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Reforming in education and training are the order of the day in the spirit of maintaining relevance in this changing world. This paper looks at the development of vocational education and training (VET) in Kenya at three levels: the past, the present and the future directions. A brief historical discussion forms the basis for understanding the trends in Kenya's VET. A discussion of the current state of affairs highlights the main issues that are at play in Kenya's VET sector. From the issues that are foregrounded in the past and the present, the forces that have continued to shape the VET system are highlighted with a view to drawing lessons for the rest of the world. Some of the forces that are discussed in this paper cover the political will and policy matters in VET, the broad aims of education and training, and the need for clarity and inclusion of all stakeholders in all stages of educational reform. Lessons are drawn for Kenya and the rest of the world based on trends and issues divulged.

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The modern 'learning city' concept emerged from the work of the OECD on lifelong learning with streams of Learning Cities and Educating Cities having much in common but having little contact with each other. While the early development of learning cities in the West has not been sustained, the present situation is marked by the dynamic development of learning cities in East Asia - especially in China, the Republic of Korea, and Taiwan. In this context, the paper discusses the evolution of three generations of learning cities since 1992 and speculates on the future. The experience of the first generation is discussed in terms of development in the UK, Germany, Canada, and Australia where initiatives, with some exceptions, have not been sustained. Beijing and Shanghai are discussed as examples of the innovative second generation in East Asia, which is seen as a community relations model in response to the socioeconomic transformation of these countries.

International interest in learning cities has now been enhanced following a major UNESCO International Conference on Learning Cities in Beijing in October 2013, which is to be followed by a second international conference in Mexico City. The Beijing conference adopted the Beijing Declaration on Learning Cities supported by a key features document. The paper speculates on possible future development post Mexico City, including the situation in Australia, which is seen as opening opportunities for innovative initiatives.

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