I had a chance recently to sit in on Philanthropy Australia’s Rural and Regional Affinity Group Meeting. It’s a group ably led by Jeanice Henderson of the Foundation for Rural and Regional Renewal (FRRR) and links together funders from across Australia with an interest in supporting communities in regional, rural and remote Australia. I was there in my capacity as Co-Convenor of the Philanthropy Australia’s Education Affinity Group but I have subsequently signed up to participate more regularly as a member of the group.
I began wondering why it was that the Foundation I work for hadn’t been involved with the Rural and Regional Affinity Group up until that point. It is a relatively new group and, like all in the philanthropic sector, I find myself ‘time poor’ a good deal of the time but the truth be told I think I may have actually dismissed the fact that I work for a foundation does make investments in those communities. Sometime when you are not explicit about what you fund (in this case regional and rural Australia) you can dismiss the role you should be playing in thinking about how to make better investments in that area.
Interestingly, I have noted the issue with ‘education funding’ too. I speak to a lot of philanthrocrats who aren’t involved in the Education Affinity Group and when we get talking about their funding priorities it’s clear that there is a genuine education cross over. Education is perhaps the broadest of all funding areas – what are we actually talking about when we say ‘education funding’? Is it simply schools support, numeracy and literacy and basic learning support for students? Or, as funders do we need to think about the wider diversity of education support we direct to young people via our arts, environment and health programs?
Last year’s Leading Learning in Education and Philanthropy survey picked up on the diversity of areas that philanthropy was making its investments to in education. A group of 25 funders actually agreed to identify themselves in the survey to outline the diversity of their education funding remit. The breath of funding priorities was impressive with areas as wides as support for the creative arts to vocational education for young people all supported. You can check out the full results via the Leading Learning in Education and Philanthropy (LLEAP) dialogue series.
In 2012 everyone involved in the LLEAP research is hopeful that the full diversity of philanthropic funders involved in education will complete the Philanthropy Survey to try to paint an even clearer picture of what funds are being directed to education by private and corporate funders. So I would urge all those funders who think they fit within the broad education remit to complete the survey and twist the arms of others they know to get involved too. As a philanthropic sector it is important we invest our time and energy into knowing how we currently engage with our partners, so that we might in the longer term improve our practices, share our learnings and ultimately do better by those communities we are aiming to support.
The LLEAP Philanthropy Survey closes on Tuesday 21 August. If you have any questions about the survey or you involvement contact Emma or Michelle via email@example.com.
You can follow the musings of Caitriona Fay on Twitter via @cat_fay or the blog via @3eggphil
It was exciting yesterday to see the release of the 2011 Survey Report for the Leading Learning in Education and Philanthropy (LLEAP) research study. The Report documents the responses to the inaugural LLEAP survey provided by 300 schools, non-profits and philanthropic bodies working in the education space.
The release of the Report marks the first real milestone for the LLEAP team and everyone involved in shaping the research program. Those organisations and individuals who have given their time generously to be involved in the interview phase, focus groups and in the completion of the survey have done so out of a commitment to finding better ways to work towards improving educational outcomes.
The LLEAP research is the first of its kind in Australia to bring together schools, non-profits and trusts & foundations to examine the role and impact of philanthropy in education.
For me, one of the more eye-opening aspects of the Report relates to the number of disconnects in priorities and target audiences among respondent schools, non-profits and philanthropic organisations. This is perhaps best demonstrated by schools clearly ranking teachers and teacher quality highly in terms of need for support and yet this need is not reflected in the highest priorities of philanthropic and non-profit respondents.
There are three main themes to come out of the Report with respect to the barriers faced by schools, non-profits and philanthropy. For schools, it’s that their capacity to find and access philanthropic dollars is poor. For non-profits, the issue of short term funding and program sustainability is hindering their capacity to be as effective as they could be. For philanthropy the barriers are what the report refers to as “knowledge issues” (specifically the who, how and why of collaboration and best practice).
The great thing about the Survey Report is that it is a conversation starter. The survey results are simply that; survey results. How we use and interpret the results however can potentially influence our practices and decision making. We’ll be exploring some of the issues the Report has thrown up on this blog in the coming weeks and would love you to join in the on the conversation.
Caitriona Fay is a member of the LLEAP Project Team. You can follow her musings on Twitter via @cat_fay and get the latest from the Eggs via @3eggphil