the road to barcelona 21 nationalities senior representatives of local government regional...

The Road to Barcelona

21 nationalities

Senior representatives of

Local Government

Regional Government

National Government

International Governmental Organisations

Universities

European Professional Associations

Town planners, LG administrators, Ministers, academics, economists, adult educators etc,


A POTTED HISTORY OF THE EUROPEAN

JOURNEY TOWARDS CREATING LEARNING CITIES AND REGIONS

Professor Norman LongworthUniversity of Stirling


Dia Viou Paedaeia

The purpose of Education as a means to enable citizens to contribute to the life and

growth of the city


DamascusVenice

Gdansk (Danzig)Paris

http://www.aboutvienna.org/photo_gallery/frameset/gross/gr_a4_12.htm

http://www.longlearn.org.uk/


‘we are witnessing a rebirth of an age-old concept of the "city-state" or more precisely, the "region-state." These new quasi-governmental entities, like the ancient city-states of Athens, Sparta and Rome, have the power -- some would call it innate sovereignty -- to control their future in this new world order....’ John M Eger: Building Smart Communities: A New Framework for an Americas Information Initiative


Curitiba, Brazil

Edinburgh, Scotland

Edmonton, Canada

Vienna, Austria

Kakegawa, Japan

Adelaide, Australia

Pittsburgh, USA

Gothenburg,,Sweden

http://www.appui.esc-toulouse.fr/


1990 – 1996The Age of Innocence

•Key Conferences •1992 Gothenburg Learning Cities (IAEC)•1995 Rome (ELLI and WILL)



•Key Conferences•1992-95 ELLI Devts - Charter etc

A Learning Cities CharterWE RECOGNISE THE CRUCIAL IMPORTANCE OF LEARNING AS THE MAJOR DRIVING FORCE FOR THE

FUTURE PROSPERITY, STABILITY AND WELL-BEING OF OUR CITIZENS.

We declare that we will invest in Lifelong Learning within our community by:

1. DEVELOPING PRODUCTIVE PARTNERSHIPS BETWEEN ALL SECTORS OF THE CITY FOR OPTIMISING AND SHARING RESOURCES, AND INCREASING LEARNING OPPORTUNITIES FOR ALL

2. DISCOVERING THE LEARNING REQUIREMENTS OF EVERY CITIZEN FOR PERSONAL GROWTH, CAREER DEVELOPMENT AND FAMILY WELL-BEING

3. ENERGISING LEARNING PROVIDERS TO SUPPLY LEARNING GEARED TO THE NEEDS OF EACH LEARNER WHERE, WHEN, HOW AND BY WHOM IT IS REQUIRED, LIFELONG.

4. STIMULATING DEMAND FOR LEARNING THROUGH INNOVATIVE INFORMATION STRATEGIES, PROMOTIONAL EVENTS AND THE EFFECTIVE USE OF THE MEDIA

5. SUPPORTING THE SUPPLY OF LEARNING BY PROVIDING MODERN LEARNING GUIDANCE SERVICES AND ENABLING THE EFFECTIVE USE OF NEW LEARNING TECHNOLOGIES

6. MOTIVATING ALL CITIZENS TO CONTRIBUTE THEIR OWN TALENTS, SKILLS, KNOWLEDGE AND ENERGY FOR ENVIRONMENTAL CARE, COMMUNITY ORGANISATIONS, SCHOOLS AND OTHER PEOPLE

7. PROMOTING WEALTH CREATION THROUGH ENTREPRENEUR DEVELOPMENT AND ASSISTANCE FOR PUBLIC AND PRIVATE SECTOR ORGANISATIONS TO BECOME LEARNING ORGANISATIONS

8. ACTIVATING OUTWARD-LOOKING PROGRAMMES TO ENABLE CITIZENS TO LEARN FROM OTHERS IN THEIR OWN, AND THE GLOBAL, COMMUNITY

9. COMBATTING EXCLUSION BY CREATIVE PROGRAMMES TO INVOLVE THE EXCLUDED IN LEARNING AND THE LIFE OF THE CITY

10. RECOGNISING THE PLEASURE OF LEARNING THROUGH EVENTS TO CELEBRATE AND REWARD LEARNING ACHIEVEMENT IN ORGANISATIONS, FAMILIES AND INDIVIDUALS



•1992 OECD Gothenburg Conference

•1992-95 OECD City Strategies for LLL

•1992-95 ELLI Devts - Charter etc

•1996 European Year of Lifelong Learning

The Changing Paradigm


- out and out focus on the needs and demands of the learner

- Giving the learner a true ownership of his/her own learning

- Using the tools and techniques of Lifelong Learning

- personal learning plans, - personal requirements audits, - mentoring programmes, - access to electronic networks, - individual targets



1996 – 2000The Age of Experimentation

•National Learning City Networks(UK, Finland, Sweden etc)




•Strategies and Project Development

•The TELS European Project (80)

10 Domains 25 sub-domains


LearningCity

Leadership

Includingthe

Excluded

Celebration and

Family

Mobilisation,Contribution,Participation

Wealth Creationand

Employability

Technology and

Networks

TELS Project

Domains

Environmentand

Citizenship

Information,CommunicationAccess

PartnershipsandResources

LearningCityCommitment




•Strategies and Project Development

•The TELS European Project (80)

•Learning City/Region Conferences•Launches (Glasgow, Liverpool, Espoo etc)•Learning Festivals (Sapporo, Glasgow etc)

The Sapporo Learning Festival

Sapporo Learning Festival


2001 – 2003The Age of Advance

•Lisbon Agenda


Lifelong learning is no longer just one aspect of education and training; it must become the guiding principle for provision and participation across the full continuum of learning contexts. The coming decade must see the implementation of this vision. All those living in Europe, without exception, should have equal opportunities to adjust to the demands of social and economic change and to participate actively in the shaping of Europe’s future.

Communique from the Lisbon Summit of EU Leaders 2000



•Lisbon Agenda•European Policy Paper on the local and regional dimension of lifelong learning


Cities and regions in a globalized world cannot afford not to become learning cities and regions. It is a matter of prosperity, stability, employability and the personal development of all citizens

European Commission Policy Paper on the Local and Regional Dimension of Lifelong Learning (N Longworth author)



•Lisbon Agenda•European Policy Paper•OECD European Regions Project (Jena, Oresund, Vienne, Kent, )

•While tertiary education remains important, secondary education appears to be the most important for regional economic performance. Higher Education is clearly essential in terms of innovations, but secondary education instils the intermediary skills, which are also crucial to the new industrial know-how and ‘learning-by-doing’.

•High levels of individual learning in themselves do not contribute to economic growth before it has been applied to the production of goods and services. It is important therefore to stress the practical application of learning and to encourage creativity at all levels of education.

OECD – Cities and Regions in the New Learning Economy




•Lisbon Agenda•European Policy Paper•OECD European Regions Project•CEDEFOP Learning Regions Project


One major objective of regional management is to develop a means by which educational and other organizations have a common purpose. – each one learning from each other and each one learning with each other – in planning and implementing social and economic innovations. When this happens societies are able to innovate because they have the capacity for collective learning about how to develop new knowledge and, in particular, practical ‘know-how’ type of knowledge.

CEDEFOP Study of Learning Regions



•Lisbon Agenda•European Policy Paper•OECD European Regions Project•CEDEFOP Learning Regions Project•German Learning Regions•Victoria, Australia (All)•China (all cities and regions)



•Lisbon Agenda•European Policy Paper•OECD European Regions Project•CEDOFOP Learning Regions Project•City Consultations•German Learning Regions•Victoria Australia•IDEOPOLIS


IDEOPOLIS

‘A City or Region whose economy is driven by the creative search for, and the application of, new ideas, thinking and knowledge, and which is firmly rooted to the creative transfer of ideas, to opportunities, to innovation, and eventually to production.’

Cannon, Nathan and Westwood


2003-2007The Age of Understanding

•European Projects and Programmes


•FRAMEWORK

•EUROPEAN SOCIAL FUND

•EUROPEAN REGIONAL DEVELOPMENT FUND

•SOCRATES

•LEONARDO

•OTHERS



•European Projects and Programmes•Tools and materials devt

European Commission Socrates R3L Programme

Local and Regional Authorities(Short Version)

A Stakeholder Audit

A tool to enable Local and Regional Authorities to analyse and respond to a changing world in which lifelong learning is predominant, and to become Learning Organisations within ‘Learning Cities’ and ‘Learning Regions’


•LEARNING NEEDS AUDITS (LILARA)

LOCAL AUTHORITIESREGIONAL AUTHORITIESSCHOOLSUNIVERSITIESSMEs


•LEARNING MATERIALS (LILLIPUT)

14 Modules on most aspects of Learning Cities

Lilliput materials14 modules, 59 topics, 190 lessons

Mod 1: Introduction to Learning Regions - why, what, where, when, how Mod 2: The Individual and the Learning RegionMod 3: Adult Education in a Learning RegionMod 4/5: The Community in a Learning RegionMod 6: Politics of the Learning RegionMod 7: Economics, Technology, and Sustainability of a Learning RegionMod 8/9: The Workplace in a Learning RegionMod 10: Language Learning in a Learning RegionMod 11: The Law and the Learning RegionMod 12: Schools in the Learning RegionMod 13: The Family and the Learning RegionMod 14: Higher Education in the Learning Region

WWW.APPUI.ESC-TOULOUSE.FR

Name: European Password: Commission



•STAKEHOLDER AUDITS (Understanding Institution as a a Learning Organisation in a Learning City)

LOCAL AUTHORITIESUNIVERSITIESSCHOOLSSMEsADULT VOCATIONAL COLLEGES

•LEARNING NEEDS AUDITS (LILARA)LOCAL AND REGIONAL AUTHORITIESSCHOOLSUNIVERSITIESSMEs

•LEARNING MATERIALS (LILLIPUT)14 Modules on most aspects of Learning Cities

www.longlearn.org.uk (self-study modules )



•European Projects and Programmes•Tools and materials devt•European R3L Programme (18)



•European Projects and Programmes•Tools and materials devt•European R3L Programme•Crossborder Regions•Smart Cities and Regions


SMART CITIES AND REGIONS

Communities using information technology as a catalyst for transforming life and work to meet the challenges of the new millennium

Smart Cities network

Linking Learning Regions

Schools

Business and Industry

Adult Education

Higher Education

Voluntary Orggaisations

Local Government

Social Services

The Learning Region

Schools


Adult Education

Higher Education


Local Government

Social Services

The Learning |Region

Community

Schools


Adult Education

Higher Education


Local Government

The Learning Region

Schools


Adult Education

Higher Education


Local Government

The Learning Region

Social Services

Social Services

Brisbane Trafford

Kandahar Shanghai

TECHNOLOGY PROVIDERS

ADULT

EDUCATION PROVIDERS

PRIMARY & SECONDARY SCHOOLS

CULTURAL SERVICES LIBRARIES, MUSEUMS etc

PUBLIC/ HEALTH ETC

PRIVATE PARTNERS

ELECTED REPRESENTATIVES

SEMINARS IN EUROPE, AUSTRALIA, CANADA NEW ZEALAND

THE ‘PALLACE’ PROJECT – LINKING STAKEHOLDERS IN LEARNING CITIES AND REGIONS GLOBALLY

SETTING UP A GLOBAL LEARNING CITIES NETWORK

Papakura

Adelaide S. Australia

Espoo Finland

Brisbane Queensland

CEFEL France

Alberta, Canada

Beijing, China

CREATING A LIFELONG LEARNING SUBURB (800,000)

The Cybergrannies of Craiglockhart

Making Learning Communities Tick The Road to Barcelona

FLORIDA AND DIVERSITY

‘A place’s diversity, its level of tolerance for a wide range of people is key to its success in attracting talented people. Diverse inclusive communities that welcome unconventional people – gays, immigrants, artists, and freethinking ‘bohemians’- are ideal for nurturing the creativity and innovation that characterise the knowledge economy.’ Florida and Gates


Routes to Learning Cities and Regions

IDEOPOLIS AND DIVERSITY

‘the vital buzzword is diversity: diversity of lifestyles and housing, diversity of ambitions, skills and career opportunities, and diversity in social and cultural life. It is whether all these diversities can co-exist in an area that decides whether the society of a region becomes a people-smart, socially responsible and culturally diverse space or a ‘bad neighbourhood.’ Cannon, Nathan and Westwood

All regions seek to sustain economic activity through various combinations of lifelong learning, innovation and creative uses of information and communication technologies.

OECD Learning Regions project



IDEOPOLIS

‘A City or Region whose economy is driven by the creative search for, and the application of, new ideas, thinking and knowledge, and which is firmly rooted to the creative transfer of ideas, to opportunities, to innovation, and eventually to production.’

Cannon, Nathan and Westwood

MAWSON LAKES VISIONMAWSON LAKES VISIONCreate a 21st Century Region, oriented outwards towards the rest of the world, which successfully integrates all its economic, educational, social and environmental strategies– Live, learn, work and celebrate– An integrated, harmonious, safe and ecologically and

economically sustainable region

Building 21st Century Learning Communities?

The Village of Eus, France

Mount Canigou

World Class Biologist3 Trained EFL Teachers2 Former Professors of German2 Former Environmental Studies teachers2 Trained Opera Singers1 former actor and film star2 former mathematics teachers2 former French teachersetc etc


Adult and Community Education

Adult and Community Education

Local

Govt Admin

Local

Govt Admin

Schools Schools

LargeCompaniesLargeCompanies

SME’s

SME’s

CulturalServices -MUSEUMSLIBRARIES etc

CulturalServices -MUSEUMSLIBRARIES etc

Sports &VoluntaryOrganisations

Sports &VoluntaryOrganisations

Profess-IonalAssoc-iations

Profess-IonalAssoc-iations

IndividualsAnd FamiliesIndividuals

And Families

HigherEducation

HigherEducation

European Commission Socrates R3L Programme

A Stakeholder AuditSchools(full version)

A tool to enable schools to analyse and respond to a changing educational world in which lifelong learningis predominant and cities and regions are in the process of becoming ‘Learning Cities’ and ‘Learning Regions’

Opera


The Road to BarcelonaThe Road to BarcelonaThe Road to Barcelona

How will we know when we have created

a learning region?

As in the drive for Total Quality Management during the 1990s, quality will not pervade unless every person in the organization has been immersed into the concept. So it is in the administration departments of a budding learning city. Each person will need to know at least the basic principles of the learning region and each department will have its own particular orientation towards implementing them.

Learning Cities, Learning Regions, Learning Communities


Overview of Learning Needs – Stirling City

1 2 3 4 5 6 7 8 9 10 11

%

Basic

Organ

Wealth

Social

Educ

Finance

Contrib

Politics

Tech

Stake

Env/C

ul

H 61 63 37 79 88 44 53 51 45 48 66

M 82 80 74 72 63 79 94 77 85 74 77

L 44 45 76 35 36 60 35 55 54 60 41

C


When, of the first ten people we speak to in the street, 8 can describe what a learning city or region is and means for them

When the major topic at the half-time break at a football match is what I learned last week and intend to learn next week

When the Sun newspaper has 4 readers instead of 4 million.

When…………………..

StakeholderCapital

EconomicCapital

Financial Capital

CulturalCapital

SocialCapital

HumanCapital

Intellectual Capital

Educational Capital

DiversityCapital

Community Capital

Location Capital

InvestmentCapital

CitizenshipCapital

StakeholderCapital

TechnologyCapital

EnvironmentalCapital

A TOUR OF THE

LEARNINGCAPITALS


A travail

Zu Arbeit

To work


The Consultation LadderProcesses Citizens as

• EMPOWERMENT DECIDERS/MANAGERS

• PARTICIPATION IMPLEMENTERS

•

• MOTIVATION LEARNERS

•

•

• ENGAGEMENT PARTNERS

•

• DISCUSSION CONFIDANTS

•

• INFORMATION SUBSCRIBERS PROVISION

the road to barcelona 21 nationalities senior representatives of local government regional...

Documents

learning organisations

supply of learning

lifelong learning

learning requirements

pleasure of learning

learning cities charter

city slide

crucial importance of