Building 21st century Learning Cities and Regions

14 Golden rules – an alphabetical tour

Norman Longworth, Visiting Professor of Lifelong Learning, University of Stirling

Introduction

Item 1 – More Complexity

Introduction

Item 1 – More Complexity

Item 2 – more change more rapid

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.

Introduction

Item 1 – More Complexity

Item 2 – more change more rapid

Item 3 - More uncertainty

Building 21st Century Learning Regions

Building 21st Century Learning Regions

‘We belong to the first generation that knows for certain that it doesn’t know what the future will be like.’

Sir Christopher Ball

Introduction

Item 1 – More Complexity

Item 2 – more change more rapid

Item 3 - More uncertainty

Item 4 – More Learning (Lifelong)

From

Building 21st Century Learning Regions?

From

Building 21st Century Learning Regions?

To

- 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

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

Building 21st Century Learning Regions

Building 21st Century Learning Regions

Building 21st Century Learning Regions

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

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)

Building 21st century Learning Regions

Building 21st century Learning Regions

Building 21st century Learning Regions

Building 21st century Learning Regions

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

Indicators

Developing

‘Stakeholder Audits’

The ‘Indicators’ Project

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

.

Indicators

•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

IndicatorsAudit Goals – Local Authorities

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 Authority’s role measures to encourage active citizenship and volunteering, consultation processes, relations with stakeholders and leadership.

Accessibility and wider participation in learninglearning where, when and how people want it,

support systemsbarrier 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

Building 21st century Learning Regions

Building 21st century Learning Regions

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

Building 21st century learning regions

The Consultation LadderProcesses Citizens as

•  EMPOWERMENT DECIDERS/MANAGERS

• PARTICIPATION IMPLEMENTERS

• 

• MOTIVATION LEARNERS

• 

• 

• ENGAGEMENT PARTNERS

• 

• DISCUSSION CONFIDANTS

• 

• INFORMATION SUBSCRIBERS PROVISION

Building 21st century Learning Regions

Building 21st century Learning Regions

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

The Jamat Learning Community Project

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

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,

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?...... A=14 or less…B=15…. C=16….D=17…..E=18….F=19….

1.2.2 How long ago did you leave it?...… =more than 25 years ago… B=15-25 years ago……, C=5-15 years ago…., D=4 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 didn’t work very hard ….C= I did what I needed to do to satisfy my teachrs and parents D= Some good bits but I wasn’t 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 A=Yes.... B=No....C=Partly....1.2.5.2 your school equipped you for life outside of work A=Yes.... B=No....C=Partly....1.2.5.3 Schools should equip people for life (skills) more than for work (skills) A=Yes.... B=No....

1.2.6 When you were at school did you participate in 1.2.6.1 Community Projects A=Yes… B=No…1.2.6.2 School Trips to other parts A=Yes… B=No…1.2.6.3 Schools Cultural Activities (eg plays, choirs) A=Yes. B=No..1.2.6.4 Nothing A=True.., B=False ..

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 A=Yes.....B=No.....

If so, please go ahead here...........................................................................………………………………………...................................................................................................................………………………………………….

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

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 A=most important), B=2nd most important), C=3rd 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 A=Very B=Average C=Not at all2.1.2.1 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 Adaptable/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?A=I enjoy it and will always be a learner B=I learn mostly to make myself more employable ….C=I enjoy it but don’t have time to learn continuously….D=It’s necessary to get and keep a job but I don’t really enjoy it….E=I’m not interested in education and training

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

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

A=Strongly Agree B=Agree C=Don't know D Disagree E=StronglyDisagree

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 orderA=most 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)..............................................

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

The Jamat Learning Community Project

The Jamat Learning Community Project

•Personal Learning Action Plan 2

•Personal GoalsTo enhance family lifeTo improve work and career performanceFor own personal development For improving sport, hobby or leisure pursuit To contribute to the community To develop new experiences and values

Building 21st century Learning Regions

Building 21st century Learning Regions

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

PROFESSIONAL ASSOCIATIONS

ADULT

EDUCATIONPROVIDERS

PRIMARY &SECONDARYSCHOOLS

CULTURALSERVICESLIBRARIES,MUSEUMS etc

BUSINESSHEALTH ETCANDINDUSTRY

VOLUNTARYORGANISATIONS

NATIONAL LINKSTO GOVERNMENT,OTHER COMMUNITIES

EDUCATION STAKEHOLDERS

UNIVERSITIES,and OTHERCONTRIBUTORS

INTERNATIONALLINKS TO OTHERCOMMUNITIES

MAWSON LAKES VISIONMAWSON LAKES VISIONTo 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

What are Stakeholders

OrganisationsRestaurants 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

Who are the Stakeholders?

PeopleTeachers Councillors Counsellors

Administrators Doctors Nurses

Students Lecturers Advisers

Builders Managers LA Professionals

Broadcasters Care workers Curators

Librarians Families Bank Managers

Etc etc etc

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

Building a 21st Century Learning Region

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

Stakeholders home and away

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

Local Government - Building the Local CommunityStakeholders home and away

Building 21st Century Learning Regions

Woodberry Down School

Inner City Problems

High Crime Area

Little Learning Culture

1500 pupils, 120 staff

Building 21st Century Learning Regions

IBM City Branch

Rich area of the City

700 highly trained staff

Commuters

Building 21st Century Learning Regions

Trust Fund for school visits

Building 21st Century Learning Regions

Trust Fund for school visits

Opera

Building 21st Century Learning Regions

Trust Fund for school visits

Opera

Interviewing Scheme

Building 21st century Learning Regions

Building 21st century Learning Regions

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

The involvement of modern-day cities and regions in global affairs

Problem, obligation or opportunity?

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:

Building 21st century Learning Regions

The Pallace Project

Promoting Active Lifelong Learning between Cities and Regions in Australasia, Canada, China and Europe

LEARNING CITYNETS and PALLACE

Beijing Adelaide Auckland

Edmonton Espoo Sannois

Schools Schools Schools

Schools Schools Schools

Adult Education

Adult Education

Adult Education

Adult Education

Adult Education

Adult Education

Higher Education

Higher Education

Higher Education

Higher Education Higher

Education

Higher Education

Elected Reps

Elected Reps

Elected Reps

Elected Reps

Elected Reps

Elected Reps

Private Sector

Private Sector

Private Sector

Private sector

Private Sector

Private Sector

Stakeholders at Home and Away

Seattle Southampton Sydney

Gaza City Shanghai Vancouver

Schools Schools Schools

Schools Schools Schools

Adult Ed

Adult Ed

Adult Ed

Adult Ed Adult Ed Adult Ed

Universities

Universities Universities

Universities Universities Universities

Business and Industry

Business and Industry

Business and Industry

Business and Industry

Business and Industry

Business and Industry

Local Gov’t

Local Gov’t

Local Gov’t

Local Gov’t

Local Gov’t

Local Govt

Cultural Services

Cultural Services

Cultural Services

Cultural Services

Cultural Services

Cultural Services

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

It’s sustainable – because it’s 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.

Building 21st century Learning Regions

Building 21st century Learning Regions

Building 21st century Learning Regions

Building 21st century Learning Regions

Improves awareness of the city’s potential as a learning entity to internal and external audiences through innovative internal and external publicity

campaigns

Building Strong Lifelong Learning Communities

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

Building 21st century Learning Regions

Building 21st century Learning Regions

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

Building 21st century Learning Regions

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

Learning World

Building 21st Century Learning Communities?

35 Other CentresHousing EstatesChurch HallsCompany CentresPubsLibraries/Museums

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.

Building 21st Century Learning Communities?

Building 21st Century Learning Communities?

Building 21st century Learning Regions

Building 21st century Learning Regions

Building 21st century Learning Regions

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

INFORMATION DECISION PROBLEM HANDLING MAKING SOLVING

PRESENTING - SELF-ESTEEM,COMMUNICATING SELF-MANAGEMENT FORMALLY SELF-AWARENESS

BASIC

SKILLS DISCUSSING - EMPATHY,COMMUNICATING TOLERANCE

INFORMALLY AND FOR OTHERS

COMPETENCES LEARNING CREATIVITY TO LEARN A SENSE OF HUMOUR

FOR A

LIFELONG LISTENING, MEDITATION MEMORISING SKILLS

LEARNING

ENTREPRENEURIAL WORLD FLEXIBILITY,SKILLS ADAPTABILITY,

VERSATILITY

MAKING - CRITICAL THINKING,PRACTICAL JUDGEMENT, VISION,SKILLS REASONING PLANNING

From: ‘Lifelong Learning - NewVision, New Implications, New Roles’ (Longworth and Davies), Kogan Page

Messages from the Festival

Lindholmen Knowledge Centre - Goteborg

Building 21st century Learning Regions

Building 21st century Learning Regions

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

Building 21st century Learning Regions

Building 21st century Learning Regions

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

Building 21st Century Learning Regions

Building 21st Century Learning Regions

Building 21st Century Learning Regions

Building 21st century Learning Regions

Building 21st century Learning Regions

Building 21st century Learning Regions

Transforms the city into a modern centre of learning

through the effective use of the city’s own website as well as the internet and

other learning technologies

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?

Building 21st century Learning Regions

Building 21st century Learning Regions

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

Building 21st century Learning Regions

Active Citizenship in Southampton Learning City

Encouraging Contribution

Reaching Out

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

Building 21st century cities and regions

Building 21st century Learning Regions

Building 21st century Learning Regions

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

Building 21st century Learning Regions

Building 21st century Learning Regions

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.

The Sapporo Learning Festival

Elements of the Sapporo Learning Festival1 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

Sapporo Learning Festival

Sapporo Learning Festival

Building 21st century Learning Regions

Building 21st century learning regions

Learning Cities

Learning Regions

Learning Communities

Lifelong Learning and Local Government

Norman Longworth (Taylor and Francis)

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