DOCSLIB.ORG

Regulatory and Planning Committee Agenda

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Regulatory and Planning Committee Agenda Resource Management Act 1991 Christchurch City Council Christchurch City Plan Proposed Plan Change 25 Decision SCHOOLS REZONING Explanation The purpose of this Plan Change is to change the zoning on a number of school sites across Christchurch from their current zoning, which does not specifically cater for education activities, to Cultural 3 Zoning (CU3). Currently, the schools in question can continue to develop if they comply with their existing zoning (Living 1, 3, Rural 3 and Special hospital). However, where any development is not able to meet the provisions of the existing zone rules, resource consent approval is required and this process is costly. This does not adequately serve the needs of the schools and is an unnecessary burden for both the school and the Council. The Council has taken the approach of providing an appropriate zone for schools which enables development to occur provided the zone performance standards are met. The Cultural 3 Zone provides for educational activities as a permitted activity providing they meet certain development, community and critical standards. The rules for existing school sites are intended to reflect that of the surrounding zone. Included in these are rules for open space, setback, separation from neighbours and hours of operation. Any activity which does not meet the definition of an education activity will be assessed against separate zone rules identified in the City Plan. Re-zoning the schools will result in changes to the rules for the school and the activities they can carry out as of right and will bring about consistency in the way that schools are provided for in the City Plan. The following schools have been identified for this Plan Change: • Banks Avenue School, Canterbury Christian College, • Emmanuel Christian School, Hillview Christian School, • Jean Seabrook Memorial School, Middleton Grange School, • Redcliffs Primary School, Rudolf Steiner School, • St Andrew’s College, Annes School, • St Marks School and Waitaha Learning Centre. Continued… Date Publicly Notified: 6 September 2008 Date Operative: Plan Details: File No: PL/CPO/3/25 - Planning Maps 24A, 32A, 33A, 35A, 37A, 38A, 39C, 40A, 45A, 46A, 47A, 48A, 52A - Volume 3, Part 7 …Continued In addition, minor amendments to the wording of the Cultural 3 Zone description and purpose have been made for the following reasons: 1) to have continuity of language when referencing state/public schools. 2) to make amendments as requested in the Environment Court case, The Ministry of Education v Christchurch City Council (RMA 247/00) which found that reference in the City Plan of “not supporting continued designation of schools” be disallowed. 3) to provide additional information - referencing which City Plan map the school site will be found on. This reformatting is in line with the formatting and information provided for designated schools. Further to this, additional rules as exceptions have been included in the Community Standards. These site specific rules are required to maintain amenity value and separation from neighbours through landscaping to mitigate against the environmental effects of educational activities. These rules are a reflection of conditions that were put in place when the school sites were established through the resource consent process. An addition to Reason for Rules has also been included to explain the existence of these site specific rules The plan change seeks to: Amend wording in the Zone description of Volume 3, Part 7 Cultural Zones, Clause 1.4 Cultural 3 Zone Additional rule Volume 3, Part 7, Clauses 3.4 and 3.4.1 special landscape provisions for three existing schools Addition of new schools to list of secondary or composite schools and Primary and intermediate schools, Volume 3, Part 7, Clauses 3.6.1 and 3.6.2 Amendment, change of names, to schools list secondary or composite and primary and intermediate, Volume 3, Part 7, Clauses 3.6.1 and 3.6.2 Amend details on schools listed Volume 33, Part 7, Clauses 3.6.1 and 3.6.2 Amend planning maps, Volume 3 2 City Plan Amendments Note: For the purposes of this plan change, any text amended as a result of other decisions is shown as “normal text”. Any text proposed to be added by the plan change is shown as bold underlined and text to be deleted as bold strikethrough. Changes as a result of the Hearing Panel decisions are shown in the Plan Change document below. The actual changes are shown as double strikethrough (in the case of deletions) and double underline (in the case of additions) to distinguish them from the original changes in the Plan Change as notified. Amend the City Plan as follows: 1. Volume 3: Part 7 Cultural Zones: 1.4 Cultural 3 (Schools) Zone Clause 1.4 Zone description and purpose This zone includes primary, intermediate, secondary, and composite schools in Christchurch, both public or private. State (public) schools have traditionally been designated and currently remain so. The Minister, as requiring authority, could choose to designate state integrated schools. The Council does not support the continued designation of state schools and considers that the Cultural 3 Zone makes adequate provision for such schools. Having regard to the effects of school activities, no distinction is made in the Plan between the rules applicable to either state or private schools. The purpose of the zone is to provide rules for existing school sites which reflect that of the surrounding zones (normally living zones), with the exception of rules applicable to the development of schools as a specific activity. Generally, secondary schools are larger and have potentially greater levels of effects. Schools, apart from performing a vital role in education, also provide open space, a focus for community activities, and opportunities for multiple use of facilities. This zone is an important one in terms of the number of sites and total area of land within it. Although designated schools are subject to the ongoing …Only a small number of new public state schools are … 2. Volume 3. Part 7 Cultural Zones Clause 3.4 Community standards Note: There are no community standards 3.4.1 Special landscape provisions for existing schools. (a) For the College at 322 Sawyers Arms Road, Lot 1 DP82630: 3 (i) landscaping established in accordance with the approved landscape plan for the resource consent 92007219 (labelled 92007219/2) and 992520 (labelled 992520/4)shall be maintained and any landscaping which is damaged, diseased or dies shall be replaced immediately. (ii) all fences adjacent to residential properties, with the exception of the northern boundary of those properties located at 320 and 316 Sawyers Arms Road, Lot 1 DP24794 and Lot 1 DP55156, are to be maintained to ensure there is a continuous structure with no gaps. (b) For the Learning Centre at 221 Kirk Road, Lot1 DP301335: (i) landscaping established in accordance with the approved landscape plan for the resource consent 20002716 (labelled 20002716/2) shall be maintained and any landscaping which is damaged, diseased or dies shall be replaced immediately. (c) For the School at 27-31 Cholmondeley Avenue and 48 and 52 Locarno Street, Lot 5 DP25742, Lots 13 -15 DP 2011 and Lots 1-2 DP26032: (i) landscaping established in accordance with the approved landscape plan for the resource consent 20016766 (labelled 20016766/6) shall be maintained and any landscaping which is damaged, diseased or dies shall be replaced immediately. 3. Volume 3. Part 7 Cultural Zones Clause 3.6.1 Secondary or Composite Amend Clause 3.6.1 by adding the following schools to the table Column A Location Map Column B Aidanfield Canterbury Aidanfield Drive, Aidanfield 45 Living 3 Christian College School Jean Seabrook Memorial London Street, Richmond 40 Living 3 School Waitaha Learning Centre Kirk Road, Templeton 35 Rural 2 Te Kura Kaupapa Maori O Te Lyttelton Street, Spreydon 53 Living 1 Whanau Te Kura Whakapumau Hassals Lane, Opawa 47 Living 2 Hillview Christian School Wilsons Road, St Martins 46 Living 1 4 4. Volume 3. Part 7 Cultural Zones Clause 3.6.1 Secondary or Composite Amend Clause 3.6.1 by correcting the names of the following schools. Column A Location Map Column B Seventh Day Grants Road, 32 Rural 2 Adventist Papanui Christchurch Adventists School Windermere Condell Avenue, 31 Living 1 Christian College Papanui The Bible College of New Zealand Laidlaw College Inc Linwood High Aldwins Road, 40 Living 2 College Linwood Linwood College Aldwins Road, 40 Open space 2 Lower Field Linwood Hohepa Barrington Street, 53 Living 1 Canterbury Spreydon Hagley Community Hagley Avenue, 39A Living 4B College City (Hagley Avenue) Hagley Community Champion Street 32 Living 2 College (Champion Street) Youth Education Centre 5. Volume 3 : Part 7 Cultural Zones : Clause 3.6 List of schools Amend Table 3.6.1 to include details of the school location Table 3.6.1 Column A Location Map Column B Aranui High Shortland Street, Aranui 33 Living 1 5 Avonside Girls' High Avonside Drive, Avonside 40 Open Space 2 Burnside High Greers Road, Burnside 31 Living 1 Canterbury Christian Aidanfield Drive, Aidanfield 45 College Aidanfield Living 3 Christian College School Cashmere High Rose Street, Spreydon 53 Living 1 Catholic Cathedral College Barbadoes Street, City 39A & C Cultural 1 (RC) Christchurch Boys' High Kahu Road, Fendalton 38 Open Space 2 Sports Ground Christchurch Boys' High Kahu Road, Fendalton 38 Open Space 2 Christchurch Girls' High Matai Street East, Fendalton 39 Open Space 2 Christ's College Rolleston Avenue, City 39C Cultural 1 Hagley
Load more

Recommended publications
  • Reference Guide 3: Education Records Pupils, Teachers & Schools
    Christchurch Regional Office Reference Guide 3: Education Records Pupils, Teachers & Schools Summary This reference guide gives an overview of the key education records that we hold which contain information about pupils, teachers and schools in Canterbury and Westland; please note that our records relate only to publicly-funded schools. - June 2019 Page 1 of 15 Reference Guide 3: Education Records - Pupils, Teachers & Schools Contents Introduction ............................................................................................................. 2 Access ...................................................................................................................... 3 School Records ......................................................................................................... 3 Introduction ............................................................................................................... 3 List of Schools ............................................................................................................. 4 School Histories .......................................................................................................... 9 Canterbury Association Schools ............................................................................... 10 Teachers ................................................................................................................. 11 Introduction ............................................................................................................
    [Show full text]
  • SI Info 1 for 2003
    SOUTH ISLAND SECONDARY SCHOOLS' ATHLETIC CHAMPIONSHIPS Information One DATE: Saturday 29th – Sunday 30th March 2003 TIME: Commencing at 8:45am VENUE: Trafalgar Park, Trafalgar St, Nelson COST: As this event is not yet sponsored. An entry fee or gate admission may need to apply to all competitors, school officials, spectators and supporters. ENTRY: Is through Regional Selectors only. Entry forms will be sent to these once notice as to who they are has been received. Entries must be received by 5pm on Monday 24th March 2003. ACCOMMODATION: Accommodation for all teams has been reserved at a variety of places in Nelson by Nelson Tourism Service. Prices range between $15-$40 Per person per night, depending on type of accommodation. Bookings are easy, simply fill in the booking form which will be sent out to all schools with the registration packs in February. For further information contact the accommodation co-ordinators Nelson Tourism Services on 03 –546 6338 or email [email protected]. ORGANISATIONAL TIMELINE: January 22nd Wednesday Preliminary information distributed through Regional Sports Directors February 7th Friday Information one sent to all eligible South Island Schools March 24th Monday Entries close at 5pm March 28th Friday AGM of SI Athletics Teachers Association. Manager’s packs distributed. March 29th – 30th Sat/Sun SISS Athletic Championship, Trafalgar Park, Nelson This mailing includes: 1 Notice of Managers Meeting & Annual General Meeting (Information packs available at this meeting) 2 Information for competitors (specifications & notes ) 3 List of potential competing schools (with the 4 letter code and uniform) (If this information is incorrect, please fax corrected information to Westpac Tasman Sports Director, fax: 03546 3300.
    [Show full text]
  • ~ NEW ZEALAND GAZETTE •I Published by Authority
    r - '"' ........ .,._, No. 96 2445 THE ~ NEW ZEALAND GAZETTE •I Published by Authority WELLINGTON: THURSDAY, 21 AUGUST 1980 CORRIGENDUM Toetoes Survey District, Southland County, pursuant to the Discontinuance of Special Arrangements for the Provision of Public Works Act 1928, by omitting the legal description of Medical Services for the Residents of Wanaka and the land described firstly in the Schedule thereto and sub­ Surrounding Districts stituting the following legal description. IN the notice with the above heading, published in the SCHEDULE New Zealand Gazette, dated 31 July 1980, No. 89, p. 2265, regarding the discontinuance of special arrangements of SOUTI-ILAND LAND DISTRICT medical services for the residents of Wanaka and surrounding ~ L ~ Bci~ districts, the date for the discontinuance of the special 29 1 7 Section 59, Block I, Toetoes Survey District. All arrangement is 1 August 1980. certificate of title No. 2A/589. Dated at Wellington this 15th day of August 1980. Given under the hand of His Excellency the Governor­ GEORGE F. GAIR, Minister of Health. Gencral, and issued under the Seal of New Zealand, this 6th day of August 1980. W. L. YOUNG, Minister of Works and Development. [L.S.] Goo SAVE THE QUEEN! CORRIGENDUM (P.W. 96/775000/0; Dn. D.O. 96/775000/0/27) Notice Under the Regulations Act 1936 nm notice with the above heading, published in the New Zealand Gazette, dated 7 August 1980, p. 2352, is to read as follows: Appointing Auditors of the Reserve Bank of New Zealand Title or Subject-Matter For "Sales Tax Exemption Order 1980, Amendment No.
    [Show full text]
  • The Hearing Report
    The Hearing Report Fndngs and initial recommeridations of the Board of Health Committee on Hearing \ 1984 LIBRARY DEPARTMENT OF HEAlTH!r1J" WELlJNGTON ':)" COPYRIGHT With due acknowledgment, this report may be freely copied or quoted; but no.t for a commercial .ageI1cy or for commercial purposes.· 11 FOREWORD Hearing impairment is one of the most prevalent, preventable, yet ignored disabilities. Such an invisible handicap evokes little sympathy, yet thousands of New Zealanders and their families are affected by its complex personal and social ramifications. One of the main outcomes of deafness and hearing impairment is difficulty with interpersonal communication, leading to learn­ ing difficulties and failure to develop skills necessary for self advocacy. Social growth. may be compromised sometimes to a severe degree. While deaf and hearing impaired people were consulted in the course of producing this report, it is essential that further working parties involve the 'consumer' much more extensively. We, the hearing, often choose to 'turn a deaf ear' to the needs of the hearing impaired. This report draws together information from a wide range of sources. In the course of gathering data on deafness and hearing impairment in New Zealand, large gaps in our knowledge became apparent. A mismatch between needs and available services was also found, despite recommendations in earlier reports such as Deafness the invisible handicap. It is hoped that the. recom­ mendations set out in Part 4 of the Hearing Report will be followed by multidisciplinary cooperation and action, at national, regional, and local level. The work of the committee has culminated in a result which is required reading for those with responsibilities for the wellbeing of hearing impaired people.
    [Show full text]
  • An Annotated Bibliography of Published Sources on Christchurch
    Local history resources An annotated bibliography of published sources on the history of Christchurch, Lyttelton, and Banks Peninsula. Map of Banks Peninsula showing principal surviving European and Maori place-names, 1927 From: Place-names of Banks Peninsula : a topographical history / by Johannes C. Andersen. Wellington [N.Z.] CCLMaps 536127 Introduction Local History Resources: an annotated bibliography of published sources on the history of Christchurch, Lyttelton and Banks Peninsula is based on material held in the Aotearoa New Zealand Centre (ANZC), Christchurch City Libraries. The classification numbers provided are those used in ANZC and may differ from those used elsewhere in the network. Unless otherwise stated, all the material listed is held in ANZC, but the pathfinder does include material held elsewhere in the network, including local history information files held in some community libraries. The material in the Aotearoa New Zealand Centre is for reference only. Additional copies of many of these works are available for borrowing through the network of libraries that comprise Christchurch City Libraries. Check the catalogue for the classification number used at your local library. Historical newspapers are held only in ANZC. To simplify the use of this pathfinder only author and title details and the publication date of the works have been given. Further bibliographic information can be obtained from the Library's catalogues. This document is accessible through the Christchurch City Libraries’ web site at https://my.christchurchcitylibraries.com/local-history-resources-bibliography/
    [Show full text]
  • Van Asch Education Review Report January 2019
    Van Asch Deaf Education Centre Sumner, Christchurch Confirmed Education Review Report Ko te Tamaiti te Pūtake o te Kaupapa The Child – the Heart of the Matter Education Review Report Van Asch Deaf Education Centre This review is designed to support schools that were experiencing difficulties at the time of the last review. ERO provides ongoing evaluation over the course of one-to-two years as the school works to improve its overall performance and build its self-review capability. This report answers key questions about the school’s background and the context for the review. The report also provides an evaluation of how effectively the school is addressing areas identified for review and development and the quality of its practices and systems for sustaining performance and ongoing improvement. Findings 1 Background and Context What is the background and context for this school’s review? The van Asch Deaf Education Centre (van Asch DEC) is a special school providing education and support services to children and young people who are deaf or hard of hearing. The centre caters for students from preschool to 21 years of age across the South Island and the southern half of the North Island. The van Asch DEC and Kelston Deaf Education Centre (KDEC) are part of a national educational provision for deaf students and operate under a combined board of trustees. In 2017, the Ministry of Education (MoE) appointed a limited statutory manager (LSM) to support the governance of KDEC in employment matters. In 2018, the powers of the LSM were extended to governance and the MoE appointed a further LSM with responsibility for finance and property across both centres.
    [Show full text]
  • A Comparative Analysis of Legislation Concerning ASL, BSL and NZSL
    Università degli Studi di Padova Dipartimento di Studi Linguistici e Letterari Corso di Laurea Magistrale in Lingue Moderne per la Comunicazione e la Cooperazione Internazionale Classe LM-38 Tesi di Laurea Language policy and Deaf communities: a comparative analysis of legislation concerning ASL, BSL and NZSL Relatrice Laureanda Prof. Fiona Clare Dalziel Sara Bellei n° matr. 1180016 / LMLCC Anno Accademico 2018/2019 2 TABLE OF CONTENTS INTRODUCTION 7 1. CHAPTER ONE – SIGN LANGUAGE 11 1.1 From language to sign language 11 1.1.1 Definition of language 11 1.1.2 Definition of sign language 16 1.1.3 Similarities and differences between verbal and sign language 20 1.1.4 Sign language and manual codes 23 1.2 Sign language as a natural language 25 1.2.1 The acquisition of sign language 25 1.2.2 The importance of early exposure 30 1.3 Introduction to sign language linguistics 34 2. CHAPTER TWO – THE DEAF WORLD 41 2.1 Deaf people and the Deaf community 41 2.2 Deafness 45 2.3 History of the Deaf communities and deaf education 48 3. CHAPTER THREE – LANGUAGE AND DISABILITY RIGHTS 55 OF THE DEAF 3.1 Language rights 55 3.1.1 Definition of language rights 55 3.1.2 Language rights recognition and main issues 58 3.1.3 Language rights and international law 60 3.1.4 Language rights in the European Union 62 3.2 Language and minority groups 65 3.2.1 Definition of linguistic minority group 65 3.2.2 The Deaf Community as a linguistic and cultural minority 66 3.2.3 Deaf community rights 67 3.3 Language policy 71 3 3.3.1 Types of language policy 71 3.3.2 Sign language policy and legal recognition 73 3.4 Deaf people and disability policy: the CRPD 75 4.
    [Show full text]
  • Reference Guide 3: Education Records Pupils, Teachers & Schools
    Christchurch Regional Office Reference Guide 3: Education Records Pupils, Teachers & Schools Summary This reference guide gives an overview of the key education records that we hold which contain information about pupils, teachers and schools in Canterbury and Westland; please note that our records relate only to publicly-funded schools. - September 2018 Page 1 of 15 Reference Guide 3: Education Records - Pupils, Teachers & Schools Contents Introduction ......................................................................................................................2 Access ...............................................................................................................................3 School Records ..................................................................................................................3 Introduction ........................................................................................................................ 3 List of Schools ...................................................................................................................... 4 School Histories ................................................................................................................... 9 Canterbury Association Schools ........................................................................................ 10 Teachers .......................................................................................................................... 11 Introduction .....................................................................................................................
    [Show full text]
  • The Experiences of New Zealand Secondary School Teachers Living with Impairments And/Or Chronic Illness
    i All the little things: The experiences of New Zealand secondary school teachers living with impairments and/or chronic illness. A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy at The University of Otago, College of Education Dunedin, New Zealand Lara J. Sanderson 2018 All the little things ii For you Mum. It will not be simple, it will not be long it will take little time, it will take all your thought it will take all your heart, it will take all your breath it will be short, it will not be simple it will touch through your ribs, it will take all your heart it will not be long, it will occupy your thought ~ Adrienne Rich (1991) All the little things iii Abstract Uncover me, my life is woven Into the warp of impairment The weft of chronic illness Experience first-hand me living (Woven, LJS, 2014) What are the experiences of New Zealand secondary school teachers living with impairments and/or chronic illness? This is the question I sought to explore through the storied experiences of Abby, Boady, Cleo, Elle, Garry, George, Harry, Jane, Kate, Lilly, May, and Sophie (not their real names), 12 New Zealand secondary school teachers. Working within a qualitative interpretivist paradigm, I drew from disability studies, disability studies in education, and arts-based educational research to frame this study. I conducted a qualitative exploratory survey and narrative interviews to produce the data. Thematic analysis of the opened ended survey questions provided strands of inquiry for the poetic text “I am, am I?” and the narrative interviews: Discriminatory practices/negative attitudes; disclosure; acceptance and support; impairment/chronic affects.
    [Show full text]
  • Teaching English Literacy to Members of the Deaf Community
    TEACHING ENGLISH LITERACY TO MEMBERS OF THE DEAF COMMUNITY: Insights for bilingual programming Jackie Thompson A thesis submitted to Auckland University of Technology in partial fulfillment of the degree of MASTER OF ARTS in APPLIED LANGUAGE STUDIES December 2004 1 ATTESTATION OF AUTHORSHIP I hereby declare that this submission is my own work and that, to the best of my knowledge and belief, it contains no material previously published or written by another person nor material which to a substantial extent has been accepted for the qualification of any other degree or diploma of a university or other institution of higher learning, except where due acknowledgement is made in the acknowledgements. 2 ACKNOWLEDGEMENTS Dr. Pat Strauss for patient and detailed supervision, and intense interest in the Deaf World. Dr. Ron Holt for insight and advice. Joan Morley for painstakingly editing this thesis. The programme leader, the teacher, the Deaf support tutor, and the former Deaf resource officer. These people ‘went the extra mile’ with both their resources and their time. Dr. Judy Hunter for background discussion. The NZSL / English interpreters. Linda Litherland for meticulously transcribing every interview. The Auckland University of Technology (AUT) School of Languages for the provision of a scholarship which made this study possible. Kelston Deaf Education Centre (KDEC); the team at Totara Village for keeping me in work throughout the duration of the study, and the KDEC librarians for your ongoing help. 3 I would like to extend especial gratitude to the following people who contributed so generously with their time and expertise: I would like to express a very special thanks to the students who participated in this study and who generously offered their ‘insider’ views.
    [Show full text]
  • Roll Over Notice
    Minister of Education - Existing Designations to be Retained With Modification* Proposed Christchurch City District Plan Review - March 2014 Map Requiring Purpose Name Location Legal Description Site Area Reason for Lapse Period Ref Authority Modification Christchurch City Plan 40 Minister of Secondary Avonside Girls' High Avonside Drive, Pt Lot 1 DP 78 Blk XI, 4.7730 ha Has been Education School School Avonside, CSD given effect to Christchurch Lot 7 DP 9962 Blk XI, / 5 years CSD Lot 11 DP 9962 Blk XI and XII, CSD Lot 14 DP 9962 Blk XI and XII, CSD Lot 1 DP 3192 Blk XI and XII, CSD Lot 1 DP 9529 Blk XI and XII, CSD Lot 3 DP 9529 Blk XI and XII, CSD Pt Lot 2 DP 13390 Blk XII, CSD Pt Lot 35 DP 78 Pt Lot 35 DP 78 has long been owned by the Crown for Education Purposes and has long formed part of the existing School and is believed to have been omitted from the current City Plan existing designation in error. 31 Minister of Secondary Burnside High School Greers Road, Pt RES 4683 16.1873 ha Has been Education School Burnside, Pt RES 39874 given effect to * (strike through for deletions, bold underline for new text) 1 Minister of Education - Existing Designations to be Retained With Modification* Proposed Christchurch City District Plan Review - March 2014 Map Requiring Purpose Name Location Legal Description Site Area Reason for Lapse Period Ref Authority Modification Christchurch Pt RES 40781 / 5 years Lot 2 DP 20130 Lot 218 DP 20130 is Lot 218 DP 20130 owned by the Crown for Education Purposes and currently forms part of the existing School designation.
    [Show full text]
  • Shaping Education Online Feedback Report
    On-line feedback: Shaping Education Engagement Process October 2011 What should we retain? Financial pressures must not crowd out the needs of vulnerable communities that are catered for in the education system; Family time and recreation time for children must be retained What should we change? The silos that separate education from health, social services, sport must be removed - the reality is that ECEs and schools provide an interface between the community and all of these areas and it is the interface that must be enhanced. What innovation could we introduce? We need to rethink our ECEs and schools as a community resource - a two way street so that the principles of life- long learning can be entrenched within communities What should we retain? We need to encourage centres of excellence and choice so that students can study in an environment that unlocks their potential in the trades, academia, performing arts so that we make the most of what we have. What should we change? We need the interface with the wider community through the restoration of adult and community learning and utilising outside resources - e.g. National Library, Canterbury Musem, the Art Gallery as places of learning for young and old. What innovation could we introduce? Think of places of learning rather than classrooms - LOTC could become the norm in a new environment. What should we retain? Because the eastern suburbs have suffered so much damage, it is vital that the affected communities are given the chance to settle before decisions are made about their future. Some of the communities around Parklands have been trying to get a local high school for many years.
    [Show full text]