Most definitions of Corporate Social Responsibility (CSR) have focused on actions related to managing the relationship with stakeholders; however, more recently the concept has evolved to include a deeper approach, which recognizes CSR and sustainability as a core part of the business model and strategy.
Urban populations have been growing more rapidly than ever in recent years: more than half of the world’s population nowadays lives in cities, and the number is expected to rise to 60 percent by 2030. Cities become increasingly influential in national and world affairs as they expand. However, this expansion is also presenting municipal governments with multiple challenges relating to social cohesion, economic development and sustainability.
LOCATE aims at building platforms of local community learning, media and participation to help develop community capacity and stimulate innovation, entrepreneurship and capacity for change by encouraging the discovery and use of untapped potential from within communities and territories.
Two years ago Prof. Michael Osborne asked me to contribute to a special issue of UNESCO's international review of education, dedicated to the topic of learning cities & regions. The publication should shed some light on quality in developing learning cities & regions, based on knowledge gained from EU sponsored projects and my evaluation work in the field. The following reflections build on the arguments already brought to the fore, and take those a step further by raising 8 fundamental questions towards building successful learning cities & regions.
In order to make lifelong learning reality, EU member states over the past two decades have promoted structural change in order to make their educational systems more flexible. More recently, national governments have started to decentralise the design and provision of adult education from the higher levels to local or regional governments, and to stimulate the building of local networks for lifelong learning. It is supposed that those networks are in a better position to react rapidly to changes and match learning needs with demands. Moreover, stakeholders on the micro-level are expected to bring learning closer to home but also closer to the situations in which it is applied (work, family, care, hobbies etc.).
Lifelong Learning has to constantly re-examine and restate its beliefs and practices in order to stay relevant. When I started in Adult Education some 25 years ago, Local Authorities and all post 16 education providers had generous funding available to support adults who had either been disadvantaged by their education, or who simply needed new skills. Working in the Welsh Valleys area we were able to build upon the spirit of co-operation we found amongst the women’s groups that had sprung up during the miners’ strike. Using European funding we could provide ICT labs and intensive one year training programmes in post mining communities.
Alongside our part-time humanities degree in the community we offered European funded ICT training and this attracted more than 3,000 adults eager to learn new skills. These centres transformed their communities and still offer a vital lifeline. The centres were staffed by local volunteers who were part of the community and understood the community’s needs. We had contact with other providers but each body provided what they and the centres thought was required.
Q4I means Quality for Innovation, and is the core concept around which a number of European institutions and networks have joined forces to create an easy to use approach to quality management for innovative schools. The developed model identifies the core dependencies that schools should address before and during innovative processes.
Q4I is an easy to use approach to quality management for innovative schools. The developed model identifies the core dependencies that school should address before and during innovative processes. The Q4I model is based on seven Areas of change and four Engines of Change. The Q4I Focus Areas are: