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.

The report shows how a combination of globalisation and the impact that technologies are driving towards a world where many traditional ideas, including the role and objectives of education, are being challenged. It shows a perplexing scene of ambiguity and confusion. The OECD (2016) observed: “The challenges confronting global decision makers are now more complex, intertwined, and growing in intensity and urgency”. (p. 15)

These challenges filter down to the level of cities and smaller communities. They affect both urban and rural areas, and impact on the traditional roles and objectives of universities, schools and colleges, providing leaders in these institutions with complex challenges in preparing students for life and work in a turbulent world where there are few certainties. It is a world of transition that poses a stark question for higher education: what is the role of universities and colleges in a transitional world at a time of accelerated change? The book addresses this question along with the related question of how lifelong learning for all can be fostered in communities as a foundation for a just, human-centred, sustainable world.

Higher education, along with a range of partners, has a key role in responding to this confusing context, in teaching and research and engaging with communities at all levels in alliances that search for a good, sustainable future. Dialogue and ongoing learning by all stakeholders are the necessary foundation in this search for a good sustainable future.

The PASCAL (Place, Social Capital and Learning Regions) International Observatory (Africa hub), under the auspices of the Centre for Local Economic Development (CENLED) discussed these challenges posed by the OECD with ideas and experiences presented by various international scholars at a PASCAL International Conference in Pretoria in October 2017 and ongoing symposiums. These events have given shape and coherence to the book as a basis for an ongoing dialogue, both in South Africa and internationally.

This scholarly book heightens the relevance in regards to the implementation of the United Nations Sustainable Development Goals (UN’s SDGs) to be achieved by 2030, and carries forward a dual context and relevance: to South African social, educational, economic and cultural development, and the broader international context and action directed at a just, sustainable future globally.

The distinctive value of this book lies in the symbiotic relationships between these objectives so that South Africa could serve as a test case in working towards approaches that have a wider international significance. The book is timely because of major recent developments in each of these contexts. Redefining the growth narrative means rethinking the roles of universities, their relationships with other stakeholders such as business, civil society and policy makers, rethinking the interface between urban and rural areas and building connections at all levels that facilitate and support the aspirations of individuals.

The implications of new concepts that attempt to bridge this rapidly changing mix, such as building entrepreneurial learning cities, need to be assessed. There is a substantial research agenda for universities to support innovative attempts to find new ways to achieve just, sustainable local economic development (LED). While this will require considerable action and innovation at the local and regional levels, it will also require building global consciousness and empathy in progressing towards a sustainable world as articulated in Transforming Our World: the UN 2030 Agenda (2015).

In conclusion, the action orientation of the book has been given focus in the Pretoria Statement adopted by the PASCAL International Observatory. The items in the statement range across subjects such as the key role of universities and their graduates in action contributing to the UN’s SDGs, the important need to promote lifelong learning opportunities for all, fostering cultural relations between cities, supporting the United Nations Educational, Scientific and Cultural Organization (UNESCO) Call to Action in building green and healthy learning cities, promoting happiness and well-being and generally encouraging partnerships.

Marius Venter