⭐️2022年，UIL慶祝其成立70週年。展望2023年，研究所理事會主席丹尼爾-巴里爾回顧了研究所的創始使命及其對當今世界面臨挑戰的永續相關性。

UIL的70週年不僅是慶祝UIL作為一個組織的基礎，亦是一個重視全民受教育權與終身學習觀點教育項目之機會。

從一開始，教科文組織教育研究所（UIL最初的名稱）就提出了關於全民終身學習的基礎性考量。我們可於1952年聯合國教科文組織代表團的報告中讀到，新成立的研究所，其任務是 「訪問及研究 」，該報告指出：

教育學院理事會及常務委員會決定，將學院的工作集中於學前教育及成人教育兩個面向。

這份提交給教科文組織執行委員會的報告解釋說，這些優先事項是基於：

相信國際能理解問題的處理，應著眼於培養個人的性格與人格，並克服青年人已形成之偏見，以努力達到能夠進行合作之目的。

換句話說：

一個領域旨於防止偏見的滋生，而另一個領域則旨於消除已存在之偏見。

用我們這個時代的語言來表達，我們可說UIL的教育計畫，正如它最初所構想的那樣，重視終身學習的觀點，並著重於「學會做自己，並成為更好的自己」：學習不僅幫助我們更和平、更合作地生活在一起，而且使我們能夠共同行動，創造更美好的未來。

在這個迫切需要教育變革力量的世界上，這些承諾仍然是鼓舞人心的泉源。

在過去的十年裡，UIL的工作環境發生了巨大的變化。全球暖化的影響在我們周圍顯而易見。人口結構的變化—包括人口高齡化及移民—對全球社會構成的挑戰。快速變化的勞動力市場給勞動者與經濟帶來了不確定性。

這些趨勢影響著全世界所有的人。它們要求教育及學習系統的轉型，亦將決定UIL於促進全民終身學習方面的未來方向及重點。

正如聯合國教科文組織的《教育的未來》報告所指出的，我們需要一份新的教育社會契約，將受教育權擴大為終身學習的權利。終身學習是改變我們社會的基礎。學習是將人們聚集在一起努力。它使人們能夠獲得應對這些共同挑戰的意識與技能，首先是環境與氣候危機。

構建新的社會契約意味著重新思考我們的教育模式：我們如何教授、學習與組織我們的學習。UIL 支持創建學習生態系統，將終身學習視為連接體驗的連續體，於不同地點提供並予以技術支持。

重要的是，這樣的社會契約必須優先考慮弱勢群體的需求，以確保沒人被遺忘。數位化雖具有終身學習之巨大潛力，但亦帶來了社會排斥之風險。因此，應提高數位技能，尤其是低識字的青年及成年人的數位技能，對於確保包容性學習機會至關重要。

這些努力還必須承認同儕、代間及跨文化學習之價值。新的社會契約亦意味著不再限制終身學習的潛力僅運用於發展技能以促進經濟成長，因為這種情況已存在太久。反之，我們需要轉向一個更加以生態為導向的教育與學習模式，支持轉向更永續的社會及經濟轉變。

隨著全球暖化的加速與氣候危機的破壞性影響越來越明顯，我們需要重新思考我們在地球上的生活方式，認識地球的邊界，並瞭解人類活動對生態系統的影響。

為了防止環境的崩塌，我們需要新的成人教育模式，旨於學習如何關心彼此、關心我們的社區及地球。這樣的願景亦加強了對屬於同一群人類及同一個星球的理解，同時珍視我們的差異性及多樣性。應對氣候變化需要發展更綠色的經濟，反之，這又需要對技能開發進行大規模投資。

昔日關於綠色技能工作之基礎上，UIL進一步強調其工作中的生態維度。UIL與國家及社區合作，旨於透過終身學習來支持為技能培訓、升級及轉型，以制定應對氣候行動策略之發展。

有鑑於巨大的全球挑戰及隨之而來的不確定性，終身學習提供實現積極轉型的機會。因此，我們需要培養終身學習的文化，並將終身學習視為人權。

在我們的一生中，我們需要學習如何成為及成為更好的自己。

👍原文網址：請點選

UIL’s 70^th anniversary was an opportunity to celebrate not only the foundation of UIL as an organization, but also of an educational project valuing the right to education for all and the lifelong learning perspective.

From the beginning, the UNESCO Institute for Education, as UIL was originally named, advanced foundational considerations regarding learning for all throughout the lifespan. We can read in a 1952 report of a UNESCO mission, mandated to ‘visit and study’ the newly created Institute, that:

The Governing Board and Standing Committee of the Education Institute have decided to concentrate the work of the Institute in two areas, namely pre-school education and adult education.

This report to the Executive Committee of UNESCO explained that these priorities were based:

on the belief that the problem of international understanding should be approached with a view both to the formation of a character and personality lending itself to co-operative endeavours and to the overcoming of prejudices already formed in young adults.

In other words:

in one field the effort is being directed towards the prevention of the growth of prejudices and in the other towards the eradication of prejudices already existing.

In a language of our time, we could say that UIL’s educational project, as it was originally conceived, valued a lifelong learning perspective focused on learning to be and learning to become: learning that not only helps us live together more peacefully and cooperatively but also gives us the means to act together to make a better future.

These commitments are still a source of inspiration in a world in urgent need of the transformative power of education.

In the last decade, the context of UIL’s work has dramatically changed. The impact of global warming is evident all around us. Demographic shifts – including population ageing and migration – challenge societies worldwide. The fast pace of changing labour markets creates uncertainty for workers and economies.

These trends affect all people around the world. They call for a transformation of education and learning systems and will also shape UIL’s future directions and priorities in promoting lifelong learning for all.

As UNESCO’s Futures of Education report argued, we need a new social contract for education, broadening the right to education to become a right to learning throughout life. Lifelong learning is the foundation for transforming our societies. Learning is a collective endeavour that brings people together. It enables them to gain the awareness and skills to address these common challenges, first and foremost the environmental and climate crisis.

Constructing a new social contract means rethinking our patterns of education: how we teach, learn and organize our learning. UIL supports the creation of learning ecosystems that recognize lifelong learning as a continuum of connected experiences, delivered across various locations and supported by technology.

Importantly, such a social contract must prioritize the needs of vulnerable groups to ensure that no-one is left behind. Digitalization, while bearing a vast potential for lifelong learning, also entails the risk of social exclusion. Promoting digital skills, in particular of low-literate youth and adults, will therefore be critical to ensure inclusive learning opportunities.

These efforts must also acknowledge the value of peer and intergenerational, as well as intercultural, learning. A new social contract also means not limiting the potential of lifelong learning to skills development to serve economic growth, as has been the case for too long.  Instead, we need to move towards a more ecologically oriented model of education and learning, supporting the shift towards more sustainable societies and economies.

As global warming accelerates and the devastating effects of the climate crisis become increasingly evident, we need to rethink our ways of living on earth, recognize the planet’s boundaries and understand the consequences of human activity on ecological systems.

To prevent environmental collapse, we need new models of adult education which are geared towards learning to care for each other, our communities, and the planet. Such a vision also reinforces an understanding of belonging to the same humanity and the same planet, while valuing our differences and diversity. Combating climate change importantly entails developing greener economies, which in turn calls for massive investments in skills development.

Building on its prior work on green skills, UIL will further emphasize this ecological dimension in its work. In collaboration with countries and communities, UIL aims to support the development of climate action strategies for skilling, upskilling and reskilling through lifelong learning.

Given the massive global challenges and the uncertainty that comes with them, lifelong learning provides a lever for positive transformation. Therefore, we need to foster a culture of lifelong learning, and recognize lifelong learning as a human right.

All through our life, we need to learn to be and to become.