Vision of Ōtautahi Christchurch as a Learning City - A Declaration
During the Learning Days festival 2024, we hosted a workshop "A Vision for Ōtautahi Christchurch as a Learning City”, exploring the central pātai of “What does a learning city look like in 2050?” which was guided by the indigenous social innovation framework Te Korekoreka.
The workshop:
Connected diverse voices to initiate a dialogue about the future of Ōtautahi Christchurch as a learning city.
Co-created a vision of a preferred future.
Recognised points of difference, the absence of those not in the room, and agreed that deeper and ongoing conversation will need to be held.
Identified actionable next steps for ourselves that we might take back into our areas of influence.
Fostered collaboration and connections, moving no faster than the speed of trust.
A special thanks to LinC Rourou for sponsoring this event. LinC Rourou is a Leadership Lab programme that activates marginalised voices to provoke system change.
From this came a declaration that encapsulates a shared vision where learning transcends traditional boundaries, enabling positive transformation and becoming integrated into every facet of life. The declaration emphasises learning everywhere, access for all, lifelong learning, sustainability, community involvement, and hauora (well-being).
Workshop Summary
This workshop focused on envisioning actionable interventions to transform Ōtautahi Christchurch into a thriving learning city, where lifelong learning is embedded in everyday life and contributes to social, cultural, and environmental capital. The workshop explored AŌLCC's evolving role in fostering the organic rise of innovative ideas and collaborations within the community.
Key Themes and Actionable Interventions
Implement initiatives like a Learning Passport Programme, Learning Ambassador Programme, and pop-up learning spaces to encourage and reward participation in learning experiences.
Establish innovative learning environments like a charter school without walls, support school cultures that foster curiosity, and promote creative expression.
Develop digital learning assets and learner-centric funding mechanisms, ensuring equitable access to resources and services.
Support diverse and inclusive learning opportunities, addressing the needs of all learners and promoting walkable access to fresh food.
Foster ecological awareness through initiatives like "Walk on Water" sensitivity, integrate sustainability into learning, and develop themed learning trails.
Engage with the community, establish a distinct brand identity, and hold an annual learning festival.
Foster effective leadership and support the well-being of education leaders.
Next Steps
AŌLCC, with support from the community and stakeholders, will leverage these actionable interventions to guide further conversations when connecting, collaborating, and driving transformative initiatives that benefit the entire community.
Conclusion
This workshop marked a significant step towards realising the vision of Ōtautahi Christchurch as a learning city. By fostering collaboration, innovation, and inclusivity, the community can create an environment where learning is a lifelong journey accessible to all.
Workshop Yield - A Vision for Ōtautahi Christchurch as a Learning City
The yield from Te Korekoreka inspired workshop process reveals a rich tapestry of interconnected themes and aspirations for transforming Ōtautahi Christchurch into a thriving Learning City. This report delves into the nuances of these themes and proposes actions (taken from the Te Ao Mārama section of the workshop) aligned with the overarching vision.
Learning City: A Holistic Vision
A learning city is more than just schools and universities. It's a place where learning permeates every aspect of life, from formal institutions to informal interactions, and where knowledge is a shared resource for individual and collective growth. The vision emphasises:
Interconnectedness: Learning happens everywhere – in homes, workplaces, libraries, parks, and digital spaces. This calls for breaking down barriers between institutions and fostering collaboration.
Equity and Inclusion: Learning opportunities should be accessible to all, regardless of age, background, or ability. This necessitates addressing systemic inequalities and removing financial and social barriers.
Lifelong Learning: Learning is not confined to childhood or youth. It's a continuous journey with an intergenerational lens, fostering personal development, adaptability, and societal progress.
Sustainability: A learning city is environmentally conscious, integrating sustainability into its practices and fostering knowledge about ecological issues.
Community Engagement: Active participation and collaboration are essential. This means creating platforms for dialogue, empowering diverse voices, and fostering a sense of ownership.
Wellbeing: A learning city prioritises the physical and mental wellbeing of its inhabitants, recognizing the link between health and learning.
Individuals Areas of Influence - Actions in the near future
The following actions draw upon the nuanced themes throughout the workshop and aspirations outlined in the sticky notes. Keeping in mind that these responses may not strictly fit into the categories but is where the writer felt like they aligned the most followed by a comment from AŌLCC on how this may fit into the future of learning and Ōtautahi Christchurch as a Learning City:
Education & Lifelong Learning:
Open a charter school with no walls: This innovative approach promotes learning beyond traditional classrooms, embracing the city as a learning environment.
Embed a school culture in this vision: This involves fostering curiosity, collaboration, and a love for learning within educational institutions.
Fund & create opportunities for young people in art and entertainment: This acknowledges the importance of creative expression and diverse learning pathways.
Build and activate a central city learning hub: This creates a physical space for learning, connection, and community engagement.
Facilitate learning for and in the workplace: This recognizes that learning is not confined to formal settings and supports continuous upskilling.
Infrastructure & Resources:
Develop digital assets for people to explore Christchurch’s physical environment: This leverages technology to enhance learning and engagement with the city's history, culture, and natural spaces.
Drive delivery of equitable transport & housing plans: This recognizes that access to resources and services is essential for equitable learning opportunities.
Equity & Inclusion:
Fund & create opportunities for young people in art and entertainment: This addresses the needs of diverse learners and promotes inclusive pathways.
Mobilise resourcing to promote inclusive learning across the sector: This involves removing financial barriers and ensuring access for all.
Enable every person in the city to have walkable access to fresh food by 2030: This addresses the basic needs that underpin wellbeing and learning.
Sustainability & Environment:
Leads a walk on water sensitivity: This promotes awareness of ecological issues and fosters a sense of responsibility for the environment.
Bringing an Earth first approach to learning + action + business: This integrates sustainability into all aspects of the learning city.
Community & Engagement:
Upskill in marketing & community engagement: This ensures that the learning city vision is effectively communicated and resonates with diverse communities.
Seek out opportunities to support learning networks with local neighbourhoods, business, community groups etc: This fosters collaboration and empowers local initiatives.
Gather examples of learning city + tell the stories: This celebrates successes and inspires further action.
Other:
Proactively role-model + facilitate collaboration between leaders: This emphasises the importance of leadership in driving change and creating a shared vision.
Continue supporting the wellbeing of education leaders & changemakers through coffees & wine!: This recognizes the importance of informal networks and support systems.
Conclusion
Transforming Ōtautahi Christchurch into a learning city requires a multifaceted approach that encompasses education, infrastructure, equity, sustainability, and community engagement. The proposed actions are a starting point, and their success will depend on ongoing collaboration, innovation, and a commitment to the shared vision. The workshops yield reveals a wealth of creative ideas and a strong desire for a more equitable, sustainable, and interconnected city. By harnessing this collective energy and wisdom, Ōtautahi Christchurch can truly become a beacon of lifelong learning and community flourishing.