三大国际组织的终身学习发展取向比较研究及其启示  

A Comparative Study of Lifelong Learning from the Development Drientation of Three International Organizations and Its Enlightenment

作　　者：宋孝忠[1] SONG Xiao-zhong(School of distance and continuing education in North China University of Water Resources and Electric Power,Zhengzhou,Henan,450045)

机构地区：[1]华北水利水电大学远程与继续教育学院,河南郑州450045

出　　处：《当代继续教育》2020年第1期54-60,共7页Contemporary Continuing Education

摘　　要：在推进终身学习发展的过程中,联合国教科文组织、经济合作与发展组织及欧盟在诸多方面着力甚多,影响最为深远。本文从推动时间、概念内涵、理论基础、关键能力、学习认证和推进策略六个方面对三大国际组织的终身学习发展取向进行比较研究,揭示终身学习的发展趋势,以期为我国推动终身学习向纵深发展提供借鉴:积极倡导传播先进的终身学习理念;科学制定可行的终身学习政策;努力健全终身学习认证制度;大力培养民众的终身学习能力;有效推动终身学习国际交流与合作。In promoting the development of lifelong learning, UNESCO, OECD and EU have made great efforts in many aspects, with the most profound impact. This paper makes a comparative study on the development of lifelong learning in three international organizations from six aspects: promoting time, concept connotation, theoretical basis, key ability, learning certification and promotion strategy, and reveals the development trend of lifelong learning, so as to provide reference for China to promote the development of lifelong learning in depth: actively advocating and disseminating advanced lifelong learning concept;scientifically formulating feasible lifelong learning Policy;striving to improve the lifelong learning certification system;vigorously cultivating the lifelong learning ability of the public;effectively promoting the international exchange and cooperation of lifelong learning.

关 键 词：国际组织 终身学习 比较 发展趋势 

分 类 号：G442[哲学宗教—心理学]