This presentation focuses on the concept of Learning Regions (LR) and Lifelong Learning (LLL) and the way these might be interpreted, conceptualised, connected, measured and used for regional development purposes.

Therefore, this research aims (a) to re-define the concept of ’Learning Region’ according to the necessities of an Eastern-Central European cross-border region; and (b) study the ways and means by which the concept might be statistically measured and topographically presented.

The research aims to investigate the following questions: How can the concept of learning regions be interpreted? How can the concept of lifelong learning be statistically measured? How can former research on lifelong learning be applied to our research in a cross-border region? What are the most appropriate indicators of measuring lifelong learning activities of that given region? Is the examined (HU) Bihar – (RO) Bihor Euroregion a ‘learning region’? If so, how might the results be interpreted and used for regional development?

The research raises important theoretical considerations about the concept of learning regions. Firstly, we summarise the possible definitions of learning regions. Secondly, we look for alternative experiments for empirical studies of learning regions. Finally, we introduce the first results of our empirical study of a cross-border unit of Hungary and Romania.

Erdei et al (2011) differentiate between two definitions of LR. The economical approach is appropriate to the study of those regions where massive industrial developments are associated with research, innovation and education; thus creating a core in the development of a country or a region. This approach is quite different from others which, concentrate on smaller units and studies them from the point of view of the political forces. Not the level of economic development counts (even they say so), but the level of political will and social forces. Erdei et al (2011) recognize the relevance of economic development but their approach views LR as more of a political rather than economic concept.

Kozma (2011) interprets LR as a specific solution to regional stagnation. In this concept, global universities might serve the global economy but fail to meet the particular needs of regional or local societies. The author offers an alternative view of LLL along with local systems and institutions in the context of regional development.  Education and knowledge of local production contributes to economic development.  Such an analysis differs from traditional models of economic development.

Through these perspectives, we are able to understand LR concept as an LLL rather than an economic concept. The main feature of LRs is LLL and associated activities of the members of specific communities. LLL activities create a local unit of LR thus contributing to the political dynamism and economic development of each community. Such new interpretations of the original LR concept may be debated however these new analyses are substantiated by detailed evidence and analyses in the relevant literature.

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