Transcript Constructing Learning Cities and Regions

The Road to Kaunas
19 nationalities
Senior representatives of
Local Government
Regional Government
National Government
International Governmental Organisations
Universities
European Professional Associations
Town planners, LG administrators,, academics,
economists, adult educators etc,
The Road to Kaunas
A POTTED HISTORY OF THE EUROPEAN
JOURNEY TOWARDS CREATING LEARNING
CITIES AND REGIONS
Professor Norman Longworth
University of Stirling
The Road to Kaunas
Dia Viou Paedaeia
The purpose of Education as a
means to enable citizens to
contribute to the life and
growth of the city
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Venice
Damascus
Paris
Gdansk (Danzig)
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‘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
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Edinburgh, Scotland
Edmonton, Canada
Pittsburgh, USA
Adelaide, Australia
Kakegawa, Japan
Gothenburg,,Sweden
Curitiba, Brazil
Vienna, Austria
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1990 – 1996
The Age of Innocence
•Key Conferences
•1992 Gothenburg Learning Cities (IAEC)
•1995 Rome (ELLI and WILL)
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1990 – 1996
The Age of Innocence
•Key Conferences
•1992-95 ELLI Devts - Charter etc
A Learning Cities Charter
WE 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
The Road to Kaunas
1990 – 1996
The Age of Innocence
•1992 OECD Gothenburg Conference
•1992-95 OECD City Strategies for LLL
•1992-95 ELLI Devts - Charter etc
•1996 European Year of Lifelong Learning
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The Changing Paradigm
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- 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
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The Finnish National Lifelong
Learning Strategy Document
‘The Joy of Learning’
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1996 – 2000
The Age of Experimentation
•National Learning City Networks
(UK, Finland, Sweden etc)
The Road to Kaunas
1996 – 2000
The Age of Experimentation
•National Learning City Networks
(UK, Finland, Sweden etc)
•Strategies and Project Development
•The TELS European Project (80)
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10 Domains
25 sub-domains
Information,
Communication
Access
Learning
City
Leadership
Including
the
Excluded
Environment
and
Citizenship
Partnerships
and
Resources
TELS
Project
Domains
Technology
and
Networks
Learning
City
Commitment
Celebration
and
Family
Mobilisation,
Contribution,
Participation
Wealth Creation
and
Employability
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1996 – 2000
The Age of Experimentation
•National Learning City Networks
(UK, Finland, Sweden etc)
•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
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2001 – 2003
The Age of Advance
•Lisbon Agenda
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2001 – 2003
The Age of Advance
•Lisbon Agenda
•European Policy Paper on the local and regional
dimension of lifelong learning
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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)
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2001 – 2003
The Age of Advance
•Lisbon Agenda
•European Policy Paper
•OECD European Regions Project
(Jena, Oresund, Vienne, Kent, Andalusia)
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•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
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2001 – 2003
The Age of Advance
•Lisbon Agenda
•European Policy Paper
•OECD European Regions Project
•CEDEFOP Learning Regions Project
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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
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2001 – 2003
The Age of Advance
•Lisbon Agenda
•European Policy Paper
•OECD European Regions Project
•CEDEFOP Learning Regions Project
•German Learning Regions
•Victoria, Australia (All)
•China
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2001 – 2003
The Age of Advance
•Lisbon Agenda
•European Policy Paper
•OECD European Regions Project
•CEDOFOP Learning Regions Project
•City Consultations
•German Learning Regions
•Victoria Australia
•IDEOPOLIS
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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
The Road to Kaunas
2003-2007
The Age of Understanding
•European Projects and Programmes
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•FRAMEWORK
•EUROPEAN SOCIAL FUND
•EUROPEAN REGIONAL DEVELOPMENT FUND
•SOCRATES
•LEONARDO
•OTHERS
The Road to Kaunas
2003-2007
The Age of Understanding
•European Projects and Programmes
•Tools and materials development
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•STAKEHOLDER AUDITS (Understanding
Institution as a Learning Organisation in a
Learning City)
LOCAL AUTHORITIES
UNIVERSITIES
SCHOOLS
SMEs
ADULT VOCATIONAL COLLEGES
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•STAKEHOLDER AUDITS (Understanding Institution as a a Learning Organisation in a
Learning City)
LOCAL AUTHORITIES
UNIVERSITIES
SCHOOLS
SMEs
ADULT VOCATIONAL COLLEGES
•LEARNING NEEDS AUDITS (LILARA)
LOCAL AND REGIONAL AUTHORITIES
SCHOOLS
UNIVERSITIES
SME’s
The Road to Kaunas
•STAKEHOLDER AUDITS (Understanding Institution as a a Learning Organisation in a
Learning City)
LOCAL AUTHORITIES
UNIVERSITIES
SCHOOLS
SMEs
ADULT VOCATIONAL COLLEGES
•LEARNING NEEDS AUDITS (LILARA)
LOCAL AND REGIONAL AUTHORITIES
SCHOOLS
UNIVERSITIES
SMEs
•LEARNING MATERIALS (LILLIPUT)
14 Learning Modules on most
aspects of Learning Cities and
Regions
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Lilliput materials
14 modules, 59 topics, 190 lessons
Mod 1: Introduction to Learning Regions - why, what, where, when, how
Mod 2: The Individual and the Learning Region
Mod 3: Adult Education in a Learning Region
Mod 4/5: The Community in a Learning Region
Mod 6: Politics of the Learning Region
Mod 7: Economics, Technology, and Sustainability of a Learning Region
Mod 8/9: The Workplace in a Learning Region
Mod 10: Language Learning in a Learning Region
Mod 11: The Law and the Learning Region
Mod 12: Schools in the Learning Region
Mod 13: The Family and the Learning Region
Mod 14: Higher Education in the Learning Region
WWW.APPUI.ESC-TOULOUSE.FR
Name: European Password: Commission
The Road to Kaunas
•STAKEHOLDER AUDITS (Understanding Institution as a a Learning Organisation in a
Learning City)
LOCAL AUTHORITIES
UNIVERSITIES
SCHOOLS
SMEs
ADULT VOCATIONAL COLLEGES
•LEARNING NEEDS AUDITS (LILARA)
LOCAL AND REGIONAL AUTHORITIES
SCHOOLS
UNIVERSITIES
SMEs
•LEARNING MATERIALS (LILLIPUT)
14 Modules on most aspects of Learning Cities
www.longlearn.org.uk (self-study modules )
The Road to Kaunas
2003-2007
The Age of Understanding
•European Projects and Programmes
•Tools and materials devt
•European R3L Programme (18)
The Road to Kaunas
2003-2007
The Age of Understanding
•European Projects and Programmes
•Tools and materials devt
•European R3L Programme
•Crossborder Regions
•Smart Cities and Regions
The Road to Kaunas
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
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Linking Learning Regions
Adelaide
Social
Services
Local
Govern
ment
Higher
Education
Social
Services
Schools
The
Learning
Region
Business
and
Industry
Voluntary
Orggaisations Adult
Education
Social
Services
Local
Govern
ment
Local
Govern
ment
Schools
The
Learning
|Region
Business
and
Industry
Voluntary
Adult
Community
Orggaisations
Education
Higher
Education
Schools
The
Learning
Region
Voluntary
Orggaisations Adult
Education
Basra
Kaunas
Higher
Education
Business
and
Industry
Social
Services
Local
Govern
ment
Higher
Education
Schools
The
Learning
Region
Voluntary
Orggaisations Adult
Education
Toronto
Business
and
Industry
Making Learning Communities Tick
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The Cybergrannies of Craiglockhart
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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
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The Road to Kaunas
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
The Road to Kaunas
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 VISION
Create 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?
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The Village of Eus, France
Mount Canigou
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World Class Biologist
3 Trained EFL Teachers
2 Former Professors of German
2 Former Environmental Studies teachers
2 Trained Opera Singers
1 former actor and film star
2 former mathematics teachers
2 former French teachers
etc etc
The Road to Kaunas
Schools
Adult and
Community
Education
Higher
Education
ProfessIonal
Associations
Local
Govt
Admin
Sports &
Voluntary
Organis
ations
SME’s
Individuals
And Families
Cultural
Services MUSEUMS
LIBRARIES etc
Large
Companies
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Opera
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How will we know
when we have created
a learning region?
The Road to Kaunas
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
5
6
7
8
Organ
Wealth
Social
Educ
Finance
Contrib
Politics
9 10 11
Env/Cul
4
Stake
3
Tech
2
Basic
%
1
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
The Road to Kaunas
When, of the first ten people we speak to in
the street, 7 can describe what a learning city
or region is
When the major topic at the half-time break at
a football match is what I learned last week.
When the Sun newspaper has 4 readers
instead of 4 million.
When…………………..
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0%
100%
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A travail
Zu Arbeit
To work
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The Road to Kaunas
The Consultation Ladder
Processes
• EMPOWERMENT
• PARTICIPATION
Citizens as
DECIDERS/
MANAGERS
IMPLEMENTERS
•
• MOTIVATION
LEARNERS
•
•
• ENGAGEMENT
PARTNERS
•
• DISCUSSION
CONFIDANTS
•
• INFORMATION
PROVISION
SUBSCRIBERS
Human
Capital Technology
Capital
Investment
Capital
Stakeholder
Stakeholder
Capital
Capital
Environmental
Capital Educational
Capital
Financial
Capital
A TOUR OF
THE
LEARNING
CAPITALS
Diversity
Capital
Intellectual
Capital
Economic
Capital
Community
Capital
Citizenship
Capital
Cultural
Capital
Social
Capital
Location
Capital
European Commission Socrates R3L Programme
A Stakeholder Audit
Schools
(full version)
A tool to enable schools to analyse and respond to a changing
educational world in which lifelong learning
is predominant and cities and regions are in the process of becoming
‘Learning Cities’ and ‘Learning Regions’