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Learning cities and regions explains the different ways these terms are used. It explains how they are related to issues of government rather than mainly or only to education. Various learning city initiatives are described and discussed. The article then considers research in the area of the learning city-region and explores issues related to its implementation. The potentially important link between the learning city-region and higher education is then considered, including the idea of the engaged university. The article concludes by assessing the utility and possible future of the concept.

Publisher Summary This chapter presents an overview of international organizations created for adult education. International relations and cooperation including but extending beyond comparative studies and aid programs in wealthy as well as Third World countries are important in adult education. International efforts are frequently intended to inform and change adult education practice, and to enhance government interest in and support for adult education efforts. Much adult education within individual countries is less committed to change and development than internationally oriented efforts and there is consequently some tension between these two fields. The general report of the Third International Conference on Adult Education (UNESCO 1972) stressed adult education as a factor in economic and social development and as a factor in cultural development. The themes of development and action dominate much international discussion of adult education. Adult education is promoted as a means to development within different programs concerned with agriculture, industry, health, preservation of the environment, and population control, as well as through literacy and other exclusively educational programs.