Australian Journal of Adult Learning Volume 52, Number 2, July 2012

Learning cities as healthy green cities: Building sustainable opportunity cities

Peter KearnsPASCAL International Exchanges

This paper discusses a new generation of learning cities we have called EcCoWell cities (Economy, Community, Well-being). The paper was prepared for the PASCAL International Exchanges (PIE) and is based on international experiences with PIE and developments in some cities. The paper argues for more holistic and integrated development so that initiatives such as Learning Cities, Healthy Cities and Green Cities are more connected with value-added outcomes. This is particularly important with the surge of international interest in environment and Green City development so that the need exists to redefine what lifelong learning and learning city strategies can contribute. The paper draws out the implications for adult education in the Australian context. We hope it will generate discussion.

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Introduction

TheUNRio+20SummitheldinJune2012remindsusofthecriticalimportanceofaddressingthegreatenvironmentalissuestoensurethefutureofPlanetEarth.Atthesametime,escalatingurbanisationaroundtheworldpointstothechallengeofbuildingcitiesthatarejustandinclusive,andwhereopportunitiesareavailableforallthroughoutlife,andwherethewell-beingofallisanaspirationthatisactivelyaddressedincitydevelopment.

Thischallengeiswidelyrecognised.TheWorldBankinitsECO2Citiesinitiativehasobservedthat‘[u]rbanisationindevelopingcountriesisadefiningfeatureofthe21stcentury’(WorldBank2011).Citiesalmosteverywherefacethetriplechallengesofurbanisation,sustainabilityandsocialjustice.

Thechallengeofthesebigissuesforcitydevelopmentclearlyrequiresnewparadigmstoguidedevelopment,andinnovativeformsofpartnershipwhereallstakeholdersareunitedforjointactionformutualbenefit.However,thescenearoundtheworldcontinuestobecharacterisedbysegmentedsilodevelopment,withfewsignsofintegratedconnectedstrategiesthatbringallstakeholderstogetherinpartnerships,includingnon-traditionalpartnerships,toachievevalueaddedoutcomesandbenefitsforall.

Inthiscontext,thispapercommentsontherolesofLearningCities,HealthyCitiesandGreenCities,andassertsthatmuchcouldbeachievedbyaddressingthebigissuesconfrontingtownsandcitiesthroughaconvergenceoftheseconceptstosupportamoreholisticandintegrateddevelopmentinwhatIhavecalledSustainableOpportunityCities.Whilethereismuchdiscussionoftownplanning,environmental,andarchitecturalfeaturesofcitiesofthefuture,thereisfarlessdiscussionofsocialaspects.Thisimbalanceneedstoberedressedwithacoherentsocialvisionoffuturecitiesinwhichlifelonglearning,andsocialjusticeandinclusion,arefoundations.

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ThispaperdrawsoninternationaldevelopmentsIhavedirectedasIntellectualDirectorofthePASCALInternationalExchanges(PIE),aprojectofthePASCALInternationalObservatoryinvolvingonlineexchangesofinformationandexperiencebetweentwelvecitieslocatedacrossfivecontinentsaroundtheworld.Thisinitiativeisdiscussedbelow.

InconnectingtheroleofLearningTownsandCitieswithkeyenvironmentalandwell-beingissuesintownsandcities,IamawareoftheneedtorevitalisethenotionoflearningcommunitiesandcitiesinAustraliabyshowingtheirrelevancetopriorityissuesthatattractcommunityandpoliticalattention.TherealitythataLearningCityisanoverarchingconceptthatcanbeappliedinaddressingsuchkeyissuesaspreservingtheenvironment,fosteringwell-beingforall,andensuringpublicsafetyhasnotbeensufficientlyrealised,andisreflectedinthepoorleveloffundingfortheseinitiativesbygovernmentsinAustralia.

Inframingthisperspectiveinthepaper,IgivesomebackgroundonthelandscapeofLearningCities,HealthyCitiesandGreenCitiespointingtosomeofthethingstheyholdincommonwhichcouldbeusedinbuildingconnectionsandsynergies.IsuggestthatthisprocessofbuildingSustainableOpportunityCitiesshouldbeseenasacreativeprocesswherenewideasandinnovativestrategiesarerequired,butwheretherewardscanbesubstantialinaddressingthebigissuesconfrontingcitiesIhavementioned,andbuildingajust,humanesociety.

IshouldclarifyupfrontwhatImeanbySustainableOpportunityCities.BySustainabilityImeanthewellknownpillarsofenvironmental,socialandeconomicsustainability.ByOpportunityIrefertothethingsthatLearningCityinitiativeshavetraditionallybeendirectedat:lifelonglearning,buildingpartnership,communityandcitizenship,andfosteringenterprise.Expressedanotherway,

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Iamtalkingofbuildingsocial,humanandidentitycapitalincohesive,inclusiveandsustainablecities.

IcommentbelowonafewrelatedfeaturesofLearningCities,HealthyCitiesandGreenCities,andthendiscusssomepossiblepathstowardsSustainableOpportunityCitiesinAustralia.Someimplicationsfortheroleofadulteducationaresuggested.

Learning cities

TheLearningCityideaemergedfromtheworkoftheOrganisationforEconomicCo-operationandDevelopment(OECD)onlifelonglearningindrawingattentiontoopportunitiestoprogressallformsoflearninginmanycontextsthroughpartnershipandbuildingasharedvision.

ThisconceptevolvedthroughearlymanifestationsasEducatingCitieswitha1992reportbytheOECDonCity strategies for lifelong learning,preparedfortheSecondCongressofEducatingCitiesinGothenburg,drawingattentiontothepotentialofthecityasaframeworkforfosteringlifelonglearninginmanycontexts(OECD1992).

TheroleoftheEuropeanUnioninsupportinglifelonglearningasanorganisingprincipleforallformsofeducationhasbeenimportantindrivingtheevolutionoftheideaofthecity(ortown/region/community)asaframeworkforlifelonglearningforall.VariousprojectsfundedbytheEuropeanCommissionhavecontributedmuchinshowingtherangeofstrategiesthatcanbeappliedinbuildinginnovativeLearningCities.InformationandlessonsderivedfromthisexperiencemaynowbeaccessedthroughtheEUROLocalwebsite:www.eurolocal.org.

AgoodstatementoftheaspirationsandidealsthatunderpintheconceptofaLearningCityexistsinadefinitionbyLongworth(1999:112):

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Alearningcommunityisacity,townorregionthatgoesbeyonditsstatutorydutytoprovideeducationandtrainingforthosewhorequireitandinsteadcreatesavibrantparticipative,culturallyaware,andeconomicallybuoyanthumanenvironmentthroughtheprovision,justificationandactivepromotionoflearningopportunitiestoenhancethepotentialofallitscitizens.

WhilethisdefinitiondrawsattentiontomuchthatiscentraltotheLearningCityidea,afurtherstatementbyLongworth(1999:109)addsadditionalkeydimensionstothisconcept:

Alearningcommunityisacity,townorregionwhichmobilisesallitsresourcesineverysectortodevelopandenrichallitshumanpotentialforthefosteringofpersonalgrowth,themaintenanceofsocialcohesion,andthecreationofprosperity.

Takentogether,thesestatementspointtotheentwinedindividualandcommunitydevelopmentobjectivesofLearningCities,theequityandsocialjusticethrustsintheconcernfor“allitscitizens”,andtheaspirationstobuildcommunitiesthatfosterpersonaldevelopment,socialcohesionandeconomicprosperity.Thekeyroleofalocalgovernmentcouncilinbuildingaframeworkforpartnershipiswidelyrecognised.

TheLearningCityconcepthasevolvedinnewcontextsaschallengeshavebeenencounteredas,forexample,inthedevelopmentoflearningcommunityinitiativesinEastAsiancountriessuchasChina,SouthKorea,andChineseTaipei.5Experiencehasshownthatthecoreideasinthe

5 ApaperfortheMay2010InternationalForumonLifelongLearninginShanghaidrewona2009surveyconductedbytheChineseMinistryofEducationtoestimatethattherewere,bytheendof2009,114nationalexperimentalorpilotlearningcommunitiesorganisedin30provinces,autonomousregionsormunicipalitiesunderthedirectjurisdictionofthecentralgovernmentwhilethenumberofpilotlearningcommunitiesorganisedbyprovincialauthoritiesexceeded4,000(HaoKeming2011:64).

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LearningCityconceptaresufficientlyflexibletoaccommodatetheseapplicationsinawiderangeofinternationalcontextswhileatthesametimeevolvinginternationalexperienceaddstotherichnessencapsulatedinthisconcept.

ToenablecomparisonoftheLearningCityconceptwiththeprinciplesIgivebelowforHealthyCitiesandEcoCities,IsumupmyconceptofaLearningCityasacitygivingexpressiontothefollowingprinciples.

Principles for Sustainable Learning Cities:• Developasharedvision

• Buildpartnership

• Addresssocialjusticeandequity

• Involvethecommunityactively

• Progresslearninginmanycontextsandforms

• Makedevelopmentstrategic

• Addressthebigissuesconfrontingcities.

PASCAL International Exchanges

Inordertoshareideasandexperienceacrossnationalboundaries,thePASCALInternationalObservatoryinJanuary2011inauguratedthePASCALInternationalExchanges(PIE)totestonlineexchangesasavehicleforinternationaldialogueongoodideas.Twelvecitiesacrossfivecontinentsarecurrentlyparticipatinginthisproject:Glasgow,Kaunas,Bielefeld,Bari,Cork,DaresSalaam,Dakar,Kampala,Beijing,HongKong,HumeGlobalLearningVillage(Melbourne)andVancouver.Furthercitiesexpectedtojoinshortly.

InformationonPIE,includingthemethodologyadoptedandtheexperienceofparticipatingcities,maybeobtainedfromthePIEwebsite:www.pie.pascalobservatory.org.Afteraninitialstageofdevelopmentbasedonstimuluspaperspostedbyparticipatingcities,PIEhasnowprogressedtoasecondstagebasedonsixmajor

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themes:CulturalPolicy;RespondingtoSocialChange;PreservingtheEnvironment;ICTandMedia;MobilisingCivilSociety;HealthyCities.

TheinclusionofPreservingtheEnvironmentandHealthyCitiesasPIEmajorthemesillustrateswaysinwhichtheLearningCityconceptcanreachouttoaddressmajorissuesinthedevelopmentofcities.Atthesametime,developmentsofthesesectorsstandstobeenrichedbyexchangesofexperiencebetweencitiesonheritageandculturalaspectsofdevelopment,learningstrategiesandcommunitybuilding,andstrategiestoaddressequityandsocialjusticeissuessoastobuildinclusive,cohesivecities.TheLearningCityconceptoffersafundamentallyhumanisticvisionoffuturelifeincitiesthatcanalsosupportstrategiestoaddresskeyissuesinarangeofsectorscontributingtosustainability.

ExamplesmaybefoundamongthecitiesparticipatinginPIEofapproachestofosteringlifelonglearninginawiderangeofcontexts.Forexample,theHumeGlobalLearningVillageisaninitiativeofHumeCityCouncilinadistrictofMelbournewithconsiderabledisadvantage,greatdiversitywithmigrantsfrommanypartsoftheworld,butwithacouncilcommittedtoideasofsocialjusticeandopportunitiesforall.Thesuccessofthisinitiativesince2004showstheimportanceofvaluesindrivingpartnershipaction,thekeyroleofalocalgovernmentcouncil,andthepayofffromcarefulstrategicactionguidedbyasharedvisionofthefutureandstrategiestoinvolveandinformthecommunity.

Ontheotherhand,theBeijingLearningCityinitiativeshowswhatcanbeachievedwithleadershipandcarefulplanninginacitywithapopulationofover20million.TheBeijinginitiativewithanactiveLeadershipGroupreachesdownintoall16AdministrativeDistrictssothatthewholecityisconnectedthroughaseriesoflearningnetworksacrossthecity.Alldowntownareasinthecityhaveacommunityeducationnetworkbaseledbycommunitycollegesandadulteducationcentres.

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TheBeijingstimuluspaperforPIEreportedthat80percentofsub-districtshaveestablishedcommunityeducationcentresorlearningcentres.Morethan1,000full-timeandpart-timeteachershavejoinedinthiscity-wideeffortassistingcommunitiesindevelopingcommunityeducationactivities.Thisisanincredibleeffortthatdemonstrateswhatcanbeachievedwithvision,leadershipandconcertedaction.

OtherstimuluspapersonthePIEwebsiteillustrateimportantthemesincitydevelopment.TheGlasgowpaperisinterestinginillustratinghowmuseumsinGlasgowhaveadoptedasocialjusticeapproachtotheirwork,andsomakeimportantconnectionsbetweenculturalpolicyandsocialobjectivesincitydevelopment.TheBaripapershowshowacitycanadoptabroadpartnershipapproachincombatingcrimeandpromotingpublicsafety.ThethreeAfricanpapers(DaresSalaam,KampalaandDakar)demonstratemassiveproblemsarisingfromrapidurbangrowthwiththeDakarpapershowingtheimportanceofharnessingtraditionalAfricanwaysoflearninginfosteringlifelonglearninginAfrica.Altogether,thereismuchtobegainedfromacarefulreadingofthePIEstimuluspapers.

Healthy cities

IthasbecomeevidentthatLearningCitiesandHealthyCitiesshareagooddealincommon,andthatcommunitylearningstrategiescancontributemuchtoHealthyCityobjectives.ThisconvergenceofinterestshasbecomemoreapparentwiththestronginterestofHealthyCityinitiativesinthesocialdeterminantsofhealthfollowingtheworkoftheWorldHealthOrganisation’s(WHO)CommissionontheSocialDeterminantsofHealth.Thisprovidesacommonplatformofinterestinaddressingequityandsocialjusticeissues,withtheexperienceofLearningCityinitiativesintheseareasaresourcethatcanbedrawnonwithbenefitsforhealthobjectives.

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TheHealthyCitymovementemergedfromtheworkoftheWHO,andhasbeenprogressedbyanumberofregionalnetworksthatlinkcitiescommittedtoHealthyCityprinciples.IntheAsianregion,forexample,anAllianceofHealthyCitiesnowlinksalargenumberofcitiesintheAsianregion,includingsomeAustraliancities.

WHO(2011)hasdefinedaHealthyCityinthefollowingmanner:

AHealthyCityisonethatiscontinuouslycreatingorimprovingtheirphysicalandsocialenvironmentsandexpandingthosecommunityresourceswhichenablepeopletomutuallysupporteachotherinperformingallthefunctionsoflifeandindevelopingtheirmaximumpotential.

ThiscouldbeadefinitionofaLearningCity,withconsiderablecommonalitywiththedefinitionofaLearningCitygivenbyLongworthcitedabove.Bothconceptsdrawonanddeveloparangeofcommunityresources,developpeopletotheirmaximumpotential,andfosterpartnershipsintheseendeavours.

KeycommonintereststhatLearningCitiesandHealthyCitiessharewerearticulatedintheFinalReportoftheWHOCommissionontheSocialDeterminantsofHealth(WHO2008).Thesocialdeterminantsofhealthhavebeendefinedasthe:

…socio-economicconditionsthatinfluencethehealthofindividuals,communitiesandjurisdictionsasawhole.Thesedeterminantsalsoestablishtheextenttowhichapersonpossessesthephysical,social,andpersonalresourcestoidentifyandachievepersonalaspirations,satisfyneedsandcopewellwiththeenvironment.(Raphael2004)

FollowuponthereportoftheCommissiononSocialDeterminantsofHealthincountriessuchastheUKhasidentifiedareaswhereactionislikelytobethemosteffectiveinreducinghealthinequalities.Thesehaveincludedareassuchasearlychildhooddevelopmentandeducation,socialprotection,andsustainabledevelopmentwhicharetypicallytheheartlandofLearningCityinitiatives(Campbell2010).

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Healthy cities principles and values

AusefulstatementofHealthyCityprinciplesandvaluesmaybefoundinthe2009Zagreb Declaration on Healthy Cities.Theseareshownbelow(WHO2009):

• Equity: addressinginequalityinhealth,andpayingattentiontotheneedsofthosewhoarevulnerableandsociallydisadvantaged.Inequityisinequalityinhealththatisunfairandunjustandavoidablecausesofillhealth.Therighttohealthappliestoallregardlessofsex,race,religiousbelief,sexualorientation,age,disabilityorsocioeconomiccircumstance.

• Participation and empowerment:ensuringtheindividualandcollectiverightofpeopletoparticipateindecisionmakingthataffectstheirhealth,healthcareandwell-being.Providingaccesstoopportunitiesandskillsdevelopmenttogetherwithpositivethinkingtoempowercitizenstobecomeself-sufficient.

• Working in partnership: buildingeffectivemulti-sectoralstrategicpartnershipstoimplementintegratedapproachesandachievesustainableimprovementinhealth.

• Solidarity and friendship:workinginthespiritofpeace,friendshipandsolidaritythroughnetworkingandrespectandappreciationofthesocialandculturaldiversityofthecitiesoftheHealthyCitiesmovement.

• Sustainable development:thenecessityofworkingtoensurethateconomicdevelopment,andallthesupportiveinfrastructureneeds,isenvironmentallyandsociallysustainable.

ItisevidentthatmuchofthisstatementcouldapplyequallytoLearningCitieswiththethrustsoftheseinitiativestowardsequity,participation,empowermentandpartnershipprovidingaframeworktoprogresstheobjectivesofhealthycities.

Healthisoneofthefoundationsforwell-being.Inthinkingaboutthewell-beingofindividualsandcommunities,weareinevitablydrawntothinkingaboutlearning,self-esteem,andtheconfidencethatan

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educatedpersonabletocontinuelearninganddevelopingthroughoutlifeacquires.Learningtobeissurelyapillarofwell-being.

Green cities and Eco cities

LikeHealthyCities,therehasbeenconsiderablepromotionoftheconceptsofGreenCitiesandEcoCities.WiththeRio+20Summitdrawingattentiontotheneedtofindinnovativewaystoaddresstheenvironmentalchallengestotheplanetweinhabit,thepotentialofthecityasanarenaforprogressisattractinggrowinginterest—and,rightlyso.

ThisinterestisreflectedinstudiesandinitiativessuchastheEuropeanUnion’sGreenCapitalsawards,theEco2programoftheWorldBank,theCitystateconceptdevelopedbySustainability,theSustainableCitiesCollective,andtheEcCoWellconceptIdevelopedforPASCAL.Ifwelookacrossthesecompetingyetcomplementaryvisions,wewillfindanumberofcommonthemesthatarerelevanttothedevelopmentoftownsandcitiesinAustralia.

TheEco2programoftheWorldBankwaslaunchedasanintegralpartoftheBank’sUrbanandLocalGovernmentStrategy.Thecoreideaisstatedinthefollowingterms(WorldBank2011:2):

…anEco2citybuildsonthesynergyandinterdependenceofecologicalandeconomicsustainability,andtheirfundamentalabilitytoreinforceeachotherintheurbancontext.

ThisideahasbeentakenupbyotheragenciessuchastheOECDinitsGreenGrowthStrategythatisdiscussedbelow.

TheWorldBankinitsEco2programidentifiedfourprinciplesforthedevelopmentofEcoCities.Theseare:

1. A city based approach—enableslocalgovernmentstoleadadevelopmentprocessthattakesintoaccounttheirspecificcircumstances,includingtheirlocalecology.

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2. An expanded platform for collaborative design and decision making—accomplishessustainedsynergybycoordinatingandaligningtheactionsofkeystakeholders.

3. A one system approach—enablescitiestorealisethebenefitsofintegrationbyplanning,designing,andmanagingthewholeurbansystem.

4. An investment framework that values sustainability and resiliency—incorporatesandaccountsforlifestyleanalysis,thevalueofallcapitalassets(manufactured,natural).

AsIhavenotedwithHealthyCityprinciples,theseprinciplescouldapplytogoodLearningCitydevelopment,andcouldlargelyapplytoHealthyCities.

TheEuropeanGreenCapitalawardoftheEUillustratesthegrowingsignificancegiventotheenvironmentalchallengesconfrontingcitiesinEurope,andthekeyroleoflocalgovernmentauthoritiesinimprovingandsustainingtheenvironment.Thisawardisintendedtoshowcasegoodpracticemodelssoastodisseminateideasaboutbestpractice.

Sincetheawardcommencedin2010,thefollowingcitieshavewontheaward:Stockholm(2010),Hamburg(2011),Vitoria-Gasteig(2012)andNantes(2013).Aswithothergreeninitiatives,thewardslinkrespectfortheenvironment,qualityoflifeandeconomicgrowth.

TheideathatGreengrowthisaboutmorethantheenvironmentorecologywasalsosupportedbytheGreenGrowthLeaders(2011:5)inastudyofthesocio-economicbenefitsofgreendevelopmentinCopenhagen:

Greenmust,therefore,beenseeninabroaderperspectivethanstrictlyenvironmental.Itisalsoaboutimprovingqualityoflifeandcreatingjobsandbusinessopportunitiesthroughouttheentireeconomy—notjustintheclean-techsector.

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TheOECDhasaddedtotheseevolvingperspectivesonGreengrowthwithitsreleaseoftheOECD Green growth strategy: A lens for examining growth(OECD2011a).ThisstrategywasseenasprovidingaframeworkforGreengrowth,includingaddressingseemingconflictsofeconomicandenvironmentalobjectives(OECD2011a:10):

Agreengrowthstrategyiscentredonmutuallyreinforcingaspectsofeconomicandenvironmentalpolicy.Ittakesintoaccountthefullvalueofnaturalcapitalasafactorofproductionanditsroleingrowth.Itfocusesoncost-effectivewaysofattenuatingenvironmentalpressurestoeffectatransitiontowardsnewpatternsofgrowththatwillavoidcrossingcritical,local,regionalandglobalenvironmentalthresholds.

TheOECDGreenGrowthStrategyattemptstobringtogethereconomic,environmental,social,technologicalanddevelopmentalaspectsintoacomprehensiveframework,pointingthewaytolinkGreengrowthtotheotherdomainsofsocio-economicdevelopment.

Similarly,theZero-draftoftheOutcomeDocumentfortheUNRio10+20Conferenceecognisestheneedfortheintegrationofeconomicdevelopmentandenvironmentalsustainabilityinbalancingthethreepillarsofsustainabledevelopmentseenaseconomic,social,andenvironmentalsustainability(UnitedNations2012).Thisrecognitionofthecaseforanintegratedandholisticapproachtodevelopingsustainablecitiesisinaccordwiththethesisofthispaper.

ThekeyroleoflocalgovernmentauthoritiesinthedevelopmentofaframeworkforsustainabledevelopmenthasemergedfromtheworkofICLEI—LocalGovernmentsforSustainability,aninternationalorganisationwithover1200membersacrosstownsandcitiesaroundtheworld.TheworkofICLEIpromoteskeyaspectsofsustainabilityin‘Urbanresilienceandadaptation’andaddstogoodpracticemodelsthatareemergingfromleadingGreenCitiessuchasCopenhagen,StockholmandHamburg. (Thein-depthprofileofCopenhagenasaGreenCitypreparedbytheGreenGrowthLeaders(2011)provides

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agoodexampleofthesocio-economicbenefitsfromwell-managedgreengrowth.)

ThegrowingliteratureonGreenCitiesandEcoCitiespointstotheneedforstrategiestoprogressholisticapproachestourbandevelopmentthatlinkenvironmental,health,learning,communitybuildingandeconomicaspectsofdevelopment,andwhichaccordwiththeprinciplesforLearningCities,HealthyCitiesandEcoCitiesIhavementioned.IturnnowtothecriticalquestionofhowwebuildpathwaystowardsSustainableOpportunityCitiesthataccordwiththeseprinciplesandwhichaddvaluebeyondtheseseparateaspirations.

WhileIhavedrawnsubstantiallyinthispaperontheEcCoWellpaperIwroteforPASCALonSustainableOpportunityCities,IhaveomittedpartsofthatpaperwhichaddtothefullcaseforSustainableOpportunitycities.Theomittedpartsrelatetowellbeing,communityandculturalaspects,economicaspects,placemaking,andbalancingindividualandcommunityinterests.ThesepartsofthecasemaybereadintheEcCoWellpaperonline:http://pie.pascalobservatory.org.

The path towards Sustainable Opportunity Cities

Ihavetakenthepositioninthispaperthatcitiesaroundtheworldareconfrontedbyaseemingconvergenceofforcesthatunderpinkeylearning,health,environmentandculturalobjectives.Thisprovidesanopportunitytoseizethis‘conjunctureofforces’todevelopinacoordinatedcomprehensivewaythroughpartnershipsandasharedvision,citiesthataresustainable,humane,andfosterlearningandwell-beingforall.IhavetermedsuchcitiesSustainableOpportunityCities(EcCoWell)—citiesthatcombinethebenefitsofLearningCities,HealthyCitiesandGreen/EcoCities.

WhilethereisnowasignificantknowledgebaseonLearningCitiesandHealthyCities,andagrowingbaseonGreenCities,thepath

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toSustainableOpportunityCitiesislikelytoinvolveareframingofourideasaboutcitydevelopment,involvingnewparadigms,anda‘processofdynamicsynergy’(Hall1998:18):‘Thekeyistheabilitytotransferideasfromonecircuitintoanother—forwhich,theremustbemanysuchcircuits’(Hall1998:19).

Thisprocessoflinkingnetworksina‘processofdynamicsynergy’willrequireframeworkstoenablethistohappen,arequirementthatisbecomingincreasinglyimportantwiththegrowthofcitiesinsizeanddiversity.Theroleoflocalgovernmentcouncilsinthisprocesswillbecentral.

AneffectiveLearningCityinitiativecanprovideamoralandethicalframeworkforstimulatinglearningthroughoutlife,andbuildingcitizenshipandasharedsenseofidentityandcommunitythatreachesouttoothersaswellasaddressinglocalconcernsthroughcity-basedinitiatives..Thisprovidesanecessaryfoundationforaddressingissuessuchaspreservingtheenvironment,eradicatingpoverty,andenhancinghealthandwell-beingthatarebothlocalandglobalintheirramifications.

Therearelayersofconnectionsincitiesthatcanbebuiltoninfosteringthisprocessofdynamicsynergy,asLandry(2008:22)notes:

Therearelayersuponlayersofurbaninterconnections—personal,politicalandeconomic-oftenbasedonhistoricmigratorypatternssuchasthebamboonetworkofexpatriateChinese,whofromVancouvertoSydneyarepartofChina-basedtradingsystem.

TheexperienceofrapidgrowthAfricancities,suchasDaresSalaam,KampalaandAddisAbaba,pointstothesignificanceofunderstandingtheselayersofurban/ruralinterconnectionsasafoundationinthepathtowardssustainableEcCoWellcities.

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Withgrowingdiversityinmanycitiesthroughincreasedmigration,bothfromruralareasandinternationally,respondingtodiversityisakeychallengeonthepathtosustainability.ThishasbeentermedbyWoodandLandry(2008:23)asthecentraldilemmaoftheage:‘Dealingwithandvaluingdiversityandthedesirefordistinctivenessisthecentraldilemmaofanage’.

Whiledealingwithdiversitywillbeachallengeformanycities,ontheotherhandplanningfordiversityadvantagecanbeasourceofculturalrichesandcreativitythataddstotheethosandspiritofacity(Wood&Landry2008:10–13).

Achievingdiversityadvantageinaninterculturalcitycanoftenbeamatterofthesocalled‘Medicieffect’,theconvergenceofideasandconceptsacrossrelatedareasofcitydevelopmentwhichprovidesopportunitiestoestablishaprocessofdynamicsynergythatwillleadtovalueaddedoutcomesacrossthesesectors,ashappenedintheburstofcreativityinfifteenthcenturyFlorenceunderitsMedicirulers(Johansson2004:2–3).

TheconceptsofLearningCity,HealthyCityandGreenCityhavemuchincommonsothatconnectinguptheseconcepts,andtheirlinkedstrategies,willprovideopportunitiestoprogresstheseobjectivesinhumane,sustainablecities.Theinteractionofideasattheintersectionsoftheseconceptswillprovideopportunitiesforbreakthroughinsightsinharnessingthe‘Medicieffect’.

Therearesurelyopportunitiesinconnectingupourlearning,community,health,well-beingandenvironmentalaspirationstomakethisprocesscreative.AstheWorldBankinitsEco2Cityinitiativeremindsus,weshouldthinkstrategicallyintermsofaone-systemapproachthatconnectsindividualinitiatives.

TheaspirationsofGreenCitiesandHealthyCitiesneedthehumanismthatunderpinstheLearningCityconceptiftheyareto

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flourishandtobesustainedinthelongterm.TheLearningCityconceptwillberevitalisedthroughthecontemporaryrelevanceoftheGreenCityandHealthyCityobjectives.Thereisinthissituationaconvergenceofinterest,aswellasaconvergenceofcommonconcernsandobjectives.

Theseaspirationswillallbenefitfromtheactivepromotionofabroadconceptoflifelonglearningforall.Overtime,thiswillcontributetobuildingalearningcultureincitiesthatisreceptivetonewideas(Kearns&Papadopoulos2000).And,perhapsaLearningSociety(Kearns:2006).

Whiletheconceptoflifelonglearninghassometimesbeennarrowedtoafocusonskillandeconomicdevelopmentobjectives,thereismuchmeritintheassertionbyDukethatthereismostbenefitinwideningthescopeoflifelonglearning‘toaddressthesocial,civicandsustainableecologicalneedsofcomplexageingsocieties’(Duke2011:5).Activepartnershipinimplementingsuchaconceptoflifelonglearningwillbenefitalltheaspirationsdiscussedinthispaper.AsGlaeser(2011:269)haswiselyobserved:‘Webuildcivilizationandculturetogether,constantlylearningfromoneanotherandfromthepast’.

AsuccessfulLearningCityinitiativeprovidesanoverarchingframeworkandstimulustoharnessthisprocessofon-goinglearningandpartnershipsoastofurthershareaspirationsandcontributetorevitalisingcivilizationandculture.Thisrequiresacertainboldnessofvision,understandingofthepastandpresent,andgoodwillinreachingouttoothers(Ferguson2011:324–325).

BoththeHealthyCityandGreenCityaspirationsneedtheworkofsuccessfulLearningCityinitiativesinprogressingequityandsocialjustice,openingopportunitiesforlearningandpersonaldevelopmentthroughoutlife,andbuildingcommunityandacivicsenseof

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commoninterest.Fosteringtheseaspirationswillbuildaplatformforfurtheringhealth,well-being,environmentandeconomicobjectives.

Whilehistoricallytradehasbeenthevehicletospreadanddeepencivilizations,moderntechnologiesprovideanopportunitytofostertheinterplayofideasandcultureseverywhereintheglobalmarketplaceofideas.

What are the implications for adult education in Australia?

IturnnowtothequestionoftheimplicationsoftheideasdiscussedinthispaperfortheroleofadulteducationinAustralia—andfortheopportunitiesnowemergingforthoselabouringinthevineyardinbuildinglearningcommunitieswithlittlesupportandrecognitionfromgovernments.

IntheEcCoWellworkingpaper,fourwaystoprogressaconvergenceofLearningCity,HealthyCityandGreenCityaspirationswereidentified.Thesewere:

1. LearningCitiesthatbroadentoprogressHealthyCityandGreenCityobjectives.

2. HealthyCityandGreenCityinitiativesthatapplyLearningCityobjectivesandstrategies.

3. NetworksthatlinkLearningCity,HealthyCityandGreenCityinitiativesinaparticularregion,orinternationally.

4. NewinitiativesthatadopttheEcCoWellapproachfromthebeginning.

Eachoneoftheseapproachesinvolvesextendingpartnershipsandbuildingasharedvisionofthefuture.Itissurelytimetoasserttheadulteducationrole,inaframeworkoflifelonglearningandcommunitybuilding,asakeyplayerandpartnerinapproachestosustainabilityintownsandcities.Thelearningcityideaisan

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overarchingconceptthatcanreachouttosupportarangeofpillarsofsustainablehumanecities.

TheexamplesIhavecitedfromthePASCALInternationalExchangesillustratedifferentapproaches.TheBeijingLearningCity,forexample,demonstratesacomprehensivereachingdownapproach,reachingdowntoallAdministrativeDistrictsandsub-districts.Goodpracticeisrecognisedandrewarded.TheHumeGlobalLearningVillageillustratesamoreevolutionaryapproachwhichcommencedasaLearningCityinitiativeinadistrictwithconsiderabledisadvantage,butwhichisnowconsideringhowhealthandenvironmentobjectivescanbelinkedtotheon-goingLearningCityinitiative.BothdevelopmentshaveanactiveLeadershipGroup,thestrongsupportoftheCitygovernment/council,andbuildonresearchinstrivingforcontinuousimprovement.

TheEcCoWellpapermakesthesuggestionthatmuchwouldbegainedfromamixoftheseapproachesthatfosteredarichmilieuofinnovativeideasandsharingofexperience.SuchanapproachwouldbemostproductiveifsupportedbyrelevantorganisationsandagenciessuchasPASCAL,UNESCO,WHO,UNEPandGreenGrowthLeaders.

TherearevariousportentsthattheLearningCityisanideawhosetimehascomeinacontextofgrowingconcernwithurbanisation,sustainabilityandpoverty/exclusionissues.TheUNESCOInstituteforLifelongLearninginHamburgiscurrentlyundertakingplanningforaGlobalLearningCityNetworktobelaunchedinlate2013withPASCALcontributingtothisdevelopment.AspecialissueoftheInternational Journal of Lifelong EducationwithafocusonLearning

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CitiesaroundtheworldisplannedforJuly20136.Boththesedevelopmentsareraisingaraftofquestions,includingassessmentofprogress.

Thecontextdiscussedinthispapercallsfordeepenedpartnershipsthatexploreareasofcommoninterest,mutualaspirationsandstrategiesthatprogressallaspirationsinvalue-addedways.Thisapproachgoesinthedirectionof‘thedeepeningrecognitionofthevalueandnecessityofpartnership,pluralism,andtheinterplayofmanyperspectives’(Tarnas1991:443).

ThefundamentalcommoninterestthatallstakeholdersinAustraliantownsandcitieshaveinpromotingjust,sustainablefuturespointstotheneedforamutualcommitmenttoactiontoensureasustainablefuture.ThisideahasbeengivenshapebytheGermanGovernment’sAdvisoryCouncilonGlobalChangeasaSocialContractforSustainability—acommitmentbyallsectorsofsocietytojointactionintheGreatTransformationtoasustainablesociety(GermanAdvisoryCouncilonGlobalChange2011).IsthisanideawithimplicationsforAustralia?

WhilethispaperhashadafocusonLearningCities,HealthyCitiesandGreenCityinitiatives,otherrelevantnetworksexistincitiesthatarerelevanttotheideaofagoodcitydiscussedinthispaper.Networkingthenetworksincities,regionallyandinternationallyisakeychallengeandopportunity.Thereareopportunitiesinthissituationtorevitalisetheconceptoflearningcommunities,andtheroleofadulteducationinAustraliansociety.

6 TheIJLEissuewillincludeachapterontheinterestingworkdonebytheformerCanadianCouncilonLearningindevelopingandimplementingoverfiveyearsaCompositeLearningIndexbasedonthefourpillarsidentifiedbytheUNESCODelorsCommission(LearningtoKnow,Do,LearningtoLivewithOthers,LearningtoBe).TheCanadianCLIIndexhasbeenappliedinEuropeinastudysponsoredbytheBertelsmannFoundation(ELLI2010).

388 Peter Kearns

Living,learningandgrowinginSustainableOpportunityCitiesprovidesanopportunitytobuildacreativesynthesisoftheidealsandvaluesthathavemotivatedinitiativesacrosseducationandlearning,health,cultureandenvironmentsectorsinurbancontexts,andtoreassertthehistoricroleofcitiesasthecradlesofcivilizationandculture.

Thetimeforsegmentedresponsesissurelypastandthepathtowardssustainabledevelopmentinhumanetwenty-firstcenturycitieswillbeoneofhighinterestwithmanyopportunitiesforcreativeideasandinnovations.

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About the author

Peter Kearns is Intellectual Director of the PASCAL International Exchanges, a project of the PASCAL International Observatory. He has had careers as a teacher, Australian public servant, and consultant. He served as a member of the Australian Delegation to OECD in Paris and was Director of Global Learning Services from 1996 to 2011. His interests include lifelong learning, building inclusive learning communities, and international and comparative education.

Contact details

p.kearns@netspeed.com.au