Projects
Since its inception PASCAL has been involved in a number of important cross-national studies focussed on the PASCAL interests of lifelong learning, university engagement in regional development and, learning cities. Details of our major projects will be found in the page menu.
These have been funded from a variety of sources.
Most have been collaborative studies with local cities, universities and agencies in many countries.
We make efforts to feedback the outcomes and lessons learnt in these studies both to the local project participants and more widely through reports and publications.
Services
PASCAL is not a consultancy firm that provides 'off the shelf' technical solutions. Rather, we aim to work with cities, regions and organisations to provide locally targeted inputs to enhance their development policies and practices. Through our network, we draw on expertise from around the world to respond to local challenges.We work with regions to build long-term working relationships that foster evidence-based policies and practices.
PASCAL Associates provide project support to cities, regional governance organizations, and higher educational institutions grappling with the challenges associated with global change. PASCAL customizes the following regional development services for particular contexts:
Products
PASCAL brings together material in a growing number of publications, available as commercial publications in well known book and journal series, or on this website. These publications, edited by PASCAL members and Associates, bring together papers from our conferences and significant research and ideas relating to key themes within the PASCAL remit.
Books
PASCAL has published a number of books based on developing the proceedings of its conferences. The majority of these books have been published with the National Institute of Adult and Continuing Education [1] in Leicester, UK, with a further books having been published by Routledge [2], Jamtli Förlag [3] and Manchester University Press [4]. These books are as follows:
Duke, C., Osborne, M. and Wilson, B. (Eds.) (2005) Rebalancing the Social and the Economic. Learning Partnership and Place. Leicester: NIACE
Duke, C., Doyle, L. and Wilson, B. (Eds.) (2006) Making Knowledge Work. Leicester: NIACE.
Osborne, M., Sankey, K. and Wilson, B. (Eds.) (2007) Social Capital, Lifelong Learning and the Management of Place: An international perspective. London: Routledge
Doyle, L., Adams, D., Tibbitt, J. and Welsh, P. (Eds.) (2008) Building Stronger Communities: Connecting research, policy and practice. Leicester: NIACE.
Longworth, N. and Osborne, M. (Eds.) (2010) Perspectives on Learning Cities and Regions: Policy, Practice and Participation. Leicester: NIACE.
Schuetze, H. and Inman, P. (Eds.) (2010) Community Engagement and Service – A Primary Mission of Universities. Leicester: NIACE.
Kearns, P., Kling, S. and Wistman, C. (Eds.) (2011) Heritage, Regional Development and Cohesion. Östersund: Jamtli Förlag
Preece, J., Ntseane, P.G., Modise, O.M. and Osborne, M. (Eds.) (2012) Community Engagement in African Universities. Leicester: NIACE.
Carlot, C., Filloque, J.-M., Osborne, M. and Welsh, P. (Eds.) (2015) The Role of Higher Education in Regional and Community Development and in the Time of Economic Crisis [5]. Leicester: NIACE
A major new book series related to the PURE [6] project was launched in 2013 with Manchester University Press [7] with the following books published to date:
Duke, C., Osborne, M., and Wilson, B. (2013) A New Imperative: Regions and Higher Education in Difficult Times [8]. Manchester University Press, Manchester.
Clover, D. and Sanford, K. (2013) (Eds.) Lifelong Learning, the Arts and Community Cultural Engagement in the Contemporary University. [10] Manchester University Press, Manchester.
Inman, P. and Robinson, D. (2014) (Eds.) University engagement and environmental sustainability [11]. Manchester University Press, Manchester.
ebooks
Reports from Catania Conference and Glasgow conference in preparation
More titles will follow soon.
Papers
PASCAL has published a series of analytical and policy briefings.
One of PASCAL's central services has been to periodically provide substantial papers exploring key issues within its remit which seek to consolidate thinking and understanding.
24 of these Hot Topic papers have been produced up to this point, beginning with Jim Cavaye's Social Capital: a Commentary on Issues, Understanding and Measurement in 2004; each of these Hot Topic papers is listed below.
PASCAL Observatory Policy Papers are shorter briefing papers written by PASCAL members which offer an original take on issues of key policy interest.
Title | Author |
---|---|
Stakeholder consultation on Rethinking Education: Investing in skills for better socio-economic outcomes COM(2012) 699 (Jan 2013) [34] | John Tibbitt and Stephanie Young |
Localism, place-making and social innovation (Jan 2011) [35] | John Tibbitt |
Universities and regions: engagement for regional development (Jun 2010) [36] | John Tibbitt |
We are currently running a number of projects on an international and national level. Prominent amongst these is the PASCAL Universities Regional Engagement (PURE) project being offered in 19 regions in four continents. We are also involved in a number of projects part-funded by the European Commission within its Lifelong Learning programme with partners across Europe.
Some projects are being undertaken for subscribing members such as Kent County Council and Skills Development Scotland. Other projects are being carried out for other agencies.
If you are interested in the work described in the details that follow and want to learn more, then please contact our Executive Officer, Dr Alan Foster [38].
PASCAL Universities for a Modern Renaissance (PUMR) is an ongoing and developing programme focussed among college and university members of the PASCAL International Observatory. Members in PASCAL affirm a commitment to using the best principles of social capital, place management, and life-long learning to inspire and sustain strategic partnerships with policy makers, professional practitioners (both public and private), businesses and communities in their regions to secure improvement to regional competitiveness and the quality of life for all residents.
PASCAL’s PUMR program helps improve the effectiveness of regional partnerships by creating a learning network among college and university peers, and then with local businesses and communities. Regional engagement is still a new art within higher education. Many of our institutions still struggle to achieve widespread commitment to the goals, and even when they do commit, to delivering effective engagement. There is much to learn from the experiences of our peers, and we have a responsibility to the profession to document our learning and disseminate it broadly.
The learning network begins with an endowment of knowledge about successful university engagement that has been pioneered by PASCAL Board Member, Professor James Powell of Salford University (UK) [1]. By using this knowledge as a starting point, PUMR is a global attempt to go beyond simply ‘reaching out’ in a generalised fashion, to society. It is a programme for constructive action fuelled by knowledge, skills and facilities made available through colleges and universities. PUMR participants pledge to develop new models for regional transformation and modern renaissance, and new ways of working for the co-identification of, and solutions to, problems of priority concern in civic society.
This is achieved through deep, meaningful and maturing conversations between universities and their community partners.
The current knowledge base emphasises the following key factors:
What does PUMR offer?
PASCAL’s Advisory Board has set up a working party to develop an initial work plan for the PUMR programme. The goal is to create a “virtuous learning circle” that will allow participants to expand this knowledge base and ‘know-how’ on a continuous basis, disseminate it through meetings, workshops, professional exchanges, peer consulting opportunities, and formal publication outlets, and by:
PASCAL International Observatory is eager to work with any university that seeks to participate in this exciting new initiative.
Participation is possible through becoming a university member of PASCAL at one of two levels which bring different benefits and associated membership fees. These are:
University network membership
For a fee of €10,000 pa, members have access to relevant knowledge networks, guidance and toolkits available only through the PUMR pages of the PASCAL website and a programme of coaching based on the UPBEAT model; priorities according to member concerns
Full Service programme members
For a fee (the extent of which will depend on specific services negotiated) over two years, members will participate in a global study based on the PURE methodology pioneered by Pascal, involving expert benchmarking and assessment, a monitored action development programme, and further assessment, leading to possible validation as a PUMR.
More information?
For more information, please contact James Powell [39].
[1] See www.ac.salford.ac.uk/james-powell/ [40] for additional background information see Appendix I, which illuminates the vision for PUMR by comparing the Old with the Modern Renaissance as PASCAL currently sees it.
[2] So, for Instance the University of Victoria is engaging the ‘Binners’ of its City, and also in Sao Paulo, through powerful, cost-effective and sustainable waste management developments for the benefit of all their citizens.
[3] Five Universities in the North West of the UK have developed a programme of learning with 150 small to medium sized enterprise (SME) aimed at improving their innovation for wealth creation; known by the SMEs as ‘Bouncing Higher’, this programme increased their ‘Gross Value Added’ profits by an average of 24.5% - new skills acquired through nine evening action learning meetings, tailored open learning and virtual coaching. 360,000 such SMEs existing in the NW of the UK could similarly benefit, and millions throughout the world.
[4] Peoples Voice Media, a social enterprise working closely with two Greater Manchester Universities is coaching a thousand ‘Community Reporter’ in a constructive development known as ‘Reuters for the Community’; using sensible, sensitive and cost-effective social media networking this project could enable the sort of ‘Media Conversation’ the BBC is looking to promote in the UK when it moves to Manchester
[5] The University of British Columbia is working with local citizens to empower them to ‘do-it-yourself’ in retrofitting their homes to become carbon zero and highly sustainable.
[6] The UN Global Cities programme, led by RMIT in Melbourne Australia, works across the world to ensure smart city futures enabling citizens and communities to gain confidence to flourish in the global knowledge economy.
[7] The Aalto University’s Camp for Social Innovation is using the skills of University expertise through the world to work with citizens in Helsinki to empower them to help solve six major local problems in their city; key in this is to use ‘Flip-video’ technology linked to powerful social media networks to continuously improve prospective solutions.
EUROlocal - European storehouse on the local and regional dimension of Lifelong Learning.
The term ‘Learning Region’ is commonplace in the lifelong learning debate. This is logical -they are a key plank of EC policy - places where lifelong learning is implemented. The EC definition is 'A city, town or region which recognises and understands the key role of learning in the development of prosperity, stability and personal fulfilment, and mobilises all its resources creatively to develop the full human potential of all its citizens.’ These resources include both people and organisations - VET, HEIs, SME's, local authorities, schools and adult education, all key stakeholders in a learning region.
Activity abounds. PENR3L's Limerick Declaration identified economic, social and environmental indicators distinguishing learning cities and regions. Germany is covered by more than 64 learning regions, UK and Finnish national learning city networks boast 100+ members and the EC has itself supported projects and programmes to create learning regions, notably the R3L programme, TELS, LILLIPUT, INDICATORS, PALLACE, LILARA, PENR3L and others. All this effort has produced data,tools,indicators,reports,videos,projects,recommendations,plans,strategies,learning materials - a wealth of potentially valuable knowledge for EU regions that urgently needs to be brought together in one place and made available to them. There is a clear qualitative difference in a learning region, and yet research shows that in many places there is little awareness or action. In EUROlocal, PENR3L , a network created by an EC project to spread the learning region message, will lead other networks in gathering together all European knowledge and practice in this area from all sources across all sectors and countries, test the tools, find the best practice, dynamically organise it in an interactive website, produce learning materials, and actively disseminate and exploit it to effect a transformation of Europe's regions. The impact this would have on regional economies and social well-being is huge.
Lynette Jordan, Principal Investigator
The University of Glasgow, through its Department of Adult and Continuing Education undertakes leading-edge, internationally-competitive research and development, while offering a challenging learning environment. As the adult education arm of a leading international university, we bring global knowledge and practice to local and national and European adult and lifelong education. DACE hosts the European centre for PASCAL (the Observatory for Place Management, Social Capital and Learning Regions), a global network of academics and practitioners in lifelong learning; PASCAL is the administration centre for PENR3L (PASCAL European Network of Lifelong Learning Regions), a European network of expertise in every country on learning regions, established in 2008 by a grant from the EC. This network will be mobilised to ensure the success of EUROlocal, and a number of sub-contractors are drawn from PENR3L to ensure pan-European coverage.
The role of the organisation in the project:
PASCAL will act as coordinator, ensuring good management, high quality and smooth running. It will lead the work package on the development of the Audit working with other partners to create a quality document that will facilitate the collection of data on learning regions from all sources. It will gather the knowledge in UK, Ireland and Benelux using PENR3L members to assist, and contact European regional development organisations. It will analyse the data obtained, organise tests of tools and develop dissemination/marketing/learning materials that enable regions to use them. It will organise a seminar for academics, education decision-makers and regional practitioners to discuss the data and its implications for regional development. It will host meetings and attend the other workshop. It will also manage other assigned workpackages and produce reports and information required by the Commission. It will assist the web developer to construct a quality fit for purpose product.
Antonio Massari, International Unit Coordinator
Universus is a non-profit University consortium, a linking, flexible and pro-active organisation between the field of University education (with its scientific and research potential) and the industrial, service and territory sectors in the dynamic and evolving Apulia region.
Universus works in these fields: Management, Energy and the Environment, Quality, Construction and Territorial planning, Cultural Heritage, ITC, Technology (plant engineering, quality, security, mechatronics), Health and safety.
The know-how gained in over 30 years of activity places Universus as an experienced and accredited organisation in designing training courses and learning pathway in the vocational and managerial training sector. Its activities, such as the “Regional Eco-development Centre", testify its knowledge and expertise in the sustainable approach culture.
Universus participates to several European training network, as EUCEN, THENUCE, ICEE and realized several European projects.
The role of the organisation in the project:
Universus, as a core partner in EUROlocal will participate in all work packages. It will bring its expertise to the drafting of the Learning Regions Audit and use its extensive knowledge of Italian regions to amass the information which will be presented on the website. It will also use its other European network contacts, including PENR3L, in Southern Europe to oversee the collection of data there. It will also play its full part in the management structure of EUROlocal, taking charge of the implementation of the exploitation workpackage and supervising the provision of all reports. Its experience in using a learning region framework for integrating the efforts of VET, HE, Adult Education, SMEs and local and regional authorities in Puglia will be invaluable to the project. It will test tools and help write, translate and distribute learning materials and marketing literature.
Jutta Thinesse-Demel, 1st President
Learning regions in Germany through the past vast years have taken a leading role in establishing, planning, delivering and supporting lifelong learning, adult learning, VET and education initiatives. LERNENDE REGIONEN DEUTSCHLAND e.V. (LRD) is a national association, which emerged from the German national programme "Learning regions". It is aiming at the mainstreaming the products and results aroused by 75 German Learning Regions to umbrella-organisations, ministries, city or regional councils in Germany and other European countries and thus helps to create pilot-regions for lifelong learning-initiatives. Furthermore the association is offering guidance and concrete educational programmes to cities and regions.
The role of the organisation in the project:
LRD, as a core partner in EUROlocal will participate in all work packages. It will bring its expertise to the drafting of the Learning Regions Audit and use its extensive network of 64 regions in Germany to amass the information which will be presented on the website. It will also use its other European network contacts, including PENR3L, in France and Benelux to oversee the collection of data there. This includes some working with European Commission DGs and associations. It will also play its full part in the management structure of EUROlocal, taking charge of the quality control workpackage and supervising the collection of the regional database in workpackage 6. Its experience in using the German learning region framework for integrating the efforts of VET, HE, Adult Education, SMEs and local and regional authorities will be invaluable to the project. It will test tools and help write, translate and distribute learning materials and marketing literature. It will host the seminar.
Balazs Nemeth, Head of Centre
The Regional Lifelong Learning Research Centre is an integral part of the University of Pécs (27.000 students; 3000 employees), the second biggest in Hungary. The university has 10 faculties and operates a Faculty of Adult Education and HRD that has a 30 years experience in researching the education and training of adults, including those from Industry. The Faculty is one of the outstanding educational and research centres in Hungarian higher education in the field of adult education, human resource management, cultural management and lifelong learning. The University is an official member of EUA, the Hungarian Universities’ Lifelong Learning Network (MELLearN). The Regional Lifelong Learning Research Centre is leading the learning region initiative in the South-western region of Hungary, which promotes knowledge transfer between University, Industry and Regional developers in all sectors. It is thus well placed to play a defining role in EUROlocal.
The role of the organisation in the project:
Pecs University will contribute to the development of a Learning Regions Audit that will be applied to European regions in order to collect data on learning region activity for uploading onto the web site. It is responsible for obtaining and analysing data from Hungary and the Eastern countries - Romania, Bulgaria, Slovakia, Poland, Austria and the Czech Republic, and for actively marketing the concept to regions in these countries through the associations and networks for schools, adult education. universities and regional administrations. PENR3L members will help in this. It will provide reports as necessary and lead the workpackages on tools testing, publicity literature and dissemination. It will help to organise and attend the project seminar. It will keep to the timetable, manage locally and insert quality into all its activities.
Over the past decade, the Learning Region has become a widely adopted concept in European education policies. However the concept has taken different forms and has been reflected in a variety of network figurations. From different departures points and though various pathways many projects have developed domain specific knowledge in the area of social capital building, governance and institution building, stakeholder collaboration, public-private partnerships and transversal cooperation. The basic intention of the R3L+ project is to capitalize on this diversity by bringing together actors from our respective countries in order to learn from each other and jointly elaborate a common quality framework for the development and management of cooperative learning arrangements among educational providers, SMEs and public agencies.
Findings from recent evaluations have shown that a major obstacle towards a broader diffusion of the learning regions concept is a lack of common quality instruments, which would allow for trusting and sustainable cooperation among educational actors. Following the priority of the Grundtwig call, the project will address the problem of improving quality in adult education by reflecting good practice to be found in Learning Regions in the light of the Common Quality Assurance Framework (CQAF). More specifically the project will capitalize on good practice found in Learning Regions, and further develop a common set of quality methods and instruments to ensure the development, assurance and improvement of the quality of learning networks in compliance with the Common Quality Assurance Framework.
From the project results the partners will derive a handbook, best practice guide and training module for managers and stakeholders of learning regions, which will allow for the effective planning, implementation, evaluation and review of cooperation among educational providers within Learning Regions.
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We are developing a number of other projects based on the same principles as PURE. These include:
Aligning Regional Innovation Initiatives with Global Market Opportunities
This project combines action, research, and learning based on two fundamental points of view about how prosperity can be restored to the battered world economy so that PASCAL can create an organized network of innovative economic development initiatives throughout the world.
This project is directed at exchanges of ideas and experience between participating communities and institutions as a stimulus to innovation and creative development. To give the exchanges an initial focus, the following launch pad is being used:
The role of cultural institutions, libraries, and heritage in encouraging and supporting learning throughout life for all.
It is envisaged that exchanges between communities and institutions on this subject will raise important educational, social, cultural and economic issues and developments, including the central question of providing lifelong learning opportunities for all in an inclusive, democratic society. While this subject is proposed as a launch pad for the exchanges, opportunities will exist for participants to develop in directions that meet their particular needs and circumstances.
Please click on the project titles above or use the section menu for more information
We also routine make bids to funding agencies around the world, incorporating subscribing members of PASCAL, our associates and affiliates. Here are some examples of bids currently under consideration with the the European Commission that we are leading or are partners within:
Tertiary Higher Education for People in Mid-life (THE-PM) led by Fundación Conocimiento y Desarrollo, Barcelona
Languages-Forum led by Fondazione Politecnico di Milano
European Heritage Learning – a social issue: Young Adults (EHL1) led by the Jamtli Foundation, Sweden
Resourcing an Expanding Network for Energising World-class European Regions – Renewer led by Pascal
Building Active Revitalisation Through Knowledge in European Regions - Barker led Buskerud University College, Norway
Proclaim - PROmoting Continuing Learning for Adults using Innovative Methods and Messages led by Pascal
Tools for Alumni Policy Implementation as Part of Life Long Learning Strategy (TAIL3S) led by Belgorod State University, Russia
University Leadership for Community Response to the European Green Agenda - ULCREGA led by Pascal
Lifelong Learning in Palestine led by Pascal
Fostering Strategic Agility and Innovation Dynamics in European Universities (UNIQUE) led by the University of Lapland
The PASCAL Regional Prosperity Project (PRPP) is proposed as a three-year project that seeks between 10 and 15 participating regions around the world. The purpose of the project is to create a global learning network that supports the development of regionally-based innovation systems. These initiatives can make a significant contribution to restoring prosperity to the world’s economy. It will be co-ordinated by our Regional Office in Illinois from 2010-2013
The project will combine research, learning, and action, based on blending two complimentary points of view about how prosperity can be restored to the battered world economy.
The first point of view comes from those who conclude that regions (both sub-national and cross-national) play important new roles in sparking economic growth in today’s global, knowledge-based economy. National policies are still dominant, of course, but there is strong evidence that nations benefit when regions have more autonomy and flexibility to adjust national funding policies and priorities to meet the unique needs of regional workforces and regionally-organized industry clusters that are the sources of new growth.
The second point of view comes from those who conclude that most new economic growth today is driven by entrepreneurial companies (of all sizes) and other organizations that work collaboratively in complex systems of relationships to develop and commercialize new technologies. Sometimes new technologies create entirely new products and services that give birth to new industries. But more often than not, new technologies are the forces of “creative destruction” that revolutionize the features of existing products and services and that spark waves of restructuring and reorganization within industries. Technology foresights predict that fundamental new breakthroughs in science and technology are likely to generate a great deal of new wealth in the next few decades. Many existing industries will undergo rapid growth and restructuring, some will become obsolete, and entirely new ones may emerge. The return to prosperity will be messy.
Prominent thought leaders from government, business, academia, think tanks, and NGOs at all levels have begun to blend these two points of view into innovative regional initiatives to create technology-based innovation systems throughout the world. These initiatives acknowledge that entrepreneurial technology commercialization has a vitally important regional component that must be managed with care.
But there are very few efforts underway to systematically network together the leaders of these innovative initiatives so they can learn from each other’s experiences. In addition, there are only a handful of projects underway that connect policy researchers and technology forecasters from science and engineering to these leaders so they can assess those experiences in a comparative and interdisciplinary context. This must be done in order to develop more rigorous policy frameworks that recognize the relationship between regional governance and economic prosperity in today’s global, knowledge-based economy.
The proposed project seeks participation from 10 – 15 regions in different parts of the world. The ideal means by which a region would participate would be through a collaboration between an institution of higher education that has a strong profile in scientific and engineering research and a public agency, or a public-private partnership, that is already engaged, or seeks to become engaged, with a regional technology-based economic development initiative. In larger regions, participation may involve consortia of such partners.
The project’s work plan will include research, learning, and action. Work tasks will be shared between a core project team that will be assembled by PASCAL and partners from within the regions that participate.
The project will produce a series of research products in support of the project’s overall goals. These will include:
• A knowledge base about the broad range of regional technology economic development initiatives that are underway, how they are funded, how they are organized, what range of activities they sponsor, and how their performance is measured. Secondary sources will be used whenever possible. Primary sources will be used when no secondary sources are available.
• An analysis of the various “logic models” that are assumed by the range of regional initiatives underway today. This analysis will highlight the different theories that have inspired these initiatives. By uncovering these logic models, the analysis will assess different methods that could be used to improve performance measurement that are being used by participating regions.
• An analysis of the economic base within each region, and how that base aligns with the principal market opportunities for technology-based commercialization. One principal source of information about commercialization opportunities over the next fifteen years will be a series of studies conducted by the RAND Corporation. We can work with the principal authors of those studies as part of the research.
A core goal of the project is to organize participants into a functioning learning network that can emerge quickly as the most highly expert network of professionals in the world regarding the topic of regional innovation systems. Specific components will include:
• The core project team will develop a user-friendly web-based knowledge portal to serve as the central device to disseminate primary and secondary materials obtained and produced by the project’s research activities. This project portal will relate to the main PASCAL web site, and it will serve as the principal communications device among all project participants.
• PASCAL will organize and deliver two international conferences that bring together project participants to learn from each other, and from relevant experts. The first conference will be scheduled half-way through the project schedule. The second will occur near the end of the project.
• The core project team will develop a series of webinars and online executive education courses on specific topics related to the project and selected by project participants. The webinars and courses will be available at no charge to all participants throughout the project’s time line. (For an additional fee, we may be able to develop these into a package that could earn executive education credit at one of our partner universities).
In order to transfer knowledge directly to action in as many regions as possible, the project will include the following items:
• Within the first year of the project, each participating region will be asked to identify a network of leaders who are contributing, or will need to contribute, to the success of their region’s economic development initiative. PASCAL will then partner with the region’s participants to conduct a two-day strategic planning workshop with the regional leadership group. (Regional participants will host and make local arrangements.) The workshop will incorporate the results of the research products described above as well as other information as appropriate. We anticipate that PASCAL will provide a team of at least two individuals for this task. The outcome will be a shared mission statement for the group and an initial set of actions and performance measures they will use to achieve their goals. This process can be customized as needed to supplement existing strategic planning activities.
• Each region’s goals and performance measures will be shared within the project’s learning network. Regional participants will be asked to monitor performance and report periodic updates on action items.
• The project team will identify common themes that arise in implementing action items and will organize a series of informal web-based advisory meetings in which participants and other individuals within the PASCAL network can trade information and share advice.
Our plan is to start this project no later than September 2010, with completion set for the summer of 2013. A detailed schedule of activities and deliverables will be developed among the partners over the next two months.
The PASCAL programme on effective interventions in youth unemployment is a developing programme offered to members of PASCAL International Observatory.
Unemployment, especially youth unemployment, is a major concern in many regions. Youth unemployment is always 2-3 times higher than adult unemployment and tends to continue to rise for a while following the end of a recession.
PASCAL's PIYU programme will improve the effectiveness of regional responses by creating a learning network amongst regions. Policy interventions aimed towards the young unemployed will be evaluated as to their effectiveness and PIYU will disseminate good practice and the lessons learned from other regions.
The attached summary provides an introduction to the PIYU programme; for more information, please contact Andy Furlong [45] at the University of Glasgow.
Links:
[1] http://shop.niace.org.uk/catalogsearch/advanced/result/?name=PASCAL&author=&subject=&type=&year=&search.x=18&search.y=8&search=Search
[2] http://www.routledge.com/books/details/9780415427968/
[3] http://www.jamtli.com/10739.bocker_pa_engelska.html
[4] http://www.manchesteruniversitypress.co.uk/
[5] http://shop.niace.org.uk/the-role-of-higher-education.html
[6] http://pure.pascalobservatory.org
[7] http://www.manchesteruniversitypress.co.uk
[8] http://www.manchesteruniversitypress.co.uk/cgi-bin/indexer?product=9780719088308
[9] http://www.manchesteruniversitypress.co.uk/cgi-bin/indexer?product=9780719089787
[10] http://www.manchesteruniversitypress.co.uk/cgi-bin/indexer?product=9780719088018
[11] http://www.manchesteruniversitypress.co.uk/cgi-bin/indexer?product=9780719091629
[12] https://pascalobservatory.org/pascalnow/pascal-activities/news/national-strategies-implementing-life-long-learning-lll-internation
[13] https://pascalobservatory.org/pascalnow/pascal-activities/news/creative-city-regions-role-their-creative-universities
[14] https://pascalobservatory.org/content/future-manifestations-old-exploring-potential-radio-learning-building-social-capital-malawi
[15] https://pascalobservatory.org/pascalnow/pascal-activities/news/universities-and-engagement-cities-regions-and-local-communities
[16] https://pascalobservatory.org/pascalnow/pascal-activities/news/local-and-regional-development-through-heritage-learning
[17] https://pascalobservatory.org/pascalnow/pascal-activities/news/harnessing-new-demographic-adult-and-community-learning-older-popul
[18] https://pascalobservatory.org/pascalnow/pascal-activities/news/language-place-and-learning
[19] https://pascalobservatory.org/pascalnow/pascal-activities/news/policy-implications-creating-virtual-communities
[20] https://pascalobservatory.org/pascalnow/pascal-activities/news/using-region-win-globally-japanese-and-south-korean-innovations
[21] https://pascalobservatory.org/content/education-and-social-cohesion
[22] https://pascalobservatory.org/content/area-regeneration-england-there-success-formula
[23] https://pascalobservatory.org/content/cities-challenges-growth-and-governance
[24] https://pascalobservatory.org/content/social-networks-innovation-and-learning-can-policies-social-capital-promote-both-economic-dy
[25] https://pascalobservatory.org/content/exploring-adult-learning-and-work-advanced-capitalist-society
[26] https://pascalobservatory.org/content/resilient-city-regions-mission-impossible-tales-finland-and-beyond-about-how-build-self-rene
[27] https://pascalobservatory.org/content/learning-cape-aspirations-idea-learning-region-and-use-indicators-middle-income-country
[28] https://pascalobservatory.org/content/social-capital-and-educational-policy-serious-issues-imaginary-conversation-minister
[29] https://pascalobservatory.org/content/sustainable-development
[30] https://pascalobservatory.org/content/kent-virtual-city-region
[31] https://pascalobservatory.org/content/beyond-community-capacity-building-effect-government-social-capital
[32] https://pascalobservatory.org/content/lifelong-learning-social-capital-and-place-management-learning-communities-and-regions-rubic
[33] https://pascalobservatory.org/content/social-capital-commentary-issues-understanding-and-measurement-aus
[34] https://pascalobservatory.org/pascalnow/pascal-activities/news/stakeholder-consultation-rethinking-education-investing-skills-bett
[35] https://pascalobservatory.org/pascalnow/pascal-activities/news/localism-place-making-and-social-innovation
[36] https://pascalobservatory.org/pascalnow/pascal-activities/news/universities-and-regions-engagement-regional-development
[37] http://twitter.com/share
[38] https://pascalobservatory.org/contact/alan_foster
[39] https://pascalobservatory.org/contact/james_powell
[40] http://www.ac.salford.ac.uk/james-powell/
[41] http://www.scribd.com
[42] https://pascalobservatory.org/sites/default/files/flyer_engl_druck_3mmb_0.pdf
[43] https://pascalobservatory.org/development/prpp
[44] https://pascalobservatory.org/development/piep
[45] https://pascalobservatory.org/contact/andy_furlong