Sustainable Cities: Inclusion, Equity and Lifelong Learning — Ageing Populations
UNESCO Institute for Lifelong Learning Study
Peter Kearns and Dr Denise Reghenzani-Kearns have been asked by the UNESCO Institute for Lifelong Learning (UIL) to prepare a research paper on what cities/towns are doing for ageing populations within: i.e. regarding policies/practices and challenges/opportunities.
- It is important we seek a balanced representation, so we have come to you for what could be happening in Melitopol for seniors in terms of equity, inclusion and lifelong learning (non/informal especially).
- Following is the background and then two sets of 10 questions overall, according to Policies/Practices, and Challenges/Opportunities. There is very little information available on such initiatives or what is planned to sustain and support seniors+.
The deadline for responses to the project leaders is: Monday 15 June.
Peter Kearns and Dr Denise Reghenzani-Kearns have been approached by the UNESCO Institute for Lifelong Learning (UIL) to prepare a paper on Sustainable Cities: Inclusion, equity and lifelong leaning - Ageing Populations for inclusion in a UNESCO publication resulting from the UNESCO Fourth International Conference on Leaning Cities held in Medellin, Colombia, on 1-3 October 2019. The conference resulted in the Medellin Manifesto: Learning Cities for Inclusion. The Manifesto is available on the UIL website: https://unesdoc.unesco.org/ark:/48223/pf0000371128?posInSet=7&queryId=N-EXPLORE-15d78b61-092a-4e06-b436-7258028e72e3.
UIL administers the Global Learning Cities Network (GLCN), with over 170 cities around the world participating. UIL is supported in this work by the PASCAL International Observatory which is centred on the University of Glasgow, with members around the world.
The paper will focus on inclusion and lifelong learning, paying particular attention to the needs and expectations of ageing populations living in cities in low-income, middle and high income countries. Follow is background to this study and two attachments of questions to which we seek a response accordingly, to meet the UIL brief.
PASCAL has a long interest in learning in later life, and in 2018 this was a core theme of the 15th PASCAL International Conference held in Suwon, South Korea. Following the conference, a report on this subject was prepared by the PASCAL/PIMA Special Interest Group on this subject. This report, titled Towards Good Active Ageing for All was edited by Kearns and Reghenzani-Kearns and circulated in a number of countries linked to PASCAL networks: http://pascalobservatory.org/pascalnow/pascal-activities/news/towards-good-active-ageing-all-context-deep-demographic-change-and-. It included short reports on developments in a number of countries that supported learning in later life. These included the role of Volkshochschulen in Germany, Kominkan in Japan, Neighbourhood Houses in Australia, U3A in Singapore and internationally, to Aotearoa in New Zealand. A central theme involved ways in which lifelong learning and learning cities could be adapted to support good active ageing for all.
A related PASCAL initiative in 2020 explores ways in which learning cities and neighbourhoods can support communities in their recovery from the COVID-19 pandemic. This initiative is based on PASCAL work on integrated/holistic development in leaning cities and neighbourhoods, including learning cities in Cork, Wolverhampton, Wyndham, Cotonou, Beijing, through Glasgow University, and learning neighbourhoods in Harlem and Datong.
Peter Kearns OAM FACE is a member of the PASCAL Board and was the director of the PASCAL network of learning cities called PIE from 2011 to 2016, and the founder of the EcCoWell approach. His publications focus on lifelong learning, learning cities, and vocational education and training.
Contact- +61 (0)7 33780601, email@example.com
Dr Denise Reghenzani-Kearns is an associate of PASCAL. She has broad experience across sectors and levels of education. Her research and practice is in adult and international education, lifelong learning for all ages and partnerships.
Contact – +61 (0)733780601, firstname.lastname@example.org
They are based in Brisbane Australia.
Sustainable Cities: Inclusion and Lifelong Learning Ageing Populations
Policies and Practices
What evidence is there on lifelong learning policies and practices at the city level that are successfully addressing the needs of ageing populations including intersectoral and multi-stakeholder approaches that promote inclusion through these policies and practices.
1. How are cities collaborating with national authorities to develop inclusive policies that support ageing populations? Are there multilevel governance frameworks in place that contribute towards strengthening this collaboration?
2. How are employers from the public and private sectors and civil society collaborating at the city level to further enhance lifelong learning opportunities for ageing populations?
3. What institutions and sectors are or should be participating in the planning and implementation of inclusive lifelong learning at the local level? What mechanisms need to be in place to ensure the participation of ageing populations in this process?
4. How are cities creating inclusive learning environments (formal and, particularly non-formal, and informal) that support quality lifelong learning opportunities for ageing populations? What kind of knowledge and skills do they support?
5. What influenced your approach to provision for ageing populations; for example, learning city ideology, active ageing and age-friendly concepts, evolving longevity ideas, national policy?
Sustainable Cities: Inclusion and Lifelong Learning — Ageing Populations
Challenges and Opportunities
What challenges are faced when developing and implementing lifelong learning policies for the inclusion of ageing populations. How have you or can you overcome any identified limitations?
6. To what extent are multiple sectors and stakeholders engaged in the development and implementation of lifelong learning policies and practices for ageing populations? Where collaboration is limited, how might it be improved?
7. Are sufficient and sustainable financial arrangements in place at the local level for initiatives geared towards the inclusion of ageing populations? How might stakeholders maximise resources?
8. What information, knowledge and evidence are needed at the local level to monitor the inclusion of ageing populations as part of lifelong learning?
9. What mechanisms and forms of capacity development are needed at the local level to monitor the inclusion of ageing populations as part of lifelong learning?
10. Does the availability of data pertaining to ageing populations present challenges for the design of inclusive lifelong learning policies and practices?
Download questions here (Word format): 1-5 and 6-10