Lifelong Learning for All&

UNESCO Global Learning City Network

Jin Yang UNESCO Institute for Lifelong learning

27 March 2013

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The Faure Report (1972) Learning to Be: The World of Education Today and Tomorrow put forward the learning society concept

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Appealed to UNESCO Member States to re-organise their educational 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

Delors Report: Learning: The Treasure Within (1996)

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• The concept of learning throughout life leads

straight on to that of a 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 and business, voluntary

associations, people active in cultural life, etc

• The concept of learning throughout life leads

straight on to that of a 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 and business, voluntary

associations, people active in cultural life, etc

Lifelong learning for allUNESCO believes that advancing towards lifelong learning for all implies moving towards a ‘learning society’ in which each person is a ‘learner’ and at the same time a ‘source of learning’ and in which each individual will have the opportunity to learn what s/he wants when s/he wants

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The discourse of ‘lifelong learning’ as a ‘master concept for educational policies’ has been widely accepted;

Some pragmatic approaches have been adopted to make the visionary discourse of lifelong learning ‘handle-able’;

A learning society in a country can only be built province by province, city by city, community by community.

Some basic conclusions drawn from previous research

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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

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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 efficientlyCities present opportunities for social

mobilisation and women’s empowerment

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Urban and rural population of the world, 1950 - 2030Source: UN Population Division.

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http://cdnimg.visualizeus.com/thumbs/8c/ec/chart,people,population,rural,urban,cities-8cec9968e4bf76de910f891ff9ab45d9_h.jpg

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http://enterpriseresilienceblog.typepad.com/.a/6a00d8341c4ebd53ef01538ed7ee6e970b-popup

The McKinsey Global Institute estimates that in India, cities will provide the overwhelming share of economic growth (70%), new jobs (70%), and tax revenues (85%) by 2030.

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http://waldokrugell.blogspot.de/2012/04/few-good-posts-new-cities-place.html

Why learning?

Cities with better-educated individuals have stronger economies;

In term of social inclusion or exclusion and learning, lower educational levels are associated, with unemployment;

Learning is critically important in a city’s 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)04/11/23

Examples of learning cities around the world

More than 1000 cities in the world have already become or are building Learning/Educating cities.

The building of Learning/Educating Cities has become a considerable world-wide phenomenon.

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In 1990s, implementIn 1990s, implement the the

European Lifelong European Lifelong

Learning Initiative (ELLI)Learning Initiative (ELLI)

In 1998In 1998 ，， started to started to

promote Towards a promote Towards a

European Learning European Learning

Society (TELS) Society (TELS)

• In 1996, Liverpool declared itself to be a ‘City of Learning’ and the UK Learning Cities Network (LCN) was established. Now, LCN has 80 member cities and regions.

United Kingdom

• The national programme ‘Learning Regions - Providing Support for Networks’ was launched in 2001, which supported some 70 regions.

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Germany

Canada

In 2003, Victoria set a goal of being a “leading learning community” by 2020.  Vancouver aims to be a Learning City.  St. John’s and Edmonton have made efforts to become learning communities.

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Australia

Every state has its own government inspired and funded learning cities association. In Victoria, for example, all municipalities of more than 5,000 people are expected to belong to this and to pursue learning city policies.

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Japan

In as early as 1979, the city of Kakegawa was declared the first Lifelong Learning City in Japan. Since then, the Japanese lifelong learning city project has been implemented as part of the policy for promoting lifelong learning by city/town/community units.

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Republic of Korea

The Lifelong Education Law was enacted in 1999, which states that “government can designate and support selected municipalities, districts, and counties as lifelong learning cities”. In 2012, a total of 80 local governments were designated as ‘Lifelong Learning Cities’.

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South Africa

In 2001, the Western Cape, one of the nine provinces in South Africa, started the ‘Learning Cape’ framework as one of the four key pillars for economic and social development.

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China

During 2002-2005, the city of Beijing participated in the EU funded PALLACE project. In October 2011, more than 210 cities (districts and counties) in China organised the lifelong learning activities week, many of them have set up the goal for constructing learning cities.

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Viet Nam

The national steering committee for building a learning society is in the process to develop the “National Scheme on Building a Learning Society in Viet Nam (2011 – 2020)” which proposes an initiative to pilot the building of learning provinces, learning cities, learning districts and learning communities.

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Definition of a learning cityDefinition of a learning city

A Learning City is one which invests in quality lifelong learning for all in order to:

– Promote inclusive learning from basic to higher education

– Invest in the sustainable growth of its workplaces,

– Re-vitalise the vibrant energy of its communities,

– Nurture a culture of learning throughout life,

– Exploit the value of local, regional and international partnerships, and

– Guarantee the fulfillment of its environmental obligations.

In so doing it will release the strength and capacity of all its resources for creating individual empowerment and cultural prosperity, social cohesion and economic prosperity, and sustainable development.

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UNESCO Initiative UNESCO Initiative

In response to Member States’ call to adopt a more pragmatic and instrumental approach to promoting lifelong learning, UNESCO/UIL plans to establish:

UNESCO Global Learning Cities Network

UNESCO GLCNUNESCO GLCNWith its Secretariat at the UNESCO Institute for Lifelong

learning

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Overall aim UNESCO GLCN

To create a global platform to mobilise cities and demonstrate how to use effectively their resources in every sector to develop and enrich all their human potential to foster lifelong learning for all, to develop equality and social justice, to maintain harmonious social cohesion, and to create sustainable prosperity.

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Objectives Objectives

• Advocate lifelong learning for all;

• Facilitate research;  

• Promote policy dialogue and peer learning;

• Serve as a clearing-house;

• Provide capacity development;

• Develop a Global Learning City Index;

• Monitor the implementation of the Index.

Objectives of UNESCO GLCN

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The role of founding partners: •Provide members of the International Consultative Committee for the Establishment of the UNESCO GLCN •Contribute an initial grant if possible•Mobilise cities to become members of the UNESCO GLCN

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Developing partnerships (2012): approached about 30 founding partners

Categories of founding partners:

I. International and regional organisations/agencies

II. Ministries of education of Member States

III. International and non-governmental associations

IV. Foundations and corporationsV. Universities and other institutionsVI. Cities

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Category I: International and regional organisations/agencies

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Founding Partner

Committee member

Funding

UN–HABITAT

The World Bank

Arab Urban Development Institute (AUDI)

Association for the Development of Education in Africa (ADEA)

European Commission

OECD

Category I: International and regional organisations/agencies

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Founding Partner

Committee member

Funding

Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura

Organisation of American States (OAS)

Category II: Ministries of education of Member States

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Founding Partner

Committee member

Funding

German Federal Ministry of Education and Research

Ministry for Education and Science of Portugal

Ministry of Education of China

Ministry of Education, Science and Technology of the Republic of Korea

Ministry of Education, Culture, Sports, Science & Technology of Japan

Ministry of Education and Training of Viet Nam

Ministry of National Education of Turkey

Category III: International non-governmental associations

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Founding Partner

Committee member

Funding

International Council of Adult Education

International Association of Educating Cities

Pascal Observatory

Category IV: Foundations and corporations

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Founding Partner

Committee member

Funding

Cisco Systems

Asia-Europe Foundation (ASEF)

Bertelsmann Stiftung, Germany

Qatar Foundation, Qatar

Sun Wah Group, Hong Kong

Microsoft

Intel

Category IV: Foundations and corporations

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Founding Partner

Committee member

Funding

J. P. Morgan Chase Foundation

World Economic Forum

Category V: Universities and other institutions

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Founding Partner

Committee member

Funding

Kuwait UniversityKuwait

Cape Higher Education ConsortiumSouth Africa

Category VI: Cities

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Founding Member

Committee member

Funding

Free and Hanseatic City of Hamburg, Germany

Beijing Municipal City,China

A framework for the Global Learning City Index

Features of good indicators 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.

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• 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.

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Draw inspiration from the Human Develop Index: Draw inspiration from the Human Develop Index:

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‘Lifelong Learning for All is Our City’s Future.’

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

The Pediment: 3 areas of focus reflect the wider benefits or purposefulness of building a

modern learning City:

(1) Individual Empowerment and Social Cohesion;

(2) Economic Development and Cultural Prosperity;

(3) Sustainable Development.

The Columns – six areas of focus reflect the major building blocks of a

learning city: (1) Inclusive learning from basic to higher

education; (2) Revitalised community learning; (3) Effective learning for and in the workplace; (4) Extended use of modern learning

technologies; (5) Enhanced quality and excellence in learning,

and (6) A vibrant culture of learning throughout life.

The Foundational Steps - three areas of focus reflect the fundamental conditions for

building a learning city

(1) Vision, political will and commitment;

(2) Governance and participation of all stakeholders; and

(3) Mobilisation and utilisation of resources and potentials.

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The 1st Global Learning City Conference

21-22 October 2013 · Beijing

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Co-organisers, co-hosts and sponsors

Co-organisers UNESCO Ministry of Education of

China

Beijing Municipal City

Co-hosts UNESCO Institute for

Lifelong Learning (UIL)

National Commission of

the People's Republic of China for UNESCO

Beijing Municipal Education

Commission

Sponsors All confirmed founding partners

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Dates?

November 2013

Objectives

The overall aim of the Conference:

To create a platform to mobilise cities and demonstrate how to use their resources effectively in every sector to develop and enrich all their human potential for promoting lifelong learning for all, for developing equality and social justice, for maintaining harmonious social cohesion, and for creating sustainable prosperity.

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The objectives of the Conference:

– To launch the establishment of the UNESCO GLCN;

– To adopt the Beijing Declaration on Building Learning Cities;

– To validate the UNESCO Global Learning Cities Index; and

– To exchange best practices in building learning cities in the international community.

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Themes

Lifelong learning for all: Inclusion, prosperity and sustainability in cities

•Make a case for building a learning city

•The building blocks of a learning city

•The major strategies for building a learning city

D p

• Mayors, chairs of city councils, chief executives of cities and directors of city education departments

• Representatives of founding partners and international agencies

• Experts and other stakeholders

Total number of participants:300 international 200 domestic

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Participants

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Road map November 2012: 2nd International Consultative Meeting on

Establishing the UNESCO GLCN organised in Hangzhou, China, co-hosted by the UNESCO Institute for Lifelong Learning and the Chinese National Commission for UNESCO  December 2012: Preparatory meeting organized in Beijing, co-hosted by UNESCO Institute for Lifelong Learning and the Chinese National Commission for UNESCO, and the Beijing Municipal Education Commission March 2013: Conference venue and hotel selected by the Chinese National Commission for UNESCO, and the Beijing Municipal Education Commission April 2014: Host Country Agreement signed by representatives of UNESCO and the Ministry of Education of China  

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May 2013: •2nd International Consultative Meeting on Establishing the UNESCO GLCN organized in Seoul, the Republic of Korea, co-hosted by UNESCO Institute for Lifelong Learning and the National Institute for Lifelong Education (NILE)

•The UNESCO GLCN Website established by UNESCO Institute for Lifelong Learning

•The Conference Website established by Beijing Municipal Education Commission

June 2013: Invitations to UNESCO Member States and international organisations/agencies dispatched by the Director-General of UNESCO

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September 2013:•Registration for participation completed•Conference agenda finalized

October 2013:•The draft Beijing Declaration on Building Learning Cities finalized and translated by the UNESCO Institute for Lifelong Learning •The draft Global Learning City Index finalized and translated by the UNESCO Institute for Lifelong Learning

November 2013: Conference organised

Many Many thanks!thanks!

Project Secretariat UNESCO Institute for Lifelong

LearningFeldbrunnenstr. 58 20148 HamburgGermany Tel.: 0049 40 80 41 12Email: uil-projects@unesco.org

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