Development Mode of Urban Grassroots Libraries under the Background of Lifelong Learning:Inspiration from Idea Stores in London

The urban grass-roots library is an important part of the public cultural service system,and also a place to carry out national reading and lifelong learning,which is of great significance to the construction of a learning society.In this paper,the development and evolution of urban grassroots libraries in China are reviewed,and the current situation and usage issues of grassroots libraries in Beijing are analyzed.Moreover,the development strategy of idea stores in London,UK is studied,and characteristics are summarized,and possible references are sought.In the new era,urban grassroots libraries should integrate into communities with multiple functions and play a more sufficient role in public education,learning and training,and other aspects.

Human Rights and Social Justice through Open Educational Resources and Lifelong Learning

A landmark in the realization of UNESCO’s Sustainability Goals,Education for All(SDG4),was passed when the organization’s Recommendation of Open Educational Resources(OER)was uniformly adopted in 2019.Now it is time to transfer from the consciousness of OER to their mainstream realization at all levels,micro,meso,and macro,including all stakeholders,such as governments,institutions,academics,teachers,administrators,librarians,students,learners,and the civil service.The OER Recommendation includes five areas:building capacity and utilizing OER;developing supportive policies;ensuring effectiveness;promoting the creation of sustainable OER models;promoting and facilitating international collaboration;monitoring and evaluation.OER are valued as a catalyst for innovation and the achievement of UNESCO’s SDG 4,education for all,lifelong learning,social justice,and human rights.The OER Recommendation will be a catalyst for the realization of several other SDGs.Because access to quality OER concerns human rights and social justice,this Recommendation is vital.In 2020,the effects of the worldwide COVID-19 pandemic clearly demonstrated the importance of opening up education and the access to internationally recognized,qualified learning resources.This article describes and discusses how the promise of resilient,sustainable quality open education can be fulfilled in the new normal and the next normal.

An Analysis of Polices in Terms of Lifelong Learning

Lifelong learning is a focused issue explored by many scholars.After having reviewed the practices in lifelong leaning policies adopted in many countries and organizations,this paper analyzes the current situation in lifelong learning policies in China,thus to satisfy people's need to live and develop,fulfill spiritual world and level up the quality of life.

Gender Differences in Motivation and Learning Preferences of Pharmacists in Lifelong Learning

Objectives： To analyse motivation and preferences of pharmacists who participate in CE （continuing education） to develop suitable lifelong learning programmes for pharmacists. Methods： An online questionnaire, which explored the motivation and preferences of the pharmacists to lifelong learning, was sent to all members of the Royal Dutch Pharmaceutical Society （4321） in the Netherlands. The data were analysed using a non-hierarchical clustering technique. Key findings： Two clusters of pharmacists were discovered. Cluster A pharmacists （n = 474） were more motivated by credit points （63.5% vs. 47.2%）, personal interest （84.1% vs. 56.3%）, updating knowledge （73.8% vs. 56.8%） and topicality of CE courses （47.7% vs. 26.1%）. Cluster B pharmacists （n = 199） were predominantly motivated by the aspect ＂duty as a care-giver＂ （97.0% vs. 0 % in cluster A）. Pharmacists who belonged to cluster A tended to be women （60.5%）, often worked part-time （29.3%） and mostly preferred lectures （71.1%）. Cluster B pharmacists consisted of statistically significantly more male pharmacists （52.8%, p = 0.001）, worked more full time （77.4%, p = 0.009） and mostly preferred blended learning （62.3%, p = 0.047）. Conclusions： These results suggest the use of different education formats for different kinds of pharmacists to participate in CE activities.

Phronesis and Transformative Learning： A Joint Challenge for Moral Philosophy and Educational Theory

Strengthening moral learning may become available to us by bringing phronesis and transformative learning in a common theoretical space. For both Aristotle and Mezirow, the exercise of morality, or rising to the standard of moral choice, decision, and action, is not the result of an intuitive achievement or a sudden understanding of a morally demanding situation but a lifelong affair. Our strategy here addresses three aims： Firstly, to invoke and reclaim the endemic bond between education in the broader sense of paideia and the significant role that reeds to be re-ascribed to moral education. This allows a turn towards qualitative features and makes room for an inclusion of moral education, or values education, within education. Secondly, to portray the exercise of autonomy, choice, and judgment as a result of paideutic development; both theories share the assumption that moral learning rests on constant reflection upon past experiences and the zetesis of future goals. Thirdly, to focus on the way one reclaims the right to exercise judgment, whenever this is required. A joint study of the two theories may enlighten the content of this lifelong reflective procedure.

Research on the influence of community public welfare education activities on residents’awareness of lifelong learning

The purpose of this study is to explore the impact of community public welfare education activities on residents’awareness of lifelong learning.Through the analysis of the connotation,form and mechanism of community public welfare education activities,the importance of improving the comprehensive quality of residents and promoting the harmonious development of society is revealed.At the same time,it analyzes the problems faced by current community public welfare education activities,including uneven allocation of resources,single content forms,weak teachers and insufficient capital investment,and puts forward corresponding solutions,in order to provide theoretical basis and practical guidance for optimizing community public welfare education activities and enhancing residents’awareness of lifelong learning.

M-Learning在职工教育领域的应用

随着网络技术和移动通信技术的迅猛发展,一种全新的学习模式——M-Learning(移动学习)悄然而生。它具有无线移动性、高效便携性、广泛性、交互性、共享性、个性化等学习特征,而且还有其独特的优势,即学习者不再受桌子、电脑以及网线的限制,被认为是一种在未来不可或缺的学习模式。在终身学习的背景下,M-Learning在职工教育领域中将有广阔的发展前景。

面向终身教育的U-learning技术环境的构建及应用

U-Learning技术环境为终身教育提供了随时随地学习的可能。本文从国内外U-Learning的研究现状出发,构建了一个完整的U-learning技术环境体系,包括U-学习平台、U-教育资源、U-网络、U-学习终端及U-学习服务等要素。在研究面向终身教育的U-learning学习模式基础上,介绍了上海终身教育平台初步实现U-learning技术环境的具体案例。

基于学习成果应用的学分银行建设探索——以上海市终身教育学分银行为例

学习成果的应用是学分银行存在和发展的基石。学分银行中学习成果应用价值发挥有利于促进学习者终身学习,为构建服务全民终身学习的教育体系赋能助力。当前学分银行面临学习成果“只存不用”的困境,上海市终身教育学分银行在探索学习成果应用价值层面建构了学习成果应用共同体、搭建了学习成果应用平台,创新了学习成果应用模式,为攻克学习成果应用困境提供了经验参考。未来学分银行可从激发学习成果高频应用主体需求、内外联动建立全纳的学习成果应用数据库和基于多维数据分析开拓学习成果新应用等拓宽学习成果应用路径,为实现学分银行内生发展开拓新势能。

基于教育数字化构建学习型社会和学习型大国:现实逻辑、内涵要义及发展路向

学习型社会建设是我国实现教育现代化和全面建设社会主义现代化国家的必然要求。“二十大”报告提出“推进教育数字化,建设全民终身学习的学习型社会、学习型大国”,从宏观政策层面为我国指明了建设中国式学习型社会的战略方向。“二十大”报告关于学习型社会建设的要求是基于人与学习关系深化、教育与学习观念变革、经济社会发展客观需要等历史背景提出来的,其本质核心是建设服务全民终身学习的学习型社会,价值目标是建立中国特色的学习型大国,方法支撑是教育数字化技术的全面应用。为适应时代发展需要,提出了数字化学习型社会建设理念,并从文化意识引导、数字技术应用、强化治理监测等维度提出实施建议,期望为我国加快建设全民终身学习的学习型社会进程提供策略参考。

The Education of Students of Pedagogy With the Aim of Fostering Multiculturalism in a Community

The paper starts from the theoretical model of multiculturalism as a possibility for an individual to develop their own identity, to accept and respect the identity of other members of a community. The aim of this research is to determine how the students of pedagogy define the concept of multiculturalism and in how far they consider it to be current in contemporary social relationships. The survey was carried out using the descriptive method and the analysis of contents. It examined the attitudes of students who are preparing themselves for advisory work with children in elementary school and high school. The results of the research confirm that the pedagogy students define the concept of multiculturalism clearly. They recognize the need for upbringing that fosters multiculturalism in modern education, in order to gain extensive knowledge and use it in a particular situation.

社区何以促进终身学习?——基于联合国教科文组织社区学习中心项目运行实践的分析

如何挖掘社区潜能、促进全民终身学习是我国加快建设学习型大国和学习型社会面临的研究课题。联合国教科文组织的社区学习中心项目作为支持各国实施终身学习战略而推出的重要举措,不仅实现了从扩大教育机会为主到促进社会治理、再到促进可持续发展社会的功能拓展,而且形成了系统的运行指导方案,促进各国在运行主体、服务对象、供给内容、合作伙伴、支持保障等方面积累了成功经验,还提出了社区学习中心可持续运行的行动原则。我国需要进一步引导社区学习中心逐步实现功能拓展,优化政府主导、社区主体、多元参与的运行机制,以现代信息技术为支撑赋能社区学习服务创新,加强社区学习中心的特色发展和持续保障。

以终身学习为导向的信息素质教育改革与创新

以“文献检索”或者“信息检索”为核心的传统信息素质教育已经不能适应数智时代人才培养的要求,近年来国内不少高校的信息素质类课程举步维艰,部分高校已经停止开设信息素质类课程。四川师范大学以终身学习为导向改革传统信息素质教育,通过更新教学理念、调整课程名称、转变教学目标、重构教学内容、建设教学资源、创新教学模式、改进教学方法、优化评价方式、建设教学团队等一系列改革和创新,提升课程的实用性,强化信息素质教育在人才培养和学校发展中的地位和作用,取得了包括两门国家一流课程、一门国家精品在线开放课程在内的诸多成绩,为学生的全面发展和综合素质提升打下了坚实的基础。

数字化赋能终身学习:动因、挑战与策略

数字化对终身学习带来了革命性影响,技术的迭代进步、后疫情时代的不确定性和数字社会的学习诉求三大因素共同推进了终身学习的变革。数字化转型推进了学习关系、学习范式以及学习评价等一系列变革。前瞻未来,终身学习可能会面临价值危机、主体性危机和技术门槛三重挑战。基于此,建议创新研究框架赋予终身学习的新动能、探索数字伦理厘清终身学习的发展向度、提升数字素养增强终身学习的适应力。

信息生态视域下终身学习的数字化转型探析

数字化是建设终身学习教育体系的重要途径。从信息生态理论视角出发,在考察数字化转型的“信息人”“信息”“信息环境”“信息技术”四个因素间作用关系基础上,构建了终身学习数字化转型的信息生态系统模型。结合理论模型,从满足数字社会公民的多样化学习诉求、顺应知识生产转型带来的教育内容变革、应对后疫情时代日益增长的不确定性、赋能教育数字生态体系的完善等方面,分析了终身学习数字化转型的驱动因素。建议从培养信息人以增强数字化的适应力、提升信息质量以赋予数字化的新动能、重塑信息环境以厘清数字化的发展向度、增强信息技术以强化数字化的支撑力等方面,促进终身学习的数字化转型。

大学如何服务学习型社会、学习型大国建设——来自韩国大学附属终身教育院的启示

大学作为人类社会探究科学、创新学术传承文化的最高学府,应当在“学习型社会、学习型大国”建设中承担怎样的责任?文章通过对韩国终身教育相关文献的调研,系统介绍了韩国大学附属终身教育院的发展情况,并反思了我国大学承担终身教育服务的现状与不足,提出推进终身教育立法及配套政策研制,将发展继续教育,服务学习型社会、学习型大国建设确立为大学的职责;加强学习型社会、学习型大国建设的研究与实践,建立一支全国性、专业化的继续教育从业队伍;加快教育数字化建设进程,推动大学优质资源及服务向社会开放共享;加快国家资历框架和“学分银行”制度建设,搭建终身“学习立交桥”等建议。

欧盟高等教育微证书项目:现实动因、运行体系与保障机制

微证书项目是欧盟实施高等教育数字化转型的重要政策工具。为了弥补传统学位教育技能不足、适应劳动技能提升和再培训的需求、满足微型学习成果认证的需求,欧盟形成了政府、学校、企业三方主体共同参与的运行体系。整体而言,欧盟微证书项目的保障机制为:统一关键信息标准,提升微证书透明度;完善质量保障制度,增强微证书公信力;用学分代表工作量,使学习成果可衡量;建立数字化存储平台,支持微证书可流通。借鉴欧盟经验,立足我国实际,应从以下方面着手推进微证书项目实施:一是建立国家资格框架,加强学分积累和转换;二是管理高等教育慕课平台,推动在线课程认证;三是倡导企业提供技能培训,为员工开发微证书;四是完善数字化基础设施建设,建立微证书存储平台。

近十年我国终身学习研究脉络与未来展望

终身学习是个体适应变化、推动社会进步和国家可持续发展的关键因素。为厘清我国近十年来终身学习研究的脉络及热点趋势,运用文献计量方法和CiteSpace工具对2013—2023年收录在CNKI数据库中的主题为“终身学习”的CSSCI期刊,从发文数量、研究机构、发文作者和关键词进行可视化分析。研究结果表明:我国终身学习领域发文量总体呈平稳上升趋势,但作者和研究机构相互间缺乏合作;终身学习研究热点聚焦于建设终身学习体系研究、终身教育立法研究、终身学习视野下教育公平研究、人工智能服务建设终身学习体系研究以及建设终身学习教育体系的经验和启示研究。在未来终身学习研究需要充分发挥政府的主导作用;重视优质资源分配,为西部地区开展终身学习提供支持;利用智能技术加强机构、作者之间的有效联系;优化研究方式,多开展实证研究,并且注重国内外终身学习比较研究。

终身学习视域下学分银行新角色扩展探析

学分银行是构建终身教育体系的重要组成部分,具有全民性、权威性、安全性和灵活性等优势。但同时,它也因管理功能单一、数据采集困难、管理体制突破困难等问题而导致发展面临困境。扩展学分银行新角色,构建智力资源供需平台,形成“请求—响应”的“人人学、人人教”终身教育供给服务模式,基于社会知识网络的新型学分银行进一步形成“个体需求—多方响应—共同体学习”的新型终身学习模式。学分银行扩展新角色对加快发展面向每个人、适合每个人、更加开放灵活的终身教育体系具有重要意义。