From Local to Global The Global Learning Cities Network and Index

1. From Local to GlobalThe Global Learning Cities Network and Index Professor Michael Osborne Pascal Observatory University of Glasgow UK

2. Learning: The Treasure WithinArne Carlsen, UNESCO Institute for Lifelong Learning

3. Delors Report - 1996 • Learning to do acquiring and applying skills, including life skills • Learning to be promoting creativity and personal fulfilment • Learning to know an approach to learning that is flexible, critical and capable • Learning to live together exercising tolerance, understanding and mutual respect

4. 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.

5. Operationalisation • 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

6. Why cities? • Cities offer a more favourable setting to solve social and environmental problems • Cities generate jobs and income • Cities could deliver education, health care and other services more efficiently • Cities present opportunities for social mobilisation and women’s empowerment

7. Existing Indicators – General and Specific • General • UN Human Development Index2013 • 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

8. UN Habitat - Cities can be a remedy to regional and global crises • They can become flexible and creative platforms • Optimize resources & harness potentialities • Strengthen National Governments.

9. The Wheel of Urban Prosperity • Integrates five ‘SPOKES’dimensions of prosperity: • 1. Productivity • 2. Infrastructure • 3. Quality of life • 4. Equity • 5. Environmental sustainability.

10. Lifelong Learning Controls the direction and pace of city growth towards prosperity

11. Many Previous Initiatives in Europe OECD Educating Cities 1973 International Association of Educating Cities 1992 ELLI/WILL 1990s UK – Learning Cities Network 1996 OECD - Learning Regions 2000 EC – R3L 2002 Germany – Learning Regions Programme 2002 Italy – Learning Cities 2008 See Longworth and Osborne (2010) European Journal of Education

12. But - the wind is blowing from the East Choi Un Shil – National Institute for Lifelong Education, Korea

13. Light House Learning City Within a 10 min distance -Learning Light House • Start Lighthouse Learning City Project • Divergent ‘Direct Learning Centers’ • Miracle Library Great Small Hope Library 20 min- Community Centre for Learning 30 min -Library 50 min -LLL Centre of the City

14. ‘Learning Sharing-Caring’ City • Learning Garden Learning Shop • On-line Learning market Outreach Centre • Mobile Learning Bus • Learning Manager, Mentor & Mentee

15. Green City • Creating a learning organization to solve community problems concerned with environmental challenges • Programmes • Green Eco Community School • Environmental consciousness raising programme Yang San

16. 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 21stcentury Zhang Cuizhu – Institute of Vocational and Adult Education, Beijing

17. 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

18. The Longworth and Yang Synthesis SUCCESSFUL CITIES have to be CREATIVE ADAPTABLE SMART IMAGINATIVE DIVERSE INNOVATIVE OUTWARD-LOOKING IF THEY WANT TO BE PROSPEROUS

19. A Preliminary Framework of the UNESCO Global Learning City Index Wider benefits of building a learning city Economic Development and Cultural Prosperity Individual Empowerment and Social Cohesion ‘Lifelong Learning for All is Our City’s Future.’ Sustainable Development Inclusive Learning from Basic to Higher Education Revitalised Community Learning Effective Learning for and in the Workplace Extended Use of Modern Learning Technologies Enhanced Quality and Excellence in Learning A Vibrant Culture of Learning throughout Life Major building blocks of a learning city Vision, Political Will and Commitment Fundamental conditions for building a learning city Governance and Participation of All Stakeholders Mobilisation and Utilisation of Resources and Potentials

20. 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.

21. 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.

22. 3 Categories of the GLCN Index • 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

23. Wider Benefits for Creating a Learning City 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

24. Wider Benefits for Creating a Learning City 2 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 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

25. 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

26. 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

27. 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

28. Six Key Building Blocks of a Learning City( contd) 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 Learning Organisations Employees’ participation Employers’ Commitment Training for the Unemployed Partnerships with Education Institutions

29. 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

30. 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

31. Six Key Building Blocks of a Learning City ( contd) 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 Advocacy for Learning Information and Services Open and Flexible Learning Environment Recognition and Reward Availability of books in homes Public Libraries

32. 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 Public Policy and Learning City strategy Leadership High-profile champions Public Awareness Campaigns Additional Resources

33. Fundamental Conditions for Building a Learning City 2 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 Mechanisms for Stakeholder Cooperation Stakeholder participation Stakeholders’ promotion of lifelong learning Attentiveness to citizens Needs Regular Monitoring and Evaluation

34. Fundamental Conditions for Building a Learning City 3 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 Financial Investment External Funding Sources Stakeholders contributions Subsidies to Disadvantaged groups Human, Community and Intellectual Resources International Partnerships

35. Road map for establishing theUNESCO GLCN

36. Stages to be taken • Initial 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)

37. 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

38. Learning Cities for the future generation