Analysis of the UNESCO Learning City Concept and Lifelong Learning : A Framework for Promoting the Quality of Life of Citizens

Abstract

This paper aims to analyze the UNESCO Learning Cities concept within the context of lifelong learning and assess its connection to enhancing citizens' quality of life. The study is divided into three main parts: 1) examining the fundamentals and principles of Learning Cities according to the UNESCO framework; 2) comparing lifelong learning concepts and policies at the international level with those in Thailand, considering relevant laws and support measures; and 3) analyzing the linkages between the Learning Cities concept and the improvement of citizens' quality of life across various dimensions.

The analysis reveals that 1) the Learning Cities concept is driven by strong political will and the active participation of all stakeholders, combined with the development of robust educational infrastructure and technology. This integrated approach enables individuals across all segments of society to access continuous learning opportunities in the family, community, and workplace. 2) While Thailand has incorporated lifelong learning principles into its national laws and strategic plans, there remains a gap in the concrete, integrated implementation at the local level. 3) Moreover, the study demonstrates significant interconnections between the Learning Cities concept and enhancements in citizens' quality of life, including economic growth and job security, social and cultural development, as well as environmental sustainability.