论文部分内容阅读
Product by European Commission 歐盟委员会
《数字教育行动计划2021—2027》是继欧盟2018年1月发布《数字教育行动计划2018》之后的第二个欧盟数字教育行动计划。《数字教育行动计划2018》制定了欧盟数字教育框架，在2018至2020年推进了11项教育行动，帮助成员国应对在教育和培训中使用数字技术的挑战和机遇。《数字教育行动计划2021—2027》则将重点放在了教育和培训的长期数字化变革上，并提出了数字教育的长期愿景。
MAKING EDUCATION AND TRAINING SYSTEMS FIT FOR THE DIGITAL AGE： GUIDING PRINCIPLES
With digital change accelerating， it is essential that education and training systems adjust accordingly. While responsibility for content of teaching and the organisation of education systems lies primarily with Member States， recent years have seen a growing momentum to share and exchange best practices on digital education; and develop common tools and frameworks at EU level.
Combining forces and working together on digital education has never been more vital. The EU can play a more active role in identifying， sharing and scaling good practice and supporting Member States and the education and training communities as a whole with tools， frameworks， guidance， technical expertise and research.
The COVID-19 crisis has brought greater awareness of the need to improve the use of technology in education and training; to adapt pedagogies and develop digital skills. The following guiding principles are essential to ensure that education and training adjust to the digital transformation and further improve the quality and inclusiveness of education in Europe.
High quality and inclusive digital education， which respects the protection of personal data and ethics， needs to be a strategic goal of all bodies and agencies active in education and training. Before the pandemic， digital education was often the responsibility of a team or division within educational institutions， ministries or public bodies. The crisis has demonstrated that digital education is not a marginal issue but a central component of learning， teaching and assessment in the 21st century. All players in education need to strategically reflect on how digital technologies can be embedded into education and training.
Transforming education for the digital age is a task for the whole society. This transformation should include an enhanced dialogue and stronger partnerships between educators， the private sector， researchers， municipalities， and public authorities. Parents， companies， civil society and learners themselves， including younger learners， should be more closely involved in efforts to make high quality， accessible and inclusive digital education and training a reality for all. This should be underpinned by evidence and data to monitor progress and improve our understanding of the challenges and opportunities of the digital transformation in education. Appropriate investment in connectivity， equipment and organisational capacity and skills should ensure that everybody has access to digital education. Education is a fundamental human right and access to it has to be guaranteed， independent of the environment in which it takes place–physical， digital or a combination of both. The right to quality and inclusive education and training and lifelong learning is the first principle of the European Pillar of Social Rights， while the fifth principle of the Pillar gives workers a right to training.
Digital education should play a pivotal role in increasing equality and inclusiveness. Digital skills are essential to be able to develop and deploy digitally accessible and inclusive systems. Likewise， lack of digital skills and lack of accessibility has meant that many disadvantaged groups， teachers， and families were unable to continue work and learning during lockdown. Not only has this increased the risk of poverty and disadvantage but also it has widened inequality in education and training.
Digital competence should be a core skill for all educators and training staff and should be embedded in all areas of teacher professional development， including initial teacher education. Educators are highly knowledgeable and skilled professionals that need the confidence and skills to use technology effectively and creatively to engage and motivate their learners， support the acquisition of digital skills by learners and to ensure that digital tools and platform used are accessible to all learners. Teachers and trainers should have access to ongoing opportunities for professional learning and development tailored to their needs and their discipline. Digital teaching methods and innovation in digital education should be embedded throughout all initial teacher education programmes and promoted in the education and training of youth workers.
教育和培訓系统应适应数字时代的指导原则
随着数字变革的加速，教育和培训系统必须做出相应的调整。虽然教学内容和教育系统组织的责任主要由成员国承担，但近年来，欧盟各国致力于分享和交流数字教育最佳做法，以及在欧盟级别联合开发共同的工具和框架的势头日益强劲。
在数字教育方面，联合各方力量和共同努力从未显得如此重要。因此，欧盟可以发挥更积极的作用，确定、分享和推广良好做法，并通过工具、框架、指导、技术专长和研究等构成整体，支持成员国和教育培训界。
新冠肺炎疫情危机使人们更加清楚地认识到，需要改进教育和培训中技术的使用，调整教学方法，发展数字技能。以下指导原则对确保教育和培训适应数字化转型，进一步提高欧洲教育的质量和包容性至关重要。
尊重个人数据和伦理保护的高质量包容性数字教育，需要成为所有积极参与教育和培训的机构的战略目标。在新冠肺炎疫情流行之前，数字教育往往仅是教育机构、公共机构或部委内的一个小组或部门的责任。但这场危机表明，在21世纪，数字教育不是一个边缘问题，而是学习、教育和评估的核心组成部分。所有教育参与者都应该从战略上反思如何将数字技术嵌入教育和培训。
为数字时代转变教育是全社会共同的任务。这种转变应包括加强教育工作者、私营机构、研究人员、市政当局和公共当局间的对话，构建更牢固的伙伴关系。家长、企业、市民组织和学习者本身，包括年轻的学习者，都应该更密切地参与到这项工作中来，为所有人提供高质量、可获取和包容性的数字教育和培训。这应以证据和数据为基础，从而监测各项进展，并提高我们对教育数字化转型的挑战和机遇的认识。
对互联互通、设备、组织能力和技能进行恰当投资，应能确保每个人都能接受数字教育。教育是一项基本人权，每个人获得教育的机会都应该得到保障，而不受教育所处环境的影响（物理环境、数字环境或两者的结合）。享有高质量的全纳教育和培训以及终身学习的权利是《欧洲社会权利支柱》的第一项原则，而该支柱的第五项原则赋予工人接受培训的权利。
数字教育应在提高教育公平和包容性发展方面发挥关键作用。数字技能对开发和部署一个数字的、具有可访问性和包容性的系统至关重要。同样，缺乏数字技能和可访问性，意味着许多弱势群体、教师和家庭在封锁期间将无法继续工作和学习。这不仅增加了处于贫困和不利处境群体的风险，而且扩大了教育和培训方面的不公平性。
数字能力应该是所有教育者和培训人员都要掌握的一项核心技能，并且应该嵌入到教师专业发展的所有领域，包括职前教师教育。教育工作者是知识渊博且技能娴熟的专业人员，他们需要信心和技能来有效和创造性地使用技术，从而吸引和激励学习者，支持学习者掌握数字技能，并确保所有学习者都能获取并使用数字工具和平台。教师和培训人员应获得不断发展的机会，根据其需求和学科进行专业学习和发展。数字教学方法和数字教育创新应贯穿于所有职前教师教育计划，并在青年工作者的教育和培训中得到推广。
《数字教育行动计划2021—2027》是继欧盟2018年1月发布《数字教育行动计划2018》之后的第二个欧盟数字教育行动计划。《数字教育行动计划2018》制定了欧盟数字教育框架，在2018至2020年推进了11项教育行动，帮助成员国应对在教育和培训中使用数字技术的挑战和机遇。《数字教育行动计划2021—2027》则将重点放在了教育和培训的长期数字化变革上，并提出了数字教育的长期愿景。
MAKING EDUCATION AND TRAINING SYSTEMS FIT FOR THE DIGITAL AGE： GUIDING PRINCIPLES
With digital change accelerating， it is essential that education and training systems adjust accordingly. While responsibility for content of teaching and the organisation of education systems lies primarily with Member States， recent years have seen a growing momentum to share and exchange best practices on digital education; and develop common tools and frameworks at EU level.
Combining forces and working together on digital education has never been more vital. The EU can play a more active role in identifying， sharing and scaling good practice and supporting Member States and the education and training communities as a whole with tools， frameworks， guidance， technical expertise and research.
The COVID-19 crisis has brought greater awareness of the need to improve the use of technology in education and training; to adapt pedagogies and develop digital skills. The following guiding principles are essential to ensure that education and training adjust to the digital transformation and further improve the quality and inclusiveness of education in Europe.
High quality and inclusive digital education， which respects the protection of personal data and ethics， needs to be a strategic goal of all bodies and agencies active in education and training. Before the pandemic， digital education was often the responsibility of a team or division within educational institutions， ministries or public bodies. The crisis has demonstrated that digital education is not a marginal issue but a central component of learning， teaching and assessment in the 21st century. All players in education need to strategically reflect on how digital technologies can be embedded into education and training.
Transforming education for the digital age is a task for the whole society. This transformation should include an enhanced dialogue and stronger partnerships between educators， the private sector， researchers， municipalities， and public authorities. Parents， companies， civil society and learners themselves， including younger learners， should be more closely involved in efforts to make high quality， accessible and inclusive digital education and training a reality for all. This should be underpinned by evidence and data to monitor progress and improve our understanding of the challenges and opportunities of the digital transformation in education. Appropriate investment in connectivity， equipment and organisational capacity and skills should ensure that everybody has access to digital education. Education is a fundamental human right and access to it has to be guaranteed， independent of the environment in which it takes place–physical， digital or a combination of both. The right to quality and inclusive education and training and lifelong learning is the first principle of the European Pillar of Social Rights， while the fifth principle of the Pillar gives workers a right to training.
Digital education should play a pivotal role in increasing equality and inclusiveness. Digital skills are essential to be able to develop and deploy digitally accessible and inclusive systems. Likewise， lack of digital skills and lack of accessibility has meant that many disadvantaged groups， teachers， and families were unable to continue work and learning during lockdown. Not only has this increased the risk of poverty and disadvantage but also it has widened inequality in education and training.
Digital competence should be a core skill for all educators and training staff and should be embedded in all areas of teacher professional development， including initial teacher education. Educators are highly knowledgeable and skilled professionals that need the confidence and skills to use technology effectively and creatively to engage and motivate their learners， support the acquisition of digital skills by learners and to ensure that digital tools and platform used are accessible to all learners. Teachers and trainers should have access to ongoing opportunities for professional learning and development tailored to their needs and their discipline. Digital teaching methods and innovation in digital education should be embedded throughout all initial teacher education programmes and promoted in the education and training of youth workers.
教育和培訓系统应适应数字时代的指导原则
随着数字变革的加速，教育和培训系统必须做出相应的调整。虽然教学内容和教育系统组织的责任主要由成员国承担，但近年来，欧盟各国致力于分享和交流数字教育最佳做法，以及在欧盟级别联合开发共同的工具和框架的势头日益强劲。
在数字教育方面，联合各方力量和共同努力从未显得如此重要。因此，欧盟可以发挥更积极的作用，确定、分享和推广良好做法，并通过工具、框架、指导、技术专长和研究等构成整体，支持成员国和教育培训界。
新冠肺炎疫情危机使人们更加清楚地认识到，需要改进教育和培训中技术的使用，调整教学方法，发展数字技能。以下指导原则对确保教育和培训适应数字化转型，进一步提高欧洲教育的质量和包容性至关重要。
尊重个人数据和伦理保护的高质量包容性数字教育，需要成为所有积极参与教育和培训的机构的战略目标。在新冠肺炎疫情流行之前，数字教育往往仅是教育机构、公共机构或部委内的一个小组或部门的责任。但这场危机表明，在21世纪，数字教育不是一个边缘问题，而是学习、教育和评估的核心组成部分。所有教育参与者都应该从战略上反思如何将数字技术嵌入教育和培训。
为数字时代转变教育是全社会共同的任务。这种转变应包括加强教育工作者、私营机构、研究人员、市政当局和公共当局间的对话，构建更牢固的伙伴关系。家长、企业、市民组织和学习者本身，包括年轻的学习者，都应该更密切地参与到这项工作中来，为所有人提供高质量、可获取和包容性的数字教育和培训。这应以证据和数据为基础，从而监测各项进展，并提高我们对教育数字化转型的挑战和机遇的认识。
对互联互通、设备、组织能力和技能进行恰当投资，应能确保每个人都能接受数字教育。教育是一项基本人权，每个人获得教育的机会都应该得到保障，而不受教育所处环境的影响（物理环境、数字环境或两者的结合）。享有高质量的全纳教育和培训以及终身学习的权利是《欧洲社会权利支柱》的第一项原则，而该支柱的第五项原则赋予工人接受培训的权利。
数字教育应在提高教育公平和包容性发展方面发挥关键作用。数字技能对开发和部署一个数字的、具有可访问性和包容性的系统至关重要。同样，缺乏数字技能和可访问性，意味着许多弱势群体、教师和家庭在封锁期间将无法继续工作和学习。这不仅增加了处于贫困和不利处境群体的风险，而且扩大了教育和培训方面的不公平性。
数字能力应该是所有教育者和培训人员都要掌握的一项核心技能，并且应该嵌入到教师专业发展的所有领域，包括职前教师教育。教育工作者是知识渊博且技能娴熟的专业人员，他们需要信心和技能来有效和创造性地使用技术，从而吸引和激励学习者，支持学习者掌握数字技能，并确保所有学习者都能获取并使用数字工具和平台。教师和培训人员应获得不断发展的机会，根据其需求和学科进行专业学习和发展。数字教学方法和数字教育创新应贯穿于所有职前教师教育计划，并在青年工作者的教育和培训中得到推广。