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It frames inclusive learning as extending beyond formal education, supporting meaningful learning across literacy, vocational skills, and citizenship in community, school, library, leisure, university, and digital home settings. The publication structures analysis across sustainable learning cities, digital and data literacies, NEET youth, disability inclusion, refugee and migrant education, and ageing populations, concluding with recommendations for policymakers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/inclusive-lifelong-learning-in-cities-policies-and-practices-for-vulnerable-groups/587553/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/inclusive-lifelong-learning-in-cities-policies-and-practices-for-vulnerable-groups/587553.png","ImageObject",300,407,{"name":92,"@type":93},"นรินทร์","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the publication define inclusive lifelong learning in cities?","Question",{"text":112,"@type":113},"Inclusive lifelong learning is treated as equal learning opportunities beyond the formal education system, enabling meaningful and rewarding learning across domains such as literacy, vocational skills, and citizenship skills in varied settings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which vulnerable groups are addressed in the report?",{"text":117,"@type":113},"The report covers marginalized citizens needing digital and data literacies, youth at risk (NEETs), persons with disabilities, refugees and migrants at the local level, and ageing populations.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the publication’s overall policy approach?",{"text":121,"@type":113},"It analyzes conceptual frameworks and local implementation, highlights key issues through data collection and monitoring, and ends each major section with conclusions and recommendations for policymakers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587553,1792190793,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336475104957,"https://ap-avatar.wpscdn.com/avatar/22000c4c6bd8a5076e1?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787554080175789136","Inclusive lifelong learning in cities:  \nPolicies and practices for vulnerable groups  \nPublished in 2021 by  \nUNESCO Institute for Lifelong Learning Feldbrunnenstraße 58  \n20148 Hamburg Germany  \n© UNESCO  \nThe UNESCO Institute for Lifelong Learning (UIL) undertakes research, capacitybuilding, networking and publication on lifelong learning with a focus on adult and continuing education, literacy and non-formal basic education. Its publications are a valuable resource for education researchers, planners, policymakers and practitioners.  \nWhile the programmes of UIL are established along the lines laid down by the General Conference of UNESCO, the publications of the Institute are issued under its sole responsibility. UNESCO is not responsible for their contents. The points of view, selection offacts and opinions expressed are those of the authors and do not necessarily coincide with official positions of UNESCO or UIL. The designations employed and the presentation of material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO or UIL concerning the legal status of any country or territory, or its authorities, or concerning the delimitations of the frontiers of any country or territory.  \nCopy-edited by Kathleen Parker and Jennifer Kearns-Willerich Layout and design: Rafaela Nimmesgern, Anja Winteroll  \nCover images:  \n(clockwise, starting top left)© Getty Images / borgogniels  \n© Getty Images / lisegagne © Getty Images / krisda Bisalyaputra © Getty Images / AzmanJaka  \nISBN 978-92-820-1245-1  \nThis publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BYSA 3.0 IGO) licence ( [http://creativecommons.org/licenses/by-sa/3.0/](http://creativecommons.org/licenses/by-sa/3.0/)[ ](http://creativecommons.org/licenses/by-sa/3.0/)[igo/](igo/)) . By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository ( [http://www. unesco](http://www. unesco). org/open-access/termsuse-ccbysa-en) .  \n→Table of contents  \nForeword  \nInclusive learning cities and the COVID-19 pandemic 6  \nIntroduction  \nThe case for inclusion in learning cities 10  \nChapter 1  \nSustainable learning cities: Inclusion, equity  \nand lifelong learning 14  \nIntroduction 14  \nA conceptual framework 17  \nLocal implementation of lifelong learning in cities 33  \nLearning cities and young people 40  \nLearning cities for the digitally excluded 45  \nLearning cities and disabilities 52  \nData collection approaches and data sharing with citizens 56  \nConclusion (key trends and issues) 65  \nRecommendations 68  \nReferences 71  \nChapter 2  \nDigital and data literacies for inclusion  \nof marginalized citizens in learning cities 86  \nIntroduction 86  \nLearning cities (LC) and smart city frameworks 88  \nWhat are digital data and data literacies 89  \nInclusion in digital and data literacies 92  \nVulnerabilities in the face of increasing digital  \nopportunities and creative solutions 97  \nKey issues and policy recommendations 106  \nReferences 111  \nChapter 3  \nAdressing youth at risk (NEETs) 115  \nIntroduction 115  \nConceptual framework on inclusion and  \nlifelong learning in cities for youth at risk (NEETs) 119  \nExamining the ways in which educational and training  \nneeds of youth at risk are identified and monitored 128  \nExamining urban policy, strategy, planning and implementation for the youth-related learning, training and development activities 134  \nGovernance and implementation arrangements 152  \nConclusions: Key issues and recommendations  \nfor policy-makers 158  \nReferences 166  \nChapter 4  \nSustainable cities: Inclusion, equity and  \nlifelong learning for persons with disabilities 173  \nIntroduction 173  \nA worldwide panorama of social exclusion for people with disabilities 176  \nPoverty and disability: A challenge for inclusive,  \nsustainable cities to overcome 182  \nSustainability, inclusion and lifelong learning for people with disab","cbCaic6TMi7Rec9V","https://ap.wps.com/l/cbCaic6TMi7Rec9V","pdf",2868328,325,"English","# Foreword\n## Inclusive learning cities and the COVID-19 pandemic\n# Introduction\n## The case for inclusion in learning cities\n# Chapter 1 Sustainable learning cities: Inclusion, equity and lifelong learning\n## Introduction\n## A conceptual framework\n## Local implementation of lifelong learning in cities\n## Learning cities and young people\n## Learning cities for the digitally excluded\n## Learning cities and disabilities\n## Data collection approaches and data sharing with citizens\n## Conclusion (key trends and issues)\n## Recommendations\n# Chapter 2 Digital and data literacies for inclusion of marginalized citizens in learning cities","[{\"question\":\"How does the publication define inclusive lifelong learning in cities?\",\"answer\":\"Inclusive lifelong learning is treated as equal learning opportunities beyond the formal education system, enabling meaningful and rewarding learning across domains such as literacy, vocational skills, and citizenship skills in varied settings.\"},{\"question\":\"Which vulnerable groups are addressed in the report?\",\"answer\":\"The report covers marginalized citizens needing digital and data literacies, youth at risk (NEETs), persons with disabilities, refugees and migrants at the local level, and ageing populations.\"},{\"question\":\"What is the publication’s overall policy approach?\",\"answer\":\"It analyzes conceptual frameworks and local implementation, highlights key issues through data collection and monitoring, and ends each major section with conclusions and recommendations for policymakers.\"}]","Inclusive lifelong learning in cities - Policies and practices for vulnerable groups | PDF",1792062152,819]