Topic 5.2 Consulting the people and providing for learning
Developed by Professor Norman Longworth (Napier University, Edinburgh) and Professor Ingunn Sandaker (Akershus University College, Norway)
Topic Description
This topic deals with several issues connected to the development of a learning community. Consultation with the community is an important step in keeping people informed about the issues and challenges that 21st century life throws up, and in involving them in the development of their own community. The first 2 lessons therefore deal with this in a creative way. After an initial; discussion on the methods and characteristics of a good community consultation, participants are asked to develop their own consultation on a topic of their own choosing. In this way they learn by doing and are able to rectify their mistakes through analysis of their results.. The second lesson presents a Case Study of Dublin, which has recently completed a city-wide consultation exercise on development issues.
The topic continues with an analysis of the change agents that are leading to the development of new learning communities. The Case Study of Mawson Lakes, a small community to the North of Adelaide which is one of the world’s most advanced examples of a learning community in action, is discussed and presented, and the rationale behind its transformation is given as an exercise for the participants to complete.
The provision of lifelong learning facilities in a community is the subject of the next lesson. Beijing is working on the development of a multi-stakeholder lifelong learning facility for a community of 800,000 people in one section of the city, and the difficulties and opportunities that this presents are discussed.
Lastly learning festivals are increasingly being used to switch people back into the fun of learning. The last lesson gives an example of such a festival in Japan and invites participants in the course to develop their own blueprint for a learning festival in their own city.
Topic Objectives
The major objectives of this topics are as followa
a)to introduce learners to an understanding of the processes involved in consultation in the community
b)to provide a case study that will highlight these process in action
c)to allow learners to exercise judgement over the features of a learning community that affect citizens and about which they will be consulted
d)to develop a case study on the ;provision of a lifelong learning facility in a city neighbourhood in Beijing
e)to explore how learning festivals can help revitalise communities and create a demand for learning
f)to construct a learning festival outline for the city.
Target Audiences
There are a variety of target audiences for this topic.
Initially there are the local governmentprofessionals, elected representatives and decision-makers who will need to see the importance of community learning as agenerator of wealth and stability.
Secondly there are those who work in the community itself to help people adjust to a changing world.
Thirdly there are the workers in the local authority community centres that bring learning to the people in their own locality.
Fourthly, there are those members ofthe community, workers, educators and volunteers, who exist to activate and enlargethe educational processin ways that re not always in the book - Parents, Guardians, Doctors, Lawyers, Counsellors, Councillors, Scout and Guide leaders, Political and Religious Leaders andmany others.
However,some of the lessons will benefit everyone who is interested in the processes by which the learningcity achieve wealth creation, social stability, andpersonal development. All of thesecan profit from the seminars this topic generates.
Notes for Learning Leaders
1. The lessons in this topic can be taught sequentially orcan be mixed and matched to suit the audience. Equally lessons from other topics within the module – or indeed the whole course, can be added where they fit.
2. This is aLearning topic. Ownership of the learning has been passed to the learner with the learning leader as a facilitator of that learning, drawing uponthe experience, creativity and imagination of the learner to better understand the subject matter. Learning Leaders are encouraged to read the notes on methodology in the course notes.
3. Learning Leaders are provided with
a) For each topic and lesson, a description of itscontent and purpose
b) for each lesson, a toolkit containingquestionnaires, visual aids, charts, diagrams, papers, quotations, presentations etc to help with the presentation of thesubject matter.
c)For each lesson, A set of guidelinesand suggestions on how to use these materials
d)objectives for each topicand lesson
4. LearningLeaders wishing to update themselves on the subject matter of this topic will find the following references useful.
Chapters 2 and 8 of ‘Lifelong Learning – New Vision, New Implications,New
Roles’ by Longworth and Davies, (Taylor and Francis, London)
Most of the book ‘Making Lifelong Learning Work – Learning Cities for aLearning
Century’ byLongworth, (Taylor and Francis, London)
Part 1 of ‘Lifelong Learning in Action– Transforming 21st century Education’ by
Longworth, (Taylor and Francis, London)
*especially recommended ‘Learning Cities, Learning Regions, Learning Communities – Powerhouses of 21st century learning’ by Longworth (Taylor and Francis. Abingdon)
‘The Local and Regional Dimension of Lifelong Learning – the TELS project’ EC Policy Document found on
‘E.C. Memorandum on Lifelong Learning’, E.C. Publications Office, Luxembourg
5. LearningLeaders are encouraged to add to the diagrams and examples provided in the toolkit from their own experiences and sources and to build up an expanded toolkit of quotations,visual aids and references etc which will help others to ‘teach’ this topic.
6. Note too that other modules in this course may contain useful materials for presenting particular topics and ideas.
Lesson 5.2.1 From Consultation to Empowerment – Raising the Stakes
Lesson Description
This lesson explores the issues involved in developing a good consultation process within a community. and involves the participants in developing their own consultation exercise within the class
Lesson Objectives
The main objective of this lesson is to improve understanding of the consultation process through creative exercises and best practice examples.
Notes for Learning Leaders (NB – this lesson may be divided into 2 or 3 separate lessons.)
1. You may wish to introduce the lesson through the quotes below. What are the issues and opportunities for communities in the consultation process. Ask the class to name a few and put them on the board or flip chart stand. Hand out Toolbox Item 1A, divide into groups of 3 and ask each group to think of as many advantages for consultation as possible.
2. Bring into plenary and discuss the answers – consolidate these on the board. Hand out toolbox item 1B and ask groups to pick out the most important 5 in their estimation. Again discuss these in plenary.
3. What are the stages in developing a consultation? Ask the questions where, why. When. Who and how to start the process and then hand out toolbox item 2.
4. Divide into groups of 3 and ask them to think of a particular issue about which they would want to consult the public and then to complete the form with reference to this specific issue. Alternatively you may wish to choose a common issue in order to compare results.
4. Discuss the results of this and any difficulties they may have encountered. Then ask one of the groups to prepare and lead a consultation process for their issue to the whole class. (A homework exercise might be for each group to do this among their friends and relations.)
Quotes you may wish to use
Imagine a world where citizens and decision makers have access to visual displays of geographic information on their personal computers that help them see the impact of different policy choices on the place where they live. Imagine a world where 3-D graphic representations of neighborhoods could simulate different choices and show you different futures. Imagine a world where you could easily find information on the fiscal impact of different alternatives. The tools that allow you to do all those things and more already exist
By David Crockett, President ,The Chattanooga Institute
‘in times of change, organizations can only govern themselves by becoming capable of learning both what their goals are and the means to reach them as they proceed. This is done by tapping the knowledge and information that active citizens possess and getting them to invent ways out of the predicaments they are in.’ Thus, democratizing the planning process requires that we look to an open, adaptive model of social learning.
Gilles Paquet Governance Through Social Learning,
Effective community decision making starts with good public dialogue. Dialogue goes beyond facts and information; it also draws heavily on feelings and values. Effective public dialogue is about creating safe spaces for community members to share their perspectives and concerns. It is about building trust and relationships that can guide shared solutions
Empowering regions: strategies and tools for community decision making
Consultation is not for the faint-hearted. No matter how well you design and implement consultation, you may finish up with all stakeholders disappointed. Even when everyone is better off than if you hadn't set up the consultation, they may still blame you for their disappointments
Dick, B. (1997) Community consultation checklist
Lesson 5.2.2 – Dublin – A Consultation Case Study
Lesson Description
This lesson presents the format and results of a consultation exercise carried out ion Dublin over a period of two years. It invites the participants in the course to learn from the example and to comment on how they would carry out a similar exercise in their own city/region
Lesson Objectives
The objective of this lesson is to present a Case Study of a real consultation exercise carried out in Dublin and to learn from this example.
Notes for Learning Leaders
1. Revise the consultation processes discussed in the last lesson. Explain that this lesson will present a real example from Dublin. Find out where Dublin is on the map and discuss the particular Geography of Ireland which makes it not only the capital city but also the largest city by far, and the regional capital of the Eastern seaboard.
2. Hand out toolbox item 3, divide into groups of 3 and ask the groups to read it and complete the exercises it contains.
3. Discuss the results of these exercises and the implications for their own city/region.
4. Hand out Toolbox item 4 (3 sheets), and set as a groups of 2 exercise to read and complete the exercises.
5. Bring into plenary and discuss the results and how it can be modified for the local scene.
6. Invite the groups to devise a consultation exercise for the city administration that can be applied locally. Each groups presents the plan in plenary.
Lesson 5.2.3: Providing for Learning – the example of Beijing
Lesson Description
China is taking to the concept of the Learning Community in a big way. Beijing is in the process of planning a lifelong learning facility for 800.000 inhabitants in one part of the city . This lesson explores what Beijing is doing and what the implications are for similar work in the local community.
Lesson Objectives
The main objective of this lesson is obtain insights into the provision of lifelong learning facilities in a community or city using the example of Beijing.
Notes for Learning Leaders
1. Discuss what provision there is for understanding and activating lifelong learning in the locality. How can people exercise its concepts
2. Hand out toolbox item 5, which is a description of the Beijing situation. Divide into groups of 3 and ask them to list the main features of the Beijing plan.
3. Ask the groups to make 15 suggestions to establish a similar facility in the local community. What actions should be taken? These should include at least 5 new suggestions not found in the Beijing list. Toolbox Item 5 will help with this.
4. Bring into plenary and discuss the results of this exercise
5. Divide the class into groups each one developing a part of a powerpoint presentation for the city authorities on the development of a lifelong learning facility in the community. This should include proposals on how to implement the strategy. Again exercise 3 on toolbox item 5 will help.
Lesson 5.2.4 – Making Learning fun - A Learning Festival in Sapporo
Lesson Description
Learning Festivals are a way of interesting people in learning in the community and of mobilising the learning providers and other organisations to make learning accessible to a far larger number of people. This lesson therefore looks at the characteristics and activities of a learning festival in Japan and extrapolates from it what could happen locally.
Lesson Objective
The main objective of this lesson is to present a Case Study of a Learning Festival and to encourage the course participants to develop a model that would be successful in the local community
Note for Learning Leaders
1. Introduce the topic of learning festivals. What are they? What would they contain? Why might they be useful? Put a few ideas and words from the class up on the board.
2. Hand out toolbox item 6. Let them read it individually. Then divide into groups of 3 and them to pick out the best five ideas contained therein.
3. Compare the choices in plenary and then ask how a learning festival might be planned and set up locally. Plan a festival - divide the class into groups organising a different part eg one designs the festival mascot another makes a list of the organisations they will ask to participate, another responsible for marketing etc
Toolbox Item 1AValue for Local Government – Why Consult
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Toolbox Item 1B Value for Local Government
1 / Credibility/accountability is increased for government.2 / Provides an opportunity for involving the broader community
3 / satisfies community expectations/desire/demand for involvement
4 / Findings are available from a community about how a proposal will affect them and what measures might be appropriate to address impacts
5 / Avenues are opened for the community to raise issues incorporating local knowledge, expertise and ideas
6 / There are savings in time and money by addressing community concerns early in the process.
7 / Community values and priorities are expressed
8 / Opportunity for capacity building in local communities.
9 / Development is more sustainable
10 / A deeper understanding is developed around an issue or problem through public information sharing, discussion and deliberation
11 / Improving democratic outcomes, or the equity or fairness of a policy or proposed project.
12 / Provides an active means for researching the community impacts of policies, services, education campaigns and the like.
13 / Better decisions are more likely through less duplication and more rational use of resources
14 / More acceptable decisions lead to more effective policies/programmes/services
15 / Networks and sustainable processes can be developed to ensure the continuation of engagement in the future
16 / Statutory requirements are fulfilled
17 / Research opportunities can be embedded
Toolbox Item 2A Consultation Process
- What? Identify the issue, project or policy about which consultation is to occur.
2. Why? Clearly identify the goal of the consultation process. Write it down
3. Why? Ensure that a consultation plan is the best way to achieve the result required or is a statutory requirement. Why is this?
4. How? Examine the consultation method options.
¥ How difficult - complexity of the issue
¥ who are the target groups (affected parties)
¥ How easy? whether the target groups are easy to access or not and how you will achieve this
¥ When? How much time and what level of resourcing is available
¥ who is managing/auspicing the consultation process and who will be doing the work.
5. How will you go about making the information available?
6. How will you ensure understanding?
7. How will you ensure a response?
8. Where will you obtain the response?
9. What form will the response take?
10. How will the results be analysed?
11. Who will make the decision to act on the results?
12. How will the results be acted upon?
13. How and when will you give feedback to the participants?
14. What support do you have?
15. How can you make this an interesting experience for the participants?
16. Are there any other comments you may wish to make?
Toolbox Item 3The Dublin Consultation Process - 1
Exercise 1 Rank the boxes in order of importance to you as a citizen of your city at the right hand side of each box - 1= most important to 12 = least important
Exercise 2: Put a mark out of 5 underneath each box to describe its importance to you
1= crucial 2= very important 3= quite important 4= only slightly important 5= not important
Exercise 3: Put a mark out of 5 at the left hand side of each box to describe the extent to which you believe your city meets the words described .
1= in every respect, 2= in most respects, 3= only part way there, 4= not really
5= not even trying
Toolbox Item 4DUBLIN, A City of Neighbourhoods – A Strategy Paper
The following is taken from the Dublin Cities Strategy for developing neighbourhoods and communities in the city. We have embedded some exercises to make this a creative and enjoyable learning experience.
“Community and voluntary activity is an essential sign of a society where people are concerned for each other”
(White Paper (2000) on a Framework for Supporting Voluntary Activity and for Developing the Relationship between the State and the Community and Voluntary Sector)