共查询到19条相似文献，搜索用时 125 毫秒
1.
朱敏 《湖北大学成人教育学院学报》2014,(1)
成人先前学习认定是当前国际社会推进终身学习的一项普遍策略之一。它旨在通过对非正规学习和非正式学习的结果认定,来激发并实现个体学习的连续性和终身性,在保障学习权利、贯通各类学习、提升工作能力、改善社会包容等方面都具有重要意义。本研究以文献和理论研究的方法,集中分析并反思了成人先前学习认定的概念内涵、理论基础和意义所在,目的是为其在我国终身学习政策与实践中的采用提供认知基础。 相似文献
2.
先前学习认定是关注成人正规教育背景以外学习的评价策略,当前它被许多国家视为拓展终身学习参与的重要措施之一。研究以澳大利亚为例,详细阐述了其先前学习认定的政策框架要点及在不同教育和培训领域的应用成效,并提炼出五个方面发展特征。 相似文献
3.
在倡导终身学习、学分银行建设的现实背景下,非正式学习成果认定的理论与实践越来越成为国内外学者关注的焦点。本文通过梳理当前研究和相关案例发现,对在职成人在工作中、生活中获得的这些技能与能力等不同类型的非正式学习成果认定时,需要一种科学且可操作的评价方式能够评价与认可在职成人的学习。本文给出了非正式学习成果认定的四个基本判断,并提出先前学习认定作为对个体先前学习和经验认可的一种具体方法和实施策略,在具体实施中需要注意的四个重要问题。本文旨在通过讨论在职成人非正式学习成果认定的研究和实践,为学习成果认证和学分银行建设提供一种思路,为推进成人学历教育和非学历教育相融合提供一种途径。 相似文献
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随着高等教育的普及和终身学习理念的传播,英美等国开始对学习者的先前学习成果进行评价并为其提供相对应的教育课程和学分,逐步形成了各自的先前学习认定模式。我国开放大学也已经开始在小范围内开展先前学习认定的实践探索,但由于缺乏理论指导,存在着诸多问题和困难,急需对已开展的先前学习认定的实践进行梳理和反思。基于“经验学习理论”对开放大学先前学习认定实践中的核心问题进行回应和反思,是解决实践中存在的困惑和问题,推动我国开放大学先前学习认定实践进一步开展的重要依据,也为我国构建学习型社会提供实践参考。 相似文献
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公民个体的“终身学习素养”是影响国家和城市终身学习进程的重要影响因素,成人学习者是终身学习最为重要的群体.本文在对“终身学习素养”的概念和内涵、成人终身学习者的特征以及“终身学习素养”构成维度等已有研究文献的系统调研和分析的基础上,经过两轮专家调查,最终建构了成人“终身学习素养”的理论模型和评价维度.本研究从素养界定、分析和建构的角度对学习型社会建设中市民准备这一研究领域进行理论探索,并为成人“终身学习素养”调查工具的设计和开发奠定基础,从而促进相应的实证研究为学习型社会建设的政府决策提供有力支持. 相似文献
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先前学习成果认证是指对非正规、非正式学习习得成果的认证。它是非正式与非正规学习成果和正式学习成果沟通与转换的前提基础,是实现非学历教育和学历教育衔接的有效途径,是搭建完备的终身学习"立交桥"的重要环节,是建设学习型社会的制度保障。先前学习成果认证并不是新的概念,但随着终身教育、终身学习理念的深入,20世纪80年代以来,许多国家、地区及国际组织把先前学习成果认证作为发展终身学习的一个重要政策工具,重要抓手。由于经济、社会、文化背景、教育传统以及对终身学习理念的理解不同,世界各国在先前学习成果认 相似文献
7.
终身学习型社会与韩国的学分银行制 总被引：2，自引：0，他引：2
在构建终身学习体系和学习型社会中,扩大接受高等教育的机会、提高正式学习和非正式学习的沟通、建立先前学习成果的认定机制都是非常重要的。在此背景下,韩国学分银行制度应运而生。学分银行制度是适应新型知识型经济、老龄化和低生育率社会的一个关键项目。韩国学分银行的成功发展主要依赖于与教育机构的合作、灵活的课程、多样的学习项目开发和先前学习成果的认定。同时,本文还提出韩国学分银行制度面临的一些挑战,如先前学习成果的认定费用、学习者奖学金和助学金的筹备、相应的质量控制系统的建立等。 相似文献
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建立针对个人学习成果的综合评价体系,是构建终身学习社会的必然要求.澳大利亚资格框架(AQF)是在终身学习需要不断增长的条件下建立起来的;它涵盖了传统的正规教育和职业教育与培训,使各种资格可以相互比较与衔接;它还通过先前学习认定(RPL)对非正规和非正式的学习成果进行评价,更扩大了传统的评价范围.因此,澳大利亚资格框架正是一种终身学习评价体系,它对未来构建终身学习社会具有重要意义. 相似文献
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纵观学界对成人终身学习能力的研究,多从国家层面的一种政策性工具角度探讨,忽视从微观层面深挖其架构的理论基础并据此演绎出能力项的研究,没有真正找到研究的逻辑起点,导致对终身学习能力培养缺少全景式认识。成人终身学习能力是成人的众多学习能力中最关键、最核心的能力。这一能力的建构研究需要从成人的学习实质、内在机制及其相互关系中重新审视,要避免仅从个体认知视角研究的传统立场,应秉承个体认知视角与实践取向视角相结合的研究方式。因此,研究成人终身学习能力形成的内在机制的实质,需探讨认知、调节、互动三种学习机制之间的内在联系,以及三种机制与学习过程存在的关系,从而奠定成人终身学习能力体系架构的逻辑基础,确定其能力项划分的质的基本维度,在基本维度中对能力项进行量的细分,由此探寻一种具有普适性的成人终身学习关键能力项的理论根据。 相似文献
10.
成人终身学习社会支持体系是构建服务全民终身学习的教育体系的重要组成部分,也是制约我国教育发展的突出问题、薄弱环节和短板。构建科学有效的成人终身学习社会支持评估指标体系,有助于科学诊断成人终身学习社会支持的现状、问题和成效,从而为构建服务全民终身学习的教育体系提供科学的决策依据。本研究基于终身学习和社会支持等相关理论,以理论分析与实证检验相结合,采用文献研究、专家咨询、问卷调查等方法,构建了成人终身学习社会支持评估指标体系,包括支持系统和支持评价这两个一级维度,具体又涵盖政府组织保障、社会氛围营造、正规学校教育支持、社区教育支持、职场学习支持、社会公共资源支持、家庭成员支持、社会支持满意度、终身学习满意度等9个二级指标,以及60个三级指标。经检验,该指标体系的信度和效度良好,具有较高的科学性与可靠性,能够在一定程度上丰富终身学习、社会支持等领域相关问题的研究,并为相关工作开展提供实践指导。 相似文献
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Min Yang 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(4):583-597
This paper offers a critique of the Chinese philosophy of online distance learning as a means of building a lifelong learning society. Literature about lifelong learning and its implications for online distance learning is reviewed. Documents, reports and research papers are examined to explore the characteristics of the Chinese philosophy of online distance learning as reflected in the prevailing understanding and debates in the field. Phenomenological analysis, deconstructive discourse analysis and internal criticism are employed, guided by a phenomenological qualitative methodology. The critique reveals that the notion of lifelong learning is to some extent obscured in meaning in the prevailing understanding of and debates about Chinese online distance learning. Furthermore, it shows that the Chinese philosophy of online distance learning paradoxically combines a sense of overenthusiasm with a sense of underestimation associated with the potential of online distance learning in promoting lifelong learning. Also identified is the emerging development of Chinese online distance learning towards its 'in-depth development', based on an increasing awareness of the necessity to enhance the quality of online distance learning through integration of educational theories with information and communication technologies (ICT). The paper calls for a new vision on ICT for learning as a necessary condition for successful incorporation of Chinese online distance learning with and into lifelong learning. 相似文献
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Julia Preece with contributions from David Croome Mankatso Ntene Nomazulu Ngozwana 《International Journal of Lifelong Education》2013,32(6):713-732
This paper analyses one aspect of a pan-African action research project called ITMUA (Implementing the Third Mission of Universities in Africa). This particular paper draws on the data from that project to explore the National University of Lesotho’s contribution to lifelong learning in its communities. It provides background information on the ITMUA initiative and analyses interview and focus group responses to two case studies in terms of their contribution to lifelong learning. It uses, as its analytical framework, a modified version of Mbigi’s African perspective on the four De Lors’ ‘pillars’, by adding a fifth pillar, courtesy of Torres. The paper argues that community engagement is a two-way process between universities and their wider constituencies with opportunities for mutual lifelong learning. But there are also challenges of understanding and process which must be addressed if the full range of these lifelong learning pillars is to be accommodated within African contexts. The paper provides an introduction to the history of community engagement in Africa as a university mission, followed by a brief discussion of lifelong learning within African perspectives. After describing the particular context of Lesotho, the concept of community service and community engagement in contemporary African contexts introduces the action research project and the case studies. The final part of the paper presents and discusses the research findings. 相似文献
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建立终身教育资历框架是我国目前一项重要的教育举措,构建基于资历框架的教师行业资历等级和标准是其中重要的组成部分,有助于促进教师专业发展、推动教师终身学习。本研究采用文献研究法和专家访谈法,提出了由4个等级、4个维度和10个要素组成的教师行业资历等和标准,能够与国际及国内已有的资历框架有效对接,构建了我国基于资历框架的教师行业资历等级和标准。教师行业资历等级和标准既是针对教师专业发展的评价框架,又是认证和转化学习成果的工具,是一套系统的方法和工具。期望本研究的成果能够为教师专业发展项目提供评价与认证框架,为贯通教师职前培养与职后培训、构建教师终身学习体系提供参考框架。 相似文献
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韩国通过建设终身学习城市,完善了终身教育体系,推广了终身学习的理念,增加了居民终身学习的机会,以期实现学习强国。本文分析了韩国终身学习城市的源起及发展背景,研究了其终身学习城市的发展现状及特点,并对韩国终身学习城市的评选标准及其成效进行了介绍。随着我国终身学习活动的推广,建设终身学习城市也迫在眉睫。研究韩国终身学习城市,对我们学习型城市的建设有着重要的启示作用。 相似文献
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随着终身学习理念和实践的发展,中国的开放大学正面临着新的使命,以满足人民群众多样化、个性化的学习需要,支持灵活开放的终身教育体系的构建.其任务之一就是推进“学分银行”建设,建立学习成果的互认和学分的累积、转换制度.对国内外终身学习成果的认定与衔接,学分银行在终身学习成果认定方面的尝试是对构建开放灵活的终身学习体系的实践与探索,有利于推进学历教育之间、学历教育与非学历教育之间的沟通,有利于强化教育资源的合理配置和使用效率,满足学习者多元化的学习需求,提高教育的公益性和普惠性,促进教育公平. 相似文献
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Jarl Bengtsson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(3):343-352
In this article, the late Jarl Bengtsson briefly traces the evolution of the concept of lifelong learning within the member states of the Organisation for Economic Co-operation and Development (OECD). He points out that on the one hand lifelong learning is accepted, in policy terms, by all OECD countries and many other countries, but on the other hand there is an uneven and slow pace of implementation of lifelong learning. He examines three main reasons for this, namely the lack of workable implementation strategies, the lack of a funding system and stakeholders’ resistance to change. Without denying that each country is different and has to develop its own strategy, Bengtsson identifies a certain number of policy and research issues common to all countries, which are relevant to the acceleration of the implementation of lifelong learning strategies and programmes. Based on a paper originally presented at the Asia European Meeting (ASEM) Conference in Beijing in November 2009, this article closes with a reflection about where lifelong learning might be in 40 years’ time. Jarl Bengtsson updated his seminal paper in 2012 for inclusion in this special issue on lifelong learning, taking into account recent developments such as the establishment of learning societies. Sadly, he died before publication was completed. 相似文献
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Moosung Lee 《International Journal of Lifelong Education》2013,32(2):151-169
Although the lifelong learning policy of the United Nations Educational, Scientific, and Cultural Organisation (UNESCO) has had a unique impact on international discussions over the last four decades, little historical research has revealed the ideological influences at work within UNESCO's lifelong learning policy texts. With this in mind, this paper exposes the authoritative and marginal ideological influences within UNESCO's lifelong learning policy during the period between the 1990s and the early 2000s. Specifically, this research's analysis reveals that while social democratic liberalism as a dominant ideology was continuously reaffirmed in UNESCO's lifelong learning policy texts during the period, neoliberal stances were also subtly accommodated and radical social democrats' ideas missing in its recent lifelong learning policy texts. Furthermore, UNESCO's lifelong learning was fallaciously critiqued as being opposed to another global development agendum, education for all (EFA). Implications for realising good policy and global justice in conditions dominated by neoliberal capitalism are discussed in depth. 相似文献
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Ron Toomey Corresponding author Judith Chapman Janet Gaff Jacqueline McGilp Maureen Walsh Elizabeth Warren 《Asia-Pacific Journal of Teacher Education》2005,33(1):23-34
This paper reports the findings of a project—‘Lifelong learning and teacher education’—undertaken by the Centre for Lifelong Learning, Australian Catholic University, under the auspices of the Australian Commonwealth Department of Education, Science and Training. The study was designed to investigate the operationalization of lifelong learning in Australian teacher education. The study revealed that there is a range of existing, innovative practices regarding partnerships between schools and higher and further education that are in keeping with emerging ideas about lifelong learning. Moreover, some of these take the form of collaborative action research projects focused on improving the learning occurring in the partnership schools. This paper describes some current approaches in Australia to collaborative action research by teacher educators' and their partnership schools and shows how they contribute to lifelong learning. The approaches are then analyzed to suggest ways of advancing lifelong learning within Australian Education Faculties thus helping to make lifelong learning more of a reality for all. 相似文献