UIL is happy to inform PASCAL subscribers about its Snapshots publication concerning learning cities.

‘Snapshots of Learning Cities’ Responses to COVID-19’ is a collection of case studies that emerged from a 2020 webinar series. Featuring thirteen case studies across five themes, the publication delves into the process of establishing new initiatives when faced with a sudden crisis.

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The August edition of the Australian Learning Communities Network (ALCN) newsletter features a paper by Peter Kearns, AO, about Building Resilience in Turbulent Times with strategic planning suggestions for learning cities and learning communities; also Adult Learners Week, Learning Festivals, and Webinars on Workability.

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This newsletter from the Project for Public Spaces connects people who share a passion for public spaces to ideas and issues, news, quotes, places, and events from the placemaking movement.

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The University has advertised the following position: Lecturer in Multimodal Literacies (Research & Teaching Track).

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The deadline to submit an abstract or panel proposal has been extended to 1 September 2021 so there's still time if you want to present your research at this conference. 

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The origins of this scholarly book lie in a report published by the Organisation for Economic Co-operation and Development (OECD) in 2016 titled: ‘Trends Shaping Education 2016’. This report provides an overview of key economic, social and demographic trends and raises questions about their potential impact on the sectors of education and society generally.

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DCU Age-Friendly is proud to host its third international conference "Engaging Ageing '21 “The Future of Ageing and the Silver Economy”, November 1 – 3, 2021.

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In this issue we feature 5 current papers on the theme of social capital, chosen by Fabio Sabatini (Università degli Studi di Roma “La Sapienza”):

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This newsletter from the Project for Public Spaces connects people who share a passion for public spaces to ideas and issues, news, quotes, places, and events from the placemaking movement.

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The Urban Big Data Centre’s Educational Disadvantage & Place (ED&P) group led by PASCAL Deputy Director, Professor Catherine Lido, at the University of Glasgow has employed a spectrum of complementary quantitative and qualitative methods, often blurring the lines between, to address educational inequalities, with a view to informing the development of more effective policy solutions to the educational attainment gaps at all stages of life-long/life-wide education in Scotland and elsewhere.

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