Advancing Learning Cities: Lifelong Learning and the Creation of a Learning Society

Atchoarena, David; Howells, Alex

doi:10.1007/978-981-16-0983-1_12

Cited by 14 publications

(12 citation statements)

References 9 publications

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“…(UIL 2013). La diffusione capillare del modello, sotto l'egida dell'UNESCO, ha consentito di giungere nel 2020 a 230 città in 64 Paesi nel mondo che hanno aderito al network, le quali hanno riconosciuto i principi e i valori identificati come caratteristiche chiave delle learning cities (Atchoarena e Howells 2021).…”

Section: Come Ho Incontrato Paolo Federighiunclassified

Educazione degli Adulti: politiche, percorsi, prospettive

2022

Studies on Adult Learning and Education

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The volume is made of a series of eighteen studies, all related to the key issues connected to the personal and professional path Paolo Federighi had in more than forty years. This is the time frame he dedicated to adult learning and education development, on a national level within the academic frame of the University of Florence and the institutional frame of ministries, regional and local governments, as well as on an international level being the founder and the first President of the European Association for the Education of Adults (EAEA), the founder of the European Association of Regional and Local Authorities for Lifelong Learning (EARLALL). Every study collected in the volume provides a broad and in-depth critical reflection on adult education in Italy and an overview of adult education policies in the non-teaching contexts.

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Section: Come Ho Incontrato Paolo Federighiunclassified

Educazione degli Adulti: politiche, percorsi, prospettive

2022

Studies on Adult Learning and Education

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“…The research by Bjursell, Bergmo-Prvulovic, and Hedegaard (2021) indicates an increase for work during a pandemic, which affects participation in lifelong learning (Atchoarena and Howells, 2021). There is a risk of growing social inequality, as neither distance work nor lifelong learning are evenly distributed among students.…”

Section: Literature Reviewmentioning

confidence: 99%

Forms and methods of involving students in lifelong learning

Yuzkiv

Hrebenova

Humenchuk

et al. 2021

Laplage

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The article attempts to identify effective ways to earn student youth to implement the concept of "lifelong learning" in higher education based on a survey. 200 answers of respondents from different faculties of the Vinnytsia Mykhailo Kotsiubynsky State Pedagogical University of EQL are generalized. It was found that the most effective formal and methodological methods are gamification, multimedia in the complex, digital tools, machine memorization; P-invariant GMNet, educational training, podcasts, scientific debates. The study indicates the lack of a comprehensive scientific analysis of the concept of lifelong learning in the paradigm of the methodology of its implementation. It is established as a result of introduction of such elements for successful implementation of the concept of training during life teachers should adhere to methodical rules of its realization.

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“…Studies show that adopting a "learning city" approach provides employment opportunities regardless of gender, age or socio-economic status, resulting in greater economic benefits [22][23][24]. This "learning city" initiative has now been adopted by seven cities in Thailand including Chiang Rai, Phuket, Chiang Mai, Chachoengsao, Sukhothai, Phayao and Hat Yai in Songkhla [22].…”

Section: Introductionmentioning

confidence: 99%

“…For example, Khurana (2022) converted physical spaces into learning spaces which improved accessibility and activity participation among community members [28]. Other studies have noted that lifelong learning through the provision of formal and informal community-based activities is integral to a city and/or communities' development, which can be offered both in-person and virtually [24]. More importantly, the development or re-structuring of physical spaces is important to reduce barriers related to learning opportunities and to improve community integration and wellbeing, which has often been neglected in prior studies and is often influenced by various socio-economic factors [24,28,29].…”

Section: Introductionmentioning

confidence: 99%

“…Other studies have noted that lifelong learning through the provision of formal and informal community-based activities is integral to a city and/or communities' development, which can be offered both in-person and virtually [24]. More importantly, the development or re-structuring of physical spaces is important to reduce barriers related to learning opportunities and to improve community integration and wellbeing, which has often been neglected in prior studies and is often influenced by various socio-economic factors [24,28,29]. While prior studies acknowledge the importance of including opportunities for learning, there is a dearth of literature on what activities various cities and communities currently provide and whether they are being accessed.…”

Section: Introductionmentioning

confidence: 99%

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Impact of Spatial Configuration on Promoting Lifelong Learning Development in Pathum Thani, Thailand

2023

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A “Learning City” uses its resources to enhance learning opportunities for individuals and communities that promote social cohesion, cultural prosperity and economic development. While the UNESCO network of learning cities provides guidelines for measuring social and economic prosperity, there have been no studies examining the current strengths and weaknesses of such cities in Thailand. The purpose of this study was to identify current strengths and opportunities for improvement in the Thanyaburi district of Thailand. We surveyed 400 residents to examine formal and informal learning activities, followed by layering the survey data using geographic information systems, to determine geographic differences in population size, density and transportation access. The findings show that formal and informal learning activities differ by the density and diversity of various geographical locations within the district according to urban centrality scores. The most popular activities were community-based, environmental and educational activities, respectively. However, various municipalities had few learning opportunities for local residents. Promoting lifelong learning opportunities is an essential response to establishing a vibrant environment for individuals, communities and cities and is a key driver to improving economic development (e.g., employment and education) and sustainability.

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Advancing Learning Cities: Lifelong Learning and the Creation of a Learning Society

Cited by 14 publications

References 9 publications

Educazione degli Adulti: politiche, percorsi, prospettive

Educazione degli Adulti: politiche, percorsi, prospettive

Forms and methods of involving students in lifelong learning

Impact of Spatial Configuration on Promoting Lifelong Learning Development in Pathum Thani, Thailand

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