Realising lifelong learning for all: Governance
and partnerships in building sustainable learning cities
Published online: 2 June 2018
Ó Springer Science+Business Media B.V., part of Springer Nature, and UNESCO Institute for Lifelong
All sectors of society play a key role in providing quality education and learning
opportunities. As relevant learning opportunities are not restricted to the school
system, ideally all citizens, at all levels of society and stages of life, should be
engaged in learning activities. This strong message was brought to the attention of
the education community in 1972 with the publication of Learning to be (Faure
et al. 1972),
also known as the Faure Report. Today, more than four decades later,
the importance of this message is ever-increasing in the face of the complex and
fast-changing nature of our world. Poverty, inequality, health threats and
environmental degradation are just some of the challenges humanity is facing.
Driven by the rapid development of technologies and innovations, which are
reshaping life and work, the recognition is growing that lifelong learning – a
holistic, inclusive and sector-wide approach to learning – is fundamental for a
sustainable future of societies. Against this backdrop, the call is intensifying for
reformative ways to provide attractive learning opportunities and implement
sustainable education structures which equip citizens with knowledge, skills and
attitudes to tackle the unprecedented challenges and recurring changes.
& Mo Wang
UNESCO Institute for Lifelong Learning, Hamburg, Germany
connexia – Gesellschaft fu
r Gesundheit und Pﬂege, Bregenz, Austria
Faure, E., Herrera, F., Kaddoura, A.-R., Lopes, H., Petrovsky, A. V., Rahnema, M. & Ward, F. C.
(1972). Learning to be. The world of education today and tomorrow. Paris: UNESCO. Retrieved 30 April
2018 from http://unesdoc.unesco.org/images/0000/000018/001801e.pdf.
Int Rev Educ (2018) 64:287–293