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Quality learning for sustainability can have a transformative effect in terms of promoting empowerment, leadership and wise investments in individual and collective lives and regenerating the local economies of cities, making them more inclusive, safe, resilient and sustainable. It can also help cities move towards achieving the United Nations Sustainable Development Goals (SDGs). Effecting the transformation of cities into Learning Cities, however, requires changes in the structure of governance. Drawing on interviews with key informants as well as secondary data, this article examines how collaborative governance has facilitated quality learning for sustainability in Bristol (United Kingdom), Kitakyushu (Japan) and Tongyeong (Republic of Korea). Focusing on a conceptual framework and practical application of learning initiatives, this comparative study reveals how these cities’ governance mechanisms and institutional structures supported initiatives premised on cooperative learning relationships. While recognising differences in the scope and depth of the learning initiatives and the need for further improvements, the authors found evidence of general support for the governance structures and mechanisms for learning in these cities. The authors conclude by recommending that (1) to implement the Learning Cities concept based on UNESCO’s Key Features of Learning Cities, recognition should be given to existing sustainability-related learning initiatives in cities; (2) collaborative governance of the Learning Cities concept at both local and international levels should be streamlined; and (3) UNESCO’s Global Network of Learning Cities could serve as a hub for sharing education/learning resources and experiences for other international city-related programmes as an important contribution to the implementation of the SDGs. Comment la gestion concertée peut faciliter un apprentissage de qualité en vue du développement durable dans les villes : étude de cas comparative à Bristol, Kitakyushu et Tongyeong – Un enseignement de qualité visant la viabilité peut avoir plusieurs effets transformateurs : stimulation de l’autonomisation, de l’esprit d’initiative et d’investissements judicieux dans la vie individuelle et collective, ainsi que relance de l’économie régionale des villes, qui favorise leur caractère inclusif, leur sécurité, leur résilience et leur pérennité. Cet enseignement peut en outre aider les villes à progresser vers l’atteinte des objectifs de développement durable (ODD) des Nations Unies. Réaliser la transformation des agglomérations en villes apprenantes exige néanmoins des changements au niveau de la structure de gouvernance. Au moyen d’entretiens menés avec des informateurs clés ainsi que de données secondaires, les auteurs de l’article examinent comment la gouvernance concertée facilite un apprentissage de qualité en vue de la pérennité dans les villes de Bristol (Royaume-Uni de Grande-Bretagne et d’Irlande du Nord), Kitakyushu (Japon) et Tongyeong (République de Corée). Fondée sur un cadre conceptuel et sur l’application pratique d’initiatives apprenantes, cette étude comparative démontre comment les mécanismes de gouvernance et structures institutionnelles de ces villes favorisent des initiatives reposant sur des relations d’apprentissage coopératif. Tout en relevant les différences en étendue et en portée de ces initiatives et le besoin d’améliorations supplémentaires, les auteurs constatent un soutien global aux structures de gouvernance et aux mécanismes d’apprentissage dans ces villes. Ils concluent par trois recommandations : 1) Pour réaliser le concept des villes apprenantes énoncé dans les Caractéristiques clés des villes apprenantes de l’UNESCO, il importe de valoriser les initiatives d’apprentissage liées à la pérennité existantes dans les villes. 2) La gouvernance concertée du concept de ville apprenante doit être rationalisée au niveau tant local qu’international. 3) Le Réseau mondial UNESCO des villes apprenantes pourrait servir à d’autres programmes urbains internationaux de plaque tournante dans le partage des ressources et des expériences en enseignement et apprentissage, ce qui représenterait une contribution décisive à la réalisation des ODD.
Paul Ofei-Manu; Robert J. Didham; Won Jung Byun; Rebecca Phillips; Premakumara Jagath Dickella Gamaralalage; Sian Rees. How collaborative governance can facilitate quality learning for sustainability in cities: A comparative case study of Bristol, Kitakyushu and Tongyeong. International Review of Education 2017, 64, 373 -392.
AMA StylePaul Ofei-Manu, Robert J. Didham, Won Jung Byun, Rebecca Phillips, Premakumara Jagath Dickella Gamaralalage, Sian Rees. How collaborative governance can facilitate quality learning for sustainability in cities: A comparative case study of Bristol, Kitakyushu and Tongyeong. International Review of Education. 2017; 64 (3):373-392.
Chicago/Turabian StylePaul Ofei-Manu; Robert J. Didham; Won Jung Byun; Rebecca Phillips; Premakumara Jagath Dickella Gamaralalage; Sian Rees. 2017. "How collaborative governance can facilitate quality learning for sustainability in cities: A comparative case study of Bristol, Kitakyushu and Tongyeong." International Review of Education 64, no. 3: 373-392.
The pursuit of sustainable lifestyles is one that occurs simultaneously at individual, collective and societal levels. Education for sustainable development (ESD), and the offshoot education for sustainable lifestyles (ESL), has generally targeted individual learning and behaviour change. Although, there are several good examples of cooperative and collaborative learning for sustainability in both formal and non-formal educational initiatives. This paper examines the processes of social learning that occur in such collaborative learning cases. Social learning theory has evolved through three distinct phases. The first phase was grounded in the field cognitive psychology, and it provides an explanation of how individuals learn from society or social observation. The second phase developed from the field of organisational studies as an explanation of organisational learning and how collective learning is achieved through an amalgamation of the individual learning of group members. The third phase of social learning is currently evolving as a combination of ecological and educational perspectives, and it aims to explain how sustainability learning can occur collectively and as a society, i.e. for social transformation. In this chapter, a comparative evaluation of five case studies from the Regional Centres of Expertise on ESD in East Asia is conducted to identify what are the social learning processes present across the cases. The main features of community of practice theory are examined as the potential conditions for establishing an effective learning community. The comparative case evaluation demonstrates a high level of benefit in achieving effective social learning in such sustainability initiatives which contributes to smooth implementation of new initiatives as well as strengthening their overall efficacy and longevity.
Robert J. Didham; Paul Ofei-Manu. Social Learning for Sustainability. Responsible Living 2015, 233 -252.
AMA StyleRobert J. Didham, Paul Ofei-Manu. Social Learning for Sustainability. Responsible Living. 2015; ():233-252.
Chicago/Turabian StyleRobert J. Didham; Paul Ofei-Manu. 2015. "Social Learning for Sustainability." Responsible Living , no. : 233-252.
This article discusses a business-school collaborative learning partnership in the Regional Centre of Expertise (RCE) on Education for Sustainable Development (ESD) in Greater Sendai. This partnership is further linked to a broader context of multi-stakeholder public participation in the RCE that was set up to advance the ESD agenda in the region. The authors propose a conceptual framework for multi-stakeholder, ESD-based social learning within the RCE with the aim of enabling the creation of a sustainability-literate society. This proposal is based on the results of students’ prior experience in ESD activities, optimal age for ESD learning and future job choices presented in this paper, together with a reported article that the levels of sustainability of the two sectoral organizations were mixed and hence need improvement. The paper argues that it will be good to focus on bridging the business and education sectors by building ESD capacity of the children and youth in the formal education sector. It contends this could be done through collaborative learning using the government-mandated “Period of Integrated Studies” (PIS) in the Japanese primary and secondary school curriculum. Additionally, it will be appropriate for the RCE Greater Sendai Steering Committee to facilitate and coordinate the learning processes and also promote networking and cooperative interactions among the actors and stakeholders in the region. Recommendations for improvement of the learning partnerships in RCE Greater Sendai are made for consideration at the local and national policy levels.
Paul Ofei-Manu; Satoshi Shimano. In Transition towards Sustainability: Bridging the Business and Education Sectors of Regional Centre of Expertise Greater Sendai Using Education for Sustainable Development-Based Social Learning. Sustainability 2012, 4, 1619 -1644.
AMA StylePaul Ofei-Manu, Satoshi Shimano. In Transition towards Sustainability: Bridging the Business and Education Sectors of Regional Centre of Expertise Greater Sendai Using Education for Sustainable Development-Based Social Learning. Sustainability. 2012; 4 (7):1619-1644.
Chicago/Turabian StylePaul Ofei-Manu; Satoshi Shimano. 2012. "In Transition towards Sustainability: Bridging the Business and Education Sectors of Regional Centre of Expertise Greater Sendai Using Education for Sustainable Development-Based Social Learning." Sustainability 4, no. 7: 1619-1644.