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Transcript of Building 21st century Learning Cities and Regions 14 Golden rules – an alphabetical tour Norman...
Building 21st century Learning Cities and Regions
14 Golden rules – an alphabetical tour
Norman Longworth, Visiting Professor of Lifelong Learning, University of Stirling
Introduction
Item 1 – More Complexity
Introduction
Item 1 – More Complexity
Item 2 – more change more rapid
21st Century Learning Cities and Regions
Labourer - statistician - student - teacher - systems analyst - salesman - project manager - education developer - administrator in a professional association - university professor - consultant - lecturer.
Introduction
Item 1 – More Complexity
Item 2 – more change more rapid
Item 3 - More uncertainty
Building 21st Century Learning Regions
Building 21st Century Learning Regions
‘We belong to the first generation that knows for certain that it doesn’t know what the future will be like.’
Sir Christopher Ball
Introduction
Item 1 – More Complexity
Item 2 – more change more rapid
Item 3 - More uncertainty
Item 4 – More Learning (Lifelong)
From
Building 21st Century Learning Regions?
From
Building 21st Century Learning Regions?
To
- out and out focus on the needs and demands of the learner
- Giving the learner a true ownership of his/her own learning
- Using the tools and techniques of Lifelong Learning
- personal learning plans, - personal requirements audits, - mentoring programmes, - access to electronic networks, - learning counsellors etc
Building 21st Century Learning Regions
Lifelong learning is no longer just one aspect of education and training; it must become the guiding principle for provision and participation across the full continuum of learning contexts. The coming decade must see the implementation of this vision.
European Memorandum on Lifelong Learning
December 2000
Building 21st Century Learning Regions
Building 21st Century Learning Regions
Building 21st Century Learning Regions
A Learning City/Region definition
A Learning City or Region
A place with plans and strategies to encourage
personal growth,
social cohesion
and sustainable wealth-creation
through the development of the human potential of all its citizens
and the social, financial and cultural potential of its institutions and organisations
Building 21st century Learning Regions
SOME LEARNING REGION PROJECTS
2000 TELS (Towards a European Learning Society)- Studied 80 cities/regions and developed an audit tool
2004 LILLIPUT – developed 14 modules (300+ lessons) on Learning Cities and Regions
2005 PALLACE – Linked Learning Cities World-wide
2005 INDICATORS – developed ‘Stakeholder Audits’ for universities, schools, enterprises, city administrations etc
2006 LILARA (Learning in Local and Regional Authorities) – Examined Learning Needs of Local and Regional
Authority employees)
Building 21st century Learning Regions
Building 21st century Learning Regions
Building 21st century Learning Regions
Building 21st century Learning Regions
Building 21st century Learning Regions
Links its strategy to the development of the learning city as a vast learning
organisation in which everyone continuously learns how to manage
and deliver quality services and products
Indicators
Developing
‘Stakeholder Audits’
The ‘Indicators’ Project
Stakeholder Audits allow the following to measure their own progress as Learning Organisations in a Learning Region:
Schools, Universities, Adult Voc-Education Organisations
Enterprises Local Government Administrations
.
Indicators
•a) to establish a ‘dialogue’ between the designer and management and staff in the stakeholder organisation,
•b) to pass over essential new knowledge and ideas to management and staff in the stakeholder organisation that will provoke reflection and stimulate insight
•c) to allow the opinions, experiences and ideas of management and staff in the stakeholder organisation to be freely expressed and meshed with the requirements for change within the organisation
• d) to act as a driver for change – emphasising the dynamic nature of stakeholder organisations
• e) to act as a staff training stimulator, for example as the basis for focus group discussion on particular topics and
• f) to provide ideas for the development of innovative internal policies and strategies to accommodate learning organisation principles
• g) to energise stakeholders to contribute to learning region development according to their role and ability
IndicatorsAudit Goals – Local Authorities
Building 21st Century Learning Regions
Eg The Local Authorities Stakeholder Audit
Current perceptions, commitment and strategies, content and implementation methods,
the authority as a Learning Organization, quality and standards, etc
Participation and partnership in the community and the Authority’s role measures to encourage active citizenship and volunteering, consultation processes, relations with stakeholders and leadership.
Accessibility and wider participation in learninglearning where, when and how people want it,
support systemsbarrier removal etc
Communications and information strategies to increase the incidence of learning,
internal information giving in the administration, methods of communication, key learning messages and their accessibility, wired city, learning technology use etc
Staff training and development internally and externally, in-service teacher training continuous professional development
Socio-economic and resource matters, creating wealth, skills surveys, development policies, finance, global participation and other initiatives
Building 21st century Learning Regions
Building 21st century Learning Regions
Building 21st century Learning Regions
Enables all its citizens to meet the future with confidence through
consultation processes that treat them as
decision-makers and implementers
Building 21st century learning regions
The Consultation LadderProcesses Citizens as
• EMPOWERMENT DECIDERS/MANAGERS
• PARTICIPATION IMPLEMENTERS
•
• MOTIVATION LEARNERS
•
•
• ENGAGEMENT PARTNERS
•
• DISCUSSION CONFIDANTS
•
• INFORMATION SUBSCRIBERS PROVISION
Building 21st century Learning Regions
Building 21st century Learning Regions
Building 21st century Learning Regions
Activates the learning potential of its citizens of all ages by encouraging the use of modern tools and techniques such as personal learning plans,
mentors and guides
The Jamat Learning Community Project
Building a 21st Century Learning Region
Personal Learning (Requirements) Audits•Past Learning Activities
•Taking Stock - Where are you now? ( and why?)
•Attitudes to Learning etc
•Present Learning Activities and Needs
•Self-perceptions – ambition, dedication, stickability etc
•Reasons for Learning – career, self-fulfilment etc
•Future Learning Activities
•The world of the future
•Support needs – counsellors, learning styles etc
•Workplaces, Families, Communities
The Jamat Learning Community Project
•Learning Requirements Audit
•Past Experiences of Learning
•Present Participation in Learning
•Future Needs for Learning
•Helping Others to Learn
•Interview, Opinion, self-analysis, insight, comments,
The Jamat Learning Community Project
Part 1.2 THE PAST - here we ask some questions about yourself and about the education and training you have (or have not) received in the past.
1.2 YOUR SCHOOL EXPERIENCES (this refers to your secondary education)
Here we ask questions about how useful you think the education you received at school was for later life.
1.2.1 At what age did you leave secondary school?...... A=14 or less…B=15…. C=16….D=17…..E=18….F=19….
1.2.2 How long ago did you leave it?...… =more than 25 years ago… B=15-25 years ago……, C=5-15 years ago…., D=4 or less years……
1.2.3 Which of these most closely describes your experience of school education? A= I enjoyed most of it and worked hard at my studies ….B= I enjoyed most of it but didn’t work very hard ….C= I did what I needed to do to satisfy my teachrs and parents D= Some good bits but I wasn’t really interested in schoolwork….E= I dropped out
1.2.4 What percentage of your schoolwork did you think was 1.2.4.1 interesting … 1.2.4.2 boring …1.2.4.3 neutral …
1.2.5 In general do you believe that 1.2.5.1.your school equipped you for working life A=Yes.... B=No....C=Partly....1.2.5.2 your school equipped you for life outside of work A=Yes.... B=No....C=Partly....1.2.5.3 Schools should equip people for life (skills) more than for work (skills) A=Yes.... B=No....
1.2.6 When you were at school did you participate in 1.2.6.1 Community Projects A=Yes… B=No…1.2.6.2 School Trips to other parts A=Yes… B=No…1.2.6.3 Schools Cultural Activities (eg plays, choirs) A=Yes. B=No..1.2.6.4 Nothing A=True.., B=False ..
1.2.7 What was the highest qualification you received on leaving schools? A= Advanced Qualifications …..B= Standard Qualifications …..C= Minimum Qualifications …..D= No Qualifications …..
1.2.8 Do you wish to add further opinions and points about the influence of your school days on your life after school A=Yes.....B=No.....
If so, please go ahead here...........................................................................………………………………………...................................................................................................................………………………………………….
The Jamat Learning Community Project
•Present Participation in Learning -
•Self-analysis - how do you see yourself?
•Why would you learn?
•No of learning days this year?
•Attitudes to Learning
•Learning styles and preferences
•Who initiates, who pays etc?
•Career plans
The Jamat Learning Community Project
2.1.1 What would be the main reason for you to learn? Please try to rank the following order A=most important), B=2nd most important), C=3rd most important etc etc)
2.1.1.1 More money ...2.1.1.2 Personal Satisfaction …2.1.1.3. Promotion ...2.1.1.4 Wider Opportunities ....2.1.1.5 Keeps the brain active ...2.1.1.6 Enjoy Learning ...2.1.1.7 Helps my workplace to prosper ...2.1.1.8 Other (Please state what).............................................
2.1.2 How would you describe yourself-under the following words A=Very B=Average C=Not at all2.1.2.1 Ambitious ...... ......... ........2.1.2.2 Dedicated ..... ......... ........2.1.2.3 Competent ..... ......… ........2.1.2.4 Intelligent ..... ......... ........2.1.2.5 A (Potential) Leader ..... ........ ........2.1.2.6 Creative ..... ......... .......2.1.2.7 Adaptable/Flexible ..... ......... ........2.1.2.8 Determined ..... ......... ........2.1.2.9 Forward Looking ..... ......... ........
2.1.3 Which most closely represents your present attitude to education and training?A=I enjoy it and will always be a learner B=I learn mostly to make myself more employable ….C=I enjoy it but don’t have time to learn continuously….D=It’s necessary to get and keep a job but I don’t really enjoy it….E=I’m not interested in education and training
The Jamat Learning Community Project
•Future Needs for Learning
•Opinions on the future - skills, employability etc
•Who is responsible?
•Mentors, guides, coaches?
•Family Learning and support
•Learning styles and preferences
•Career, Life, Leisure, Personal Growth
•List of topics
The Jamat Learning Community Project
These are statements which have been made in the press as a result of research carried out. Please let us know your opinion about the degree of truth of the statements on a scale from A-E
A=Strongly Agree B=Agree C=Don't know D Disagree E=StronglyDisagree
3.1.1 Many skilled and semi-skilled jobs(more than 50%) will disappear in the future as a result of new technology
3.1.2 The amount of work available is decreasing and there will never be a return to full employment
3.1.3. Most people will need to have a much wider range of skills to remain employable.
3.1.4 Educational levels will need to increase for a country to remain competitive in the world
3.1.5 Companies are becoming more international, more mergers with foreign companies are likely and language skills will be highly valued.
3.1.6 In the future people will have several jobs in a lifetime and will need to be trained and retrained many times
3.1.7 The more people give to the learning of others the more they will learn themselves
3.1.8 The difference between the haves and the have-nots will be related to the learning people do
3.1.9 Who do you think is responsible for raising educational standards to cope with problems of this kind? Please try to rank in orderA=most important, B= 2nd most important etc
3.1.9.1. National Government ...3.1.9.2 Local Government ...3.1.9.3 Employers ...3.1.9.4 Myself ... 3.1.9.5 Schools ….3.1.9.6 Post 17 Education Providers ...3.1.9.7 Other (please state)..............................................
The Jamat Learning Community Project
•Helping Others to Learn
•as tutor
•as mentor
•as coach
•as learning counsellor
•as friend/stimulator
•What talents, skills, experience, knowledge etc?
•How? - email, face to face etc
The Jamat Learning Community Project
The Jamat Learning Community Project
•Personal Learning Action Plan 2
•Personal GoalsTo enhance family lifeTo improve work and career performanceFor own personal development For improving sport, hobby or leisure pursuit To contribute to the community To develop new experiences and values
Building 21st century Learning Regions
Building 21st century Learning Regions
Building 21st century Learning Regions
Releases the full potential of community resources,
including human resources, by activating all stakeholders and enabling
mutually beneficial public/private partnerships
PROFESSIONAL ASSOCIATIONS
ADULT
EDUCATIONPROVIDERS
PRIMARY &SECONDARYSCHOOLS
CULTURALSERVICESLIBRARIES,MUSEUMS etc
BUSINESSHEALTH ETCANDINDUSTRY
VOLUNTARYORGANISATIONS
NATIONAL LINKSTO GOVERNMENT,OTHER COMMUNITIES
EDUCATION STAKEHOLDERS
UNIVERSITIES,and OTHERCONTRIBUTORS
INTERNATIONALLINKS TO OTHERCOMMUNITIES
MAWSON LAKES VISIONMAWSON LAKES VISIONTo create a 21st century community, global in orientation, that successfully balances and integrates evolutionary strategies in economic, educational, social and environmental activity– Live, learn, work and play– Integrated, harmonious, safe and ecologically and
economically sustainable environment
What are Stakeholders
OrganisationsRestaurants Banks Media Organisations
Museums Hospitals Small Businesses
Libraries Churches Large Companies
Surgeries Shops Community Centres
Supermarkets Galleries Professional Associations
Universities Scouts Adult Ed Colleges
Local Authority Administrations etc etc
Who are the Stakeholders?
PeopleTeachers Councillors Counsellors
Administrators Doctors Nurses
Students Lecturers Advisers
Builders Managers LA Professionals
Broadcasters Care workers Curators
Librarians Families Bank Managers
Etc etc etc
University contributions
Expertise and know-how
Human Resources – students and staff
Physical resources – labs, theatres etc
Leadership – vision, guidance, direction
Partnerships – schools, industry, L Gov
International links
Research facilities and projects
etc
Building a 21st Century Learning Region
Business and Industry Contribution
•Financial resources – donation, support etc
•Human resources – exchanges, secondments
•Co-operative Projects and partnerships
•Physical resources – computers for schools etc
•Leadership – vision, management skills etc
•Corporate Social Responsibility
•Advice – employability needs, skills etc
Stakeholders home and away
Local Authority Contributions
•Leadership – vision, drive, commitment etc
•Resources – financial, human, planning
•Legal Framework - insurance
•Facilities – meetings, learning, computers etc
•Land and plant
•Strategies and Policies
•International links
•A Focus – a rationale, an obligation
Local Government - Building the Local CommunityStakeholders home and away
Building 21st Century Learning Regions
Woodberry Down School
Inner City Problems
High Crime Area
Little Learning Culture
1500 pupils, 120 staff
Building 21st Century Learning Regions
IBM City Branch
Rich area of the City
700 highly trained staff
Commuters
Building 21st Century Learning Regions
Trust Fund for school visits
Building 21st Century Learning Regions
Trust Fund for school visits
Opera
Building 21st Century Learning Regions
Trust Fund for school visits
Opera
Interviewing Scheme
Building 21st century Learning Regions
Building 21st century Learning Regions
Building 21st century Learning Regions
Nourishes trade, tolerance and outward-looking
mindsets through projects to link citizens of all races,
ages and creeds locally, nationally and
internationally
The involvement of modern-day cities and regions in global affairs
Problem, obligation or opportunity?
Building 21st century Learning Regions
We are witnessing a rebirth of an age-old concept of the "city-state" or more precisely, the "region-state." These new quasi-governmental entities, like the ancient city-states of Athens, Sparta and Rome, have the power -- some would call it innate sovereignty -- to control their future in this new world order;
John M. Eger: Building Smart Communities:
Building 21st century Learning Regions
The Pallace Project
Promoting Active Lifelong Learning between Cities and Regions in Australasia, Canada, China and Europe
LEARNING CITYNETS and PALLACE
Beijing Adelaide Auckland
Edmonton Espoo Sannois
Schools Schools Schools
Schools Schools Schools
Adult Education
Adult Education
Adult Education
Adult Education
Adult Education
Adult Education
Higher Education
Higher Education
Higher Education
Higher Education Higher
Education
Higher Education
Elected Reps
Elected Reps
Elected Reps
Elected Reps
Elected Reps
Elected Reps
Private Sector
Private Sector
Private Sector
Private sector
Private Sector
Private Sector
Stakeholders at Home and Away
Seattle Southampton Sydney
Gaza City Shanghai Vancouver
Schools Schools Schools
Schools Schools Schools
Adult Ed
Adult Ed
Adult Ed
Adult Ed Adult Ed Adult Ed
Universities
Universities Universities
Universities Universities Universities
Business and Industry
Business and Industry
Business and Industry
Business and Industry
Business and Industry
Business and Industry
Local Gov’t
Local Gov’t
Local Gov’t
Local Gov’t
Local Gov’t
Local Govt
Cultural Services
Cultural Services
Cultural Services
Cultural Services
Cultural Services
Cultural Services
Thousands more people and organisations contributing to the solution of social, cultural, environmental, political and economic problems in cities world-wide
A giant leap in mutual understanding and a transformation of mind-sets through greater communication between people and organisations
Profitable economic, trade and technical development through contact between business and industry
Active interaction and involvement, and a huge increase in available resource through the mobilisation of the goodwill, talents, skills, experience and creativity between cities and regions
Fewer refugees – developing problems can be anticipated and addressed through cooperation between the cities
It’s sustainable – because it’s so much more dispersed. Governments and NGOs are no longer the only initiators of aid to the underdeveloped. Action is now shared with the cities and, through them, the people.
Building 21st century Learning Regions
Building 21st century Learning Regions
Building 21st century Learning Regions
Building 21st century Learning Regions
Improves awareness of the city’s potential as a learning entity to internal and external audiences through innovative internal and external publicity
campaigns
Building Strong Lifelong Learning Communities
Building the Learning City - Local Government
Espoo Learning City
- 250,000 People
- Edge City
- South Finland
- Deputy Mayor i/c
- High Commitment
- Leads Finnish LC Network
- Future prosperity and stability of Espoo
- Innovative projects
Building 21st century Learning Regions
Building 21st century Learning Regions
Building 21st century Learning Regions
Nurtures a culture of learning by proactively auditing the
learning requirements of all its citizens and providing
support services to satisfy them where, when and how
they want them
Building 21st century Learning Regions
Building 21st Century Learning Regions
Bringing learning closer to home will require reorganisation and redeployment of resources to create appropriate kinds of learning centres in everyday locations where people gather – not only in schools themselves, but also, for example, in village halls and shopping malls, libraries and museums, places of worship, parks and public squares, train and bus stations, health centres and leisure complexes, and workplace canteens.
European Memorandum on Lifelong Learning
Learning World
Building 21st Century Learning Communities?
35 Other CentresHousing EstatesChurch HallsCompany CentresPubsLibraries/Museums
Building 21st Century Learning Communities?
Learning through Football
Sunderland F.C.Bolton Wanderers F.C.Arsenal F.C.Birmingham F.C.Blackburn Rovers F.C.
Building 21st Century Learning Communities?
Building 21st Century Learning Communities?
Building 21st century Learning Regions
Building 21st century Learning Regions
Building 21st century Learning Regions
Building 21st century Learning Regions
Generates prosperity by exploiting the link between
wealth creation and learning, and identifying and teaching
21st century skills and competences at all ages
INFORMATION DECISION PROBLEM HANDLING MAKING SOLVING
PRESENTING - SELF-ESTEEM,COMMUNICATING SELF-MANAGEMENT FORMALLY SELF-AWARENESS
BASIC
SKILLS DISCUSSING - EMPATHY,COMMUNICATING TOLERANCE
INFORMALLY AND FOR OTHERS
COMPETENCES LEARNING CREATIVITY TO LEARN A SENSE OF HUMOUR
FOR A
LIFELONG LISTENING, MEDITATION MEMORISING SKILLS
LEARNING
ENTREPRENEURIAL WORLD FLEXIBILITY,SKILLS ADAPTABILITY,
VERSATILITY
MAKING - CRITICAL THINKING,PRACTICAL JUDGEMENT, VISION,SKILLS REASONING PLANNING
From: ‘Lifelong Learning - NewVision, New Implications, New Roles’ (Longworth and Davies), Kogan Page
Messages from the Festival
Lindholmen Knowledge Centre - Goteborg
Building 21st century Learning Regions
Building 21st century Learning Regions
Building 21st century Learning Regions
Creates and delivers continuing professional
development programmes for councillors, managers and professionals that enable
them to understand and play their key role in the
development of their city as a learning city
Building 21st century Learning Regions
Building 21st century Learning Regions
Building 21st century Learning Regions
Increases understanding of the value of, and participation
in, learning in a world of change in citizens of all ages by exploiting new knowledge and methods of how people
learn
Building 21st Century Learning Regions
Building 21st Century Learning Regions
Building 21st Century Learning Regions
Building 21st century Learning Regions
Building 21st century Learning Regions
Building 21st century Learning Regions
Transforms the city into a modern centre of learning
through the effective use of the city’s own website as well as the internet and
other learning technologies
E-learning and the internet for communication
Is the internet and email used in the institution in any of the following ways?
- As an active resource within the curriculum?- For Home-institution links?- For formal collaborative Learning with other groups in another region/country?- For establishing links between students in other countries?- For linking students with staff?- for the storage and delivery of learning materials/resources?- For creating new databases as a part of coursework?- For encouraging family learning- for marketing courses to potential customers - for delivering course to homes and/or workplaces?
Building 21st century Learning Regions
Building 21st century Learning Regions
Building 21st century Learning Regions
Inspires citizens to actively contribute to city life and
culture by making their own skills,
knowledge & talents available to others
Building 21st century Learning Regions
Active Citizenship in Southampton Learning City
Encouraging Contribution
Reaching Out
The Village of Eus, France
Mount Canigou
World Class Biologist3 Trained EFL Teachers2 Former Professors of German2 Former Environmental Studies teachers2 Trained Opera Singers1 former actor and film star2 former mathematics teachers2 former French teachersetc etc
Building 21st century cities and regions
Building 21st century Learning Regions
Building 21st century Learning Regions
Building 21st century Learning Regions
Energises programmes which enable all citizens to
take positive action to
understand climate change and to care for the
environment
Building 21st century Learning Regions
Building 21st century Learning Regions
Building 21st century Learning Regions
Stimulates the development of a Learning
Society by running festivals, fairs and other fun events which create the habit of learning in
communities and families.
The Sapporo Learning Festival
Elements of the Sapporo Learning Festival1 An exhibition of learning products and services
2. Learning Events or Entertainment events to make learning attractive
3. Participation of community groups/ individual citizens
4 Visit schedules for schools etc
5. the design and publication of special booklet for all households
6. the promotion of the city as a Learning City
7. Special supporting events at city level eg concerts, conferences, seminars
8. Opportunity to consult people and collect statistics
Sapporo Learning Festival
Sapporo Learning Festival
Building 21st century Learning Regions
Building 21st century learning regions
Learning Cities
Learning Regions
Learning Communities
Lifelong Learning and Local Government
Norman Longworth (Taylor and Francis)
Building 21st century Learning Regions
1. Making Sense of Learning Cities and Regions
2. Learning Communities, Cities, Societies, Regions and Organisations
3. Tools, Techniques, Charters and Festivals for Learning Cities and Regions
4. Tools and Techniques for Measuring and Monitoring Learning Cities and Regions
5. Tools and Techniques for Activating Learning in Learning Cities and Regions
6. Tools and Techniques for Involving Stakeholders in Learning Cities and Regions
7. Tools and Techniques for Citizen Participation in Learning Cities and Regions
8. Global Roles, Global Opportunities for Learning Cities and Regions
9. Summarising, Strengthening, Sustaining: Putting it all Together