[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592449-105":59,"doc-detail-592449-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","lifelong-learning-in-german-learning-citiesregions","Lifelong learning in German learning cities/regions","","The paper traces policies and lessons from two successive German national programs designed to build learning cities and regions, showing how Learning Regions Promotion of Networks evolved into Learning on Place. Using a case study from the Tölzer region, it examines network self-sustainability and the role of Learning Festivals. The discussion situates these initiatives within European lifelong learning strategies and governance priorities, including partnership frameworks, civic engagement, and capacity building.",{"@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/lifelong-learning-in-german-learning-citiesregions/592449/",{"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/lifelong-learning-in-german-learning-citiesregions/592449.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the two German programs compared in the paper?","Question",{"text":112,"@type":113},"The paper compares Learning Regions Promotion of Networks and its successor, Learning on Place. It explains how the first program transitioned into the current program and describes their funding and focus.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the paper emphasize the European policy context?",{"text":117,"@type":113},"It highlights that German responses were tied to European calls for coherent, comprehensive lifelong learning strategies. This includes initiatives shaped by European institutions and shared learning objectives.",{"name":119,"@type":110,"acceptedAnswer":120},"What case study is used to illustrate outcomes?",{"text":121,"@type":113},"The paper uses a case study from the Tölzer region, focusing on how a network became self-sustaining from its initial-program genesis and runs successful Learning Festivals.","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},592449,1792209944,{"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":29,"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},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Australian Journal of Adult Learning Volume 52, Number 2, July 2012  \nLifelong learning in German learning cities/regions  \nDenise Reghenzani-Kearns and Peter Kearns Global Learning Services  \nThis paper traces the policies and lessons learned from two consecutive German national programs aimed at developing learning cities/regions. Known as Learning Regions Promotion of Networks, this first program transitioned into the current program, Learning on Place. A case study chosen is from the Tölzer region where a network has self-sustained from its genesis in the initial program and conducts successful Learning Festivals.  \nThe German Government funded the Learning Regions Promotion of Networks Program from 2001 to 2008, with support from the European Union (EU) Social Fund. Over 70 regions were supported with a substantial budget on a phasing-out funding basis. When this program ended in 2008, a new program titled Learning on Place began, funded by the German Government and the EUSocial Fund, commencing in 2009. This program has a focus on public and private partnership in supporting good educational management in cities and rural communities. In this way, by involving private  \nLifelong learning in German learning cities/regions 337  \nfoundations as partners, a framework for civic engagement has been introduced.  \nTo understand the purposes of and outcomes from these initiatives, it is important to grasp the European context within which the German Government and its Federal Ministry of Education and Research (BMBF [Bundesministerium für Bildung und Forschung]) responded in answering the call to implement‘coherent and comprehensive strategies for lifelong learning’(European Commission 2001: 4). In setting this challenge, the Commission communication quoted from a Chinese proverb that has philosophically underpinned the approach:  \nWhen planning for a year, plant corn. When planning for a decade, plant trees. When planning for life, train and educate people.(Guanzi c. 645BC)  \nKeywords: Learning communities; civic engagement; place making; educational partnerships; capacity building; learning festivals  \nIntroduction  \nBased on concerns about moving into the ‘knowledge age’, the Lisbon (March 2000) and Feira (June 2000) European Councils of the European Commission foresaw a mandate—‘lifelong learning for all’which led to the launch of a working paper, A memorandum on lifelong learning on 30 October, 2000. This embodied aims of active citizenship, social cohesion, and employability within ‘six key messages’(2000: 10–19):  \n• guarantee universal and continuing access to learning for gaining and renewing the skills needed for sustained participation in the knowledge society;  \n338 Denise Reghenzani-Kearns and Peter Kearns  \n• visibly raise levels of investment in human resources in order to place priority on Europe’s most important asset—its people;  \n• develop effective teaching and learning methods and contexts for the continuum of lifelong and lifewide learning;  \n• significantly improve the ways in which learning participation and outcomes are understood and appreciated, particularly in non-formal and informal learning;  \n• ensure that everyone can easily access good quality information and advice about learning opportunities throughout Europe and throughout their lives; and  \n• provide lifelong learning opportunities as close to learners as possible, in their own communities and supported through ICTbased facilities where appropriate.  \nThe 1996 European Year of Lifelong Learning had also influenced this emergence of policy needed for the ‘new economies’ of the ‘knowledge age’. Broader visions ofthe nature of learning and learning environments were recognised as strengthening social, cultural and economic rationales for lifelong learning (Kearns 1999: 25) . Paramount was an understanding of the value of learning.  \nAlso having significant importance was the UNESCO International Commission on Education’s Delors Report (1996) wit","cbCaiff71FtBqL3j","https://ap.wps.com/l/cbCaiff71FtBqL3j","pdf",280681,32,"English","# Introduction\n## Lifelong learning policy context in Europe\n## European strategies and guiding principles\n## Objectives in German learning city/region networks","[{\"question\":\"What are the two German programs compared in the paper?\",\"answer\":\"The paper compares Learning Regions Promotion of Networks and its successor, Learning on Place. It explains how the first program transitioned into the current program and describes their funding and focus.\"},{\"question\":\"Why does the paper emphasize the European policy context?\",\"answer\":\"It highlights that German responses were tied to European calls for coherent, comprehensive lifelong learning strategies. This includes initiatives shaped by European institutions and shared learning objectives.\"},{\"question\":\"What case study is used to illustrate outcomes?\",\"answer\":\"The paper uses a case study from the Tölzer region, focusing on how a network became self-sustaining from its initial-program genesis and runs successful Learning Festivals.\"}]","Lifelong learning in German learning cities/regions | PDF",1792074605,81]