercial and non-commercial partnerships, was originally considered as a case study for this work package. It has not been included as the evaluation of the National Year of Reading 2012 is on focussed on partnerships and the benefits to the library and literacy sector overall of working together. The NSLA Literacy and Learning Group members will be able to consider the outcomes of the National Year of Reading 2012 in relation to this work package when the evaluation report is available (expected to be October or November 2012), and will take note of any significant findings which may impact on the future work of the group.

  Who Changed Tara?
» 219.0 KiB - 3 hits - July 1, 2012
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The answer is everyone... The 'Tara whole of government engagement and capacity building process'.

  Whitlam Institute - Perspectives - April 2009
» 695.6 KiB - 2 hits - July 1, 2012
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Perspectives is a new series of essays from the Whitlam Institute. Perspectives offers respected public intellectuals an opportunity to canvass ideas and to put their views forward on the policies that would shape a better, fairer Australia. The series is designed to encourage creative, even bold, thinking and occasionally new ways of looking at the challenges of 21st Century in the hope that the enthusiasm and insights of these authors sparks further thought and debate among policy makers and across the community.

  Welfare to Work NCVER Report
» 459.8 KiB - 2 hits - July 1, 2012
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The Welfare to Work initiative aims to move people from income support to paid work. While the primary emphasis of this policy has been on getting people into jobs, many of those targeted need to undertake training in order to get sustainable employment, thus posing a new challenge to vocational education and training (VET) providers. The National Centre for Vocational Education Research (NCVER) commissioned two studies to investigate the role of VET in the Welfare to Work initiative: this report, Complex not simple: The vocational education and training pathway from welfare to work by Kate Barnett and John Spoehr, and one by John Guenther and colleagues called The role of vocational education and training in welfare to work. This report is the first of these two.

  Waterhouse - Creating synergies
» 249.5 KiB - 2 hits - July 1, 2012
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Local government facilitating learning and development through partnerships Peter Waterhouse Crina Virgona Richard Brown WORKPLACE LEARNING INITIATIVES PTY LTD

  IMPLEMENTATION PLAN FOR THE STRUCTURAL REFORM OF PUBLIC LIBRARY SERVICES IN WESTERN AUSTRALIA
» 155.4 KiB - 2 hits - July 1, 2012
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Following the publication of the report on Structural Reform of Public Library Services in Western Australia (Lunn Report) it was concluded that “there must be a reinvention of the Western Australian model for public library service delivery … [and] … there needs to be significant structural and cultural change”. The Lunn Report was released in August 2007 and was endorsed by the Joint Advisory Committee (JAC), the Library Board of Western Australia, the State Library of Western Australia (SLWA), the Western Australian Local Government Association (WALGA), and was presented to the Minister for Culture and the Arts, and the Minister for Local Government.

  Vic Community Development Directional Statement 2009-2010
» 833.4 KiB - 2 hits - July 1, 2012
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Community Development The 2009–2011 Agenda: The Department of Planning and Community Development aims to lead and support the development of liveable communities. We do so by bringing together the Victorian Government’s landuse planning and community development functions. The Community Development Group recognises the importance of helping Victorian communities to anticipate problems and opportunities, reduce vulnerability and respond and recover effectively and fairly. That’s why we focus on building resilient communities.

  Unkles - Partnerships Advancing Community Engagement Report - 1997
» 409.4 KiB - 1 hits - July 1, 2012
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A few Melbourne Rotary members decided to embrace the recommendations of the Scala report. They saw it as an opportunity to make Rotary more relevant and less focused on specific solutions, and to work more collaboratively with other community groups. It provided a chance to embed themselves in communities, better understand the complexity of local issues and use their resources—finances and networks. Scala also saw the potential for Rotary to benefit from becoming more externally focused and that, in turn, this could improve the organisation’s relevance and lead to an increased membership.

  UK Testbed learning communities V5 - Final
» 2.1 MiB - 1 hits - July 1, 2012
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Although the main focus of this review is the testbeds, they are best viewed as a member of a fast-growing family of local initiatives for skills, learning and employment, or LISLEs1 for short. These have come about as a means of improving the local delivery of mainstream services and as a way of reducing the gap between disadvantaged areas and the national average. Most of the examples here are drawn from the work of the testbeds, but there are also references to similar initiatives supported by the Neighbourhood Renewal Fund (NRF) or the Single Regeneration Budget (SRB), for example. We believe that there is a lot to be learned from the experience of these local initiatives for the way that we shape public services and promote public participation. Some of those lessons are laid out in a section of case studies.

  The Learning City
» 3.4 MiB - 2 hits - July 1, 2012
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Urban Sustainability Education and Building Toward WUF Legacy A Discussion Paper in Preparation for the WORLD URBAN FORUM 2006 Meg Holden and Sean Connelly Simon Fraser University

  Success factors for Learning Communities (UK Research)
» 31.5 KiB - 5 hits - July 1, 2012
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Increasingly, we are seeing the rise of local partnerships with a will and capacity for systematic service planning and targeted interventions, a welcome development in a field hitherto typified by haphazard and uncoordinated management. A growing number of towns and cities as well as some rural areas are adopting a whole area joined-up approach to planning and delivering learning, skills and job brokerage for all ages.

  STRENGTHENING COMMUNITIES AND REGIONS: Ideas for action.
» 70.5 KiB - 3 hits - July 1, 2012
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Communities and regions feature prominently in the National Strategy. A strong case is made that Australia’s well being as a nation in a changing world depends on making sure that communities and regions have what it takes to sustain themselves in the years ahead. While the directions of change are fundamental and pervasive, not all groups and regions will be affected in the same way. There is also a risk that some communities could find themselves marginalised by shifts in industry. Indigenous communities are particularly at risk. The future success of individuals, communities, regions and the nation will increasingly depend on high-level knowledge and transferable skills. Therefore, high quality, accessible and innovative VET that connects with the community labour market and other providers of learning services has never been more important. This message is reinforced in the National Strategy’s vision statement.

  Social Partnerships for Governance and Learning
» 138.1 KiB - 1 hits - July 1, 2012
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This paper aims to explore the social drivers underlying the emergence of the social partnership as an organisational form and to suggest a framework against which their success can be assessed. Analysis of social partnership functionality has been limited by a fuzzy terminology laden with normative overtones, a rhetoric of diffuse expectations and confusion between process and outcomes. Extant academic literature on social partnerships tends to be polarised around two opposing viewpoints: an idealised view based in trusting relationships formed through constructive dialogue and a contrasting pragmatic emphasis on power and instrumentality, allowing for little in the way of a more contextualised understanding of why social partnerships form and how effective they are in performing this role.

  Social Entrepreneurship - OCT 2009
» 4.0 MiB - 1 hits - July 1, 2012
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This Research in focus is devoted to the essence and characteristics of social entrepreneurship as a new global phenomenon, the policy objectives behind social entrepreneurship programmes and their impact on long‐term policy decisions, including in the cultural sector.

  The Lifelong Learning Strategy for Scotland
» 565.7 KiB - 2 hits - July 1, 2012
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This document sets out the Executive’s five-year strategy for lifelong learning. It seeks to consider lifelong learning provision from various perspectives. That’s because we believe lifelong learning brings benefits to the individual as well as to society; to the employed, as well as to those who employ them; to the social fabric of our society as well as to the economy. In other words, lifelong learning has an important and distinctive contribution to make to people’s wellbeing, to a more inclusive society and to a vibrant and sustainable economy.

  Schooling FULL V2 - Martin Yarnit
» 316.0 KiB - 0 hits - July 1, 2012
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Despite improvements in school results over the last 10 years, much more needs to be done to improve participation, attainment and, importantly, aspiration among the most disadvantaged. Our economic future depends upon ensuring that our whole population have the aptitudes and capabilities to cope in a changing and changeable world of work. But, as these essays highlight, the skills needed are also changing and new forms of learning and schooling need to be considered. As Michael Peters’ essay states, by the time children now entering school are ready for employment, they are likely to be engaged in a job that does not yet exist.

  Ron Faris Article on Learning communities
» 118.7 KiB - 3 hits - July 1, 2012
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In the knowledge-based economy and society a major constant is change. Market ideology in resource allocation; rapid increase in use of information and communication technologies; and the explosion of new knowledge, especially in the sciences and technologies, are three interrelated forces driving global change.

  Public Libraries & Learning Communities
» 528.4 KiB - 2 hits - July 1, 2012
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As Australia moves towards the newer globalised knowledge economy, communities in rural and regional areas are confronted by many challenges. According to Michael Gurstein this “new economy is characterised by the significance of knowledge, in the form of research and development technology, and advanced education as input component of overall economic activity” (Gurstein, 2001). He goes on further to note the characteristics of the ‘new economy’

  The Prime Ministers Statement on Skills - October 2006
» unknown - 0 hits - July 1, 2012
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Excerpts taken from THE PRIME MINISTER THE HON JOHN HOWARD MP SKILLS FOR THE FUTURE, MINISTERIAL STATEMENT TO PARLIAMENT The purpose of this statement is to announce new investments by the Australian Government towards a more skilled and dynamic workforce…..

  Perceptions of Poverty 96
» 19.9 MiB - 0 hits - July 1, 2012
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The impact of Poverty in Australia

  Pathways to Community Participation APRIL 2008
» 328.8 KiB - 0 hits - July 1, 2012
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The Communities for Children initiative sets out to “provide communities with the opportunity to identify and resolve their own issues” (1). As a result, many Communities for Children programs focus on engaging families in community activities. This paper examines the benefits of community participation for children, families and communities; then goes on to look at the challenges associated with encouraging participation in communities experiencing social exclusion. The paper provides best practice principles for service providers on building pathways to community participation. These are drawn from practitioner interviews and case studies. Most of these community participation initiatives focus on adults rather than children.

  Learning pathways within and between vocational education and training and higher education
» 412.8 KiB - 0 hits - July 1, 2012
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This project was funded as part of the national program of vocational education and training (VET) research managed by the National Centre for Vocational Education Research (NCVER) and funded by the Department of Education, Science and Training on behalf of the Australian Government and state and territory governments. One of the significant issues in vocational education and training is student pathways and how students use them to achieve their personal goals. These ‘pathways’ can be within or across sectors, as well as into and out of paid work. This study focuses on the pathways—to and fro—between VET and higher education. The magnitude of these pathways can be contested ground. However, this study is predominantly qualitative and builds on an earlier study by the same authors and published in 2005: Student traffic: Two-way movement between vocational education and training and higher education. This project draws on the experiences of 49 South Australian students who had experienced learning in both the VET and higher education sectors and who were part of that earlier study.

  NSW Learning Communities Forum
» 45.0 KiB - 1 hits - July 1, 2012
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A Powerpoint Presentation.

  New directions in European vocational education and training policy and practice.
» 862.8 KiB - 1 hits - July 1, 2012
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While Australia can be justifiably proud of its vocational education and training (VET) system, it is always worth considering what is going on internationally. Europe, in particular, has been modernising its education and training systems to make them more competitive and to help create additional and better jobs. This has involved reform across several areas, including competitiveness, social cohesion and the structure of qualifications frameworks. Many of these issues are very familiar to us.

  Mission Australia Report: Rural & Regional Australia
» 671.5 KiB - 0 hits - July 1, 2012
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The paper places this question in a framework of five major 'capitals’ – that is the environments and circumstances that can be shown to work for people and communities’ advantage.This scheme of arguing leads on to a fascinating examination of the ‘value’ inherent in their natural environment, their networks, their life transformation opportunities, their built environment, and the land and economy that provide their livelihood.

  Local Learning Plans
» 21.5 KiB - 0 hits - July 1, 2012
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David McNulty has recently been appointed as Directorof Lifelong Learning and Community Development with Walsall Council England. Previously he headed the national award winning lifelong Learning Department at Blackburn with Darwen council which serves some of the most disadvantaged communities in the UK a leader in the Learning Communities movement in United Kingdom .

  Lifelong Learning Policy Report
» 381.4 KiB - 3 hits - July 1, 2012
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The lifelong learning policy agenda has four distinguishing features: • The recognition of both informal and formal learning; • The importance of self-motivated learning; • An emphasis on self-funded learning; and • The idea that participation in learning should be universal (Section 1.1).

  Lifelong Learning - Faris 2004
» 341.9 KiB - 0 hits - July 1, 2012
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Lifelong Learning, Social Capital and Place Management in Learning Communities and Regions: a Rubic’s Cube or a Kaleidoscope? By Dr Ron Faris - Golden Horizon Ventures

  Libraries and learning communities
» 471.9 KiB - 0 hits - July 1, 2012
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THE VITAL CONTRIBUTION OF VICTORIA’S PUBLIC LIBRARIES – A RESEARCH REPORT FOR THE LIBRARY BOARD OF VICTORIA AND THE VICTORIAN PUBLIC LIBRARY NETWORK

  LEARNING CITIES - THE UNITED KINGDOM EXPERIENCE
» 53.3 KiB - 0 hits - July 1, 2012
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This paper presents some preliminary findings from work in progress, the Eurolocal project - European activities on the local and regional dimension of Lifelong Learning. Through this work the project aims to help create and reinforce Learning Regions throughout Europe and expand people’s vision to help a Region achieve its potential.

  Learning Towns to Learning Places Booklet - 2008 - Final-Low ResV2
» 1.9 MiB - 0 hits - July 1, 2012
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Victorian Learning Towns have shown that it is possible to drive, through the Adult and Community Education (ACE) sector, the development of effective community governance structures. It has done this by placing learning at the centre of all partnership building and collaborations, focused on generating sustainable solutions to identified community strengthening challenges. Learning Towns have provided a non-threatening space where organisations and individuals are able to align agendas and cohere to achieve common shared outcomes.

  Learning Communities of Place
» 109.5 KiB - 0 hits - July 1, 2012
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Faris identifies a growing body of research and literature on learning communities and cities in the emerging knowledge-based economy and society. He argues that it is important to situate the learning community of place (ie, neighbourhoods, villages, towns, cities and regions) within the confused and confusing literature on learning communities. The term “learning community” can mean a community within a classroom or educational institution, a virtual global learning community, communities of practice, or those of place. In an attempt to clarify the generic term “learning communities” Faris has situated the term as a nested concept of social/cultural learning within an expanding scale of learning environments. The nested scale covers the smallest scale (learning circles) through to those of largest or global scale (virtual global learning communities). Wheeler discusses the nested concept of social learning environments and applies it to a range of projects within Australia.

  Building learning communities: Partnerships, social capital and VET performance
» 296.5 KiB - 0 hits - July 1, 2012
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This research examines the impact of vocational education and training (VET), and its project-based activities and partnerships, on the development of sustainable communities in regional Australia. It finds that VET plays a critical role as the entry point to learning and builds considerable social and other forms of capital in regional communities. ‘Building capital’ means making the most of available resources and trying to generate more resources when required. Social capital refers to the network of relationships and skills which result from community and civic activities. This study points to new opportunities for integrating these assets into strategic regional development.

  Launch of Linked Up Lives – Centre for Work + Life
» 124.3 KiB - 0 hits - July 1, 2012
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Launch of Linked Up Lives – Centre for Work + Life University of South Australia CEDA – Adelaide 2 December 2009 Speech by Deputy Prime Minister, Julia Gillard.

  FINAL Overview report - Linked Up Lives
» 1.6 MiB - 0 hits - July 1, 2012
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The Work, Home and Community Project 2006 - 2009 CENTRE FOR WORK+LIFE University of South Australia Linked Up Lives: Putting Together Work, Home and Community in Ten Australian Suburbs Overview Report

  Extract of Deputy Prime Minister Speech
» 126.5 KiB - 0 hits - July 1, 2012
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Extract of the Deputy Prime Minister Speech

  10 Essentials To Make Australia Fair Report
» 64.8 KiB - 0 hits - July 1, 2012
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Is Australia fair? As Australia experiences a period of economic growth, what impact this change has had on fairness? There is concern around trends that challenge Australia’s ideal as the land of the fair go – for example the divide between rich and poor or ‘rich poor gap’ and the concentration of joblessness and disadvantage in ‘poverty postcodes’ in rural and outer metropolitan areas. Ongoing social problems such as homelessness, domestic violence, and the poor standard of living and health of indigenous communities are a human stain on Australia’s economic and cultural prosperity.

  Creating Better Communities:
» 665.8 KiB - 1 hits - July 1, 2012
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A Study of Social Capital Creation in Four Communities Report by Karen Healy, with assistance from Anne Hampshire, Liz Ayres, Sophie Ellwood and Natalie Mengede

  Craig Emerson Expanding Opportunity
» 195.7 KiB - 0 hits - July 1, 2012
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In the absence of a unifying philosophy, Labor in the past has sought to cobble together a rainbow alliance of special interest groups and stitch them onto a base of unionised workers. Such alliances of convenience, sharing neither common values nor a common philosophy, are inherently unstable, always likely to fray and tear at the seams, all the time appearing an odd outfit to everyday Australians.

  Melton Community Learning Plan
» 1.5 MiB - 0 hits - July 1, 2012
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It is with great pleasure that I introduce the Shire of Melton Community Learning Plan 2011-2014. This is the fi fth Community Learning Plan since Melton Shire Council’s Community Learning Board was fi rst convened in 1998. This Plan builds on the work of the previous Learning Plan 2008 - 2010 and incorporates recommendations from its evaluation completed in 2010, Towards the Next Generation Community Learning Plan.

  Community Learning Action Plan-South Aust.
» 389.2 KiB - 0 hits - July 1, 2012
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This draft Community Learning Statement is the culmination of discussions, research and wide-spread consultation with stakeholders in all parts of the State during the past two years. The need for a renewed appreciation of the outcomes of community learning was identifi ed by a Ministerial Inquiry into the skill development needs of the State, commissioned in 2003. This Inquiry examined the ways in which learning is promoted in and through the community.

  Communities & Governments in partnerships-Adams & Hess
» 469.0 KiB - 1 hits - July 1, 2012
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Presentation: • Examines the way governments have ‘organised’ their responses to the rediscovery of social capital • Not an issue covered in the social capital literature • But governance is actually a determinant of social capital formation rather than simply a benign consequence ie public sector structures, instruments, skills discourses and cultures shape social capital • Critical conceptual issue is the compatibility of the existing structural arrangements to give effect to the ideas.

  CEA 98
» 1.1 MiB - 1 hits - July 1, 2012
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Learning community by community, preparing for a knowledge-based society.

  Bookstart Program Summary
» 24.5 KiB - 1 hits - July 1, 2012
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Bookstart was an activity that had taken place in Birmingham in 1992/1993. The idea was simple – every parent takes their 9 month old child to the local health clinic for a health check, so why not use this as an opportunity to give parents a motivational pack (a Bookstart bag) containing a free book, a poster, a card used for joining the local community library etc. This initiative had been tried with 300 families and the impacts on those families were being researched by staff at Birmingham University. The intervention was producing raised levels of book/reading/language/general interest outcomes for a relatively modest input. On the ground it also fostered new links between health visitor staff and library service staff around their joint concerns re child development and family support.