Unesco global network of learning cities

The An international conference on Learning Cities is held every two years, providing a platform for policy dialogue and the exchange of best practices. The To highlight just a few examples: Chengdu has combined learning with thematic city walks; Medellín has reintegrated over 4,500 school drop-outs into the education system by focusing on each individual; Petaling Jaya provides free bus services on four city routes, which also disseminate information through onboard screens. Learn more Unlocking the Back to the article:

Institute for Lifelong Learning • Who we are • About us • • • • • • • • Governance • • • • • • • • Accountability • • • • • • • Networks • • • • • • • Engage • • • • • • • Our expertise • • • • • • • Our Impact • • • • • Key Challenges • • • • • • Global Priorities • • • News and Stories • • • Where we work • UNESCO lists and designations • • • • • • • • UNESCO in the World • • • • Resources • • • • • • • Documents • • • • • • • • Databases and Statistics • • • • • • effectively mobilizes its resources in every sector to promote inclusive learning from basic to higher education; • revitalizes learning in families and communities; • facilitates learning for and in the workplace; • extends the use of modern learning technologies; • enhances quality and excellence in learning; and • fosters a culture of learning throughout life. In doing so, the city enhances individual empowerment and social inclusion, economic development and cultural prosperity, and sustainable development. The GNLC network supports the achievement of all 17 Sustainable Development Goals (SDGs), in particular SDG 4 (‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’) and SDG 11 (‘Make cities and human settlements inclusive, safe, resilient and sustainable’). Learning cities promote green and healthy environments, strive to achieve equity and inclusion, and support decent work and entrepreneurship. They are therefore key drivers of local-level sustainabili...

UNESCO has The Organization has Its mission is to contribute to the building of peace, the eradication of poverty, sustainable development and intercultural dialogue through education, the sciences, culture, communication and information. The Organization focuses, in particular, on two global priorities, Africa and Gender equality, and supports the implementation of the Applications open between 1 September and 1 November 2021 From 1 September to 1 November 2021, cities from UNESCO Member States are invited to apply for membership in the UNESCO Global Network of Learning Cities (GNLC). The UNESCO GNLC is an international policy-oriented network providing inspiration, know-how and best practice. Members benefit from the sharing of lifelong learning policies and practices, the production and exchange of knowledge on key challenges and solutions, capacity-building and training initiatives, and participation in global events such as the International Conference on Learning Cities. The 229 members of the network work in clusters on key issues such as education for sustainable development, equity and inclusion, and health and well-being. During the COVID-19 pandemic, UNESCO learning cities have closely worked together to share good practice, strategies and activities to minimise the disruption to learning caused by the pandemic and the resulting lockdown’. Becoming a learning city A learning city: • effectively mobilizes resources in every sector to promote inclusive learning, f...

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On the occasion of the inaugural National Learning Cities Day on 6 June 2023, the seven UNESCO learning cities in France came together to establish the Committee of French Learning Cities during an event held in the UNESCO learning city of Nanterre. This newly formed platform will enable them to collaborate closely, harnessing their collective knowledge and experiences to advance lifelong learning opportunities for all. The Mayor of Nanterre, Patrick Jarry, highlighted the significance of lifelong learning at the local level at the event, stating, “We must promote accessible public services for all citizens and foster inclusivity in our cities.” During the ceremony commemorating the founding of the Committee of French Learning Cities, Philippe Bohelay, of the UNESCO learning city of Clermont-Ferrand, expressed his aspirations, saying, “Through this new committee, we aim to construct a society founded on equality and solidarity, empowered by the French learning cities.” The event, centered on the theme of “Learning Together for Living Together,” facilitated collaboration and partnerships among cities, organizations and educational institutions, all committed to nurturing lifelong learning opportunities for all. This aspect is essential for the progress of learning cities, and the newly established committee will play a crucial role in fostering this vision. Congratulating the French learning cities on their initiative, Borhene Chakroun, Interim Director of the UNESCO Instit...

Heritage is our legacy from the past, what we live with today, and what we pass on to future generations. Our cultural and natural heritage are both irreplaceable sources of life and inspiration. What makes the concept of World Heritage exceptional is its universal application. World Heritage sites belong to all the peoples of the world, irrespective of the territory on which they are located. UNESCO seeks to encourage the identification, protection and preservation of cultural and natural heritage around the world considered to be of outstanding value to humanity. This is embodied in an international treaty called the Biosphere reserves promote solutions reconciling the conservation of biodiversity with its sustainable use. They are learning areas for sustainable development under diverse ecological, social and economic contexts, touching the lives of more than 250 million people. There are currently 727 biosphere reserves in 131 countries, including 22 transboundary sites, that belong to the World Network of Biosphere Reserves. The term ‘cultural heritage’ has changed content considerably in recent decades, partially owing to the instruments developed by UNESCO. Cultural heritage does not end at monuments and collections of objects. It also includes traditions or living expressions inherited from our ancestors and passed on to our descendants, such as UNESCO Global Geoparks are single, unified geographical areas where sites and landscapes of international geological sign...

• Home • Latest Funds • Agriculture, Food & Nutrition • Animals and Wildlife • Arts and Culture • Children • Civil Society Development • Community Development • COVID • Democracy and Good Governance • Disability • Economic Development • Education • Employment and Labor • Environmental Conservation and Climate Change • Family Support • Healthcare • HIV and AIDS • Housing and Shelter • Humanitarian Relief • Human Rights • Human Service • Information Technology • LGBTQ • Livelihood Development • Media and Development • Narcotics, Drugs and Crime • Old Age Care • Peace and Conflict Resolution • Poverty Alleviation • Refugees, Migration and Asylum Seekers • Science and Technology • Sports and Development • Sustainable Development • Water, Sanitation and Hygiene (WASH) • Women and Gender • Youth • Premium Resources • Sample Proposals • Jobs • Submit Your Grant • About us • Contact us The UNESCO GNLC is an international policy-oriented network providing inspiration, know-how and best practice. Members benefit from the sharing of lifelong learning policies and practices, the production and exchange of knowledge on key challenges and solutions, capacity-building and training initiatives, and participation in global events such as the International UNESCO learning cities across the globe make lifelong learning a reality. Whether they are megacities or smaller urban areas, all of them show how learning opportunities empower citizens of all ages when suitable policies and programmes a...

Cities are standard-bearers in the fight for universal education According to the latest data, an estimated 244 million children and youth worldwide are not in school, 763 million young people and adults are illiterate, and fewer than 5 per cent of the population aged 15-plus participate in adult education in almost one-third of countries across the globe. Their right to education is being violated. To mark this year’s International Day of Education on 24 January, the UNESCO Institute for Lifelong Learning (UIL) is calling on the international community to increase efforts to promote a universal right to education, regardless of age, background or geographical location. With over half of humanity currently living in cities and an estimated two-thirds of the population expected to reside in urban areas by 2050, local communities are key to ensuring lifelong learning opportunities are available to all by 2030. As UIL Director David Atchoarena notes, 'Against the backdrop of a global recession, growing inequalities and the climate crisis, lifelong learning must be prioritized to accelerate progress towards the Sustainable Development Goals. Only lifelong education, starting in the earliest years in life, can break the cycle of poverty, improve health outcomes, prepare people for decent jobs with opportunities to reskill and upskill, and mitigate climate change. We must drastically scale-up our efforts and translate commitments into actions! UNESCO learning cities across the g...