本文選題：歐盟 + 弱勢(shì)群體�。� 參考：《浙江師范大學(xué)》2014年碩士論文

【摘要】：隨著全球化和知識(shí)經(jīng)濟(jì)的持續(xù)發(fā)酵,那些能夠順應(yīng)時(shí)代變化,掌握先進(jìn)技術(shù),具有較高文化素質(zhì)和工作技能的知識(shí)型人才成為歐盟勞動(dòng)力市場(chǎng)爭(zhēng)相哄搶的熱門人選,相較而言,市場(chǎng)對(duì)不合格工人需求的下降導(dǎo)致他們就業(yè)機(jī)會(huì)和工資水平持續(xù)走低,極易被排斥出就業(yè)市場(chǎng),淪為弱勢(shì)群體。作為社會(huì)融合的發(fā)源地,歐盟長(zhǎng)期致力于消弭貧窮、失業(yè)、社會(huì)排斥對(duì)弱勢(shì)成人的威脅。如何在提高競(jìng)爭(zhēng)力的同時(shí)增強(qiáng)社會(huì)凝聚力,是歐盟政策的核心議題。進(jìn)入21世紀(jì),在《里斯本戰(zhàn)略》和《歐洲2020戰(zhàn)略》政策框架下,成人教育作為終身教育的關(guān)鍵構(gòu)成,其提高弱勢(shì)群體工作技能、緩解就業(yè)困境的經(jīng)濟(jì)功能和增進(jìn)社會(huì)融合、培養(yǎng)積極公民、構(gòu)建知識(shí)歐洲的社會(huì)功能逐步獲得歐盟及其成員國(guó)的認(rèn)同,將成人教育視為社會(huì)融合的助推器與有力杠桿。歐盟發(fā)布了一系列關(guān)于弱勢(shì)成人教育的建議、決議、磋商等政策,以制度化的形式肯定了成人教育促進(jìn)弱勢(shì)群體社會(huì)融合的實(shí)然成效,并提出切實(shí)可行的落實(shí)舉措和指導(dǎo)原則,為成員國(guó)依據(jù)自身國(guó)情制定成人弱勢(shì)群體相關(guān)教育政策提供了重要咨詢參考和政策指南。歐盟倡導(dǎo)成員國(guó)基于政策框架,開展豐富多樣的弱勢(shì)成人教育項(xiàng)目和計(jì)劃,確立共同指標(biāo)和基準(zhǔn),搭建優(yōu)秀案例平臺(tái),推廣卓有成效的實(shí)踐活動(dòng),便于成員國(guó)相互學(xué)習(xí)、借鑒。歐盟還注重項(xiàng)目實(shí)施進(jìn)度和效果評(píng)估,敦促成員國(guó)按時(shí)提交評(píng)估報(bào)告,共同商討政策和項(xiàng)目成效,提出改進(jìn)意見。這都為優(yōu)化歐盟弱勢(shì)成人的就業(yè)能力、增強(qiáng)生活自我掌控性、實(shí)現(xiàn)個(gè)人成就以及融入社會(huì)提供了不同以往的教育別徑與機(jī)會(huì)。 我國(guó)歷經(jīng)36年改革開放,在經(jīng)濟(jì)快速發(fā)展的同時(shí),以農(nóng)村弱勢(shì)農(nóng)民、城市下崗職工、進(jìn)城務(wù)工人員等弱勢(shì)群體構(gòu)成的底層社會(huì)正在形成,弱勢(shì)群體的大量存在成為阻礙我國(guó)民主化進(jìn)程與社會(huì)和諧發(fā)展的桎梏。成人教育在緩解失業(yè)、消除貧困、保障社會(huì)公平以及構(gòu)建包容性社會(huì)等方面,發(fā)揮著弱勢(shì)補(bǔ)償與教育緩沖作用。我國(guó)目前主要開展掃盲教育、貧困農(nóng)民技能培訓(xùn)、進(jìn)城農(nóng)民工融城教育、下崗職工再就業(yè)培訓(xùn)、老年教育和婦女教育等成人弱勢(shì)群體教育活動(dòng)。然而,先于政策發(fā)展的實(shí)踐活動(dòng),由于缺乏政策導(dǎo)向與價(jià)值規(guī)范,導(dǎo)致具體實(shí)踐目標(biāo)模糊,落實(shí)乏力,成效言過(guò)其實(shí),忽視評(píng)估反饋等問(wèn)題。我國(guó)成人教育出現(xiàn)諸多弊端,漸漸背離其本質(zhì)。成人教育作為自下而上肇起于民間的教育形式,相較錦上添花,其最本真的存在應(yīng)是雪中送炭,通過(guò)教育救助,幫扶那些難以靠自身力量走出弱勢(shì)困境的邊緣群體,增強(qiáng)他們的工作技能和生存能力,增加向上流動(dòng)的可能,激活社會(huì)人身份,提高自我效能感等。 本研究試圖從歐洲面臨知識(shí)經(jīng)濟(jì)、全球化挑戰(zhàn)與歐洲一體化進(jìn)程的加深、社會(huì)歐洲建設(shè)的融合視角出發(fā),引入歐盟促進(jìn)弱勢(shì)群體社會(huì)融合的成人教育政策的出臺(tái)背景,重點(diǎn)闡述相關(guān)政策內(nèi)容,分析政策特點(diǎn)與成效,以理論聯(lián)系實(shí)際的方法客觀審視歐盟成人教育政策發(fā)展道路上可能存在的問(wèn)題,展望其未來(lái)趨勢(shì),最后為身處社會(huì)轉(zhuǎn)型期的中國(guó)提出建議與思考。以期我國(guó)成人教育政策制定者能夠重視社會(huì)融合的價(jià)值取向,將弱勢(shì)群體社會(huì)融合問(wèn)題納入成人教育政策議題,充分發(fā)揮成人教育政策的導(dǎo)向作用,實(shí)現(xiàn)成人教育與弱勢(shì)群體社會(huì)融合的有效對(duì)接。 本研究共分六個(gè)部分： 第一部分,主要闡明歐盟促進(jìn)弱勢(shì)群體社會(huì)融合的成人教育政策的相關(guān)概念,分析其理論基礎(chǔ)； 第二部分,分析歐盟促進(jìn)弱勢(shì)群體社會(huì)融合的成人教育政策的出臺(tái)背景。主要從知識(shí)經(jīng)濟(jì)、全球化、歐盟一體化、人口老齡化、福利國(guó)家危機(jī)等方面逐步闡述; 第三部分,梳理2000年里斯本會(huì)議后歐盟促進(jìn)弱勢(shì)群體社會(huì)融合的成人教育政策及其內(nèi)容； 第四部分,總結(jié)歐盟促進(jìn)弱勢(shì)群體社會(huì)融合的成人教育政策的特點(diǎn)與成效,以便了解成人教育與弱勢(shì)群體社會(huì)融合的內(nèi)在邏輯關(guān)聯(lián)； 第五部分,分析歐盟促進(jìn)弱勢(shì)群體社會(huì)融合的成人教育政策的不足與發(fā)展趨勢(shì)； 第六部分,試析歐盟促進(jìn)弱勢(shì)群體社會(huì)融合的成人教育政策對(duì)我國(guó)的啟示。
[Abstract]:With the continuous fermentation of globalization and the knowledge economy, knowledge-based talents who are able to adapt to the changes of the times, master advanced technology, have high cultural quality and work skills have become the hot candidates for the European Union's labor market to scramble and rob. In comparison, the decline in demand for unqualified workers leads to their employment opportunities and wages. As the birthplace of social integration, the EU has long been committed to eliminating poverty, unemployment and social exclusion to vulnerable adults. How to enhance competitiveness and enhance social cohesion is the core issue of EU policy. In twenty-first Century, "Lisbon strategy >" and "<" Under the framework of European 2020 strategy, adult education is the key component of lifelong education. It can improve the working skills of the disadvantaged groups, alleviate the economic function of the employment dilemma, improve the social integration, cultivate the active citizens, and build the social function of knowledge Europe to gradually acquire the identity of the European Union and its member countries, and regard adult education as a social integration. The European Union has issued a series of suggestions, resolutions, consultations and other policies on disadvantaged adult education. In a institutionalized form, it affirms the actual effect of adult education to promote the social integration of vulnerable groups, and puts forward practical implementation measures and guiding principles to formulate adult vulnerable groups in accordance with their own national conditions. The body related education policy provides an important Advisory reference and policy guide. The EU advocates that member countries carry out diverse and diverse adult education projects and plans based on the policy framework, establish common indicators and benchmarks, build excellent case platforms, promote effective practical activities, and facilitate member countries to learn from each other and learn from each other. The EU also pays attention to the project. The progress and effectiveness evaluation of the goal is urged to urge Member States to submit their assessment reports on time, to jointly discuss the effectiveness of policies and projects and to make improvements, which provide different educational options and opportunities for the optimization of the employability of the vulnerable adults in the EU, the self-control of life, the realization of personal achievements and the integration of the society.
After 36 years of reform and opening up, in the rapid economic development, the underprivileged society, such as the disadvantaged peasants in the countryside, the laid-off workers in the city, the migrant workers and other disadvantaged groups, is forming. The large number of disadvantaged groups has become a shackle that hinders the process of our nationals and the harmonious development of the society. Adult education is to alleviate unemployment and eliminate poverty. Poverty, social equity and the construction of an inclusive society are playing the role of disadvantaged compensation and education. At present, our country is mainly engaged in education activities such as literacy education, poor farmers' skills training, rural migrant workers' education, reemployment training for laid-off workers, old age education and women's education. As a result of the lack of policy guidance and value norms, the practical activities of policy development have led to the ambiguity of specific practical goals, lack of implementation, overstatement of effectiveness and neglecting the feedback of evaluation. The most true existence should be in the snow, through educational assistance, help those marginal groups which are difficult to get out of the weak predicament by their own strength, enhance their working skills and viability, increase the possibility of upward mobility, activate the identity of the social people, and improve their sense of self-efficacy.
This study attempts to introduce the background of the introduction of the adult education policy of the European Union to promote the social integration of the vulnerable groups from the perspective of the European integration of knowledge economy, the challenge of globalization and the process of European integration, and the integration of European integration. This study focuses on the relevant policy content, analyzes the characteristics and effectiveness of the policy, and connects the theory with the practical aspects. The law objectively examines the problems that may exist on the road of the development of the EU's adult education policy, looks forward to its future trend, and puts forward some suggestions and thoughts for China in the period of social transition, with a view to the value orientation of social integration in China's adult education policy makers, and the inclusion of the social integration of vulnerable groups into the policy of adult education. We should give full play to the guiding role of adult education policy and realize effective docking between adult education and social integration of vulnerable groups.
This study is divided into six parts:
The first part mainly expounds the relevant concepts of the adult education policy of the European Union to promote social integration of vulnerable groups, and analyzes its theoretical basis.
The second part analyzes the background of the adult education policy of the European Union to promote the social integration of the disadvantaged groups, mainly from the aspects of knowledge economy, globalization, EU integration, population aging, and the welfare state crisis.
The third part combs the adult education policy and contents of the European Union Promoting the social integration of vulnerable groups after the Lisbon conference in 2000.
The fourth part summarizes the characteristics and achievements of the adult education policy of the EU to promote the social integration of the disadvantaged groups in order to understand the internal logical connection between the adult education and the social integration of the disadvantaged groups.
The fifth part analyzes the shortage and development trend of the adult education policy in promoting the social integration of vulnerable groups.
The sixth part tries to analyze the Enlightenment of the EU's adult education policy to promote the social integration of vulnerable groups.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G729.1

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 姚遠(yuǎn)峰;;歐盟成人教育改革的舉措與存在的問(wèn)題[J];成人高教學(xué)刊;2008年01期

2 劉建娥;;從歐盟社會(huì)融入政策視角看我國(guó)農(nóng)民工的城市融入問(wèn)題[J];城市發(fā)展研究;2010年11期

3 嘎日達(dá);黃匡時(shí);;西方社會(huì)融合概念探析及其啟發(fā)[J];國(guó)外社會(huì)科學(xué);2009年02期

4 劉欣;;教育政策應(yīng)進(jìn)一步加強(qiáng)對(duì)弱勢(shì)群體的補(bǔ)償[J];華中師范大學(xué)學(xué)報(bào)(人文社會(huì)科學(xué)版);2008年06期

5 王麗;王曉華;;成人教育、繼續(xù)教育與終身教育——概念的解讀與辨析[J];繼續(xù)教育研究;2010年11期

6 徐君;;促進(jìn)農(nóng)村弱勢(shì)群體的社會(huì)融合:成人教育的應(yīng)為與可為[J];教育發(fā)展研究;2009年19期

7 郭于華;;轉(zhuǎn)型社會(huì)學(xué)的新議程——孫立平“社會(huì)斷裂三部曲”的社會(huì)學(xué)述評(píng)[J];社會(huì)學(xué)研究;2006年06期

8 高強(qiáng);斷裂的社會(huì)結(jié)構(gòu)與弱勢(shì)群體構(gòu)架的分析及其社會(huì)支持[J];天府新論;2004年01期

9 高強(qiáng);斷裂的社會(huì)結(jié)構(gòu)與弱勢(shì)群體構(gòu)架的分析及其社會(huì)支持[J];云南行政學(xué)院學(xué)報(bào);2003年06期

10 李亞婉;;世界開放教育資源運(yùn)動(dòng)與中國(guó)開放大學(xué)建設(shè)[J];現(xiàn)代遠(yuǎn)距離教育;2011年02期

相關(guān)博士學(xué)位論文 前1條

1 茍順明;歐盟職業(yè)教育政策研究[D];西南大學(xué);2013年

，

本文編號(hào)：2072468