TERNOPIL A LEARNING CITY: ADULT LEARNING POLICIES AND PRACTICES

Abstract

The author analyses adult learning policies and practices within the local community, using Ternopil as a case study of a member city of the UNESCO Global Network of Learning Cities. It is argued that, having acquired the status of the «Capital of Learning

and Adult Education», Ternopil represents an innovative model of integrating education into the economic, social, and cultural development of the community. Particular attention is paid to the Lifelong Learning Strategy of the Ternopil Urban Territorial Community for 2026–2029, which provides a systematic framework for educational initiatives, coordinates cross-sectoral efforts, and establishes a regulatory basis for scaling successful practices to other communities. The paper highlights the concept of a cross-sectoral educational ecosystem that ensures effective cooperation among local authorities, businesses, and civil society organisations, thereby transforming learning from a standalone service into a strategic resource for recovery and sustainable development. Three key components underpinning the success of this model are identified: digitalisation as a guarantee of accessibility to educational services (particularly through the «e-Ternopil» digital platform), human-centred practices aimed at supporting vulnerable groups, and effective cross-sectoral synergy among diverse groups of youth and adults, businesses, and public authorities. Special attention is devoted to the architecture of cross-sectoral cooperation across such domains as social policy, culture, youth policy, healthcare, the labour market, and sport, as well as to the role of adult learning in rehabilitation and psychological support during wartime. The study demonstrates that the established cross-sectoral ecosystem functions as a strategic instrument for adapting to contemporary challenges, fostering competitiveness, social cohesion, and the psychological resilience of residents. The findings emphasise that investment in adult learning constitutes a strategic investment in the human capital of both the community and the state as a whole. Furthermore, the Ternopil case may serve as a valuable reference point for other communities seeking to enhance resilience and social cohesion during wartime and in the post-war recovery period.

Key words: adult learning; non-formal adult education; cross-sectoral educational ecosystem; UNESCO Global Network of Learning Cities.