EXPLORING THE EDUCATIONAL DIMENSION OF URBACT EUROPEAN PROGRAMME
EXPLORING THE EDUCATIONAL DIMENSION OF URBACT EUROPEAN PROGRAMME

Summary/Abstract: Over the past two decades, scholarly investigations have focused on the role that municipal partnerships play in carrying out urban policies, ranging from those concerning the environment, sustainable transportation, employment policies, and research to those concerning social inclusion, education, and lifelong learning. This paper summarizes the key findings of a study on how the Urbact III program's thematic objectives include (or do not include) education and training. The content analysis of data (2014-2020) supplied by Urbact served as the foundation for this analysis. Comparisons are made about the position that educational interventions hold within city networks, the relationship that exists between the education component and the size of cities, and the appeal of programs with an emphasis on education. The results of this study show that, in comparison to programs focused on social inclusion (29%), the educational component does not attract the attention of local actors more than 4% of the time. The indicator of the analysis that targeted the distribution of Thematic Objective: education, skills and lifelong learning by size of cities shows that the big cities were the ones that invested in educational partnerships. Furthermore, the findings of this research indicate that certain procedures for promoting educational initiatives are required at the European level. The study shows that initiatives from towns in Italy, Belgium, and Lithuania prioritized education, for organizations like NGOs, and that in Romania, local actors from the 18 program-participating cities responded to the primary requests, resulting in the implementation of 36 sustainable urban development initiatives.

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