On Learning and Place
Introduction
In September 2022 the UNESCO Global Network of Learning Cities announced 77 new member cities from 44 countries. The network now has 294 member cities from 76 countries. Member cities are committed to the successful promotion of lifelong learning throughout their communities. To be admitted to the network member cities must have demonstrated a commitment to lifelong learning by the mayor and city administration and a track record of policy initiatives and good practice to effectively mobilize resources in all sectors of education to promote inclusive education from basic levels through to higher education. The cities have demonstrated expertise and commitment in ensuring that access to learning opportunities becomes a reality for all citizens in families, communities and the workplace. In summary, for UNESCO:
The concept of the learning city has developed since the 1990s initially amongst cities in more developed countries prompted by the OECD and the European Union, but is now gaining momentum in cities and regions across many developing countries around the world, many of them in Asia. The attraction of the learning city concept to a very diverse network of cities is indicative of a widespread recognition of the importance of the role of learning, both formal and informal, for citizens, communities and businesses as cities seek to secure their place in the wider economy.
This recognition has gained special impetus following the COVID pandemic which has significantly disrupted previous patterns of work, social and community life and the performance of public services in many places. Cities need to find new strategies and policies for both their successful economic recovery and for the restoration well-being among individuals and communities following the pressures of living under lockdowns and of restricted social interaction and public life.
This essay looks at ways in which learning contributes to building economically successful places and strong communities, and the well-being of those living within them. I will try to connect the discussion with the ideas of place identity and ‘placeness’.
I am using the term ‘learning’ here in its broadest sense which goes beyond formal education provision to embrace continuing education and lifelong learning. It includes not just the acquisition of knowledge and skills but also informal learning through networks and community settings. It includes not only individual learning but also organizational learning and the application of this learning in innovative ways in business and public services, to improve civic governance and maximize the quality of life in communities.
The contribution of learning
Cities in the 21st century face a number of major challenges if they are to secure a prosperous future. Arguably, these fall into 5 main areas, namely:
· Securing the long-term sustainable economic performance of the city;
· Planning a built environment which is conducive to supporting business, cultural and social activities;
· Planning to reach sustainable carbon-neutral city performance;
· The provision of environmental and personal public services appropriate to residents’ needs as efficiently as possible;
· Encouraging community empowerment through inclusive community participation in local planning and development.
To these we might now, post-pandemic, addThere is now a considerable another
· To provide an environment conducive to the mental health, wellbeing and happiness of residents.
There is now a considerable literature showing that learning has a demonstrable relevance to all of these.
For example, in relation to economic performance analysis from both the OECD and the EU has shown strong correlations between the level of qualifications in city populations and GDP per capita in cities and in EU regions respectively. In some regions the strongest impact on economic performance comes from the influence of tertiary education, whilst in many others the strongest relationship is through secondary education. It is important that there is a ‘good fit’ between the forms of educational outputs in a city or region and the characteristics of the region and its industrial base.
However it is the use which is made of individual skills that matters for regional performance. Innovation by firms is a key to economic growth and research suggests that learning through interaction in the workplace may be more important than initial education for the likelihood of successful innovation. Provision of innovation hubs and clusters are useful assets in this regard. In public service provision support from government agencies for local innovation in the form and delivery of services can facilitate efficient and effective provision which is flexible in the face of emerging pressures.
It is clear that learning for increasing skills and competences leads to improved employability and economic stability for individuals and families. Research has also demonstrated a wide range of individual and social benefits associated with participation in learning. Striking examples are related to improved health, reduced crime, greater tolerance and civic participation. It is only in more recent years that research has begun to substantiate benefits from learning for individual well-being, mental health and happiness.
Policies for learning
Policy in the UK, in the EU and elsewhere has focused for many years on promoting learning for employability and skills in the face of the fierce pressures from global markets as governments sought to secure economic success in uncertain times as well acknowledging individual desires for prosperity and stability. It is much more recently that governments have started to recognize the wider role of learning in helping people flourish through social as well as economic wellbeing. The experience of the pandemic made It increasingly clear that not all sections of the population had adequate access to suitable support and learning opportunities. Policy engagement with issues of health and well-being and inequalities and deprivation as been slower to develop but of course underlie the concept of the learning city as we have seen.
The promotion of lifelong learning brings its own challenges for service providers. Many in the population will be unfamiliar with the possibilities offered by participation in learning, and many firms may be reluctant to devote resources to continuing learning for their employees. Learning providers have to promote the idea that people and organisations need increasingly to take responsibility for their own learning if they are to achieve the lifestyle they seek.
A popular approach In the UK and elsewhere is through promotional events such as learning festivals. There ae examples of these being organized by central government, by learning providers and in recent years by city authorities. In England government for a number of years has organized an annual ‘lifelong learning week’ to promote and celebrate lifelong learning. Education Scotland holds an annual Scottish Learning Festival offering support for learning professionals as well as learners.
Some universities and colleges hold their own learning festivals to encourage awareness of the facilities they offer for community engagement and continuing learning. And increasingly the place-based learning festival idea has been taken up by a variety of city authorities, many of them learning cities, examples from Cork in Ireland and the City of Wyndham in Australia.
Learning festivals seek to encourage wide participation in learning for individuals, organisations and groups throughout the city community.
The idea has been extended to a global basis. In 2022 the first Global Learning Festival took place, organized by the Cities of Melton and Wyndham, both learning cities in Australia with the aim of ‘providing unity and connection to communities all over the world’. Participating in learning events in all time zones and in many languages allowed participants at first hand to experience the benefits of lifelong learning.
Learning and Place
The contention here is that learning in all kinds of manifestations is vital for the making and re-making of places. Its role can be extensive and complex and is not often explicitly acknowledged in development policies for cities, towns and neighbourhoods. Learning can promote social cohesion and strengthen citizenship. It can aid inclusion through networks reaching excluded groups to help sustain them as active members of the community.
All of this can enhance the notion of place through influence on place attachment and place identity.