LEARNING LEARNING COMMUNITIES:COMMUNITIES:Neighbourhoods, Villages, Neighbourhoods, Villages,

Towns, Towns,

Cities & Regions Preparing for Cities & Regions Preparing for the 21the 21st st Century Knowledge-Century Knowledge-Based Economy & SocietyBased Economy & Society

Ron FarisRon Faris

Oct. 3, 2007 TruroOct. 3, 2007 Truro

http://members.shaw.ca/rfarishttp://members.shaw.ca/rfaris

ANTIGONISH ANTIGONISH MOVEMENTMOVEMENT

““We want our men to look into the sun, and into the We want our men to look into the sun, and into the depths of the sea. We want them to explore the depths of the sea. We want them to explore the hearts of flowers and the hearts of their fellow hearts of flowers and the hearts of their fellow men….We want them to be men, whole men eager to men….We want them to be men, whole men eager to explore all the avenues of life and to obtain explore all the avenues of life and to obtain perfection in all their faculties. Life for them shall not perfection in all their faculties. Life for them shall not be in terms of merchandising but in terms of all that be in terms of merchandising but in terms of all that is good and beautiful, be it economic, political, social, is good and beautiful, be it economic, political, social, cultural, or spiritual. They are the heirs of all the cultural, or spiritual. They are the heirs of all the ages and all the riches yet concealed. All the findings ages and all the riches yet concealed. All the findings of science and philosophy are theirs. All the creations of science and philosophy are theirs. All the creations of art and literature are for them. If they are wise of art and literature are for them. If they are wise they will create the instruments to obtain them. They they will create the instruments to obtain them. They will usher in the new day by attendingwill usher in the new day by attending to the to the blessings of the old. They will use what they have to blessings of the old. They will use what they have to secure what they have not.” secure what they have not.”

Moses Coady, 1939, Moses Coady, 1939, Masters of Their Own DestinyMasters of Their Own Destiny  

KEY GLOBAL TRENDSKEY GLOBAL TRENDS

Three inter-related drivers of changeThree inter-related drivers of change Globalization – market ideologyGlobalization – market ideology Technological changeTechnological change New knowledge and learningNew knowledge and learning

From resource-based to knowledge-From resource-based to knowledge-based economybased economy

Human & social capitalHuman & social capital New literaciesNew literacies Learning technologiesLearning technologies

KNOWLEDGE-BASED KNOWLEDGE-BASED ECONOMYECONOMY

Constant change = Continuous learningConstant change = Continuous learning Investment in education/learning results in Investment in education/learning results in

significant returns to organizations, individuals significant returns to organizations, individuals

& society& society Human & social capital are “intangible assets”Human & social capital are “intangible assets” Human capital: Formal educational attainmentHuman capital: Formal educational attainment Social capital: Trust, networking & shared Social capital: Trust, networking & shared

valuesvalues Social/human capital synergy:Social/human capital synergy:

Social capital the cradle of human capitalSocial capital the cradle of human capital

LEARNING COMMUNITY LEARNING COMMUNITY INITIATIVESINITIATIVES

EUROPEEUROPE OECD Learning Regions - Spain, France, OECD Learning Regions - Spain, France,

Denmark-Sweden & UKDenmark-Sweden & UK Learning Communities Network & Test-beds - UKLearning Communities Network & Test-beds - UK Learning Villages - Finland, Portugal & ItalyLearning Villages - Finland, Portugal & Italy

AUSTRALIAAUSTRALIA Victoria State Learning TownsVictoria State Learning Towns Australian Learning communities NetworkAustralian Learning communities Network

CANADACANADA Learning villages, cities and regions in B.C.Learning villages, cities and regions in B.C. South Island Learning Community (SILC) projectSouth Island Learning Community (SILC) project

LIFELONG LEARNING: AN LIFELONG LEARNING: AN ORGANIZING PRINCIPLE ORGANIZING PRINCIPLE

TWO DIMENSIONSTWO DIMENSIONS: Life-long & Life-wide: Life-long & Life-wide

EQUAL VALUINGEQUAL VALUING: Formal, Non-Formal & : Formal, Non-Formal & InformalInformal

CIRCLE OF LEARNINGCIRCLE OF LEARNING: Holistic & Balanced: Holistic & Balanced

+ Spiritual + Spiritual + Physical + Physical

+ Emotional + Mental+ Emotional + Mental

SOCIAL-COMMUNITY PROCESSSOCIAL-COMMUNITY PROCESS: Literacies & : Literacies & Essential Skills are FoundationsEssential Skills are Foundations

““Education & training float on a Sea of Education & training float on a Sea of Learning”Learning”

LEARNING COMMUNITIES: LEARNING COMMUNITIES:

AN OPERATIONAL AN OPERATIONAL DEFINITIONDEFINITION

Neighbourhoods, villages, towns, cities Neighbourhoods, villages, towns, cities or regions that explicitly use lifelong or regions that explicitly use lifelong learning as an organizing principle and learning as an organizing principle and social/cultural goal in order to promote social/cultural goal in order to promote collaboration of their civic, economic, collaboration of their civic, economic, public, voluntary and education public, voluntary and education sectors to enhance social, economic sectors to enhance social, economic and environmental conditions on a and environmental conditions on a sustainable, inclusive basissustainable, inclusive basis

““Communities of Place”Communities of Place”

LEARNING COMMUNITIES: LEARNING COMMUNITIES: A SUSTAINABLE FUTUREA SUSTAINABLE FUTURE

LEARNING

Community Partners

civic

economic

public

education

voluntary

Outcomes

economic regeneration

social inclusion

increased community capacity

lifelong learning

Inter-related Strategies

adult literacy

community econ development

expanded IT use

at-risk youth initiatives

Input

LEARNING LEARNING COMMUNITIES:COMMUNITIES:SOME IMPACTSSOME IMPACTS HumeHume: 50% increase in library memberships : 50% increase in library memberships

& circulation in first two years& circulation in first two years

South Island Learning CommunitySouth Island Learning Community: All 11 : All 11 First Nation bands gain free access to First Nation bands gain free access to regional public library; literacy students regional public library; literacy students create own e-portfolios & learning planscreate own e-portfolios & learning plans

SouthamptonSouthampton: 15% of workforce attained : 15% of workforce attained basic computer qualifications by year 2000; basic computer qualifications by year 2000; Tech park createdTech park created

LyttonLytton: Farmers’ market & student-run : Farmers’ market & student-run community radio station created; unique community radio station created; unique canyon-long collaborationcanyon-long collaboration

LEARNING COMMUNITY LEARNING COMMUNITY PARTNERSHIPSPARTNERSHIPS

PARTNERSHIPS

COMMUNITY/VOLUNTARY

CIVICMunicipal - BandShire - Prov-Fed

ECONOMICPrivate - Social

PUBLIC Libraries - MuseumsSocial - Health Agencies

EDUCATION

K -20

LEARNING COMMUNITIES:LEARNING COMMUNITIES:SUCCESS DETERMINANTSSUCCESS DETERMINANTS

3 P’s3 P’s of success of success PPartnership - learning to build links between artnership - learning to build links between

all sectors and mobilize their shared all sectors and mobilize their shared resourcesresources

PParticipation - learning to involve the public articipation - learning to involve the public in the policy process as well as learning in the policy process as well as learning opportunitiesopportunities

PPerformance - learning to assess progress erformance - learning to assess progress and benchmark good practiceand benchmark good practice

GOALSGOALS SUSTAINABLE TRIPLE BOTTOM LINESUSTAINABLE TRIPLE BOTTOM LINE

EconomicEconomic EnvironmentalEnvironmental Social/culturalSocial/cultural

SOCIAL INCLUSIONSOCIAL INCLUSION Building First Nation & non-First Nation Building First Nation & non-First Nation

bridgesbridges COMMUNITY CAPACITY BUILDINGCOMMUNITY CAPACITY BUILDING

Human capital - Education, training & Human capital - Education, training & healthhealth

Social capital - Social Infrastructure - Trust, Social capital - Social Infrastructure - Trust, Networks & Shared Values Networks & Shared Values

Built capital - Physical infrastructureBuilt capital - Physical infrastructure Natural capital - EnvironmentNatural capital - Environment

TRIPLE BOTTOM LINE OF TRIPLE BOTTOM LINE OF LEARNINGLEARNING

PartnershipsParticipation

Networks

Respect for Land &Interdependence of Life

Social & HumanCapital

ECONOMIC

LIFELONGLEARNINGSOCIAL/

CULTURALENVIRONMENTAL

SUSTAINABLE TRIPLESUSTAINABLE TRIPLEBOTTOM LINEBOTTOM LINE

ECONOMIC

ENVIRONMENTALSOCIAL/CULTURAL

ECO-JUSTICE

IKEASOCIAL

ENTERPRISESUSTAINABILI

TY

EARLY LEARNINGEARLY LEARNING

Perry pre-school study Perry pre-school study 40+ year study of 129 Michigan pre-40+ year study of 129 Michigan pre-

schoolersschoolers

Return on Investment (Approx. savings for Return on Investment (Approx. savings for every dollar invested)every dollar invested)

Year 10 - 5 dollars Year 10 - 5 dollars Year 20 - 7 dollars Year 20 - 7 dollars Year 30 - 10 dollarsYear 30 - 10 dollars Year 40 - 16 dollarsYear 40 - 16 dollars

EARLY LEARNING: ROIEARLY LEARNING: ROI

Pre-school group had almost 50% Pre-school group had almost 50% lower rates of:lower rates of: high school drop-outshigh school drop-outs teenage pregnanciesteenage pregnancies drug abuse/alcoholismdrug abuse/alcoholism welfare dependencywelfare dependency imprisonmentimprisonment unemploymentunemployment than the control group without than the control group without

quality pre-schoolsquality pre-schools

ADULT LITERACY:ADULT LITERACY: AN INVESTMENT AN INVESTMENT

A A one percent rise in adult literacy one percent rise in adult literacy scoresscores is associated with an eventual is associated with an eventual 2.5 2.5 percentpercent relative rise in relative rise in labour labour productivityproductivity and a and a 1.5 percent rise in 1.5 percent rise in GDP per headGDP per head (C$18 billion) (C$18 billion)

Three times greater effect than investment in Three times greater effect than investment in physical capitalphysical capital

“…“…more important to economic growth than more important to economic growth than producing highly skilled graduates”producing highly skilled graduates”

C. D. HOWE INSTITUTE, Coulombe & Tremblay, 2005C. D. HOWE INSTITUTE, Coulombe & Tremblay, 2005

THIS WE KNOW,THIS WE KNOW,ALL THINGS ARE CONNECTED LIKE ALL THINGS ARE CONNECTED LIKE

THE BLOOD WHICH UNITES ONE THE BLOOD WHICH UNITES ONE FAMILY .FAMILY .

WHATEVER BEFALLS THE EARTH,WHATEVER BEFALLS THE EARTH,BEFALLS THE SONS AND DAUGHTERSBEFALLS THE SONS AND DAUGHTERS

OF THE EARTH.OF THE EARTH.

MAN DID NOT WEAVE THE WEB OF LIFE;MAN DID NOT WEAVE THE WEB OF LIFE;HE IS MERELY A STRAND IN IT.HE IS MERELY A STRAND IN IT.

WHATEVER HE DOES TO THE WEB, WHATEVER HE DOES TO THE WEB, HE DOES TO HIMSELF.HE DOES TO HIMSELF.

Ted Perry, inspired by Ted Perry, inspired by Chief SeattleChief Seattle

THE WEB OF LEARNING: THE WEB OF LEARNING: LEARNING COMMUNITIESLEARNING COMMUNITIES

LEARNERS Education

Sector

Economic

Sector

Voluntary

Sector

Civic

Sector

Public

Sector

Universities

Institutes

Community

Colleges

Schools

Health Agencies

Libraries

Social Service Agencies

Service

Clubs

Private & Social Enterprise

Community

Associations

Local

Government

Museums

FaithCommunities

Men and women have within Men and women have within themselves and their themselves and their

communities the spiritual communities the spiritual and intellectual resources and intellectual resources adequate to the solution of adequate to the solution of

their own problems.their own problems.

Canadian Association for Adult EducationCanadian Association for Adult Education

Statement of PurposesStatement of Purposes, 1946, 1946

COMMUNITY VALUESCOMMUNITY VALUES

Balance citizen rights & responsibilitiesBalance citizen rights & responsibilities

Devolve resources and power to Devolve resources and power to communities with increased capacity of communities with increased capacity of learning and information & learning and information & communications technologiescommunications technologies

Mobilize human/social capital to foster Mobilize human/social capital to foster sustainable local economic development, sustainable local economic development, social inclusion & community capacity social inclusion & community capacity

CANADIAN CHALLENGESCANADIAN CHALLENGES

IALSIALS: 1993 & 2003 - 42% Levels 1 & 2 : 1993 & 2003 - 42% Levels 1 & 2 No change!No change!

TD BankTD Bank

“… “… efforts to improve literacy can have efforts to improve literacy can have dramatic and far reaching effects…. It can dramatic and far reaching effects…. It can reduce poverty, improve health, lift reduce poverty, improve health, lift community engagement and lead to a community engagement and lead to a higher standard of living….” higher standard of living….”

Literacy Matters: A Call for Action, Literacy Matters: A Call for Action, 20072007

GROWING INEQUALITYGROWING INEQUALITY Income gap at 30-year highIncome gap at 30-year high

Average earning of richest 10% families in 2004 Average earning of richest 10% families in 2004 was 82 times that of poorest 10% : 31 times in was 82 times that of poorest 10% : 31 times in 19761976

Increasing polarizationIncreasing polarization Only richest 20% families experiencing gains in Only richest 20% families experiencing gains in

income shareincome share Contrasting fortunesContrasting fortunes

Poorest 20% families: Drop in earnings share Poorest 20% families: Drop in earnings share from 4.5%from 4.5%

in late ’70’s to 2.6% in early 2000’sin late ’70’s to 2.6% in early 2000’s Richest 10% families: Increase from 23% to 29.5%Richest 10% families: Increase from 23% to 29.5%

Working more:Working more: only top 10% of families not working more, only top 10% of families not working more,

compared to 9 years agocompared to 9 years ago

Source: Source: The Rich and the Rest of UsThe Rich and the Rest of Us, , 20072007

INEQUALITYINEQUALITY: LITERACY & : LITERACY & INCOMEINCOME

Kjell Rubenson OECD Intl Literacy Survey 2000Kjell Rubenson OECD Intl Literacy Survey 2000

USAUK

IRL

AUS

CANGER

FIN

SWE

NLDNOR

DNK20

22

24

26

28

30

32

34

36

1.20 1.30 1.40 1.50 1.60 1.70 1.80 1.90 2.00Literacy inequality

Inco

me

ineq

ualit

y

Gini coefficient

NORDIC vs N. AMERICAN NORDIC vs N. AMERICAN MODELS:MODELS:

SOME COMPARISONSSOME COMPARISONS Nordic countries have significantly lower:Nordic countries have significantly lower:

Poverty ratesPoverty rates Homicide and drug abuseHomicide and drug abuse Infant mortality ratesInfant mortality rates

Nordic countries have significantly higher:Nordic countries have significantly higher: Adult literacy ratesAdult literacy rates Gender equalityGender equality World Economic Forum growth World Economic Forum growth

competitiveness rankingscompetitiveness rankings Life expectancyLife expectancy Environmental performanceEnvironmental performance R&D and innovation measuresR&D and innovation measures

Source: Source: TThe Social Benefits and Economic he Social Benefits and Economic Costs of TaxationCosts of Taxation, , 20062006

NORDIC MODEL: TOP 10NORDIC MODEL: TOP 10

A PAN-CANADIAN A PAN-CANADIAN STRATEGYSTRATEGY

2005: HRDC 2005: HRDC Towards A Fully Towards A Fully Literate NationLiterate Nation reportreport (Bradshaw)(Bradshaw)

2007: CMEC2007: CMEC Adult Literacy Adult Literacy ForumForum report (Faris-Blunt) report (Faris-Blunt)

2007: TD Bank 2007: TD Bank Literacy Matters: Literacy Matters: A Call for ActionA Call for Action report report (Alexander-McKenna)(Alexander-McKenna)

KEY RECOMMENDATIONSKEY RECOMMENDATIONS

Government(s’) commitmentGovernment(s’) commitment Lifelong learningLifelong learning Long-termLong-term Well-resourcedWell-resourced

Cross-sectoral partnershipsCross-sectoral partnerships including the enterprise sectorincluding the enterprise sector

Learner involvementLearner involvement

SENGE:SENGE: Creating Quality Communities

“Building learning organizations is not an individual task. It demands a shift that goes all the way to the core of our culture. We have drifted into a culture that fragments our thoughts, that detaches the world from the self and the self from the community.We are so focused on our security that we don’t see the price we pay: living in bureaucratic organizations where the wonder and joy of learning have no place. Thus, we are losing the spaces to dance with the ever-changing patterns of life. We need to invent a new learning model for business, education, health care, government and the family. This invention will come from the patient, concerted efforts of communities of people invoking aspiration and wonder. As these communities manage to produce fundamental changes, we will regain our memory – the memory of the community nature of the self and the poetic nature of language and the world – the memory of the whole.”

SELECTED SELECTED BIBLIOGRAPHY:BIBLIOGRAPHY:

EARLY LEARNINGEARLY LEARNING L. Irwin et al, 2007, Early Child L. Irwin et al, 2007, Early Child

Development: A Development: A Powerful Powerful Equalizer, WHO Equalizer, WHO Commission on the Social Determinants of Commission on the Social Determinants of Health, Geneva.Health, Geneva.

Schweinhart, L., 2006, The High/Scope Schweinhart, L., 2006, The High/Scope Perry Preschool Study Through Age 40: Perry Preschool Study Through Age 40: Summary, Conclusions, and Frequently Summary, Conclusions, and Frequently Asked Questions, High/Scope Educational Asked Questions, High/Scope Educational Research Foundation,Research Foundation,

Ypsilanti, Michigan.Ypsilanti, Michigan.

ADULT LITERACYADULT LITERACY Coulombe, S. & J. Tremblay, 2005, Coulombe, S. & J. Tremblay, 2005,

Public Investment in Skills: Are Public Investment in Skills: Are Canadian Governments Doing Enough?, Canadian Governments Doing Enough?, C. D. Howe Institute Commentary, C. D. Howe Institute Commentary, No.217, Toronto.No.217, Toronto.

Hartley, R., & J. Horne, 2006, Social and Hartley, R., & J. Horne, 2006, Social and economic benefits of improved adult economic benefits of improved adult literacy, National Centre for Vocational literacy, National Centre for Vocational Education Research, Adelaide.Education Research, Adelaide.

Sticht, T., 1999, Adult Basic Education: Sticht, T., 1999, Adult Basic Education: Strategies to Increase Returns on Strategies to Increase Returns on Investment (ROI), Applied Behavioral & Investment (ROI), Applied Behavioral & Cognitive Sciences, Inc.Cognitive Sciences, Inc.

PAN-CANADIAN LITERACY PAN-CANADIAN LITERACY STRATEGYSTRATEGY

Alexander, C., 2007, Literacy Matters: A Alexander, C., 2007, Literacy Matters: A Call for Action, T D Bank Financial Call for Action, T D Bank Financial Group, Toronto.Group, Toronto.

Faris, R., & Blunt, A., 2007, Report on Faris, R., & Blunt, A., 2007, Report on the CMEC Forum on Adult Literacy, the CMEC Forum on Adult Literacy, Prince George, British Columbia (June Prince George, British Columbia (June 19-20, 2006), Council of Ministers of 19-20, 2006), Council of Ministers of Education Canada, Toronto.Education Canada, Toronto.

National Advisory Committee on Literacy National Advisory Committee on Literacy and Essential Skills, 2005, Towards A and Essential Skills, 2005, Towards A Fully Literate Canada, HRDC, Ottawa.Fully Literate Canada, HRDC, Ottawa.

NORDIC vs N. AMERICAN NORDIC vs N. AMERICAN MODELSMODELS

Brooks, J. & Hwong, T., 2006, The Social Brooks, J. & Hwong, T., 2006, The Social Benefits and Economic Costs of Taxation: A Benefits and Economic Costs of Taxation: A Comparison of High- and Low- Tax Countries, Comparison of High- and Low- Tax Countries, Canadian Centre for Policy Alternatives, Ottawa.Canadian Centre for Policy Alternatives, Ottawa.

Jordahl, H., 2007, Inequality and Trust, Jordahl, H., 2007, Inequality and Trust, Research Institute of Industrial Economics, Research Institute of Industrial Economics, Working Paper No. 715, Stockholm.Working Paper No. 715, Stockholm.

Rubenson, K., 2006, “The Nordic Model of Rubenson, K., 2006, “The Nordic Model of Lifelong Learning”, Compare: A journal of Lifelong Learning”, Compare: A journal of comparative education, Vol. 36, Issue 3 (Sept. comparative education, Vol. 36, Issue 3 (Sept. 2006), pp. 327-341.2006), pp. 327-341.

A PERMANENT A PERMANENT UNDERCLASS?UNDERCLASS?

Morisette, R., & Zhang, X., 2006, “Revisiting Morisette, R., & Zhang, X., 2006, “Revisiting wealth inequality”, PERSPECTIVES (Dec. wealth inequality”, PERSPECTIVES (Dec. 2006), Statistics Canada, Ottawa.2006), Statistics Canada, Ottawa.

Myers, K., & Lebroucker, P., 2006, Too Many Myers, K., & Lebroucker, P., 2006, Too Many Left Behind: Canada’s Adult Education and Left Behind: Canada’s Adult Education and Training System, Research Report W/34 Training System, Research Report W/34 Work Network, CPRN, Ottawa.Work Network, CPRN, Ottawa.

Yalnizyan, A., 2007, The Rich and the Rest of Yalnizyan, A., 2007, The Rich and the Rest of Us: The Changing Face of Canada’s Growing Us: The Changing Face of Canada’s Growing Gap, CCPA, Ottawa.Gap, CCPA, Ottawa.