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PENR3L
Workshop Kaunas
7-8
December 2007
In discussing
each of these let others have the value of your own experiences, ideas,
knowledge and expertise. Sub-theme 1.1
Characteristics of Learning Regions and Cities
What constitutes a learning city or region – how is it different? How
would you recognise one? Why might it be necessary? What economic factors are pushing/pulling cities/regions to transform themselves into Learning Cities/Regions?
Where are the examples of good practice
and what are they doing differently?
How can progress as a learning city or
region be measured ?
Who is responsible for developing
economic strategies to cope with this and what are they doing?
Which aspects of city/region life need
to be involved in economic development ?
How important is continuing personal
development to economic development in the learning city/region?
For whom is continuing personal
development relevant?
What factors affect innovation and
creativity and how can it be fostered?
Who is responsible for fostering
innovation and creativity and how can it be done?
What is the role of the local authority,
the university and other stakeholders in this?
What do we mean by diversity and how
does it affect economic development
What is the importance of learning to
the economic future of cities and regions and what needs to change?
How can local progress in economic
development be measured locally?
What is the international dimension to
economic development and how important is it locally?
Who is responsible and how is it being
fostered?
Which regeneration projects can
contribute to economic development?
What part will technology play in
economic development of the learning (smart?) city of the future?
What is the role of the local/regional
authority, the university and other stakeholders in this?
What other questions do you think
should be asked under this heading?
What recommendations for improvement
are you making in these areas? (at least 5) Sub-theme 1.2
Resources and Capital for economic development in learning cities and regions
What is the link between resources and
capital ?
What types of capital are relevant to
economic development?
What resources are available to help
create a learning city?
How can the various capitals and
resources be built up?
Where does the leadership come from to
activate the resources and how can it be done?
Who pays for learning city development
?
Who benefits? How?
Where is the finance to come from?
What improvements would you make within
your own city/region?
What examples are there of good
practice in creating/managing new and existing resources?
What other questions do you think
should be asked under this heading?
What recommendations are you making for
improvement in these areas? (at least 5) Sub-theme 1.3
Stakeholders and their roles in economic development in learning cities and
regions
Who are the stakeholders?
What is the role and contribution of each to economic development short
and long-term?
How can this role and contribution be activated?
(How) should schools and other
stakeholders change to meet 21st entury economic development
challenges?
What is the role of the local/regional
authority and the university vis a
vis the stakeholders ?
Which adopts the leadership role?
Which local partnerships should be set
up to assist economic development in the short and long term and what activities
would they undertake?
Which national and international
partnerships between stakeholders would assist economic development and how?
What examples of good partnership
practices exist ?
What other questions should be asked
under this heading?
What recommendations are you making for
improvement in these areas? (at least 5)
Sub-theme 1.4
Research, knowledge,
intelligence and information, sustainability for economic development in
learning cities and regions
What knowledge, intelligence and
information is needed to help
regions flourish economically?
Why is it important?
Which organisations can provide it?
Which can use it and how?
How can the process be improved?
Who is responsible for deciding and
commissioning research and development and how do they decide?
What courses exist to foster economic
development and to whom are they delivered?
What consultation takes place between
which organisations to ensure that the courses meet defined needs?
Who is responsible for this and how do
they do it?
What courses exist to help build a
learning city or region and to whom
are they delivered?
How can economic development in
learning cities/regions be made sustainable|?
What is the role of the local/regional
authority, the university and other stakeholders in all of this?
Where are the examples of good practice
in these areas?
What other questions should be asked
under this heading?
What recommendations for improvement in
this area are you making? ( at least 5)
Sub-theme 1.5
Economic Development, Quality and Learning Organisations in a Learning City/Region
Why might this topic be important?
What are the Characteristics of a
Learning Organisation?
How does it affect your own organisation?
Which organisations in your own city/region
would qualify as true learning orgs?
How does this affect
decision making processes?
For whom are continuous learning
programmes important? Why
Does your own organisation have
continuous development programmes for everyone?
How are they/ should they be
administered?
How can external quality assurance programmes help the learning city/region?
Which ones?
What conditions are relevant for
developing Innovation and creativity?
Where are the examples of good practice
in these areas?
What other questions should be asked
under this heading?
What recommendations for improvement
are you making in this area? (at least 5)
Sub-theme 1.6
Marketing and publicising Learning Cities and Regions for economic development
What methods can be used to communicate a learning city/region message to
its citizens?
What methods can be used to communicate
a learning city/region message to institutions
What methods can be used to communicate
the message to the outside world?
Which of the communications media can
be best used and how?
Why is it important to communicate
these messages?
How can international links be used to
assist economic development and how are they set up and administered?
What is the role of the city/region
web-site?
How can all these aspects
be improved in your city/region ?
Where are the examples of good practice
in these areas?
What other questions do you think
should be asked under this heading?
What recommendations are you making for
improvement in these areas ? (at least 5) Sub-theme 1.7
Employability, Employment, skills and learning etc for economic development in
Learning Cities and Regions
What is the link between economic
development and learning?
(Why) is employability more important
than employment in your city/region? Who believes it?
What Skills and competences are
relevant for 21st century learning cities and region
(How) do education providers respond to
the learning needs of the future?
How and by whom are future skills needs
decided?
How are Individual Learning Needs
decided in your organisation?
How are individual learning needs
decided in your city/region?
Which organisations provide education
and training in the region?
(How) should/have educational methods
change(d) to meet the challenges of the 21st century?
What tools and techniques can be/are
used to create a culture of learning
Which of the following is used – how,
by whom and by how many?– personal learning audits , personal learning action
plans, mentoring, distance learning, internet downloaded learning programmes
Is there a joined up plan to stimulate
economic development through learning
How might new technology help ?
Where are the examples of good practice
in these areas?
What other questions can be asked under
this heading ?
What recommendations are you making for
improvement in these areas ? (at least 5)
Theme 2: Learning
Regions, Learning Cities - Social and Community Development
Sub-theme 2.1 Social and Community
characteristics of a Learning City/Region
What do you understand by the term
‘social capital?’
What other types of capital might
be included under this heading?
How can social capital be developed and
increased?
What social and community factors need
to be addressed when constructing a learning city/region? Why might it be necessary to do this? What social and community problems are pushing/pulling cities/regions to transform themselves into Learning Cities/Regions?
Where are the examples of good practice
and what are they doing differently?
What is the importance of learning to
the future of communities in cities and regions and what needs to change?
What is the political dimension to
learning city/region development in social and community matters?
Who is responsible for developing
social and community learning city strategies and how can
they do this?
Which aspects of city/region life need
to be involved in social and community development ?
What do we mean by diversity and how
does it affect social and community development?
How can it be harnessed in the service
of the learning city/region?
How can community cohesion and
social inclusion be created?
What part will technology play
in social and community development in the learning city of the future?
From where will the resources
come to implement social and community development?
Which City/region regeneration
projects can contribute to social and community development?
How can progress in social and
community development be measured locally?
What other questions do you think
should be asked under this heading?
What recommendations are you making for
improvement in these areas ? (at least 5)
Sub-theme 2.2 Creating a culture of
learning in learning cities and regions
What do you understand by a
‘culture of learning’?
How can a culture of learning
be created in the city/region?
Why is it important?
Where does learning take place
in the city? Who delivers it?
What are the social and
community barriers to Learning?
Where are the examples of good
practice in breaking down barriers?
How else can they be broken
down?
How might an ‘attitudes to learning’
survey help in your city/region?
Who is responsible for creating
strategies to break down barriers and how can they do this?
How long will this process take?
What would a ‘Learner’s
Charter’ outlining the commitment of the city/region to all learners contain?
(How) would it improve learning
in your city/region?
How can the human potential of
all citizens be developed?
What are the personal learning
tools and techniques that will improve learning – where and how are they used?
What strategies exist for 3rd
age learning?
What support services should
exist for personal learning development in the city/region?
Where are the examples of good
practice in support and the use of tools and techniques?
What other questions should we
be asking under this heading?
What recommendations are you making for
improvement in these areas ? (at least 5)
Sub-theme 2.3 Stakeholders and their
roles in social and community affairs in learning cities and regions
Who are the major stakeholders
and what are their roles and (potential) contributions to social and community
development in a learning city?
How should schools and other
stakeholders change to meet 21st century social and community
challenges?
Which voluntary and community
organisations contribute and how?
How can cultural services
organisations improve their image to the public?
What should the learning
providers do to help create social and community cohesion?
How can joined up government in
social and community matters be achieved?
Who is responsible for
mobilising stakeholder involvement in cities and how can it be done?
Where are the examples of good
practice in stakeholder involvement?
What other questions should be
asked under this heading?
What recommendations are you making for
improvement in these areas ? (at least 5)
Sub-theme 2.4 Consultation and
Democracy in learning cities and regions
Why and when is it important to
consult?
What are the advantages and
drawbacks?
What consultation methods are
used in cities and regions?
Who is to be consulted and to
what level.
Who is responsible for drawing
up consultation exercises and how do they do it?
How can citizens be empowered
to help implement consultation results?
How are the results of a
consultation exercise communicated?
How do you improve involvement
and democracy in local affairs?
What facilities are there for
training elected representatives, how is it done and how much is it taken up?
How
are people kept informed in cities and regions?
What is the role of the city/region
website in learning city/region development?
Where are the examples of good
practice in consultation and the fostering of local democracy?
What other questions should be
asked under this heading?
What recommendations are you making for
improvement in these areas ? (at least 5)
Sub-theme 2.5. Active Citizenship,
volunteering and the international dimension
What are the advantages and
drawbacks of active citizenship and volunteering?
How can active citizenship and
volunteering be encouraged?
Who is responsible for active
citizenship and volunteering in the city/region and how do they do it?
What sort of activities are
conducive to active citizenship and volunteering?
How can international links by
all ages assist in local active citizenship efforts?
How could business and industry
get involved in the volunteering effort? Local examples?
How can local citizens
contribute internationally as well as locally?
How
important is mentoring in a learning city?
Who mentors, who is mentored? Examples
Where are the examples of good
practice in these areas?
What other questions should be
asked under this heading?
What recommendations are you making for
improvement in these areas ? (at least 5)
Sub-theme 2.6 Celebration. leisure and
culture
Why would a city or region wish to organise a learning festival?
What are the main components of a learning festival and how can it
benefit learning in the city?
What other elements of learning celebration will help to develop a
learning city/region?
Who is responsible for organising learning celebrations and how can they
do it?
What are the roles of the universities and other stakeholders in celebrating the
learning city/region?
What are the new sporting and leisure activities of a learning city? How
are they organised?
What new facilities need to be developed?
What would be included in a learning cities charter for showing a
commitment to its citizens?
How would it be accepted and distributed?
How can citizens be made more aware of their local cultural heritage?
What other cultural or social events would animate a learning
city/region?
How can museums, libraries etc be made more attractive to citizens?
Where are the examples of good practice in all these areas?
What other questions should
be asked under this heading?
What recommendations are you making for improvement in these areas ? (at
least 5)
Sub-theme 2.7 Environmental
protection, climate change and sustainability?
What are the signs of climate change locally?
What measures are being/need to
be taken locally and regionally to cope with environmental protection?
What measures are being/need to
be taken to cope with climate change?
Who is responsible and how can it be done?
How can citizens be made aware and mobilised to help?
What education about these matters is
being given, to whom and how?
Where are the examples of good practice in these areas?
What are the measuring tools for sustainability of environmental and other
actions in the local regional authority?
What other questions need to be asked under this heading?
What recommendations are you making for improvement in these areas ? (at
least 5)
Theme 3 Learning
Regions, Learning Cities – Networking, intelligence, knowledge, Integration.
Putting it all together
Sub-themes
How do local and regional
authorities integrate economic, social and community development within a
learning city/region framework? (joined
up local government)
Where are the examples of good
practice in this?
What are needs and requirements
of cities and regions and how might PASCAL satisfy them?
What intelligence do cities and regions need and how should it be
communicated?
How useful are the European connections that PASCAL is establishing?
How useful are PASCAL’s global
connections?
How can PASCAL help establish
partnerships, and between whom?
What resources will be needed
to establish a network that is useful to local and regional authorities?
How would PASCAL communicate with local and regional authorities and
universities?
What would be a viable membership fee and structure?
What practical steps should now
be taken to further the PASCAL Observatory network?
How should members communicate between each other?
How can the network be made sustainable and useful?? |
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© 2007, Copyright Arthurtking - All rights reserved. 2008.05.27. |