本文選題：成人學習與教育 + 治理��； 參考：《中國遠程教育》2017年10期

【摘要】：2009年,《貝倫行動框架》提出了成人學習與教育(adult learning and education,ALE)治理的目標——"善治"。為此,"善治"理念逐漸融入各國成人學習與教育治理實踐中。由聯(lián)合國教科文組織終身學習研究所發(fā)布的三份《全球成人學習與教育報告》,揭示了全球各國成人學習與教育治理的走向:一是關(guān)注治理權(quán)力下放;二是注重治理主體能力建設;三是倡導跨部門合作。同時,該報告也呈現(xiàn)了各國在成人學習與教育治理發(fā)展過程中暴露出的相關(guān)問題,如"善治"整體發(fā)展進程有待推進、治理能力客體建設不健全、合作治理未能真正實現(xiàn)以及協(xié)調(diào)體系不完善等。為此,借鑒全球各國成人學習與教育治理的發(fā)展趨勢和問題,我國成人學習與教育治理需要系統(tǒng)地實現(xiàn)"善治",注重拓展能力建設的幅度、強化合作的深度以及完善協(xié)調(diào)機制。
[Abstract]:In 2009, the Bellen Framework for Action proposed the goal of adult learning and education and governance-"good governance". Therefore, the concept of "good governance" is gradually integrated into the practice of adult learning and educational governance. Three Global reports on Adult Learning and Education published by the Institute for lifelong Learning of UNESCO reveal the trends of adult learning and education governance in the world: first, pay attention to the decentralization of governance; Second, pay attention to the capacity of the main body of governance; third, advocate cross-sectoral cooperation. At the same time, the report also presents problems that have emerged in the development of adult learning and educational governance, such as the need to advance the overall development process of "good governance" and the imperfection of the object of governance capacity building. Cooperative governance can not be realized and coordination system is not perfect. Therefore, drawing lessons from the development trends and problems of adult learning and education governance in the world, China's adult learning and education governance needs to systematically realize "good governance", pay attention to expand the scope of capacity building, strengthen the depth of cooperation and perfect the coordination mechanism.
【作者單位】： 江西科技師范大學成人教育研究中心;江西科技師范大學繼續(xù)教育學院;
【基金】：全國教育科學“十二五”規(guī)劃國家青年基金課題“基于職業(yè)化的新型職業(yè)農(nóng)民學習策略與支持體系研究”(項目編號:CKA150135)的階段性研究成果
【分類號】：G729.1
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本文編號：1878224