终身学习公共服务水平何以提升——协同视角下多元供给模型的构建  

How to Enhance the Level of Lifelong Learning Public Services——The Construction of a Multi-Supply Model from the Perspective of Collaborative

作　　者：张志欣[1] ZHANG Zhixin(Changzhou Institute of Technology,Changzhou Jiangsu 213032)

机构地区：[1]常州工学院,江苏常州213032

出　　处：《当代职业教育》2025年第2期89-99,共11页Contemporary Vocational Education

基　　金：国家社会科学基金2021年度教育学一般课题“基于需求侧改革的城市终身学习公共服务有效供给研究”(编号:BKA210226)。

摘　　要：终身学习公共服务对于优化教育资源配置和提升公共服务质量具有重要意义,供需协同是新时代对终身学习公共服务提出的要求。在需求侧,终身学习需求存在层次性和分散性、非经济性和低投入、多元性和弱传达性等特征;在供给侧,供给主体从行政主导迈向多元参与、供给形态从垂直注入迈向协同分工、供给模式从统一供给迈向灵活多元、供给决策由经验主义迈向数据驱动。当前,终身学习公共服务在协同过程中,还存在供给不足的平衡性问题、供需失衡的结构性问题和供需错配的耦合性问题。因此,基于协同视角构建了终身学习公共服务多元供给模型。该模型强调以学习者需求为逻辑起点,在供给侧集政府、教育机构、企业和社会组织等主体协同供给,明确了政府主导、教育机构参与、企业支持和社会组织助力的基本定位,通过需求感知与动态响应、合作与沟通、技术保障与支持、评估与持续改进机制的建立,确保多元主体协同供给的推进,推动终身学习公共服务不断优化与升级。Lifelong learning public services are of great significance in optimizing the allocation of educational resources and improving the quality of public services.In the new era,supply-demand collaborative has emerged as a fundamental requirement for these services.On the demand side,lifelong learning needs exhibit characteristics such as hierarchy and decentralization,non-economic motivation and low investment,diversity and limited communication.On the supply side,there have been significant shifts:from administrative dominance to multiple stakeholders participantion,from vertical injection to collaborative division of labor,from unified supply models to flexible and diversified approaches,and from empiricism to data-driven decision-making.The current challenges in achieving collaborative include supply-demand imbalance due to insufficient provision,structural contradictions arising from mismatches,and coupling inefficiencies stemming from resource misalignment.Therefore,this study proposes a multi-supply model for lifelong learning public services from the perspective of collaborative.This model emphasizes learner needs as the logical starting point,integrating collaborative contributions from government,educational institutions,enterprises,and social organizations.It clarifies their respective roles:government leadership,institutional participation,corporate support,and social organizational assistance.By establishing mechanisms for demand perception and dynamic response,cooperative communication,technological support,and evaluation with continuous improvement,the model ensures effective collaboration among multiple stakeholders,thereby fostering the continuous optimization and upgrading of lifelong learning public services.

关 键 词：供需协同 终身学习 公共服务 多元供给 学习型社会 

分 类 号：G720[文化科学—成人教育学]