OECD参与全球终身学习治理:时代轨迹、行动路径与现实影响  

OECD’s Participation in Global Lifelong Learning Governance:Trajectory,Action Paths and Practical Implications

作　　者：刘海燕 LIU Haiyan

机构地区：[1]华东师范大学教育学部教育学系,上海200062

出　　处：《现代远程教育研究》2023年第3期84-92,共9页Modern Distance Education Research

基　　金：2022年度教育部人文社会科学重点研究基地华东师范大学基础教育改革与发展研究所重大项目“中国基础教育迈向高质量历史变革中‘典型经验’的传承与发展研究”(22JJD880020)。

摘　　要：在经济全球化和科学技术快速发展的交叠影响下,终身学习成为一种迎接挑战的全球共识和有力举措。OECD作为全球治理的重要参与者在终身学习领域的地位日益凸显。特别是在20世纪90年代,OECD提出“全民终身学习”的概念,使其终身学习治理身份从“边缘”迈向“中心”。纵观OECD参与全球终身学习治理的时代轨迹,其经历了萌芽期、建立期、发展期和完善期,且在不同的历史时期呈现出不同的制度取向以及独特的行动路径。具体而言,其通过认知式治理、数字式治理、规范式治理等路径参与全球终身学习治理,并在理论、实践与模式层面对世界终身学习的发展发挥了重要作用。OECD参与全球终身学习治理不仅推动了国际终身学习理论的发展,而且为国际终身学习实践提供了可资借鉴的框架,还对成员国和其他国家终身学习的政策制定和发展方向产生了深远影响。然而,OECD参与全球终身学习治理仍然面临政策制定注重短期利益、过于推崇专业技术与数据结果、缺乏系统连续的评估分析等弊端,因此,应理性考量OECD教育指标的适宜性,依据自身实际制定“在地化”的终身学习政策,探索适合本国国情的终身学习推进路径。Under the overlapping influence of economic globalization and rapid development of science and technology,lifelong learning has become a global consensus and powerful measure to meet the challenges.As an important participant in global governance,the OECD has become increasingly prominent in the field of lifelong learning.Especially in the 1990s,OECD put forward the concept of“lifelong learning for all”,which moved its status in lifelong learning governance from“marginal”to“central”.OECD’s participation in global lifelong learning governance has experienced the embryonic stage,the establishment stage,the development stage and the improvement stage,and it presents different institutional orientations and unique paths of action in different historical periods.Specifically,OECD participates in global lifelong learning governance through cognitive governance,digital governance and normative governance,and plays an important role in the development of global lifelong learning at the theoretical,practical and modal levels.OECD’s participation in global governance of lifelong learning not only promotes the development of international lifelong learning theory,but also provides a referential framework for international lifelong learning practice.Furthermore,it has a profound influence on the policy formulation and development direction of lifelong learning in member countries and other countries.However,it still faces drawbacks such as focusing on short-term interests in policy formulation,over-valuing professional skills and data results,and lacking systematic and continuous evaluation and analysis.Therefore,we should rationally consider the appropriateness of OECD education indicators and formulate“localized”lifelong learning policies according to their own realities in order to explore ways to promote lifelong learning that suit their national conditions.

关 键 词：终身学习 终身学习治理 治理范式 终身学习政策 OECD 

分 类 号：G72[文化科学—成人教育学]