欧盟基础教育、高等教育和成人教育的质量:主要趋势

Michał Cichoracki
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摘要

教育和培训的质量在欧洲联盟(欧盟)被认为是政治上最优先的问题。在所有成员国中,高水平的专业技能、社会能力和知识被认为是积极公民身份、社会凝聚力和就业的最基本条件。高质量的教育和终身学习是在专业和个人层面塑造一个人未来的最重要手段——鉴于劳动力市场战略和欧盟内部工人的自由流动,它们是必不可少的。欧盟已经实现了2019/2020年教育和培训的六个基准中的一个,并且即将达到其他三个基准。2019年实现了将30至34岁人口中完成高等教育或同等教育的比例提高到至少40%的目标。此外,欧盟正在顺利实现其2019/2020年教育和培训早期离校者以及幼儿教育和护理的基准。在过去五年中,应届毕业生就业的比例也有所增加。然而,在其他两个基准方面,情况就不那么乐观了:教育成果——通过学生在国际学生评估项目(PISA)中阅读、数学和科学方面的表现来衡量——正在远离欧盟各自的目标。此外,由于成年人参与学习过程的比例停滞不前,未来几年将这一比例提高到15%的基准很可能无法实现。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
QUALITY OF BASIC, TERTIARY EDUCATION AND ADULT LEARNING IN THE EUROPEAN UNION: THE KEY TRENDS
The quality of education and training is considered in the European Union (EU) as a subject of the highest political priority. In all member states high levels of professional skills, social competencies and knowledge are considered to be the very basic conditions for active citizenship, social cohesion and employment. High quality of education and lifelong learning are the most important means of shaping one’s future on a professional and personal level – they are essential in the light of labour market strategies, and the free movement of workers within the European Union. The EU has already achieved one of its six 2019/2020 benchmarks for education and training and is close to meeting three others. The target of raising the share of the population aged 30 to 34 that has completed tertiary or equivalent education to at least 40 % was met in 2019. In addition, the EU is well on track to meeting its 2019/2020 benchmarks for early leavers from education and training and for early childhood education and care. The share of employed recent graduates has also increased over the past five years. However, the situation is less favourable as regards the remaining two others benchmarks: education outcomes – as measured by pupil’s performance in the Programme for International Student Assessment (PISA) study for reading, maths and science – are moving away from the respective EU target. Moreover, due to the stagnation in the proportion of adults participating in the learning process, the benchmark of raising this share to 15 % in the years to come will likely be missed.
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