talk about infrastructure, we tend to think of roads, railways, cables and
other physical networks crossing the landscape, enabling economic activity and
growth. But the term can be extended to other areas that provide people with
ways to achieve their goals, such as culture, research, and, of course,
looks at the last of these – the infrastructure for learning, throughout life.
In particular, it considers the role of libraries both as providers of support
and as partners and platforms for others, and looks at how to make the
most of the unique characteristics of libraries as public, non-commercial,
well-known and trusted community spaces. Continue reading →
To truly achieve sustainable development, writes Norman Jackson, we must embrace, consciously and fully, our experiences and what we learn and become through them.
Humankind has always engaged in lifelong learning, but it has
meant different things at different points in time. This will always be the case. In this period of rapid transformation, contemporary society obliges people to learn and to keep on
learning throughout their lives. The world is complex, hyper-connected and increasingly turbulent. It is also fragile, and cannot be sustained if we carry on using it in the way we have.
The idea that lifelong
learning can be harnessed in the service of preserving our presence on this fragile planet is gaining more traction among sustainability’s strategic planners. Remedies to the myriad
threats to our survival can be found in the United Nations’ 2030 Agenda for Sustainable Development and its 17 Sustainable Development Goals (SDGs). Education has its own goal – SDG 4 – which
calls on countries to ‘ensure
inclusive and equitable quality education and promote lifelong learning opportunities for all’ (UN, 2015).SDG 4 advocates a new role for education: to educate the
world in ways that encourage behaviours that support
sustainable development. Continue reading →