高等教育中终身学习的国际趋势：研究报告-69页_1mb

Summary of International Trends in Lifelong Learning in Higher Education

This report by the UNESCO Institute for Lifelong Learning (UIL) and Shanghai Open University (SOU) examines the role of higher education institutions (HEIs) in supporting lifelong learning (LLL) amid global challenges. It is based on an international survey of 399 HEIs across 96 countries (UIL StatLink: bit.ly/UIL_HEI-LLL_questionnaire).

Key Findings

1. Global Trends & HEIs' Role
   HEIs are pivotal in upskilling professionals and fostering lifelong learning to address societal challenges like climate change, automation, and demographic shifts. LLL encompasses continuing education, flexible pathways, and community engagement, with HEIs increasingly viewed as agents of social transformation. Priorities include integrating LLL into institutional missions, widening access, and leveraging technology.

2. Policy Environments & Institutional Strategies

   • National Legislation: 68% of HEIs reported national legislation defining LLL as a mission, correlating with institutional strategies and governance practices.
   • Institutional Strategies: 68.2% of HEIs have an LLL strategy, with 41.8% at the institutional level. These strategies are operationalized through dedicated units (53.6%) and coordinated efforts across faculties.
   • Drivers for LLL: Community engagement (74.4%) and social responsibility are top motivators, while access for minorities (30.1%) and business demand (54.4%) are less prioritized.

3. Organizational Structures & Quality Assurance

   • Dedicated Units: Over half of HEIs (53.6%) have LLL units, often focused on continuing education (73.4%). Around 25% lack such structures.
   • Quality Assurance: 59.1% have systematic QA procedures, but mechanisms for less standardized LLL programs remain underdeveloped. Quality depends on institutional strategies.

4. Financing Challenges
   HEIs rely on tuition fees (62.7%) and institutional self-funding (58.7%). 66.4% have policies for flexible pathways, but funding is a major barrier for LLL implementation. Online learning (e.g., MOOCs) is often cheaper but less degree-oriented.

5. Flexibility, Diversity, and Access

   • Target Groups: HEIs prioritize working professionals and public/private workers but overlook vulnerable groups like early school-leavers or refugees.
   • Delivery Modalities: Blended and online learning are increasingly used, while traditional campus-based programs remain dominant.
   • Alternative Credentials: Micro-credentials and digital badges are recognized by 43.9% of HEIs but are less common than traditional degrees.

6. Community & Private Sector Engagement

   • 98% engage with local communities via public lectures (80.4%) and collaborations (77.4%).
   • Private sector partnerships are also widespread (98%), focusing on research, employee training, and employer collaboration.

Conclusions

• Progress & Challenges: HEIs have made strides, but LLL is not yet fully integrated into core operations. Opportunities include:
  • Expanding digital infrastructure to improve inclusivity and equity.
  • Developing frameworks for recognition of prior learning (RPL) and credit transfer (CAT).
  • Strengthening partnerships with governments, NGOs, and industries to widen access.
• Call to Action: A comprehensive shift in HE policy must prioritize equitable access, flexibility, and societal contribution to lifelong learning.