Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
53 Results found
终身学习背景下老年人群体自主参与学习活动的影响因素实证研究 (老龄化研究 第10卷 第3期) Year of publication: 2023 Author: 郑滢 在终身学习背景下老年人自主参与学习活动是积极老龄化的一种表现。本文基于CGSS2021年数据，对于3342份老年人群体自主参与学习的影响因素进行了实证研究。本研究采用有序逻辑回归分析模型研究，将人口特征、个体认知能力、社会保障和居住环境等纳入分析模型分析其与老年人群体是否自主参与学习的关系。结合实证研究结果与我国老年人自主参与学习的实际情况，最终可以基本了解到我国老年人群体自主参与学习的意愿与频率仍较低，而我国老年人群体自主参与学习的影响因素表现在人口特征、个体认知能力、居住环境三个方面。据此，本研究在终身学习背景的基础上提出针对性地关注不同老年人的学习需求，多元化老年人学习渠道并积极推动老年教育的普惠性发展，营造终身学习的社会氛围。 
21世纪以来我国终身教育视角下社会教育研究的回顾与反思展望 : 基于CiteSpace知识图谱分析 (运筹与模糊学 第13卷 第4期) Year of publication: 2023 Author: 郑滢 社会教育是终身教育体系的重要组成部分，但基于终身教育视角进行社会教育研究还存在可探讨空间，本文通过对关于终身视角下社会教育研究已有的学术性文献的发文作者分布、机构分布、突现词共现图等分析终身教育视角下社会教育的研究现状与趋势，结合知识图谱系统梳理与分析研究热点主题，发现热点主要有社区教育实践研究、国外社会教育经验比较研究、社会教育概念论证研究、终身教育与学习型社会构建研究等四个方面，最后通过研究结论对21世纪以来终身教育视角下社会教育研究从国家、学校、学术研究层面等提出展望。 
Institutional practices of implementing lifelong learning in higher education: research report Year of publication: 2023 Corporate author: UNESCO Institute for Lifelong Learning (UIL) | Shanghai Open University In many countries, higher education is gaining prominence as a means for the general population to engage in lifelong learning (LLL), whether for personal or professional development, or to participate in broader societal change. In some cases, national governments have introduced policies or funding instruments that create incentives for higher education institutions (HEIs) to align their offerings more closely with changing labour market demands and societal needs, and to expand access for groups previously underrepresented in higher education. Key trends in the higher education sector and the associated global socio-economic transformations were discussed in detail in the international survey report, which was published as part of the research project on the contribution of higher education institutions to LLL (UIL and SOU, 2023). This case study report moves from an international overview of the policies, structures and mechanisms that support LLL in higher education to the close study of institutional practices. It explores the interrelations between national policy environments and institutional strategies. It examines different approaches taken by universities to develop, implement and monitor LLL activities, and further provides practical examples of how universities engage with diverse groups of learners through their LLL mission. As such, this report’s value lies in offering both general insights into the implementation of LLL in HEIs, and case-specific descriptions and analyses of institutional policies and practices. 高等教育机构实施终身学习的实践: 研究报告 Year of publication: 2023 Corporate author: UNESCO Institute for Lifelong Learning (UIL) | Shanghai Open University 在许多国家，高等教育作为大众参与终身学习以获得个 人或职业发展或参与更广泛社会变革的一种手段，日益 受到重视。在某些情况下，国家政府推出了政策或资助 工具，为高等教育机构提供激励，使其提供的服务更紧 密地贴合不断变化的劳动力市场需求和社会需求，并为 以前在高等教育中代表性不足的群体提供更多学习机 会。国际调查报告详细介绍了高等教育部门的主要趋势 以及相关的全球社会经济转型，该报告作为高等教育机 构对终身学习贡献的研究项目一部分发布（终身学习研 究所和上海开放大学，2023年）。本案例研究报告提供了对支持高等教育终身学习的政 策、结构和机制的国际性概述，介绍了对机构实践的深 入研究，探讨了国家政策环境与机构性战略之间的相互 关系，研究了大学为开发、实施和监测终身学习活动而采 取的不同方法，进一步提供了大学如何通过其终身学习 任务与不同群体学习者互动的实例。因此，本报告价值 在于既提供了高等教育机构实施终身学习的一般见解， 也提供了对机构政策和实践具体案例的描述和分析。 
International Trends of Lifelong Learning in Higher Education: Research Report Year of publication: 2023 Corporate author: UNESCO Institute for Lifelong Learning (UIL) | Shanghai Open University Against the background of a global education crisis and a growing recognition of the importance of lifelong learning, the UNESCO Institute for Lifelong Learning (UIL) and the Shanghai Open University (SOU) conducted a comprehensive research project from 2020 to 2022 that included, among other components, an international survey on the contribution of higher education institutions to lifelong learning, the results of which are presented in this report. Based on the comprehensive sets of quantitative and qualitative data collected across all world regions, this research constitutes a major step forward in building an international knowledge base on the role of HEIs in establishing lifelong learning opportunities for all. 
CONFINTEA VII Marrakech Framework for Action: Harnessing the Transformational Power of Adult Learning and Education Year of publication: 2022 Corporate author: UNESCO Institute for Lifelong Learning (UIL) This Marrakech Framework for Action is an outcome of the the Seventh International Conference on Adult Education (CONFINTEA VII) held in Marrakech, Kingdom of Morocco, and online, from 15 to 17 June 2022. 성인학습∙교육의 변혁적 힘을 활용하기 위한 제7차 세계성인교육회의 마라케시 실행계획 Year of publication: 2022 Corporate author: UNESCO Institute for Lifelong Learning (UIL) 2022년 6월 15일부터 17일까지 모로코 마라케시에서 제7차 세계성인교육회의(CONFINTEA VII)가 개최되었다. 회의 결과문서인 '마라케시 실행계획(Marrakech Framework for Action)'은 성인학습·교육(ALE)이 평생학습의 핵심 요소이며, 성인학습·교육을 포함하여 교육이 기본적 인권이며 공공의 노력이자 공동재임을 확인하고 있다. 
CONFINTEA VII Seventh International Conference on Adult Education: Final Report; Adult learning and Education for Sustainable Development; A Transformative Agenda Year of publication: 2023 Corporate author: UNESCO Institute for Lifelong Learning (UIL) The International Conference on Adult Education (CONFINTEA) is a UNESCO intergovernmental conference for policy dialogue on adult learning and education (ALE) and related research and advocacy, which has taken place every 12 to 13 years since 1949. This is a final report of the Seventh International Conference on Adult Education (CONFINTEA VII) held in Marrakech, Kingdom of Morocco, and online, from 15 to 17 June 2022. 
[Summary] 3rd Global Report on Adult Learning and Education: The Impact of Adult Learning and Education on Health and Well-being, Employment and the Labour Market, and Social, Civic and Community Life; Key Messages and Executive Summary Year of publication: 2016 Corporate author: UNESCO Institute for Lifelong Learning (UIL) The third Global Report on Adult Learning and Education (GRALE III) draws on monitoring surveys completed by 139 UNESCO Member States to develop a differentiated picture of the global state of adult learning and education (ALE). It evaluates countries’ progress in fulfilling the commitments they made in the Belém Framework for Action, which was adopted at the Sixth International Conference on Adult Education (CONFINTEA VI) in 2009.In addition, the report examines the impact of ALE on three major areas: health and well-being; employment and the labour market; and social, civic and community life. GRALE III provides policymakers, researchers and practitioners with compelling evidence for the wider benefits of ALE across all of these areas. In so doing, it highlights some of the major contributions that ALE can make to realizing the 2030 Agenda for Sustainable Development. This report is guided by three goals: first, to analyse the results of a monitoring survey of UNESCO Member States, and to take stock of whether countries are fulfilling the commitments they made at CONFINTEA VI; second, to strengthen the case for adult learning and education with evidence of its benefits on health and well-being,employment and the labour market, and social, civic and community life; and third, to provide a platform for debate and action at national, regional and global levels. [Resumen] 3do Informe mundial sobre el aprendizaje y la educación de adultos: el impacto del aprendizaje y la educación de adultos sobre la salud y el bienestar, el empleo y el mercado de trabajo, y la vida social, cívica y comunitaria, mensajes clave y resumen ejecutivo Year of publication: 2016 Corporate author: UNESCO Institute for Lifelong Learning (UIL) El tercer Informe mundial sobre el aprendizaje y la educación de adultos (GRALE III) se funda en los estudios de monitoreo completados por 139 Estados Miembros de la UNESCO a fin de producir una visión diferenciada sobre el estado global del aprendizaje y la educación de adultos (AEA). Evalúa el progreso de los países en lo que respecta al cumplimiento de los compromisos que hicieron en el Marco de acción de Bélem, aprobado en la VI Conferencia Internacional de Educación de Adultos (CONFINTEA VI) en 2009.Además, el informe examina el impacto del AEA en tres áreas importantes: salud y bienestar; empleo y mercado de trabajo, así como vida cívica y comunitaria. El GRALE III brinda a los responsables de la formulación de política, investigadores y practicantes pruebas convincentes de los más amplios beneficio del AEA en todas estas áreas. Al hacerlo, destaca algunas de las contribuciones más importantes que el AEA puede hacer para realizar los objetivos de la Agenda 2030 para el Desarrollo Sostenible.El presente informe responde a tres objetivos: en primer lugar, analizar los resultados de una encuesta de seguimiento realizada entre los Estados Miembros de la UNESCO y determinar si los países están cumpliendo los compromisos que contrajeron en CONFINTEA VI; en segundo lugar, reforzar los argumentos en favor del aprendizaje y la educación de adultos con datos fehacientes sobre los beneficios que reportan en los ámbitos de la salud y el bienestar, el empleo y el mercado de trabajo y la vida social, cívica y comunitaria; y en tercer lugar, proporcionar un referente a partir del cual debatir y pasar a la acción a escala nacional, regional e internacional.