Abstract
The concept of learning cities and regions is recently becoming widespread both in the European and global theory of regional development acting as a tool for successful local socio-economic development management of a city and region, development of their human potential, the basis of the regional education policy of countries. Analysis of theoretical principles and, particularly, the practice of implementing the concept of learning cities and regions for Ukraine is currently a necessary condition for its sustainable development, full entry into the European and global economy, as well as the educational space. All mentioned above makes relevant the research of theory and practice of the European and world regional education policy on the example of learning cities and regions. The article analyzes the potential of the Composite Learning Index and European Lifelong Learning Index to monitor the progress of lifelong learning as a tool for local development management and proposes the list of indicators and measures – the Ukrainian Lifelong Learning Index – adapted to the Ukrainian education area.
Highlights
Lifelong learning is a factor of the competitiveness of individual territories and the state as a whole, a determining factor and a tool for local development management
In modern socio-economic conditions in Ukraine, it is the lifelong learning which actualizes the research of innovative approaches to the organization and management of an effective regional education policy
According to the results of UNESCO studies, people who are able and learn lifelong can better meet new challenges and find answers to them, which testifies to the reasonability of the development of learning communities, cities and regions for the socio-economic development of the country, ensuring its sustainable development
Summary
Lifelong learning is a factor of the competitiveness of individual territories and the state as a whole, a determining factor and a tool for local development management. Studies related to the important problems of vocational and adult education, learning regions as Despite quite thorough theoretical study of components of lifelong learning made a significant conceptual bases of regional education policy, contribution to the development and dissemination its implementation practice indicates a number of unsolved for today issues. A learning city or region has The practical significance of both indexes is to a clear commitment to focus on training and understand that lifelong learning and education dissemination of knowledge as the most important directly or indirectly affect the welfare of the factor of development. This commitment is individual and the country. Percentage of children aged 4 to compulsory school age attending formal education institutions Student performance in reading (PISA) Student performance in math (PISA) Student performance in science (PISA) Proportion of adults (25-64) who have completed a university program Adult (25-64) participation rates in formal education and training
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