Foreign Literature on Educational Governance

The report of the 20th National Congress of the CPC [1]1 The 20th National Congress of the CPC was a major Party congress held in October 2022, which set the guiding principles for China’s development in the New Era. pointed out that “education is a major national and Party undertaking.” To accelerate the building of a strong educational country, conducting in-depth research in the field of educational governance undoubtedly has strong practical significance. This article reviews the frontier literature on foreign educational governance over the past five years and policy texts on advancing educational governance abroad, with the aim of contributing to the formulation of China’s educational development strategy. The literature selected for this article mainly covers the following three major topics: measures to promote the digitalization of education, the methods and reflections on the integration of science and education, and future strategies for educational development. Due to space limitations, this article only introduces representative research literature and policy texts among them.

党的二十大报告指出，“教育是国之大计、党之大计”。为加快建设教育强国，深入开展教育治理领域的相关研究无疑具有很强的现实意义。本文对过去五年来国外教育治理领域的前沿文献及国外推进教育治理的政策文本进行梳理，以期对我国教育发展战略的制定有所贡献。本文选取的文献主要包括以下三大议题：推动教育数字化的措施、科教融合的方式及其反思、教育发展的未来战略。由于篇幅限制，本文仅介绍其中有代表性的研究文献和政策文本。

I. Measures to Promote the Digitalization of Education

一、推动教育数字化的措施

The digitalization of education is currently receiving widespread social attention. In academia and practice, discussions abroad on feasible measures for the digitalization of education have already begun.

教育数字化在当前备受社会关注。在学术界和实践领域，国外围绕教育数字化的可行措施的讨论已然开展。

Jean-Claude Brizard, “Let’s Use the Pandemic as a Dress-Rehearsal for Much-Needed Digital Transformation”, October 18, 2022, https://hechingerreport.org/opinion-lets-use-the-pandemic-as-a-dress-rehearsal-for-much-needed-digital-transformation

简-克劳德·布里扎德：《让我们把疫情作为迫在眉睫的教育数字化转型的彩排》（Jean-Claude Brizard, “Let’s Use the Pandemic as a Dress-Rehearsal for Much-Needed Digital Transformation”, October 18, 2022, https://hechingerreport.org/opinion-lets-use-the-pandemic-as-a-dress-rehearsal-for-much-needed-digital-transformation）

The article argues that the disruption caused by the global COVID-19 pandemic to American schools is merely a dress rehearsal for the future, and this opportunity should be used to promote the digital transformation of education, preparing schools for an uncertain future. The article emphasizes that the COVID-19 pandemic over the past few years has brought challenges to academic activities and the mental health of teachers and students, and some schools have begun to procure equipment, formulate new health and safety protocols, and transition to virtual classrooms. After the pandemic, schools should use the corresponding technologies more consciously and fully, so that every student can receive a high-quality education—this is the proper meaning of the digital transformation of education. In this process, achieving digital transformation at the classroom, school, and system levels is crucial, as it not only allows us to flexibly adjust and respond to students’ needs but also prepares us for the next reform.

文章认为，全球新冠疫情对美国学校的破坏仅仅是面向未来的一次彩排，应利用这一时机促进教育数字化转型，让学校为不确定的未来做好准备。文章强调，过去几年的新冠疫情给学术活动和师生心理健康等方面带来了挑战，一些学校已经开始置办设备，制定新的健康和安全协议，并向虚拟教室转型。疫情过后，学校更有意识、更为充分地利用相应技术，使每位学生都可以获得高质量教育，这便是教育数字化转型的应有之义。在此过程中，在教室、学校和系统层面实现数字化转型至关重要，这使我们不仅可以灵活地调整和应对学生的需求，还可以为下一次改革做好准备。

First, individualized actions and Individualized Education Programs (IEPs) for special education services have pushed schools toward meeting the needs of each student, but due to insufficient capacity and excessive teacher workload, these plans have never been fully realized. With the support of technology, the digital transformation of education can enable teachers to meet the unique learning needs of each student. For example, the digital technology-based Learner Variability Navigator website provides educators with free, tailored curriculum recommendations to accommodate the diverse needs of students. On the other hand, AI-driven technological tools can also be helpful for the digital transformation of education. From 2019 to 2020, investment in AI in the education sector increased significantly, and it is expected that by 2027, most educational technology products will adopt some form of AI, which, ideally, will make educational products more user-centered. For instance, the Quill rich text editor, which focuses on improving writing skills, has already achieved true personalization in the classroom with the help of AI technology. Such platforms improve student performance by enhancing teacher capabilities and allow students to master new skills at their own pace and in their own way. These technologies are key to improving the capacity of educators and addressing the inequality in remote education coverage during the pandemic.

第一，个性化行动以及针对特殊教育服务的个性化教育计划（IEPs）使学校朝着满足每个学生需求的方向发展，但由于能力不足和教师负担过重，这些计划从未得到彻底实现。而在技术的支持下，教育数字化转型可以让教师满足每个学生独特的学习需求。例如，基于数字技术的Learner Variability Navigator网站可以免费为教育工作者提供量身定制的课程建议，以适应学生的多样性需求。另一方面，人工智能驱动的技术工具对教育数字化转型也会有所帮助。在2019—2020年，人工智能在教育领域的投资大幅增加，预计到2027年，大多数教育技术产品将采用某种形式的人工智能，在理想情况下，这将使教育产品进一步以用户为中心。例如，专注于提高写作技能的Quill富文本编辑器，已经借助人工智能技术在课堂上实现了真正的个性化。这类平台通过提高教师能力来提高学生的成绩，并允许学生按照自己的节奏、以自己的方式掌握新技能。上述技术是提高教育工作者能力、解决疫情期间远程教育覆盖不平等现象的关键。

Second, digital transformation will also make the way learning is recorded more dynamic and scientific. For example, the Comprehensive Learner Record (CLR), which includes students’ educational and employment records, will support teachers and administrators in precisely targeting the necessary interventions for individual students, surpassing the effects of rigid student records and transcripts. Digital transformation respects learning outside the classroom and allows learning to be defined in terms of competencies, which will change our views on qualifications for high school graduation, further education, and employment.

第二，数字化转型还将使记录学习的方式更具动态性和科学性。例如，综合性的学生记录（CLR）包含学生的教育和就业记录，它将支持教师和管理人员精准地针对个别学生制定所需的干预措施，其效果超越刻板的学生记录和成绩单。数字化转型尊重课堂之外的学习，并允许从能力角度定义学习，这将改变我们对高中毕业、升学，以及参加工作的资格的看法。

Third, as digital technology becomes more widespread in the classroom, national and local policies need to be formulated to support and realize these innovations, while strengthening the protection of student privacy and data.

第三，随着数字技术在课堂进一步普及，需要制定国家和地方政策支持并实现这些创新，同时加强对学生隐私和数据的保护。

Ana Sepúlveda, “The Digital Transformation of Education: Connecting Schools, Empowering Learners”, Geneva: Broadband Commission for Sustainable Development, 2020, https://unesdoc.unesco.org/ark:/48223/pf0000374309

安娜·赛普尔维达：《教育数字化转型：联通学校，赋能学生》(Ana Sepúlveda, “The Digital Transformation of Education: Connecting Schools, Empowering Learners”, Geneva: Broadband Commission for Sustainable Development,2020,https://unesdoc.unesco.org/ark:/48223/pf0000374309）

Education, the internet, and broadband have enormous potential in achieving urgent tasks such as the Sustainable Development Goals. For school students, the COVID-19 pandemic brought unprecedented challenges, with 94% of students worldwide having to receive education at home, regardless of whether they could connect to and safely access the internet. The pandemic has undoubtedly had a significant impact on global connectivity and the prospects for education, but not everything related to COVID-19 has been negative. For example, the pandemic has increased attention to the importance of school and home connectivity and has led to a deeper understanding of issues such as the digital divide, equity gaps, and children’s online safety. The report points out that governments need to eliminate technological barriers, reduce the cost of internet access, and strengthen investment in digital infrastructure and digital literacy, especially for marginalized populations.

教育、互联网和宽带在实现可持续发展目标等紧迫任务上具有巨大潜力。对于在校学生来说，新冠疫情带来了前所未有的挑战，全球94%的学生不得不在家中接受教育，无论他们是否能够连接和安全访问互联网。疫情无疑对全球互联互通和教育前景造成了重大影响，但并非所有与新冠疫情有关的事情都是负面的。例如，疫情使人们更加重视学校和家庭联通的重要性，也使人们对数字鸿沟、公平差距和儿童在线学习安全等问题有更深入的了解。报告指出，各国政府需消除技术障碍，降低上网成本，并加强对数字基础设施的投资和数字扫盲，特别是针对边缘化人群。

This report focuses on school connectivity and introduces a framework based on four pillars to connect primary and secondary education with the internet. These four pillars are: Map, Connect, Finance, and Empower. Connecting all schools globally to the internet is an ambitious task that requires collaboration among multiple stakeholders to identify the actual locations of schools, the reasons for their lack of connectivity, and how school connectivity can serve as an anchor point for aggregating demand. In addition, the report recognizes the importance of technology and financing mechanisms to make safe connectivity affordable for more schools, especially in remote areas. The report also focuses on solutions and content that can enhance the capabilities of students, teachers, and entire communities after schools are connected. The report argues that schools are the centers of most communities worldwide, so connectivity can help these communities transform into thriving digital hubs.

本报告重点关注学校的联通性，介绍了一种基于四大支柱的框架，将中小学教育与互联网连接起来。这四大支柱分别是：地图（Map）、连通（Connect）、金融（Finance）和赋能（Empower）。让全球学校都能连通互联网是一项雄心勃勃的任务，这需要多方利益相关者共同协作，探明学校的实际位置、未能联网的原因，以及学校联网如何作为聚合需求的锚点。此外，报告认识到技术和筹资机制的重要性，以使更多学校负担得起安全的联网，特别是在偏僻地区。报告还关注学校联网后可以提高学生、教师和整个社区能力的方案和内容。报告认为，学校是世界上大多数社区的中心，因此联网可以帮助这些社区转变为繁荣的数字中心。

European Commission, “Digital Education Action Plan (2021-2027)”, https://education.ec.europa.eu/focus-topics/digital-education/action-plan

欧盟委员会：《数字教育行动计划2021—2027》（European Commission, “Digital Education Action Plan (2021-2027)”, https://education.ec.europa.eu/focus-topics/digital-education/action-plan）

The Digital Education Action Plan is a new EU policy initiative that proposes a common vision for high-quality, inclusive, and accessible digital education in Europe, aiming to support the education and training systems of member states in adapting to the demands of the digital era. The plan calls for strengthened cooperation in digital education across Europe. It is a key enabler of the EU’s vision for achieving a European Education Area by 2025 and contributes to the goals of the “European Skills Agenda,” the “European Pillar of Social Rights Action Plan,” and the “2030 Digital Compass: The European Way for the Digital Decade.” The plan explicitly sets out two priorities and 14 specific action measures for realizing the digitalization of education.

数字教育行动计划是一项新的欧盟政策倡议，它提出了在欧洲开展高质量、包容性、无障碍的数字教育的共同愿景，旨在支持各成员国的教育和培训系统适应数字时代的要求。该计划呼吁在欧洲加强数字教育合作。该计划是欧盟到2025年实现欧洲教育区愿景的关键推动因素，有助于实现“欧洲技能议程”“欧洲社会权利支柱行动计划”和《2030年数字指南针：欧洲数字十年之路》的目标。该计划明确提出了实现教育数字化的两大优先事项和14项具体行动方案。

The first priority is to promote the efficient development of a digital education ecosystem. The plan proposes that the European Commission should do the following: first, conduct structured dialogue with member states on digital education and skills; second, make recommendations on the decisive factors for success in digital education and training; third, propose recommendations on adopting blended learning methods to promote high-quality and inclusive education in primary and secondary schools; fourth, establish a framework for European digital education content; fifth, provide internet connectivity and digital equipment for education and training; sixth, develop digital transformation plans for education and training institutions; and seventh, formulate ethical guidelines for educators’ use of artificial intelligence and data in teaching.

第一个优先事项是促进数字教育生态系统高效发展。该计划提出，欧盟委员会应做到以下几点：一是与成员国围绕数字教育和技能进行有组织的对话；二是针对数字教育和培训取得成功的决定性因素提出建议；三是提出关于采用混合学习方法促进中小学教育高质量和包容性发展的建议；四是确定欧洲数字教育内容的框架；五是为教育培训提供互联网连接和数字设备；六是制定教育和培训机构的数字化转型计划；七是制定教育工作者在教学中使用人工智能和数据的道德准则。

The second priority is to enhance the digital skills required for the digital transformation of education. Specifically, EU member states need to implement the following action measures: first, help educators improve their digital literacy through education and training, and develop common guidelines for dealing with disinformation; second, update the European Digital Competence Framework to include skills related to artificial intelligence and data; third, issue the European Digital Skills Certificate (EDSC) to qualified individuals; fourth, make recommendations for improving digital skills in education and training; fifth, conduct cross-national data collection and set targets for students’ digital skills; sixth, provide digital training; and seventh, support women’s participation in STEM education (science, technology, engineering, and mathematics).

第二个优先事项是提升教育数字化转型所需的数字化技能。具体来说，欧盟各成员国需要实施以下行动方案：一是帮助教育工作者通过教育培训提升数字素养，并制定处理虚假信息的通用准则；二是更新欧洲数字能力框架，包括人工智能和数据的相关技能；三是为合格者颁发欧洲数字技能证书（EDSC）；四是为改善教育和培训中的数字技能提出建议；五是进行跨国数据收集，并制定学生数字技能目标；六是提供数字培训；七是支持女性参与STEM教育（科学、技术、工程和数学教育）。

To support the above two priorities, the European Commission will establish a European Digital Education Hub to strengthen exchange and cooperation in digital education at the EU level. The pandemic has further accelerated the trend toward online and blended online-offline learning, providing students and educators with new ways of organizing teaching and learning activities and enabling online interaction in a more flexible and personalized manner. At the same time, the application of digital technology in education has highlighted the inequality between those who can access digital technology and those who cannot, as well as the challenges faced by teachers and training institutions in terms of overall digital skills levels. This requires the EU to support education and training systems in responding to the challenges posed by the COVID-19 pandemic and to propose a long-term vision for the future development of digital education in Europe.

为支持上述两个优先事项，欧盟委员会将成立一个欧洲数字教育中心，加强欧盟层面在数字教育方面的交流合作。疫情进一步加速了在线和线上线下混合学习的趋势，它为学生及教育工作者提供了组织教学和学习活动的新方式，并以更灵活和个性化的方式实现在线互动。同时，数字技术在教育中的应用昭示了能够获取数字技术的人与无法获取的人之间的不平等，以及教师和教培机构在数字技能整体水平方面面临的挑战。这要求欧盟支持教育培训系统应对新冠疫情带来的挑战，并为欧洲数字教育的未来发展提出长期愿景。

II. Approaches to Research-Teaching Integration and Their Reflection

二、科教融合方式及其反思

Research-teaching integration is another important topic in the field of education governance. The concept of research-teaching integration can be traced back to the German educator Humboldt, who influenced the basic philosophy of modern university operation, and its positive value has been recognized by the academic community. However, there is currently no consensus on the approach to research-teaching integration, and understandings vary across different disciplines.

科教融合是教育治理领域的另一重要议题。科教融合理念可追溯到德国教育家洪堡，它影响了现代大学办学的基本理念，其积极价值已得到学界的认可。然而，科教融合的方式目前尚无定论，不同学科的认识也有所不同。

Cao Yanling et al.: “A Survey Research on Finnish Teacher Educators’ Research-Teaching Integration and Its Relationship with Their Approaches to Teaching” (Cao Y., Postareff L., Lindblom-Ylänne S, et al., “A Survey Research on Finnish Teacher Educators Research-Teaching Integration and Its Relationship with Their Approaches to Teaching”, *European Journal of Teacher Education*, Vol.46, No.1, 2023)

曹艳玲等：《对芬兰师范教育工作者的科教融合及其与教学方法关系的调查研究》（Cao Y., Postareff L., Lindblom-Ylänne S, et al., “A Survey Research on Finnish Teacher Educators Research-Teaching Integration and Its Relationship with Their Approaches to Teaching”, European Journal of Teacher Education , Vol.46, No.1, 2023）

The article points out that research activities can enhance the knowledge and practical level of teacher educators, thereby improving teachers’ professional standards. In addition, participating in research can also exercise teacher educators’ research thinking in teaching. Furthermore, teachers’ teaching methods—that is, the combination of teaching intentions and teaching strategies—can influence students’ learning methods. Educators need to consider the heterogeneity of student learning and strive to create optimal learning environments to support effective learning.

文章指出，科研活动可以提高师范教育工作者的知识和实践水平，进而提升教师的职业水平。此外，参与科研还可以锻炼师范教育工作者在教学中的研究思维。而教师的教学方法，即教学意图和教学策略的结合，又能对学生的学习方法产生影响。教育工作者需要考虑学生学习的异质性，并努力创造最佳的学习环境来支持有效的学习。

The article also explains how Finnish teacher educators integrate research with teaching. Based on a questionnaire survey method, the article surveyed relevant teacher educators, ultimately obtaining 101 questionnaires. Through qualitative analysis, it identified six forms of research-teaching integration: first, research-based teaching content; second, research-based teaching methods and curriculum design; third, applying exploratory research methods in teaching; fourth, playing the role of researcher in teacher education; fifth, encouraging teacher education students to participate in research activities; and sixth, promoting mutual support between research and teaching. Among these, the integration of research with teaching content was mentioned most frequently, while the integration of research with teaching methods and the application of exploratory research methods in teaching were mentioned less often.

文章还阐释了芬兰的师范教育工作者如何将科研与教学结合起来。基于问卷调查法，文章对相关师范教育工作者进行调查，最终获得101份问卷，并通过定性分析，确定了六种科研与教学融合的形式：一是基于科研的教学内容；二是基于科研的教学方法和课程设计；三是在教学中应用探索性研究方法；四是在教师教育中扮演研究者角色；五是鼓励师范学生参与科研活动；六是推动科研与教学相互支持。其中，科研与教学内容的融合被提及最多，科研与教学方法的融合与在教学中应用探究性研究方法被提及较少。

Abdel Latif: “The Research-Teaching Nexus in a Graduate CALL Course: An Action Research Study” (Abdel Latif, “The Research-Teaching Nexus in a Graduate CALL Course: An Action Research Study”, *Journal of Computer Assisted Learning*, Vol.37, No.1, 2021)

阿卜杜勒·拉蒂夫：《研究生计算机辅助学习语言课程的科教融合：一项行动研究》（Abdel Latif, “The Research-Teaching Nexus in a Graduate CALL Course: An Action Research Study”, Journal of Computer Assisted Learning, Vol.37, No.1, 2021）

The article focuses on the field of computer-assisted language learning (CALL) and empirically explores the approaches to research-teaching integration and how such integration affects students’ research awareness and abilities. For the CALL field, “research-teaching integration” means incorporating discipline-based research into course content to cultivate students’ research capabilities. Although this integration has been studied across various fields of higher education, previous research on CALL teacher education does not appear to have addressed the above issues. This study explores how to integrate research into graduate CALL courses and how this integration of research and teaching affects students’ research awareness and abilities.

文章聚焦计算机辅助语言教学（computer-assisted language learning，以下简称CALL）领域，实证探讨了科教融合的方式以及科教融合如何影响学生的研究意识和能力。对于CALL领域，“科教融合”意味着将基于学科的研究融合到课程内容中，以培养学生的研究能力。尽管高等教育的各个领域都对这种融合进行了研究，但以往的CALL教师教育研究似乎没有涉及到上述问题。本研究探讨如何将科研融入研究生的CALL课程，以及这种科研和教学的融合如何影响学生的研究意识和能力。

The author used observation and open-ended questionnaires to collect qualitative data for the study, with data covering students’ evaluations of integrating research into the CALL course. Descriptive results of the data indicate that research-teaching integration cultivated students’ CALL research awareness and enabled them to learn how to identify key research elements, namely the formulation of research topics and questions and the selection of research methods. The article’s findings suggest that cultivating students’ CALL research skills through a process-centered teaching approach is more complex than cultivating their research awareness through a content-centered teaching approach. The author finally emphasizes that, given that the current study involves CALL-specific knowledge and skills that were not adequately addressed in previous general research methods courses, it is necessary to integrate research into other international CALL courses and observe students’ responses to this.

作者使用观察和开放式问卷收集定性数据进行研究，数据涉及学生对将科研融入CALL课程的评价情况。数据的描述性结果表明，科教融合培养了学生的CALL研究意识，并使他们学会了如何确定一些关键的研究要素，即研究主题和问题的制定以及研究方法的选择。文章的研究结果表明，通过以过程为中心的教学形式培养学生的CALL研究技能，比通过以内容为中心的教学形式培养学生的研究意识更为复杂。作者最后还强调，由于目前的研究涉及到CALL方面的知识和技能，这些在以前的一般研究方法课程中没有得到充分的触及，因此有必要将科教融合到国际上其他CALL课程中，并观察学生对此的反应。

Susan Mathieson, “Integrating Research, Teaching and Practice in the Context of New Institutional Policies: A Social Practice Approach”, Higher Education, Vol.78, 2019

苏珊·马西森：《在新制度政策的背景下科研、教学和实践的融合：一种社会实践方法》（Susan Mathieson, “Integrating Research, Teaching and Practice in the Context of New Institutional Policies: A Social Practice Approach”, Higher Education, Vol.78, 2019）

This article analyzes the differing understandings of research-oriented teaching (the integration of research and teaching) across different disciplines in UK universities. Existing research points to the need for further investigation into what constrains or facilitates the implementation of research-based teaching. Most studies focus on influencing individual practice by exploring scholars’ beliefs about the differences between research and teaching, while some studies focus on institutional drivers of research-oriented teaching.

本文分析了英国大学不同学科对以研究为导向的教学（科教融合）的不同认识。既有研究指出，有必要进一步调查是什么制约或促进了研究式教学的实施。大多数研究都侧重于通过探究学者对研究和教学的信念差异来影响个人实践，还有一些研究侧重于研究导向教学的机构驱动因素。

The study points out that the discipline of law chooses to integrate research and teaching, building on existing strengths in research-based learning to achieve excellence in research. Universities require newly hired personnel to actively engage in research, but also expect them to excel in teaching, and support staff who perform well in teaching and professional practice to conduct research, including granting coveted research degrees to teaching-focused scholars and increasing workload allowances for research on legal education. However, in other disciplines, it is believed that the best way to achieve the goals of research and teaching institutions is to separate teaching from research and to hire more scholars who actively conduct research independently of teaching. Furthermore, this article further explores how the changing power relations among research, teaching, and practice are altering the ways in which scholars construct narratives of research-based teaching.

研究指出，法律学科选择将研究与教学结合起来，围绕研究性学习的现有优势开展卓越的研究。学校要求新聘用人员积极从事研究工作，但也期望他们在教学方面表现出色，并支持在教学和专业实践方面表现优秀的员工开展研究，包括授予专注于教学的学者令人垂涎的研究学位、增加研究法律教育的工作量津贴等。然而，在其他学科中，人们认为达到教研机构目标的最佳方式是将教学与研究隔离开来，并聘用更多独立于教学而积极从事研究的学者。此外，本文还进一步探讨了研究、教学和实践之间不断变化的权力关系是如何改变学者们构建研究型教学叙事的方式的。

III. Future Strategies for Educational Development

三、教育发展的未来战略

Relevant national governments and international organizations attach great importance to the role of education and have successively introduced strategic plans to address corresponding challenges and promote the sustained and healthy development of education in the future.

相关国家政府和国际组织高度重视教育的作用，纷纷出台战略规划以应对相应挑战，推动教育在未来持续健康发展。

European Commission, “European Education Area”, 2020, https://education.ec.europa.eu/

欧盟委员会：《欧洲教育区》（European Commission, “European Education Area”, 2020, https://education.ec.europa.eu/）

In 2017, European leaders first proposed the idea of establishing a European Education Area at the Gothenburg Summit in Sweden, and the first package of measures was adopted in 2018 and 2019. This report analyzes the reasons for establishing a European Education Area, pointing out that education is the foundation for cultivating employability, fostering active and responsible citizenship, and achieving personal fulfillment, and is crucial to enhancing the social and economic vitality of Europe. Therefore, the European Education Area will work in synergy with the European Skills Agenda and the European Research Area to make education the foundation of Europe’s recovery and prosperity.

2017年，欧洲领导人在瑞典哥德堡峰会上首次提出建立欧洲教育区的想法，并在2018年和2019年通过了首批一揽子措施。本报告分析了建立欧洲教育区的原因，指出教育是培养就业能力、培育积极负责的公民意识、实现个人成就的基础，对提高欧洲社会和经济活力至关重要。因此，欧洲教育领域将与欧洲技能议程和欧洲研究领域协同合作，使教育成为欧洲复苏和繁荣的基础。

The report outlines the priorities for cooperation in the field of education in the European region. First, improving the quality and equity of education and training, meaning that all EU citizens have the right to high-quality and inclusive education, training, and lifelong learning. Specific measures include investing in high-quality education and training learning laboratories, achieving inclusive and connected higher education, proposing an EU language initiative, and promoting lifelong learning. Second, reforming teaching methods to provide high-quality professional development opportunities for all teachers, trainers, and school leaders. Specific measures include establishing a European Innovative Teaching Award, creating “Erasmus+” Teacher Academies to promote cooperation between teacher education institutions and training providers, and enhancing teachers’ professional competence. Third, digital education, meaning that the EU is promoting the development of a high-performance European digital education ecosystem and seeking to enhance citizens’ skills to cope with digital transformation. Fourth, green education, meaning that the EU encourages the education and training sector to take action to contribute to the green transition. Fifth, strengthening international cooperation. The report also summarizes the achievements already made in Europe in areas such as early childhood education and care, schooling, higher education, adult learning, and vocational education and training.

报告指出欧洲地区在教育领域合作的工作重心。第一，提高教育培训质量和公平性，即欧盟所有公民都有权接受高质量和包容性的教育、培训和终身学习。具体包括，投资优质教育及培训学习实验室，实现包容和互联的高等教育，提出欧盟语言倡议，敦促终身学习。第二，改革教学方式，为所有教师、培训师和学校领导提供高质量的专业发展机会。具体包括，设立欧洲创新教学奖，建立“伊拉斯谟+”教师学院以促进教师教育机构和培训机构之间的合作，提升教师的专业素养。第三，数字化教育，即欧盟正在推动高性能的欧洲数字教育生态系统发展，寻求提高公民的技能，以应对数字化转型。第四，绿色教育，即欧盟鼓励教育和培训部门采取行动，为绿色转型做出贡献。第五，加强国际合作。报告还对欧洲在早期儿童教育和照看、学校教育、高等教育、成人学习、职业教育和培训等领域已经取得的成绩进行了总结。

The report points out the next steps for the EU in the field of education. After decades of close cooperation, the EU has achieved a series of results in education, including nearly 95% of children starting early childhood education from the age of 4, over 40% of young people obtaining higher education qualifications, nearly 90% of young people obtaining a high school diploma or participating in training upon graduation, and 80% of “Erasmus+” graduates finding a job within three months of graduation. These results represent significant progress, but further efforts are needed, including further reducing the proportion of 15-year-old students with low proficiency in reading, mathematics, and science, and promoting adult participation in learning, among others.

报告指出欧盟在教育领域下一步的着力点。经过几十年的密切合作，欧盟在教育领域已经取得了一系列成果，包括近95%的儿童从4岁开始接受幼儿教育，超过40%的年轻人获得了高等教育资格证书，近90%的年轻人在毕业时获得高中文凭或参加过培训，80%的“伊拉斯谟+”应届毕业生在毕业后不到三个月的时间内找到了工作。这些成果代表了巨大进步，但仍需进一步努力，包括进一步降低15岁学生中阅读、数学和科学能力较低的比例，以及促进成年人参与学习，等等。

The report proposes future education development plans and strategic frameworks for Europe. In 2023, the EU invited member states and other stakeholders to participate in the mid-term review process of the European Education Area, focusing on lessons learned from the initial years, and plans to submit a comprehensive report on the European Education Area in 2025. The strategic framework for European cooperation in education and training will contribute to building the European Education Area by: supporting EU member states in reforming their education and training systems; strengthening synergies with other areas such as research and innovation, social policy, employment and youth, and EU funding instruments to better support national reforms; and setting targets and indicators to guide work and monitor progress. The strategic framework provides the basic architecture for cooperation between member states and key stakeholders to achieve a collective vision.

报告提出欧洲未来的教育发展计划和战略框架。2023年，欧盟邀请成员国和其他利益相关方参与欧洲教育区中期审查进程，审查重点是从最初几年中吸取经验教训，并计划在2025年提交一份关于欧洲教育区的全面报告。欧洲教育与培训合作战略框架将通过以下方式为建设欧洲教育区做出贡献，包括支持欧盟成员国改革教育与培训体系；加强同研究与创新、社会政策、就业与青年、欧盟资助工具等其他领域的协同作用，以更好地支持各国改革；确定指导工作及监督进展的目标和指标。战略框架为成员国和主要利益相关方之间的合作提供了基本架构，以实现集体愿景。

OECD: “Education Policy Outlook 2023”, 2023, https://read.oecd-ilibrary.org/education/education-policy-outlook-2023_f5063653-en#page

经济发展与合作组织：《2023年教育发展展望》(OECD: “Education Policy Outlook 2023”,2023,https://read.oecd-ilibrary.org/education/education-policy-outlook-2023_f5063653-en#page）

The report outlines the global megatrends affecting education systems in 2024 (including short-term changes and disruptions as well as accelerating long-term evolutions). The report links these trends to sustainable development to explain why promoting education for sustainable development is crucial for society and the economy today. By analyzing these trends, the report derives key messages for education policymakers to consider and act upon.

报告概述了2024年影响教育系统的全球大趋势（包括短期的变化和干扰以及正在加速的长期演变）。报告将这些趋势与可持续发展联系起来，以解释为什么今天通过教育促进可持续发展对社会和经济至关重要。报告通过对这些趋势进行分析，得出了一些关键信息，供教育决策者参考并采取行动。

First, whether now or in the future, digitalization is the most important priority facing the education systems of all member states. Approximately 71% of member states believe that digitalization is of significant importance for education and training policy in 2024. 77% of member states believe that digitalization is of significant importance for medium- and short-term education and training policy. The release of ChatGPT in November 2022 and recent developments in the field of generative artificial intelligence have drawn attention to the impact of AI on the labor market and on education and training. This requires policymakers to ensure that education equips learners with relevant skills in artificial intelligence and to pay attention to its impact on the environment. Second, environmental sustainable development is one of the three major trends that policymakers believe will influence education and training policy, although its impact is more in the future than the present. 46% of member states report that environmental sustainable development (including climate change and its impacts, the transition to a net-zero or low-carbon economy, sustainable production and consumption, etc.) is a very important priority in the medium and short term. Third, for education policymakers, economic recovery is an important priority related to external shocks. Approximately 14% of member states report that recovering the economy from recent shocks (financial crises, labor market instability, inflation, and cost-of-living pressures) is a very important megatrend for 2024. Although inflation and debt burdens are increasing, governments must persist in targeted investment in education and training to narrow skills gaps and improve productivity.

其一，无论是现在还是未来，数字化都是各成员国教育系统面对的最重要的优先事项。约71%的成员国认为，数字化在2024年对教育和培训政策具有重要意义。77%的成员国认为，数字化对中短期教育和培训政策具有重要意义。2022年11月ChatGPT的发布以及最近生成式人工智能领域的发展，引发人们关注人工智能对劳动力市场及教育和培训的影响。这就要求政策制定者确保教育使学习者掌握人工智能的相关技能，并注意其对环境的影响。其二，环境可持续发展是政策制定者认为将影响教育和培训政策的三大趋势之一，尽管影响更多的是未来而非现在。46%的成员国报告称，环境可持续发展（包括气候变化及其影响、向净零碳或低碳经济的过渡、可持续生产和消费等）是中短期内非常重要的优先事项。其三，对于教育决策者来说，经济复苏是与外部冲击有关的重要优先事项。约有14%的成员国报告称，从最近的冲击（金融危机、劳动力市场不稳定、通货膨胀和生活费用压力）中恢复经济是2024年非常重要的大趋势。尽管通货膨胀和债务负担加重，但各国政府必须坚持对教育和培训进行有针对性的投资，以缩小技能差距并提高生产力。

The report emphasizes that governments are currently focusing on aligning education systems with long-term trends while also making them resilient to future shocks. Countries participating in the “2023 Education Sector Survey” place greater importance on long-term changes such as digitalization than on external shocks such as pandemics and natural disasters. For the sustainability of education systems, building resilience to face future shocks (such as those from climate change) is as important as improving response capacity. Additionally, education plays a crucial role in enhancing the capacity of people of different ages and backgrounds to engage in the green transition. The green transition is first and foremost an opportunity for society and the economy to rethink and reshape their modes of operation; therefore, it will create a virtuous cycle, bringing more long-term value to the global community. However, the knowledge, skills, attitudes, and opportunities required for today’s green economy and environmental actions are unevenly distributed among different populations, with the most vulnerable groups often lacking the capacity to play an active role. If education systems fail to remedy this deficiency, the green transition risks exacerbating inequalities in the labor market, as well as in social and democratic participation. Conversely, if education systems promote the participation of the most vulnerable learners and workers in the green transition, this will help achieve the broader goal of building a more equitable society.

报告强调，各国政府目前的重点是使教育系统顺应长期趋势，同时也需要使其能够抵御未来的冲击。参与“2023年教育部门调查”的国家对数字化等长期性变化的重视程度要高于大流行病和自然灾害等外部冲击。对于教育系统的可持续性来说，建设面对未来冲击（如气候变化的冲击）的复原能力与提高应对能力同样重要。另外，教育在提高不同年龄段和背景的人的绿色转型能力方面发挥着至关重要的作用。绿色转型首先是社会和经济重新思考和重塑其运作方式的一个机遇，因此，它将创造一个良性循环，为全球社会带来更多的长期价值。然而，当今绿色经济和环保行动所需的知识、技能、态度和机会在不同人群之间分布并不均衡，最弱势群体往往最缺乏发挥积极作用的能力。如果教育系统不能弥补这种缺陷，绿色转型就有可能加剧在劳动力市场以及社会参与、民主参与方面存在的不平等。反之，教育系统促进最弱势学习者和工人参与绿色转型，则有助于实现建设更加公平的社会这一更广泛的目标。

U.S. Department of Education: “U.S. Department of Education Fiscal Years 2022-2026 Strategic Plan” (U.S. Department of Education, “U.S. Department of Education Fiscal Years 2022-2026 Strategic Plan”, 2021, https://www2.ed.gov/about/reports/strat/plan2022-26/strategic-plan.pdf)

美国教育部：《美国教育部2022—2026财政年度战略计划》（U.S.Department of Education, “U.S. Department of Education Fiscal Years 2022-2026 Strategic Plan”, 2021,https://www2.ed.gov/about/reports/strat/plan2022-26/strategic-plan.pdf）

The goal of this plan is to ensure that every student can obtain everything needed to thrive in school and pursue success. To this end, the government has formulated an education strategic plan for 2022-2026, proposing five major strategic objectives.

该计划所要实现的目标是确保每个学生都能获得在学校茁壮成长和追求成功所需的一切，为此，政府制定了2022—2026年的教育战略计划，提出五大战略目标。

The first is to promote students’ equitable access to educational resources, opportunities, and inclusive environments. This specifically includes: prioritizing the equitable and adequate distribution of resources to communities with concentrated poverty, striving to provide students in these regions with opportunities for high-quality education; ensuring that all students have access to comprehensive, rigorous, engaging, and diverse learning opportunities and environments to support their success in school; urging states, school districts, and higher education institutions to guarantee students’ freedom from discrimination and equal access to education in accordance with U.S. civil rights laws; and supporting and promoting youth and adult participation in learning, access to higher education, and enhancement of their employability in high-demand occupations.

一是促进学生平等获得教育资源、机会和包容性环境。具体包括，优先将资源公平和充分地分配给贫困集中的社区，努力为该区域学生提供接受高质量教育的机会；确保所有学生都能获得全面、严谨、有吸引力和多样化的学习机会和环境，以支持他们在学校获得成功；根据美国民权法的规定，敦促各州、学区和高等教育机构保障学生不受歧视和平等接受教育的机会；支持和促进青年和成年人参与学习，接受高等教育，并提高他们在高需求职业中的就业能力。

The second is to support a diverse and talented educator workforce and professional development to improve student learning quality. This specifically includes: promoting diversity in educational channels and the workforce; developing evidence-based practices and strategies to support efforts in high-poverty areas (including rural areas) in recruiting, selecting, and retaining qualified teachers, principals, paraprofessionals, and other support staff; and supporting talented, experienced educators and other school personnel in enhancing their professional capabilities, as well as their ability to meet students’ social, emotional, mental health, and academic needs.

二是支持多元化和有才能的教育工作者队伍建设和专业发展，以提高学生的学习质量。具体包括，促进教育渠道和劳动力的多样化；制定基于实证的实践和战略，以支持贫困率高的地区（包括农村地区）在招聘、选择、留住合格的教师、校长、专业辅助人员和其他后勤人员方面的工作；支持有才能、有经验的教育工作者和其他学校人员提升其专业能力，以及满足学生的社会、情感、心理健康和学术需求的能力。

The third is to meet students’ social, emotional, and academic needs. This specifically includes: building and developing multi-tiered support systems to improve students’ social engagement, promote mental health development, achieve well-being, and attain academic success; establishing supportive, inclusive, and identity-safe learning environments, and ensuring that students’ individual needs are met through well-designed instruction, evidence-based practices, and a range of support and service work; improving learning environments, supporting professional development, and supporting emerging bilingual and multilingual learners in obtaining educator qualifications.

三是满足学生的社交、情感和学术需求。具体包括，构建和发展多层次的支持系统，以提高学生的社会参与度、促进心理健康发展、获得幸福及学业上的成功；建立支持性、包容性和身份安全的学习环境，并通过设计得当的教学、循证实践和一系列支持与服务工作，确保满足学生的个人需求；完善学习环境，支持专业发展，支持新兴双语和多语学习者取得教育工作者资格。

The fourth is to enhance the value of higher education by formulating strategies focused on equity, increasing students’ opportunities to enter high-quality institutions, improving affordability, supporting their completion of studies and success, and supporting inclusive institutions. This specifically includes: supporting educational institutions and state governments in efforts to improve students’ academic quality and college completion rates, particularly for underserved students; improving student financial aid program management to help eligible students obtain aid and successfully repay loans, and to apply for loan forgiveness benefits; increasing students’ equitable access to secondary and higher education; and improving alignment among secondary education, higher education, and vocational and technical education programs through transparent and effective measures.

四是通过制定注重公平的战略来提高高等教育价值，增加学生进入高质量院校的机会，提高其负担能力，支持其完成学业并取得成功，以及支持包容性院校等。具体包括，支持教育机构和州政府努力提高学生的学术质量和大学结业率，特别是针对那些得不到充分服务的学生；完善学生资助项目管理，帮助符合条件的学生获得资助并成功偿还贷款，为其申请贷款减免福利等；增加学生平等接受中学教育和高等教育的机会；通过透明有效的措施提高中学教育、高等教育、职业和技术教育项目之间的一致性。

The fifth is to strengthen the capacity of the education department to better execute its mission. This specifically includes: managing information technology as a strategic resource and driver to facilitate mission execution; strengthening department-wide data governance and capacity building to improve data access, data management, and enterprise data analysis capabilities; and recruiting, retaining, and cultivating the talent needed to meet the department’s current and future work requirements.

五是强化教育部门的能力，以使任务得到更好的执行。具体包括，将信息技术作为战略资源和驱动因素进行管理，以促进任务的执行；强化全部门的数据治理和建设能力，提高数据访问、数据管理和企业数据分析能力；招聘、留住和培养满足部门现在和未来工作所需的人才。

(Author bio: Tang Feng, School of International Relations, University of International Business and Economics)

（作者简介：汤峰，对外经贸大学国际关系学院）

Online editor: Tongxin

网络编辑：同心