This publication is produced in the framework of PoLLlis, a Survey and Analysis Project conducted within the LEONARDO DA VINCI PROGRAMME of the European Commission - DG XXII.

The main aims of the project were the investigation of major lifelong learning initiatives promoted by European cities and the development of tools and methodologies useful for those wishing to initiate new lifelong learning policies or to improve the already established ones.

The purpose of these Guidelines is to offer a starting point of common understanding and experiences for all those people involved, at city level, in the process of policy making related to the theme of lifelong learning. These may include, according to context and specific situations, elected administrators and civil servants responsable for education, training, social affairs and local development, as well as representatives of social partners or relevant associations.

What the Guidelines contain is:
- a simple conceptual framework in which to place the process of policy making in the field of lifelong learning;
- a set of practical suggestions on how to define, design, implement and evaluate local lifelong learning public initiatives in a urban environment, sometimes referring to concrete examples of cities studied in the PoLLlis survey, that covered a total of 33 European cities.

The four main chapters of these guidelines are organised according to the four main phases of a policy cycle:
- orientation, when the main aims of a public policy are chosen according to political priorities and as a result of interaction of main social and political parties;
- definition, when the concrete measures to implement them are agreed at a technical, organisational and administrative level, and resources are allocated to the different actions and programmes;
- implementation, when action and programmes are actually conducted and monitored by a series ao actors gathered around a partnership model and final esers are directly involved as beneficiaries of the measures but also as providers of feed-back. The issue of use of resources available is also crucial to this phase;
- evaluation, that is not really a single phase, but rather a continuous process that also affect the three other phases and contributes to the orientation of future policies;

A final section of the Guidelines provides information on the Learning Cities Forum set up the PoLLlis Project, a collaborative environment where readers of these Guidelines can find colleagues dealing with the sammie problematics and where support to evaluation can be found, as well as reference to competencies required to design, manage and evaluate lifelong learning public initiatives at city level.