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From Local to Global
The Global Learning Cities Network and Index
Professor Michael OsbornePascal ObservatoryUniversity of Glasgow UK
Learning: The Treasure WithinArne Carlsen, UNESCO Institute for Lifelong Learning
Delors Report - 1996Learning to do
acquiring and applying skills, including life skills
Learning to bepromoting creativity and personal fulfilment
Learning to knowan approach to learning that is flexible, critical and capable
Learning to live together exercising tolerance, understanding and mutual respect
How do we make this visionary discourse of lifelong learning a reality?
Bottom up Development
A learning society in a country can only be built province by province, city by city, community by community.
The building of a learning region/area is one of the practical or operational approaches
The concept of a learning region/area can apply at all levels of local government, the main focus tends to be on cities
Operationalisation
Why cities?
Cities offer a more favourable setting to solve social and environmental problems
Cities generate jobs and incomeCities could deliver education, health
care and other services more efficiently
Cities present opportunities for social mobilisation and women’s empowerment
Existing Indicators – General and Specific
General◦ UN Human Development Index 2013◦ UN Habitat - Wheel of Prosperity◦ Many more
Specific to LLL◦ ELLI◦ Canadian Composite Index◦ MASON
Specific to Learning Cities and Regions◦ TELS◦ R3L – Indicators◦ Lilara◦ R3L+◦ Eurolocal
UN HABITAT - CITIES CAN BE A REMEDY TO REGIONAL AND GLOBAL CRISES
RESPONSES TO GLOBAL CRISES MUST ALLOW FOR A VIGOROUS ROLE FOR CITIES: To impact on the real sector of the economy at local level To help to create better linkages, trust, respect and inclusiveness To negotiate and agree on responses with local actors To forge new partnerships and local social pacts.
They can become flexible and creative platforms - Optimize resources & harness potentialities- Strengthen National Governments.
The Wheel of Urban Prosperity
Integrates five ‘SPOKES’ dimensions of prosperity:
1. Productivity2. Infrastructure3. Quality of life4. Equity5. Environmental sustainability.
Controls the direction and pace of city growth towards
prosperity
Lifelong Learning
Many Previous Initiatives in Europe
OECD Educating Cities 1973International Association of Educating Cities 1992ELLI/WILL 1990sUK – Learning Cities Network 1996OECD - Learning Regions 2000EC – R3L 2002Germany – Learning Regions Programme 2002Italy – Learning Cities 2008
See Longworth and Osborne (2010) European Journal of Education
But - the wind is blowing from the East Choi Un Shil – National Institute for Lifelong Education, Korea
Start Lighthouse Learning City ProjectDivergent ‘Direct Learning Centers’Miracle Library Great Small Hope Library
50 min - LLL Centre of the City
30 min - Library
Within a 10 min distance -Learning Light House
20 min - Community Centre for Learning
Light House Learning City
Learning Garden Learning ShopOn-line Learning market Outreach CentreMobile Learning Bus Learning Manager, Mentor & Mentee
‘Learning Sharing-Caring’ City
Creating a learning organization to solve community problems concerned with environmental challenges
Programmes◦ Green Eco
Community School ◦ Environmental
consciousness raising programme
Yang San
Green City
Learning Districts in Beijing
China has put the construction of a learning society as one of the strategic goals for education reform and social development since the beginning of the 21st century
Zhang Cuizhu – Institute of Vocational and Adult Education, Beijing
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The index system to assess the advanced districts in building learning districts of Beijing
The design of the index system: CIPP model [Context (background) - Input (Input) - Process (process) - Product (output)]
The framework of the index system: in accordance with the sequence to build a learning district
The structure of the index system: 5 first-level indexes, 22 second-level and 46 third-class indexes
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SMART
INNOVATIVE
DIVERSE
IMAGINATIVE
CREATIVE ADAPTABLE
The Longworth and Yang SynthesisSUCCESSFUL CITIES have to be
OUTWARD-LOOKING
IF THEY WANT TO BE PROSPEROUS
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Vision, Political Will and Commitment
Sustainable Development
Economic Development and Cultural Prosperity Individual Empowerment and Social
Cohesion
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Mobilisation and Utilisation of Resources and Potentials
Governance and Participation of All Stakeholders
‘Lifelong Learning for All is Our City’s Future.’
Incl
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A Preliminary Framework of the UNESCO Global Learning City Index
Wider benefits of building a learning city
Major building blocks of a learning city
Fundamental conditions for building a learning city
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Features of good indicators
Ambitious but achievable: achieving the target should represent significant progress but should also be realistic
Crucial - Every indicator reflects a value, a priority or a critical issue.
Relevant – an indicator must fit the purpose we have it for; Achieving the target should contribute significantly to meeting a key objective.
• Clear and understandable – an indicator must be simple and easy for all stakeholders to understand, and should make sense to the average person.
• Easy to measure – an indicator should be measured by available data, or by data to be collected through a well-designed survey.
• Valid and reliable – people must trust the information that an indicator provides.
3 Categories of the GLCN Index
1. The Wider Benefits of Building a Learning City
The Why – Social, Economic, Environmental
2. The Major Building Blocks of a Learning City
The What – Educational, Analytical, Practical
3. The Fundamental Conditions for Building a Learning City
The How – Political, Administrative, Resources
Wider Benefits for Creating a Learning City 1
1. Individual Empowerment and Social Cohesion
A Learning City will devise strategies that provide citizens with the tools and competences to become adaptable and flexible, versatile and entrepreneurial, while, at the same time, making provision for the mentally, physically and financially disadvantaged
Adult Literacy Rate Expected Years of schooling
Life Expectancy Civic participation
Gap between rich and poor Gender Equality (Politics)
Gender Equality (Business) Social Security
Public Social Support
Wider Benefits for Creating a Learning City 2
Voluntary Social Support Crime levels
GDP per Capita Unemployment
Research and Dev’t Foreign Investment
Ease of Business Starts Cultural and Sport places
Expenditure on Arts/culture/sport
Cultural Activity Attendance
Physical activity participation
Economic and Cultural Prosperity
A Learning City will maximise its own human, intellectual, cultural, geographical, community, technological and industrial potential, and devise innovative plans to increase the employment prospects and cultural prosperity of all its citizens
Wider Benefits for Creating a Learning City 3
Sustainable Development
A Learning city will respect the environmental changes taking place world-wide and ensure that future development does not permanently deplete the earth’s resources. It will also educate citizens in environmental matters and respect the citizens’ needs for clean, pollution-free open spaces to live, work and play
Citizen’s Awareness
Urban Green Space
Air Pollutants
Energy Consumption
Public Transport
Waste Management
Environmental Impact
Six Key Building Blocks of a Learning City
1. Inclusive Learning from Basic to Higher Education.
A Learning City adopts innovative strategies that use lifelong learning concepts to promote the skills, knowledge and understanding that transform the city’s young people into confident, creative and contributing citizens with positive values and attitudes in their journey from pre-school towards employment.
Primary Education Participation Pre-Primary Education
Sec Education Participation M/F) Tertiary Education %
Non-traditional students Tertiary International students
Learning Deficit Special Support
Six Key Building Blocks of a Learning City
2. Re-vitalised Community Learning
A Learning City develops strategies to expand adult learning into families and the community, including intergenerational learning, adult literacy, second chance opportunities personal and family learning plans and the provision of community centres delivering learning where, when and how citizens want it
Infrastructure
Participation in Community Learning
Inclusion of marginalised groups
Public Investment in Community Learning
Effectiveness of Community Learning
3. Effective Learning for and in the Workplace A Learning City adopts a variety of learning initiatives to provide the 21st century skills and competencies that are needed for present and future public and private workplaces, and to ensure that employment opportunities are available to its citizens
Six Key Building Blocks of a Learning City( contd)
Learning Organisations
Employees’ participation
Employers’ Commitment
Training for the Unemployed
Partnerships with Education Institutions
Six Key Building Blocks of a Learning City( contd)
4. Extended use of Modern Learning Technologies.
A Learning City encourages the use of all innovative lifelong learning tools and techniques including the internet, e-learning, audits, self-generated learning, personal learning plans and materials, ICT, distance learning, multimedia etc.
Household internet access
Computers in Schools
Internet Access in Schools
Workplace learning technology
Internet access in communities
Open/Distance Education
Six Key Building Blocks of a Learning City ( contd)
5. Enhanced Quality and Excellence in Learning
A Learning City will ensure access to quality continuing professional development for, inter alia, teachers and administrators, learning support systems, and learning performance and standards
Availability of trained teachers
Special Learning Support
Learner-Friendly Environments
Inclusive Quality Education
Performance in Assessment
Employability of Graduates
Workplace Performance of Graduates
Six Key Building Blocks of a Learning City ( contd)
Advocacy for Learning
Information and Services
Open and Flexible Learning Environment
Recognition and Reward
Availability of books in homes
Public Libraries
6. A vibrant lifelong learning culture
A Learning City is a place where learning is frequently celebrated and rewarded, learning festivals and consultation methods motivate citizens to learn from and with each other and play an active part in the ctity’s future and where health and well-being is greatly increased
Public Policy and Learning City strategy
Leadership
High-profile champions
Public Awareness Campaigns
Additional Resources
Fundamental Conditions for Building a Learning City 1
Vision, Political Will and Commitment
Learning City Leaders show enlightened vision and give enthusiastic backing for the provision of resources that help create a positive, stable and prosperous future for the Learning City
Fundamental Conditions for Building a Learning City 2
PROFESSIONAL ASSOCIATIONS
ADULT
EDUCATION PROVIDERS
PRIMARY & SECONDARY SCHOOLS
CULTURAL SERVICES LIBRARIES, MUSEUMS etc
BUSINESS HEALTH ETC AND INDUSTRY
VOLUNTARY/ COMMUNITY ORGANISATIONS
NATIONAL LINKS TO GOVERNMENT, OTHER REGIONS
EDUCATION STAKEHOLDERS
UNIVERSITIES, VET and OTHER CONTRIBUTORS
INTERNATIONAL LINKS TO OTHER REGIONS
Mechanisms for Stakeholder Cooperation
Stakeholder participation
Stakeholders’ promotion of lifelong learning
Attentiveness to citizens Needs
Regular Monitoring and Evaluation
Good Governance and participation of all stakeholders
A Learning City will continuously its performance and mobilise the contribution of city leaders, city institutions and citizens themselves to the building of a learning city
Fundamental Conditions for Building a Learning City 3
Financial Investment
External Funding Sources
Stakeholders contributions
Subsidies to Disadvantaged groups
Human, Community and Intellectual Resources
International Partnerships
Mobilisation and Utilisation of All Resources and Potentials
A Learning City will identify and activate the human, intellectual, cultural, community, geographical, financial and natural resources available to it internally and from elsewhere
Road map for establishing theUNESCO GLCN
Stages to be takenInitial development (Jun – Oct. 2012 )Wider consultation (Nov – Dec 2012)Approval by international consultative
committee (Apr 2013) Piloting in a number of cities (May – Jul
2013) Refine the indicators (Aug – Sep. 2013 )Formal adoption at the 1st Global Learning
Cities Conference (Nov. 2013)Implementation in member cities (Dec.
2013 onwards)
Data collection methodologies
Official data collected through existing channels and statistical instruments from cities
Survey results by independent agencies;
Experts’ review of reports from city authorities
Learning Cities for the future generation
