[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592464-105":59,"doc-detail-592464-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","learning-cities-on-the-move-volume-55-april-2015","Learning cities on the move - Volume 55 - April 2015","","The paper examines the evolution of the Learning City concept by comparing two streams—Learning Cities and Educating Cities—rooted in OECD work on lifelong learning and supported internationally through UNESCO conferences. It traces three generations of Learning Cities since 1992, reviewing early Western initiatives and the innovative second generation in East Asia. It also discusses key UNESCO milestones, including the Beijing Declaration, and speculates on future development after Mexico City.",{"@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/learning-cities-on-the-move-volume-55-april-2015/592464/",{"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/learning-cities-on-the-move-volume-55-april-2015/592464.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","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},"What is the relationship between Learning Cities and Educating Cities in the paper?","Question",{"text":112,"@type":113},"The paper explains that both concepts evolved from OECD work on lifelong learning but developed in two streams with little contact. They share educational and social objectives while differing in cultural, organisational, and political aspects.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which regions are highlighted when discussing the first and second generations of Learning Cities?",{"text":117,"@type":113},"The first generation is discussed through initiatives in the UK, Germany, Canada, and Australia, while the second generation is illustrated by Beijing and Shanghai in East Asia.",{"name":119,"@type":110,"acceptedAnswer":120},"What international events influence the paper’s outlook for the future of Learning Cities?",{"text":121,"@type":113},"The paper points to UNESCO’s major International Conference on Learning Cities in Beijing in October 2013 and the planned Second International Conference in Mexico City, including adoption of the Beijing Declaration and Key Features document.","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},592464,1792172214,{"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":36,"preview_page_count":4},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Australian Journal of Adult Learning Volume 55, Number 1, April 2015  \nLearning cities on the move  \nPeter Kearns  \nPASCAL International Observatory  \nThe modern Learning City concept emerged from the work of OECD on lifelong learning with streams of Learning Cities and Educating Cities having much in common but having little contact with each other.  \nWhile the early development of Learning Cities in the West has not been sustained, the present situation is marked by the dynamic development of Learning Cities in East Asia – especially in China, the Republic of Korea, and Taiwan. In this context, the paper discusses the evolution of three generations of Learning Cities since 1992 and speculates on the future. The experience of the first generation is discussed in terms of development in the UK, Germany, Canada, and Australia where initiatives, with some exceptions, have not been sustained. Beijing and Shanghai are discussed as examples of the innovative second generation in East Asia, which is seen as a community relations model in response to the socio-economic transformation of these countries. International interest in Learning Cities has now been enhanced following a major UNESCO International Conference on Learning Cities in Beijing in October 2013, which is to be followed by a Second International Conference in Mexico City. The Beijing Conference adopted the Beijing Declaration on Learning Cities supported by a Key Features document. The paper speculates on possible future development post Mexico City, including the situation in Australia,  \n154 Peter Kearns  \nwhich is seen as opening opportunities for innovative initiatives.  \nKeywords: Learning Cities, Educating Cities, Beijing Declaration on Learning Cities, Key Features of Learning Cities, learning communities  \nOne of the most significant recent developments in the search for innovative ways to provide lifelong learning opportunities for all has been the growing international interest in the concept of Learning Cities. This interest has been reflected in the First International Conference on Learning Cities held in Beijing in October 2013 sponsored jointly by UNESCO, the Chinese Government, and the city of Beijing. The PASCAL International Observatory has supported Learning City development since 2011 through its PIE and Networks programs. A Second UNESCO International Conference is to be held in Mexico City. While the Learning City approach has been growing rapidly in East Asia – especially in China, Republic of Korea, and Taiwan – the situation in the west is more complex with an early flourishing in countries such asthe UK, Germany, and Canada followed by an apparent decline.  \nWith leadership now coming from the UNESCO Institute for Lifelong Learning in Hamburg, and cities and governments in East Asia, it is timely to consider the future of the Learning City concept, including whether the present activity should be seen as a step towards the vision of a universal learning society articulated by the UNESCO Faure Commission report in 1972. In this context, this paper provides an overview of the development of the Learning City concept through two phases of development in the West and East Asia, and speculateson a possible third phase following the impact of the international conferences in Beijing and Mexico City and the work of PASCAL.  \nOrigins of the concept  \nWhile the Learning City idea can be traced back through history (Longworth & Osborne, 2010), the modern concept of a Learning City emerged from the work of OECD on lifelong learning, and then developed in two streams of Learning Cities and Educating Cities with little contact with each other.  \nOECD work on lifelong learning led to a report titled City strategies  \nLearning cities on the move 155  \nfor lifelong learning prepared for the Second Congress of Educating Cities held in Gothenburg in November 1992 (OECD, 1992) . This report contained portraits of seven cities, including Adelaide, that had taken ","cbCais9T5zuN5N4w","https://ap.wps.com/l/cbCais9T5zuN5N4w","pdf",172530,16,"English","# Learning cities on the move\n## Modern emergence and OECD foundations\n## Educating Cities\n## Origins of the concept","[{\"question\":\"What is the relationship between Learning Cities and Educating Cities in the paper?\",\"answer\":\"The paper explains that both concepts evolved from OECD work on lifelong learning but developed in two streams with little contact. They share educational and social objectives while differing in cultural, organisational, and political aspects.\"},{\"question\":\"Which regions are highlighted when discussing the first and second generations of Learning Cities?\",\"answer\":\"The first generation is discussed through initiatives in the UK, Germany, Canada, and Australia, while the second generation is illustrated by Beijing and Shanghai in East Asia.\"},{\"question\":\"What international events influence the paper’s outlook for the future of Learning Cities?\",\"answer\":\"The paper points to UNESCO’s major International Conference on Learning Cities in Beijing in October 2013 and the planned Second International Conference in Mexico City, including adoption of the Beijing Declaration and Key Features document.\"}]","Learning cities on the move - Volume 55 - April 2015 | PDF",1792074638]