EUROlocal Knowledgebase - Resources
RESOURCES: Examples of good practice, research, tools, reusable materials and other resources related to the development of lifelong learning regions
A Case Study of the Edinburgh Lifelong Learning Partnership, an organisation to manage lifelong learning in a Learning City
Edinburgh Lifelong Learning Partnership
Edinburgh City of Learning
Edinburgh's District Council first decided to develop Scotland's capital as a Learning City in 1993 after a member of its Economic Development Section attended the Gothenburg OECD Conference on Educating Cities. He also made contact with the Edinburgh University Centre of Continuing Education. Interest in the idea grew and a group was formed to promote Lifelong Learning in the city.
Sheffield and Cultural Industries
In cities where industry is running down there are different problems and opportunities. Territorial Employment Pacts initiated by the European Development Fund were established to help regeneration. Sheffield, England's fourth largest city, participated in one such. The city has for decades survived on steel making and cutlery production and the decline of these industries has resulted in a loss of some 50,000 jobs since the 1970s.
Faced with rising unemployment and some of the highest areas of deprivation in Scotland, Glasgow is transforming itself from its industrial past to a city that competes strongly in the knowledge based economy of the 21st Century.
The city is well resourced with learning opportunities and the challenge is to reach the high proportion of its population who are marginalised by rapid change and the disappearance of low skilled work.
In Glasgow, :
33% of young people leave school without qualifications.
60% of Glasgow’s population of 600 000 are regarded as non learners.
A Case Study on social inclusion from Blackburn, Lancs, UK
THIS IS A LEARNING COMPANY
WE RECOGNISE THE CRUCIAL IMPORTANCE OF LEARNING AS THE MAJOR DRIVING
FORCE FOR THE FUTURE PROSPERITY OF THE COMPANY, THE WELL-BEING OF OUR
EMPLOYEES AND THE CREATION OF A STABLE SOCIETY IN WHICH WE CAN GROW
So starts the Charter for a Company Learning Organisation. In the ELLI definition a charter is a document or a declaration containing guidelines or action points which any organisation can convert into a commitment to implement in practice. The attached charter contains 13 essential Action points for companies operating in a Learning City or Region.
THIS IS A LEARNING ORGANISATION
WE RECOGNISE THE CRUCIAL IMPORTANCE OF LEARNING AS THE MAJOR DRIVING FORCE
FOR THE WELL-BEING OF OUR STAFF AND STUDENTS, OUR SURVIVAL AS A LEARNING
PROVIDER AND THE CREATION OF A STABLE SOCIETY IN WHICH WE CAN GROW
So starts the general Charter for a Learning Organisation in Education.
In ELLI's definition a charter is a document or a declaration containing guidelines or action points which any organisation can convert into a commitment to implement in practice.
In 2004 Dublin completed a massive consultation strategy with its citizens as the first stage towards establishing a learning city. It was effectively an exercise in taking the pulse of a city and the region around it. ‘In 2012 Dublin will be a vibrant city with an array of communities of interest that reflect the true diversity and interests of our citizens, thus contributing to a more participative democracy,’ says its a vision statement for a 10 year plan starting in 2002, and the starting point was a 2 year consultation process that was a thorough as any taken anywhere in the world.
This history of Learning Regions is in the form of a powerpoint presentation with written commentary. It points out that this is not just a 21st century construct but also goes back to ancient Greece. It also shows the development of knowledge of Learning Regions through the initiatives that have taken place since the early 90s.
In the construction of a Learning City or Region it is wise to obtain the consent of wide a range of people as possible. In this way there will be a bottom-up input into the process. This entry concerns a consultation exercise which took place in Dublin in 2002. People and organisations were asked which of the aspects on the diagram attached concerned them most for the future. The exercise was delivered in many ways
Although this project is not of European origin it has great applicability for the development of strategies in Europe, especially in disadvantaged areas. European regions and cities can learn much from the approach adopted in Hume. Hume City Council brought together learning and education providers in Hume to develop the Village as part of Council’s program to promote learning in Hume and to act as a catalyst and leader. The first meeting was held in May 2003 and an interim committee was formed.
As a learning city, Hume is joining the greater movement of approximately 30
Many cities have organised Learning Festivals. They are valuable as a way of bringing the Learning Cit/Region to the people and to promote lifelong learning as an essential, and potentially pleasurable activity for the future of the city/region.
The attached is a descriprion of a Learning Festival which took place in the city of Marion, which although not in Europe, was so innovative that we in Europe can learn much from it. It had the effect of bringing many thousands of new learners into the learning fold
ARGUS health network Saar is an internet project of the working chamber with the goal to build up a regional online portal to employment, health and environment protection. ARGUS uses new media and modern learning forms to raise the information level. Target groups are persons working in the company health protection, such as members of the works council and personnel board, health and safety officers, company health professionals, but also the interested public and the employees. The core of the portal is an interactive health encyclopaedia.
One of the main goals of the network VerA is to create a new learning culture through the introduction of new media in the education and further education. Thereby blended learning is introduced within the framework of qualification for the multipliers. Experience has shown that e-learning only has a limited learning efficiency. In blended learning e-learning, attendance courses and different learning media are combined with eachother.
In the sub project in-firm and extra-occuptional further education the goal was to develop e-learning. Tools to accomplish this was: the creation and testing of a blended learning seminar, development of blended learning offers by the participating educational stakeholders, schooling and further education of lecturers to teletutors, building up an online academy and the development of quality criteria for blended learning offers.
Business Models to Support Learning - Commercialization Strategies Evolved from the CoLabs.eu Project
Business Models to Support Learning Regions - Commercialization Strategies Evolved from the CoLabs.eu Project
This report has been written in the framework of the CoLabs.eu project, funded by the European Commission within the Socrates Programme - R3L initiative
2003-0312/001-001 EDU Regnet