Learning Communities Catalyst
The website for the Australian Learning Communities Network
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Research: Ron Faris article
This is a copy of the article by Ron Faris which appeared in last weeks Canadian Council of Learning e-link.Access the full article
Here is an extract :
Cities are a magnet for Canadians and immigrants, who stream into them
in ever-increasing numbers (See Figure 1).[1] The swelling population
of urban centres—now home to 80% of Canada’s citizens[2]—reflects the
economic, educational and cultural opportunities offered by cities. At
the crossroads of people, ideas, and capital, cities are the engine of
innovation, knowledge and national prosperity.[3] But Canadian cities
currently face a number of important challenges, including: income
inequality, integration of newcomers, maintenance of social cohesion,
and civic engagement.
Economic disparities are growing in Canada. In 1984, families in
the top 10 wealth percentiles held 52% of all Canadian household
wealth: by 2005, they held 58%.[4]
In Canadian cities, these disparities are particularly sharp. Among urban Canadians, the wealthiest 30% of families saw their incomes rise between 1990 and 2000. For all other families, incomes stagnated or declined over the same time period.[5] Disparities between vulnerable groups and the general population are also growing. For example, in cities that attract a large number of immigrants (e.g., Toronto, Vancouver), the incomes of recent immigrants declined during the 1990s. Aboriginal people in most cities also experienced declining incomes over the same period of time.[6] These disparities prevent many individuals from fully participating in and contributing to their communities.[7] This, in turn, undermines social cohesion and overall quality of life.[8]
The polarization of wealth—and the attendant social fracturing that accompanies it—is a widespread phenomenon around the world. In response to this situation, many European and Australian cities and towns have taken steps to become learning cities where “lifelong learning is explicitly used as an organizing principle and social/cultural goal to foster safer, healthier, more inclusive, better educated and creative cities.”[9]
One approach to managing the opportunities and challenges of the modern city is the creation of Learning Cities. Pioneered in Europe and Australia, this strategy recognizes that optimal social and financial well-being occurs under conditions that favour lifelong learning for all.
Learning Cities embrace an understanding of learning as multi-dimensional and comprehensive; they devise ways of bringing learning and people together, in order to develop the social and economic fabric of the community.[10] Learning cities that have emerged in Europe and Australia have adopted some common principles:
• Learning is both an individual and collective responsibility;
• Social harmony and economic prosperity are key over-arching goals in identifying collective learning goals and projects that will benefit the city residents;
• Learning is defined broadly, and is accomplished by working with a wide range of partners, both formal and informal;
• Innovation is embraced;
• Learning projects are identified and implemented through consultation and collaboration among the general public, community groups, educational institutions, unions, cultural organizations, advocacy groups, and employers;
• Learning should be readily accessible regardless of financial circumstances or education;
• Learning should be inclusive and respectful of diversity;
• Learning projects are subject to evaluation
In Canadian cities, these disparities are particularly sharp. Among urban Canadians, the wealthiest 30% of families saw their incomes rise between 1990 and 2000. For all other families, incomes stagnated or declined over the same time period.[5] Disparities between vulnerable groups and the general population are also growing. For example, in cities that attract a large number of immigrants (e.g., Toronto, Vancouver), the incomes of recent immigrants declined during the 1990s. Aboriginal people in most cities also experienced declining incomes over the same period of time.[6] These disparities prevent many individuals from fully participating in and contributing to their communities.[7] This, in turn, undermines social cohesion and overall quality of life.[8]
The polarization of wealth—and the attendant social fracturing that accompanies it—is a widespread phenomenon around the world. In response to this situation, many European and Australian cities and towns have taken steps to become learning cities where “lifelong learning is explicitly used as an organizing principle and social/cultural goal to foster safer, healthier, more inclusive, better educated and creative cities.”[9]
One approach to managing the opportunities and challenges of the modern city is the creation of Learning Cities. Pioneered in Europe and Australia, this strategy recognizes that optimal social and financial well-being occurs under conditions that favour lifelong learning for all.
Learning Cities embrace an understanding of learning as multi-dimensional and comprehensive; they devise ways of bringing learning and people together, in order to develop the social and economic fabric of the community.[10] Learning cities that have emerged in Europe and Australia have adopted some common principles:
• Learning is both an individual and collective responsibility;
• Social harmony and economic prosperity are key over-arching goals in identifying collective learning goals and projects that will benefit the city residents;
• Learning is defined broadly, and is accomplished by working with a wide range of partners, both formal and informal;
• Innovation is embraced;
• Learning projects are identified and implemented through consultation and collaboration among the general public, community groups, educational institutions, unions, cultural organizations, advocacy groups, and employers;
• Learning should be readily accessible regardless of financial circumstances or education;
• Learning should be inclusive and respectful of diversity;
• Learning projects are subject to evaluation