Urban Transformation and Creativity

Serious investment in education is the best way to achieve sustainable development. ‎It is a ‎lifelong education for all, injustice and equal conditions, that can transform ‎societies ‎towards creativity. This chapter assumes that the spread of the creative cities ‎in Egypt must ‎be preceded by the expansion of the learning cities. And to reach this goal ‎needs to pave ‎the way and overcome many social problems, where Egypt wasn't able to ‎reduce inflation ‎and urban randomness, unable to reduce ‎corruption or to reduce ‎population growth rate, ‎and ‎unable to achieve equal distribution of public services‎. This chapter will provide ‎the ‎reader with an answer to the question, How can we reach the creative community by ‎expanding the spread of learning cities in the Egyptian governorates?‎‏ ‏‎To answer this ‎question, the chapter relies on statistical analysis and focus group interview, and using ‎conflicted rules theory to provide a theoretical perception of sustainable development ‎programs that ‎accommodate and accept learning cities.‎

Learning Cities as Smart Cities

The purpose of this chapter is to explore the connections between technology and lifelong learning and the respective initiatives of smart cities and learning cities. The Pew Research Center reports that place-based learning remains vital for pursuing knowledge especially from digital technology. This means that although learning occurs in traditional places (home, work, or community), the use of technology further enhances learner engagement across the entire society. As such, learning cities is a placed-based initiative for implementing education and lifelong learning. Smart cities, similarly, expand the implementation of education and lifelong learning, but through a broader medium of digital technology and the internet. The important connection between lifelong learning (as learning cities) and technology (as smart cities) is the aim for providing access to every individual in society. This chapter offers an analysis of two concepts representing these two cities' initiatives.

Beyond Schooling

This chapter provides an overview of adult and lifelong education through the lens of the learning city, considering the history of this concept’s formation and the ways in which it is defined and evaluated, in particular in the global south. The chapter provides a number of examples as to what a learning city looks like in practice and includes a discussion regarding the ways in which learning cities have been actualized across the globe. The chapter concludes by emphasizing the value of creating networks and sharing initiatives, taking into account that this should recognize that learning city initiatives often have a local and place-specific context.