From UNESCO Global Network of Learning Cities Platform
The UNESCO Global Network of Learning Cities is an international policy-oriented network providing inspiration, know-how and best practice. Learning cities at all stages of development can benefit greatly from sharing ideas with other cities, as solutions for issues that arise as one learning city develops may already exist in other cities. The Network supports the achievement of all seventeen Sustainable Development Goals (SDGs), in particular SDG 4 (‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’) and SDG 11 (‘Make cities and human settlements inclusive, safe, resilient and sustainable’). The UNESCO GNLC supports and improves the practice of lifelong learning in the world’s cities by promoting policy dialogue and peer learning among member cities; forging links; fostering partnerships; providing capacity development; and developing instruments to encourage and recognize progress made in building learning cities.
A learning city promotes lifelong learning for all. UNESCO defines a learning city as a city that:
- effectively mobilizes its resources in every sector to promote inclusive learning from basic to higher education;
- revitalizes learning in families and communities;
- facilitates learning for and in the workplace;
- extends the use of modern learning technologies;
- enhances quality and excellence in learning; and
- fosters a culture of learning throughout life.
In doing so, the city enhances individual empowerment and social inclusion, economic development and cultural prosperity, and sustainable development.
Lifelong learning lays the foundation for sustainable social, economic and environmental development.The idea of learning throughout life is deeply rooted in all cultures. However, it is becoming increasingly relevant in today’s fast-changing world, where social, economic and political norms are constantly being redefined. Studies have shown that lifelong learners – citizens who acquire new knowledge, skills and attitudes in a wide range of contexts – are better equipped to adapt to changes in their environments. Lifelong learning and the learning society therefore have a vital role to play in empowering citizens and effecting a transition to sustainable societies.
While national governments are largely responsible for creating strategies for building learning societies, lasting change requires commitment at the local level. A learning society must be built province by province, city by city, and community by community.
Today, more than half of the world’s population – 3.5 billion people – lives in cities; this is projected to increase to 5 billion by 2030. Cities around the world face acute challenges in managing rapid urbanization, which has a severe impact on ensuring quality education for all.
A learning city enables people of all ages, from diverse socio-economic and cultural backgrounds, to benefit from inclusive and equitable quality education and lifelong learning opportunities.
On 24 March, the UNESCO Institute for Lifelong Learning organized its second webinar on learning cities’ responses to COVID-19. Following last Thursday’s insights into how learning cities such as Beijing (People’s Republic of China), Shanghai (People’s Republic of China), Fermo (Italy), Kashan (Iran) and Manizales (Colombia) are dealing with the crisis, it was the turn of Osan (Republic of Korea), Wuhan (People’s Republic of China), Turin (Italy) and São Paulo (Brazil) to share their experiences. There was wide participation from around the globe, with 250 city representatives and other stakeholders attending the webinar.
Following introductions by moderator, Ms Marie Macauley (UIL), and host, Mr Raúl Valdes-Cotera (UIL), Mr Henrique Lopes, of the Healthcare Sciences Institute, Universidade Católica Portuguesa, opened the webinar. He emphasised the gravity of the rapidly evolving COVID-19 crisis, indicating how the pandemic had spread since the first webinars, with significant increases in cases and deaths and a host of new countries affected. This crisis will not be easily resolved, as a second and potentially a third wave of infections are anticipated in the coming months.
Lifelong learning can fundamentally support the dissemination of knowledge in this era of social confinement, helping people to maintain health and hygiene and engage in new learning opportunities. We are beginning to see the enormous potential for online learning and how it may alleviate negative mental effects of isolation. Education for healthcare, preventative training, improved functional literacy – lifelong learning in response to COVID-19 can cover these priority areas and more, but only if local governments invest.