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Bielefeld Stimulus Paper

With its 325,600 inhabitants, the City of Bielefeld is facing a multitude of future-oriented challenges in order to preserve the City as a place worth living in and to further its development...

Dakar Stimulus Paper

Achievements of African Learning Cities: The Senegalese example

Education systems are generally influenced and modeled by various factors that finally shape their content and specificity.  They are very often earmarked by their countries’s historical background, cultural values and levels of economic and social development…

The Community Engagement and Service Mission of Universities

Almost exactly two years after the PASCAL annual conference on the 'third mission' of universities, held at the University of British Columbia in Vancouver, UBC's Vice President for legal and external affairs and community relations hosted a book launching ceremony and reception for approximately 65 persons, including the Dean of Education and representatives of several other universities and civic institutions  in the Lower Mainland.

PIE Discussion Paper 2 - Making Learning City Development Creative and Innovative

There is wide recognition that successful 21st Century cities need to be creative and innovative in responding to the spectrum of challenges confronting them, including the pace and uncertainty of change. 

There are also grounds for taking the view that a learning city and a creative city share common characteristics, so that committed learning cities should give close consideration to the extent to which policies and strategies to foster creativity and a capacity for innovation have been integrated in the strategic development of the city.

PIE Discussion Paper 1 - Building 21st Century Sustainable Learning Cities

Please find below PIE Discussion Paper 1, your comments are invited.

Dar es Salaam – Response Note

The Dar es Salaam stimulus paper has so far attracted 12 comments from as widely spaced locations as Canada, the United Kingdom, Australia, Hong Kong and Tanzania; pointing to as wide a range of issues as population migration into cities, problems such as traffic congestion, unplanned housing, stress on social delivery services, urban poverty (leading in some extreme cases to throwing of newly-born babies into garbage pits), as well as the issue of satellite towns as a strategy for relieving pressure in urban centres and spreading amenities wider.

Vancouver Learning City - Response Note

While we've been around a few years, the Vancouver Learning City remains a loosely organized initiative operating with few resources.  Until we resolve the resource issue, we are resigned to proceeding on a fairly small scale.  It has been stimulating and encouraging to learn through this exchange of the successes, plans and challenges of other learning community organizations around the world.  We would be most keenly interested in continuing dialogue around the following themes: 

Hume Global Learning Village Response Note

While the Hume Global Learning Village is well established with strategic planning in place to 2030, aligned to that of the Hume City Council, there are five aspects of the PIE dialogue that have particular interest in the further development of the Village. These follow.

Vancouver Learning City - A Few Reflections

Upon reflection, and at the risk of lending credence to the “misery loves company” notion, I have to admit it was reassuring to learn that many of the most daunting challenges faced by the Vancouver Learning City are ones being grappled with elsewhere.  True, there were no “silver bullets” fired in our exchange, but I think we all emerged somewhat better armed for battle.  And therein lies the crux:  Why does it feel like such a fight to create sustainable learning communities?  Why should promoting lifelong learning to advance people’s wellbeing and quality of life be s

Response Note to Dar es Salaam Stimulus Paper: Maseru

Lesotho is a small country, with a population of approximately 2 million, surrounded by South Africa.  It’s current ranking on the HDI is 141 out of 175 countries.  Its priorities and concerns are similar to those of Tanzania, although the rural population constitutes more than 60% of the total population and Maseru City is a relatively small urban area with no other cities in the country.

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