共查询到19条相似文献，搜索用时 343 毫秒
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终身学习已经成为欧盟教育培训政策的主要标语。本文按时间顺序回顾了终身学习是如何作为欧盟教育培训领域的重要战略而出现的,并考察了终身学习对欧盟的影响,最后分析了它对我国构建学习型社会的借鉴意义。 相似文献
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2000年以来欧盟终身学习政策述评 总被引：3，自引：0，他引：3
2000年以来,欧盟出台了一系列终身学习政策。这些政策的形成与欧洲严重的失业问题、人口老龄化与移民问题及知识经济的挑战是密切相关的。欧盟为解决这些问题,把终身教育政策的重点放在了敦促成员国确立终身学习战略、提倡加强终身指导、呼吁重视老年人和移民教育、推动对非正规与非正式学习的评价与认证等几个方面。由于欧盟终身学习政策本身的约束力还不够强等原因,目前各成员国实现这些政策理念的成效还有待继续观察,但欧盟所发出的推动终身学习的信号是非常明显的。 相似文献
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20世纪90年代以来,欧盟将终身学习计划作为一项教育发展重要战略,经过一系列建设,业已形成了相对完整的计划体系,并为世界其他国家所认可。研究发现欧盟以2007年为界限将终身学习计划分为两个阶段,终身学习计划均与政策支持、专门的学习计划与关注学生就业率直接相关。欧盟这一系列终身学习计划为我国终身学习的推行提供了一定的参考。 相似文献
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欧盟推进终身学习的重大举措和经验 总被引：2，自引：0，他引：2
从制定概括性的学习建议到实施具体的教育计划,欧盟对终身学习的推进正逐步走向完善。文章立足于20世纪90年代以来,欧盟发表的具有重大意义的白皮书和备忘录,以及在实践中推行的作用显著的教育计划,简要总结了欧盟推进终身学习的经验。 相似文献
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欧盟建设终身学习区的职业资格制度分析 总被引：1，自引：0，他引：1
2001年11月21日,欧盟委员会开始实施使欧盟终身学习区成为现实的决议,启动了欧盟建设终身学习区的政策实践。2005年3月,欧盟政府首脑在布鲁塞尔召开会议,将建立欧洲职业资格框架（European Qualification Framework）作为建设欧盟终身学习区的关键政策。欧洲各国自愿参加欧洲职业资格框架的开发和实施,不承担法律强制义务,其目的是为各个国家截然不同的教育体系建立桥梁。 相似文献
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文章分析了国内终身学习体系建设的现状与面临的问题,介绍了国外发达国家终身学习体系建设的经验,并以日本、美国、欧盟等为例,阐述了建立终身学习体系的成功做法,探讨了其对我国建设终身学习体系的启示。 相似文献
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王龙 《现代远程教育研究》2009,(2)
欧盟学习创新项目（The Learnovation project）启动于2007年,是欧洲联盟委员会终身学习计划的一部分。项目的目标是促使在欧盟和各成员国的层面形成共同的eLearning新远景,充分实施和挖掘终身学习战略的潜能。该项目日前发布了项目启动以来的第一份报告《信息通讯技术,终身学习和创新》。 相似文献
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上世纪70年代初,原法国总理埃德加·富尔（EdgarFaure）及其同事,最早提出了“终身学习”的概念,认为每一个人必须终身不断地学习。多年来,欧盟的终身学习计划一直努力践行着这一理念,从上世纪90年代初起,欧盟陆续地推出了一系列以各自独立的方式加以实施和运行的教育计划。2007年,欧盟实施终身学习计划,该教育计划框架有四项支柱计划,分剐是夸关组斯计划、伊拉斯莫斯计划、达·芬奇计划、格龙维计划,以及两项辅助计划：横向计划、让·莫内计划。欧盟的终身学习计划展现了终身学习思想在欧洲付诸实践的比较先进的模式,其模式的思路与做法有许多值得借鉴,一是目标设置,导向目标和政策目标结构层层递进,目标内容贴近现实;二是人群覆盖,欧盟的终身学习计划人群覆盖的纵向考虑,尊重了人的发展与学习之终身性特征,而横向覆盖面又顾及了人们社会角色扮演与任务担当及其发展需求的多样性和差异性特征;三是内容设计,欧盟终身学习计划各分项计划在其内容要目“求同”的设计,使终身学习计划的整个内容结构更为规范,各教育板块间可以进行交流与合作,而具体教育内容“求异”的设计,有助于各教育板块保留自身特点,可以反映和满足不同学习者的不同学习需求。 相似文献
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Palle Rasmussen 《International Journal of Lifelong Education》2014,33(3):326-342
This article describes and discusses the development of lifelong learning policy in two EU member states, Denmark and Portugal. The purpose is to show how different societal and historical contexts shape the development and implementation of lifelong learning policies, even though these policies have significant common elements. As a basis for the discussion an inventory of policy elements is presented. Denmark and Portugal have been chosen as examples of smaller EU member states with different historical, social and cultural characteristics. Developments and policies in the two countries, including the links with EU education policy, are described. The discussion includes comparison drawing on the inventory of policy elements. A main conclusion is that the different historical trajectories of the two countries remain very important for present-day education and for the advancement of lifelong learning policy. Early development of public primary education and popular adult education has provided a strong foundation for lifelong learning policy in Denmark while in Portugal not only institutional provision but also popular demand for lifelong learning has had to be built up relatively recently. EU education policy has had much more impact on lifelong learning policy in Portugal than in Denmark, because Portugal has had to depend much more on economic support from the EU social fund. 相似文献
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The evolution of the European Union’s lifelong learning policies: an institutional learning perspective 总被引：1，自引：1，他引：0
The EU’s lifelong learning policy has emerged as an overarching educational reform policy intended to address a wide range of issues, including education, employment and competitiveness. The question has been raised as to whether the resulting policy is merely a catch‐all concept that can be applied to any needs or whether it is underpinned by a comprehensive concept and strategy. This article advances the notion of institutional learning as the selective adoption by organisations of characteristics or policies from other organisations, as opposed to the wholesale homogenisation suggested by institutional isomorphism. Based on our periodisation of international lifelong learning policy, this article argues that a complete historical analysis of the discourse on lifelong learning, coupled with an analysis of the European Commission’s institutional learning from others will give a more appropriate picture of what contributed to the current conceptualisation of lifelong learning. 相似文献
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欧洲终身学习指标体系包含终身学习支柱、终身学习的社会经济效益两个部分,每一部分又包含维度、指标、测量尺度三个结构层次。该体系通过采用定性描述和定量测量相结合的方法,实现了终身学习的量化和具体化,有助于欧盟各成员国准确定位并客观监控和评价终身学习的实施现状,为各国决策者科学制定终身学习政策提供依据。这一指标体系对于我国终身学习的发展亦不乏借鉴作用。 相似文献
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Elena Tuparevska Rosa Santibáñez Josu Solabarrieta 《International Journal of Lifelong Education》2020,39(2):179-190
ABSTRACT The aim of the article is to analyse the concept of social exclusion in EU lifelong learning policies: how the concept has evolved from the 1990s in terms of meaning, definitions and closely connected concepts, what are the implications of this evolution, and whether there is coherence between the conceptual evolution and lifelong learning policy. Using a qualitative methodology, this article focuses on policy documents that form the European Union’s legal and political framework of reference in the lifelong learning area in the last two and a half decades. A total of 59 documents issued between 1992 and 2017 have been analysed using content analysis. The analysis of the documents has been complemented by 6 semi-structured interviews with EU lifelong learning experts. The results show that the concept is narrowly defined in terms of specific groups at risk of being socially excluded and in terms of employability, thus individualising the problem of exclusion and distracting attention from structural factors. 相似文献
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Carmel Borg 《Globalisation, Societies & Education》2005,3(2):203-225
This paper provides a critical analysis of the EU’s Memorandum on lifelong learning in light of the evolution of the concepts of lifelong education and lifelong learning from the late sixties onward. It also analyses this document in light of the forces of globalisation that impinge on educational policy‐making in Europe as well as the all‐pervasive neo‐liberal ideology. The paper moves from theory to practice to provide critical considerations concerning certain ‘on the ground’ projects being presented as ‘best practice’ in EU documents. It brings out the neo‐liberal tenets that underlie much of the thinking and rationale for these projects, and indicates, in the process, how much of the old UNESCO discourse of lifelong education has been distorted to accommodate capitalism’s contemporary needs. An alternative conception of lifelong learning is called for. 相似文献
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Alexandru Clain 《International Journal of Lifelong Education》2016,35(1):18-35
Since the early 1990s, lifelong learning has become a major policy concern for the European Union, being seen as a means for enabling individuals to be more competitive in social and economic contexts that are continually changing. After a series of white papers and strategies in the field of lifelong learning, the EU launched the Lifelong Learning Programme in 2007, which dealt with the most pressing issues in the field. In light on the complexity of this programme, we need to ask ourselves if traditional evaluation models and approaches are appropriate for evaluating complex educational policies and programmes in the educational field. Thus, the stake of this article is to explore the challenges which arise when evaluating the EU’s lifelong learning policies and programmes in general, and the Lifelong Learning Programme 2007–2013 in particular, as well as to propose several new directions for overcoming these challenges. 相似文献
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Filling in the gaps: European governance,the open method of coordination and the European Commission
The article addresses the way in which EU policy‐making operates, explains the relevance of ‘lifelong learning’ for the European Commission and analyses the mechanisms by which the Commission has advanced policy‐making in education and training since the Lisbon Summit. The article reviews in particular the alleged lack of effectiveness of the Open Method of Coordination in education and, second, the notion that the EU advances ‘slowly and persistently’ in its acquisition of competences in this area. 相似文献
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