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Module 1 Topic 5 – Some particular Strategies for establishing Learning Cities, Towns andRegionsWritten by Professor Norman Longworth, Former Visiting Professor of Lifelong Learning, Napier University,Edinburgh.Topic DescriptionThis topic examines three topics not covered in other modules. These arei) Issues of access to learning and ways in which learners can be more easily brought into the learning fold(put together questionnaire)ii) Identification of barriers to Learning and ways of dismantling themiii) The development of Learning Cities charter which oulines the city’s and region’s commitment to learners within itsboundaries.All produce practical outcomes for the city, town or region. The first two give rise to the development of questionnairesthat can be used in surveys and studies by the students in a variety of environments. The third will provide a generalset of principals which the city can use to broadcast its own commitment to the learning of its citizens.Other domains of the TELS survey mentioned in Topic 4 are covered in other modules, and are identified in the indexto modules and topics in the course introduction, as are many other learning city issues.Topic Objectivesa) To demonstrate that wider access to learning will increase motivations and learning activityb) To explore some of the many alternatives to learning in classroomsc) To understand some of the barriers to learning in the city, town or region and what can be done to dismantle themd) To develop questionnaires which can be used both to widen access and to understand the barrierse) To develop a learning city charter which expresses the city’s commitment to improving learning for all its citizens inthe future.Target Audiencea) Leaders and decision and policy-makers in Cities, Towns and Regions.b) Heads of Department and Professionals in all civic departmentsc) Students studying lifelong learning and/or learning city topicsd) Administrators and Staff working in Learning Providers of all types

Lesson 1.5.1 – Providing Better access to Learning (1½ to 2 hours)Lesson Objectivesa) To examine how a Learning City can improve access to Lifelong Learning by all its citizensb) To give some examples of initiatives taken by cities and regions to improve access to learning[) To develop a questionnaire which gives greater insight into individual learning preferences and accessSuggestions for Learning Leadersa) Recapitulate lesson 1.3.1 which brainstormed the variety of organisations who deliver learning in a city. Ask thegroup to list the places where formal learning could take place in a city. Write up on the board/flip chart. The list will belong and probably result in everywhere. Go through the list and tick where it does take place in your city – try to put apercentage against the tick.b) Divide into groups and give a separate case study/quote from item 1 in the toolbox. The group task is to discusswhy this action has been taken and to list 5 advantages it gives to learning.c) Each group makes a presentation to the whole group on their Case Study and its advantages – and how it could beimplemented in their own city.d) Ask each group to develop a questionnaire which would find out, what, where, when, how and from whom peoplewould like to learn and which could be used as the basis for a whole group study among their friends, family andcolleagues. Use this as a homework exercise for the next lesson.

Lesson 1.5.2 – Understanding the barriers to Learning (1½ -2 hours)Lesson Objectivesa) To help the group understand the barriers to learning and the means of dismantling them.b) to further develop the questionnaire from 1.5.1 above to include learning barriersSuggestions for Learning Leadersa) Divide the class into small groups and ask each group to produce a list of 10 barriers which would prevent peoplefrom learning. Be specific – lack of motivation should for example explore why there is a lack of motivation.b) In Plenary, synthesise the lists. Divide into 4 classesi) attitudinal barriersii) Physical barriersiii) financial barriersiv) other barriersc) In small groups again ask the class to rank them in order of importance in terms of i) the numbers affected and b)the ease with which they can be tackled.e) (or alternative to c)) Show the TELS question in toolbox item 2 and ask groups to perform the exercise given. Thenshow the results (item 3). Ask the class to analyse the results and compare with their own perceptions. Point out thatthe top three are all attitudinal and based on self-perceptions.f) Initiate a discussion on the solutions. Use the matrix in Toolbox Item 3 to divide into long term short term andmedium term solutionsg) Now ask the class to incorporate questions on ’barriers’ into the questionnaire devised in the previous lesson anduse the questionnaire as a homework exercise.

Lesson 1.5.3 – Creating a City Charter for Learning (1½ -2 hours)Lesson Objectivesa) To consider the improvements a Learning City, town or region would make in order to increase its commitment tothe learning of all its citizens.b) To develop a charter which would express that commitment and which could be used in the community as a way ofreminding both citizens and leaders of the city’s role and responsibility to develop lifelong learning.Suggestions for Learning Leaders.a) Explain the objectives of the lesson. Role playing exercise. Divide into groups of 4 and explain that they have beenappointed to a small committee to improve the city’s commitment to its learners. Small group brainstorm on the waysthat they would do this. Each group to produce a list of 8 improvements they would make to existing practise on a flipchart. Each group puts up their list on the wall. Other groups look at all charts and tick the ones that they also thoughtof.b) Plenary discussion with learning leader. Categorise by asking if they have considered the following issues.i) Access to learningii) partnershipsiii) finding out learning preferences (audits)iv) exclusionv) motivationvi) skills developmentvii) technology and networksviii) relations with the outside (open outlook)ix) celebration of learningx) promoting and marketing learningxi) resourcesxii active citizenshipxiii) community involvementc) Hand out item 4 of the toolkit. Outline charter. Divide into groups of 4 again (but different from a) above. Their taskis to produce a ten-point ‘city learning charter’ which expresses the city’s commitment to making lifelong learning reallywork in the future and which can be put up for all to see. Statements should aim to say what it will do and how butremain succinct.d) Synthesise the efforts in plenary. Give one group the task of putting together the finished charter or to all as ahomework exercise. Hand out item 5 of the toolkit as an example.

Lesson 1.5.4: Dublin – A Case study of a Wannabe Learning CityLesson ObjectivesThe objective of this lesson is to present a Case Study of Dublin’s strategy to become a Learning City and the actionsit will take to achieve that objectiveSuggestions for Learning Leadersa) Introduce the city of Dublin – ask what the collective knowledge of the class is about this city and how many havevisited it. What are their impressions? What is the context for this study? (large city, small country, seat of Nationaland local Government, high growth in late 90s etc. Celtic Tiger – discuss what this means.)b) Distribute toolbox item 6 which is the strategy and the background to it. Ask the class to read it individuallyunderlining the sentences they feel to be most important for their own city/region.c) In plenary bring together – ask what they have underlined and why – initiate a discussion on this between the classmembers.d) Distribute toolbox item 6 which comprises questions and exercises around the strategy. Divide into groups of twoand ask them to complete the questions and exercises. After a suitable time, bring together into plenary andconsolidate the results of this. What new insights did it produce?e) Distribute toolbox item 8, which comprises the 80+ actions the city proposes to take and forms a checklist for anycity. Divide into groups of 2 and ask them to provide the priorities – ask each group to start at a different place inorder to get them all in.f) In plenary discuss the results of this exercise. What are the implications for their own city and its institutions. Ifthere is time get them to prioritise the ten most important actions for their own city.

C) Learning wherever, whenever (from Lifelong Learning in Action – Transforming 21 st Century Education)As evidence that things are changing, perhaps we can make start at the Metro Shopping Centre in Gateshead,UK, where one can find ‘Learning World’. Here a drop-in learning centre, fully equipped with computers and trainingstaff, is available to shoppers as and when they feel they want to use it. Here, those who wish to do so can put downtheir groceries for an hour or two and enter into the world of learning through courses ranging from MBA through OpenUniversity facilities to people who want to develop National Vocational Qualifications (NVQs) or simply learn a skill forno qualification at all. Access to the internet allows people to obtain information about other courses in the region ofTyne and Wear and beyond. Learning World has been in existence for more than 10 years now, and its example hasbeen copied by other British cities. Indeed it is rare to find a large UK city without at least one ‘Learning Shop’ or dropincentre.Sunderland University which pioneered the programme is also leading the way in other initiatives. Its freetelephone help-line, giving educational information to all who wish to know about where when, how and sometimeswhy, courses in all subjects exist, is now operated at national level by the vast Learn Direct programme established bythe British Government. Like many other universities and colleges it uses local radio, television and the press tomarket 'learning' as an attractive activity, and extols the products it offers to prove it. More than that, the courses takeplace in 35 learning centres in the region - schools and libraries in the evening, community centres, pubs, factories,church halls.D) Football in Action (From ‘Lifelong Learning in Action – Transforming 21 st century education’ Longworth)The most popular with the youngsters are the courses offered in the football stadium. Here you will find childrenwho wouldn’t be seen dead in the standard educational environment – they have been so switched off by theirexperiences at school. But here they are excited by the novelty of learning in the place where they go to worship theirfootballing heroes every other Saturday. It becomes accessible, non-threatening, pleasurable and natural – all thethings which, for many people it isn’t. Sunderland is not the only football club involving itself with learning in a city.Several other Premiership football clubs, Arsenal, Blackburn Rovers, Bolton Wanderers, and Newcastle United amongthem, have responded to the Prime Minister’s plea to get involved with education.‘Playing for Success’ is a strategy, jointly funded by the club and the government, for engaging reluctant learnersin learning in the areas in which they live. The magnetic appeal of following learning programmes at the football clubthey support week in and week out is proving irresistible to youngsters at risk of drop-out. They will willingly go thereafter school hours to take courses on ICT, numeracy and literacy skill development. The Blackburn Rovers club, forexample, conducts 2 hour sessions each evening for both primary and secondary school students, bringing the powerof learning to truants and children who have little support at home. It is a masterpiece of subtle persuasion. Teachersare dressed in the football club track suits. The computer rooms are decorated with football memorabilia.The curriculum has a football theme. The children even work with journalists on match days and develop newskills and self-confidence. The lessons they subsequently follow relate to these experiences. Their favouritefootballers help out, dropping in on classes after training. Several thousands of children are touched by thisexperience every year.e) Wiring the city (From ‘Learning Cities for a Learning Century’ - LongworthThe digital revolution offers a much greater opportunity to Learning cities. Not far into the next century, Cities willhave their ingenuity and their genuineness as a true Learning city, challenged by the use they make of the newbroadband channels made possible by the digitisation of television and cable networks. And the network is widening.Many cities have already set out along that route. The wired and cabled city is now a fact on every continent.Already, many cities in North America, Edmonton, Pittsburgh, San Francisco and others, are offering learningchannels to their citizens, broadcasting self-learning courses from universities, colleges and private educationproviders to those who want to receive them. But that is just the tip of the iceberg. The proliferation of available spacewill lead to the possibility of neighbourhood channels offering information to the citizens of a single housing estate ora small ward. Schools will be able to broadcast to people in their catchment area, perhaps transmitting the schoolplay, providing essential information to parents, even involving children who are unable to attend, the opportunity toreceive lessons - not at present a popular idea among the young. They will be able to involve parents, advertise theschool fete, explain their philosophy.The possibilities are endless. Special interest groups - environmentalists, ornithologists, sports clubs, religiousorganizations, might have their own, or a shared, channel to involve people in the care of their own environment or thedevelopment of a new hobby. The opportunities for feedback are also in place, making these a two-waycommunications experience. Watchdog bodies may be needed to avoid abuse, but the technology is there to be used.f) Bringing learning to the pub. (from ‘Making Lifelong Learning Work ‘– Longworth)

In the Yorkshire area of the UK, Airedale and Wharfedale College carried out an outreach project to people whoremain sceptical about learning. With the help of Tetley’s Breweries members of the college developed aquestionnaire on learning and visited 6 inner city pubs in Leeds. They discovered that 40% of the people sampled hadtaken no courses in the last 5 years and 21% had had no further education since leaving school. However they wentfurther and asked whether they would be interested in taking courses if they could be brought to the pub. 56% thoughtthis an excellent idea. So they asked what they would like to learn. ‘Ordering drinks abroad’ proved to be the mostpopular. And so a course on this was given. Having sampled the fun of this they wanted more. And so some prtablecomputers found their way there for a basic course on using a computer. Subsequently members of the college staffdelivered lessons on local history, calligraphy for Christmas cards and fitness for stress management.

Toolbox Item 2 ARate the following barriers to learning on a scale of 1 to 5 as you think they apply to your city 1 =very important 5= not importantLack of finance to participate in learning in large numbers of people 1 2 3 4 5Lack of facilities to study at home for large numbers of people 1 2 3 4 5Distance from educational provision for large numbers of people 1 2 3 4 5Lack of local creche provision for parents …. 1 2 3 4 5Lack of facilities for the disabled in educational establishments 1 2 3 4 5Poor family culture of learning 1 2 3 4 5Bad childhood experience of learning 1 2 3 4 5Low aspiration - perception of learning as not important enough 1 2 3 4 5Low self-esteem – learning is for others not the likes of me 1 2 3 4 5Poor information services attracting people to learning 1 2 3 4 5Learning providers not geared to the needs of learners 1 2 3 4 5Perception that the benefits system discourages learning 1 2 3 4 5Toolbox Item 2b1 2 3 4 5 NoanswerLack of finance to participate in learning in large numbers of 8 8 7 14 10 33peopleLack of facilities to study at home for large numbers of people 8 6 11 15 7 33Distance from educational provision for large numbers of people 2 2 9 14 18 35Lack of local creche provision for parents 4 5 9 16 12 34Lack of facilities for the disabled in educational establishments 4 9 4 17 12 34Poor family culture of learning 19 5 5 5 13 33Bad childhood experience of learning 8 11 16 4 7 34Low aspiration - perception of learning as not important enough 17 8 8 6 8 33Low self-esteem – learning is for others not the likes of me 17 7 11 5 6 34Poor information services attracting people to learning 5 9 11 14 9 33Learning providers not geared to the needs of learners 3 11 16 7 8 35Perception that the benefits system discourages learning 3 9 9 15 8 36

Toolbox Item 3Learning Barrier Short term solution Medium Term Solution Long-term solution

Toolbox item 4A Charter for Learning in our CityWE RECOGNISE THE CRUCIAL IMPORTANCE OF LEARNING AS THE MAJOR DRIVING FORCEFOR THE FUTURE PROSPERITY, STABILITY AND WELL-BEING OF OUR CITIZENS.1.We declare that we will invest in Lifelong Learning within our community by:2.3..4.5.6.7.8.9.10.On behalf of the City of .........................................................................CITY SEALSigned ....................................................................................................

Toolbox item 5A Learning Charter for SouthamptonWE RECOGNISE THE CRUCIAL IMPORTANCE OF LEARNING AS THE MAJOR DRIVING FORCEFOR THE FUTURE PROSPERITY, STABILITY AND WELL-BEING OF OUR CITIZENS.We declare that we will invest in Lifelong Learning within our community by:1. DEVELOPING PRODUCTIVE PARTNERSHIPS BETWEEN ALL SECTORS OF THE CITY FOROPTIMISING AND SHARING RESOURCES, AND INCREASING LEARNING OPPORTUNITIES FOR ALL2. DISCOVERING THE LEARNING REQUIREMENTS OF EVERY CITIZEN FOR PERSONAL GROWTH,CAREER DEVELOPMENT AND FAMILY WELL-BEING3. ENERGISING LEARNING PROVIDERS TO SUPPLY LEARNING GEARED TO THE NEEDS OF EACHLEARNER WHERE, WHEN, HOW AND BY WHOM IT IS REQUIRED, LIFELONG.4. STIMULATING DEMAND FOR LEARNING THROUGH INNOVATIVE INFORMATION STRATEGIES,PROMOTIONAL EVENTS AND THE EFFECTIVE USE OF THE MEDIA5. SUPPORTING THE SUPPLY OF LEARNING BY PROVIDING MODERN LEARNING GUIDANCESERVICES AND ENABLING THE EFFECTIVE USE OF NEW LEARNING TECHNOLOGIES6. MOTIVATING ALL CITIZENS TO CONTRIBUTE THEIR OWN TALENTS, SKILLS, KNOWLEDGE ANDENERGY FOR ENVIRONMENTAL CARE, COMMUNITY ORGANISATIONS, SCHOOLS AND OTHERPEOPLE7. PROMOTING WEALTH CREATION THROUGH ENTREPRENEUR DEVELOPMENT AND ASSISTANCEFOR PUBLIC AND PRIVATE SECTOR ORGANISATIONS TO BECOME LEARNING ORGANISATIONS8. ACTIVATING OUTWARD-LOOKING PROGRAMMES TO ENABLE CITIZENS TO LEARN FROMOTHERS IN THEIR OWN, AND THE GLOBAL, COMMUNITY9. COMBATTING EXCLUSION BY CREATIVE PROGRAMMES TO INVOLVE THE EXCLUDED INLEARNING AND THE LIFE OF THE CITY10. RECOGNISING THE PLEASURE OF LEARNING THROUGH EVENTS TO CELEBRATE AND REWARDLEARNING ACHIEVEMENT IN ORGANISATIONS, FAMILIES AND INDIVIDUALSOn behalf of the City of .........................................................................CITY SEALSigned ....................................................................................................

Toolbox Item 6 – Dublin Learning City Strategy – A Case StudyVISIONIn 2012, Dublin will be a Learning City in which all citizens, and the communities to which they belong, will be able to realise theirfull potential through a comprehensive and enjoyable range of lifelong learning opportunities. Learning will be the primarymechanism used to ensure that change in the City is value-led, respects diversity, and is committed to sustainability - the keyprinciples that will inform our future development.CONTEXTWhen referring to learning in the City in 2002, most people take this to refer to formal education and training. Increasingly, however,there is a widening of interpretation to include all the learning experiences of a person throughout their life under the heading Life-Long-Learning (LLL). The European Commission White Paper, Learning for Life (2000) acknowledges that Life-Long-Learningshould be adopted as the ‘governing principle of educational policy’.After all ‘human capital formation takes place not only in formal education or training programmes, but also in informal interactionwith others as well as through self-reflection and self-directing learning’ (OECD, 2001). The importance of Life-Long-Learning hasbeen recognised internationally. As the report on the Learning City of Espoo, Finland (The City of Espoo, 2002) observes, “LifelongLearning is a key issue in the knowledge age. It is a precondition for coping with future changes, both for individuals and society.The more complex the governing of a community has become, the greater the need for learning and new innovative ways to facecurrent challenges.” The NDP (2000-2006) focuses on enabling citizens to fully participate in the workforce and on utilisingtechnology and on-going training to achieve this. Although the learning drive at national level may be on employment, people areincreasingly participating in learning for reasons other than getting a job or upskilling: personal development and enjoyment arealso important objectives.Learning is very important in strengthening the social cohesion of the City, since it is through education and awareness thatattitudes can be changed and mindsets shifted so we can increase our respect for the human, economic, environmental and socialcapital of the City. Whilst this shift towards a more holistic definition of learning is occurring, the way in which our learningopportunities have developed to date bring with them the need to address a number of specific issues.1 On the Supply SideMainstream education has served us well in the past, but increasingly it appears that there is a need for it to adapt to accommodatea wider variety of learners (and learning styles) and be supplemented with a range of equally valued and resourced alternatives.¦ Shift from ‘one size fits all’ As we face more choices and as the rate of change increases, we need to be more adaptable andthis is achieved through a focus on ‘learning to be learners’. In fact, it is believed that the ‘new poor and the new marginalised in oursocieties will be those who cannot or will not learn.’ (Robert Keegan, 1995). With the number of Early School Leavers (ESL) in theCity higher than the national average (NESF, 2002) and adult illiteracy rates amongst the highest in Europe, we need to takeimmediate corrective action and shift away from a belief that ‘one size fits all’ when it comes to education. This becomes all themore relevant as we come to understand and acknowledge the concept of ‘multi-intelligences’.¦ The formal learning sectorEducation and training have traditionally focused on academic and vocational training with progression made through a set ofpathways that were well recognised by employers and used as a measure of suitability for employment. Within this formal sectorand in the workplace, the range and number of courses on offer and methods of delivery have increased in an attempt to adapt tomeet the needs of employers and learners. However, our education and training provisions have still to cater for the needs ofpeople with disabilities.¦ The non-formal learning sectorAlongside the formal sector has been the development of an innovative, flexible, responsive and learner-centred range of learningopportunities in the community and non-formal sector. These learning opportunities are not always as "valued" or as well resourcedeven though they often cater for those people that mainstream education and training fails to serve. Aontas have emphasised theneed for ‘parity of esteem between the Statutory and Voluntary Sector’ (Aontas, 2000). There are several new structures that canassist in strengthening and validating this sector such as the Local Adult Learning Boards (LALB), the Implementation and AdvisoryGroup established under the White Paper on Supporting Voluntary Activity (2000) and the National Qualifications Authority ofIreland (NQAI). One of the key features of learning in the Community and Voluntary Sector is that it has developed in response tolearner needs.This is a characteristic that needs to be replicated by all service providers. The key challenge, especially in the formal educationsector, will be to ensure that the value systems of service providers acknowledge that the learner is the driver, rather than theeducator, which is often the case now.¦ Accreditation and Progression in the Learning sectorNo comprehensive framework exists in which progression between the formal and nonformal sector can be made and manylearning opportunities are unaccredited because of a lack of information and support to get them accredited. The NQAI isattempting to address this issue. As access to learning opportunities is one of the key mechanisms to tackling disadvantage,special efforts need to be made to focus on Accredited Prior Learning (APL - recognising peoples experiences outside the formaleducational/training sector).¦ The lack of City focusThe centralised educational structure and administration has restricted the Department of Education and Science (DES) fromplaying its full role in integrative actions, such as City/County Development Boards, Childcare Committees, etc. There is however,one body in place that has a city remit - the CDVEC and because of this, they are named as the body that should service the LALB.The LALB is a step towards developing a city focus for Adult Learners.

¦ Deployment of Learning ResourcesAt present our system of deploying learning resources involves allocating teachers, resources and specialists (eg guidancecounsellors) to individual schools. This is somewhat different in the VEC. Given the changing demographics and the need todevelop special resource supports that reach into Lifelong Learning, it is important to change the way in which resources aredeployed.¦ Third level institutions are a strong pillar of the educational infrastructureThird level institutions are critical to our future development as we need to produce a more flexible and attractive knowledge basedwork force. Innovation centres located in all third level institutions have acknowledged that generic skills are no longer what isrequired but are focusing, instead, on encouraging entrepreneurship and the development of high technological, biomedical andknowledge businesses through applied research. Dublin is unique in the concentration of prestigious third level institutions in theCity. Like Boston, it can build a reputation around education and research excellence.2 On the Demand Side: Barriers to Participation in Learning OpportunitiesThere are several factors such as complex lifestyles; policies that prioritise earning rather than learning; barriers in design, deliveryand cost; information not accessible or easily understood; the lack of transport and learning supports for people with disabilities;opportunity and financial cost of participation; personal dispositions and prior negative experiences of learning. (Adapted fromWRC, To Earn or Learn, DES, Sept 1999).Tackling these issues is of critical importance given the link between educational and social disadvantage and unemployment.Many of the barriers can be overcome by delivering learning at a time, place and pace that suits the learner. A lot of progress hasbeen made to date on increasing access to Third Level education but stronger partnerships with communities are still needed. Thefocus on delivery is on adapting the delivery methods to maximize participation of the local community.3 Factors Influencing Change in LearningThe learning path of people is changing following the economic, cultural and social changes of the wider society and theimplementation of specific policies. The main factors of change are:¦ Mobility of populationThis has resulted in citizens having greater choice in the school they can attend. The large-scale movement of people around theCity has an impact on traffic, community identity and school planning/budgeting as it is no longer tied in to the demographics of theneighbouring community, but often on marketing and parental community membership.¦ Educational FundingSchools are funded per pupil/head. As a consequence, schools are reluctant to report ESL since it has a negative financial impacton them.¦ IT-Digital divideUnless IT development in the City is managed, it may result in a greater divide between the haves and have-nots as themarginalised find it more difficult to access IT. In fact, the new literacy is beyond text and is one of information navigation (Prof.Joyce O'Connor, President, NCI, The Revolution Begins, Presentation - The Wheel 12/3/02).¦ Celtic TigerESLs are finding work, which tends to be low skilled/ low pay, therefore progress without "learning interventions" is difficult. A largesection of the population is restricted from participation in learning because of financial pressures (e.g. mortgages, cost of living inDublin) and long commuting distances. It is also difficult to retain staff in the learning sector when alternative employment is betterpaid.¦ Greater understanding of Multi-IntelligenceThere is increasing recognition of a wider range of intelligences in society. Systems have yet to change significantly to cater forthem.1 1 2STRATEGYThe Strategy will encourage all city stakeholders to work together in a coherent Learning City framework under a City LearningBoard, thus giving learning a City focus that is currently missing. The process will begin with the establishment of the LearningForum that will act as a Task Force to advance the creation of the City Learning Board. It is proposed that the Forum Task Forceshould be chaired by the VEC representative of the DCDB and the Vice-Chair should be the FÁS member of the DCDB. Under thisbody, sub-groups focusing on sectors of interest should be established, e.g., Third level, etc. One of the areas that this body wouldlook at is working towards shifting the responsibility of the State for citizen’s learning to a benchmark point along the learning line(e.g. leaving certificate or equivalent) rather than by age. We will move towards becoming a city in which citizens will be able toplan and negotiate their way seamlessly through a range of learning opportunities that provide people with the life skills that theyneed for an increasingly changing society. Support services will run in parallel and be accessible to all that need them. TheStrategy will encourage the use of more innovative methods of delivery, especially through the use of ICT. This will be realisedthrough the development of a vibrant virtual ‘market place’ (through www.dublin.ie) for learning in which providers can offer theirservices and adapt them to the needs of the user and citizens can map out their learning journey for life. This will have particularimpacts on services for learners with special needs, early school leavers, etc.Other areas that will be developed include :¦ The organisation and deployment of resources on a basis that is not tied to individual education or training institutions.¦ The adequacy in terms of scope and nature of resources for Lifelong Learning

¦ The development of counselling services separate to the Career Guidance Services.¦ The organisation and delivery of support services (eg Guidance and Counselling) on ageographical basis and across all aspects of learning. This will facilitate greater targeting of resources and ensure that they areaccessible to all that need them. We will learn from our neighbours in Europe about how to best develop a comprehensive modelthat accommodates all learning experiences in the City: formal and non-formal; workplace and community based. The DCDB isprogressing this through participation in a range of EU Community Initiatives, membership in TELS (Towards a European LearningSociety) and a network of Learning Cities. In this context, we understand a Learning City to be a city which “goes beyond itsstatutory duty to provide education and training for those who require it and instead creates a vibrant, participative, culturally awareand economically buoyant human environment through the provision, justification and active promotion of learning opportunities toenhance the potential of all its citizens” (Prof Norman Longworth, 2000).In this Learning City, we will balance the development of the individual with the development of collective knowledge and skillswithin community and family. The learning journey begins within and through the personal development of an individuals beliefs,values, knowledge and skills. “The need for personal development to become central to our education system, so that issues suchas communication skills, drugs awareness, relationships and sexuality are addressed progressively and consistently throughoutschool life.” (Children’s Office, (2000) Report on Public Consultation National Children’s Strategy).A City of Learning must therefore value and resource learning programmes and institutions that address thepersonal and social development of individuals. For instance, the libraries of the City have long been the ‘free university of thecommon man’ providing the environment and materials to facilitate the self paced learning of citizens in Dublin (Library Council,2000).Strategically, it is important to shape a new relationship between the ideas of education, training, the individual and community. Theshift from ‘education’ to ‘learning’ implies a new pedagogical dimension in the way of thinking. Furthermore, “learning is a lifelongand lifewide content and resource for the individual and society. It is worthwhile to foster this resource and to realise that learningreally takes place anywhere and at any time, in all situations and circumstances in life, at all ages and in all human roles.” City ofEspoo, (2002).The Third Level Sector is vital for the development of the City. Dublin City has the highest concentration of Third Level educationalinstitutions and vocational training centres in Ireland. Strategically, it is important to ensure that we build the reputation of Dublin asa city of higher education excellence.

Toolbox item 7 – Some questions and exercises on Dublin’s strategy1. In the vision statement what do you think is meant by the following in the context of the Learning City:1.1 Values-led_____________________________________________________________________________________1.2 An enjoyable range of learning opportunities__________________________________________________________1.3 Sustainability__________________________________________________________________________________2. Give 10 main reasons why Dublin believes that educational provision has to change in the coming yearsa)b)c)d)e)f)g)h)i)j)3. Why are the following important in the context of Dublin’s efforts to become a Learning City, and what changes will have to bemade to accommodate them?3.1 the concept of multi-intelligences_________________________________________________________________________3.2 The learner is the driver__________________________________________________________________________________3.3 a knowledge-based workforce_____________________________________________________________________________3.4 Learning at a time, place and pace that suits the learner________________________________________________________3.5 greater divide between the have and the have-nots_____________________________________________________________3.6 More learning interventions_______________________________________________________________________________4. ‘We will move towards becoming a city in which citizens will be able to plan and negotiate their way seamlessly through a rangeof learning opportunities that provide people with the life skills that they need for an increasingly changing society’Give 5 examples of how Dublin proposes to do that.a)b)c)d)e)5. Describe in your own words why you believe, or do not believe that your own city should become a ‘Learning City’

Toolbox Item 8: Strategies to turn Dublin into a Learning CityIn the boxes below are the actions contained in Dublin’s ten year strategy to become a Learning City. You are askedto put a tick in the boxes whether or not this is, or should be, High, Medium or Low priority for your own city/region.H= High – Already in plan and will be implemented within the next 2 yearsM= medium – May be inserted into some future plan to be implemented in 5 or more yearsL= Low – not yet in plan1 Develop effective networking of Third Level institutions and build coalitions of intellectual excellence that canserve the city2 Urgently develop programmes of access designed to promote entry to Third Level institutions for late startersand excluded groups3 Develop productive linkages and partnerships between various learning providers (including schools and ThirdLevel institutions), businesses and local communities4 Develop ‘clusters of excellence’ especially in the knowledge, biomedical and other areas relevant to economicdevelopment5 Increase commissioning of specific research where expertise is needed for the Learning City e.g. socialeconomy, community technology application, etc6 Set up special units in local institutions to carry out this research7 Recognise the important role of Third Level institutions in the promotion, development and application of arts,culture and leisure and encourage them to involve local people in centres for performances and expression inthe City8 Develop the city website as a shared space for knowledge transfer, matching services and intellectualadvocacy and debate9 Deploy expertise and resources in order to encourage and facilitate community organisations to create andmaintain an internet / digital media presence.10 Encourage businesses to support and promote Life-Long-Learning through developing learning journeys fortheir employees and increasing linkages and partnerships with the educational system11 Encourage businesses to promote, fund and support a learning culture within business and throughout thecommunity12 Focus on Small and Medium sized Enterprises (SMEs) and help them to develop learning programmes for alltheir staff13 Increase the flexibility of delivery and design of learning opportunities for all14 Remove financial barriers to participation15 Intervene earlier to satisfy special needs students16 Shift towards intergenerational learning in single learning points in neighbourhoods17 Extend range of learning opportunities (not just education and training) in neighbourhoods18 Develop recognition and accreditation of a wider range of learning experiences19 Utilise the city website to develop an active ‘market place’ for the exchange of learning information20 Use the city website to help citizens plan their learning futures through personal learning plans21 Train teachers and learning counsellors to help people develop personal learning plans.22 Improve support services for all people23 Improve access to support services for all people24 Develop innovative Exit Strategies for Early School Leavers.25 Invest more in education to avoid crime (one year in jail costs €89,000, the whole of a child's educational lifecosts less than that. They have a moral right to this money. It's a good investment)26 Create a new, coherent and integrated learning framework for the City27 Enable all learning stakeholders in the City to co-operate and mainstream models of good practices.28 Ensure that all types of intelligence and learning experiences are recognized and equally valued29 Shift the focus from education and training to Lifelong Learning in schools30 Shift the focus from education and training to Lifelong Learning in Adult Education colleges31 Maximise participation of citizens in Lifelong Learning opportunities32 Make educational services and supports more ‘customer focused’ to facilitate increased access/participation oflearners of all ages33 Encourage the business community to champion Lifelong Learning in the City34 Ensure that adequate supports are available to everyone to engage in learning opportunities.35 Shift educational focus towards acquisition of skills and personal growth through learning in all learningproviders36 Demonstrate mutual respect for traditional and non-traditional learning by including all in a Learning Forum andin all initiatives aimed at developing a Learning City37 Learn from other ‘Learning Cities’ through involvement in a range of EU Initiatives38 Mobilise existing stakeholders to work together for the implementation of policy and legislation39 Increase integration, cooperation and communication between stakeholders through data sharing, networksand joint activities40 Use Learning Cities Audit Tool to identify gaps in infrastructure that need to be filled and draw up City Plans tofill them.41 Commission a City-wide access audit of existing facilities (and action plan) with a view to developingthem as a community amenity and focal point in the community for intergenerational learning42 Develop "learning services integration" models of good practices (e.g. adult education guidance, local adultlearning boards, home school completion clusters, and skills groups).H M L

43 Develop curriculum and points system in schools to include a clear developmental pathway through the schoolsystem.44 Increase emphasis on sports and recreation at school45 Explore ways of organizing resources for Lifelong Learning that do not limit their availability/application to oneinstitution.46 Develop targeted programmes of Learning City and Lifelong Learning awareness for each stakeholder group:business, potential learners, providers, schools, communities, parents, state agencies47 Bring all providers together around common themes of interest (seminars, conferences, working groups).48 Develop a system that facilitates a move towards self directed learning49 develop a holistic mentoring system through a range of complementary learning experiences: ‘personallearning journeys’50 Promote the importance of early years in developing learning capacities51 Use community media, TV, radio, internet, print and photography, lectures, debates, tape, neighbourhoodcentres, etc., to promote the value of learning52 Increase disability awareness training for educators53 Encourage third level institutions to host Dublin Citizens Seminars54 Work with national Qualifications bodies to ensure the possibility of a natural progression through a wide varietyof learning55 Encourage assessment of prior learning in city third level institutions56 Encourage learning providers to provide learning wherever the learner wants it57 Encourage learning providers to provide learning whenever the learner wants it58 Encourage learning providers to provide learning however the learner wants it59 Facilitate more consultation with learners of all ages60 Align support services (e.g. guidance, counselling, mentoring & psychological services) to operateindependently to learning service provision61 Insist that Learning Providers focus more on teaching students to learn and build self esteem so that citizenscan readily adapt in an increasingly changing environment.62 Showcase and celebrate best practice in the learning sector63 Build a highly visible landmark library for the City to demonstrate the high profile of learning in the City.64 Improve development of early education and care in partnership with external bodies.65 Develop channels of participation for young people in learning city matters66 Encourage participation of children and young people in defining what sort of Learning City they want67 Develop a counselling service to work in support of the traditional Career Counselling services68 Involve businesses in the educational system via school / business partnerships69 Integrated web-based service for aptitude testing, career planning and mapping learning journeys on citywebsite70 Facilitate Third level institutions in partnership with businesses to develop ‘clusters of excellence’ especially inthe knowledge, biomedical and other areas relevant to economic development71 Increase Family Learning possibilities72 Increase staff/pupil ratios in schools.73 Introduce of traineeships as an alternative for students who do not wish to remain in the formal educationsystem.74 Encourage earners to return to learning through the development of various incentives: e.g. part-time/evening/distance learning subsidies, childcare facilities etc.75 Give learners ownership of their own learning76 Increase in-service training of teachers to adopt methods more appropriate to a knowledge society77 Increase schools commitment to the world outside of the school78 Increase the number of community schools79 Encourage schools to tap into the resources in the community to diversify education of the children80 Encourage people in the community to support their schools and encourage schools to find ways of lettingthem do so.81 Link schools to several schools in other cultures and countries so that all pupils have the opportunity to workelectronically with another pupil82838485858. In the blank boxes insert five additional actions you believe should be taken by your own city for it tobecome a learning city.