In Germany for the national network "Learning Regions" was evoked from the idea to make education more flexible in the regions in a bottom-up way. The Learning Region around the Lake of Constance Region is a striking example. The formal network was based on institutions that already existed. The goal was to spread their activities in the field of education, training, guidance and counseling. The intention was to build up all the key elements from the national side. Multiple educational paths were created where the inhabitants could participate in the educational processes. These were well used over the eight years.

The Learning City of Dundee adopted a policy of inclusive Lifelong Learning, which provides more opportunities for participation. It makes opportunities available to those who live in the most deprived areas. It brings together excellence in science and culture and disseminates this all Dundee's citizens in new ways. It promotes the wider benefits of existing Arts, Culture, Sport and Health initiatives to ensure that they become meaningful for all.

The strategic goal of developing Kaunas into a Learning city was formulated as to enable the individual and collective learning of citizens at all times and in all places, as well as fostering the organizational learning of the city and its organizations and communities in a way that would solve problems of importance to the city, its inhabitants, communities and organizations and develop in a sustainable way those aspects.

In Limerick a City of Learning Steering Group was established in 2003. The main aim of the local group is to support the design and implementation of a city-wide learning strategy that will enable Limerick to grow as a ‘vibrant successful city, which recognises and strives to meet the learning needs of all its citizens’. The basic hypothesis was that if citywide interaction and partnership among all involved in the provision of education and learning is improved and enhanced, then positive outcomes can be achieved in relation to expansion of the City’s ‘social capital’ by recognising the value of personal and social development in learning.

The activities promoting Bucharest-Ilfov as a learning region are of a relative recent date. Since the early years of the 21st century I-VET and C-VET started to be taken into account, as well as the general orientation towards the development of human resources when the first Human Resources Development Program was launched. Also some other initiatives showed relevant, especially the updating of the Regional Development Plan, the Twinning Light Programs and the TVET multi-annual programs, developing the initial technical and vocational education and training in Romania.

The Pécs Learning City-Region Forum was initiated in the Fall of 2009 by the Faculty of Adult Education and HRD of the University of Pécs. The goal was to put quality learning of individuals and groups either in formal, non-formal or in informal environment on the agenda and to support organisational learning. Networking should be promoted amongst learning providers and stakeholders, and, joint activities should be created as well as innovative practices in the field.

Lundaland is formally a non-governmental organization set up to initiate, manage and finance a Leader project within a specific territory in the southern part of Sweden where a number of grass-root driven micro-projects are being launched to create wealth in the rural areas of the territory. Projects are bottom-up defined and the learning processes follow the pedagogical frameworks for learning-by-doing, learning-by creating and learning-by-experimentation, rather than learning-by-being-educated.