My Journey with the UNESCO Global Network of Learning Cities: Building Communities Through Lifelong Learning

 

  

By Arne Carlsen (HOF 2017)

When I became Director of the UNESCO Institute for Lifelong Learning (UIL) in 2011, I was convinced that lifelong learning should extend far beyond schools and universities. Learning takes place in homes, workplaces, libraries, museums, community centers, and public spaces. If learning is truly lifelong, then our cities must become environments where everyone has the opportunity to learn throughout life.

This belief shaped my work with the UNESCO Global Network of Learning Cities (GNLC), an initiative that places lifelong learning at the heart of sustainable urban development. The network encourages cities to view learning as a shared responsibility involving local government, educational institutions, businesses, civil society and citizens themselves.

One of the greatest privileges of my career was seeing cities across the world embrace this vision. Despite their different cultures, languages, and circumstances, they shared a common understanding: communities thrive when learning opportunities are available to everyone, regardless of age or background.

The GNLC became much more than a network of municipalities. It evolved into a global community where cities could exchange ideas, share successful practices, and learn from one another. A city tackling literacy challenges could benefit from another city's innovative community programs, while others drew inspiration from initiatives promoting digital inclusion, intergenerational learning, and active citizenship.

At UIL, we sought to provide both strategic direction and practical support. Together with colleagues and international partners, we developed guiding frameworks, organized international conferences and encouraged peer learning among member cities. Rather than promoting a single model, we encouraged every city to build on its own strengths while working towards a common goal: creating a culture of lifelong learning.

Throughout my travels, I met mayors, educators, and community leaders whose commitment was both inspiring and practical. Libraries became vibrant learning hubs, museums expanded their educational role, employers invested in workforce development, and volunteers supported literacy initiatives. These experiences confirmed that lifelong learning is not an abstract policy concept but a powerful way to improve people's lives and strengthen communities.

The Learning City movement also reinforced my belief that lifelong learning is essential for achieving sustainable development. Education supports not only individual growth but also better health, social inclusion, gender equality, employment, environmental responsibility, and democratic participation. Cities that invest in learning invest in their future resilience and prosperity.

One lesson stands out above all others: successful learning cities are built through partnerships. No single institution can create a learning society. Progress depends on collaboration between municipal authorities, educational institutions, cultural organizations, businesses, and community groups. When these partners work together, learning becomes woven into the fabric of everyday life.

Equally important is inclusion. A learning city must reach those who have traditionally had fewer educational opportunities, including older adults, migrants, refugees, people with disabilities, and those who left formal education early. Lifelong learning fulfills its promise only when it expands opportunities for everyone.

Looking back, I am proud that the UNESCO Global Network of Learning Cities has grown into a worldwide movement connecting more than four hundred cities committed to lifelong learning. More importantly, it has created lasting partnerships and inspired local innovation across every region of the world.

Today, rapid technological change and artificial intelligence, climate challenges, political and security issues, demographic shifts, and growing inequalities make lifelong learning more important than ever. These challenges require citizens who continue learning throughout their lives and cities that actively support this process.

My hope is that the Learning City movement will continue to inspire future leaders to place learning, inclusion, and human dignity at the center of urban development. By doing so, cities will become not only more competitive and sustainable but also more inclusive, resilient, and humane. Lifelong learning remains one of the most powerful investments we can make in the future of our communities.

Join the Conversation
Every learning city has its own story, and every educator, policymaker, and community leader brings a unique perspective on what lifelong learning can achieve. What examples have you seen in your own community? What opportunities or challenges do you believe will shape the future of learning cities? We invite you to share your experiences, ideas, and reflections in the comments below. By learning from one another, we continue the spirit of collaboration that has been at the heart of the UNESCO Global Network of Learning Cities from the very beginning.

Inclusive Data for Global Impact – Shaping the Future of Adult Learning Evaluation

The 2024 Hall of Fame Induction Conference in Florence hosted a significant working group discussion on the Marrakech Framework for Action (MFA), the outcome document of the 7^th International Conference on Adult Learning and Education held in Morocco in June 2022 (CONFINTEA 7), and its monitoring and data collection mechanisms. Facilitated by Working Group 1 (WG1) Mentor Arne Carlsen (IACEHOF 2017), chaired by UIL Director Isabell Kempf, and with critical contributions from Nicolas Jonas of the UNESCO Institute for Lifelong Learning (UIL), the session explored strategies for developing inclusive and context-sensitive data frameworks to support global monitoring of Adult Learning and Education (ALE) through GRALE—the Global Report on Adult Learning and Education.

 

This working group focused on addressing the pressing need to broaden the scope of actors involved in data collection, moving beyond traditional government-led structures. As ALE is increasingly shaped by a diverse network of public and non-public entities, current monitoring strategies often fall short in capturing the full breadth of ALE activities, particularly those led by civil society organizations (CSOs) and private providers. The group’s objective was clear: to develop actionable recommendations for a more inclusive and effective data monitoring system.

 

Before the in-person meeting in Florence, a preparatory webinar set the stage by identifying best practices for engaging non-state actors. This pre-conference engagement ensured participants came prepared to dive deep into the complexities of global ALE data systems.

 

Key Challenges Identified

• Incomplete Data Coverage: ALE programmes run by CSOs and private providers are often not reflected in government reports, resulting in a fragmented picture of learning opportunities.
• Institutional Capacity Gaps: Many national monitoring systems face limitations in technical capacity, human resources, and infrastructure, hindering their ability to collect and validate comprehensive data.
• Misaligned Frameworks: Global monitoring tools like GRALE must account for diverse regional priorities and localized mechanisms—a difficult but crucial task.

 

The Role of Non-State Actors

Non-state stakeholders—especially CSOs and private companies—play an instrumental role in ALE delivery and innovation. Their involvement in data collection is not only logical but essential, as these actors often reach marginalized populations typically excluded from mainstream statistics. Participants discussed how their inclusion would improve both the reach and quality of data.

 

Recommendations for Capacity Building and Collaboration

Participants underscored the importance of joint initiatives that bring together governments, private sector organizations, and civil society. Cross-sector partnerships can create capacity-building programmes that develop data literacy and establish consistent methodologies. Moreover, participants called for ongoing, multi-level dialogue—national, regional, and global—to ensure monitoring systems remain relevant, inclusive, and widely adopted.

 

Exploring Alternative Data Sources

A forward-looking suggestion involved leveraging unconventional yet promising data sources, such as LinkedIn analytics or company-based human resource databases. While non-traditional, these sources could help fill data gaps, particularly regarding employment and skill development trends. Transparency and communication were deemed essential for securing buy-in from all involved parties.

 

Workshop Recommendations

The working group put forth several actionable strategies:

• Implement capacity-building activities to promote collaboration between government agencies and CSOs.
• Develop a global communication strategy to disseminate the goals and findings of GRALE 6.
• Maintain open dialogue with key stakeholders to align global monitoring tools with local and regional priorities.

 

Outcomes and Future Directions

As a direct result of the working group, partnerships were strengthened with key international actors, including ICAE, AONTAS, and DVV International. These enhanced collaborations are expected to play a pivotal role in advancing the implementation of GRALE 6. In parallel, UIL plans to integrate the workshop’s feedback to refine its monitoring framework.

 

Capacity-building activities led by UNESCO field offices are also in the pipeline, aimed at supporting more inclusive and context-sensitive data collection processes tailored to regional needs.

 

Beyond the technical outcomes, the session highlighted the essential role of data in shaping global agendas for ALE. ALE’s potential to address pressing global challenges—ranging from digital transitions and climate change to aging populations—can only be fully realized when monitoring frameworks capture the full diversity of learning environments and actors.

 

By prioritizing inclusion and collaboration, WG1 set a new global standard for evaluating lifelong learning.