CR&DALL Working Papers

The Working Paper series provides a forum for work in progress which seeks to elicit comments and generate discussion. The series includes academic research by CR&DALL Core Members, Affiliates and Associates, PhD students and invited guest contributors.

Editor: Dr Muir Houston

Editorial board: Prof. Nicki Hedge; Dr Catherine Lido & Dr Kate Reid

Today the Times Higher Education Impact Rankings were announced with the University of Glasgow placed very highly internationally, especially in relation to SDG11 (making cities and human settlements inclusive, safe and sustainable), where it is placed second in the world. It is therefore apposite that we are able to announce the latest CR&DALL policy paper, authored by CR&DALL director, Professor Mike Osborne, and published jointly with the ASEM LLL Hub entitled National Lifelong Learning Policies and Learning Cities, which can be found at this link.

The next UNESCO World Conference on Adult Learning and Education (CONFINTEA VII) will take place in Marrakesh in June 2022. It will be a time to reflect on the past decade and prepare for the future. It will be a chance to integrate deeper with the Education Agenda of the Sustainable Development Goals. Civil society has been playing an increasingly important role and should continue to do so.

The pessimism on the super-aged society that has developed across the country in Japan for around 30 years has finally begun to dissipate and has found symbolic expression as “the era of the 100-year life”.

These case studies are diverse in style, length and content. They approach this significant subject from different contexts and directions. They are presented here in the authors’ own words and ways of seeing, edited only for ease of reading and understanding.

The right to education has become an increasingly visible feature of international educational policy debates and a foundation for state education policy itself over the last three decades. The emergence of Human Rights Education (HRE) as both a concept and an educational programme in its own right has been seen as a central condition for the realisation of the right to education. Successive Scottish Governments have expressed a commitment to the promotion of a society that is inclusive and respects, and realises, the rights of all people.

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