Lifelong Learning Plan Townsville 2013

Lifelong Learningstrategic action plan >> 2012-2014

cover image >> learn audit - tree of knowledge

The cover image stems from the concept done for the Learn Audit campaign. The artwork revolved around the tree of knowledge notion.The multitude of coloured circles and arrows flowing from this represent the variety of learning options and direction one can choose in life.

pattern >> kapok and brolgatownsville’s flora and fauna emblems

The Kapok tree is native to the Townsville region and is recognisable from its vibrant display of yellow flowers. Just like the Kapok, Townsville is a vibrant and energetic city being recognised throughout Australia.

Brolgas are gregarious creatures gathering into large flocks, which appear to be many self-contained individual groups rather than a single social unit, representative of Townsville — a community made up of a number of different groups.

Townsville – a city that values lifelong learning for its potential to build a cohesive and self-reliant community.

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

1 Lifelong Learning Strategic Action Plan 2012-2014

Contents

Introduction 2

Definitions 3

Methodology 4

About Townsville 5

Integration 6

Lifelong Learning Strategic Action Plan: Priority Areas 11

Priority Area One: Programs and Participation 12

Priority Area Two: Access and Equity 14

Priority Area Three: Partnerships and Networks 16

Priority Area Four: Advocacy 17

Implementation of the Lifelong Learning Strategic Action Plan 19

Acknowledgements 20

Related Documents 21

References 22


The Townsville City Council’s Lifelong Learning Strategic Action Plan 2012-2014 sets out council’s plan to work with the community, to improve the status and lives of people who live in Townsville. The plan is guided by the Townsville Community Plan 2010-2021 which was developed from the feedback received from consultation with the community. In addition, responses received from individuals, community organisations and service providers during the consultation phase of the development of the Learning Audit Report provided substantial foundational information for the Lifelong Learning Strategic Action Plan 2012-2014.

The Lifelong Learning Strategic Action Plan 2012-2014 provides a strategic framework to guide Townsville City Council’s work with the community to facilitate the development of Townsville as a learning community by outlining the identified priority areas of programs and participation, access and equity, advocacy, and partnerships and networks.

The focus of the Lifelong Learning Strategic Action Plan is to enable council and community to respond effectively, and in an appropriate and timely manner, to the needs and aspirations of the community, both at an organisational and community level.

Introduction

[Lifelong learning] broadens the mind, extends contact with the community.

– townsville community member, 2011


Formal learning is systematic and takes place formally as accredited courses in schools, universities and other institutions and training organisations

Informal learning is unsystematic and occurs when we learn a new skill, like knitting, in a casual and social setting.

Learning community - any city, town or village and surrounding area, that using lifelong learning as an organizing principle and social goal promotes collaboration of the civic, private, voluntary/educational sectors in the process of achieving agreed upon objectives related to the twin goals of sustainable economic development and social inclusion.(Faris and Peterson, p.17)

Learning Communities Leadership Group - a high-level reference group of Council. The group is made up of dynamic and enthusiastic community leaders from prominent education institutions and representative community organisations. The group has been established as a community forum of Council.

Lifelong learning is the ongoing and lifelong process that improves knowledge, skills and competencies within a personal, community or employment-related sphere. It is fundamental to the changes that occur in these settings. Lifelong

Learning provides the opportunity to develop skills, grow businesses, make new friends, strengthen networks and build social capital in the community.

Nonformal learning is systematic and non-accredited learning that takes place in a workplace, home or community organisation.

Social inclusion is the process of including all people in the social, economic, political and cultural system of society so that they feel valued, their differences are respected, and their basic needs are met and they can live in dignity. (Cappo 2002).

Community engagement is a term used to describe a broad range of interactions between council and the community, including consultation and communication with the community, and involving and endeavouring to understand our community.

Community-based learning is learning that occurs when a community member is enabled to learn what they want to learn from any other member of the community.

Learning Links is a register of people who are willing to share their skills with others. It is a simple, inexpensive way of learning a new skill that utilises untapped resources in the community.

Definitions


Methodology

Townsville City Council has used a multi-faceted, inclusive, community engagement methodology to inform the development of the Lifelong Learning Strategic Action Plan 2012-2014.

The objective of the methodology is to achieve rich community engagement that adheres to the Townsville City Council Community Engagement Policy, and a planning document that reflects the values and aspirations of the Townsville community.

Townsville City Council believes in, and is committed to, fostering democratic representation, social inclusion and meaningful community engagement to assist in the delivery of a high quality local government.

Townsville City Council’s Community Engagement Policy is based on the following principles:

>> provision of inclusive opportunities for informed community involvement in council’s decision making

>> ensuring that all groups in the community are provided with opportunities to engage with Townsville City Council

>> commitment to the provision of culturally appropriate processes to encourage increased

access by Aboriginal people, Torres Strait and South Sea Islander people, people from culturally and linguistically diverse backgrounds and people with disabilities, to participate in discussions about council initiatives

>> adherence to an organisational community engagement policy and framework that focuses on achieving meaningful community engagement

>> to foster a council-wide culture of community engagement

The Lifelong Learning Strategic Action Plan outlines actions that respond to the issues identified by the community and key stakeholders. The community engagement process included both broad-based and targeted engagement, and multiple techniques relevant to the target groups. A comprehensive outline of this engagement process can be found in the Learning Audit Report.


The traditional owners of the Townsville region are the Bindal and Wulgurukaba peoples, and are the first known people to have lived in the Townsville area. Captain James Cook mentioned the region in 1770. The name Townsville was created by an employee in respect to his employer Robert Towns. This was the name adopted by the Queensland Government when the township was surveyed in 1865 and declared a municipality in 1866.

Townsville is the largest city in north Queensland and has one of the fastest growing populations in the state. At 30 June 2010, the estimated resident population of Townsville was 185,768 people, and was ranked the seventh for largest growth from 2009 to 2010. Townsville’s population in 2031 is projected to be 270,500 people, which will account for 4.3 per cent of Queensland’s total population.

Townsville is located approximately halfway between the tip of Cape York and Brisbane. Our region is characterised by diverse landforms and natural environments. In the low lying coastal plain there are a number of rivers, creeks and freshwater wetlands. Hills and mountains rise out of the coastal plain, creating distinctive landmarks.

These natural habitats support a wide range of flora and fauna including: 53 mammal species; a large number of reptiles and amphibians including land snakes, estuarine crocodiles, and a diverse range of lizard and frog species; and at least 365 bird species.

Some of Townsville’s distinguishing characteristics include:

>> Townsville has one of the largest population growth areas in Queensland.

>> Employment in Townsville is significantly stronger than the national and state averages.

>> Townsville has one of the busiest regional hospitals in Queensland.

>> Townsville has the third busiest port in Queensland.

>> Economic growth in Townsville is significantly stronger than national and state averages.

>> Townsville is home to a large defence force presence.

>> Internationally recognised James Cook University is based in the city.

>> Townsville is a service and administrative centre for north Queensland.

About Townsville


Lifelong learning is one of the means by which individuals respond to changes in society. Governments throughout the world are embracing lifelong learning and providing access to informal and formal learning opportunities as a solution to social exclusion and disadvantage. Such investment in learning has been demonstrated to improve not only the individual’s ability to respond to change but also fosters social cohesion, community wellbeing and economic sustainability.

The community’s belief in the value of lifelong learning is fundamental to the identification of places and regions as learning communities

global trendsThe recognition of learning as lifelong was given international emphasis in 1973 by UNESCO (United Nations Educational Scientific and Cultural Organization) in its published report, of the International Commission on the Development of Education, entitled “Learning to Be”. This report called for a fundamental change in thinking about education with its emphasis on teaching and teachers to one that focused on “learning and learners”. It identified learning as not only formal, that is, institution centred and qualification

based but also as informal, focused on individual development throughout life.

At the same time the Organisation for Economic Cooperation and Development (OECD) promoted education through upskilling and reskilling as a means of stimulating economic growth in Europe. Following the OECD conference in Gothenburg in 1992 the concepts of “lifelong learning” and “learning communities” gained greater impetus.

The learning communities movement with its focus on lifelong learning has spread from Europe to other parts of the world including, Canada, United States, Australia and parts of Asia and Africa.

australian government Learning communities have been developing in Australia for more than ten years.

In October 1999 the Australian federal government convened the Regional Australia Summit to develop strategies to address challenges facing regional Australia. One of the themes discussed was “Education and Training in Regional Australia”. In that paper learning was emphasised as a vehicle for building community resilience and wellbeing.

Integration


Integration

This was closely followed by learning community initiatives in Victoria where the state government identified lifelong education as a key to Victoria’s prosperity. Hume Global Learning Village in Victoria, formally established in 2004, is considered a good practice example of how community needs and issues can be addressed through the provision of lifelong learning opportunities.

The Australian Government recognises the value of learning to sustainable economic development and social inclusion in many of its policies. Its vision of a socially inclusive society, is one in which all Australians, feels valued and has the opportunity to participate fully in the life of our society. Achieving this vision means that all Australians will have the resources, opportunities and capability to learn, work, engage and have a voice. The provision of learning and education is also one of the strategies the government has identified for the National Digital Economy Strategy, Closing the Gap of Indigenous Disadvantage and in its Digital Education Revolution.

queensland governmentThe Queensland Government has an emphasis on lifelong learning, education and training in a number of their strategic policy statements. Fundamental to these policies is social inclusion and the provision of access and equity. The government’s role is highlighted through formal education and training and through developing partnerships with the community on initiatives undertaken in less formal settings.

The government’s education white paper, A flying start for Queensland Children provides strategies for developing a quality education system in Queensland. Getting ready for primary and secondary education and improving the level of educational attainment and skills is central to this vision. In a Multicultural future for all of us – 2011 there is also emphasis on providing school-based initiatives for students that support the learning, social and psychological needs young people from culturally and linguistically diverse backgrounds.

To prepare preschool children for school and to develop literacy levels in the wider community the State Library of Queensland has developed a framework, Libraries for Literacy: every day, every way: 2011-2014. This strategic action plan


Integration

responds to low levels of literacy in the community. They have developed programs and services to be delivered by SLQ in partnership with Queensland public libraries and other literacy providers.

The Queensland Reconciliation Action Plan provides actions that are aligned to the Federal government’s agenda to close the gap on Indigenous disadvantage. They have provided strategies to engage Aboriginal and Torres Strait islander peoples in opportunities for learning, throughout life from early childhood to adulthood.

Skilling Queenslanders for work offers disadvantaged jobseekers customised employment and training assistance to meet their individual needs and the demands of the labour market for a skilled workforce.

Absolutely everybody, enabling Queenslanders with a disability presents strategies for developing inclusive education and accessible learning environment for Queenslanders with a disability to achieve learning goals in settings of choice from early childhood, schooling, training, higher education and beyond.

Positively Ageless, Queensland Seniors Strategy 2010-20 promotes participation, independence and mobility for seniors to re-enter, or remain in

the workforce as well as support for lower skilled workers to gain skills and confidence to enter the workforce. It also taps into the wealth of the knowledge and experience of older people by providing opportunities for seniors to volunteer in intergenerational, literacy and public programs.

local governmentIn 2005, the Australian Local Government Association, President Cr Paul Bell called for members to “encourage learning communities”. He said “A community committed to lifelong learning and capacity building can contribute to expanding commercial opportunities and offer new solutions to regional challenges.”

Local government is ideally placed to lead the development of learning communities as it has extensive knowledge of the community. It has established networks and partners and the political authority and resources to develop and sustain it. It can bring together different organisations and groups to form a cohesive group that has a common interest – lifelong learning. Council’s role is to act as the enabler in building the community’s capacity to implement opportunities for learning that will foster the development of a learning community. Many local government authorities in


Integration

Queensland have incorporated lifelong learning into their corporate plans.

townsville city councilCouncil supports the development of a learning community in Townsville through its Corporate Plan strategy to “foster the development of the city as a learning community”. Library Services has a key role in its development through its operational plan actions that:

>> Activity 3.4.1 Provide programs, services and activities to meet the learning and recreational needs of the community.

>> Activity: 3.7.16 Provide library services to meet the needs of the community.

Council has worked in partnership with organisations working within the community to develop lifelong learning opportunities that are socially inclusive and foster personal and community growth.

The Learning Communities Leadership Group is a high-level reference group, intent on providing access to learning opportunities and developing Townsville as a learning community. Since the amalgamation of Thuringowa and Townsville, this group has become a community forum of Council.

community grants and sponsorshipThrough the Community Grants program, Townsville City Council is a significant contributor to enhancing the wellbeing of our city. One way in which council supports the community is through ongoing funding for community projects, including programs and activities that provide opportunities for lifelong learning.

Community Grants and Sponsorship Scheme Snap Shot:

The Community Grants program has supported... projects/activities including:

>> Museum of Tropical Queensland (MTQ) – Community Pass Program

>> Volunteering North Queensland (VNQ) – Towards the delivery of Community Skills Workshops

>> Townsville Multicultural Support Group (TMSG) – Towards the delivery of the Cultural Outreach to Schools Program

>> Smart Futures 4 North Queensland – Towards the annual NQ Careers Expo



Community consultation has identified the themes of programs and participation, access and equity, advocacy and partnerships and networks. These identified priority areas are further detailed by strategies, actions and initiatives

Townsville City Council has developed the following four priority areas including their goals, strategies, actions and initiatives, on behalf of the local community. The implementation of the strategies will ensure that the specified goals are achieved.

The priority areas identified within this strategic action plan have been informed by targeted sector engagement for the Learning Audit Report and also by the Townsville Community Plan 2011-2021 engagement, which directs and is linked to the Townsville City Council Corporate Plan.

Lifelong Learning Strategic Action Plan:

Priority Areas

[Learning options] must be tailored to [the] existing

skills and learning abilities of participants. One size doesn’t fit all... language, disabilities and methods of learning [need to be taken] into account.



ActionEnhance the delivery of lifelong learning opportunities by investigating flexible delivery through the internet.

Initiatives

>> Undertake a scoping study to identify options and resources for web delivery of lifelong learning opportunities

>> Identify current programming opportunities for web delivery

ActionDevelop and deliver a range of lifelong learning programs that meet the needs and interests of the community.

Initiatives

>> Increase attendance at library early literacy programs that prepare children for formal learning at school.

>> Increase participation in lifelong learning programs that meet the recreational and informational learning needs of adults in the community

>> Increase participation in the learning programs, both partnered and council, that build skills in digital technology

>> Continue to support council staff by providing learning opportunities that increase their potential to make a valuable contribution to the organisation

ActionDevelop partnered, socially inclusive lifelong learning programs that meet the needs of the community

Initiatives

>> Work with local schools and community organisations to provide informal learning opportunities for young people

>> Partner with relevant organisations to provide programs that build literacy and numeracy, employability and life skills for adults.

>> Continue to expand community-based learning, through Learning Links volunteers sharing their skills with others

>> Regularly engage with organisations working in the Aboriginal and Torres Strait Islander community, disability inclusion and culturally and linguistically diverse sectors to share information so as to increase participation in lifelong learning opportunities

strategy 1 >> build the capacity of the community to participate in informal, nonformal and formal learning opportunities that meet their needs

Priority Area One:

Programs and Participation

goal >> Community members are participating in informal, nonformal and formal learning opportunities that meet their needs.


Priority Area One:

Programs and Participation

strategy 2 >> seek opportunities for grants and sponsorships to support program delivery.

ActionContribute lifelong learning programs to the Together Townsville Initiatives bank for corporate sponsorship

Initiatives

>> Review current initiatives and identify gaps in lifelong learning opportunities

>> Develop further initiatives to fill gaps

ActionInvestigate grant opportunities as they arise

Initiatives

>> Submit applications for funding lifelong learning programs

Ongoing learning keeps the mind fresh and open, challenges

work practices and encourages better understanding.



strategy 1 >> improve access to lifelong learning opportunities for disadvantaged groups.

ActionInvestigate the delivery of lifelong learning programs as outreach

Initiatives

>> Review current programming to identify opportunities for delivery of informal learning and literacy programs as outreach in community centres and through place-based community organisations.

Action:Continue to provide informal and nonformal lifelong learning programs at little or no cost through the library service

Initiatives

>> Continue to deliver nonformal and informal learning programs that meet the needs of the culturally and linguistically diverse community in developing English literacy and life skills.

>> Continue to deliver culturally appropriate learning and literacy programs at little or no cost through the library for the Aboriginal and Torres Strait Islander community

Lifelong learning happens informally all the time, it is good to be able to identify and label opportunities to

support this.– townsville community member, 2011

Priority Area Two:

Access and Equity

goal >> All members of the community have equitable access to lifelong learning opportunities.


ActionInvestigate the development of a comprehensive centralised database of learning in Townsville

Initiatives

>> Partner with the Community Information Centre, James Cook University and the Barrier Reef Institute of TAFE to scope the development of Learning Townsville

ActionReview current provision of information on community learning focussing on access and equity for everyone

Initiative

>> Undertake review

strategy 2 >> improve community access to information on learning.

You are never too old to learn, whether it is benefit personally or professionally.


Priority Area Two:

Access and Equity


ActionFacilitate the development of partnerships and networks that will enhance informal, nonformal and formal learning opportunities in Townsville

Initiatives:

>> Facilitate greater interactions with business and employer groups to identify their learning needs

>> Establish a learning and literacy reference group to work collaboratively to improve literacy and learning opportunities in the region.

>> Hold an annual learning forum for learning providers and facilitators

>> Work with partners and networks to develop an annual calendar of events

strategy 1 >> support partnerships and strengthen network relationships between organisations who value lifelong learning.

Priority Area Three:

Partnerships and Networks

goal >> Learning providers are working together to provide lifelong learning opportunities in the region.


strategy 1 >> promote the value of lifelong learning as beneficial to personal and community wellbeing and economic sustainability.ActionEngage with key stakeholders to promote lifelong learning to the community

Initiative

>> Develop an Advocacy Plan for the Learning Communities Leadership Group

ActionPromote council as a corporate role model for organisational professional development and support

Initiative:

>> Seek opportunities to market council as a corporate role model in the community and to peer bodies

ActionUndertake and support activities which promote the value of formal, nonformal and informal learning and celebrate local learners

Initiatives:

>> Celebrate the achievements and success of local people through an inspiring stories project that can spur others to learn

>> Recognise and support the value of learning through an annual festival and through annual events such as Adult Learner’s Week and Children’s Book Week

Priority Area Four:

Advocacy

goal >> Lifelong learning is valued as essential to a cohesive and self-reliant community.



The Lifelong Learning Strategic Action Plan 2012-2014 provides a framework to guide the Townsville City Council’s work with the community by outlining priority areas for lifelong learning and the development of Townsville as a learning community. This plan will be implemented over a two year period. The implementation of the plan will grow and develop partnerships with community stakeholders to support and respond to the identified priority areas. Council invites the community to be actively involved in the implementation of initiatives and projects outlined in the plan.

The initiatives outlined within this plan have been identified through the engagement process; however, these are not the only methods available to reach the goals. Council welcomes contributions and ideas from community members, groups and organisations which could assist in achieving the goals identified in the Lifelong Learning Strategic Action Plan 2012-2014. Please visit the council website at: www.townsville.qld.gov.au and provide your feedback to [email protected].

Council will annually review the progress of the initiatives outlined in this plan, the outcomes of these reviews will be recorded on the council website.

Copies of the Lifelong Learning Strategic Action Plan 2012-2014 will be available at CityLibraries branches, the Community Information Centre and council website.

Implementation of the Lifelong Learning Strategic Action Plan


The Lifelong Learning Strategic Action Plan 2012-2014 was developed from the information provided by the community through the consultation and engagement process.

Townsville City Council would like to thank and acknowledge the expertise, input, advice comments and thoughts shared by individuals, groups and organisations that assisted in the shaping and development of this strategic action plan.

Acknowledgements


related townsville city council policies>> Community Engagement Policy

>> Information Privacy Policy

>> Local Laws and Subordinate Laws

related townsville city council planning documents>> Community Plan 2011-2021

>> Corporate Plan 2009-2014

>> Townsville City Council, Learning Audit Report and Appendix

>> Aboriginal and Torres Strait Islander Strategic Action Plan 2011-2014

>> Community Safety Strategic Action Plan 2011-2014

>> Disability Inclusion Strategic Action Plan 2011-2014

>> Families Strategic Action Plan 2011-2014

>> Women’s Strategic Action Plan 2011-2014

>> Senior’s Strategic Action Plan 201-2014

>> Youth Strategic Action Plan 2011-2014

>> Multicultural Strategic Action Plan 2011-2014

>> City Plan

>> Economic Development Plan

related commonwealth legistation>> Human Rights and Equal Opportunity

Commission Act 1986

>> Aged Discrimination Act

>> Disability Discrimination Act 1992

related queensland legislation>> Queensland Government Multicultural Policy

2004

>> Local Government Act 2009

>> Queensland Anti-Discrimination Act 1991

>> Community Services (Aborigines) Act 1984

Related Documents


Australian Government, Closing the Gap on Indigenous Disadvantage: The Challenge for Australia, February 2009 http://www.fahcsia.gov.au/sa/indigenous/pubs/general/Documents/closing_the_gap/closing_the_gap.pdf

Australian Government, Australia’s Multicultural Policy, The People of Australia, <http://www.immi.gov.au/living-in-australia/a-multicultural-australia/multicultural-policy/>

Australian Government, Skills Australia, Australian Workforce Futures, A National Workforce Development Strategy, 2010, <http://www.skillsaustralia.gov.au/national-workforce-development-strategy/Australian-Workforce-Futures/documents/WWF_strategy.pdf>

Australian Government, Australian Social Inclusion Board, Breaking Cycles of Disadvantage, 2011, <http://www.socialinclusion.gov.au/sites/www.socialinclusion.gov.au/files/publications/pdf/breaking-cycles-of-disadvantage.pdf>

Australan Government, Australian Social Inclusion Board, Governance Models for Location Based Initiatives, 2011, <http://www.socialinclusion.gov.au/sites/www.socialinclusion.gov.au/files/publications/pdf/governance-models-for-locations.pdf>

Brimbank Community Learning Strategy 2010-2013, <http://www.brimbank.vic.gov.au/About_Brimbank/Governance/Council_Policies_Strategies_Plans/Council_Strategies/Brimbank_Community_Learning_Strategy_2010-2013>

European Commision, Directorate-General for Education and Culture, Implementing lifelong learning strategies in Europe: Progress report on the follow-up to the Council resolution of 2002, <http://ec.europa.eu/education/policies/2010/doc/synthesis_efta_eea_en.pdf>

Faris, R. and Peterson, W., Learning-Based Community Development: Lessons Learned For British Columbia - A Report submitted to the Ministry of Community Development, Cooperatives and Volunteers, April 2000.

Frankston City, Learning City Strategy, A Framework for Action, 2005-2007, <http://www.monash.edu.au/campuses/peninsula/news/peninsula_online/img/Learning%20City%20Strategy.pdf>

Haukka, Older Australians and the Internet, June 2011, <www.cci.edu.au/olderAustraliansInternet>

Hume Global Learning Village, Learning Together 2030, <http://www.hume.vic.gov.au/Libraries_Learning/Hume_Global_Learning_Village/About_the_Village>

Melton Shire, Community Learning Plan 2008-2010, <http://www.melton.vic.gov.au/Page/page.asp?Page_Id=86&h=0>

Queensland Government, Smart State Strategy, Queensland’s smart future, 2008-2012, <http://www.science.qld.gov.au/dsdweb/v4/apps/web/content.cfm?id=9585>

Queensland Government, A Flying Start for Queensland Children, 2011, <http://deta.qld.gov.au/initiatives/flyingstart/pdfs/white-paper.pdf>

Queensland Government, State Library of Queensland, Literacy Framework Project, Project Report, August 2011.

Queensland Government, State Library of Queensland, Libraries for Literacy, every day, every way: 2011-2014, <http://www.slq.qld.gov.au/__data/assets/pdf_file/0011/202043/Literacy_Framework_web.pdf>

Queensland Government, Office of Economic and Statistical Research, Queensland Regional Profiles, Townsville City, Based on local government area 2011, <http://statistics.oesr.qld.gov.au/qld-regional-profiles>

Queensland Government, The Queensland Government Reconciliation Action Plan 2009-2012, <http://www.reconciliation.qld.gov.au/reconciliation/reconciliation-action-plan>

Queensland Government, Queensland Skills Plan 2008, <http://training.qld.gov.au/resources/information/pdf/skills-plan-2008.pdf>

Queensland Government, Department of Communities, A multicultural future for all of us, Queensland Multicultural Policy 2011, <http://www.communities.qld.gov.au/resources/multicultural/media/queensland-mulilticultural-policy-a-multicultural-future.pdf>

Queensland Government, Department of Communities, Disability and Community Care Services, Absolutely everybody: enabling Queenslanders with a disability, 2011, <http://www.communities.qld.gov.au/resources/disability/key-projects/absolutely-everybody/absolutely-everybody-plan.pdf>

Queensland Government, Department of Communities, Positively Ageless, Queensland Seniors Strategy 2010-20, <http://www.communities.qld.gov.au/communityservices/seniors/positively-ageless-queensland-seniors-strategy-2010-20>

Werquin, Patrick, Recognising Non-Formal and Informal Learning, Outcomes, Policies and Practices, Organisation for Economic Co-Operation and Development, 2010

References

Community Safetystrategic action plan >> 2011-2014

Aboriginal and Torres Strait Islanderstrategic action plan >> 2011-2014

Arts and Culturestrategic action plan >> 2011-2014

Disability Inclusionstrategic action plan >> 2011-2014

Familiesstrategic action plan >> 2011-2014

Multiculturalstrategic action plan >> 2011-2014

Senior’sstrategic action plan >> 2011-2014

Sport and Recreationaction plan >> 2011-2014

Women’sstrategic action plan >> 2011-2014

Youthstrategic action plan >> 2011-2014

Community Strategic Action Plans2011-2014

townsville city council

Lifelong Learningstrategic action plan >> 2012-2014

Lifelong Learning Plan Townsville 2013

Education

linguistically diverse backgrounds

corporate role model

level reference group

identified priority areas

learning audit report

strategic action plan

community grants program

lifelong learning opportunities