Sustainable development - usually defined as “Development which meets the needs of the present without compromising the ability of future generations to meet their own needs” - means recognising the interdependence of economic, environmental and social development. Public and political awareness of the challenge posed by climate change may have increased very fast in recent years at a general level, but there is still a huge amount to be done if this awareness is to be translated into meaningful action . The Leitch Report argued for ‘ placing sustainable development at the heart of skills provision, ensuring that it is a fundamental goal of our economic and social progress’. Lifelong learning has a significant role to play in enabling both appropriate behaviour - by individuals, by organizations and by public bodies - and an informed public debate on the issues and policies.
This is why the Inquiry into the Future for Lifelong Learning (IFLL), sponsored by NIACE, is putting out a public call for evidence on lifelong learning and sustainable development.
With a Board of Commissioners chaired by Sir David Watson, the IFLL was launched in September 2007 and will report in June 2009. Experts from government, business, academia, trade unions, public service, providers and the voluntary and community sector, as well as learners, are brought together to identify a broad consensus for the future direction of adult learning policy in the UK. (For detail see www.lifelonglearninginquiry.org.uk).
The Inquiry looks at the critical issues that face our society in coming decades, and identifies how adult learning can equip us to meet these challenges. A number of specific themes provide a focus for the work, around which we are issuing calls for evidence. Interested individuals and organisations are invited to submit written evidence on lifelong learning and sustainable development by 7 August 2008.
Tom Schuller, Director of the Inquiry, comments: “As citizens, almost all of us are aware that sustainable development poses huge challenges. However many of us are baffled by the complexities of the issues. This is an absolutely crucial area where lifelong learning can counter people’s feelings of powerlessness. But there remain many questions about how such learning opportunities should be developed and delivered, as well as their content. This is an area where we need a lot of work quickly to establish who should have responsibility for what, and this is exactly what the Inquiry will address.”
The Inquiry invites submissions that address the following questions:
· What does the evidence tell us about the relationship between lifelong learning and sustainable development?
· Where are the gaps in evidence in relation to this theme?
· What key messages for the Inquiry we should extract?
In particular,
- What are the core generic skills that we need for a sustainable society?
- What are the most effective forms of education for achieving sustainable development?
- How can we ensure that there is a strong global dimension in lifelong learning, linked visibly to local concerns?
- What kinds of infrastructural development are needed to strengthen the part lifelong learning plays in promoting sustainable development?
Further information about the Inquiry is available from www.lifelonglearninginquiry.org.uk
At this stage we take a broad view of what constitutes evidence. It might include research evidence; information about your organisation/learning provision; or personal or organisational experience or views about the issues connected with this theme etc. It would be helpful, however, if you could indicate what sort of evidence you are submitting.
Evidence should be submitted to lifelonglearninginquiry@niace.org.uk More information in submitting evidence is available from http://www.lifelonglearninginquiry.org.uk/Evidence-sus-dev.htm
This is a public call for evidence. Recipients of this notice are encouraged to draw it to the attention of others who may wish to submit evidence to the Inquiry.