b. Middle years and Young People (e.g. late Primary school, Secondary schools, alternative school settings, community groups (sports, recreation, arts etc), applied learning, languages, leadership, libraries, youth services, work experience, casual employment, career advice, intergenerational learning opportunities, further education) c. Adults (e.g. further education and training, Adult, Community and Further Education, workplaces, industry networks, skilled migration support, Recognition of Prior Learning (RPL and overseas qualifications, social enterprise, business incubators/hubs, learning hubs in shopping centres, libraries as community information portals, volunteering, social connection, retraining, health and wellbeing, intergenerational learning, libraries, seniors) d. Community groups and networks (e.g. Governance, decision making, participation, volunteers, training, leadership) This action is an opportunity to strengthen knowledge and relationships with existing providers and agencies. It can also involve looking at models and programs from other local governments to begin to formulate future focussed strategies and initiatives. For example the provision of higher education and training opportunities in the northern growth corridor is an identified need that requires collaborative thinking and partnership across levels of government and across municipal borders. 6. Establish clear Provider a. Develop guidelines to inform design and planning of new 2014-2015 ‘good practice’ guidelines for facilities. Guidelines might cover: Council owned or Types of learning environments suitable for different learning models, methods, run facilities to styles maximise potential Options for governance and shared use of facilities, for learning Provision and use of technology outcomes(based on Engagement strategies that facilitate learning preferred models Priority of access in facilities that promote learning such as playgroups, Council’s
b. Middle years and Young People (e.g. late Primary school, Secondary schools, alternative school settings, community groups (sports, recreation, arts etc), applied learning, languages, leadership, libraries, youth services, work experience, casual employment, career advice, intergenerational learning opportunities, further education) c. Adults (e.g. further education and training, Adult, Community and Further Education, workplaces, industry networks, skilled migration support, Recognition of Prior Learning (RPL and overseas qualifications, social enterprise, business incubators/hubs, learning hubs in shopping centres, libraries as community information portals, volunteering, social connection, retraining, health and wellbeing, intergenerational learning, libraries, seniors) d. Community groups and networks (e.g. Governance, decision making, participation, volunteers, training, leadership) This action is an opportunity to strengthen knowledge and relationships with existing providers and agencies. It can also involve looking at models and programs from other local governments to begin to formulate future focussed strategies and initiatives. For example the provision of higher education and training opportunities in the northern growth corridor is an identified need that requires collaborative thinking and partnership across levels of government and across municipal borders. 6. Establish clear guidelines for Council owned or run facilities to maximise potential for learning outcomes(based on preferred models Provider a. Develop ‘good practice’ guidelines to inform design and planning of new facilities. Guidelines might cover: Types of learning environments suitable for different learning models, methods, styles Options for governance and shared use of facilities, Provision and use of technology Engagement strategies that facilitate learning Priority of access in Council’s facilities that promote learning such as playgroups, 2014-2015