Why Lifelong Learning? Professor Michael Osborne Director, Pascal ObservatoryPascal Observatory University of Glasgow, UK

The questions What are the Community benefits of a local government emphasis on lifelong learning ? How do we engage youth in learning ? How do we reengage adults in learning after formal learning ? How do we maintain engagement in learning throughout the life-course What examples exist internationally for maintaining community participation in learning

The traditional arguments Two dominant themes ◦ widening participation to under-represented groups within a mass system ◦ economics of lifelong learning

The Stakeholders Individuals Communities Businesses Public Sector Providers Connected in regions

Purpose and Continuum of Learning Cities Focus - EconomicFocus - Social Justice Creating an underlying infra- structure of educational opportunity that might attract inward investment from business The creation of learning networks that promote and enhance social cohesion and inclusion

Social Inclusion UK imperative A European imperative, but visible elsewhere in the world, including Australia and the US Combating of social exclusion through offering ‘ second chances ’ - one of five main guidelines for action in striving for a knowledge-based society (White Paper on Lifelong Learning EC 1995) Memorandum on Lifelong Learning.

Lean on me - Economic Benefits "Skill and competence enhancement in the new economy in Europe requires that the policy emphasis is shifted towards increasing investment in human capital and in raising participation in education and training throughout working life. To keep pace with developments in technology, globalisation, population ageing and new business practices, particular attention should be given to workplace training an important dimension of our strategy for Lifelong Leaning (sic)." (EC 2001)

Historical Reasons for Economic Agenda Macro-economic issues  changes in the economic and occupational structure  competitiveness a global market.

Agenda for Individuals  Individual responsibility  Personal competitiveness  Skills development for employability  Personal development

Agenda for providers  From institutional structures to individual participation  From front-end to continuing provision  From discipline specific education to competencies for Lifelong Learning

The thrust to growth - the assumptions Competition in a global market is compromised because a skills deficit exists More graduates/diplomates are needed for the labour market For individuals there is an economic payoff in getting a qualification In expanding the system there will also be widening and an increase in social justice, social inclusion and mobility

Good Places – Better Health Place Health Learning Qualifications Jobs Engaged Citizens

Cause and Effect Health leads to learning Learning benefits health and well-being Benefits are economic as well as social

How to engage youth in learning? How to reengage adults in learning after formal learning? Age, Sex and Race Lost generation Precariousness

Resources It’s easy to predict the past As for the future!

How to maintain engagement in learning throughout life? Employment and employability Cognitive interest

Learning Prescriptions Learning v Prozac

Co-creation

Aims of Community-university research To promote community-university research partnerships to develop knowledge relevant to improve the lives of people To promote practical learning and problem- solving competencies amongst students by directly engaging with the community To design curriculum and pedagogy relevant to respond to learning needs of the community

LearningCities2020