Unlocking the Potential of Urban Communities: Case Studies of Twelve Learning Cities

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Sonst. Personen	Valdés-Cotera, Raúl (Hrsg.); Longworth, Norman (Hrsg.); Lunardon, Katharina (Hrsg.); Wang, Mo (Hrsg.); Jo, Sunok (Hrsg.); Crowe, Sinéad (Hrsg.)
Institution	UNESCO Institute for Lifelong Learning (UIL) (Germany); National Institute for Lifelong Education (NILE) (Korea)
Titel	Unlocking the Potential of Urban Communities: Case Studies of Twelve Learning Cities
Quelle	(2015), (168 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-92-820-1195-9
Schlagwörter	Leitfaden; Case Studies; Lifelong Learning; Urban Programs; Communities of Practice; Profiles; Social Networks; Motivation; Educational Policy; Educational Practices; Educational Strategies; Educational Opportunities; Outreach Programs; Community Education; Governance; Partnerships in Education; Program Implementation; Educational Innovation; Best Practices; Community Coordination; Community Resources; Program Effectiveness; Barriers; Adult Learning; Adult Education; Municipalities; Foreign Countries; Australia; Brazil; China; Ethiopia; Finland; Ireland; Jordan; Mexico; Paraguay; Philippines; South Korea; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Life-long learning; Lebenslanges Lernen; Community; Charakterisierung; Profilanalyse; Social network; Soziales Netzwerk; psychologische; Motivation (psychologisch); Politics of education; Bildungspolitik; Bildungspraxis; Lehrstrategie; Bildungsangebot; Bildungschance; Jobcoaching; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Hochschulpartnerschaft; Instructional innovation; Bildungsinnovation; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Adult basic education; Magistrat; Ausland; Australien; Brasilien; Äthiopien; Finnland; Irland; Mexiko; Philippinen; Korea; Republik
Abstract	UNESCO established the UNESCO Global Network of Learning Cities (GNLC) to encourage the development of learning cities. By providing technical support, capacity development, and a platform where members can share ideas on policies and best practice, this international exchange network helps urban communities create thriving learning cities. The GNLC coordination team compiled this collection of case studies, which aims to share insights into successful lifelong learning practices and policies in a wide range of cities. The aim of this publication is to enhance capacity development, communication, and cooperation between urban communities around the world, giving city authorities, citizens, and all stakeholders across sectors a better understanding of the learning city approach. This publication brings together the diverse experiences of twelve cities as they work towards the target of providing lifelong learning for all: Melton (Australia); Sorocaba (Brazil); Beijing (China); Bahir Dar (Ethiopia); Espoo (Finland); Cork (Ireland); Amman (Jordan); Mexico City (Mexico); Ybycuí (Paraguay); Balanga (Philippines); Namyangju (Republic of Korea); and Swansea (United Kingdom of Great Britain and Northern Ireland). Thus all of the five UNESCO regions (Africa; Arab States; Asia and the Pacific; Europe and North America; and Latin America and the Caribbean) are represented. The learning cities demonstrate great diversity in terms of size, population, and gross domestic product (GDP) per capita. As they are also at very different stages of development, the case studies give insights into varying points of the journey towards becoming a learning city. All of the case studies gathered in this collection follow the same structure. They begin with some general introductory information about the city. This is followed by an overview of motives and objectives along with an explanation of the city's interpretation of the term "learning city." After summarizing the legislative framework, governance mechanisms and partnerships, the case studies discuss implementation of learning city programs, monitoring and evaluation, and the mobilization and utilization of resources. In addition, each case study highlights one example of innovation or good practice. The case studies conclude with insights into impacts, challenges faced, and lessons learned. The twelve case studies provided a partial basis for the development of the "Guidelines for Building Learning Cities," which can be found at the end of this publication. Devised in collaboration with international experts from all five UNESCO regions, the guidelines aim to help cities wishing to promote and implement lifelong learning for all to put their visions into action. The six key actions described in the guidelines will further encourage and facilitate the process of building learning cities. [The editors acknowledge the following city contacts for their contributions: Denis Barrett, Peter Blunden, Yuan Dayong, José Simões de Almeida Junior, Rodolfo H. de Mesa, Kristiina Erkkilä, Enrique Figueras, Joet Garcia, Juan Carlos Freyre Pinto, Liza Gimenez, Abiy Menkir Gizaw, Serene Huleileh, Judith James, Jong-sun Kim, Kati Moisio-Imbert, Tina Neylon, Jéssica Pedrosa, Jean Preece, Chris Sivers, Monica Graciela Solorzano Soto, and Leone Wheeler.] (ERIC).
Anmerkungen	UNESCO Institute for Lifelong Learning. Feldbrunnenstrasse 58, 20148 Hamburg, Germany. Tel: +49-40-4480410; Fax: +49-40-4107723; e-mail: ull-pub@unesco.org; Web site: http://uil.unesco.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01