1. There are several cities in the Arab world that are members in UNESCO Global Network of Learning Cities. What is a UNESCO Learning City, and what are the advantages of being one?

A Learning City, according to UNESCO's definition, is a city or network that mobilizes various resources, including financial support, to promote lifelong learning. Learning cities are built on several key pillars. Firstly, they emphasize the importance of reviving education within families and communities, extending the learning process beyond schools and basic education. This encompasses formal, non-formal, and informal learning opportunities. Additionally, learning cities facilitate learning in diverse settings, such as families, communities, and workplaces. Embracing technological advancements, learning cities strive to become smart cities, utilizing innovative technologies to enhance learning experiences.

However, the most crucial aspect of a learning city is the cultivation of a culture of lifelong learning. This culture serves as a fundamental driver for individual development, social empowerment, and economic and cultural prosperity. By embracing lifelong learning, learning cities contribute to the achievement of the Sustainable Development Goals (SDGs) set forth by the United Nations.

Being a member of the UNESCO Global Network of Learning Cities provides several advantages. It enables cities to access a wealth of knowledge and experiences from other learning cities around the world. This sharing of best practices and lessons learned facilitates the development of innovative solutions tailored to each city's unique context. Moreover, membership in the network allows cities to benefit from capacity-building initiatives and collaborative opportunities to further enhance their learning ecosystems. Through the establishment of learning cities, the Arab world can foster inclusive and sustainable development by placing education and lifelong learning at the heart of their communities.

2. What role can UNESCO play in supporting the development of learning cities in the Arab world?

UNESCO plays a crucial role in supporting the development of learning cities in the Arab world. Since the establishment of the UNESCO Global Network of Learning Cities (ULL) in 2016, there has been a growing interest and demand from Arab countries to join the network. This increased interest can be attributed to the significant population density in urban areas, especially in the Arab world, where sustainable development has gained importance.

To facilitate the participation of other countries, UNESCO conducts promotional campaigns and encourages countries to join the network. By sharing experiences and best practices with learning cities around the world, countries can explore different solutions that are relevant to their specific challenges. In the Arab region, UNESCO collaborates with various partners at the regional level when opening calls for applications and distributing information.

It is important to note that some countries in the region do not yet have a national strategy for learning cities. UNESCO emphasizes the significance of national efforts in achieving sustainable development goals. As an example, in 2022, given the high demand to join the network, UNESCO organized workshops dedicated to assisting interested cities in setting strategies, monitoring and evaluation processes, and ensuring access to education beyond traditional school settings. Intensive training sessions were conducted to help 17 cities develop their own strategies. One such success story is the Al Jubail industrial city in Saudi Arabia, where UNESCO collaborated with the Research Center for Quality in Education (RCQE) to create a comprehensive four-year strategy for lifelong learning.

Furthermore, UNESCO places great importance on diversification in participation by including stakeholders from various sectors such as policy makers, municipal committees, private sectors, and other relevant parties in the field of education. UNESCO advises countries to form internal committees responsible for implementing these strategies and ensures continuous capacity building. Regular follow-up is conducted to renew and strengthen the capacities of the cities in the network.

Through its initiatives and partnerships, UNESCO is committed to supporting the development of learning cities in the Arab world, fostering sustainable development, and promoting lifelong learning opportunities for all.

3. What are the key challenges and opportunities facing learning cities in the Arab world?

Creating a learning city concept and environment poses various challenges in the Arab world. One significant challenge is the issue of centralized work, making it difficult for local-level initiatives to flourish. Another challenge involves aligning local strategies with national strategies, ensuring that goals are complementary rather than solely linked to national events. Some cities may face resource limitations, hindering their ability to foster a learning culture or create an enabling environment. However, despite financial and other challenges, many cities have exhibited a drive to overcome resource gaps by seeking innovative solutions and adopting advanced technological approaches.

But above all, it is crucial to note that establishing a learning city primarily depends on the political will and decisions of the government, rather than the city itself. Funding, although important, ranks secondary in importance. Many countries in the Arab world have demonstrated their commitment by joining the learning city network. However, joining is not the ultimate goal; it is about sustaining and continuing the efforts. As a matter of fact, without a clear vision and strategic support at the national level, the learning city initiative remains theoretical and lacks practical implementation. In such cases, cities may eventually disengage from the network without achieving sustainable benefits. Therefore, it is imperative for the government to embrace a national vision and prioritize sustainability and continuity.

For example, several Arab countries, including Egypt, Saudi Arabia, the United Arab Emirates, Qatar, and Morocco, have showcased remarkable cooperation and political will in supporting learning city initiatives. Their efforts highlight the importance of a collective, national approach rather than an individualized vision.

4. How can technology and artificial intelligence be used to promote lifelong learning in cities?

Firstly, technology plays a crucial role in the provision of teaching and learning opportunities. Particularly during times of crisis, technology has proven to be instrumental in delivering education through online platforms and social media channels. This accessibility and flexibility are significant reasons why technology is being utilized to invest in education. Moreover, technology contributes to creating an inclusive learning environment, ensuring that education is available to all individuals without exception. It facilitates learning processes and transcends traditional notions of education solely focused on reading and writing. By incorporating a diverse range of topics such as health, climate, environment, and family well-being, technology enhances the overall learning experience. The integration of gamification principles into education adds an element of enjoyment and engagement for learners. However, on the other hand, it is important to acknowledge that technology also presents challenges. The availability of internet access, the adequacy of infrastructure, and related factors can impact the effective implementation of technology-driven learning initiatives.

5. What advice would you give to other cities in the Arab world that are interested in becoming UNESCO Learning Cities?

Firstly, it is crucial to develop a comprehensive strategy that fosters a culture of lifelong learning. Creating such a culture requires a long-term commitment and cannot be achieved overnight. The strategy should encompass clear goals and establish mechanisms for evaluation, monitoring, and assessment to gauge the country's educational landscape and progress.

Secondly, it is important to adopt a national vision rather than an individualized approach. Building learning cities and promoting lifelong learning should be a collective effort supported at the national level. This ensures a unified and sustainable approach to education. Furthermore, it is essential for cities to understand that joining the UNESCO Global Network of Learning Cities is not an end in itself. We conduct performance assessments for each city every two years. If insufficient progress is made during this period, the city may be asked to leave the network. Therefore, cities must prioritize the vision, strategy, and the pursuit of sustainability, continuity, goal achievement, and effective monitoring, assessment and evaluation.

Finally, cities aspiring to become UNESCO Learning Cities should focus on developing a robust strategy, fostering a national vision, and prioritizing continuous progress and assessment. By embracing these key factors, cities in the Arab world can actively contribute to the advancement of lifelong learning and create inclusive and prosperous communities.

Conclusion

UNESCO Learning Cities in the Arab world are at the forefront of creating dynamic, inclusive, and prosperous communities. The UNESCO Global Network of Learning Cities serves as a platform for knowledge exchange, enabling cities to learn from one another and implement innovative solutions tailored to their unique contexts. By fostering lifelong learning, leveraging technology, and embracing the UNESCO Global Network, these cities are paving the way for a brighter future. Through collaboration, dedication, and the pursuit of knowledge, the Arab world is poised to unlock its full potential and create a society where education knows no boundaries.