Long Learn Ltd

All Sessions for Rate "B" Local or Regional Authorities
[101X]

from £1,000.00

All 9 chapters.

Enable your authority to maximise learning opportunities for everyone and every organisation in the authority who can make use of them (which, as we have said is pretty much every one) and to allow the tailoring of courses according to need. If this method is chosen, you may, on payment of the cost and acceptance of the terms and conditions, download the course and put it into a closed area on the authority website. The cost is based on the number of people and organisations potentially accessing the materials. Thus for a region with a population of 2 million people the cost is a mere £7000, that is less than 4p per head of population for a whole course of more than 150 hours. That’s what we call an investment in the future!

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	Chapter and Session Title	Code
	Chapter 1 Renewing, Researching, Refining: Making Sense of Learning Cities and Regions	10
1.1	Lifelong Learning, Learning Cities and Regions – why?	11
1.2	Change (and decay?) in all around I see: Changing times, changing cities and regions	12
1.3	What’s in the soup? – Ingredients of Learning Cities and Regions	13
1.4	Researching Learning Cities and Regions – the work of OECD and Victoria	14
1.5	Ideas, Ideas, Ideas – the ideopolis and more	15
1.6	Looking to the Future: Skills and Competences for 21st century learning cities and regions	16
	Chapter 2 Defining, Dissecting, Deepening: Learning Communities, Cities, Regions and Organisations	20
2.1	Words, words, words –the dynamics of learning cities and regions	21
2.2	Understanding Learning Societies – the ultimate goal of learning cities and regions	22
2.3	Championing quality – learning organisations in a learning city	23
2.4	Cities and Regions as living and breathing Learning Organisations	24
2.5	Learning Communities in all their senses	25
2.6	Smart cities, wired cities, slow cities –divergent ingredients of the same cake	26
	Chapter 3: Constructing, Contracting, Commemorating: Tools, Techniques, Charters and Festivals for Learning Cities and Regions	30
3.1	Fifteen Tools and techniques for Learning Cities and Regions – an overview	31
3.2	Learning Charters: committing cities and regions to learning	32
3.3	Learning Festivals: Celebrating and Showcasing Cities and Regions:	33
3,4	Leadership in Learning Cities and Regions: Finding and priming the movers and shakers	34
	Chapter 4: Measuring, Monitoring, Managing: Tools and Techniques for Measuring and Monitoring Learning Cities and Regions	40
4.1	Defining Learning needs: Key people and others	41
4.2	Dissecting Learning Cities and Regions: the TELS Learning Cities Audit	42
4.3	TELS results and recommendations for your city/region. Making connections	43
4.4	A Stakeholder Audit for Local and Regional Authorities: Tools for the future	44
4.5	Lifelong Learning for Elected Representatives – key people in learning city/region development	45
	Chapter 5: Equipping, Empowering, Enriching: Tools and Techniques for Activating Learning in Learning Cities and Regions	50
5.1	Focussing on people: The individual at the centre of the local government universe	51
5.2	All Citizens as Learners: Learning Ladders	52
5.3	Learning pays: Lifelong Learning as wealth creator in cities and regions	53
5.4	Tools for activating learners: an introduction to uses in the workplace	54
5.5	Personal Learning Audits - 1: Meeting your past	55
5.6	Personal Learning Audits - 2: Meeting your present	56
5.7	Personal Learning Audits – 3: Meeting your future	57
5.8	Personal Learning Action Plans – 1: Understanding yourself	58
5.9	Personal Learning Action Plans – 2: Making your commitment	59
	Chapter 6: Participating, Partnering, Profiting: Tools and Techniques for Involving Stakeholders in Learning Cities and Regions	60
6.1	Learning City Stakeholders: Who, what, where, why are they?	61
6.2	Schools as Stakeholders in community, city and region: Exploring their contribution.	62
6.3	Higher Education as a stakeholder in community, city and region: Offering leadership?	63
6.4	Business and Industry as stakeholders in community, city and region: A two-way contribution	64
6.5	Adult Education Colleges as stakeholders: Auditing their contribution	65
6.6	Cultural Services in Transition: Museums, Libraries, Archives and Galleries in the learning world	66
6.7	Individuals and Families: Stimulating contribution	67
6.8	Productive Partnerships: Putting organisations and people together	68
	Chapter 7: Consulting, Convincing, Contributing: Tools and Techniques for Citizen Participation in Learning Cities and Regions	70
7.1	Asking the people: Why consult?	71
7.2	Consultation levels and methods: How to consult and how much:	72
7.3	Using Technology in the learning city: Consulting and Informing	73
7.4	Active citizenship and volunteering in the learning city: Mobilising the people	74
7.5	Supporting the people: Mentoring in the learning city	75
7.6	Resources for the Learning City: Service Credit, Social currencies and changing methods	76
	Chapter 8: Imagining, Internationalising, Interconnecting: Global Roles, Global Opportunities for Learning Cities and Regions	80
8.1	Global roles and responsibilities for learning cities and regions and their stakeholders	81
8.2	Internationalising Learning City Networks	82
8.3	International links – A Kent Case Study	83
8.4	PALLACE Case Study 1: International schools projects as Learning City Architects	84
8.5	PALLACE Case Study 2: Adult education and international links	85
8.6	Cities and Regions into a new world: Two-way profiting from international cooperation	86
	Chapter 9: Summarising, Strengthening, Sustaining: Putting it all Together	90
9.1	Recommendations, Recommendations, Recommendations – and their implementation	91
9.2	Fostering 21st Century Learning Cities and Regions – Six Organisational Issues	92
9.3	Fostering 21st Century Learning Cities and Regions – Eight Facilitating issues	93
9.4	Fostering 21st century learning cities and regions: Four Pedagogical Issues	94
9.5	Fostering 21st Century Learning cities and regions: Three Other Issues	95

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