LILARA (Learning Needs in Local and Regional Authorities) Project - Audit of Learning Needs in Universities English Version

Tool type(s): 
Audit
Tool type(s): 
Organisational Development
Tool type(s): 
City/Regional Development
Examples of Good Practice: 
Learning Organisations
Examples of Good Practice: 
Consultation and Democracy
Examples of Good Practice: 
Stakeholder Involvement
Target Sector(s): 
HEI
Europe-wide?: 
Yes

Local authorities throughout the world are transforming themselves into Learning Cities, Towns and Communities. China, Australia, Finland to name but a few from many have already made great strides in this movement. They see it as a means of creating future prosperity and social stability by developing the full human potential of all citizens in a rapidly changing 21st century. As drivers of this transformation process, they are involving the Learning Providers as a key part of the strategy. That includes universities since human potential development and the creation of a culture of lifelong learning for the future is one of their main goals. The Audit asks for a little of the time of management, staff and, if possible, students, in order to solicit their views about what 21st century universities can and should be doing do as partners in the building of a learning city, and a learning community within that city. In so doing it will help us determine what learning needs people may have that will help the process along.

LILARA's task was to work with the local authorities and universities to improve knowledge and give insights about learning cities, and to discover the learning needs of organisations and people who would wish to contribute to a better future for all..

The project developed an audit tool to gather ideas, opinions and thoughts on the importance and desirability of creating a learning city in the locality and how it may be able to help the university. And, of course, its potential role in making it happen. The audit was carefully designed. Simply by participating the respondee could understand more of what a learning city is and what may need to be done to create it, bearing in mind the local cultural heritage.

The audit was in two parts, both of which should be completed. It asked firstly for perceptions of what a learning city is and the progress the respondee's own city has made. Secondly it asked how the university might fit into that structure and the contribution it could make. Thirdly it asked the respondee to identify individual learning needs both as a university employee and a citizen apropos the construction of the city as a learning city.

Once the needs were known, the partners organised local workshops and identify other sources of learning available from the internet for inserting into personal and professional development programmes

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