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Abstract

The paper explores the processes by which two Australian rural communitiesestablished Community Learning Plans (CLPs). It acknowledges therole of CLPs as contributors to social and economic change throughinfluencing employment rates, income equity, social cohesion and reductionin poverty. In addressing the research question: What factors contributeto the effective development and implementation of a CLP in asmall rural community? The paper reveals the importance of evidenceand clarity of vision such as improved social and economic outcomes ascore rationales for triggering the development of CLPs. The analysis ofleadership and social capital resources drawn upon from trigger for a CLPthrough initiation, development and reflection to sustainable embeddingin community, reveals the interplay between formal community leadershipstructures such as Council, community members, education, business,training and social services, and external actors as a predicator ofcommunities’ ability to enact CLPs. Maturity of social capital resourcesand leadership processes and resources influence the development andimplementation of plans in alignment with community needs and aspirations.The paper advocates for reward and recognition frameworks tohelp connect, engage and sustain stakeholder groups into communitylearning initiatives through providing relevance to their business oractivity.

Item Type:	Article
Authors/Creators:	Auckland, S and Kilpatrick, S
Keywords:	community learning plans, lifelong learning, social capital, rural communities
Journal or Publication Title:	International Journal of Lifelong Education
Publisher:	Routledge
ISSN:	0260-1370
DOI / ID Number:	10.1080/02601370.2018.1513427
Copyright Information:	Copyright 2018 Informa UK Limited, trading as Taylor & Francis Group
Related URLs:	UTAS Profile: Auckland, S Google Scholar: Kilpatrick, S UTAS Profile: Kilpatrick, S
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