2 nd Larissa Learning City International Conference – 2016

1. 2ndLarissa Learning City International Conference – 2016 Seeking common actions in a period of crisis

2. “Global Network of Learning Cities Concept and implications concerning Lifelong Learning for All” Konstantinos Pagratis –Assistant Programme Specialist (Adult Learning & Education) UNESCO Institute for Lifelong Learning 14th October 2016

3. GRALE III (2016) and RALE (2015)

4. GRALE III Monitoring Survey • Key facts about the survey • Conducted in 2015 • 75 questions • Covers 5 action areas • 139 countries responded (71% of UNESCO Members) • developed in partnership with UIS, GEM Report, WHO, ILO & OECD 5 Action Areas

5. FACTS- Global Report on Adult Learning and Education III 758 million adults, 115 million of whom are aged between 15 and 24, still cannot read or write a simple Sentence.

6. Global Report on Adult Learning and Education (GRALE III) • Investigates the impact of Adult learning and Education(ALE) on health and well being, employment and labour market, and social, civic and community life. • Aims to guide policy makers and practitioners on road-ahead. • Governance: 68% of countries reported that consultation between stakeholders and civil society takes place to ensure that ALE programmes are tailored to learners’ needs. • Financing: ALE still receives only a small proportion of public funding: 42% of countries spend less than 1% of their public education budgets on ALE, and only 23% spend more than • 4%. However, 57% of countries and 90% of low-income countries plan to increase public spending on ALE. • Participation: Participation rates have increased in three out of five countries, but too many adults are still excluded from ALE. Almost one in five countries stated that they had no information on how participation rates have developed.

7. ALE benefits individuals, employers & societies

8. The UNESCO Recommendation on Adult Learning and Education (RALE) Adult learning and education is a core component of lifelong learning. It comprises all forms of education that aim to ensure that all adults participate in their societies and the world of work. RALE §1 • Defines ALE • Spells out 6 ALE objectives • Identifies 3 fields of learning • Covers 5 areas of action • Adopted at 2015 UNESCO GC (38th)

9. Adult Learning and Education (ALE)-Greece ALE Definition in Greece Adult education encompasses all learning activities (formal,nonformal and informal) undertaken by adults (+16) (GRALE II, 2013) According to the 3879/21.09.2010 law (article2, par.8), the term "General adult education" includes all organized learning activities addressing adults and aims to enrich knowledge, development and improvement of competences and skills, personality development of individual and active citizenship and mitigating the social and cultural inequality ties. Adult Education is provided by institutions of formal and/or non-formal education. (GRALE III,2016)

10. Facts on Adult Learning Education in Greece Governanceand Policy: All laws and administrative acts and decisions concerning LLL and ALE policy (like every Government act in Greece ) are published in “Diavgeia” public portal, allowing citizens and institutions directly involved or concerned with the issue, to be consulted, scrutinize it in depth, send comments and submit proposals to improve it. (GRALE III,2016) Finance: What percentage of public education spending currently goes to ALE in Greece? 0.5% – 0.9% (GRALE III,2016) Participation: Increased participation in ALE programmes since 2009. More women than men participate in ALE Programmes (General Education). More men than women participate in Technical Vocational Education and Training. (GRALE III,2016)

11. Transforming our world: 2030 Agenda for Sustainable Development • Adopted by the United Nation General Assembly on 25 September 2015 • Action Plan from 2015 to 2030, serve as a universal agenda • 17 Sustainable Development Goals and 169 targets SDGs People Planet Prosperity • end poverty and hunger, in all their forms and dimensions, • all human beings can fulfil their potential in dignity and equality and in a healthy environment. • protect the planet from degradation, including through sustainable consumption and production, sustainably managing its natural resources and taking urgent action on climate change, • ensure that all human beings can enjoy prosperous • fulfilling lives and that economic, social and technological progress occurs in harmony with nature Millennium Development Goals (MDGs) Sustainable Development Goals (SDGs) 2000 2015 2030

12. Transforming our world: the 2030 Agenda for Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

13. Regions, cities, communities Goal 11: Make cities and human settlements inclusive, safe, resilient and sustainable. ‘Cities are our greatest source of growth, innovation and “living together”’ - Irina Bokova, the Director-General of UNESCO

14. UNESCO Global Network of Learning Cities

15. Some strong influences affecting all cities in today‘s world Building learning cities The Rapid Growth of Cities • 2050: more than 70% of the world population will live in cities • With their relatively compact natures, high population densities and heavy concentration of existing learning facilities, cities are uniquely placed to engage citizens form all sectors in lifelong learning. Unprecedented Set of Challenges • Some cities are developing innovative strategies which allow citizens to learn new skills and competencies throughout life, thereby transforming their cities into “Learning Cities” • Rising inequalities in opportunities, wealth, power, gender and health. Furthermore, rapid urbanization inevitably increases the gap between cities and small towns, villages and rural areas.

16. Development of learning city concept The leading role of UIL • UIL organized a series of policy dialogues on the conceptual evolution and implementation of lifelong learning. From 1990 • Shanghai International Forum on Lifelong Learning 2010 After 2010 • UIL continued to maintain dialogue with its extensive networks of policymakers, researchers, practitioners and civil society. • UIL initiated the establishment of the UNESCO Global Network of Learning Cities 2012

17. What is a learning city? A Learning City is: • a city which effectively mobilises its resources in every sector to: • promote inclusive learning from basic to higher education; • re-vitalise learning in families and communities; • facilitate learning for and in the workplace; • extend the use of modern learning technologies; • enhance quality and excellence in learning; • nurture a culture of learning throughout life. • In so doing it will create and reinforce: • individual empowerment and social cohesion, • economic and cultural prosperity, • sustainable development

18. The GNLC: purpose and core areas of action To create an international global platform to mobilise cities and demonstrate how to effectively use their resources in every sector to develop and enrich all their human potential. • Facilitating and disseminating research that refines the learning city concept ; • Developing tools and instruments for building learning cities ; • serving as a clearing house for best practice in establishing learning cities ; • Developing and providing capacity-development programmes for members and partners ; • Promoting policy dialogue and peer learning among member cities ; • Advocating the importance of lifelong learning for all as an organizing principle of education policies.

19. 1st International Conference on Learning Cities • October, 2013, Beijing, China • 550 delegates • More than 102 countries • including mayors, city education executives, UN agencies, NGO’s and international corporations. • “...this International Conference on Learning Cities is such a milestone. This goes to the heart of UNESCO’s work in lifelong learning...” Irina Bokova, Director-General, UNESCO • Outcomes • Beijing Declaration on Building Learning Cities • The Key Features of Learning Cities

20. 2nd International Conference on Learning Cities • A milestone for the GNLC • September, 2015, Mexico City, Mexico • Over 650 participants from 95 countries • Ministers, mayors, international organizations, national governments, cities, non-governmental organizations, private sector organizations

21. Case studies for learning cities Unlocking the Potential of Urban Communities: Case Studies of Twelve Learning Cities • 12 learning cities involved • Exhibits examples of cities from 5 UNESCO regions • Showcases approach to enhance citizens’ individual empowerment, social cohesion, economic development, cultural prosperity and sustainable development. • The learning cities demonstrate great diversity • They are also at very different stages of development • The case studies give insights into varying points of the journey towards becoming a learning city.

22. Guidelines for Building Learning Cities 6 Key Areas Aim • Planning • To provide cities with strategic approaches for building dynamic and sustainable learning cities. They contain a set of actionable recommendations that can be referred to at every stage of the process of becoming a learning city • Involvement • Celebration • Accessibility • Monitoring and Evaluation • Funding

23. UNESCO GNLC Membership Benefits • Receiving guidance and support during the journey towards building a learning city • Being part of a dynamic network and strengthening your own partnerships and networks • Receiving recognition for your efforts and showcasing the actions of your city Requirement • Pursue the vision of enhancing lifelong learning and becoming a learning city. • Adopt the key documents, the Beijing Declaration on Building Learning Cities and the Key Features of Learning Cities Membership • No membership fee • Welcomes voluntary contributions to support the development of the network and its services

24. Membership – Application Process • Complete an application form • Either electronically or in handwritten • Include mayor’s stamp and signature • Sent the application form to the responsible National Commission for UNESCO for endorsement • Forward copy to the Coordination Team of the UNESCO GNLC at the UNESCO Institute for Lifelong Learning • The application will be endorsed by the National Commission for UNESCO • And send to the Coordination Team of the UNESCO GNLC at the UNESCO Institute for Lifelong Learning. http://learningcities.uil.unesco.org/home

25. Membership of the UNESCO GNLC Up to 11 October, 144 cities from UNESCO Member States joined the UNESCO GNLC. Among them, 30 cities are from the region of Europe and North America.

26. UNESCO Learning City Award Opening application for Award 2017 • A report on the learning city’s development based on the Award Reporting Template; • A signed Consent Form for use and distribution of materials; and • Any necessary additional materials (articles, videos, etc.). • In order to further promote lifelong learning for all and showcase good practice in building learning cities • To recognize and reward outstanding efforts devoted to developing learning cities in communities around the world Purpose Closing date for nominations (nominated by the UNESCO national commission) Final selection and announcement of awardees • The selection of awardees will be made by an international jury comprising the twelve members of the UIL Governing Board. Feb 2017 • Award ceremony • An official ceremony held during either a Regional Conference on Learning Cities or at the next ICLC, depending on which takes place first Sep 2016 2017 Apr 2016

27. The 3rd International Conference on Learning Cities • The 3rd International Conference on Learning Cities promises to be another important step forward in placing lifelong learning at the centre of sustainable city development. • Dates and further details will be announced soon.

28. The Way Forward for the UNESCO GNLC

29. Welcome to the GNLC Family! Σας ευχαριστώ! Thank you Contacts: http://learningcities.uil.unesco.org/home UNESCO Institute for Lifelong Learning Feldbrunnenstr. 58 20148 Hamburg Germany Tel.: +49 40 80 41 12 learningcities@unesco.org learningcities.uil.unesco.org