欧盟终身学习计划述评——基于关照成人及其学习视角

The Review of European Union's Lifelong Learning Program——From the Perspective of Caring for Adults and Their Learning

上世纪70年代初,原法国总理埃德加·富尔(Edgar Faure)及其同事,最早提出了"终身学习"的概念,认为每一个人必须终身不断地学习。多年来,欧盟的终身学习计划一直努力践行着这一理念,从上世纪90年代初起,欧盟陆续地推出了一系列以各自独立的方式加以实施和运行的教育计划。2007年,欧盟实施终身学习计划,该教育计划框架有四项支柱计划,分别是夸美纽斯计划、伊拉斯莫斯计划、达·芬奇计划、格龙维计划,以及两项辅助计划:横向计划、让·莫内计划。欧盟的终身学习计划展现了终身学习思想在欧洲付诸实践的比较先进的模式,其模式的思路与做法有许多值得借鉴,一是目标设置,导向目标和政策目标结构层层递进,目标内容贴近现实;二是人群覆盖,欧盟的终身学习计划人群覆盖的纵向考虑,尊重了人的发展与学习之终身性特征,而横向覆盖面又顾及了人们社会角色扮演与任务担当及其发展需求的多样性和差异性特征;三是内容设计,欧盟终身学习计划各分项计划在其内容要目"求同"的设计,使终身学习计划的整个内容结构更为规范,各教育板块间可以进行交流与合作,而具体教育内容"求异"的设计,有助于各教育板块保留自身特点,可以反映和满足不同学习者的不同学习需求。

In the early 1970s, the former French Prime Minister Edgar Faure and his colleagues proposed the concept of ＂lifelong learning＂, believing that everyone must keep learning through his or her life. For years, EU＇s Lifelong Learning Program has been trying to embody this concept. Since the early 1990s, EU has launched a series of educational programs which were implemented and operated independently. In 2007, theLifetong Learning Program was implemented, which consists of four pillar plans （the Comenius program, the Erasmus program, the Leonardo da Vinci program and the Grundtvig program）, as well as two auxiliary programs the Transversal Program and the Jean Monnet program. EU＇s Lifelong Learning Program demonstrates an advanced model that put the idea of lifelong learning into practice in Europe. Some valuable experiences can be drawn from its concepts and practice： Firstly, in goal setting, the goals are realistic, and the orientation goals and policy goals are progressively interrelated in structure. Secondly, in population coverage, EU＇s Lifelong Learning Program not only values the lifelong feature of human development and learning, but also takes into account the diversity and differentiation of people＇s social roles, undertakings and demands for progress. The last but not the least, in content designing, the principal points of all sub-programs of EU＇s＇Lifelong Learning Program are designed in similar patterns, which guarantees the standardization of its overall content structure, and the exchange and cooperation of different education sectors. Meanwhile, specific educational contents are differentiated so that various education sectors can retain their own characteristics, reflecting and satisfying the different demands of different learners.