瑞典高等教育赋能终身学习的历程、机制与特征

The Practice,Mechanism and Characteristics of Empowering Lifelong Learning in Swedish Higher Education

结合瑞典高等教育政策与时代背景,对瑞典高等教育在正式学制中赋能终身学习的实践进行梳理和分析。研究发现,瑞典高等教育赋能终身学习的历程可分为三个阶段:20世纪70—80年代为扩张与整合期,政府的系列改革为非传统学生提供平等接受高等教育的机会;20世纪90年代至2010年为松绑与巩固期,瑞典高等教育由供给导向转为需求导向,大学得以自行设计课程方案和入学机制;2011年至今为更新与转型期,大学获得更多自主空间,可因地制宜地架构入学、培养、学位授予等整套制度。上述实践历程可提炼出整套赋能机制,包括拟定多元入学方式、推行弹性课程设置和提供坚实经济保障,体现出教育政策积极推动、制度设计现实可行与大学定位“无墙化”等特征。

Combining the Swedish higher education policy and the background of the times,the practice of empowering lifelong learning in Swedish higher education in the formal academic system is sorted out and analyzed in this article.It is found that the practice of empowering lifelong learning in Swedish higher education can be divided into three stages:the expansion and consolidation phase from the 1970s to the 1980s,in which a series of reforms introduced by government of Sweden provided non-traditional students with equal access to higher education;the unbundling and consolidation phase from the 1990s to the 2010,in which Swedish higher education shifted from being supply-side oriented to being demand-side oriented,with a more pronounced tendency for higher education institutions to design their own programs and enrollment mechanisms;from 2011 to the present is the phase of renewal and transformation,in which Swedish higher education institutions have gained more autonomy,and have been able to design the whole set of systems of enrollment,cultivation,and awarding of degrees in a locally appropriate way.From above empowering lifelong learning practice,empowering mechanisms can be identified,including the development of diversified enrollment methods,the introduction of flexible curricula and the provision of solid financial security.And the active promotion by education policy,realistic and feasible system design and the positioning of universities"without walls"can also be extracted as characteristics.