The learning city concept can contribute greatly to lifelong learning objectives within a community (rural area, neighbourhood, city or region). However, it must be well planned, engage stakeholders from across different sectors and most importantly provide a mechanism for monitoring progress.
I define lifelong learning using the PASCAL definition ‘structured, purposeful learning throughout the lifespan, from cradle to grave’. This links with the UNESCO definition of a Learning City, which feature the mobilization of resources for some broad goals to do with individual empowerment, economic and cultural prosperity, social cohesion and sustainable development. The resources include formal education, workplace learning, community and family learning, technology, ensuring a quality experience while developing a culture of learning within a community.
The Role of Hume Global Learning Village Committee in building communities of practice & social capital in Hume, Australia.
When Hume City Council established the Hume Global Learning Village in 2003, they set up a dual structure of a high level Advisory Board and a locally- based Committee to support and facilitate the initiative. The role of the Advisory Board was to set strategic directions for the initiative while the Committee was to give a local voice and access to local organisations ad networks. The Committee has continued to facilitate the village since then, despite a significant change in its status in 2014, and in the process has built communities of practice across Hume that facilitate communications, shared understanding and knowledge, and above all trust in supporting successive Village strategic plans.