联合国教科文组织科技研究领域发展态势分析

联合国教科文组织（UNESCO）致力于推动教育、科学和文化的合作交流，在中国建立有15个二类中心。掌握UNESCO在科技研究领域的动态对于促进我国各机构与UNESCO在科学、技术、工程、文化等领域的国际合作与交流具有借鉴和指导意义。文章以Web of Science为数据源，以UNESCO在2010—2019年公开发表的4 936篇学术论文为研究对象，采用文献计量法，从论文产出状况、学科领域研究主题、国际合作关系等角度开展UNESCO在科技研究领域的趋势分析。结果表明，UNESCO在近10年来发表的学术论文呈逐年增长趋势，其中高被引论文占1.64%。研究论文覆盖21个学科，涉及自然科学、社会科学、人文科学、管理科学等，以及其交叉学科，体现了UNESCO的跨学科研究特征。重点研究学科包括生态/环境科学、化学、地球科学、社会科学、工程科学、生物学与生物化学、材料科学、物理学、植物与动物科学、农业科学。其中，防灾减灾、非洲、女性、青少年和遗产保护是其传统优势领域。10年来，UNESCO的主要合作研究国家分布在五大洲，但主要集中在欧洲且以荷兰最为突出。文章建议，今后中国的UNESCO二类中心应重视和加强与UNESCO总部在重点学科领域、传统优势领域、合作研究网络、新冠疫情防控、提升中国影响力等方面的深入合作，如在生态环境、防灾减灾、非洲、女性、青年、文化遗产保护等领域的合作。     

Imagining a transformed UNESCO with learning at its core

This paper argues that key aspects of UNESCO's organizational culture are a major impediment to the realization of its important educational agenda. Drawing upon sustained observations over a four-year period, the paper describes the nature and consequences of UNESCO's highly ritualized and ‘inward-oriented’ work activities, especially the weak links between what happens at Headquarters and the realities on the ground in formal and non-formal educational frameworks worldwide. By establishing a more open, interactive and egalitarian organizational milieu, focused on collaborative learning and knowledge creation, accumulation and dissemination, this paper argues that these linkages can be tightened. A genuine learning-oriented culture at UNESCO would encourage professional empowerment, independent thinking, human resource development, greater dialogue and critical debate, and the creation and dissemination of quality publications. Thus, for UNESCO to regain its leadership role in the education world and effectively serve as a broker of innovative ideas and effective programs, it must overcome the stultifying tendencies of its current organizational culture and find ways to develop dynamic learning cultures both from without and from within.     

Why (not) associate the principle of inclusion with disability? Tracing connections from the start of the ‘Salamanca Process’

This article reflects on changes in the disability-related educational approach of United Nations Educational, Scientific and Cultural Organization (UNESCO), specifically investigating the context UNESCO's Special Needs Education unit was embedded in while following up the ‘World Conference on Special Needs Education’ that was held in Salamanca 20 years ago. The paper starts with the observations that first education for all and inclusive education are currently as education themes of UNESCO quite similar in terms of their scope and rationale. Second, although debates on inclusive education have been fuelled in context with the UN-‘Convention on the Rights of Persons with Disabilities’, disability plays a less important role in UNESCO's programme spectrum, compared to some decades ago. Drawing from a study on institutions and knowledge analysing shifts in meanings of inclusive education, the recent tautology of themes is interpreted in connection with changes of UNESCO's approach to special needs education after 1994 and as consequence of shifts occurring back then in perceptions about the goals of UNESCO programmes. Borrowing from Organisation Studies, the article highlights conceptual changes in UNESCO's programmes, from traditional special (needs) education to inclusive education. Data used have been collected in the archives of the UNESCO headquarters in Paris. Method of the interpretive inquiry is in-depth content analysis.     

The development of archives and records management education and training in Africa – challenges and opportunities

The development of education and training opportunities for professionals in the archives and records management (ARM) profession in Africa has been the subject of a number of professional discussions in the past. However, a significant number of recent developments and trends have not been captured in these discussions. This article provides a historical outline and some of the major developments of ARM education and training in Africa. In addition, it traces some of the key challenges educators and trainers currently face. The article demonstrates the diversity that exists in the African continent both in the variety of institutions and the types of qualifications offered in archives and records management. It provides a glimpse of the growth of universities in the continent using the case study of Kenya. While this growth provides greater education and training opportunities, there is a need to examine its impact on quality. The article suggests the strengthening of graduate-level education as well as participation in global research to mitigate against risks in the quality of ARM education and training.     

School-based reproductive health and safety education for students aged 12–15 years in UNESCO’s (2009) International Technical Guidance

Globally, adolescents aged 12–15 years are making sexual and reproductive decisions of profound significance for their future, often based on misguided, inadequate or dangerously wrong information. Very few countries provide evidential and comprehensive education about puberty, sexuality, and reproductive health and safety to children and young adolescents at school, when it is most effective and beneficial. UNESCO has produced a culturally applicable framework for such education, with the primary aim of reducing sexual risk behaviour and sexually transmitted infections including HIV/AIDS. This study analyses the 2009 International Technical Guidance for its appropriateness, relevance and contemporaneity to this young teenage cohort, who are at most risk of the consequences of ignorance.     

经合组织与联合国教科文组织跨境高等教育质量保证项目简介

联合国教科文组织和经合组织合作公布了面向各国政府及高等教育机构等六大群体的跨境高等教育质量保证指导方针,并制定“国际高等教育信息工具”项目以加强此领域的区域性和国际性合作。     

教育研究的国际视野——联合国教科文组织教育研究机构的比较分析

本文对联合国教科文组织及其框架下的教育研究机构进行了介绍,对有关教育研究机构的研究、培训、咨询、出版与文献服务、论坛举办等主要活动进行了评述和比较分析.这些教育研究机构体现出广阔的国际视野,分工明确、协作互助,与时俱进、不断调整,组织健全、注重参与,对我国教育研究事业具有一定的借鉴意义.     

新自由主义对国际组织终身学习政策的影响

自20世纪80年代至今,新自由主义已从一种经济学理论成为西方国家主导的政治意识形态,经济合作与发展组织(OECD)等一些国际组织的终身学习政策在新自由主义政策的影响下,呈现出单纯追求市场收益的发展趋势,而这种发展趋势背离了联合国教科文组织(UNESCO)制定终身学习政策的人文主义价值追求。终身学习政策的发展和学习型社会的建立要走出新自由主义造成的困境,有待回归其人文主义价值追求。     

回归人的价值理性——联合国教科文组织“终身教育”的话语实践分析

"终身教育"是20世纪以来最有影响力的教育思潮。本研究借助福柯的"话语实践"分析框架,运用N-Vivo8.0对UNESCO的"终身教育"政策文本进行编码分析,发现"终身"的哲学根源是回归人的价值理性,彰显人、制度和合作的力量。这正是"终身教育"拥有如此强劲生命力的根源之所在。     

Empowering Dialogues in Humanistic Education

Abstract

In this article I propose a conception of empowering educational dialogue within the framework of humanistic education. It is based on the notions of Humanistic Education and Empowerment, and draws on a large and diverse repertoire of dialogues—from the classical Socratic, Confucian and Talmudic dialogues, to the modern ones associated with the works of Nietzsche, Buber, Korczak, Rogers, Gadamer, Habermas, Freire, Noddings and Levinas. These forms of dialogue—differing in their treatment of and emphasis on the cognitive, affective, moral and existentialist elements—have become more dominant in recent educational discourse and practice—an intellectual phenomenon that calls for a more analytic and reflective elaboration of the essential elements that constitute educational dialogues. Hence it is the purpose of this article to elucidate the distinguishing marks of true dialogues, to set them within the normative discourse of humanistic education and empowerment, and to offer a normative and stipulative conception of empowering educational dialogue that can be utilized in the various intellectual and practical spheres of humanistic education—a paradigm,working definition, and outline for contemporary teachers in their quest to develop their students’ sensibilities and sensitivities, and empower their ability to live complete, autonomous, authentic, moral and dignified human lives.