Attendees: Judith James and Chris Shepherd, co-leads for the network; Mike Osborne, Director of Pascal; Rob Mark, Networks Coordinator, Pascal; Jean Preece and Annie Tubadji, Swansea, Wales UK; Kristiina Erkkilä, Espoo, Finland; Michelle Murphy, Derry and Strabane Learning City; Nishat Tasnim Maria, SHLC, Khulna University, Bangladesh; Jac Torres-Gomez, Wyndham, Australia.

Apologies: Palmira Jucevicienne and Robertus Jucevicienne, Kaunas, Lithuania; Leone Wheeler, Australian Learning Communities Network; Diane Tabbagh, Wyndham, Australia; Bill Esmond, Derby University; Shilpi Roy, Khulna University, Bangladesh

Judith James introduced the theme for discussion this meeting: Vision of a new world of work.

The discussion opened with a comparison of the minimum wage operated in each city and how viable/unviable this was proving as a living wage during the pandemic. It was identified that all cities had the same issues of poor earnings, many people employed in casual positions, particularly in seasonal employment in hospitality and agriculture. In many cities, there was a small difference between the minimum wage and benefits, which amplified the difficulty in moving from part time to full-time employment. In Bangladesh, there was no unemployment benefit, so the minimum wage was more critical as a basic income. In the UK, the minimum wage is age-related and differs according to geographical location. Finland is one of 6 EU states that does not have a statutory minimum wage but relies on a bargaining system to establish wage levels. It was noted that during the pandemic some people in the UK have not been isolating when dependant on the minimum wage. Michelle explained that in Derry and Strabane there are some very deprived areas, and the universal credit has not proved to be sufficient during the pandemic. There are also a lot of people on 16-hour contracts because if this time is exceeded, they will lose benefits. The system is not supporting families adequately when people are disadvantaged if they seek to improve their situation by working for more hours.

We then discussed how many countries are experimenting with an unconditional basic income. It was considered that this may encourage people to be entrepreneurial, as it removes the conditionality attached to a benefits system. There are regional differences in this minimum allowance and the concern is whether this situation can ever be sustainable. Finland has explored this in one region, where people who had been unemployed for two years were offered 560 euros per month in 2017-2018. However, the results have been disappointing, as it did not create more productivity and maybe needs to be re-thought in a different context. There is a good welfare system in Finland so perhaps the offer was not sufficiently different. It may make much more difference in countries where there is lower social security.

We then discussed the impact of Artificial Intelligence on work. It was considered that not all work will be impacted and even where there is an impact, there will still be a need for human intelligence, dictated by the consumers. Several institutions may be impacted by white-collar work - an example is that of law - where solicitors’ work may be undertaken by a computer. Low-skilled employment is more likely to be affected.

An alternative methodology for the basis for tax may be required. The French are endeavouring to tax companies such as Google, Amazon, etc as it is considered that they are currently not contributing adequately.

Annie referred to recent research which found that those who are poor think that everyone is more or less like them – whilst those who are rich think that everyone is more or less like them. There needs to be more research and understanding of the poverty trap and the wealth gap.

We discussed the potential of developing ‘Wellbeing Posts’ – essentially a voluntary four-day week on a pro-rata salary, appropriate in areas where the cost of living was relatively low (cheaper housing essentially), and the quality of life was high (good environment). It was proposed that post-pandemic people could be attracted to live in the less advantaged areas of the UK (Wales, the east and north of England) with this kind of arrangement, celebrated as a lifestyle choice and with the cost savings allocated to create new posts for starters, etc.  There is already a migration to more rural areas because of the pandemic and the new arrangements for working from home.  This model could be initiated by the public sector, as competition for relatively high wages in the public sector currently de-skills the private sector in less advantaged areas.

Michele explained that in her employment (NI) she was able to change and work a 4 -day week, however, the savings on salary was not allocated back into the salary pot.  She felt that staff could be just as productive when working for four days.

Jac pointed out that we need to include a gender discussion about the impact of covid on working practices. It was clear that a lot of people, women in particular, appreciated the flexibility that working from home allows. However- if they choose to continue to work from home post-pandemic, would they still be valued? At present, the budgets for regenerating the economy are for very male-dominated industries such as construction, not female-dominated areas such as nursing or care- even though the pandemic has made it clear how important these sectors are. This is exacerbating a gender difference in the recovery. A gendered lens needs to be applied to economic recovery, as at present there is clearly discrimination against women. Essential workers during the pandemic did not see a pay rise- whilst those who stayed at home were protected by their actions. We will need to ensure that there is still respect and opportunities for promotion for those who stay working from home.

Rob pointed out that we also need to consider migration as an issue in the world of work. Many skilled and able people have been impacted, including refugees.  There are also many valid reasons for migration for better wages and some of our industries depend on migrant workers.

We then discussed the importance of learning new skills and how the need to change careers has highlighted the need for a lifelong learning approach. It was reported that in Canada some people are entitled to take one year off every ten years as a sabbatical. The potential for paid educational leave could be put back on the agenda. In France and Scandinavia people have the right to go back to education after spending a certain number of years working. In Finland, depending on how long you have worked for the same employer, you may keep your employment status and get grants for study. It cannot be expected that people will give up their jobs, so the opportunity to return to full-time education could be thought out better in the UK.  

The importance of voluntary work also needs to be re-examined. It cannot be seen as a way to get people to work for nothing. Mental health is a growing issue in all age groups, and it is important that we understand how this is supported. Are we not valuing some of this support work by making it voluntary? Some of these activities may need payment.

Retirement is also changing. What are people going to do after retirement to keep their minds active? This will be discussed further when we consider the future of ‘not-working’ at our next meeting.

We then considered what, as Learning Cities, we could influence in the world of work. How has the pandemic changed the situation? What about countries that have a shrinking population in the workforce? In Finland, many people have gone to their country home and are working from there. With the high cost of city centre property, it will suit some employers for their staff to work from home- maybe just returning to the office once or twice a week. With a shrinking workforce, the UK may need to introduce more systems like Finland, offering retraining as jobs are changing. The importance of skills learned speedily may become more important than long term degrees or diplomas.

In the UK, the Open University provides skills learning in small, short courses. Some employers are offering study time for short courses.  In a Learning City the agenda for economic, social, and cultural development is underpinned by learning. What can Learning Cities do in relation to the world of work? How would an improved culture of learning impact on some of these issues? Learning cities are seen as critical to the local achievement of the UN’s Sustainable Development Goals, including Goal 8, ‘Decent work and economic growth’. However, cities have low control over wages and working conditions. Elected Mayors may have more control in some countries.

Knowledge lies with people- we tend to establish barriers to access to knowledge. So, the Learning City needs to be concerned with removing barriers and widening access. The OECD undertook a study of Learning Cities and in every case, there was a Champion for the Learning City who brought together the interested people. The Champion could be in the Municipality, a university or in a private company. An example of this is Glaxo-Smith Kline, a large pharmaceutical company where the leadership are fully supportive of learning.

Rob felt that support for Lifelong Learning comes and goes. There is a need for re-investing in libraries and community centres as a location for community learning. Kristiina explained that in Finland, the city’s role is to provide a platform for volunteerism. This could take place in libraries or community centres and the city’s role is to support this by providing a suitable space and information about opportunities. The libraries are seen as ‘living rooms’ for people who want to learn outside formal education. Michelle spoke about the extended schools programme in Derry and Strabane, supported by finance from government. We spoke of the decline of adult education but recognise that it is important not to be hankering after the past, as this may not return. There is currently a taste for Learning Cities and other similar place-based initiatives, which propose that learning should be a part of all regeneration plans.

We need to move from these valuable discussions towards an action plan- so the group will discuss two further topics (‘not working’ and ‘resilience to uncontrolled external challenges’) and then will make a plan for interventions that are realisable in a Learning City.

Next Meeting topic: A vision for a new world of not-working

Date: Tuesday 13^th April 2021 at 9am UK time.