Municipal

What is the initiative and where is it implemented (city or country, for example)?

Education for Rural Development for the Seti Zone, also known as The Seti Programme, was a pilot programme that aimed to show how education could be made more effective with an innovative integrated approach, which would lead to a necessary rural development, resulting in a better quality of life.

What is the initiative and where is it implemented (city or country, for example)?

The Australian city of Wyndham, located on the western edge of Melbourne, Victoria, has been growing rapidly and steadily as a lifelong learning community.

What is the initiative and where is it implemented (city or country, for example)?

The Spirit of Youth Association (SOY) is an Egyptian non-governmental organization founded in 2004. It is located in Manshiyet Nasser, one of Cairo’s largest Zabaleen (garbage collecting) community districts. The NGO implements educational projects to empower young members of the community.

Shanghai was the first Chinese city to adopt the learning city concept: in 1999, it began to promote the lifelong development of all its citizens. At the level of policy and administration, this involved devising leadership mechanisms, reforming the city’s legal system and publishing guidance documents. On the ground, Shanghai began to offer a greater variety of learning opportunities to its citizens, including different methods of classroom teaching, digital learning, learning groups and study tours; all were designed to encourage participation in lifelong learning.

In 2005, Okayama City, Japan, established an ESD Promotion Commission with various stakeholders to develop a plan to harness formal and informal learning to promote sustainability and environmental awareness. In 2015, a new plan was developed that identified eight priorities and was further supported by the 2016 initiative of emphasizing the intention to make Okayama a learning city. The aims of the plan included assisting people who have a vision for the future that coincides with the principles of education for sustainable development (ESD) to participate in the process of city development, facilitating traditional culture and fostering intercultural exchange, protecting the environment and strengthening the economy (UIL, 2017).