|
Chapter and Session Title |
Code |
|
Chapter 1 Renewing, Researching, Refining: Making Sense of Learning Cities and Regions |
|
1.1 |
Lifelong Learning, Learning Cities and Regions – why? |
11 |
1.2 |
Change (and decay?) in all around I see: Changing times, changing cities and regions |
12 |
1.3 |
What’s in the soup? – Ingredients of Learning Cities and Regions |
13 |
1.4 |
Researching Learning Cities and Regions – the work of OECD and Victoria |
14 |
1.5 |
Ideas, Ideas, Ideas – the ideopolis and more |
15 |
1.6 |
Looking to the Future: Skills and Competences for 21st century learning cities and regions |
16 |
|
Chapter 2 Defining, Dissecting, Deepening: Learning Communities, Cities, Regions and Organisations |
|
2.1 |
Words, words, words –the dynamics of learning cities and regions |
21 |
2.2 |
Understanding Learning Societies – the ultimate goal of learning cities and regions |
22 |
2.3 |
Championing quality – learning organisations in a learning city |
23 |
2.4 |
Cities and Regions as living and breathing Learning Organisations |
24 |
2.5 |
Learning Communities in all their senses |
25 |
2.6 |
Smart cities, wired cities, slow cities –divergent ingredients of the same cake |
26 |
|
Chapter 3: Constructing, Contracting, Commemorating: Tools, Techniques, Charters and Festivals for Learning Cities and Regions |
|
3.1 |
Fifteen Tools and techniques for Learning Cities and Regions – an overview |
31 |
3.2 |
Learning Charters: committing cities and regions to learning |
32 |
3.3 |
Learning Festivals: Celebrating and Showcasing Cities and Regions: |
33 |
3,4 |
Leadership in Learning Cities and Regions: Finding and priming the movers and shakers |
34 |
|
Chapter 4: Measuring, Monitoring, Managing: Tools and Techniques for Measuring and Monitoring Learning Cities and Regions |
|
4.1 |
Defining Learning needs: Key people and others |
41 |
4.2 |
Dissecting Learning Cities and Regions: the TELS Learning Cities Audit |
42 |
4.3 |
TELS results and recommendations for your city/region. Making connections |
43 |
4.4 |
A Stakeholder Audit for Local and Regional Authorities: Tools for the future |
44 |
4.5 |
Lifelong Learning for Elected Representatives – key people in learning city/region development |
45 |
|
Chapter 5: Equipping, Empowering, Enriching: Tools and Techniques for Activating Learning in Learning Cities and Regions |
|
5.1 |
Focussing on people: The individual at the centre of the local government universe |
51 |
5.2 |
All Citizens as Learners: Learning Ladders |
52 |
5.3 |
Learning pays: Lifelong Learning as wealth creator in cities and regions |
53 |
5.4 |
Tools for activating learners: an introduction to uses in the workplace |
54 |
5.5 |
Personal Learning Audits - 1: Meeting your past |
55 |
5.6 |
Personal Learning Audits - 2: Meeting your present |
56 |
5.7 |
Personal Learning Audits – 3: Meeting your future |
57 |
5.8 |
Personal Learning Action Plans – 1: Understanding yourself |
58 |
5.9 |
Personal Learning Action Plans – 2: Making your commitment |
59 |
|
Chapter 6: Participating, Partnering, Profiting: Tools and Techniques for Involving Stakeholders in Learning Cities and Regions |
|
6.1 |
Learning City Stakeholders: Who, what, where, why are they? |
61 |
6.2 |
Schools as Stakeholders in community, city and region: Exploring their contribution. |
62 |
6.3 |
Higher Education as a stakeholder in community, city and region: Offering leadership? |
63 |
6.4 |
Business and Industry as stakeholders in community, city and region: A two-way contribution |
64 |
6.5 |
Adult Education Colleges as stakeholders: Auditing their contribution |
65 |
6.6 |
Cultural Services in Transition: Museums, Libraries, Archives and Galleries in the learning world |
66 |
6.7 |
Individuals and Families: Stimulating contribution |
67 |
6.8 |
Productive Partnerships: Putting organisations and people together |
68 |
|
Chapter 7: Consulting, Convincing, Contributing: Tools and Techniques for Citizen Participation in Learning Cities and Regions |
|
7.1 |
Asking the people: Why consult? |
71 |
7.2 |
Consultation levels and methods: How to consult and how much: |
72 |
7.3 |
Using Technology in the learning city: Consulting and Informing |
73 |
7.4 |
Active citizenship and volunteering in the learning city: Mobilising the people |
74 |
7.5 |
Supporting the people: Mentoring in the learning city |
75 |
7.6 |
Resources for the Learning City: Service Credit, Social currencies and changing methods |
76 |
|
Chapter 8: Imagining, Internationalising, Interconnecting: Global Roles, Global Opportunities for Learning Cities and Regions |
|
8.1 |
Global roles and responsibilities for learning cities and regions and their stakeholders |
81 |
8.2 |
Internationalising Learning City Networks |
82 |
8.3 |
International links – A Kent Case Study |
83 |
8.4 |
PALLACE Case Study 1: International schools projects as Learning City Architects |
84 |
8.5 |
PALLACE Case Study 2: Adult education and international links |
85 |
8.6 |
Cities and Regions into a new world: Two-way profiting from international cooperation |
86 |
|
Chapter 9: Summarising, Strengthening, Sustaining: Putting it all Together |
|
9.1 |
Recommendations, Recommendations, Recommendations – and their implementation |
91 |
9.2 |
Fostering 21st Century Learning Cities and Regions – Six Organisational Issues |
92 |
9.3 |
Fostering 21st Century Learning Cities and Regions – Eight Facilitating issues |
93 |
9.4 |
Fostering 21st century learning cities and regions: Four Pedagogical Issues |
94 |
9.5 |
Fostering 21st Century Learning cities and regions: Three Other Issues |
95 |
9.6 |
What sort of a Learning City? |
96 |