Community Capacity Building and Asset Mapping

By Angie Dedrick of Canada for Western WISE Network

On Thursday 1 August 2002, the Western WISE Network held a Meeting led by International Guest Speaker Angie Dedrick of Canada.  Angie Dedrick is an experienced community builder who is here in Geraldton with her husband and two small children for one year.  She has over 8 years of experience in community development through her work with Community Building Resources, a small business based in Edmonton, Canada. Angie has worked with both urban and rural communities and is the co-creator of a model for Asset Based Community Building: Community Capacity Building and Asset Mapping.  This model has been shared through workshops with over 80 different groups throughout Canada and the United States.  Angie also has had specialized training in community organizing and has experience in sparking youth’s interests and motivation to take part in the life of the community.  

In this Meeting she defines  Community Capacity Building and Asset Mapping as being " about communities developing and renewing friendships, and relationships through their purposeful discovery, connection, mobilization, and celebration of the skills, gifts and interests of the local people and groups." 

Having explained that " the model... helps people to have the conversations about, what the gifts are, everybody has a gift everyone in your community has a single gift. It doesn’t matter who you are there is something that each of us can give to our community. People don’t recognise that they have gifts," she goes on to work with the group to identify the gifts they have.  Her talk also outlines the six steps needed to develop community capacity and asset building as well as the the 4 things that make community building work: Relationship, Action, Food and Fun

The Western WISE Network which hosted this Meeting, is an adaptive communities initiative that builds community capacity and leadership of remote, rural people throughout the Mid West region of Western Australia in a unique network framework. It was developed in response to the needs of the Mullewa community and has now significantly expanded across four shires spanning across approximately 130 000 square kilometres. The WISE Network bi-monthly gatherings are currently held between Mullewa and Chapman Valley. 

Highlighting positive role models (local, intrastate and interstate) as guest presenters is another important tenet of the Western WISE Network. The Network is owned by the participants who attend the gatherings and  coordinated by the Mid West Development Commission. Topics of interest  identified by the participants are based on three priority areas for development: environment, community capacity building and sustainable enterprise development (triple bottom line).  The gatherings are designed to motivate people, share information, develop new networks, build local leadership and link people in specialised fields to the community as well as promoting the complexities of remote, rural areas to decision-makers. 

For more information about WISE contact:  Jane Wardlaw Telephone: 9921 0711; Project Officer Mobile: 0408 210 285 Mid West Development Commission; PO Box 238, GERALDTON WA 6531

To view the Transcript of the Meeting featuring Angie Dedrick see: Angie Dedrick, WISE

The Australian Labor Party (ALP)  Hawke-Wran Report

After the November 2001 Federal election the Leader of the Federal Parliamentary Labor Party, Simon Crean, announced a comprehensive review of the ALP’s organisation, structures and internal processes. To this end, the ALP National Executive resolved at its meeting of 13 December 2001 to establish a National Committee of Review to examine and report on the following matters:

1. Procedures to ensure the ALP attracts and preselects the best possible candidates to contest Federal seats;

2. Mechanisms to secure the best input to the Party’s policy review and development processes;

3. Relationships between the ALP and the trade unions and other significant community and interest groups;

4. Strategies to increase the ALP’s primary vote at Federal elections; 

5. Measures to broaden and increase the membership of the Party and the involvement of the members in Party activity; and

6. Examination of internal processes within the ALP. 

The Review was conducted jointly by the Hon. Bob Hawke AC and the Hon. Neville Wran AC QC. The National Executive Committee together with Helen Creed, Judith Downey and Marsha Thomson formed a reference body and resource for the Review. 

Contents of The Report include the following chapters: The Consultation Process; What You Said; The Challenge for Labor; A Modern Role for Members; An Enduring Partnership: Labor and the Union Movement; Restating and Implementing Our Values; Getting the Best Candidates; Maintaining Community Relationships and Summary of Recommendations

To view the entire Report see: http://www.alp.org.au/dload/federal/media/reviewfinal.pdf 

How to Elect the President

By Dr Jocelynne A. Scutt

Presented at the "Trust the Women National Conference" in Canberra, 12-14 June 2002 

 Jocelynne Scutt asks what system do we need for an Australian Republic? Her speech, "How to Elect the President" is an excellent attempt to ensure that women continue to consider this significant issue and "fashion an answer - a workable answer." 

"The wit and wisdom of women needs to be exercised and built upon to ensure that witty and wise women are elected successively as President by all the witty, wise women making up the Australian electorate. How can we ensure this is to be done?"

She implores "all of us - all the Australian people (and most particularly for women) to determine what powers the head of state should have, what type of presidency or Republic."

To devise an Australian system "determined by principles of fairness, and with true community involvement" she suggests a full and open debate addressing the obstacles some say lie in the way of a directly elected President,  in particular, the issue of money and funding. Her speech also includes strategies for a workable system.

To view this speech see: How to Elect the President

Leadership of Women in the United Nations &

Farewell Speech by UN High Commissioner for Human Rights, Mary Robinson

U.N. Rights Chief Blasts Terror War

"When Mary Robinson stepped down in September 2002 as United Nations High Commissioner for human rights, she became the third of those pioneering women to leave the system. Sadako Ogata retired last year as United Nations High Commissioner for refugees and Bertini ended her run as executive director of the World Food Program this spring. All three have been replaced by men." 

"The face of power in the United Nations was transformed in the 1990s as women took over leadership of six important agencies..."

"That era, if glorious, was also brief." (Barbara Crossette - WEnews) 

In her Farewell speech, Mary Robinson referred to the progress that had been made in recent years in strengthening human rights as well of her concern about the future of human rights. She stressed that, "in combating terrorism the full range of human rights must be observed. It is a time for those who believe in human rights to keep their nerve. Human rights are not expendable, whatever the circumstances. And I strongly believe that human rights will endure... Responding to terrorism will remain a major focus of international affairs over the coming years. But we must all continue to insist on respect for basic rights and fundamental freedoms in countering terrorist threats. We should not hesitate to draw attention to the relevant international standards and in particular to the non-degradable rights that must be protected at all times."

To view the articles and the farewell speech by Mary Robinson see:

Leadership of Women in the United Nations 

The Tampa: One Year On

How the Human Spirit Responds to Oppression

Speech by Sr Susan Connelly

24-25 August 2002, UTS Sydney Pax Christi Australia (NSW)  Buddhist Peace Fellowship  

In this presentation Sr Susan Connelly gave to the recent conference to commemorate the first anniversary of the Tampa incident, she speaks of the "faith-filled people" in  Timor who found the strength to endure suffering and to sublimate it through their Christian faith. "They have shown that a solid belief system is able to give meaning to suffering, enabling the person the endure and to transcend."

However, she qualifies such endurance as "not the be all and end all of the virtues." In terms of the Australian response to the refugee and asylum seeker issues, she goes on to say, 

"For religion to be of further use in the world of oppression, it must prove to have other effects.  If people of religious persuasion are not challenged by their beliefs to work tooth and nail to confront oppressive persons, regimes and systems, even if their religion itself is one of the oppressors, then their interpretation of religion is to be questioned. 

Those among us who can see that we are the oppressors must respond, and the required response is courage and willingness to make an opposing stand. Not for us the array of possible negative responses including denial, capitulation or apathy.  Not for us the silence which hopes it will all just go away, or that it will be all right in the end, or that the good people will be rewarded in heaven.  Silence, in this case, is collaboration. We are part of the affluent minority which oppresses many.  What faith systems will sustain us and challenge us as we learn that we are on the oppressing side?"  

Her thoughts are insightful in relation to the nature of leadership being driven by religious beliefs. 

"Fundamentalists of every religious hue are in power and their abuse of religion makes them formidable oppressors indeed.  It is happening in Muslim nations, but is apparent in the United States as well.  The Bush administration is full of over-zealous fundamentalists, intent on applying their twisted little view of Christianity to Government policy, ignoring all the while the basic message of Christianity, that God identifies with the poor, that the oppressed of this world are where God is found.  Fundamentalists are, by definition, heretics.  Overt links between religion and politics are not quite so evident in Australia.  Our current claim to fame appears to  lie in being the lackey of a fundamentalist state."

She challenges the reader to learn  from religious traditions "vital messages for both oppressed and oppressor." 

To view the speech see:   How the Human Spirit Responds to Oppression

Not this Country

A Poem by Dr Jocelynne Scutt

Dr Jocelynne Scutt's poem, Not this Country, resonates the disbelief and shame felt in acknowledging that it is our country in treating the foreigner as an "alien," and an "illegal," that has become "like a foreign land to us this way."

She pleads, "As people of conscience, we must take responsibility for what our country is, what our country does, and what our governments do in the name of our country, for they do it in our name. We must oppose the injustice done in our country’s name, in the name of every one of us." 

To view Scutt's Poem see: Not this Country

The Development of Port Augusta as a Learning Community

Port Augusta is a regional South Australian community of around 14,000 permanent residents. At the northern tip of the Spencer Gulf in South Australia, it sits on the edge of the Flinders Ranges, the point at which railways and highways from Alice Springs, Sydney, Perth and Adelaide converge. Twice it has undergone significant economic refocus – once, when road and rail eroded its status as a major port for freight and more recently as changes in the electricity and rail industry, and the loss of government and banking services locally, have seen local employment decrease. In the last two years Port Augusta’s economy has began a gradual positive shift capitalising on its location for tourism, freight and service industries.  Port Augusta has a diverse community with over 17 aboriginal language groups residing within the city. 

Against this background, the Port Augusta Council and the Attorney General's Department jointly funded the development of a Social Vision and Action Plan completed in mid-2000. One of the eight elements of the social wellbeing of Port Augusta was identified as “education and training to suit community needs”. Spencer Institute of TAFE took the lead role of initiating a training forum that evolved into the Port Augusta learning community steering group and developed the learning community concept. In 2001, Australian National Training Authority (ANTA) provided $10,000 to the Port Augusta community to further this work. 

Key figures are Mayor Joy Baluch and Brett Humphrys, an SA Attorney-General’s Department senior project officer working with the council on the social vision and action plan. Australian Training,  a Magazine of ANTA featured an interview where they were asked about learning and what it means for Port Augusta. (Source: ANTA)

To view the interview see: The Development of Port Augusta as a Learning Community

Women in Vocational Education and Training Survey

Achieving equitable outcomes in vocational education and training (VET) is one of the five nationally agreed objectives of the VET system.

Among the groups who face particular disadvantage are:

• people with a disability
• Indigenous people
• Women
• people from non-English speaking backgrounds, and
• people in rural and remote areas.

Consultations are currently being conducted to inform the development of a national approach to the future management of women's issues in VET. Visit the Women in VET - Futures page to get involved.

How can you get involved?·

• You can contribute your feedback by reviewing the Women in VET - Futures powerpoint presentation and responding to the Women in VET - Futures consultation survey.
  
  
• You can invite your peers and colleagues to also provide feedback by referring them to this page. If you need further assistance to consult with your networks, please contact equityinfo@anta.gov.au

Also two national five-year strategies with implementation blueprints have been developed for two other groups facing particular disadvantage:

Bridging Pathways aims to increase opportunities for people with a disability in VET.

Partners in a Learning Culture aims to increase opportunities for Indigenous people in VET.

Source: ANTA   http://www.anta.gov.au/dapEquity.asp

An Invitation by ANTA's CEO to Join in the Next National VET Strategy 

By Moira Scollay, CEO of Australian National Training Authority (ANTA)

Commonwealth, State and Territory Ministers for vocational education and training have agreed to the development of a strategy, guided by a national working group, that will provide vision and direction to VET to the end of the decade. 

Australia has had two national strategies: the first Towards a Skilled Australia 1994-1998 and the second, and current, A Bridge to the Future 1998-2003.  Over the next eight months or so, with the aim of building on VET’s strengths and achievements, a shared vision and direction that resonates with clients and stakeholders that will contribute to the social well-being, economic success and environmental sustainability of the nation is being developed. The national working group has now selected the phrase Shaping our Future.

Shaping our Future, which will consolidate possible issues and priorities for the next national strategy and will be available very early in 2003.  Once this is released, the second stage of essential inputs will commence consisting of consultations with clients and stakeholders nationally and locally as well as around 25 regional forums across the States and Territories.  Members of the working group will consider the accumulated advice and views from around the country and advise on how this should shape a draft new national strategy for consideration by the Ministers at their mid-year meeting next year.

To view the CEO's invitation, see: An Invitation to join the National VET Strategy

'Mapping the Future: a Discussion Paper' for Queensland women and girls - Have your say

The Beattie Government has released the discussion paper - 'Mapping the Future: a Discussion Paper' for Queensland women and girls. This is part of the development of a five year agenda for Women and Girls, which will direct government action and funding priorities in this area.

The Office for Women have been seeking feedback on the Paper  via a series of consultation sessions which were held around the state in September 2002. You can also provide your feedback online and in written submissions.  The Office of Women's website has four separate forms to submit feedback on the various themes of the discussion paper. The form for health and well-being can be found at: http://www.qldwoman.qld.gov.au/consultation/con_wellbeing.html 

Or you can complete the discussion paper feedback form manually by downloading the feedback form as either a PDF or word document. See http://www.qldwoman.qld.gov.au/consultation/con_feedback.html  

You can obtain copies of the Discussion Paper via http://www.qldwoman.qld.gov.au/consultation/pdf/paper_text.pdf  (text), http://www.qldwoman.qld.gov.au/consultation/pdf/paper_cover.pdf  (cover). It is also available as a word document http://www.qldwoman.qld.gov.au/consultation/Mapping_the_Future.dot. 

Queensland Office of Women: Postal address: PO Box 185, Albert Street Brisbane, Qld 4002, Australia Phone: (07) 3224 4062 Fax: (07) 3224 4272 Email: ofw@premiers.qld.gov.au

Childhood obesity was the subject of a special summit held at Parliament House Sydney in September 2002. In Australia almost a quarter of children between two and 17 years of age are considered overweight or obese.

Whilst this problem has worsened in the last 10 years, Health experts are concerned this trend may have serious consequences for these children as they grow into adulthood, and for the community and its health system. Now health experts are looking at ways to improve children's weight and health.

Will turning off the TV or computer by itself help your kids get fitter? Health experts advise that children need to be encouraged to get outdoors and be active. "Playing in the park, throwing a basketball around or going for a family bike ride are all active ways of spending fun times together," says Aloysa Hourigan, from Nutrition Australia. Having a pet will give children another reason to get outdoors.

A National Health and Medical Research Council (NHMRC) Paper on obesity covers findings in recent studies pertaining to the following questions: 

• Who is getting fatter?

• Which groups are of concern?

• Why are overweight and obesity of concern?

• What causes overweight and obesity?

• Why focus on prevention?

• What needs to be done to prevent overweight and obesity and eating disorders?

• Will a focus on prevention lead to an increase in the prevalence of eating disorders amongst people in this age group is

• What is the strategic plan about?

The National Health and Medical Research Council (NHMRC) Paper on obesity is at http://www.health.gov.au/nhmrc/publications/pdf/n21.pdf

The NSW Health Department has more information on the summit and on childhood obesity at http://www.health.nsw.gov.au/obesitysummit/ bground_paper.html

New Report: 100 Children Turn 10. A Longitudinal Study of Literacy

Development From the Year Prior to School to the First Four Years of School

The report, recently published in September 2002 by the Department of Education, Science and Training (DEST), provides information on longitudinal literacy outcomes of a sample group of children's school experiences from preschool to the first four years of school.

This project is a continuation of work published in the report 100 Children Go To School (1998). The report will provide information on longitudinal literacy outcomes of a sample group of children's school experiences from preschool to the first four years of school. The school sites selected were chosen to bring in a range of Australian contexts including family, financial resources, home language, gender, ethnicity and geographic location. Research data was compiled from classroom observations and activities, including behavioural observations in relation to literacy exercises in the classrooms, interviews with parents and teachers, institutional documents and the children's work samples in relation to their literacy development. The site reports also outline the children's community and home life and how it reflects their school life and literacy development.

To view the Report see: 100 Children Turn 10. A Longitudinal Study of Literacy

National Youth Roundtable - 2003 Applications Open

The National Youth Roundtable 2002 is busy working on community projects in the areas of health, the environment, creative cultures, pathways to education and employment, social cohesion and rural issues. Roundtable members are consulting with the young people in their areas to gather input and inform their presentations to Government. If you are interested in any of the Roundtable projects, you can participate by sharing your thoughts and ideas through the online surveys. 

For further information see: http://www.thesource.gov.au/youth_roundtable/ 

Professional Development - New Website for Teachers Launched

The Quality Teacher Programme (QTP) has taken an important step forward with the release of its dedicated website. Designed to enable teachers to access QTP information and exchange their professional development experiences and learning outcomes, the site is expected to play an important role in the Howard Government's ongoing efforts to improve teacher quality throughout Australia.

See: http://www.qualityteaching.dest.gov.au/ 

Source: EdNA

Landmark Report into Boys' Education

The report of the Inquiry into the Education of Boys, Boys: Getting it Right, conducted by the House of Representatives Standing Committee on Education and Training, has been released. It can be found at http://www.aph.gov.au/house/committee/edt/eofb/index.htm 

The report recommends that scholarships be provided to redress the shortage of male teachers in schools. The committee argued that all students, particularly boys, would benefit from more teacher attention and set a goal of reducing class sizes to 20 by 2005.

Source: EdNA

Education Now to Build a Better Future

This Briefing Paper prepared in August 2002 by the Global Campaign for Education for The Johannesburg World Summit argues that failure to end the global crisis in education makes sustainable development impossible by denying nearly a billion people the ability to make informed choices about their lives, their families and their societies. The Plan of Implementation for the World Summit on Sustainable Development recognises that education is critical to sustainable development, and reiterates existing international commitments to the Education for All goals and strategies agreed in Jomtien in 1990 and again in Dakar in 2000 - including universal primary education by 2015.

The Global Campaign for Education, a broad alliance of child rights activists, NGOs, and public sector and teachers' unions, with members in more than 150 countries, demands that in Johannesburg:

DEVELOPING COUNTRY GOVERNMENTS SHOULD:

• Announce steps to end all fees and charges (including the costs of uniforms and books) for public primary education within the next three years. 
• Commit to a sustained increase in budget allocations to basic education in order to reverse inequalities between rural and urban schools and build an effective public school system that delivers quality education to all communities. 
• Pull out all the stops to get more girls into school and keep them there, in time to meet the 2005 target for gender parity in primary and secondary education. 
• End discrimination against marginalised groups, such as indigenous people, ethnic minorities, the disabled, working children, and girls. 

RICH COUNTRY GOVERNMENTS AND INTERNATIONAL INSTITUTIONS SHOULD:

• Increase aid to basic education, from the current low level of 2% of bilateral aid, to at least 10% of aid budgets. 
• Commit the funds needed to back the Fast Track Partnership announced this June, which would enable high-performing countries to scale up and accelerate their own Education for All strategies, and ensure that realistic criteria are used to select and assess Fast Track countries, so that more countries can participate. 
• Launch a financing framework to extend action to tackle the education crisis in countries beyond those included in the fast-track process. 
• Clearly state their active opposition to fees and levies for primary education, and work with governments to find more equitable and sustainable ways to finance primary education. 
• Suspend efforts to promote greater private sector involvement in the delivery of basic education - such as the World Bank Private Sector Development strategy and the USA's Millennium Challenge Account -until the implications and impact of such policies in a developing country context have been thoroughly assessed.

To view the Briefing Paper, Education Now to Build a Better Future, see:

http://www.campaignforeducation.org/_html/2002-docs/08-brief-joburg/frameset.shtml 

Source: EdNA