2000年以来欧盟促进弱势群体社会融合的成人教育政策研究

发布时间：2018-06-27 03:20

本文选题：欧盟 + 弱势群体　；参考：《浙江师范大学》2014年硕士论文

【摘要】：随着全球化和知识经济的持续发酵,那些能够顺应时代变化,掌握先进技术,具有较高文化素质和工作技能的知识型人才成为欧盟劳动力市场争相哄抢的热门人选,相较而言,市场对不合格工人需求的下降导致他们就业机会和工资水平持续走低,极易被排斥出就业市场,沦为弱势群体。作为社会融合的发源地,欧盟长期致力于消弭贫穷、失业、社会排斥对弱势成人的威胁。如何在提高竞争力的同时增强社会凝聚力,是欧盟政策的核心议题。进入21世纪,在《里斯本战略》和《欧洲2020战略》政策框架下,成人教育作为终身教育的关键构成,其提高弱势群体工作技能、缓解就业困境的经济功能和增进社会融合、培养积极公民、构建知识欧洲的社会功能逐步获得欧盟及其成员国的认同,将成人教育视为社会融合的助推器与有力杠杆。欧盟发布了一系列关于弱势成人教育的建议、决议、磋商等政策,以制度化的形式肯定了成人教育促进弱势群体社会融合的实然成效,并提出切实可行的落实举措和指导原则,为成员国依据自身国情制定成人弱势群体相关教育政策提供了重要咨询参考和政策指南。欧盟倡导成员国基于政策框架,开展丰富多样的弱势成人教育项目和计划,确立共同指标和基准,搭建优秀案例平台,推广卓有成效的实践活动,便于成员国相互学习、借鉴。欧盟还注重项目实施进度和效果评估,敦促成员国按时提交评估报告,共同商讨政策和项目成效,提出改进意见。这都为优化欧盟弱势成人的就业能力、增强生活自我掌控性、实现个人成就以及融入社会提供了不同以往的教育别径与机会。我国历经36年改革开放,在经济快速发展的同时,以农村弱势农民、城市下岗职工、进城务工人员等弱势群体构成的底层社会正在形成,弱势群体的大量存在成为阻碍我国民主化进程与社会和谐发展的桎梏。成人教育在缓解失业、消除贫困、保障社会公平以及构建包容性社会等方面,发挥着弱势补偿与教育缓冲作用。我国目前主要开展扫盲教育、贫困农民技能培训、进城农民工融城教育、下岗职工再就业培训、老年教育和妇女教育等成人弱势群体教育活动。然而,先于政策发展的实践活动,由于缺乏政策导向与价值规范,导致具体实践目标模糊,落实乏力,成效言过其实,忽视评估反馈等问题。我国成人教育出现诸多弊端,渐渐背离其本质。成人教育作为自下而上肇起于民间的教育形式,相较锦上添花,其最本真的存在应是雪中送炭,通过教育救助,帮扶那些难以靠自身力量走出弱势困境的边缘群体,增强他们的工作技能和生存能力,增加向上流动的可能,激活社会人身份,提高自我效能感等。本研究试图从欧洲面临知识经济、全球化挑战与欧洲一体化进程的加深、社会欧洲建设的融合视角出发,引入欧盟促进弱势群体社会融合的成人教育政策的出台背景,重点阐述相关政策内容,分析政策特点与成效,以理论联系实际的方法客观审视欧盟成人教育政策发展道路上可能存在的问题,展望其未来趋势,最后为身处社会转型期的中国提出建议与思考。以期我国成人教育政策制定者能够重视社会融合的价值取向,将弱势群体社会融合问题纳入成人教育政策议题,充分发挥成人教育政策的导向作用,实现成人教育与弱势群体社会融合的有效对接。本研究共分六个部分：第一部分,主要阐明欧盟促进弱势群体社会融合的成人教育政策的相关概念,分析其理论基础；第二部分,分析欧盟促进弱势群体社会融合的成人教育政策的出台背景。主要从知识经济、全球化、欧盟一体化、人口老龄化、福利国家危机等方面逐步阐述; 第三部分,梳理2000年里斯本会议后欧盟促进弱势群体社会融合的成人教育政策及其内容；第四部分,总结欧盟促进弱势群体社会融合的成人教育政策的特点与成效,以便了解成人教育与弱势群体社会融合的内在逻辑关联；第五部分,分析欧盟促进弱势群体社会融合的成人教育政策的不足与发展趋势；第六部分,试析欧盟促进弱势群体社会融合的成人教育政策对我国的启示。
[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.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G729.1

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