The Learning Cities

The Learning City concept was born following the emergence of two key documents within UNESCO: the “Beijing Declaration on Building Learning Cities: Lifelong Learning for All, Promoting Inclusion, Prosperity and Sustainability in Cities” that defines their role in promoting inclusion, prosperity and sustainability and “Key Features of Learning Cities” that provides the general framework of Learning Cities.

The Global Network of Learning Cities was established in 2015 at the initiative of UNESCO, with the aim of creating an international network of cities in which the role of lifelong learning enables them to address the crises of the present and future in a resilient manner. The Learning Cities Network and the Learning Cities model supports the attainment and fulfilment of the 17 Sustainable Development Goals, with a particular focus on number 4 (Ensure quality, inclusive and equitable education and promote lifelong learning opportunities for all) and number 11 (“Make cities and human settlements inclusive, safe, durable and sustainable”).

Despite their differences in terms of ethical composition, culture and social structures, Learning Cities have several characteristics in common that can be traced directly to the definition provided by UNESCO, which defines the Learning City as that city that effectively mobilises its resources in every sector to

  • to promote learning from basic schooling to university studies;
  • revitalise learning in families and communities; and
  • facilitate learning in the workplace;
  • expand the use of modern technologies for learning;
  • improving quality and fostering excellence in learning;
  • cultivating a culture of lifelong learning.
  • The creation and implementation of a system such as Learning Cities is based on several elements that define both its processes and expected outcomes.

The broadest benefits that can be expected from Learning Cities are:

  • fostering personal development and social cohesion
  • fostering economic development and cultural prosperity;
  • fostering sustainable development.

The six areas that Learning City development focuses on are

  • fostering inclusive learning in the education system;
  • fostering the revitalisation of the lifelong learning system within communities and families;
  • fostering effective learning in and for workplaces;
  • fostering the extension of the use of modern technologies dedicated to learning;
  • fostering a high quality of learning;
  • fostering a vibrant culture of lifelong learning throughout the lifecycle.

The three areas underpinning the Learning Cities:

  • a strong political will and commitment;
  • participatory governance by all stakeholders;
  • a mobilisation and utilisation of all resources.


Based on more than 40 indicators and evaluation by questionnaire, official data and expert assessment, the Learning City represents an opportunity for resource mobilisation and the pursuit of the Sustainable Development Goals. Furthermore, being part of the international network enables cities at different stages of Learning City development to exchange best practices and pathways.

For more information:
The UNESCO’s website on Learning Cities
Beijing Declaration on Building Learning Cities: Lifelong Learning for All, Promoting Inclusion, Prosperity and Sustainability in Cities
Key Features of Learning Cities
UNESCO Global Framework of Learning Cities – Guiding Documents