⭐聯合國教科文組織終身學習研究所與上海開放大學，發布一份關於全球高等教育機構終身學習狀況的報告。

面對快速的技術進步，加上生成式人工智慧加速發展、氣候危機、勞動市場之波動，以及動態之人口變化，學習與教育體系需進行典範轉移，使各年齡層的人具備必要之知識與技能，以因應生活與工作之需求。在這樣的背景下，高等教育機構必需超越其傳統角色，成為終身學習堅定不移的燈塔。這是聯合國教科文組織終身學習研究所及上海開放大學與國際大學協會，合作於2023年6月5日國際線上研討會上發表的《國際高等教育終身學習趨勢》一書之核心訊息。

「為了讓學習者能夠應對當今之挑戰，高等教育機構必需成為充滿活力的知識樞紐，擁抱來自各年齡層及不同背景與需求的人。從需提升技能及轉行之在職者，到高齡學習者、弱勢群體及非傳統學習者（包括早退學習者、失業者、移民與難民，以及殘疾人士）─針對性的學習機會對於每個人皆是不可或缺的。儘管全球高等教育機構於終身學習之實施上取得重大進展，但仍需更全面與機構層面之方法，將這些機構完全轉型為終身學習之樞紐。」聯合國教科文組織終身學習研究所代理所長 Borhene Chakroun 於發表報告時強調。

該報告借鑑對 90 多個國家共 400 所大學進行之調查所獲得的見解。該調查主要發現包括：

強有力的國家承諾及支持性政策環境，對於推動高等教育中的終身學習至關重要。 調查中有三分之二的機構報告指出，國家立法將終身學習定義為該國高等教育之使命。政府應建立支持性政策環境，鼓勵與促進高等教育機構策略性提供終身學習機會。

制定機構策略及有效治理，對於成功實施終身學習計畫至關重要。 制定終身學習的機構策略可實現整個機構協調的一致性。大學應為所有學院及中心明確界定終身學習之責任，並獲得機構領導階層之堅定承諾，設立專責單位，以負責協調終身學習之實施。建立中央單位可協調實踐工作，包括資源分配、內外部利益相關者之參與、品質保證，以及確保不同群體學習者於各種學習機會之可得性。

品質保證程序於確保終身學習計畫之可信度與有效性方面發揮著重要作用，超過50%的調查機構聲稱已建立系統性之品質保證程序。儘管如此，終身學習的品質保證機制尚未達到常規學習計畫之程度。應進一步努力加強終身學習之品質保證機制，並使其與機構策略保持一致。

擴大終身學習的機會，需於學習方面提供多樣化與靈活性。 高等教育機構應針對更廣泛之學習群體，包括需要提升技能與轉職之在職者、弱勢群體與非傳統學習者。提供靈活的學習時間、地點及方式，以及較短的非學位課程與替代性認證，例如：證書、徽章、由雇主頒發之行業認證與資格證，可有助於支持終身學習者多樣化之教育需求。

為實踐高等教育中之靈活學習途徑與學習之延續性，需確立先前學習的認可機制。靈活的學習途徑使學習者能夠於生活中不同階段進入與重新進入高等教育，並促進個性化與以學習者為中心之教育。雖然具三分之二的調查機構聲稱已制定支持靈活學習途徑之政策，但被要求具體之替代入學與轉學途徑時，這些途徑似乎仍相對有限。對先前學習之認可，對於擴展與多元化是進入高等教育之關鍵。

與更廣泛之社區，包括：其他大學、私營部門與公眾之合作參與，對於終身學習計畫之成功至關重要。 高等教育機構應繼續舉辦公開講座與工作坊，並與外部利益相關者合作，以確保其終身學習計畫之相關性與社會影響力。透過積極參與2030年永續發展議程，高等教育機構可將其終身學習規範與包容及公平之優質教育，以及全民終身學習機會之全球目標相結合。

線上研討會發布的第二份報告提供有關「高等教育機構實施終身學習之機構實踐」之見解，並對阿根廷、加拿大、中國、愛爾蘭、黎巴嫩與烏干達的大學，進行終身學習結構與實踐之分析。

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🌏Higher education institutions must evolve into beacons of lifelong learning

UNESCO Institute for Lifelong Learning and Shanghai Open University release report on global state of lifelong learning in higher education institutions

In the face of rapid technological advancements, amplified by the acceleration of Generative-AI, the climate crisis, labour market volatility, and dynamic demographic change, a paradigm shift is needed in learning and education systems to equip individuals of all ages with the necessary knowledge and skills for live and work. In this context, higher education institutions must transcend their traditional roles and emerge as unwavering beacons of lifelong learning. This is the key message of the publication International trends of lifelong learning in higher education, which the UNESCO Institute for Lifelong Learning and Shanghai Open University, in collaboration with the International Association of Universities, launched on 5 June 2023 during an international webinar.

“To empower learners for the challenges of our times, higher education institutions must become vibrant hubs that radiate knowledge, embracing individuals from every age group and diverse backgrounds and needs. From working individuals in need of upskilling and reskilling to older learners, vulnerable groups and non-traditional learners, including early school leavers, unemployed persons, migrants and refugees, and people with disabilities – targeted learning opportunities are essential for all. While significant progress has been made in the implementation of lifelong learning by higher education institutions worldwide, a more comprehensive and institution-wide approach is needed to fully transform these institutions into lifelong learning hubs,” underlines Borhene Chakroun, Director a.i. of the UNESCO Institute for Lifelong Learning on the occasion of the launch of the report.

The report draws on insights gathered from a survey conducted among 400 universities in over 90 countries. Key findings from the survey include:

Strong national commitments and supportive policy environments are crucial for the advancement of lifelong learning in higher education. Two-thirds of surveyed institutions reported the presence of national legislation defining lifelong learning as a mission at the higher education level in their country. Governments should establish a supportive policy environment to encourage and incentivize higher education institutions to strategically provide lifelong learning opportunities.
Institutional strategies and effective governance are vital for the successful implementation of lifelong learning programmes. Developing an institutional strategy for lifelong learning allows for a well-coordinated approach across the whole institution. Universities should define clear responsibilities for lifelong learning for all faculties and centres, with strong commitment from the institution’s leadership and a dedicated unit which coordinates lifelong learning implementation. Establishing such central unit can streamline implementation efforts, considering resource allocation, internal and external stakeholder involvement, quality assurance, and ensuring the availability of learning opportunities for diverse groups of learners.
Quality assurance procedures play a significant role in ensuring the credibility and effectiveness of lifelong learning programmes and more than 50 per cent of institutions surveyed declare having systematic quality assurance procedures in place. Nevertheless, quality assurance mechanisms for lifelong learning are not yet on a par with those for regular study programmes. Further efforts should be made to strengthen quality assurance mechanisms for lifelong learning and align them with institutional strategies.
Widening access to lifelong learning requires embracing diversification and flexibility in learning provision. Higher education institutions should target a broader range of learners, including working individuals in need of upskilling and reskilling, vulnerable groups, and non-traditional learners. Offering flexible learning times, places, and modalities, as well as shorter non-degree programmes and alternative credentials, such as certificates and badges, industry certification by employers and micro-credentials, can help support the diverse educational needs of lifelong learners.
Mechanisms for the recognition of prior learning are required to enable flexible learning pathways and continuity of learning in higher education. Flexible learning pathways allow learners to enter and re-enter higher education at various points of their lives and promote individualized and learner-centred education. While two-thirds of surveyed institutions stated to have policies in place to support flexible learning pathways, when asked to indicate specific alternative admission and transfer pathways, these still appear to be rather limited. The recognition of prior learning is key for widening and diversifying access to higher education.
Collaborative engagement with the wider community, including other universities, the private sector and the public, is essential for the success of lifelong learning initiatives. Higher education institutions should continue to host public lectures and workshops, and collaborate with external stakeholders to ensure the relevance and societal impact of their lifelong learning programmes. By actively contributing to the 2030 Agenda for Sustainable Development, higher education institutions can align their lifelong learning provision with the global goal of inclusive and equitable quality education and lifelong learning opportunities for all.

A second report launched at the webinar provides insights into ‘Institutional practices of implementing lifelong learning in higher education’ with an analysis of lifelong learning structures and practices at universities in Argentina, Canada, the People’s Republic of China, Ireland, Lebanon and Uganda.