Helen ODonoghue - CNCI ECO Framework Policy 2003-2013

Education/Education/Community/Community/

Outreach (ECO)Outreach (ECO)A policy framework for the A policy framework for the

Council of National Cultural Council of National Cultural InstitutionsInstitutions

2003-132003-13

What is ECO ?What is ECO ? ECO ECO (an acronym for Education, Community, (an acronym for Education, Community,

Outreach) is a professional discipline Outreach) is a professional discipline within the wider work of cultural within the wider work of cultural institutions worldwide, and especially of institutions worldwide, and especially of those in receipt of public funds. those in receipt of public funds.

Education, Community, Outreach Education, Community, Outreach (ECO)(ECO)

ECO is dedicated to the engagement of ECO is dedicated to the engagement of cultural institutions with the public they cultural institutions with the public they serve, to the mutual enrichment of both. serve, to the mutual enrichment of both. That engagement may be short- or long-That engagement may be short- or long-term in nature and may take place within term in nature and may take place within the cultural institutionthe cultural institution’’s own environment s own environment or, as the term or, as the term ‘‘outreachoutreach’’ implies, it may implies, it may occur in places and contexts well beyond occur in places and contexts well beyond the more predictable the more predictable ‘‘reachreach’’

of the institution.of the institution.

Education, Community, Education, Community, Outreach (ECO)Outreach (ECO)

ECO, as a discipline, is true to the legislation and ECO, as a discipline, is true to the legislation and terms of reference that govern the policies and terms of reference that govern the policies and practices of the CNCI member institutions. (2.2)practices of the CNCI member institutions. (2.2)

ECO owes much to contemporary cultural theory ECO owes much to contemporary cultural theory and practice regarding the social function of and practice regarding the social function of cultural institutions and their relationship with cultural institutions and their relationship with the public. (2.4)the public. (2.4)

Education, Community, Education, Community, Outreach (ECO)Outreach (ECO)

ECO addresses the implications of multiple ECO addresses the implications of multiple intelligence theory (2.5) as well as reflecting intelligence theory (2.5) as well as reflecting changes in wider civil society to do with changes in wider civil society to do with education, social equality and cultural education, social equality and cultural diversity.While children and young people diversity.While children and young people remain a central focus of ECO, the Policy remain a central focus of ECO, the Policy Framework pays attention to lifelong learning Framework pays attention to lifelong learning and to the notion of the learning society. (2.6 and and to the notion of the learning society. (2.6 and 2.7).2.7).

Governing PrinciplesGoverning Principles ECO conceives of the general public as ECO conceives of the general public as

consisting of a range of consisting of a range of ‘‘publicspublics’’. (3.2) . (3.2)

ECO conceives of the cultural institution as ECO conceives of the cultural institution as both a learning site and a social space. both a learning site and a social space. (3.2)(3.2)

ECO has a primary commitment to ECO has a primary commitment to

facilitate public participation and facilitate public participation and engagement within engagement within

the resources of the institution. (3.3)the resources of the institution. (3.3)

Governing PrinciplesGoverning Principles ECO is both a specialist service and an institution-ECO is both a specialist service and an institution-

wide value. (3.4)wide value. (3.4)

Learning ranges from playful exploration to Learning ranges from playful exploration to academic scholarship and is a lifelong experience academic scholarship and is a lifelong experience from early childhood to old age. (3.6 and 3.7)from early childhood to old age. (3.6 and 3.7)

‘‘Learning needsLearning needs’’ and and ‘‘learning styleslearning styles’’ are diverse are diverse

the cultural institution should set out to develop the cultural institution should set out to develop

and offer a range of appropriate learning models. and offer a range of appropriate learning models.

(3.8)(3.8)

Governing PrinciplesGoverning Principles ECO is integral to the institutionECO is integral to the institution’’s work and the s work and the

learning is two-way: sometimes the institution learning is two-way: sometimes the institution engages with and is enriched by the public engages with and is enriched by the public rather than the reverse being always or rather than the reverse being always or exclusively the case. (3.9)exclusively the case. (3.9)

ECO can happen on-site,off-site,or indirectly ECO can happen on-site,off-site,or indirectly through secondary resources, including the through secondary resources, including the internet. (3.10)internet. (3.10)

GuidelinesGuidelines

There are 13 guidelines identified seek to define There are 13 guidelines identified seek to define the commitments and actions that represent a the commitments and actions that represent a

common ECO Policy Frameworkcommon ECO Policy Framework

ECO work should be distinguished by a ECO work should be distinguished by a commitment to appropriately defined commitment to appropriately defined standards of excellence. (4.1) standards of excellence. (4.1)

ECO policy and practice needs to inform and ECO policy and practice needs to inform and to be integrated within the wider policy, to be integrated within the wider policy, planning planning

and management ethos of the cultural and management ethos of the cultural institutions. (4.2)institutions. (4.2)

GuidelinesGuidelines ECO policy and practice needs to clarify the ECO policy and practice needs to clarify the

primary value, the distinctive role, and the primary value, the distinctive role, and the integrated function of the ECO service. integrated function of the ECO service. (4.3) (4.3)

While public activities may be the most While public activities may be the most visible manifestations of ECO work, well-visible manifestations of ECO work, well-balanced provision will derive from a balanced provision will derive from a continuum - from once-off activity to a few continuum - from once-off activity to a few medium/long-term developmental projects medium/long-term developmental projects

- in the context of priorities identified - in the context of priorities identified in a strategic plan. (4.4) in a strategic plan. (4.4)


Researching and knowing its publics is Researching and knowing its publics is a cornerstone of ECO policy. a cornerstone of ECO policy. Understanding the nature of such Understanding the nature of such publics and the best means of engaging publics and the best means of engaging with them is given much attention in with them is given much attention in the Policy Framework and three means the Policy Framework and three means of defining and characterising such of defining and characterising such publics are offered. (4.6) publics are offered. (4.6)

Sixteen possible ECO services are listed Sixteen possible ECO services are listed as indicators of policy-in-action. (4.8)as indicators of policy-in-action. (4.8)


The focus of such ECO service actions The focus of such ECO service actions may be the institutionmay be the institution’’s current s current programme of work, but ECO provision programme of work, but ECO provision may sometimes centre upon the wider may sometimes centre upon the wider cultural discipline of the institution rather cultural discipline of the institution rather than its particular manifestation in the than its particular manifestation in the current programme. (4.8)current programme. (4.8)


The value of partnerships within and The value of partnerships within and between institutions and agencies between institutions and agencies (cultural and other) is defined in some (cultural and other) is defined in some detail, inclusive of North/South, European detail, inclusive of North/South, European and wider international joint actions. (4.9)and wider international joint actions. (4.9)

GuidelinesGuidelines Policy must always take account of Policy must always take account of

capacity. (4.10) capacity. (4.10)

…….a strong emphasis on the training and .a strong emphasis on the training and professional development needs of ECO professional development needs of ECO staff and of the wider staff in the key staff and of the wider staff in the key principles and practices informing ECO principles and practices informing ECO provision. (4.11)provision. (4.11)


The critical role of the The critical role of the ‘‘artist/makerartist/maker’’ and of and of ‘‘the interpreterthe interpreter’’ as central players in the as central players in the development and delivery of ECO development and delivery of ECO programmes is underlined.The complexity programmes is underlined.The complexity of that function (teacher / facilitator / of that function (teacher / facilitator / curator / producer / social activist / curator / producer / social activist / researcher / reporter) is set out to researcher / reporter) is set out to emphasise the importance of engaging emphasise the importance of engaging appropriately qualified and disposed appropriately qualified and disposed personnel and of supporting them in their personnel and of supporting them in their practice. (4.12) practice. (4.12)


The continued effectiveness of ECO, … The continued effectiveness of ECO, … rests on policy emerging from a cycle of rests on policy emerging from a cycle of research - planning - implementation – research - planning - implementation – evaluation - dissemination. Particular evaluation - dissemination. Particular emphasis is placed on evaluation as an emphasis is placed on evaluation as an instrument of policy development and as a instrument of policy development and as a planning tool. (4.13) planning tool. (4.13)

Location of MeaningLocation of Meaning Location of meaning ECO practice is premised on the Location of meaning ECO practice is premised on the

notion that the meaning of the work resides not notion that the meaning of the work resides not solely in the cultural resource itself, but rather solely in the cultural resource itself, but rather emerges fully in the interaction between that emerges fully in the interaction between that resource and the person engaging with resource and the person engaging with it.Accordingly, meaning while never open-ended - is it.Accordingly, meaning while never open-ended - is significantly determined by the publicsignificantly determined by the public’’s engagement. s engagement.

And because there are many publics, there are many And because there are many publics, there are many meanings.A key role of the cultural institution is to meanings.A key role of the cultural institution is to facilitate meaningful engagement between the facilitate meaningful engagement between the work(s) and work(s) and

the public(s); in brief, to facilitate learning.the public(s); in brief, to facilitate learning.

Updates since 2003Updates since 2003 Points of AlignmentPoints of Alignment -2008 -2008 NESFNESF Early childhood care and educationEarly childhood care and education - 2005. - 2005. The arts, cultural inclusion, and social cohesion- The arts, cultural inclusion, and social cohesion- 20072007 Arts Council Arts Council Arts and Disability- Arts and Disability- 2012-20162012-2016 Cultural Diversity and the Arts-policy and strategyCultural Diversity and the Arts-policy and strategy -2010 -2010 The Public and the ArtsThe Public and the Arts 2006 2006 Artists in Schools guidelinesArtists in Schools guidelines -2006 -2006

The Participation of young people in the arts in IrelandThe Participation of young people in the arts in Ireland -2005 -2005 Heritage Council- Heritage Council- A Review of Research Needs in Irish ArchaeologyA Review of Research Needs in Irish Archaeology -2007 -2007 The National Children’s Strategy Our Children-their LivesThe National Children’s Strategy Our Children-their Lives 20002000

Change in Primary/Second Level curriculaChange in Primary/Second Level curricula Third Level Third Level The Digital-Born generation The Digital-Born generation

ResearchResearch Irish Film Institute- Irish Film Institute- Film FocusFilm Focus 2012 2012