Warm Congratulations to the Opening of the 2012 Warm Congratulations to the Opening of the 2012 Hangzhou International Forum on Education InnovationsHangzhou International Forum on Education Innovations

谨向谨向 20122012 年杭州国际教育创新论坛的开幕年杭州国际教育创新论坛的开幕表示热烈祝贺！表示热烈祝贺！04/21/23

Learning Cities and Lifelong Learning

学习型城市与终身学习 Arne Carlsen, Director of UIL

28 November 2012联合国教科文组织终身学习研究所所长

阿奈 · 卡尔森 2012.11.28

04/21/23

The Faure Report (1972) Learning to Be: The World of Education Today and Tomorrow put forward the learning society concept

福尔报告 (1972) 《 学会生存：教育世界的今天和明天》提出“学习型社会”这一概念

04/21/23

Appealed to UNESCO Member States to re-organise their educational structures on 2 basic premises:

呼吁联合国教科文组织成员国基于两个基本前提，重新认识其教育体系 : All agencies become providers of

education 所有机构都成为教育提供者 All citizens be engaged in learning,

taking full advantages of the opportunities provided by the learning society

所有公民都参与到学习中来，充分利用学习型社会提供的学习机会

04/21/23

Delors Report: Learning: The Treasure Within (1996)德洛尔报告：《学习：内在的财富》 (1996)

04/21/23

• The concept of learning throughout life leads straight

on to that of a learning society which offers many and

varied opportunities of learning, both at school and in

economic, social and cultural life

• “ 终身学习”这一概念直接指向的是一个能够提供大量和多样学习机会的学习型社会，这些机会不仅存在于学校，同样在于经济、社会和文化生活中

• More collaboration and partnerships with families,

industry and business, voluntary associations, people

active in cultural life, etc

• 与家庭、企业、志愿团体及文化生活热心参与者建立更广泛的合作和更良好的伙伴关系

• The concept of learning throughout life leads straight

on to that of a learning society which offers many and

varied opportunities of learning, both at school and in

economic, social and cultural life

• “ 终身学习”这一概念直接指向的是一个能够提供大量和多样学习机会的学习型社会，这些机会不仅存在于学校，同样在于经济、社会和文化生活中

• More collaboration and partnerships with families,

industry and business, voluntary associations, people

active in cultural life, etc

• 与家庭、企业、志愿团体及文化生活热心参与者建立更广泛的合作和更良好的伙伴关系

04/21/23

Lifelong learning for all终身学习，全民参与UNESCO believes that advancing towards lifelong learning for all implies moving towards a ‘learning society’ in which each person is a ‘learner’ and at the same time a ‘source of learning’ and in which each individual will have the opportunity to learn what s/he wants when s/he wants联合国教科文组织认为，推行“终身学习，全民参与”意味着建立一个“学习型社会”，在这个社会中，每个人在作为“学习者”的同时，也是一个“学习资源”，每个人在渴望学习时都能够学到他（她）所想要学习的内容。

04/21/23

The discourse of ‘lifelong learning’ as a ‘master concept for educational policies’ has been widely accepted;

“ 终身学习”的提法作为“教育政策的核心概念”已被广泛接受；

Some basic conclusions drawn from previous research

从研究中得出的基本结论

04/21/23

Some pragmatic approaches have been adopted to make the visionary discourse of lifelong learning ‘handle-able’;

已经采用一些务实的方法，使终身学习这一理念变得较为切合实际；

A learning society in a country can only be built province by province, city by city, community by community.

一个国家的学习型社会建设，只能一个社区一个社区、一个城市一个城市、一个省一个省地循序渐进。

04/21/23

The building of a learning region/area is one of the practical or operational approaches;

实际操作方法之一是学习型地区 / 区域建设 The concept of a learning region/area can apply at

all levels of local government, the main focus tends to be on cities

学习型地区 / 区域的概念适用于任何类别的地方政府，而主要焦点在于城市

04/21/23

Why cities?为什么选择城市？

Cities offer a more favourable setting to solve social and environmental problems

城市具备更好的解决社会和环境问题的条件 Cities generate jobs and income 城市提供就业和收入 Cities could deliver education, health care and other

services more efficiently 城市拥有更高效的教育、医疗和其他服务 Cities present opportunities for social mobilisation and

women’s empowerment 城市提供社会流动性和妇女权益的机会04/21/23

04/21/23

Urban and rural population of the world, 1950 - 2030Source: UN Population Division.

世界城乡人口变化图（ 1950-2030 ）来源：联合国人口司

04/21/23

http://cdnimg.visualizeus.com/thumbs/8c/ec/chart,people,population,rural,urban,cities-8cec9968e4bf76de910f891ff9ab45d9_h.jpg

04/21/23

http://enterpriseresilienceblog.typepad.com/.a/6a00d8341c4ebd53ef01538ed7ee6e970b-popup

The McKinsey Global Institute estimates that in India, cities will provide the overwhelming share of economic growth (70%), new jobs (70%), and tax revenues (85%) by 2030.麦肯锡全球研究所估算，到 2030 年，印度城市将贡献绝大多数的经济增长（占 70% ）、新就业机会（占 70% ）和税收（占 85% ）。

04/21/23

04/21/23

http://waldokrugell.blogspot.de/2012/04/few-good-posts-new-cities-place.html

Why learning? 为什么要学习？

Cities with better-educated individuals have stronger economies;

个人受教育程度更高的城市，经济更发达；In term of social inclusion or exclusion and

learning, lower educational levels are associated, with unemployment;

在社会融入、社会排外和学习的关系方面，教育水平低下常与失业有关；

04/21/23

Learning is critically important in a city’s efforts to attract and retain skilled and diverse workers;

学习对于一个城市吸引和留住人才至关重要； Learning is crucial to improve the quality of life; 学习对于提高生活品质至关重要； Cities in a globalised world cannot afford not to

become learning cities (Longworth, 2010); 在全球化的世界中，城市必须发展为学习型（朗沃斯 2010 ）

04/21/23

Examples of learning cities around the world

世界各地学习型城市的样本

More than 1000 cities in the world have already become or are building Learning/Educating cities.

全世界超过 1000座城市已经建成或正在建设学习型 / 教育型城市The building of Learning/Educating Cities has become a considerable world-wide phenomenon.

学习型 / 教育型城市建设已在全世界范围内变得日益重要。04/21/23

In 1990s, implementIn 1990s, implement the the

European Lifelong Learning European Lifelong Learning

Initiative (ELLI)Initiative (ELLI)

九十年代实施“欧洲终身学习九十年代实施“欧洲终身学习计划” 计划”

In1998In1998 ，， started to promote started to promote

Towards a European Learning Towards a European Learning

Society (TELS) Society (TELS)

19981998 年，开始实施“建设欧洲年，开始实施“建设欧洲学习型社会”项目学习型社会”项目

• In 1996, Liverpool declared itself to be a ‘City of Learning’ and the UK Learning Cities Network (LCN) was established. Now, LCN has 80 member cities and regions.

• 英国：英国： 19961996 年，利物浦率先宣年，利物浦率先宣布其为“学习的城市”，当年英布其为“学习的城市”，当年英国建立学习型城市网络，共吸纳国建立学习型城市网络，共吸纳8080 个成员单位。个成员单位。

United Kingdom

• The national programme ‘Learning Regions - Providing Support for Networks’ was launched in 2001, which supported some 70 regions.

• 德国：德国： 20012001 年建立国家“年建立国家“学习区域：为提供支持建学习区域：为提供支持建立网络”项目，共支持立网络”项目，共支持 7070个区域。个区域。

04/21/23

Germany

Canada 加拿大

In 2003, Victoria set a goal of being a “leading learning community” by 2020.  Vancouver aims to be a Learning City.  St. John’s and Edmonton have made efforts to become learning communities. 2003 年，维多利亚提出了 2020年建成“领先的学习型社区”的目标。温哥华计划建设成为学习型城市。 圣约翰和埃德蒙顿正在努力建设学习型社区。

04/21/23

Australia 澳大利亚

Every state has its own government inspired and funded learning cities association. In Victoria, for example, all municipalities of more than 5,000 people are expected to belong to this and to pursue learning city policies. 每个国家都拥有由政府主导建立和资助的学习型城市机构。例如，在澳大利亚的维多利亚州，所有人口 5000以上的城镇都属于该机构，并实施学习型城市政策。

04/21/23

Japan日本

In as early as 1979, the city of Kakegawa was declared the first Lifelong Learning City in Japan. Since then, the Japanese lifelong learning city project has been implemented as part of the policy for promoting lifelong learning by city/town/community units.早在 1979 年，挂川市就宣布成为日本第一座终身学习型城市。此后，日本终身学习型城市建设工程就成为了推行终身学习政策的一部分，这一政策以城市、乡镇、社区为单位实施。

04/21/23

Republic of Korea

韩国 The Lifelong Education Law was enacted in 1999, which states that “government can designate and support selected municipalities, districts, and counties as lifelong learning cities”. In 2012, a total of 80 local governments were designated as ‘Lifelong Learning Cities’. 1999 年韩国政府颁布实施了《终身教育法》 , 规定“政府可以有选择地指定和支持市、区和郡成为终身学习型城市”。至 2012年，已有共计 80座城市成为“终身学习型城市”。

04/21/23

South Africa 南非

In 2001, the Western Cape, one of the nine provinces in South Africa, started the ‘Learning Cape’ framework as one of the four key pillars for economic and social development.2001 年，南非九省之一的西开普省开展“学习型开普”项目，该项目是该省经济和社会发展四大重点支柱项目之一。

04/21/23

China

中国 During 2002-2005, the city of Beijing participated in the EU funded PALLACE project. In October 2011, more than 210 cities (districts and counties) in China organised the lifelong learning activities week, many of them have set up the goal for constructing learning cities.

2002-2005 年期间，北京市参与了由欧盟资助的 PALLACE工程。 2012年 10月，中国超过 500 个城市 / 地方举办了终身学习活动周，其中许多城市确立了建设学习型城市的目标。

04/21/23

Viet Nam 越南

The national steering committee for building a learning society is in the process to develop the “National Scheme on Building a Learning Society in Viet Nam (2011 – 2020)” which proposes an initiative to pilot the building of learning provinces, learning cities, learning districts and learning communities.越南全国建设学习型社会指导委员会正在制订《国家建设越南学习型社会的规划纲要（ 2011-2020 年）》，该纲要计划采取初步行动以指导学习型省份、学习型城市、学习型地区和学习型社区建设。 04/21/23

Definition of a learning city Definition of a learning city 学习型城市的定义 A Learning City is one which invests in quality lifelong learning for all in order to:

学习型城市致力于为所有人提供高品质的终身学习，其目的在于：•Promote inclusive learning from basic to higher education•提供从基础教育到高等教育的包罗广泛的学习机会•Invest in the sustainable growth of its workplaces, •促进就业机会的可持续增长 •Re-vitalise the vibrant energy of its communities, •重新激发其社区的充沛能量•Nurture a culture of learning throughout life, •培育终身学习的文化氛围•Exploit the value of local, regional and international partnerships, and •利用当地、地区性和国际伙伴关系的的价值，以及•Guarantee the fulfillment of its environmental obligations.•保证履行其环境义务 

04/21/23

 

In so doing it will release the strength and capacity of all its resources for creating individual empowerment and cultural prosperity, social cohesion and economic prosperity, and sustainable development.

采取这些措施，将能够充分利用城市的所有资源，以保障个人权益，促进文化繁荣，增强社会凝聚，推动经济发展，实现可持续发展。

04/21/23

UNESCO InitiativeUNESCO Initiative联合国教科文组织的初步行动

In response to Member States’ call to adopt a more pragmatic and instrumental approach to promoting lifelong learning, UNESCO/UIL plans to establish:

为了响应成员国采取更加切实有效的措施，以推进终身学习发展的呼声，联合国教科文组织计划建立：

UNESCO Global Learning Cities Network

联合国教科文组织全球学习型城市体系

UNESCO GLCNUNESCO GLCNWith its Secretariat at the UNESCO Institute for Lifelong learning

秘书处设在联合国教科文组织终身学习研究所

04/21/23

Overall aim UNESCO GLCN 体系的总体目标

To create a global platform to mobilise cities and demonstrate how to use effectively their resources in every sector to develop and enrich all their human potential to foster lifelong learning for all, to develop equality and social justice, to maintain harmonious social cohesion, and to create sustainable prosperity.

建立一个全球性平台，以动员世界各地的城市，展示如何有效利用各地资源，以开发和强化其自身的潜能，推动建立终身学习机制，促进社会公平和正义，保持社会和谐和凝聚力，确保长久繁荣。

04/21/23

Objectives Objectives

• Advocate lifelong learning for all; 倡导全民终身学习

• Facilitate research;  促进学习型城市研究

• Promote policy dialogue and peer learning;  促进政策对话和伙伴学习

• Serve as a clearing-house; 发挥资料收集和分享作用

• Provide capacity development; 提供能力建设

• Develop a Global Learning City Index; 开发指标体系

• Monitor the implementation of the Index.

监测指标体系的实施情况

Objectives of UNESCO GLCN建设学习型城市网络的目的

04/21/23

Objectives: 会议目的•To review progress made; 回顾进展情况•To clarify the objectives and functions; 明确目标和功能•To develop a road map ；制订路线图 •To validate UNESCO GLCN index; 讨论学习型城市指标体系 •To elaborate the theme of the 1st Conference of the UNESCO GLCN, to be held in Beijing in autumn 2013.•明确 2013 年秋季在北京召开的全球学习型城市大会的主题

International Consultative Meeting for Establishing the UNESCO GLCN

04/21/23

CHINA

a.carlsen@unesco.org

04/21/23

Thank you very much for your kind attention 谢谢！

a.carlsen@unesco.org