面向可持续发展教育的工程科技人才需求特质与培养趋向研究  

Demand Characteristics and Training Trend of Engineering Science and Technology Personnel Based on Education for Sustainable Development

作　　者：郭哲 徐立辉[2] 王孙禺[2] Guo Zhe;Xu Lihui;Wang Sunyu(Center for Higher Education Research,Southern University of Science and Technology,Shenzhen 518055,Guangdong,China;Institute of Education,Tsinghua University,Beijing 100084,China)

机构地区：[1]南方科技大学高等教育研究中心,广东深圳518055 [2]清华大学教育研究院,北京100084

出　　处：《中国工程科学》2022年第2期179-188,共10页Strategic Study of CAE

基　　金：中国工程院咨询项目“面向可持续发展的工程科技人才需求与培养模式战略研究”(2020-XZ-29)。

摘　　要：从《21世纪议程》到《教育2030行动框架》,国际社会不断推进可持续发展教育,对现有教育体系进行整合重塑以取得创新突破;可持续发展教育理念在引领国际工程教育改革的同时,日益成为提升工程教育质量的重要选择。本文在梳理可持续发展教育理念历史演进的基础上,分析了支撑2030年可持续发展教育的工程科技人才需求特质,从基于可持续发展教育的培养目标与关键能力新要求、国际工程联盟毕业生素质和职业能力框架解析、我国工程教育改革实践3个方面展开研究;基于可持续发展教育理念,总结了我国工程科技人才培养在培养目标定位、培养过程设计和学生考核评价等方面面临的严峻挑战。研究认为,我国面向2030年可持续发展教育的行动策略应从注重顶层设计、发挥政策协同作用,加强国际合作、整合全球优质资源,优化专业布局、发挥专业集群优势,赋能课程教学、培养优秀工程人才,强化专业认证、完善质量标准体系5个方面着手进行,以期推进契合可持续发展目标的工程科技人才培养质量持续提升。From the Agenda for the 21st Century to the Education 2030 Framework for Action, the international community continues to promote education for sustainable development(ESD) and to integrate, reshape, and innovate the existing education systems. The concept of ESD has been leading the reform of international engineering education since the 21st century and is increasingly becoming an important strategic choice to improve the quality of engineering education. In the study, we first explore the historical evolution of ESD and analyze the demand characteristics of engineering science and technology personnel supporting ESD toward 2030;the analysis is conducted from the following aspects: new requirements of training objectives and key abilities based on ESD, analysis of the International Engineering Alliance Graduate Attributes and Professional Competencies framework, and China’s engineering education reform practice. Based on the concept of ESD, we summarize the challenges existing in the training of engineering scientific and technological personnel in China, specifically regarding training orientation, training process design, and student assessment and evaluation. The research shows that China’s action for promoting ESD for 2030 should strengthen top-level design to exert policy synergy, promote international cooperation to integrate global high-quality resources, optimize professional layout to maximize the advantages of professional clusters, improve curriculum teaching for training excellent engineering personnel, and strengthen accreditation while improving the quality standards system, thereby promoting the continuous improvement of the quality of engineering science and technology personnel that meet the sustainable development goals.

关 键 词：可持续发展教育 工程科技人才 需求特质 毕业生素质和专业能力框架 工程教育 

分 类 号：G640[文化科学—高等教育学]