Lifelong Learning Phenomena of Global Convergence of Education Reforms Education reform in Taiwan 教育改革行動方案,1998
Education Reform in Taiwan 教育改革行動方案, 1998 Lifelong Learning: Phenomena of Global Convergence of Education Reforms
教育改革行動方案 行政院八十七年五月廿九日 台八十七教字第二六六九八號核定 壹、前言 政府為有效推動教育改革工作,於教育部召開第七次全國教育會議之後,在 八十三年九月二十一日成立「行政院教育改革審議委員會」,該委員會歷經兩年 審慎研議,於八十五年十二月二日提岀「教育改革總諮議報告書」,揭豬教育改 革五大方向∶一、教育鬆綁;二、帶好每位學生;三、暢通升學管道;四、提升 教育品質;五、建立終身學瞀肚會及八大改革之重點項目。嗣後,教育部融合 「教育改革總諮議報告書」之具體建議,及「中華民國教育報告書一邁向二十 世紀的教育遠景」、「中華民國身心障礙教育報告書、「中華民國原住民教育報告 書」等長期研議之施政構想,於八十六年七月提岀「教育改革總體計畫綱要, 並根據三十大項計畫綱要,硏提具體的中長程計畫十八種、實施方案十二種,以 為全面推動落實教育改革工作之依據。惟因整體教育改革工程,所涉範疇含蓋教 育部整體業務,為明教育改革重點,乃根據行政院教育改革推動小粗第六次會議 之決議,腙合「教育改革總諮議報告書」及「教育改革總體計畫綱要,擇取重 點關鍵項目,彙成本行動方案,一以整合行政院各相關部會之力量戮力促成, 為嗣後考核教改成效之指標
教育改革行動方案 行政院八十七年五月廿九日 台八十七教字第二六六九八號核定 壹、前言 政府為有效推動教育改革工作，於教育部召開第七次全國教育會議之後，在 八十三年九月二十一日成立「行政院教育改革審議委員會」，該委員會歷經兩年 審慎研議，於八十五年十二月二日提出「教育改革總諮議報告書」，揭櫫教育改 革五大方向：一、教育鬆綁；二、帶好每位學生；三、暢通升學管道；四、提升 教育品質；五、建立終身學習社會，及八大改革之重點項目。嗣後，教育部融合 「教育改革總諮議報告書」之具體建議，及「中華民國教育報告書－邁向二十一 世紀的教育遠景」、「中華民國身心障礙教育報告書」、「中華民國原住民教育報告 書」等長期研議之施政構想，於八十六年七月提出「教育改革總體計畫綱要」， 並根據三十大項計畫綱要，研提具體的中長程計畫十八種、實施方案十二種，以 為全面推動落實教育改革工作之依據。惟因整體教育改革工程，所涉範疇含蓋教 育部整體業務，為明教育改革重點，乃根據行政院教育改革推動小組第六次會議 之決議，綜合「教育改革總諮議報告書」及「教育改革總體計畫綱要」，擇取重 點關鍵項目，彙成本行動方案，一以整合行政院各相關部會之力量戮力促成，二 為嗣後考核教改成效之指標
Lifelong Learning Phenomena of Global Convergence of Education Reforms Education Reform in Taiwan 教育改革行動方案,1998 Education Reform in HKSar Education Commission(2000) Education for Life and Education through life OECD (1991) The lifelong learners in the 1990s OECD(1996) Lifelong learning for all. OECD (2001) Education policy analysis 2001 UNESCO (1996 Learning: The Treasure from within European Commission(1995) Teaching and learning Towards the learning society
Education Reform in Taiwan 教育改革行動方案, 1998 Education Reform in HKSAR Education Commission (2000) Education for Life and Education through Life OECD (1991) The lifelong learners in the 1990s. OECD (1996) Lifelong learning for all. OECD (2001) Education policy analysis 2001. UNESCO (1996) Learning: The Treasure from within. European Commission (1995) Teaching and learning: Towards the learning society Lifelong Learning: Phenomena of Global Convergence of Education Reforms
Myth of Lifelong Learning, Learning Soceity and Learning Economy Lifelong Learning: Phenomena of Global Convergence of Education Reforms Conceptual and Methodological problems of Lifelong-Learning Education Reforms
Lifelong Learning: Phenomena of Global Convergence of Education Reforms Conceptual and Methodological problems of Lifelong-Learning Education Reforms Myth of Lifelong Learning, Learning Soceity and Learning Economy
Conceptual and Methodological problems of Lifelong-Learning Education Reforms Conceptual problems of lifelong learning Lifelong learning has become an all-encompassing concept. Yet in spite of this scope, or probably because of it, there is no master concept of lifelong learning to be found among the many policy documents that have been written in the 1990s, whether by international organizations. or by national governments. Schuller et a,2002,p.9) Mayo points out that"despite the 'suspiciously unchallengeable consensus that appears to surround it, the concept of lifelong learning has in fact been used in differing ways, as part of varying agenda. Mayo, 2002, 200))
Conceptual and Methodological problems of Lifelong-Learning Education Reforms Conceptual problems of lifelong learning “Lifelong learning has become an all-encompassing concept. Yet in spite of this scope, or probably because of it, there is no master concept of lifelong learning to be found among the many policy documents that have been written in the 1990s, whether by international organizations…or by national governments.” (Schuller et al., 2002, p.9) Mayo points out that “despite the ‘suspiciously unchallengeable consensus’ that appears to surround it, the concept of lifelong learning has in fact been used in differing ways, as part of varying agenda.” (Mayo, 2002, p.200) )