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This Concept Map, created with IHMC CmapTools, has information related to: SOCIAL DIMENSIONS OF LEARNING 27 MAY, Focus “Connect with friends,” “be part of group,” “have fun” and “express myself” Capabilities social Web is not about learning new services or mastering new technologies Systems Kevin Kelly’s 2005 Wired article messy participation users who are now both creators and consumers mass participation and a little chaos to often create the most exciting venues for collaboration, creativity, community building—and transformation. LIBRARY RESEARCH, The human capital agenda in both cases takes a clear, lifelong learning perspective and is about raising the skill levels of all for participants in the modern Australian knowledge economy. ???? ????, KEY ISSUES Focus in addition to the personal, internally focused elements, people’s social experiences – the degree to which they have supportive relationships and a sense of connection with others – form a vital aspect of well-being Values ‘feeling close to, and valued by, other people is a fundamental human need Identity Well being more weakly related to economic status than we have been led to believe ?? society has been led off course by traditional indicators,the need for alternatives is now urgent. Capabilities people need:a sense of individual vitality; activities are meaningful, engaging, and make them feel competent and autonomous; a stock of inner resources to help them cope when things go wrong and be resilient to changes beyond their immediate control. Policy alternatives CONNECTIVITY Local involvement ;flexible working;ACTIVE LIVES EMOTIONAL SELF AWARENESS ;LIFELONG & LIFEWIDE LEARNING; RECIPROCITY ????, ???? Values/Assertions clear links between family financial disadvantage and children’s readiness for school and their later academic achievement and adjustment children who are less “ready” are less likely to excel academically, are more likely to have behavioural and emotional problems,be retained in a grade and drop out of school;more likely to become teenage parents, engage in criminal activities and have poorer employment records multiple influences on school readiness seemed to operate similarly for financially disadvantaged and non–financially disadvantaged groups. Identity the complex relationship between income and child development is yet to be fully understood, family stress model may provide a better explanation for the relationship between income and children’s behavioural outcomes (through parenting practices), the investment model may best explain the relationship between income and children’s cognitive outcomes (through the home physical and learning environment). these are not mutually exclusive and probably most commonly act in unison or interactively. Capabilities for transition to school Variability across multiple facets of language development, cognitive abilities, general knowledge, approaches to learning, social/ emotional development, and physical health and development. the prevalence of many of the predictors of school readiness differs across financially disadvantaged and non–financially & disadvantaged groups, and this helps explain the higher rate of low school readiness among children from financially disadvantaged families. Systems interventions should not focus on low income per se, but rather on predictor variables that are often more prevalent in FD families. the most promising strategy for improving school readiness among disadvantaged children in the US has been the delivery of multimodal programs that combine high-quality early education with parent support. Australian examples include Families Learning Together;pathways to prevention, Assertion Social inclusion must be a high priority for moral, social, and political reasons. the knowledge economy itself has a distinctive dependence on social capital. education indeed affects social capital and social cohesion and vice versa; educational policy-makers from across the OECD have much to learn from one another about what works when and where ???? iiiiii ROBERT PUTNAM, Assertion Social inclusion is about making sure that all children and adults are able to participate as valued, respected and contributing members of society Charity as moral responsibility individuals as victims - input focus Needs are valid claims inputs+ outcomes Rights based individuals empowered to claim their rights legislative protection of rights to a transparent standard a rights based framework where their own dignity and role in determining their future is respected and acknowledged Systems involves all of the stakeholders in the assessment, decisionmaking and implementation of strategies, policies and services.- more than just consultation for results to be achieved, clear accountabilities must be set. - rights contain corresponding duties where people have fewer social,economic or political resources, they will need assistance. Empowerment requires the improvement of the capacity of the target group to claim and exercise their rights and to make rights based complaints. Linkages to human rights standards: these standards are minimum guarantees ???? Recognizing Resilience and Rights Values and Public Policy. Fairness, Diversity and Social Change. Centre for Public Policy Conference. 26th February 2009 Dr Helen Szoke, Chief Conciliator and Chief Executive Officer, Victorian Equal Opportunity and Human Rights Commission, Risk and protective factors for person,peers,family,school & community ???? Investing In Our Youth The First Fully Operational Communities That Care Project in Australia, MEASURING AND/OR ESTIMATING SOCIAL VALUE CREATION: Insights Into Eight Integrated Cost Approaches Prepared for Bill & Melinda Gates Foundation Melinda T. Tuan , 2008 ???? Assertions lack of maturity in the field of social program evaluation the process of collecting social impact and social outcome data—and the methods of calculating the costs of social program delivery are not very well developed or established in the social sector. The virtue of our metrics is that they are brutally clear about the assumptions we‘re making along the way, some of them embarrassing ‗silver bulletism‘ of a a single metric that avoids an inevitably subjective process of judgment and choice a bureaucratic fantasy, not reality. Identity /Purpose The lack of a common language, common measures, quality data, and incentives for transparency represent key limitations for the utilization of any efforts to integrate cost into measuring and/or estimating social value 1. Prospective—looking forward to determine projected costs and benefits in the future indicate a favorable investment in the present 2. Ongoing—testing assumptions and projections regarding intended social value creation along the way, in order to aid in course correction 3. Retrospective—to determine they were favorable investments given the costs incurred, in order to inform future decision Systems The eight approaches profiled represent a variety of philosophical purposes for blending costs and social outputs, outcomes, or impacts: internal decision-making cross portfolios, internal decision-making within portfolios, and general promotion and field building., Identity /outcomes the social outcomes of learning – health and civic and social engagement (CSE). education can positively help people to lead healthy lives raising the level of adult women to a basic qualification level would reduce the risk of depression at age 42 from 26% to 22%, saving an estimated £200 million annually education can positively help people to lead healthy lives raising the level of adult women to a basic qualification level would reduce the risk of depression at age 42 from 26% to 22%, saving an estimated £200 million annually ???? UNDERSTANDING THE SOCIAL OUTCOMES © OECD 2007