Introduction to the draft Key Features of Learning Cities UNESCO Institute for Lifelong Learning 10 JUNE 2013

Contents Introduction What is a learning city? International Platform for Learning Cities What are the Key Features of learning cities? How to use the Key Features?

1. Introduction

More than 1000 cities in the world have already become or are building Learning/Educating cities. The building of Learning/Educating Cities has become a considerable world-wide phenomenon. United Kingdom Canada China Germany Republic of Korea Vietnam South Africa Japan Australia

In recent years, some new initiatives and studies on the refinement of characteristics of a learning city and the assessment of the potential of learning cities have been implemented to enhance the quality and sustainability of learning cities. The ‘generic’, ‘indicative’ and ‘adaptive’ international framework for monitoring learning cities are requested by cities. Examples of new initiatives and studies: The essential characteristics and the principles for developing learning cities were defined. Ten Policy Principles for creating learning cities and regions (OECD, 2001); A 14 –point check list for effective learning communities (Longworth, 1999) and 14 Golden Rules for Learning Cities and Regions (Longworth, 2006); A learning city need-to-do list (NIACE, 2009); Seven essential characteristics of a learning region (Walters, 2009); Eleven strategic directions to construct stable and prosperous and sustainable learning regions (PASCAL European Network Lifelong Learning Regions, 2008); Common feature of learning cities (Yang, 2011) The audit tools and indicators were developed to promote learning cities and regions. European Lifelong Learning Initiative (ELLI) envisioned the major characteristics of a learning city and tested the perceptions and progress of cities in Europe; Towards a European Learning Society (TELS) created the TELS Learning Cities indicators; EC developed the five stakeholder audit tools to assist local authorities, schools, universities. SMEs and adult education to play their part in a learning city.

2. What is a Learning City?

Definition of a learning city A Learning City is one which effectively mobilises its resources in every sector to promote inclusive learning from basic to higher education; re-vitalise learning in families and communities; facilitate learning for and in the workplace; extend the use of modern learning technologies; enhance quality and excellence in learning; and nurture a culture of learning throughout life. In so doing it will create and reinforce individual empowerment and social cohesion, economic and cultural prosperity, and sustainable development.

3. International Platform for Learning Cities

Rationale for an international network of learning cities More than 1,000 cities have become, or are at work in becoming, learning/educating cities; In the era of globalisation, cities cannot stay in isolation; Cites are keen to benefit from participation in international policy dialogue, action research and peer learning; and Existing international and national city networks/associations/alliances/expertise tanks have contributed to tackling the challenges of urbanisation. 9/18/2018

International Platform for Learning Cities (IPLC) UIL initial proposal In response to Member States’ call to adopt a more pragmatic and instrumental approach to promoting lifelong learning, UIL proposed to establish: International Platform for Learning Cities (IPLC) With its Secretariat at the UNESCO Institute for Lifelong learning 9/18/2018

Overall aim of IPLC To create a global platform to mobilise cities and demonstrate how to use effectively their resources in every sector to develop and enrich all their human potential: to foster lifelong learning for all; to develop equality and social justice; to maintain harmonious social cohesion; and to create sustainable prosperity 9/18/2018

Objectives of IPLC Advocate lifelong learning for all; Facilitate research;   Promote policy dialogue and peer learning; Serve as a clearing-house; Provide capacity development; Develop the Key Features of Learning Cities; Monitor the implementation of the Key Features. 9/18/2018

Developing partnerships: approached about 30 founding partners The role of founding partners: Provide members of the Expert Group Contribute an initial grant if possible Mobilise cities to become members of IPLC 9/18/2018

International Conference on Learning Cities 21-23 October 2013 · Beijing Ministry of Education of China Co-organisers UNESCO Beijing Municipal City UNESCO Institute for Lifelong Learning (UIL) National Commission of China for UNESCO Beijing Municipal Education Commission Co-hosts Collaborating partners All confirmed partners for establishing the IPLC 9/18/2018

Objectives To launch the establishment of the IPLC; To adopt the Beijing Declaration on Building Learning Cities; and To exchange best practices in building learning cities in the international community. 9/18/2018

Themes Lifelong learning for all: Inclusion, prosperity and sustainability in cities Making a case for building a learning city The building blocks of a learning city The major strategies for building a learning city 9/18/2018

3. What are the Key Features of Learning Cities?

Reasons for monitoring There is no magic line over which a city will pass in order to become known as a learning city. Building a learning city is a continuous process. The concept of learning city is not an abstract theory. Building a learning city entails an operational and pragmatic approach to the implementation of lifelong learning for all concepts. If a city has the political will and commitment to build a learning city, it needs a set of indicators by which it can measure and monitor its performance and progress.

The Key Features of Learning Cities will make it possible: To support in meaningful way the development of lifelong learning within and across member cities; To determine how much progress is being made to implement lifelong learning for all in many of the world’s urban communities; and To facilitate international comparative analysis and experience sharing and mutual learning among member cities.

Since July 2012, UIL has invited experts to develop the Key Features.

Development of the Key Features Up to now, 40 Key Features are suggested by the experts. Each feature implies a value, a priority or a critical issue for developing a learning city. The Key Features are chosen to reflect the overall description of development of a learning city as proposed by the framework of the Key Features.

The framework of the Key features Vision, Political Will and Commitment Sustainable Development Economic Development and Cultural Prosperity Individual Empowerment and Social Cohesion Learning throughout Life A Vibrant Culture of Enhanced Quality and Excellence in Learning Extended Use of Modern Learning Technologies Effective Learning for and in the Workplace Revitalised Community Learning Mobilisation and Utilisation of Resources and Potentials Governance and Participation of All Stakeholders ‘Lifelong Learning for All is Our City’s Future.’ Inclusive Learning from Basic to Higher Education Wider benefits of building a learning city Major building blocks of a learning city Fundamental conditions for building a learning city

The pediment Three areas of focus reflect the wider benefits or purposefulness of building a modern learning city: Vision, Political Will and Commitment Sustainable Development Economic Development and Cultural Prosperity Individual Empowerment and Social Cohesion Learning throughout Life A Vibrant Culture of Enhanced Quality and Excellence in Learning Extended Use of Modern Learning Technologies Effective Learning for and in the Workplace Revitalised Community Learning Mobilisation and Utilisation of Resources and Potentials Governance and Participation of All Stakeholders ‘Lifelong Learning for All is Our City’s Future.’ Inclusive Learning from Basic to Higher Education Individual Empowerment and Social Cohesion; Economic Development and Cultural Prosperity; Sustainable Development.

The columns Six areas of focus reflect the major building blocks of a learning city: Vision, Political Will and Commitment Sustainable Development Economic Development and Cultural Prosperity Individual Empowerment and Social Cohesion Learning throughout Life A Vibrant Culture of Enhanced Quality and Excellence in Learning Extended Use of Modern Learning Technologies Effective Learning for and in the Workplace Revitalised Community Learning Mobilisation and Utilisation of Resources and Potentials Governance and Participation of All Stakeholders ‘Lifelong Learning for All is Our City’s Future.’ Inclusive Learning from Basic to Higher Education Inclusive learning from basic to higher education; Revitalised community learning; Effective learning for and in the workplace; Extended use of modern learning technologies; Enhanced quality and excellence in learning, and A vibrant culture of learning throughout life.

The foundational steps Three areas of focus reflect the fundamental conditions for building a learning city: Vision, Political Will and Commitment Sustainable Development Economic Development and Cultural Prosperity Individual Empowerment and Social Cohesion Learning throughout Life A Vibrant Culture of Enhanced Quality and Excellence in Learning Extended Use of Modern Learning Technologies Effective Learning for and in the Workplace Revitalised Community Learning Mobilisation and Utilisation of Resources and Potentials Governance and Participation of All Stakeholders ‘Lifelong Learning for All is Our City’s Future.’ Inclusive Learning from Basic to Higher Education Vision, political will and commitment; Governance and participation of all stakeholders; and Mobilisation and utilisation of resources and potentials .

Process planned for developing the Key Features Initial development of the features Refining and validating the features Piloting in a number of cities (to be taken) Formal adoption (to be taken) Review of well-established conceptual frameworks and key indicators in measuring social and economic development; Wider consultation from the experts (1st Expert Meeting in Hangzhou, China); Creating the initial pool of 80 features Feedbacks on relevance and feasibility of the key features from 18 expert groups; Refining the features and reducing the number of the Key Features to 40; Review by an expert panel (2nd Expert Meeting in Jeju, the Republic of Korea) Development of guidelines for piloting the key features; Selection of cities in each of the UNESCO regions; Piloting the key features in the selected cities Adopted by mayors of learning cities participating in the International Conference on Learning Cities (Beijing China, October 2013,)

How to collect data: Mixed methods Official data provided by city authorities: to measure change by way of numerical or statistical facts Source of information: city authorities, reports of international organisations, national bureau of statistics Experts‘ review, 11 (27,5%) Official Data provided by city authorities, 23 (57,5%) 40 Key Features Survey results: to collect citizens and learners’ opinions through independent professional survey Survey results 6 (15%) Experts’ review: to evaluate cities’ commitment and policy development based on reports from city authorities

4. How to use the Key Features?

Once adopted by mayors at the International Conference on Learning Cities, the Key Features can be concretely used as: A comprehensive check-list of action points for governments and other stakeholders of cities to make efforts to build learning cities; A criteria for selection and recommendation of cities to join the IPLC by the national authorities of the Member States; and A reference document for international organisations and national authorities to access, evaluate, and monitor the development of learning regions and cities.

Many thanks! 감사합니다! Contacts: UNESCO Institute for Lifelong Learning Feldbrunnenstr. 58 20148 Hamburg Germany Tel.: 0049 40 80 41 32 E-mail: ji.yang@unesco.org s.jo@unesco.org p.roslander@unesco.org