UNESCO“教育2030行动框架”对我国高等教育发展的冲击与启示
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摘要
联合国教科文组织对全球教育问题十分关注,在2015年11月确立的"教育2030行动框架"中,指出要让所有人均可获得不同形式的高等教育。这对我国高等教育产生巨大冲击,高校应从人才培养、科学研究、社会服务、文化传承与创新、师资队伍建设、国际交流与合作等方面加强建设,实现我国高等教育与世界高等教育的完美对接。
The UNESCO has been attaching great attention to the global education. In the "Education 2030 Framework for Action", formulated in November 2015, new demands on the vision of higher education have been presented. The Report of the Nineteenth Congress of the Party has proposed that priority should be given to develop education, speed up the construction of first-class universities and first-class disciplines, achieve connotative development of higher education so as to enable the overwhelming majority of incoming labor force to receive high school education and more higher education. Under this background, the framework for action will have great impact on China's higher education. This paper reviews the impact from six perspectives, including personnel training, scientific research, social services, cultural heritage and innovation, teacher's team-building, international exchanges and cooperation, and puts forward the corresponding countermeasures and suggestions.
The UNESCO has been attaching great attention to the global education. In the "Education 2030 Framework for Action", formulated in November 2015, new demands on the vision of higher education have been presented. The Report of the Nineteenth Congress of the Party has proposed that priority should be given to develop education, speed up the construction of first-class universities and first-class disciplines, achieve connotative development of higher education so as to enable the overwhelming majority of incoming labor force to receive high school education and more higher education. Under this background, the framework for action will have great impact on China's higher education. This paper reviews the impact from six perspectives, including personnel training, scientific research, social services, cultural heritage and innovation, teacher's team-building, international exchanges and cooperation, and puts forward the corresponding countermeasures and suggestions.
引文
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[2] 马海泉.科学研究与现代大学[J].中国高校科技,2017(7):4-6.
[3] 刘彦军.新建本科院校社会服务转型的发展路径[J].中国高教研究,2017(2):54-59.
[4] 黄英杰.中国大学文化传承创新的路径探析[J].国家教育行政学院学报,2016(2):61-66.
[5] 付八军.论应用型大学师资队伍建设的内生模式[J].浙江社会科学,2017(6):84-88.
[6] Knight J. Updated the definition of internationalization[J]. International Higher Education ,2003(33):2-3.
[7] 刘献君.论高等学校社会服务的体系化[J].高等教育研究,2014,35(12):1-6.
[8] Pautz H.New labour in government:think-thanks and social policy reform,1997-2001[J].British Politics,2011,6(2):187-209.
[9] 宋毛平,吴艳利.试论高校文化传承创新中的“四大育人工程”建设[J].郑州大学学报(哲学社会科学版),2014,47(1):45-47.
[10] 宋永华.“双一流”建设背景下师资队伍建设的特征与举措[J].教育发展研究,2017,37(19):3.
[11] 黄巨臣.“一带一路”倡议下高等教育国际交流与合作路径[J].现代教育管理,2017(11):59-64.
[12] 史静寰,叶之红,胡建华,徐小洲,等.走向2030:中国高等教育现代化建设之路[J].中国高教研究,2017(5):1-14.