Recognise that the learning city will be made up of many communities. Learning communities are increasingly acknowledging this with the need to learn from them and involve them in decision making processes.

Ideas for Action Consultation procedures at the beginning of initiatives should involve representatives of agencies and projects which are working in areas where consultation processes are needed. It is difficult for consultation to be effective if those being consulted are not aware of the options. Clear information about possible areas for action and awareness raising may need to precede consultation processes. There are natural points for communities to gather - schools are one. Using the community's familiar institutions and networks is a good starting point. Some communities are, in fact, a series of smaller sub-communities which may have different aspirations. It may be necessary to have different strategies to meet the needs of, for example, different ethnic groupings within the population. Consultation on locally significant issues is more likely to arouse interest than an agenda set totally from outside.

Focus Groups were developed as a form of qualitative market research. They have often been used to explore the background to customer views in a way that is not possible in opinion surveys. However they can be used to explore citizens' views and are particularly valuable in exploring the views of groups who are not normally heard in the working of the authority. (John Stewart, 1996)

Time and trust are important in dealings with communities. Allow sufficient lead time and resources to enable trust to develop. Communities can be galvanised by even small amounts of disposable income to use in community improvement. Pitfalls and Perils It is tempting to work through "Community Leaders". But it is vital that these are not self selected or representative of very particular interests within the community. It is important to recognise the contribution and views of the unclubbable members of communities. Do not engage in consultation on issues where policy is already effectively decided and where it is confirmation and not consultation that is sought. Essential Concrete outcomes are vital to the viability of consultation processes. It is better not to consult than to consult about nothing. Assessing Progress at Level One Has the initiative got a clear focus for consultation and targets for which communities will be approached first? Do those working within such communities, e.g. health visitors, social workers, teachers understand what is going on so that activity is not inadvertently sabotaged? Were all sections of the chosen community targeted? If so, which sections were actually involved in consultation: men/women; young/old; some/all racial groups; settled inhabitants/newcomers? Has consultation taken place within the selected community? What methods were used? Which succeeded? Which seemed least useful? Has a workable response been obtained and an action plan drawn up? Have systems been set up which could be re-activated for future consultation? Were issues raised which were unexpected and which changed plans? Facts and Figures Community attitudes to learning and the provision of learning opportunities, together with community development and action are difficult to measure . The first priority might be to establish a baseline. Possible means of collecting data in this area might include: Attitude surveys - which might be measured against national norms in the National Adult Learning Survey Attendance at public meetings and events, e.g. PTA meetings Number of organisations meeting in the designated community Number of residents acting in local organisations and groups, e.g. as school governors.

Examples in Action In Derby the Learning City has begun to raise awareness in communities about the power of learning. This uses a city-wide publicity campaign based on the slogan coined by Sir Christopher Ball, "Learning Pays". This has been used in local advertising to promote curiosity and raise interest. The idea is that there should be follow-up activity with media campaigns and leafleting to people's homes. In Newark, the learning community initiative is led by the local college. Real efforts have been made to involve employers and local voluntary organisations in learning, and the identification of learning needs, through a computer link with the college. The college is developing bulletin boards within its web-site for particular interest groups. A survey of 2,000 households on attitudes towards learning and barriers has begun the process of a dialogue with the local community.

A Model Community Charter Citizens wish: To be informed about city or town, how it takes decisions, its activities and its services; To be consulted about issues that affect them; To have their views listened to and respected; To be treated fairly and without discrimination; To participate in decision-making arrangements; To receive high quality services to known standards; To have complaints responded to promptly, fully, fairly. In, John Stewart, "Further Innovation in Democratic Practice", The University of Birmingham, 1996

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