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1 Online Form Submission Title: The Bays Precinct Living-Learning Strategy Details: The NSW State Government s initiative is aimed at realising lifelong learning for both young people and adults as a central principle towards building a knowledge-based economy and community through a specific project, the Bays Precinct. Generally in the area of lifelong learning, there is a leaking pipeline of skills and knowledge for people over their lifetime coupled with a lack of realisation of the significance of this issue for the community to continue learning from the cradle to the grave. With this initiative, the NSW Government is to be commended for providing a potential opportunity to shape a learning community from the ground up, based on learning that connects and influences people, living and working together within an urban context. The project demonstrates the value of learners as individuals and together, the investment in learning and the development of learning resources, when people learn together. This paper attempts to operationalise the Bays Living-Learning concept into a strategy that is implementable. The Bays Precinct (BP) begs for a re-conceptualisation of what is meant by a learning community. The vision is to create living-learning communities (aligned to each other) that enhance the experience of BP s residents and employees through opportunities for everyday learning, creative expression, vocational and experiential learning, ethical community leadership and service as well as formal education within their own living environments. Secondly, to cultivate multi-faceted learning communities that value individual and collective diversity in learning; willingness to enhance learning through partnerships as well as life and career transitions and personal growth while fostering responsible citizenship. People learn best when their physical, mental, emotional, and other needs are met, but most local communities rarely have the time and resources available to meet those needs. It is envisaged that if the Bays Precinct can find a way to engage all residents, employees, families it is more likely to succeed. HOW IS THIS REALISED? A living-learning strategy is realised by establishing a set of relationships and partnerships that connect existing and potential community-learning territories e.g. existing schools, family, employers; government, business, NGOs, community centres, politicians & locals). The CBPR approach will facilitate researchers engagement with participants directly on the way forward for intervention and implementation. The following themes outline the proposed community planning and outcomes of this project: a) Community-based needs analysis from a 360 degree perspective of diverse stakeholders b) Encouraging ownership from within the community c) Giving voice to the community d) Gaining commitment from the key stakeholders e) Addressing progress and challenges as the strategy unfolds

2 The Bays Precinct Living-Learning Strategy Professor Ann M. Brewer 2015 The University of Sydney Copyright

3 Table of Contents VISION... 3 How is this realised?... 3 The Bay s Learning Mission and Core values... 4 Key Objectives of learning in the Bay... 4 LEARNING GOVERNANCE... 6 STRATEGIC IMPLEMENTATION Internal Capacity... 7 Project Method Linking Agents External Resources... 8 Governance Implementation of Bay learning strategy... 8 KEY PERFORMANCE INDICATORS... 9 Participation:... 9 Action... 9 STRATEGIC OUTCOME... 9 Performance... 9 Action STRATEGIC OUTCOME Enablers Public Profile of BP s Living-learning strategy Action STRATEGIC OUTCOME People Action STRATEGIC OUTCOME Governance and management Action STRATEGIC OUTCOME Resource strategy Action STRATEGIC OUTCOME RISKS Funding & Revenue Related Risks Quality Related Risks Expense Related Risks

4 Schedule Related Risks Risk Mitigation

5 VISION The NSW State Government s initiative is aimed at realising lifelong learning for both young people and adults as a central principle towards building a knowledge-based economy and community through a specific project, the Bays Precinct. Generally in the area of lifelong learning, there is a leaking pipeline of skills and knowledge for people over their lifetime coupled with a lack of realisation of the significance of this issue for the community to continue learning from the cradle to the grave. With this initiative, the NSW Government is to be commended for providing a potential opportunity to shape a learning community from the ground up, based on learning that connects and influences people, living and working together within an urban context. The project demonstrates the value of learners as individuals and together, the investment in learning and the development of learning resources, when people learn together. This paper attempts to operationalise the Bays Living-Learning concept into a strategy that is implementable. The Bays Precinct (BP) begs for a re-conceptualisation of what is meant by a learning community. The vision is to create living-learning communities (aligned to each other) that enhance the experience of BP s residents and employees through opportunities for everyday learning, creative expression, vocational and experiential learning, ethical community leadership and service as well as formal education within their own living environments. Secondly, to cultivate multi-faceted learning communities that value individual and collective diversity in learning; willingness to enhance learning through partnerships as well as life and career transitions and personal growth while fostering responsible citizenship. People learn best when their physical, mental, emotional, and other needs are met, but most local communities rarely have the time and resources available to meet those needs. It is envisaged that if the Bays Precinct can find a way to engage all residents, employees, families it is more likely to succeed. HOW IS THIS REALISED? A living-learning strategy is realised by establishing a set of relationships and partnerships that connect existing and potential community-learning territories e.g. existing schools, family, employers; government, business, NGOs, community centres, politicians & locals). The CBPR approach will facilitate researchers engagement with participants directly on the way forward for intervention and implementation. The following themes outline the proposed community planning and outcomes of this project: a) Community-based needs analysis from a 360 degree perspective of diverse stakeholders; b) Encouraging ownership from within the community; c) Giving voice to the community; d) Gaining commitment from the key stakeholders; and e) Addressing progress and challenges as the strategy unfolds. 3

6 THE BAY S LEARNING MISSION AND CORE VALUES The BP strategy is committed to maximising opportunities for every person, their families and communities, living and working within the precinct through learning, research, training and development as well as relevant advocacy by various providers working together. The living-learning strategy values equity and accessibility, integrity, collegiality, respect, intellectual rigour, innovation and transformation as well as social responsibility and justice. KEY OBJECTIVES OF LEARNING IN THE BAY 1. Ensure that every person is accessing learning of some form, regardless of a. gender b. age c. socio-economic, political or d. cultural identity 2. Focus of Bay Learning includes a. 0-5, early schooling, mid-schooling, senior schooling, b. tertiary learning, c. vocational competence for transitioning to work and reskilling d. entrepreneurial learning for running a business: start-up; rekindling, e. innovative learning f. professional learning, g. career transitioning to new beginnings including pre and post retirement learning h. inter-generational learning e.g. mentoring,including reverse mentoring i. multi-cultural competence (learning) 3. The Bay Lifelong Learning Strategy becomes a community learning model for the Bays and one that can be emulated by other communities: local and international. 4. The Bay s Learning Hub embedded in every aspect of a multi-functional polis of the Bays given that it is proximate to:- a. UTS, Notre Dame, University of Sydney, TAFE Ultimo, schools plus private educational providers, community education providers as well as CBD where most Australian institutions have learning programs and facilities. b. international students, international hotels and creative arts centres. 5. Achieves a measurable increase in accessibility to learning compared to other areas of similar demographic profile. 6. Discover new and surprising opportunities to learn through self-direction:- a. over the course of their life cycle b. through their participation in their proximate community and environs e.g. environmental science through proximity to fish markets; agricultural and food science through proximity to fish markets, and c. by developing new habits and opportunities that influence learning and growth. 4

7 7. Initiate a new lifelong learning approach from the grass roots upwards, not a top down national or state approach based on a combination of actors/agents. 8. Develop links between cultural participation and learning so that the division for learning for work or school is blurred. e.g. An art gallery in addition to exhibiting may also engage in learning about visual arts as well as in disciplines not obviously connected to the arts e.g. anthropology e.g. A boulangerie conducts classes on baking bread and also the science of fermentation. e.g. A café conducts classes on coffee making. e.g. A Thai restaurant runs conversation classes over dinner e.g. introducing children to ancient skills and crafts e.g. ship building, stone masonry, aqua culture e.g. hydroponics, fish farming; and e.g. interfaith centres and others with open access to non-practising members. 9. Develop and share learning resources, readily accessible to all e.g. art centres acting like libraries, where people of all ages drop in to paint a picture or make a sculpture, or swap a recipe or listen to an elder about advice on parenting or studio spaces for hire men s sheds via a social club fee; and e.g. provision of WIFI and other learning resources/tools. 10. Promote EDU-businesses: start-ups or converting leisure interests into commercial realities a. New businesses need to ensure that their establishment contributes to the active learning life of the Bays as a social responsibility 5

8 VALUES: ACCESS AND EQUITY; SOCIAL INCLUSIVITY AND DIVERSITY; TRANSFORMATIVE; SOCIALLY RESPONSIBLE; FLEXIBLE Delivered b Delivered by In participation FORMAL EDUCATION LIVING-LEARNING A GLANCE LEARNING GOVERNANCE PRESCHOOL SCHOOL PATHWAY HIGHER EDUCATION with CERTIFIED AWARD EARLY CHILDHOOD primary secondary senior TAFE pathway University or Private College TRAINING & DEVELOPMENT VOCATIONAL & PROFESSIONAL TAFE EMPLOYER OFFERED PROFESSIONAL & INDUSTRY ASSOCIATIONS UNDER GRADUATE POST GRADUATE COMMERCIAL T&D VARIOUS PROVIDERS:- Public Private NFP Partnership Mergers Alliances KEY STAKEHOLDERS: Citizens Students Parents Providers of services Government Business Community groups NON AWARD INFORMAL AND JUST-IN-TIME LEARNING for lifelong learning: All age groups Learning resources for open access, for hire e.g. art rooms, Collaborative computer access, libraries, men s sheds Skills based- vocational and personal Cultural participation Community centred Local businesses offer learning opportunities e.g. bread making, language learning INSTITUTE OF IDEAS FOR LIVING-LEARNING R&D Public fora for community conversations Issues inquiry ETC 6

9 STRATEGIC IMPLEMENTATION Implementation is considered from three perspectives: 1. Internal capacity 2. Linking agents and 3. External resources. 1. INTERNAL CAPACITY: Government, community and researchers co-ordinating teams involved in learning strategy development and evaluation. This is where the living-learning strategy is implemented. HOW? This is achieved through action-research, i.e. learning while doing, derived from the experience of those from within and outside, shaping and implementing the strategy together. Action-research provides flexibility to make any adjustments as the interventions proceed, based on feedback from the community, observations and actual experience. This process leads to strengthening the credibility of the project as well as a greater sense of ownership and trust; especially when issues become sensitive, competitive or overly politicised. Also the project implementers (community members, sponsors, managers, implementers, researchers) are introduced to the local theories and these are checked and reciprocated by insights gained from the community against the researchers assumptions and processes of learning, both informal and formal. Another important consideration is that this process is aimed at including the voices and participation of minority and disadvantaged sub-groups (cultural, gender, socioeconomic status), throughout the different stages of the research (planning, recruitment, conducting the activity, coming up with solutions and applying them, to finally reaching sustainability) in partnership with the managers of the learning projects. For those charged with the responsibility of overseeing implementation, this gives them better and wider understandings of the social and cultural dynamics of the living-learning strategy. An interactive participatory process between the community members and the external implementers contributes significantly to building trust and rapport, due 7

10 to the sharing of information and decisions from the outset. Members entering the community from government, universities and other institutions are not there to colonise by imposing given ideas or results (especially where outsiders may be regarded as having hidden agendas). The richness of information and data (both quantitative and qualitative) also means a more realistic approach to strategy development and more effective implementation with less resistance and greater stakeholder buy in and energy from all. PROJECT METHOD This approach would include: a. An on-line survey measuring individual-level data to describe people s understanding and expectations about learning and their level of engagement in the proposed project b. Confidential interviews with representative stakeholders drawn from a vertically integrated slice of the intersecting segments in the community as well as others from a range of institutions c. A critical incident analysis completed in a community-wider search conference to capture interaction within different segments of learners, geographical groupings and to reflect on the community wide survey d. Learning diaries especially for active retirees and others in transition e. An inventory of communication and information technologies and available infrastructure f. An inventory of geographical locations within the Bays Precinct and learning opportunities within these sub-precincts g. Systematic content analysis of current policies relevant to the Bays Precinct and the residents and employees h. Identifying community informants and influentials. 2. LINKING AGENTS: key intermediaries (e.g. government) who are accountable for developing the linkages between community, Local and State government agencies together with private providers etc. Linking agents are responsible for sustaining these connections. 3. EXTERNAL RESOURCES: sources, services, capacity and means from inside and outside the Bay s Precinct. GOVERNANCE IMPLEMENTATION OF BAY LEARNING STRATEGY Governance could be demonstrated by:- 1. Establishing a governance council (e.g. a NFP Board) to a. oversee the living-learning strategy; provide steerage and co-ordination of actions; b. aligned strategies e.g. risk; media and PR; financial, learning and research. 2. Ensuring a collaborative approach based on mission and values statement (above). 3. Overseeing the design of learning elements into a bay-led community experience as well as curricula, programs and services for the different objectives (listed above), defined around several key pillars from health and fitness awareness to building small business enterprise, providing work experience. 4. Establish a Living-Learning Charter. 8

11 KEY PERFORMANCE INDICATORS PARTICIPATION: BP participants engage and share regularly in informal learning and formal programs that are aligned to and reflect the quality and interests of their needs. Success will be achieved when programs, services and facilities are appealing, relevant and convenient and cater for the constantly changing requirements of participants, current and prospective. Measurement will be by: Quality of programs in comparison to other acknowledged benchmarks. Participation levels at various stages in the life cycle: school through to active retirement as well as identified low participation groups including low SES, culturally diverse, and women. Participation levels against industry benchmarks and annual participation objectives. Level of participant satisfaction and the valuing of lifelong and adult learning. ACTION Ensure the provision of first class programs, services and facilities that increase participation and support quality learning and development. Ensure that services and programs are appealing, relevant and challenging catering for the constantly changing requirements of BP and the wider community. In consultation with stakeholder groups, develop new programs and promotional strategies to target potential participants. Introduce client service strategies and best practice event management systems. Develop integrated web-based communication systems to promote, recruit and communicate more effectively with participants across all programs, services and activities. Appoint CEO of the living-learning strategy who engages within the BP s relevant committees and groups to promote the benefit of lifelong learning and support as required by BP. STRATEGIC OUTCOME Programs and promotions are effective in reaching identified groups and achieving appropriate participation. Continuous improvement is embedded in all programs and services and participation targets are consistently being achieved. Regular feedback and follow up is completed across all programs, services and improvements undertaken to increase participation. A comprehensive database is maintained and participant data is captured and maintained from pre-enrolment through to multiple enrolments in programs & services (sounds big brother but important for success) PERFORMANCE BP participants achieve their learning outcomes and utilise this to their advantage e.g. career promotion/change of direction; next step; their satisfaction; and that this is reflected in all aspects of BP s offerings and programming. 9

12 Success will be achieved when BP is recognised as the leading provider of living-learning in Australia and attracts both local and international participants. Measurement will be by: Number of participants in programs. Perception survey is completed by almost all participants. Quality of staff and presenters performance and conduct. Appropriate policy and procedures are in place to support all programs and services Funding and revenue levels strengthen, annually. ACTION Expand the high value programs and programs with recurring high enrolments. Develop new programs and services as required to meet demand and anticipated demand. Develop business plan to operationalise strategic plan especially in identifying participant segments and core areas e.g. business, IT, management, leadership, coaching, humanities, pathways, community-based learning for school students. Ensure that a relevant BP promotional (living-learning) strategy is developed, refreshed and effectively implemented. Ensure appropriate policy and procedures are in place to support programs and services Provide a comprehensive strategy for attracting presenters and ensure high quality outcomes. Conduct participant surveys, quality audits and similar. STRATEGIC OUTCOME Program and services are in place to ensure that the number of enrolments is continuously increasing in all targeted segments. Policy and procedures are consistently reviewed and improved and are considered best practice. Professionalism of staff and presenters is continuously improving. Increased partnerships lead to increasing ROI. ENABLERS PUBLIC PROFILE OF BP S LIVING-LEARNING STRATEGY The profile of BP, the opportunities for participation and the quality of its programs enhance the reputation of the BP. Success will be achieved when the benefits of BP s programs, the performances of delivery processes are acknowledged; outcomes feature prominently in relevant strategic documents and promotional material and are profiled extensively in the media. Measurement will be by: Participant satisfaction and perception surveys on the quality of programs and services. Level of media coverage to raise awareness. Level of BP s community alumni involvement in events Level of information about BP featured in international media. The level of ongoing BP research and academic activities International interest from other governments, communities and researchers. ACTION Liaise with universities and providers to ensure that BP supports values around learning and research. 10

13 Actively strategise for external media coverage of BP. Improve the presentation and brand awareness of BP programs, merchandising as appropriate and promotions. Represent BP whenever and wherever possible, local, regional and international by government representatives, researchers, businesses, community, and through institutions. STRATEGIC OUTCOME A consistent BP brand has been established and that recognition and awareness is high. The Living-learning strategy is an aligned brand to BP s. BP events are held regularly, promoted and managed professionally and are well attended. Sydney s strategic documents and promotional material feature BP s programs and activities extensively. Programs and events are regularly featured in external media and University promotional material. BP s academic and research activity has been identified and undertaken. PEOPLE Quality staff and volunteers are attracted to BP by BP s positive learning culture and opportunities for successful learning outcomes. Success will be achieved when BP attracts and retains qualified and committed people who embrace the values of professionalism, community focus in every sense, leadership, continuous improvement, integrity and teamwork to achieve robust implementation of the living-learning strategy. Measurement will be by: Ongoing and regular BP feedback on programs, services, staff and presenters. Individual performance appraisal and peer review of staff involved in its implementation. Level of staff satisfaction, engagement and retention with the strategy. Percentage of staff engaged in professional development and ongoing learning. ACTION Develop a Living-Learning Charter that enhances the reputation of BP s living-learning strategy to meet the demands of the broad range of participants Develop staffing and volunteering plan to ensure that the staffing (including presenters, volunteers) resources are allocated in line with the strategic and operational plans. Increase learning and leadership development opportunities for permanent staff to increase engagement and retention. Ensure the appointment of quality frontline staff and volunteers to ensure a consistent community experience. Develop and implement HR systems to recruit train and retain staff and presenters Develop a strategy for identifying and retaining high performing and qualified presenters. Develop and implement a BP Community Alumni Support Program for BP. STRATEGIC OUTCOME The Living-Learning Charter is developed and staff performance and conducts reflects values and best practice. Performance appraisal is measured against the Charter. BP s resources are in place to ensure strategic objectives are supported. Performance development reviews are taking place annually and professional development opportunities provided. 11

14 Consistent appointment, orientation, learning and professional development processes in place to ensure a positive and supportive work and learning culture. Adequate numbers of qualified and appropriately presenters are contracted to deliver programs to meet demand. BP Boards are consistently refreshed with competent and committed participants. GOVERNANCE AND MANAGEMENT That the BP Living-Learning strategy is governed and managed effectively at all levels and is successful in achieving its strategic goals. Success will be achieved when BP is governed and managed according to industry best practice, financial and strategic objectives are regularly achieved and positive stakeholder relationships are managed effectively. Measurement will be by: Financial and strategic performance. High quality annual and regular reporting. Stakeholder satisfaction with BP programs, services and activities. Improved levels of learning through skills and knowledge gained. Documented management systems and archival material. ACTION Ensure that the Board is effective in championing the living-learning strategy within their networks, and working parties operate effectively. Sustain professionalism through improved communication and management systems and the appointment of professional staff to support strategic development. Develop operational, unit and individual works plans in line with the strategic plan and embed continuous improvement systems. Ensure reporting and compliance with BP policy and practices and other regulations. STRATEGIC OUTCOME Board members actively participate in decision making and are influential and engaged at a range of levels. Board sub committees operating effectively. BP living-learning plans and service agreements are in place and are professionally managed, successful, and sustainable. Service Agreements are confirmed with clients and service levels reviewed annually. Long term educational, operational and financial objectives are met. Annual and regular reporting is open and accountable. Policies and procedures are regularly reviewed and improved. Legislation and regulations have been reviewed and updated. RESOURCE STRATEGY Funding/revenue is sufficient to ensure the provision of quality programs, support participation and encourages a wider participation from the community. Success will be achieved when BP has realised and increased financial and resource sustainability. Measurement will be by: Level of funding, grants, sponsorships Other commercial activity and income. 12

15 Quality of facilities, level of access and improvements. Number of external partnerships and the value of relationships. ACTION In collaboration with other BP agencies, ensure that learning infrastructure and facilities are provided, maintained and continuously developed. Ensure ongoing revenue streams and reduce the impact of depreciation and maintenance costs on the annual operating budget. Ensure business planning and budgeting processes effectively increase returns on programs, facility use and commercial activity to broaden the revenue base. Develop partnerships and proposals with private, state and local government. STRATEGIC OUTCOME Business Plan implemented resulting in increased commercial activity. Annual budgeting and planning processes increase returns on established and new programs and services. RISKS FUNDING & REVENUE RELATED RISKS a. Overly- dependent on additional funding sources QUALITY RELATED RISKS b. Poor strategy, program development and delivery process c. Poor client service d. Low quality materials e. Poor staff quality and morale f. Inadequate learning infrastructure and processes g. Poor/unattractive strategy h. All schedule-related risks associated with project EXPENSE RELATED RISKS i. Material costs increased j. High rework expense k. Increased salaries l. Increased benefit costs m. Increased taxation etc. n. Increased utility rates SCHEDULE RELATED RISKS o. Systems failure to meet learners needs p. Late delivery of infrastructure, facilities and materials, q. Poor quality infrastructure especially learning venues r. Slow response to marketing campaign s. Lack of Business Continuity across all systems and infrastructure. RISK MITIGATION 1. Business continuity plan in place 2. Ensure outcome is solvent. 3. All other risk mitigation strategies, conversant with living-learning community. 13