Hosted by the Centre for Lifelong Learning (CLL) on Monday 25 July 2013, Peter Kearns opened the discussion with a presentation on the globalised approach to developing learning cities.  This was a fitting centre through which to introduce these perspectives as participants came from a range of universities and colleges.

The Centre for Lifelong Learning (CLL) is a long established and internationally recognised centre of excellence offering a wide range of taught and distance/online learning programmes for adult students mainly over 23 years of age studying a wide range of subjects relevant to the needs of adults in the post-compulsory sector.  Programmes are designed to meet the personal, social and vocational needs of adults as well as being tailored to the participation/attendance/access of these students.  Teaching is based on pedagogical theory which focuses on learner-centeredness.

For this past 25 years, the centre has focused on developing its programmes aimed at the needs of older learners. (50 Years +) and more recently has been involved with the development of intergenerational learning programmes right across Scotland in partnership with the Scottish Centre for Inter-Generational Practice. 

Currently the Centre is involved with 5 European development projects in this field (and co-coordinator of two projects), such as:

• ENCOURAGE - working with the spinal injuries unit of the local hospital ‘to encourage’ participation in  higher education;
• Realising Your Potential’ - providing routes into learning and work for older  adults;  or the
• DIALOGUE Project - 15 countries participating and currently looking at  how to build bridges between research  & practice , thus widening participation in lifelong learning (2011-2014).

Responses to EcCoWell positively bringing together various facets of a learning city, with examples “east and west” demonstrating this comprehensive approach (e.g. having a social justice charter bridging all initiatives to having a ‘social harmonizing society’ etc.), it was acknowledged that Glasgow is still to develop joined up governance.  This is apparent in looking at environment and well being as obvious ‘silo’ sectors.

Two key themes emerged in discussions, viz.:

1. Strong youth orientation in city initiatives (e.g. Lifelong Learning in the Commonwealth Games cultural and people activities seem to over-emphasise youth engagement without the balance of the adult and elderly). 
2. Further understanding required of the distinction, and choice, for a city to be an Educating City versus a Learning City.

With Strathclyde University coordinating all the higher education responses in Glasgow for the 2014 Commonwealth Games through its College of Arts, it is anticipated that some concerns will be addressed.

Denise (Reghenzani) Kearns

Global Learning Services