1. E C E F LOGO BUSINESS LEADING COMMUNITY LEARNING PARTNERSHIPS

2. TABLE OF CONTENTS

3. INTRODUCTORY BACKGROUND E C E F LOGO This proposal outlines the process and principles underpinning an approach to developing a dynamic partnership between the business, education and community sectors. Most Australian communities, outside the central business district areas of each capital city, are made up of complex small to medium enterprise environments which can be quite fragmented and competitive. Leadership from the business sector would be most effectively provided by a local corporate enterprise that could act as a rallying point for surrounding SMEs. This would provide a role for Australia’s top 100 or so corporate leaders who could encourage the business sector investment in local young people and the existing workforce that communities urgently require.

4. TOWARDS A MORE HIGHLY SKILLED AUSTRALIA  Skill formation is the major supply/demand issue on the horizon for Australian commerce and industry  Traditional organisational frameworks and pathways for learning and transition to employment need to be challenged  Strong links are needed between business and education to meet vocational education and training needs  Corporate leadership is needed in a business landscape dominated by SMEs lacking capacity for such leadership  Education and training institutions respond more quickly to change at a local level when in partnership with business and community sectors

5. AIMS  Development of a highly skilled and more flexible workforce  Increased levels of social capital developed through strong local community partnerships  Improved awareness of transition and career issues through active involvement of all stakeholders  Broader engagement of commerce and industry in the skills formation and transition agenda  Integrated systems of vocational learning experiences incorporating service provision and holistic support  Footprints to the Future: –Strengthening pathways for learning and transition –Early engagement of disconnected and at risk people –Building community and family support structures –Expanding opportunities for full participation in social and economic make-up of communities E C E F LOGO

6. OUTCOMES  Corporate business and industry seen as ‘socially responsible community citizens’  Improved vocational skills and employability options  Greater levels of economic and transition literacy  Employment and business growth supporting regional economic development  Commitment to ongoing learning through business-community partnerships  Integrated Action Plans providing local solutions for local issues  Sustainable model of business and community working together to improve quality of life  Socially inclusive communities that respond to diverse community needs  Cross age participation in each community learning partnership

7. E C E F LOGO BUSINESS AND COMMUNITY LIFELONG LEARNING Birth to 12 Years 13 – 25 Years 25 – 85 Years Schools FoundationSkills SkillsFormation Knowledge and Skill Building TAFE Universities Childcare Pre-school Workplace Learning RTOs Neighbourhood Houses ACE

8. FOUNDATION SKILLS BIRTH TO 12 YEARS  Vocational learning experiences in the broadest sense  Discovering commerce, industry and enterprise  Understanding service to the community  Developing concepts of civics and productivity/responsibility  Moving towards matching identity with place in the community  Communication, literacy and numeracy skills

9. FROM: SCHOOLS AS COMMUNITIES TO: COMMUNITIES AS SCHOOLS Reconnecting Learners to Community “We ought to look at every community as a living classroom and help our students create new pathways to learning. The location of learning is often just as important as the size and organisation of the school. We have so much to gain by linking schools to museums, art and cultural groups, zoos, environmental centres, businesses and non-profit associations.” Secretary Richard Riley U.S. Department of Education October, 1999 At a Practical Level SMEs and community organisations host parties of small children who discover how the enterprise runs. For example: A kindy class visits a local service station for a morning. Kids watch a car raised on the hoist, exhaust system changed, wheel removed, tyre changed, etc. Kids talk with staff, ask questions, return to kindy and draw, write, discuss their findings for that week. Meanwhile, at the local bakery a year 2 class ……. etc Repeat at every year level 10 times per year.

10. SKILLS FORMATION 13 to 25 YEARS  Multiple networks of integrated workplace and community learning opportunities  Business and community working with young people on mutually beneficial enterprise projects  Identity, career aspirations and vocational education linked through specific programs with ‘real world’ taster features  Focus on employability skills formation  Development of service learning culture as part of civics programs  Multiple career pathways and transitions  Learning and employment brokerage services

11. KNOWLEDGE AND SKILL BUILDING 25 to 85 YEARS  Focus on upskilling, reskilling and utilisation of “Recognition of Prior Learning” processes  Facilitation of lifelong and lifewide learning  Just in time learning – learning for anyone, anytime, anyplace  Focus on mentoring young people – intergenerational learning  Creating opportunities and skills for positive ageing in the community  Encouraging innovation, civic entrepreneurs and social enterprises  Case management for people needing intensive support  Utilisation of best practice models

12. BUSINESS–COMMUNITY LEARNING PARTNERSHIPS CONCEPTUAL MODEL BUSINESS EDUCATION&TRAINING DRIVING CHANGE Corporate Leaders SMEs HR Networks Industry Sectors Local Government Schools Workplace Learning RTOs TAFE University Just in time training Customised to industry needs Modularised programs Recognition of prior learning Individual/group tailored Lifelong learning Just in time training Customised to industry needs Modularised programs Recognition of prior learning Individual/group tailored Lifelong learning

13. BUSINESS–COMMUNITY LEARNING PARTNERSHIPS FRAMEWORK  Education and training as the foundation for effective community and workforce transitions  Access to holistic and integrated career and transition support  Formation of local, coordinated community learning partnerships and strategic alliances  Promotion of effective and systemic ways of supporting all people  Responsiveness to the diverse needs of all people  Statistical information, data and trends for planning, policy and programming purposes

14. BUSINESS–COMMUNITY LEARNING PARTNERSHIPS ROLES  Corporate Strong leadership and co-ordination role Engaging and involving the business community Developing dynamic and sustainable communities  ECEF Policy directions and financial support Advice based on experience across Australia Networks of similar partnerships  Local Government Infrastructure support Integration into local lifelong learning networks  Education Department/TAFE Financial and program support through schools Training and certification  SME sector Workplace learning programs Mentoring  University Research, mentoring programs, interns, guest speakers

15. BUSINESS–COMMUNITY LEARNING PARTNERSHIPS GOVERNANCE STRUCTURES

16. BUSINESS–COMMUNITY LEARNING PARTNERSHIPS PROGRAM DELIVERY STAGE OUTCOMES 1. Awareness Raising Campaign  Increase business, education and community awareness  Secure commitment and involvement 2. Form Business Leaders Council  Corporate leadership of SMEs, education and community organisations  Develop regional skills and employability 3. Program design and roll out  Link existing industry, education and community networks and programs  Sharing, cooperation and collaboration in program and service delivery  Build on to industry and education specialities of region  New resource models involving public and private sectors 4. Monitoring and evaluation  Effective and sustainable operating model evaluated by UniSA School of Business and Enterprise 5. Corporate succession planning  Sustainable partnerships between major regional corporations and education and community bodies to support regional economic development

17. BUSINESS–COMMUNITY LEARNING PARTNERSHIPS PROGRAMS AND SERVICES Regional statistical information and data  Skill needs and employment shortages  Employment and unemployment statistics  School retention, further training and higher education participation rates  Database of regional networks, programs and initiatives Education and Training Programs  SACE, VET and post-school programs and bridging courses  Initial focus on adolescents and adults  Programs delivered onsite and offsite, maximising use of ICT Learning Brokerage Services  Information and counselling on education and training programs,  courses, articulation and accreditation Industry Work Experience and On-the-Job Training  ICT companies at Mawson Lakes  Business and industry in Northern Adelaide Outreach Programs and Services  Australian Science and Maths School  School of the Future  Regional learning and employment clearinghouse  Informed data for planning, policy and programming purposes Career Guidance and Advice  Online and face-to-face careers information and counselling  Flexible, non-traditional and customised education and training programs  Improved co-ordination of, and access to, education and training programs  Timely and relevant learning to anyone, anywhere, anytime  Greater skill level across the region  Improved education-industry partnerships  Industry pro-actively facilitating learning and employment pathways  Enhanced personal development and employability skills  Greater state-wide access to key education initiatives and programs  Greater awareness of education and training opportunities and pathways  Greater awareness of employment opportunities and pathways PROGRAMS AND SERVICES OUTCOMES

18. BUSINESS–COMMUNITY LEARNING PARTNERSHIPS PROGRAMS AND SERVICES Centre of Excellence in Education  Links with UniSA School of Education and Centre for Research in Education, Equity and Work  Pre- and post service “teacher” education and training  Research and development in teaching and learning methodologies, and the use of new technologies to enhance learning  Better links between the theory and practice of education for the needs of 21 st C communities  More relevant teacher preparation and professional development programs for “teachers” in the 21 st C Enterprise, Innovation and Entrepreneurship Programs  Enterprise education in schools, industry and community organisations  Grow “education as a business” by commercialising its activities  Encourage civic entrepreneurs and social enterprises  Improved levels of enterprise skills and abilities  More business start-ups and social enterprises  Strengthen regional economic and social opportunities Education Signatures  Urban environment and water management  Aboriginal and cultural heritage programs  Environmental science  Promotion of specific identity and unique features of the region  New courses marketed to state, national and overseas markets  Contribute to the economic sustainability of the region Models of Good Practice  Examples and case studies  Increased regional confidence  Demonstration of learning and employment pathway development Promotion of Lifelong Learning  Awareness of, and access to, further education and training, and higher education  Increased participation in higher education, and further education and training  Greater educational equity for all sectors of the community PROGRAMS AND SERVICES OUTCOMES

19. BUSINESS–COMMUNITY LEARNING PARTNERSHIPS COSTS – FUNDING 1.Development of the proposalECEF $20K 2.Pilot the proposal in Northern Adelaide Delfin/ECEF $60K -Co-ordination costs, PR, public meetings etc 3.Full implementation in Northern Adelaide -Office of the North ……$100kSalary/car etc -Northern Partnerships…… $50kInfrastructure, program support -ECEF…… $25kProgram support -Delfin/Lend Lease…… $25kPR, public meetings etc. $200kper annum

20. BUSINESS–COMMUNITY LEARNING PARTNERSHIPS WHY DELFIN LEND LEASE?  National company with 20 projects in various stages of development  Creating special places with a sense of belonging Fully planned communities incorporating innovative recreational, educational and employment opportunities Economic development strategies to attract new businesses and create new jobs  Mawson Lakes $1billion joint venture between Delfin Lend Lease and the SA Government Integrated community of 25,000 people that live, learn and work at Mawson Lakes  Mawson Lakes business and employment objectives Create 4,500 jobs onsite in technology related industries Create export opportunities from innovations developed Attract more than $200m of new investments onsite Partner with UniSA to leverage commercial opportunities from R&D and education services Support business ventures which produce education resources and materials Education + training = employment outcomes  Mawson Lakes regional outcomes Mawson Lakes is ideally placed to become “the CBD of Northern Adelaide” Total of 10,000 new jobs in the northern region of Adelaide, through multiplier effects

21. BUSINESS–COMMUNITY LEARNING PARTNERSHIPS WHY ECEF?