终身教育背景下职业教育的扶贫助困功能

本文介绍了联合国教科文等国际组织在职业教育体系阐述中的扶贫助困精神,结合我国政府在职业教育发展中的相应措施,提出在终身教育体系构建中,职业教育应从教育目的、教育对象和教育体系的不同维度加强与完善扶贫助困功能。     

社会分层和弱势群体的继续教育

中国的经济改革和社会性人口流动使职业重新区分和组合,导致了社会阶层的重构。大量农村劳动力涌入新兴工商业实体,由于缺乏充足的职前教育培训准备,缺乏可利用的社会、文化和经济资源,居住的社区缺乏社会服务设施,他们长期陷入不利境地,成为弱势群体。教育有两重性,既可以促进一个人向上流动,也有社会分层和阻碍向上流动的作用。继续教育作为第二次机会,政府的投资和转移支付应该着重放在公共空间的建设,改善弱势群体社会活动的基础设施和环境,便于不同的教育服务机构和志愿者进入,为弱势群体提供切身需要的教育培训和服务。     

继续教育对改变弱势群体边缘化地位的效用-北京大学平民学校的探索

近年,随着工业化与城市化进程的不断推进,大量农业人口向城市转移已成为中国劳动力供给的一个重要趋势。作为城市中一个特殊的亚文化群体,进城务工人员处于城市主流社会的边缘,陷于社会排斥的困境,其结果形成了一个规模日益扩大、脆弱化程度不断加深的新的弱势群体,直接威胁社会经济的持续发展与和谐社会的构建。在这样的背景之下,本文通过北京大学平民学校的探索,思考继续教育培训在缓解社会排斥、消除进城务工人员群体的边缘特征、提供公平性补偿中的运作方式及其功能。     

OBSTACLES TO THE IMPLEMENTATION OF PRINCIPLE OF LIFELONG EDUCATION IN HIGHER EDUCATION

The idea that higher studies are confined to a few years of one's early life and separated from later periods of work, is being changed, by the thought that the periods of study and gainful employment can be suitably interspaced throughout the adult life span, to the. advantage of both the individual and society. However, the implementation of the principle of lifelong education will not come about until many barriers and habits have been overcome in higher education, the world of work and public opinion. These problems, mainly in the context of higher education, are analyzed in the following article, which is based on a paper by Dr. M.M. Chambers of the Department of Educational Administration, Illinois State University (USA). The paper was presented during the 4th International Conference on Higher Education held at the University of Lancaster, UK (29 August ‐‐ 1 September 1978).     

HIGHER EDUCATION AND THE CONCEPT OF LIFELONG EDUCATION

The following article does not give a complete answer to the above question nor does it define the concept of lifelong education, but it shows the place and the role of lifelong education in the system of education.

The article is based on the first chapter of the study written by James B. Ingram, Director of the B. Ed. Course at Bradford College (the United Kingdom) in collaboration with the Unesco Division of Educational Structures, Contents and Methods and the Unesco Institute for Education in Hamburg.     

终身教育的理念及在我国实施的政策措施

终身教育、终身学习是国际教育思潮 ,确立终身教育体系是构建学习型社会的重要基础之一。终身教育的提出是现代教育对传统教育的挑战的回答。终身教育体系应理解为 :正规教育、非正规教育和非正式教育的整合、协调和互动。终身学习、终身教育侧重于“时时”学习和受教育 ,社区教育侧重于“处处”学习和受教育。作为体系的终身教育 ,在实施过程中需要强调基于各种形式并又超越这些形式的全面组织的原则。实施终身教育应制定合理的政策和相关措施。     

HIGHER EDUCATION AND LIFELONG LEARNING IN THE GERMAN DEMOCRATIC REPUBLIC

The scientific, technological and social demand resulting from the GDR's advanced level of development has led to continuously growing tasks not only with regard to the traditional functions of higher education hut also to those which enlarge the possibilities for further professional, social and cultural development. The following article, written for “Higher Education in Europe” by Professor Willi Wolter of the Institute of Higher Education at Humboldt University in Berlin, presents these aspects of the GDR's higher education.     

普通大学生终身体育教育实验研究

运用实验比较的方法，旨在通过学校体育教育为大学生终身体育奠定良好运动技术基础．实验证明，开设专项体育课能培养学生的兴趣，提高学生对体育的再认识，深化体育课程及教学改革，对于增强学生体质，提高运动素质，掌握运动技术有着显著的效果．     

LIFELONG EDUCATION,LIFELONG NEEDS: FUTURE ROLES IN AN AGING SOCIETY

This article proceeds from the assumption that the aging of American society has consequences for the life roles of midlife and older persons. Seven points are developed in support of the assumption. They are as follows: dynamics and demographics of an aging population; education, a critical component of life in the future; a model of education for older adults; new roles for an aging society; literacy for older persons; older persons' activities in pursuit of lifelong education; and a view of the future that includes lifelong education for lifelong needs. The final section offers some speculations about what lifelong education will be like in 2010.     

STRUCTURING LIFELONG EDUCATION

The thesis of this article is that all forms of education are increasingly becoming parts of a process of lifelong education, a constant which continues to manifest itself even as education is increasingly diversified and internationalized through processes which are both complementary and oppositional. The author proposes a means of classifying types of education which emphasizes the continuity of education as a whole ‐ each type and level being subsumed under twin rubrics of basic education and supplementary education. Each level of education as delimited by various standard classification systems, particularly those of Coombs and the Unesco ISCED system, can be made to fit at least partially under either one of the author's rubrics. Viewing all forms of educational classification in terras of basic education and supplementary education, from grade school to PhD levels, gives a more realistic appreciation of the continuing need of the individual for education in harmony with the information explosion and the continuously changing requirements of the workplace.     

LIFELONG EDUCATION AND THE UNIVERSITIES OF THE UNITED KINGDOM

The higher education system of the United Kingdom, of which the universities are only part, is changing rapidly. Although broad social conditions explain why universities should be centres of lifelong learning and specific institutional needs are in fact pushing them in this direction, changing demography is only one explanation among many. The kinds of programmes and related policies concerning students, teaching and curricula which are seen as relevant to continuing or lifelong education are widening and diversifying as the political and funding environment of higher education also changes. Research on continuing education and that generated by it are also being perceived differently. The new decade of the 1990's seems likely to witness significant changes in what is identified as continuing education as present trends in favour of integration or mainstreaming accelerate and new arrangements are made for more accessible and flexible forms of study both for degrees and for short courses. This process will be a part of a wider and more fundamental change as higher education moves somewhat towards a mass from an élite model and as the concept of a university and of a university education changes in step behind these changes in practice. The possibility exists that more fundamental changes in the initial undergraduate curriculum will also make universities more effective centres in terms of preparing their young students for lifelong learning.     

RECENT DEVELOPMENTS IN FRENCH HIGHER EDUCATION REGARDING ACCESS TO LIFELONG EDUCATION

The following article, dealing with the problem in France of the demand for the type of higher education which would adhere to the principle of lifelong education, is based on a paper written by Violette Rey from the “Centre National de la Recherche Scientifique” in collaboration with Madeleine Brocard from the University of Rouen. The paper was presented during the CEPES Symposium on Relations between Education, Research and Production in Higher Education in Europe. (Editor's Note: The main findings and some papers prepared for this meeting were presented in the July‐September 1979, Vol. IV, No. 3 issue of “Higher Education in Europe”, pp.7‐23, and pp.33‐35.)     

经济全球化与中国终身学习体系的构建

经济全球化趋势对提高中国广大劳动者和各类从业人员的素质、构建终身学习体系提出了新的要求。在加强学校教育的同时 ,在职学习、职业培训、继续教育正在成为培养人才的重要途径。终身学习已经成为我国人力资源开发与教育创新的重要方向。应当高度重视教育事业发展和构建终身学习体系在我国社会主义现代化建设中的重要性 ,运用一切可以运用的力量和教育资源 ,努力拓展中国公民受教育和各种学习的机会 ,促使学习型社会逐渐从理想变为现实     

FINANCING OF LIFELONG EDUCATION BASED ON EXPERIENCES IN YUGOSLAVIA

The introduction of the concept of lifelong education in higher education brings numerous problems and requires new solutions. One such problem is how to finance programmes of lifelong education. The following article looks at this problem with reference to the system employed in Yugoslavia. The article is based on a paper presented by Professor Barbara Jel?i? and Professor Bozidar Jel?i? at the 24th Session of the Seminar “University Today” (Dubrovnik, 27 August” 1 September, 1978).     

构建终身教育体系创建学习化社会-澳大利亚和新西兰的经验与启示

构建终身教育体系 ,推进终身学习已成为世界各国教育和培训政策的原则和目标。澳大利亚和新西兰作为世界上推进终身学习的领先国家 ,在发展各类学习组织和机构 ,满足个人和社会发展对学习的多样化需求 ,建立学习成就和资格认证框架 ,构建各类教育特别是职业教育培训与高等教育相互衔接和沟通的机制 ,实施终身学习政策 ,消除学习障碍等方面 ,有许多经验值得我们深入了解和研究。     

LIFELONG AND ADULT EDUCATION AS THEY INTERRELATE WITH THE DEMOCRATIZATION OF HIGHER EDUCATION

The implementation of the principle of lifelong education is dependent on the progress made toward the democratization of higher education as well as on the interrelation of lifelong education with adult education. The following article deals with the above issue in the context of developments in higher education, mainly in the Unesco European Region.

The article is part of a study written by Mr. George Z.F. Bereday, of Columbia University for the International Bureau of Education (IBE) and presented in IBE Bulletin No.210, 1979 devoted to the democratization of higher education.