Country: AUSTRALIA
Date posted: March 2006
Concept: Cooperation in Community and Local Development
Index of contents:
Descriptives
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Context
The
The area was also targeted by the State Government for a strategic `whole-of-government´ approach through a Northern Partnership of industry, education and employment. An 'Office of the North' (2002) was established and later, the Northern Adelaide Economic Development Alliance (NAEDA) representing business, unions, government and non-government organisations. A parallel committee, Northern Futures, focuses on youth 12 - 25 years with education a major issue.
The focus of this University activity is a part of
Description
In 2002, the University audited its community engagement activities there and found them to be numerous, diverse and highly regarded, but largely uncoordinated. As a major employer and a provider of higher education with a campus in
It established an office with a staff of three, including a high profile Director responsible for promoting partnerships with the community to promote social inclusion through education, training and research. Initially, UNAP was established for a 3 year period. At the end of this period, UNAP was evaluated and then incorporated into the ongoing operation of the University as part of its commitment to community and regional engagement.
UNAP does not deliver education or services, but is a facilitator, connecting people and ideas to achieve positive change. Benefits do not necessarily flow to the University in direct, immediately measurable ways (eg enrolments). There are four major areas of activity for UNAP:
1. Participation in community and university governance - UNAP representation on a range of community organisations ensures the University's ongoing involvement in the community and its position on University committees promotes the engagement of staff with northern
2. Partnerships -formal memoranda with external agencies and organisations provide frameworks for joint action plans in areas such as health and wellbeing, libraries and schooling.
3. projects and programs - UNAP puts together projects or works with others to develop, guide and manage projects focused on schooling, health, pathways and other programs to increase access to education and training. For example, University students act as mentors for school students and the University provides innovative pathways for people in northern
4. Research - UNAP documents its activities and helps to identify research opportunities that directly benefit the community.
UNAP Works whit a wide range of public and non-government agencies as opportunities for community engagement arise, including hospitals, elementary and secondary schools, libraries, government departments (State, Commonwealth and municipal). Inside the university students, lecturers and Administrative staff give support on UNAP’s activities.
Objectives
- To build capacity and capability of the community in order to achieve social and economic inclusion through programs designed to help people participate in higher and further education;
- to enhance professional development and participate in community governance and leadership;
- to work collaboratively with all education and training providers to boost local education and skill levels to help the area address skills shortages;
- and to build social capital in northern Adelaide through making more resources available to the community there.
Application
UNAP is funded by the University as part of the annual operating budget. It attracts income to the University through government grants, research funding and donations. The approximately annual budget is 195.000 USD.
Some actions carried out, are:
-Bridging and access to university programs such as
The
UniSA-PAL is for people who:
- have not previously undertaken relevant university study
- have left school prior to the completion of their secondary education
- have had a break between school and application for university
- may have had work experience but wish to return to study to increase career choices
- are Aboriginal or Torres Strait Islander people
- non-English speaking background people
- rural and isolated people
- People from low socio-economic backgrounds.
- Development of innovative curriculum and pedagogy in schools. In order to increase school retention rates by working collaboratively with northern
Collaborative research projects which increase the skills of people in the workplace and assist in developing new practices.
Tutoring and mentoring of school students by University students to encourage continuation in education. The Robotics Peer Mentoring Program has won national awards: 2003 Australian Engineering Excellence Award and the Australian Award for University Teaching (AAUT). It involves key industry partners such as SAAB Systems and General Motors Holden (GMH).
- Collaboration with regional library services. In order to improve provision of information, resources and services to the northern
- Programs for placing University students in community clinics and professional locations so that they gain the professional experience required as part of their university studies and the community gains increased resources and services, as well as graduates prepared to work in northern
Results
In northern
There have been very positive external assessments of this program. In 2004, following an audit of the University by the Australian Universities Quality Agency (AUQA) the program received a commendation and an entry on UNAP appears in AUQA’s Good Practice Data Base (http://www.auqa.edu.au/gp/search/index.php). In addition to the awards for the peer mentoring program (referred to above), the Pathway for Adult Learners program, called UniSA-PAL, which UNAP supports, won the Chancellor’s Award for Community Service. Other UNAP projects have gained significant funding from Australian Research Council Linkage and Australian Government Sustainable Regions grants.
- Increase the number of northern
- Improved health and wellbeing for the community through increased access to care and preventative programs. For example, one program in the psychology area has already caused a dramatic reduction in waiting times.
- Improved University profile in the community.
- Better understanding and development of a willingness to work together and a more open dialogue between the University and the many different parts of the northern
Recomendations
A key question is whether the university already has a strategic plan relating to community engagement (third stream activities) and whether it already records and measures the engagement activities of staff. The order and steps would vary accordingly. UniSA began with an audit of activities relating to the particular community, set goals and described programs relating to its core functions that would help it achieve them.
In order to carry out this project, the following are essential:
2. The appointment of a high profile Director
3. Adequate resurging of the UNAP office
4. Inclusion of UNAP as a priority in the University's corporate plan
5. The membership of the Steering Group (Pro Vice Chancellor members)
6. Annual review of performance but with a community-centred approach that acknowledges the lagging nature of relevant key indicators for the University.
with information provided by Mike Elliot. University of South Australia