• If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • Stop wasting time looking for files and revisions. Connect your Gmail, DriveDropbox, and Slack accounts and in less than 2 minutes, Dokkio will automatically organize all your file attachments. Learn more and claim your free account.


Main actors of the Learning Regions

Page history last edited by Randolph Preisinger-Kleine 9 years, 8 months ago

Depending on the collaborative patterns the main actors (as well as the management, see topic 4) of the Learning Regions are well known and constant or they can differ. Depending on the history of the network they belong to different groups of a society.


The main actor of the networks in Germany was the network manager of the Learning Region. He held contact to the German Aerospace Centre  (DLR – Deutsches Zentrum für Luft-und Raumfahrt) to report about the activities on place. He also held contact to nearly one hundred partners who participated in the activities of the Learning Region.


The main stakeholders and partners in the Dundee Partnership (Scotland) are from both the public and private sector with the lead being taken by the local authority. According to statutory guidance (Scottish Executive, 2004) there is a duty to ensure representation from a number of named stakeholders.


The management structure for Lundaland (Sweden) is defined by the set of rules in which the LAG is the key organizational unit. A LAG is the Local Area Group that is decisive in all matters of concern for the defined local area. The LAG is composed by a set of stakeholders in the area such as the local authorities (Public sector), local industry and business people (Private sector) and civic organizations and idealistic associations (Idealistic sector). The representatives of these stakeholders are elected for a period of one year.


In Ireland the roots of strategic development for the Learning City concept were in the Limerick City Development Board – within which most major stakeholders in a development and service provision sense are represented. This, together with the fact that CDB partners continue to endorse and support the strategy, means that the stakeholder participation base is very broad.


In Lithuania there are several ‘gatekeepers’ of the Learning City: Coordinator of the two networks is the Committee of the Learning City, scientific advisor – Institute of Educational Studies, Kaunas University of Technology. The management of the network and its hubs is done by the Learning City Council, the Municipality of Kaunas, the Committee of the Learning City and the Department of Education and Culture of Kaunas Municipality.


The network in Romania is managed by a Regional Consortium. It has a President, a Board and a Secretariat and it is functioning following the specific internal regulations set in an official document. Members of the Consortium are Representatives of universities and research centres together with other public authorities (i.e. Labour Office Agency, School Inspectorate, Employers Associations).


The Pécs Learning City-Region Forum (Hungary) is based on the partnership of the 14 institutions and organisations. The City Council and the County Council are policy makers at local levels, however, they are involved as partners referring to their primary/secondary education and VET institutions’ maintenance and operation. All other partners are stakeholders in education, training or in cultural fields. The rationale of the Forum is the partnership of key stakeholders in and around Pécs in the filed of education, training and culture so as to promote dialogue and sharing experience in the development of learning and skills for lifelong learning.

Comments (0)

You don't have permission to comment on this page.