ABSTRACT
A learning city nurtures a culture of learning by proactively auditing the learning requirements of all its citizens and providing the opportunities to satisfy them. The MORI survey on Attitudes to Learning carried out for the UK Campaign for Learning increases our understanding of how far Britain has progressed toward a learning society. Cities are beginning to commission their own learning requirements surveys, for example Glasgow. Many of them are aware that producing meaningful data from them is notoriously difficult. In the MORI and other polls, most responders considered learning to be important. Learning cities, in their efforts to understand learning requirements, should be honest in their interpretation of the results. They should beware of adopting easy definitions in order to give a rosy picture of the state of learning in the city. Listening and adapting, reflecting and evolving, contributing and supporting, creating, enjoying and networking are all vital and active constituents of the learning process.
