CRITICAL

The knowledge based economy offers potential gains for society, but also poses challenges, with some groups suffering as a result of increasing inequalities in recent years. CRITICAL aims to examine the role of knowledge and learning networks in cities that are not the paradigmatic success stories from which these new theories are developed and focus on creating an understanding and a set of tools to help cities in enrolling learning as part of more holistic development strategies. The project examines how the promise of the learning society can be turned into positive outcomes for different groups within cities, and what policies should be pursued by city authorities.

Objectives

There are five detailed objectives within the CRITICAL project:

1. To test theories relating to knowledge societies and learning societies through empirical investigation of forms of knowledge and learning within selected cities

2. To identify the key roles played by cities in the wider knowledge societies of their regions/countries and identify the types of knowledge resources used by different networks within the city-regions.

3. To investigate the institutions involved in collective learning processes within the case study cities, and specifically the roles played by tertiary education institutions and new forms of educational provider established to foster community learning and development.

4. To assess the success of existing strategies to enhance learning and knowledge development within the cities, and identify potential good practices or lessons that could be disseminated more widely.

5. To develop indicators relating to knowledge, learning processes and institutional engagement that will be helpful to local and regional authorities in developing appropriate intervention strategies.

In addition the aims and objectives of CRITICAL are underpinned by a set of core questions related to the research;

• What kind of role can cities play in a knowledge based economy?
• How can learning be fostered to enhance the fortunes of a city and its city-regions?
• How can learning be applied to facilitate social inclusion, sustainability and good governance as well as economic competitiveness?
• Do ordinary cities develop networks of learning and knowledge production which can form the basis of economic and social regeneration strategies?
• What kinds of assets and learning processes are needed for cities to be successful in learning based strategies?
• Do formal learning strategies in cities contribute to a more socially inclusive form of development?
• How effective are community-based learning processes and can they be encouraged by policymakers?
• To what extent are tertiary educational institutions engaging in city-based learning strategies?
• What other forms of knowledge institutions are important to the various forms of learning process, and how are they evolving within the cities?

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Maintained by c.d.conway@newcastle.ac.uk - Last modified on 31st March 2003.