Building Learning Cities as a Strategy for Promoting Lifelong Learning

8/3/2019 Building Learning Cities as a Strategy for Promoting Lifelong Learning

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Building Learning Cities as a Strategy for

Promoting Lifelong Learning

Jin Yang

28 October 2011


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UNESCO Education Sector

UNESCOSecretariat

Paris

EducationSector

Natural

SciencesSector

Social andHuman

SciencesSector

Culture

Sector

Communication

and InformationSector

Regional offices, cluster and country offices

6 Category I institutesspecialized on

education

A number of Category IIcentres

J.Yang Oct. 20112


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The Faure Report(1972) Learning to Be: The World ofEducation Today and Tomorrowput forward the learning society

concept

Appealed to UNESCO Member Statesto reorganise theireducational structures on 2 basic premises:

All agencies become providers of education All citizens be engaged in learning, taking full advantages of the

opportunities provided by the learning society

The school has its own role to play and will have to develop it even further.

But it will be less and less in a position to claim the education functions in

society as its special prerogative. All sectorspublic administration,

industry, communications, transportmust take part in promoting

education. Local and national communities are in themselves eminently

educative institutions.

every individual must be in a position to keep learning throughout his

life..


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Delors: Learning: The Treasure Within (1996) Learning to know Learning to do Learning to live together Learning to be

Four pillars of learning:

The concept of learning throughout life leads straight on to that ofa learning society which offers many and varied opportunities of

learning, both at school and in economic, social and cultural life

more collaboration and partnerships with families, industry andbusiness, voluntary associations, people active in cultural life, etc


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UNESCOs Education

Sector strategies:

Capacity-buildingLaboratory of ideas

International catalystClearing houseStandard-setting

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UILs mission is to see that all

forms of education and learning formal, non- formal and informal are

recognized, valued

and available for meeting

the demands of individuals

and communitiesthroughout the world.

By linking educational research, policy and practice inthese areas, UIL makes a special contribution inenhancing access to learning, and improving theenvironment and quality of learning for all in allregions of the world.

UILs Mission

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Lifelong LearningStrategic objective: Advancing lifelong learning

for all through relevant policy and institutional

frameworks

vLifelong learning policydialoguesvResearch on synergies between formal, non-

formal Learning

vDeveloping capacity building programmesvPartnerships

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The discourse of lifelong learning as a master

concept for educational policies has been widelyaccepted;

Some pragmatic approaches have been adoptedto make the visionary discourse of lifelong learninghandle-able;

An example of these approaches is the building ofa learning region/area;

The concept of a learning region/area can apply atall levels of local government, the main focus tendsto be on cities;

Some basic assumptions


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Why cities?

Cities offer a more favourable setting tosolve social and environmental problems;

Cities generate jobs and income;

Cities could deliver education, health careand other services more efficiently;

Cities present opportunities for socialmobilisation and womens empowerment;


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In 2008, for the firsttime in history, more

than half of theworlds population

lived in towns and

cities.

Nearly all thepopulationincreases will be in

urban areas in the

developingcountries.


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Urban population isgoing to jump from 3.4

billion in 2009 toalmost 5 billion in

2030;

Urban populationgrowth will mostlyconcentrates in Africaand Asia.


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In the building of the learning society, the nationalgovernment has a major role in setting theagenda and the vision.

However, a nation is after all a sum of all itscommunities. A learning nation can only be built

community by community.


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Why learning?

Cities with better-educated individuals havestronger economies;

In term of social inclusion or exclusion andlearning, lower educational levels are associated,

with unemployment;Learning is critically important in a citys efforts to

attract and retain skilled and diverse workers;

Learning is crucial to improve the quality of life.Cities in a globalised world cannot afford not to

become learning cities (Longworth, 2010).


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The European Union (EU) undertook concreteactions and in particular, implemented the European

Lifelong Learning Initiative (ELLI) and theprogramme Towards a European Learning

Society (TELS) .


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Learning cities outside the EU

Canada: In 2003, Victoria set a goal of being aleading learning community by2020. Vancouver aims to be a Learning City. St.Johns and Edmonton have made efforts to

become learning communities. Australia: Every state now has its owngovernment inspired and funded learning citiesassociation. In Victoria, for example, allmunicipalities of more than 5,000 people are

expected to belong to this and to pursue learningcity policies.


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Japan: In as early as 1979, the city of Kakegawawas declared the first Lifelong Learning City inJapan. Since then, the Japanese lifelong learningcity project has been implemented as part of thepolicy for promoting lifelong learning by city/town/community units.

South Korea: The Lifelong Education Lawwasenacted in 1999, which states that governmentcan designate and support selected municipalities,districts, and counties as lifelong learning cities. In2001, the first 3 cities were selected andannounced as Lifelong Learning Cities. Up to

2008, a total of 76 local governments weredesignated as Lifelong Learning Cities.


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South Africa: In 2001, the Western Cape, one ofthe nine provinces in South Africa, started theLearning Cape framework as one of the four keypillars for economic and social development.

China: During 2002-2005, the city of Beijingparticipated in the EU funded PALLACE project.Since the national government has strived to builda learning society, many cities and communitieshave been mobilised to build learning cities andcommunities. In October 2011, more than 210cities (districts and counties) in China organised

the lifelong learning activities week, many of themhave set up the goal for constructing learningcities.


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Vietnam: From 2005 to 2010, Vietnamimplemented the first national scheme on buildinga learning society. At the moment, the nationalsteering committee is in the process to develop

the National Scheme on Building a LearningSociety in Vietnam (2011 2020) which

proposes an initiative to pilot the building of

learning provinces, learning cities, learningdistricts and learning communities.


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Since the 1st Congress held in Barcelonain 1990, eleven International Congressesof Educating Cities have been held.

By the end of 2010, the InternationalAssociation of Educating Cities (IAEC) has

a membership of 422 cities in 36

countries.


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There are more than 1000 cities inthe world have already become or arebuilding Learning/Educating cities.

This clearly shows that the building ofLearning/Educating Cities hasbecome a considerable world-wide

phenomenon.


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Developing learning cities

networks

At national level:The UK Learning Cities Network (now Learning

Communities Network) has a membership ofabout 80 cities and regions.

Germany implemented the nationalprogramme Learning Regions - Providing

Support for Networks which was launched in2001, which supported some 70 regions,


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At the regional level PENR3L (PASCAL European Network forLifelong Learning in Cities and Regions); EUROlocal (European storehouse on the local

and regional dimensions of lifelong learning).

The IAEC Asia-Pacific Regional Network


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At the international levelIn 2002, the OECD helped the establishment

of an international observatory on learningregions, place management, and social

capital, coined as PASCAL.

the International Association of EducatingCities (IAEC)


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UNESCO Creative cities network


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UNESCO/UIL new proposal:

Global Learning Cities Network

GLCNwww.globallearningcities.uil.unesco.org


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Functions of GLCN

Assess and recognise learning cities Research Publications Conferences and seminars Clearning house of successful practices Capacity development for learning city

stakeholders.


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Immediate task: Establish an international

consultative committee (Group)

Draft the GLCN Constitution Develop the Charter of Global Learning Cities Design the framework of monitoring and

assessing global learning cities key indicatorsand the UNESCO Global Learning City Index

Develop a communication strategy .


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In collaboration with international partnersand the Municipal Government of Beijing:

Mayors and senior governmentalrepresentatives and leading experts from300 500 cities

Beijing, Autumn 2013

The 1st Conference of Global Learning Cities Network


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Many thanks!

[email protected]

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Building Learning Cities as a Strategy for Promoting Lifelong Learning

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