诺丁汉代写Essay:从摇篮到坟墓学

2017-10-11 01:26

终身教育的概念不是新的，古代社会强调“从摇篮到坟墓学”（gishti，2009）。然而，直到第二十年底（二十一世纪初），终身教育才成为“新时代”的“预示”，并成为许多国家政府和国际组织（如教科文组织（杰克逊、马尔科姆和托马斯，2011））的社会议程的重要组成部分。1972联合国教科文组织国际教育发展委员会发表的“Faure报告”的目的是协助政府制定和实施终身教育的新策略。这份报告的主要依据是强调每个人都有终身教育的机会（学习成为，1972）是多么的重要。这导致教科文组织成为第一个解决成人学习者的需要和愿望的机构，2006，该名称改为教科文组织终身学习学院，以反映该学院将重点放在成人学习上。
诺丁汉代写Essay:从摇篮到坟墓学
The concept of lifelong education is not new whereby, ancient societies emphasised the need “to learn from the cradle to the grave” (Gishti, 2009). However, it was not until the late twentieth/early twenty-first century that lifelong education became ‘heralded’ as an new age phenomenon, and became high on the social agenda of many governments and international organisations such as, UNESCO (Jackson, Malcolm and Thomas, 2011). In 1972 UNESCO International Commission on the Development of Education published the “Faure report” with the aim to assist governments in formulating and implementing new strategies in lifelong education. The primary underpinning of this report emphasised how important it was that every individual had the opportunity to lifelong education (Learning to be, 1972). This led to the UNESCO institute becoming the first institution to address the needs and aspirations of adult learners and in 2006 the name was changed to UNESCO Institute for Lifelong Learning, to reflect the institute’s focus on adult learning

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