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Relevance of this theme
At the beginning of the twenty-first century, it is widely recognized that education needs to be more than ‘reading, writing and arithmetic’. Reflecting this understanding is an ‘expanded vision’ of education articulated at the Jomtien Conference on Education for All in 1990 and re-affirmed at the World Education Forum at Dakar in 2000. There is a demand for education to reflect upon its relevance to the modern world, and not only in terms of science and technology. Education systems today are challenged by the changing character and growing complexity of society. As a result, education is increasingly being defined in terms of education for complexity and change.
Consequently, education is expected to make a contribution to addressing a range of concerns relevant to current conditions and problems in society, notably sustainable human development, peace and security, human rights, gender equality, and the overall quality of life at individual, family, societal and global levels. These changing demands and expectations have implications for how the quality of education is to be understood.
At the beginning of the twenty-first century, it is widely recognized that education needs to be more than ‘reading, writing and arithmetic’. Reflecting this understanding is an ‘expanded vision’ of education articulated at the Jomtien Conference on Education for All in 1990 and re-affirmed at the World Education Forum at Dakar in 2000. There is a demand for education to reflect upon its relevance to the modern world, and not only in terms of science and technology. Education systems today are challenged by the changing character and growing complexity of society. As a result, education is increasingly being defined in terms of education for complexity and change.
Consequently, education is expected to make a contribution to addressing a range of concerns relevant to current conditions and problems in society, notably sustainable human development, peace and security, human rights, gender equality, and the overall quality of life at individual, family, societal and global levels. These changing demands and expectations have implications for how the quality of education is to be understood.
有关这个主题
在二十一世纪初,人们普遍认识到,教育要多'读、写、算的. 这种认识是反映了'视野扩大'教育在阐明宗滴恩全民教育会议,并于1990年再次确认在达喀尔举行的世界教育论坛于2000年. 有教育需求的思考与现代世界,不仅在科学和技术. 今天的教育体系受到冲击和日益复杂性的变化会. 因此,教育是教育的界定日益复杂的变化. 因此,教育可望作出贡献解决一系列相关问题,目前的状况和存在的问题会是可持续发展、和平与安全、人权、男女平等、整体生活质量在个人、家庭、社会和全球层面. 这些不断变化的需求与期望如何影响教育质量是可以理解.