[1]欧阳忠明,黎宸辰,乔星玮,等.构建迈向2050的终身学习生态系统:要素、愿景与行动方向——UIL《拥抱终身学习文化》报告之解析[J].远程教育杂志,2021,(02):003-10.[doi:10.15881/j.cnki.cn33-1304/g4.2021.02.001]
 Ouyang Zhongming,Li Chenchen,Qiao Xingwei,et al.Towards 2050 Lifelong Learning Ecosystem : Elements, Vision and Action Direction——Based on the Interpretation of UIL’s Embracing a Culture of Lifelong Learning:Contribution to the Futures of Education Initiative[J].Distance Education Journal,2021,(02):003-10.[doi:10.15881/j.cnki.cn33-1304/g4.2021.02.001]
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构建迈向2050的终身学习生态系统:要素、愿景与行动方向——UIL《拥抱终身学习文化》报告之解析()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2021年02期
页码:
003-10
栏目:
本期特稿
出版日期:
2021-03-20

文章信息/Info

Title:
Towards 2050 Lifelong Learning Ecosystem : Elements, Vision and Action Direction——Based on the Interpretation of UIL’s Embracing a Culture of Lifelong Learning:Contribution to the Futures of Education Initiative
作者:
欧阳忠明; 黎宸辰; 乔星玮; 刘丽娜; 王江雁
江西科技师范大学 教育学部 江西南昌 330032
Author(s):
Ouyang Zhongming; Li Chenchen; Qiao Xingwei; Liu Lina; Wang Jiangyan
Faculty of Education Science, Jiangxi Science and Technology Normal University, Nanchang Jiangxi 330032
关键词:
终身学习生态系统终身学习文化公共利益可持续发展韧性社会
Keywords:
Lifelong Learning Ecosystem Lifelong Learning Culture Common Good Sustainable Development Resilient Society
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2021.02.001
文献标志码:
A
摘要:
基于当前人口变化、气候危机、技术快速进步以及最近的新冠肺炎大流行病等常见威胁和机遇造成的混乱和不确定性,终身学习将在未来政策议程中进一步提升自身的位置。为此,2020年,联合国教科文组织终身学习研究所发布了《拥抱终身学习文化:对教育未来倡议的贡献》,该报告系统勾勒了迈向2050终身学习文化的图景,提出了终身学习生态系统的八大要素、四大目标和十大行动方向:要实现培养积极公民身份、实现包容性参与、推进可持续发展和打造富有韧性社会的目标,就必须构建一个支撑性终身学习生态系统;该系统应具有强大的社会结构、充足的资金与资源、易于使用的先进技术、社交媒体的关键使用、朝着终身学习文化的转变、教育与学习的共同利益、包容性教育政策和多元学习空间。当然,要构建这样一个生态系统,就必须在六方面持续行动:一是整体性审视终身学习,将终身学习视为公共利益;二是聚焦性关注弱势群体,将终身学习视为新的人权;三是广泛开展超学科研究,推动跨部门合作有效实现;四是公平性获取学习技术,认识并促进集体学习实现;五是推进学校向终身学习机构转变,再造与重振工作场所学习;六是支持区域终身学习活动,持续开展学习型城市建设。
Abstract:
Lifelong learning will further shift itself in the future policy agenda given the disruption and uncertainly resulting from the familiar threats and opportunities of demographic change, the climate crisis, the rapid advance of technology and more recently the COVID-19 pandemic. For this purpose, in 2020, the UIL invited twelve experts from different fields to discuss together and released Embracing a Culture of Lifelong Learning: Contribution to the Futures of Education Initiative, which systematically outlined the vision of lifelong learning culture towards 2050, put forward the eight elements, four goals and ten action points of the lifelong learning ecosystem. To realize this vision and achieve the goals of fostering active citizenship, achieving inclusive participation, advancing sustainable development, and creating resilient societies, a supportive lifelong learning ecosystem must be built, it included strong social fabric, sufficient funding and resources mobilization, accessible and well-utilized technology, critical use of social media, culture shift toward lifelong learning, common value education and learning, inclusive education policies, and multiple learning spaces. Of course, in order to build such an ecosystem, we must continue to act in the following aspects: Firstly, recognized the holistic character of lifelong learning and established lifelong learning as a common good; Secondly, placed vulnerable groups at the core of the lifelong learning policy agenda and recognized lifelong learning as a human right; Thirdly, promoted transdisciplinary research and intersectoral collaboration for lifelong learning; Fourthly, ensured greater and equitable access to learning technology, recognized and promoted the collective dimension of learning; Fifthly, transformed schools into lifelong learning institutions, and re-engineered and revitalized workplace learning; last, encouraged and supported local lifelong learning initiatives, including learning cities.

备注/Memo

备注/Memo:
基金项目:本文系国家社会科学基金“十三五”规划2020年度教育学一般课题“老年教育助推积极老龄化实现的作用机理与实现路径”(项目编号:BKA200236)阶段性成果。
更新日期/Last Update: 1900-01-01