Building 21st century Learning Cities and Regions 14 Golden rules

1
Building 21st century Learning Cities and
Regions14 Golden rules an alphabetical tour
Norman Longworth, Visiting Professor of Lifelong
Learning, University of Stirling
2
Introduction Item 1 More Complexity
3
(No Transcript)
4
Introduction Item 1 More Complexity Item 2
more change more rapid
5
(No Transcript)
6
(No Transcript)
7
(No Transcript)
8
21st Century Learning Cities and Regions
Labourer - statistician - student - teacher -
systems analyst - salesman - project manager -
education developer - administrator in a
professional association - university professor -
consultant - lecturer.
9
Introduction Item 1 More Complexity Item 2
more change more rapid Item 3 - More uncertainty
10
(No Transcript)
11
Building 21st Century Learning Regions
12
Building 21st Century Learning Regions
We belong to the first generation that knows for
certain that it doesnt know what the future will
be like. Sir Christopher Ball
13
Introduction Item 1 More Complexity Item 2
more change more rapid Item 3 - More
uncertainty Item 4 More Learning (Lifelong)
14
Building 21st Century Learning Regions?
From
Education and Training
For some When needed Teacher- Focussed
15
Building 21st Century Learning Regions?
From
To
Lifelong Learning
Education and Training
For All Continuous Learner- Focussed
For some When needed Teacher- Focussed
16
Building 21st Century Learning Regions

• - 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, -
  learning counsellors etc

17
Building 21st Century Learning Regions
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.
European Memorandum on Lifelong Learning December
2000
18
Building 21st Century Learning Regions
Stirling
Drammen
Learning Regions
19
Building 21st Century Learning Regions
So what's a Learning Region when it's at home?
20
A Learning City/Region definition
A Learning City or Region A place with plans and
strategies to encourage personal growth,
social cohesion and sustainable
wealth-creation through the development of the
human potential of all its citizens and the
social, financial and cultural potential of its
institutions and organisations
21
Building 21st century Learning Regions
SOME LEARNING REGION PROJECTS 2000 TELS (Towards
a European Learning Society) - Studied 80
cities/regions and developed an audit tool
2004 LILLIPUT developed 14 modules (300
lessons) on Learning Cities and Regions 2005
PALLACE Linked Learning Cities World-wide 2005
INDICATORS developed Stakeholder Audits for
universities, schools, enterprises, city
administrations etc 2006 LILARA (Learning in
Local and Regional Authorities) Examined
Learning Needs of Local and Regional Authority
employees)
22
Building 21st century Learning Regions

Question
So what have we learned?
23
Building 21st century Learning Regions

ANSWER
14 Golden Rules for Learning Cities and Regions
24
Building 21st century Learning Regions

L
25
Building 21st century Learning Regions

LEARNING ORGANISATIONS
26
Building 21st century Learning Regions
Links its strategy to the development of the
learning city as a vast learning organisation in
which everyone continuously learns how to manage
and deliver quality services and products
27
Indicators
The Indicators Project
Developing Stakeholder Audits
28
Indicators
Stakeholder Audits allow the following to measure
their own progress as Learning Organisations in a
Learning Region Schools, Universities,
Adult Voc-Education Organisations Enterprises
Local Government Administrations .
29
Indicators
Audit Goals Local Authorities

• a)      to establish a dialogue between the
  designer and management and staff in the
  stakeholder organisation,  
• b)      to pass over essential new knowledge and
  ideas to management and staff in the stakeholder
  organisation that will provoke reflection and
  stimulate insight  
• c)      to allow the opinions, experiences and
  ideas of management and staff in the stakeholder
  organisation to be freely expressed and meshed
  with the requirements for change within the
  organisation
•  d)      to act as a driver for change
  emphasising the dynamic nature of stakeholder
  organisations
•  e)      to act as a staff training stimulator,
  for example as the basis for focus group
  discussion on particular topics and
•  f)        to provide ideas for the development
  of innovative internal policies and strategies to
  accommodate learning organisation principles
•  g)      to energise stakeholders to contribute
  to learning region development according to their
  role and ability

30
Building 21st Century Learning Regions
Eg The Local Authorities Stakeholder
Audit Current perceptions, commitment and
strategies, content and implementation
methods, the authority as a Learning
Organization, quality and standards,
etc Participation and partnership in the
community and the Authoritys role measures to
encourage active citizenship and volunteering,
consultation processes, relations with
stakeholders and leadership. Accessibility and
wider participation in learning learning
where, when and how people want it, support
systems barrier removal etc Communications
and information strategies to increase the
incidence of learning, internal information
giving in the administration, methods of
communication, key learning messages and
their accessibility, wired city, learning
technology use etc Staff training and development
internally and externally, in-service teacher
training continuous professional
development Socio-economic and resource matters,
creating wealth, skills surveys, development
policies, finance, global participation and other
initiatives
31
Building 21st century Learning Regions

LE
32
Building 21st century Learning Regions

EMPOWERMENT
33
Building 21st century Learning Regions
Enables all its citizens to meet the future with
confidence through consultation processes that
treat them as decision-makers and implementers
34
Building 21st century learning regions

• The Consultation Ladder
• Processes Citizens as
•   EMPOWERMENT DECIDERS/ MANAGERS
•  PARTICIPATION IMPLEMENTERS
•  
•  MOTIVATION LEARNERS
•  
•  
•  ENGAGEMENT PARTNERS
•  
•  DISCUSSION CONFIDANTS
•  
•  INFORMATION SUBSCRIBERS PROVISION

Implementation
Consultation
35
Building 21st century Learning Regions

LEA
36
Building 21st century Learning Regions

Aspirations
37
Building 21st century Learning Regions
Activates the learning potential of its citizens
of all ages by encouraging the use of modern
tools and techniques such as personal learning
plans, mentors and guides
38
The Jamat Learning Community Project
The Learning Requirements Audit
39
Building a 21st Century Learning Region

• Personal Learning (Requirements) Audits
• Past Learning Activities
• Taking Stock - Where are you now? ( and why?)
• Attitudes to Learning etc
• Present Learning Activities and Needs
• Self-perceptions ambition, dedication,
  stickability etc
• Reasons for Learning career, self-fulfilment
  etc
• Future Learning Activities
• The world of the future
• Support needs counsellors, learning styles etc
• Workplaces, Families, Communities

40
The Jamat Learning Community Project

• Learning Requirements Audit
• Past Experiences of Learning
• Present Participation in Learning
• Future Needs for Learning
• Helping Others to Learn
• Interview, Opinion, self-analysis, insight,
  comments,

41
The Jamat Learning Community Project
Part 1.2 THE PAST - here we ask some questions
about yourself and about the education and
training you have (or have not) received in the
past. 1.2 YOUR SCHOOL EXPERIENCES (this refers
to your secondary education) Here we ask
questions about how useful you think the
education you received at school was for later
life. 1.2.1 At what age did you leave secondary
school?...... A14 or lessB15.
C16.D17..E18.F19. 1.2.2 How long ago
did you leave it?... more than 25 years ago
B15-25 years ago, C5-15 years ago., D4 or
less years 1.2.3 Which of these most closely
describes your experience of school education? A
I enjoyed most of it and worked hard at my
studies . B I enjoyed most of it but
didnt work very hard . C I did what I
needed to do to satisfy my teachrs and parents
D Some good bits but I wasnt really
interested in schoolwork. E I dropped out
1.2.4 What percentage of your schoolwork did
you think was 1.2.4.1 interesting
1.2.4.2 boring 1.2.4.3 neutral
1.2.5 In general do you believe that
1.2.5.1.your school equipped you for working
life AYes.... BNo....CPartly.... 1.2.5.2
your school equipped you for life outside of work
AYes.... BNo....CPartly.... 1.2.5.3
Schools should equip people for life (skills)
more than for work (skills) AYes....
BNo.... 1.2.6 When you were at school did you
participate in 1.2.6.1 Community Projects
AYes BNo 1.2.6.2 School Trips to other
parts AYes BNo 1.2.6.3 Schools Cultural
Activities (eg plays, choirs) AYes.
BNo.. 1.2.6.4 Nothing ATrue.., BFalse
.. 1.2.7 What was the highest qualification you
received on leaving schools? A Advanced
Qualifications .. B Standard
Qualifications .. C Minimum
Qualifications .. D No Qualifications ..
1.2.8 Do you wish to add further opinions and
points about the influence of your school days on
your life after school AYes.....BNo..... If
so, please go ahead here..........................
.................................................
....................................
..................................................
..............................
42
The Jamat Learning Community Project

• Present Participation in Learning -
• Self-analysis - how do you see yourself?
• Why would you learn?
• No of learning days this year?
• Attitudes to Learning
• Learning styles and preferences
• Who initiates, who pays etc?
• Career plans

43
The Jamat Learning Community Project
2.1.1 What would be the main reason for you to
learn? Please try to rank the following order
Amost important), B2nd most important),
C3rd most important etc etc) 2.1.1.1 More
money ... 2.1.1.2 Personal
Satisfaction 2.1.1.3. Promotion ... 2.1.
1.4 Wider Opportunities .... 2.1.1.5 Keeps
the brain active ... 2.1.1.6 Enjoy
Learning ... 2.1.1.7 Helps my workplace to
prosper ... 2.1.1.8 Other (Please state
what).............................................
2.1.2 How would you describe yourself-under the
following words AVery BAverage CNot at
all 2.1.2.1 Ambitious ...... ......... ........
2.1.2.2 Dedicated ..... ......... ........ 2.
1.2.3 Competent ..... ...... ........ 2.1.2.4
Intelligent ..... ......... ........ 2.1.2.5
A (Potential) Leader ..... ........ ........ 2.1.
2.6 Creative ..... ......... ....... 2.1.2.7 A
daptable/Flexible ..... ......... ........ 2.1.2.
8 Determined ..... ......... ........ 2.1.2.9
Forward Looking ..... ......... ........ 2.1.3
Which most closely represents your present
attitude to education and training? AI enjoy
it and will always be a learner BI learn
mostly to make myself more employable . CI
enjoy it but dont have time to learn
continuously. DIts necessary to get and
keep a job but I dont really enjoy
it. EIm not interested in education and
training
44
The Jamat Learning Community Project

• Future Needs for Learning
• Opinions on the future - skills, employability
  etc
• Who is responsible?
• Mentors, guides, coaches?
• Family Learning and support
• Learning styles and preferences
• Career, Life, Leisure, Personal Growth
• List of topics

45
The Jamat Learning Community Project
These are statements which have been made in the
press as a result of research carried out. Please
let us know your opinion about the degree of
truth of the statements on a scale from
A-E AStrongly Agree BAgree CDon't know D
Disagree EStronglyDisagree 3.1.1 Many skilled
and semi-skilled jobs(more than 50) will
disappear in the future as a result of new
technology 3.1.2 The amount of work
available is decreasing and there will never be a
return to full employment 3.1.3. Most
people will need to have a much wider range of
skills to remain employable. 3.1.4
Educational levels will need to increase for a
country to remain competitive in the
world 3.1.5 Companies are becoming more
international, more mergers with foreign
companies are likely and language skills will be
highly valued. 3.1.6 In the future people
will have several jobs in a lifetime and will
need to be trained and retrained many
times 3.1.7 The more people give to the
learning of others the more they will learn
themselves 3.1.8 The difference between
the haves and the have-nots will be related to
the learning people do 3.1.9 Who do you
think is responsible for raising educational
standards to cope with problems of this kind?
Please try to rank in order Amost important, B
2nd most important etc 3.1.9.1. National
Government ... 3.1.9.2 Local
Government ... 3.1.9.3 Employers ... 3.1.9.
4 Myself ... 3.1.9.5 Schools . 3.1.9.6
Post 17 Education Providers ... 3.1.9.7 Other
(please state)....................................
..........
46
The Jamat Learning Community Project

• Helping Others to Learn
• as tutor
• as mentor
• as coach
• as learning counsellor
• as friend/stimulator
• What talents, skills, experience, knowledge etc?
• How? - email, face to face etc

47
The Jamat Learning Community Project
The Personal Learning Action Plan
48
The Jamat Learning Community Project

• Personal Learning Action Plan 2
• Personal Goals To enhance family life To
  improve work and career performance For own
  personal development For improving sport, hobby
  or leisure pursuit To contribute to the
  community To develop new experiences and values

49
Building 21st century Learning Regions

LEAR
50
Building 21st century Learning Regions

Resources
51
Building 21st century Learning Regions
Releases the full potential of community
resources, including human resources, by
activating all stakeholders and enabling mutually
beneficial public/private partnerships
52
(No Transcript)
53
MAWSON LAKES VISION

• To create a 21st century community, global in
  orientation, that successfully balances and
  integrates evolutionary strategies in economic,
  educational, social and environmental activity
• Live, learn, work and play
• Integrated, harmonious, safe and ecologically and
  economically sustainable environment

54
What are Stakeholders
Organisations Restaurants Banks Media
Organisations Museums Hospitals Small
Businesses Libraries Churches Large
Companies Surgeries Shops Community
Centres Supermarkets Galleries Professional
Associations Universities Scouts Adult Ed
Colleges Local Authority Administrations etc etc
55
Who are the Stakeholders?
People Teachers Councillors Counsellors Admin
istrators Doctors Nurses Students Lecturers Ad
visers Builders Managers LA Professionals Broadc
asters Care workers Curators Librarians Familie
s Bank Managers Etc etc etc
56
Building a 21st Century Learning Region
University contributions Expertise and
know-how Human Resources students and
staff Physical resources labs, theatres
etc Leadership vision, guidance,
direction Partnerships schools, industry, L
Gov International links Research facilities and
projects etc
57
Stakeholders home and away

• Business and Industry Contribution
• Financial resources donation, support etc
• Human resources exchanges, secondments
• Co-operative Projects and partnerships
• Physical resources computers for schools etc
• Leadership vision, management skills etc
• Corporate Social Responsibility
• Advice employability needs, skills etc

58
Stakeholders home and away
Local Government - Building the Local Community

• Local Authority Contributions
• Leadership vision, drive, commitment etc
• Resources financial, human, planning
• Legal Framework - insurance
• Facilities meetings, learning, computers etc
• Land and plant
• Strategies and Policies
• International links
• A Focus a rationale, an obligation

59
Building 21st Century Learning Regions
Woodberry Down School Inner City
Problems High Crime Area Little Learning
Culture 1500 pupils, 120 staff
60
Building 21st Century Learning Regions
IBM City Branch Rich area of the City 700
highly trained staff Commuters
61
Building 21st Century Learning Regions
Trust Fund for school visits
62
Building 21st Century Learning Regions
Trust Fund for school visits Opera
63
Building 21st Century Learning Regions
Trust Fund for school visits Opera
Interviewing Scheme
64
Building 21st century Learning Regions

LEARN
65
Building 21st century Learning Regions

Networks
66
Building 21st century Learning Regions
Nourishes trade, tolerance and outward-looking
mindsets through projects to link citizens of all
races, ages and creeds locally, nationally
and internationally
67
Building 21st century Learning Regions
The involvement of modern-day cities and regions
in global affairs Problem, obligation or
opportunity?
68
Building 21st century Learning Regions
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
69
The Pallace Project
Promoting Active Lifelong Learning between
Cities and Regions in Australasia, Canada, China
and Europe
70
LEARNING CITYNETS and PALLACE
Beijing
Adelaide
Auckland
Private Sector
Private Sector
Private Sector
Schools
Schools
Schools
Elected Reps
Elected Reps
Elected Reps
Adult Education
Adult Education
Adult Education
Higher Education
Higher Education
Higher Education
Edmonton
Espoo
Sannois
Private Sector
Private Sector
Private sector
Schools
Schools
Schools
Elected Reps
Elected Reps
Elected Reps
Adult Education
Adult Education
Adult Education
Higher Education
Higher Education
Higher Education
71
Stakeholders at Home and Away
Seattle
Southampton
Sydney
Cultural Services
Cultural Services
Cultural Services
Schools
Schools
Schools
Business and Industry
Business and Industry
Business and Industry
Local Govt
Local Govt
Local Govt
Adult Ed
Adult Ed
Adult Ed
Universities
Universities
Universities
Gaza City
Shanghai
Vancouver
Cultural Services
Cultural Services
Cultural Services
Schools
Schools
Schools
Business and Industry
Business and Industry
Business and Industry
Local Govt
Local Govt
Local Govt
Adult Ed
Adult Ed
Adult Ed
Universities
Universities
Universities
72
Building 21st century Learning Regions

• Thousands more people and organisations
  contributing to the solution of social, cultural,
  environmental, political and economic problems in
  cities world-wide
• A giant leap in mutual understanding and a
  transformation of mind-sets through greater
  communication between people and organisations
• Profitable economic, trade and technical
  development through contact between business and
  industry
• Active interaction and involvement, and a huge
  increase in available resource through the
  mobilisation of the goodwill, talents, skills,
  experience and creativity between cities and
  regions
• Fewer refugees developing problems can be
  anticipated and addressed through cooperation
  between the cities
• Its sustainable because its so much more
  dispersed. Governments and NGOs are no longer the
  only initiators of aid to the underdeveloped.
  Action is now shared with the cities and, through
  them, the people.

73
Building 21st century Learning Regions

LEARNI
74
Building 21st century Learning Regions

INFORMATION
75
Building 21st century Learning Regions
Improves awareness of the citys potential as a
learning entity to internal and external
audiences through innovative internal and
external publicity campaigns
76
Building Strong Lifelong Learning Communities
77
Building the Learning City - Local Government
Espoo Learning City - 250,000 People - Edge City
- South Finland - Deputy Mayor i/c - High
Commitment - Leads Finnish LC Network - Future
prosperity and stability of Espoo - Innovative
projects
78
Building 21st century Learning Regions

LEARNIN
79
Building 21st century Learning Regions

NEEDS AND REQUIREMENTS
80
Building 21st century Learning Regions
Nurtures a culture of learning by proactively
auditing the learning requirements of all its
citizens and providing support services to
satisfy them where, when and how they want them
81
Building 21st century Learning Regions
Flexible Access
- WHEREVER - WHENEVER - HOWEVER - WHATEVER
82
Building 21st Century Learning Regions
Bringing learning closer to home will require
reorganisation and redeployment of resources to
create appropriate kinds of learning centres in
everyday locations where people gather not only
in schools themselves, but also, for example, in
village halls and shopping malls, libraries and
museums, places of worship, parks and public
squares, train and bus stations, health centres
and leisure complexes, and workplace
canteens. European Memorandum on Lifelong Learning
83
Building 21st Century Learning Communities?
Learning World
84
Building 21st Century Learning Communities?
35 Other Centres Housing Estates Church
Halls Company Centres Pubs Libraries/Museums
85
Building 21st Century Learning Communities?
Learning through Football Sunderland
F.C. Bolton Wanderers F.C. Arsenal
F.C. Birmingham F.C. Blackburn Rovers F.C.
86
Building 21st Century Learning Communities?
87
Building 21st century Learning Regions
SUPPORT SYSTEMS
- Counsellors - Mentors - Psychologists -
Barrier-smashing
88
Building 21st century Learning Regions

LEARNING
89
Building 21st century Learning Regions

GROWTH
90
Building 21st century Learning Regions
Generates prosperity by exploiting the link
between wealth creation and learning, and
identifying and teaching 21st century skills and
competences at all ages
91
Messages from the Festival
From Lifelong Learning - NewVision, New
Implications, New Roles (Longworth and Davies),
Kogan Page
92
Lindholmen Knowledge Centre - Goteborg
93
Building 21st century Learning Regions

LEARNING C
94
Building 21st century Learning Regions

CONTINUING PROFESSIONAL DEVELOPMENT
95
Building 21st century Learning Regions
Creates and delivers continuing professional
development programmes for councillors, managers
and professionals that enable them to understand
and play their key role in the development of
their city as a learning city
96
Building 21st century Learning Regions

LEARNING CI
97
Building 21st century Learning Regions

INNOVATIONS IN LEARNING
98
Building 21st century Learning Regions
Increases understanding of the value of, and
participation in, learning in a world of change
in citizens of all ages by exploiting new
knowledge and methods of how people learn
99
Building 21st Century Learning Regions
How to Learn
What to Learn
100
Building 21st Century Learning Regions
101
Building 21st Century Learning Regions
102
Building 21st century Learning Regions

LEARNING CIT
103
Building 21st century Learning Regions

TECHNOLOGY
104
Building 21st century Learning Regions
Transforms the city into a modern centre of
learning through the effective use of the citys
own website as well as the internet and other
learning technologies
105
E-learning and the internet for communication Is
the internet and email used in the institution in
any of the following ways? - As an active
resource within the curriculum? - For
Home-institution links? - For formal
collaborative Learning with other groups in
another region/country? - For establishing links
between students in other countries? - For
linking students with staff? - for the storage
and delivery of learning materials/resources? -
For creating new databases as a part of
coursework? - For encouraging family learning -
for marketing courses to potential customers -
for delivering course to homes and/or workplaces?
106
Building 21st century Learning Regions

LEARNING CITI
107
Building 21st century Learning Regions

INVOLVEMENT
108
Building 21st century Learning Regions
Inspires citizens to actively contribute to city
life and culture by making their own skills,
knowledge talents available to others
109
Building 21st century Learning Regions
ACTIVE CITIZENSHIP
- Mobilisation - Volunteering - Consultation
110
Active Citizenship in Southampton Learning
City Encouraging Contribution Reaching Out
111
The Village of Eus, France
112
Mount Canigou
113
Building 21st century cities and regions
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
114
Building 21st century Learning Regions

LEARNING CITIE
115
Building 21st century Learning Regions

ENVIRONMENT
116
Building 21st century Learning Regions
Energises programmes which enable all citizens to
take positive action to understand climate
change and to care for the environment
117
Building 21st century Learning Regions

LEARNING CITIES
118
Building 21st century Learning Regions

SOCIETY
119
Building 21st century Learning Regions
Stimulates the development of a Learning Society
by running festivals, fairs and other fun events
which create the habit of learning in communities
and families.
120
The Sapporo Learning Festival
121
Elements of the Sapporo Learning Festival
1 An exhibition of learning products and
services 2. Learning Events or
Entertainment events to make learning
attractive 3. Participation of community
groups/ individual citizens 4 Visit
schedules for schools etc 5. the design
and publication of special booklet for all
households 6. the promotion of the city as
a Learning City 7. Special supporting
events at city level eg concerts, conferences,
seminars 8. Opportunity to consult people and
collect statistics
122
Sapporo Learning Festival
123
Sapporo Learning Festival
124
Building 21st century Learning Regions

So that's what we have learned? And much, much
more!
125
Building 21st century learning regions
Learning Cities Learning Regions Learning
Communities Lifelong Learning and Local
Government Norman Longworth (Taylor
and Francis)
126
Building 21st century Learning Regions
1. Making Sense of Learning Cities and Regions
2. Learning Communities, Cities, Societies,
Regions and Organisations 3. Tools, Techniques,
Charters and Festivals for Learning Cities and
Regions 4. Tools and Techniques for Measuring and
Monitoring Learning Cities and Regions 5. Tools
and Techniques for Activating Learning in
Learning Cities and Regions 6. Tools and
Techniques for Involving Stakeholders in Learning
Cities and Regions 7. Tools and Techniques for
Citizen Participation in Learning Cities and
Regions 8. Global Roles, Global Opportunities for
Learning Cities and Regions 9. Summarising,
Strengthening, Sustaining Putting it all
Together