In recent years, parallel to the widely acceptance of the concept of 'lifelong learning' as a 'master concept for educational policies' (Faure et. al., 1972), some pragmatic approaches have been adopted and an example of these approaches is the building of a 'learning community', 'learning city'or'learning region'. In more and more countries, there are local-level authorities which claim to be learning cities/regions/ communities. These geography related concepts imply the key role of learning in the development of basic prosperity, social stability, personal fulfilment and mobilises all its human, physical, financial resources, creativity and sensitivity to develop the full potential of all its citizens (Longworth, 2006).
This presentation examines the concept of learning cities that arise from the literature, reviews progress made in building learning cities in the international communities and synthesises the major strategies adopted. It concludes with some considerations that the developing countries and UNESCO use the ideology of learning cities as a strategy for promoting lifelong learning.