Many of the initiatives have only existed for a short time and are constantly developing and changing. Even so, patterns are already emerging. These are summarised here. The examples discussed in this report cover many different kinds of communities, ranging from a provincial capital, large industrial conurbations and a new city to relatively small towns.
Size obviously governs a community's approach to the learning city.
Towns such as Retford and Thetford interpret the concept very differently from Sheffield, Nottingham or Derby. Much depends on the ability of communities to make national policies their own and on how people identify with their community. The degree to which city-based learning can be a focus for community action and development is also important. Smaller communities may deliver better in all these areas. They are more easily managed and thus better placed to plan effectively and instigate action in the fragmented post-school sector.