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智慧城市是数字城市和智能城市建设之后城市信息化的高级阶段。智慧地管理城市,让城市发展得更高效、更安全、更绿色,已经成为城市科学发展的新选择。借鉴国际智慧城市发展的理念和经验,根据廊坊的区域特色和优势,廊坊在智慧城市发展方面应注重顶层设计和城市特色,发挥区域产业优势。 相似文献
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ABSTRACTCities around the world are increasingly developing city-wide lifelong learning strategies to promote individual and civic adaptation to major economic, technological, and environmental challenges. Such initiatives, however, have not yet received commensurate research attention from education researchers and it is not yet clear that we have the theoretical or methodological tools to research the complexity of learning at a city scale. This paper attempts to outline one approach that might respond to this challenge by drawing on the concept of ‘lively infrastructure’ from urban studies. Based on 11 months of detailed ethnographic fieldwork in the city of Bristol, the paper draws on this concept to trace how learning infrastructures are produced, accessed, and reshaped by individuals and serve to provision particular forms of learning in the city. In so doing, the paper argues that learning infrastructures need to be understood as discursive, material, and affective; as deeply interconnected with other city infrastructures, particularly childcare and transport; and as capable of morphing to create both radical new forms of learning activity as well as consolidating existing practices of exclusion and inequality. 相似文献
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Rodney J. Reed 《教育政策杂志》2013,28(5):149-165
School results for children of poverty ‐ those forced by that poverty to live in inner‐city neighbourhoods ‐generally indicate educational failure at a much higher rate than is seen for students nurtured by wealthier school districts. This failure in school severely limits chances of social and economic upward mobility, which translates into a waste of human capital for the nation's business‐industrial‐political complex, and dashed hopes, dreams and self‐esteem for the individual. Parents and concerned citizens from across socio‐economic strata, long aware of the general inadequacy of schools in poor communities, have demanded improvement, often seeking it through legal and political means. Important strategies among the various federal, state and local school reform efforts to make schooling a meaningful process for all students, and particularly the minority poor, are decentralization and citizen/parent empowerment, the focus of this chapter. The movement to decentralize school governance ‐ an effort to place control into the hands of the people being served ‐ has gained momentum and exists in some form in most large‐city school districts today. An extension of administrative decentralization, citizen/parent empowerment is seen as one of several factors, including teacher and administrator preparation, curriculum renewal, school financing, and school restructuring, vital in the improvement of schools. A look at the meaning and scope of decentralization, operationalized through citizen/parent empowerment, and its probable effectiveness in improving school outcomes indicates that, alone, it is insufficient to ensure positive academic and social performance in school. 相似文献
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智慧产业是产业发展的高级阶段,发展智慧产业对于城市发展具有非常重要的意义。目前,唐山已具备发展智慧产业的相对优势,但仍存在一些问题和困难,对此,唐山重点应依照建设智慧城市、智能化改造传统产业、依托产业园区三种路线发展智慧产业,并通过制定有效的对策促进智慧产业稳步提升。 相似文献
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ABSTRACTDespite UNESCO’s Learning Cities agenda, which argues for the mobilisation of resources to promote education across all sectors and environments, there is little evaluative research on Learning City engagement which is both naturalistic and empirically rigorous. The research on informal adult learning in urban contexts is particularly sparse. This paper provides a case study of informal learning and lifewide literacies amongst Glaswegian adults using three distinct approaches to data collection: a household survey capturing rich data on learning attitudes, behaviours, and literacies; GPS trails that track mobility around the city; and the capture of naturally occurring social media. The work operationalises Learning City indicators, and explores domains beyond education, some of which have not previously been considered in surveys of adult learning, for example, physical mobilities and transportation patterns. We use theoretical concepts of social identity and capital to situate inclusion within explanatory frameworks of marginalisation in less tangible domains of informal learning using multi-stranded data. A triangulated analysis of city-wide participation in lifewide learning reveals a demographic picture of groups marginalised from learning opportunities and practices. We conclude with a call for new approaches to exploring learning participation which offer novel methods to evidence informal learning and lifewide literacies. 相似文献
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Ruud Van Der Veen 《International Journal of Lifelong Education》2013,32(6):580-596
Everyday professional discussion often refers to the idea that community development is essentially a learning process. This article sketches a comprehensive theory of community development as citizen education by following the different traditions in community development and by defining the educational aspect of each tradition. Among the traditions described here are traditional community organizations as a social work method, the radical community organization of Alinsky, the neo‐Marxist approach of community action, and the settlement movement. The resulting theoretical framework defines community development as an alternative route for the education of citizens with low levels of formal education in the same way as labour unions and churches often are alternative routes towards active citizenship for low‐income groups. Next, three forms of education are singled out within community development: first, education as training of local leadership; as an action‐oriented and on the job learning process supported informally by the community worker. This form of education resembles the informal vocational education in which an experienced craftsman trains his pupils on the shop floor. Second, education as consciousness raising, which reverses the sequence of learning processes: in this case it is not action which leads to education but education that hopefully leads to action by citizens. There is a whole range of providers of such consciousness raising activities, such as community development organizations, local centres for adult education, churches through their celebrations and adult education classes. A recent development is the ‘new localism’ in social movements, such as the environmental movement, emphasizing consciousness‐raising activities in the local community. Third, education as service delivery: here education is a service for the community in the same way as community development can deliver other services to a community such as affordable housing and health centres. Partly these educational services are ‘survival education’, such as job readiness training programmes and literacy programmes; partly they are ‘leisure education’, typically blurring the borders between ‘pure’ education and recreational and social opportunities for residents. 相似文献
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潘士君 《湖北大学成人教育学院学报》2014,(5):8-12
城市人力资源的培育和开发,市民文化品位和综合素质的提高是学习型城市建设的基础。社区是学习型城市建设的主要载体。学习型城市建设背景下,社区教育要在资源整合,平台建设,制度设计等方面有所作为,进一步拓宽社区教育的形式和内容,通过转变观念,完善队伍,加强实验项目等措施,推动社区教育的改革发展,为学习型城市建设服务。 相似文献
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PALMIRA JUCEVICIENE 《European Journal of Education》2010,45(3):419-436
Kaunas is the second largest city in Lithuania and has strong links with its large rural hinterland. Working from the ideas and examples in ‘Learning Cities for a Learning Century, (Longworth, 1999) and through contact with other cities that have already implemented lifelong learning concepts, the city has, since 2001, started out on the journey to become a ‘sustainable learning city.’ The process is a long, and not always a smooth, one, but the partnership between university, city administration, the learning providers and the citizens has provided insights whereby economic, social and environmental capital can grow when these stakeholders work together to improve the learning of both organisations and people. This article is the story of that journey so far, the rationale for making it, the actions the city has undertaken, the results of the research that has been carried out and the benefits that have so far accrued. The voyage is by no means over—indeed it is constantly continuing, much in the same way that a learning organisation can never stop learning lest it ceases to be one and loses its dynamic. But we believe that it is the right one for Kaunas and sets an example for others. 相似文献
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This article focuses on the role of adult education in community development initiatives that intentionally aim at more general and equitable power-sharing arrangements at local and regional levels. It argues that community-based learning is a necessary component of community development and the rejuvenation of democracy. In the new millennium, citizens participating in civil society need the vehicle of a city-wide broad-based organisation to act for the attainment of these goals. Adult education in North America was founded on citizen action—often around migrant issues: adequate shelter, jobs, English language acquisition, poverty, and urbanisation. Responses to common needs in the Mechanics Institutes, Citizens' Forums, and the Antigonish Movement are only a few examples of how citizen learning changed lifeworld conditions. In this unsettled and unsettling historical moment, as we move from late modernity or post-modernity to some version of a “new world order”, the potential contributions of critical adult education to the future well-being of a global civil society are becoming increasingly apparent. Identifying and assessing means of resistance to the escalating encroachments of international finance and administrative power into the domains of individual and community autonomy is one practical role for adult education. 相似文献
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ABSTRACTScholarly research has shown the importance of moments of crisis, in particular the direct aftermath of urban crises, as opportunities to learn about urban vulnerabilities. However, if it is widely assumed that learning is important, in particular for resilience-building, we still know very little about how such learning occurs in a moment of crisis. This paper starts addressing this gap, arguing that moments of crisis constitute a specific type of ‘learning space’. This proposition is taken forward through the analysis of a large-scale (social and humanitarian) urban crisis in the city of Cape Town. The paper maps out the emergence of multi-stakeholder knowledge networks throughout the crisis management process and explores the extent to which these were embedded into city-wide learning infrastructures after the crisis. It shows that moments of crisis represent an opportunity for ephemeral transsectorial knowledge coalitions to come about around issues that are made visible through the crisis itself. This can also be seen as an opportunity for potential learning spaces to open up. 相似文献
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智慧教育是信息时代我国教育发展的必然选择和重要趋势,是破解教育发展难题的创新举措.当前,我国教育信息化水平的显著提升,各种智慧技术的逐步成熟,教育信息化经费的持续增加以及良好教育信息化政策环境的逐步建立,为发展智慧教育提供了强有力的支持.我国智慧教育的发展要结合国情大力实施大变革战略、科教融合战略、协同创新战略和无障碍战略.七大发展路径包括：建设智慧教育公共服务平台;无缝接入智慧城市系统;实施ICT应用能力提升工程;实施教育信息无障碍工程;建设智慧教育示范区;打造智慧教育产业链;建立智慧教育研发基地. 相似文献
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韩国通过建设终身学习城市,完善了终身教育体系,推广了终身学习的理念,增加了居民终身学习的机会,以期实现学习强国。本文分析了韩国终身学习城市的源起及发展背景,研究了其终身学习城市的发展现状及特点,并对韩国终身学习城市的评选标准及其成效进行了介绍。随着我国终身学习活动的推广,建设终身学习城市也迫在眉睫。研究韩国终身学习城市,对我们学习型城市的建设有着重要的启示作用。 相似文献
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INTRODUCTION Citizen participation in urban planning is crucial for satisfying the increasing demand to improve the overall city planning process (Sherry, 1969). The information exchange, opinion feedback, establish-ment of expert system and the development of effi-cient and effective participation methods has brought huge benefits and high potential for the improvement of the whole city planning (Arima, 2001). The public participation system to evaluate the planning system for the speci… 相似文献
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“被市民化”及其问题——对城郊农民市民化的再反思 总被引：1，自引：0，他引：1
文军 《华东师范大学学报(哲学社会科学版)》2012,(4):7-11,152
从农民到市民是长期以来许多中国农民梦寐以求的愿望,然而在当代中国,随着工业化和城市化的不断推进,城市郊区农民的市民化却逐渐成为一种"问题化"了的现象。究其原因,主要在于郊区农民市民化的过程是一种完全被制度化安排的"被市民化"的过程,这种被市民化的结果既会给新市民群体带来许多困境,也很容易引发新的城乡冲突与潜在社会危机。因此,有必要对这一"农民被市民化"过程中的新型中国城乡关系及其问题进行反思,并寻求相关解决之道。 相似文献
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Digital and smart education has become the new orientation of educational reform. Further promoting the application of the pilot Smart Education of China platform is one of the effective means to implement the 14th Five-Year Plan for National Informatization, an essential deployment of China’s strategic decision on digital education and a pivotal move to stimulate the construction of digital China. With the Smart Education of China as the research object and based on its strategic superiority and connotation of construction, the paper analyzes the current status and development of the construction and application of smart education platforms and resources, explores the patterns and methods of provincial promotion with Jiangsu Province as an example, and puts forth countermeasures and suggestions in terms of platform interconnection, resources construction, innovation mechanism, digital transformation, and safety specification. This paper aims to provide reference and experience for the provincial promotion, application, and practice of the Smart Education of China. It also targets at facilitating the interconnected promotion and innovative application in different places, establishing the “extensively accessible” smart resource public service system at the country, province, city, county, and school levels . 相似文献
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徐红 《南京广播电视大学学报》2008,(2):1-3
市民教育是随着现代社会的进步和发展而产生的一项新生事物,是成人教育的重要组成部分,也是提高市民素质和生活质量的一个重要途径。文章在分析“生活品质之城”建设中市民教育重要意义的基础上,结合市民教育工作实践,对如何在建设“生活品质之城”中推进市民教育的进一步发展提出了若干建议。 相似文献
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坚持科学发展观,积极推动学习型城市建设 总被引：2，自引：0，他引：2
唐晓明 《宁波广播电视大学学报》2007,5(1):102-104
学习型城市是城市实现现代化的主要标志之一。建设学习型城市利于提升城市的文化品位,提高城市综合竞争力,促进社会的和谐发展。建设学习型城市要以科学发展观为指导,坚持可持续发展原则、质量统一原则和体现区域社会经济发展特色原则,在全市积极开展全民学习运动,营造一种浓郁的全民学习氛围,努力形成人人要学习、乐学习的良性循环机制,实现学习型城市建设的跨越式发展。 相似文献