Warm Congratulations to the Opening of the 2012
Hangzhou International Forum on Education Innovations
谨向2012年杭州国际教育创新论坛的开幕
表示热烈祝贺！
4/13/2015
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
4/13/2015
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
4/13/2015
 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
4/13/2015
Delors Report: Learning: The
Treasure Within (1996)
德洛尔报告：《学习：内在的财富
》(1996)
4/13/2015
• 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
4/13/2015
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。
4/13/2015
Some basic conclusions drawn from
previous research
从研究中得出的基本结论
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；
4/13/2015
 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
。
4/13/2015
 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
4/13/2015
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
4/13/2015
Urban and rural population of the world, 1950 - 2030
Source: UN Population Division.
4/13/2015
世界城乡人口变化图（1950-2030）
来源：联合国人口司
http://cdnimg.visualizeus.com/thumbs/8c/ec/chart,people,population,rural,urban,cities8cec9968e4bf76de910f891ff9ab45d9_h.jpg
4/13/2015
http://enterpriseresilienceblog.typepad.com/.a/6a00d8341c4ebd53ef01538ed7ee6e970b-popup
4/13/2015
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%）。
4/13/2015
http://waldokrugell.blogspot.de/2012/04/few-good-posts-new-cities-place.html
4/13/2015
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；
4/13/2015
 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）
4/13/2015
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。
4/13/2015
 In 1990s, implement the
European Lifelong Learning
Initiative (ELLI)
 九十年代实施“欧洲终身学习
计划”
 In1998，started to promote
Towards a European Learning
Society (TELS)
 1998年，开始实施“建设欧洲学
习型社会”项目
United Kingdom
• 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：1996年，利物浦率先宣布
其为“学习的城市”，当年英国
建立学习型城市网络，共吸纳80
个成员单位。
Germany
• The national programme
‘Learning Regions Providing Support for
Networks’ was launched
in 2001, which supported
some 70 regions.
• 德国：2001年建立国家“
学习区域：为提供支持建
立网络”项目，共支持70
个区域。
4/13/2015
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。
4/13/2015
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。
4/13/2015
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。
4/13/2015
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”。
4/13/2015
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。
4/13/2015
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。
4/13/2015
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
。
4/13/2015
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
4/13/2015
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。
4/13/2015
UNESCO 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 GLCN
With 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
4/13/2015
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。
4/13/2015
Objectives
of UNESCO GLCN
Objectives
建设学习型城市网络的目的
• 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.
4/13/2015
监测指标体系的实施情况
CHINA
International Consultative Meeting for
Establishing the UNESCO GLCN
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
4/13/2015
Thank you very much for
your kind attention 谢谢！
a.carlsen@unesco.org
a.carlsen@unesco.org
4/13/2015