EUROlocal Knowledgebase - Resources

ResourceRESOURCES: Examples of good practice, research, tools, reusable materials and other resources related to the development of lifelong learning regions


Case Study of Belfast's early journey to becoming a Learning City

With the support of the then Lord Mayor, Councillor David Alderdice, Lifelong Learning was identified as a key priority for the city in 1990s. The Lord Mayor called together representatives of education and training organisations from across the city to debate the concept of Belfast as a Learning City. Belfast City Council itself, it should be noted, is not an education authority - school powers, for example, rest with the Education and Library Board

Case Study of Innovative Industry Schools Twinning Programme - Stakeholder Partnership in a Learning City

In a Learning Region schools and companies will play their part as stakeholders in helping it grow. The following is a case study of a schools/industry 'twinning' scheme in which industry provided expertise and resource to help children and teachers achieve their goals - and where the school helped people in the company to understand more about modern education.

The attached document shows a selection of joint projects resulting from this innovative liaison

The IBM/Woodberry Down Twinning Scheme

Case Study of Learning-led Regeneration in Gothenburg

Learning-led regeneration at the Lindholmen Knowledge Centre

The island of Hisingen on the opposite side of the river to the main city is a former shipbuilding community. As with many other parts of the world, shipbuilding and its associated heavy industries experienced a massive decline in the 1960s and 70s. The island became an industrial wilderness. Warehouses were abandoned, plant lay idle and rusting, people moved out to where the new jobs were or stagnated on social security waiting, like Mr Micawber, for something to turn up.

Charter - Transforming 20th Century Education and Training to 21st Century Learning Regions

The attached charter encapsulates, in one diagram, 22 changes that symbolise the difference between the 20th Century Education and Training paradigm and that of the 21st century learning region. It shows the progression from one to the other and highlights the transformation of mindset that economic, social and educational planners will need to take into account.

The charter can be found in the book 'Learning Cities, Learning Regions, Learning Communities' and this is accompanied by Active Learning Materials that reinforce the messages for a wide range of people.

Citizen participation

The goal of KEBE (Kompetenz-Entwicklung für Bürgerschaftliches Engagement), competence development for citizen participation, is to create further education offers, which are tailored to the needs of the citizens who are involved in voluntary service. Courses that have been carried through include: women participation, environment, media and social competence. In the courses an introduction, orientation and overview is given to regional fields of action and local conditions. The goal is to motivate people to get involved in voluntary service.

Competences and Values for 21st Century Learning Cities and Regions

Competencies and Values for the 21st Century Learning Region

The book ‘Learning Cities, Learning Regions, Learning Communities isolates 5 higher senses which the author believes should be incorporated into educational thinking, especially for young people. He suggests that the ultimate survival of the planet rests upon a critical number of people in every country developing these competencies and values, and that a learning, communicating city or region is an appropriate structure for the process.

Competences francaises pour le monde des villes apprenantes

Ci-joint on trouve la traduction francaise du Charte 'Skills and competencies for a learning city/region.

Computergames in educational processes

Expert forum lifelong learning means lifelong playing - computergames in educational processes. Here ideas are introduced how games and edutainment can be used in education. The suggestions are made up of a short description, learning targets, learning place and chosen categories of learning potentials:
- learning and understanding
- developing strategies
- promoting concentration and relaxation
- learning to design
- training of motor function
- experiencing community

Cooperation between schools and companies

In this sub project various measures are taken to establish cooperation between schools and companies in the region.

Cooperation between schools, companies and universities to develop vocational perspectives

The thesis of the sub project KREATIV is that creativity opens up perspectives. The goal is the early integration of high-ability students of the grammar schools into the companies of an economically underdeveloped region.

The problem lies in the demographic development:
- emigration of skilled labour due to a low number of companies and a low wage level
- the emigration of young women, which leads to a decline of the birth rate
- the decline of the number of trainees

Courses to strengthen parenting skills

Minor children live in every fifth household in Essen. The families of today are changing in their structure and face new challenges. These are among others: the increasing number of single parent households, a migrant background of parents and children and dependance on social benefits of about a fourth of the households with children and thus an increasing poverty.

Creative lab Uckermark: for a youth with selfconfidence and regional awareness

Creative lab Uckermark - Kreativlabor Uckermark

Lifelong Learning includes promoting and developing socio-cultural competences such as creativity, tolerance and self-esteem. This is the goal of the projects that have been carried through in the creative lab. The projects include:

- creative courses to the theme homeland
- Dedelow Tide. The creation of a telenovela to the theme "move or stay in the region Uckermark". A screenplay was written by the youth and then filmeed by amateuer actors from the region.

Cross-company “Blended Learning”

Together with SMBs which have joined together to form a regional learning network, a learning and support concept has been developed which makes it easier, even for employees unaccustomed to learning, to use computers for that purpose. Employees from various companies are taking part in a cross-company learning project. The focal points in respect of content are laid down by the companies jointly. Qualified educational service providers are integrated into the implementation programme.
To date, the network has been able to offer the following modules: