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Global Institutional practices of implementing lifelong learning in higher education: research report 2023 UNESCO Institute for Lifelong Learning Shanghai Open University In many countries, higher education is gaining prominence as a means for the general population to engage in lifelong learning (LLL), whether for personal or professional development, or to participate in broader societal change. In some cases, national governments have introduced policies or funding instruments that create incentives for higher education institutions (HEIs) to align their offerings more closely with changing labour market demands and societal needs, and to expand access for groups previously underrepresented in higher education. Key trends in the higher education sector and the associated global socio-economic transformations were discussed in detail in the international survey report, which was published as part of the research project on the contribution of higher education institutions to LLL (UIL and SOU, 2023). This case study report moves from an international overview of the policies, structures and mechanisms that support LLL in higher education to the close study of institutional practices. It explores the interrelations between national policy environments and institutional strategies. It examines different approaches taken by universities to develop, implement and monitor LLL activities, and further provides practical examples of how universities engage with diverse groups of learners through their LLL mission. As such, this report’s value lies in offering both general insights into the implementation of LLL in HEIs, and case-specific descriptions and analyses of institutional policies and practices. Asia and the Pacific Accelerating Carbon Neutrality: Innovative Actions for Sustainable Development 2024 UNESCO Multisectoral Regional Office for East Asia Climate change is a global challenge that respects no national borders. To achieve the 2030 Sustainable Development Agenda, all nations need to take actions to address climate change and its impacts now. The Chinese government attaches great importance to addressing climate change by setting it as a strategic goal concerning economic and social development while considering green and low-carbon development as an essential aspect of ecological civilization. China pledges to achieve carbon peak before 2030 and carbon neutrality before 2060.Education for Sustainable Development (ESD) is essential to promote climate action. As the creators and builders of the future world, youth play a significant role. Youth are the future. In the spirit of “Changing the minds, not the climate”, UNESCO has been committed to empowering the young generation to tackle climate change, supported by its robust networks in education, sciences, culture, communication and information.In June 2022, the first phase (2022-2025) of the “Accelerating Carbon Neutrality: Innovative Actions for Sustainable Development” project was officially launched under the sponsorship of the China Youth Development Foundation-MercedesBenz Star Fund. This project will fill the gap of China’s carbon neutrality action through activities such as “Accelerating youth climate action”, “Forest Protection Action” and “ Tropical Rainforest biodiversity conservation action” and make a pilot for climate change education and sustainable development education in China and the world by empowering institutions and community residents, including women, children and youth, and contribute to the realization of the UN 2030 Sustainable Development Goals (SDGs) in a bottom-up manner, including SDG 1 (No Poverty), SDG 4 (Quality Education), SDG 5 (Gender Equality), SDG 10 (Reduced Inequalities), SDG 11 (Sustainable Cities and Communities), SDG 13 (Climate Action), SDG 14 (Life below Water), SDG 15 (Life on Land) and SDG 17 (Partnerships for the Goals). The project aims to promote youth capacity in innovation and communication skills. Moreover, it seeks to increase young people’s awareness on how to reduce carbon footprint, protecting the environment, conserving biodiversity and promoting man-nature harmony through education for sustainable development, climate change, environmental protection and global citizenship education. Additionally, the project aims to explore best practices that can be shared and applied internationally. Global Guidelines for ICT in education policies and masterplans 2022 Fengchun Miao Juan Enrique Hinostroza Molly Lee Shafika Isaacs Dominic Orr Fabio Senne Ana-Laura Martinez Ki-Sang Song Alexander Uvarov Wayne Holmes and Benjamin Vergel de Dios UNESCO Countries across the world have been leveraging information and communication technologies (ICTs) to advance education for decades. These initiatives are driven by public institutions and involve commercial technology companies, and have resulted in paradoxes such as increasing digital inequalities and uneven access to high-quality digital learning opportunities. The COVID-19 crisis further exacerbated this trend: At least one third of students globally did not have access to distance learning during the peak of the COVID-19 crisis in 2020.The publication aims to guide policy-makers to ensure that when adopting technology, human rights should be defended; inclusion, equity and gender equality should be at the heart of solutions; and innovations should be considered as a common good. Based on these principles, the publication presents a human-centred view on the potentials of technologies ranging from low-bandwidth technologies to emerging technologies including Artificial Intelligence and Web 3.0 or “metaverse”. It advocates for national policies to protect the digital well-being of teachers and students, to reduce and neutralize the digital emission footprint, and to avoid ‘techno-solutionism’.This publication proposes policy planning frameworks and an iterative roadmap to examine the digital readiness of local education systems, assess needs of learners and teachers, and plan well-resourced national ICT in education programmes. This is followed by a deep dive into examples of national masterplans on the use of ICT in different types of education. 特殊学生的家校合作 (国际教育学 6卷第1期) 2024 赵建玲 国际开放获取期刊研究中心 正常儿童的成长发育进度基本一致，而特殊学生往往在生理、心理及智力等方面都可能存在问题，所以需要特殊对待。家庭和学校对培养学生都有重要的作用，家校合作不仅更有利于学生的健康成长，还能帮助家庭和学校的教育目的协调与统一。家校合作让家长能够参与到学校的教育中，通过与学校其他家长的沟通和交流总结教育经验，及时掌握更全面的信息，从而提高家长自己的教育观念和教育素养，为特殊学生的未来发展营造更好的环境。 Asia and the Pacific Europe and North America 以电影《美国女孩》为例分析中国集体主义和美国个人主义对家庭教育的影响 2024 刘梦雨 中国高校人文社会科学信息网 在中国家庭面对中美跨文化交际时 会表现出剧烈的冲突，以电影《美国女孩》为例，分析在美国长大的芳仪回到中国后会发生怎样的跨文化问题，不同的教育背景使芳仪产生自我矛盾，在家庭中和父母爆发了争吵，芳仪最后在不断冲突后接受了现实。在对影片分析后希望能够发现更恰当的方法去解决跨文化家庭的教育问题并解决他们的矛盾。 Global International Trends of Lifelong Learning in Higher Education: Research Report 2023 UNESCO Institute for Lifelong Learning (UIL) Shanghai Open University Against the background of a global education crisis and a growing recognition of the importance of lifelong learning, the UNESCO Institute for Lifelong Learning (UIL) and the Shanghai Open University (SOU) conducted a comprehensive research project from 2020 to 2022 that included, among other components, an international survey on the contribution of higher education institutions to lifelong learning, the results of which are presented in this report. Based on the comprehensive sets of quantitative and qualitative data collected across all world regions, this research constitutes a major step forward in building an international knowledge base on the role of HEIs in establishing lifelong learning opportunities for all. Asia and the Pacific Reimagining Social Policies to Support Families in China: A Research Report 2023 联合国儿童基金会驻华办事处 There have been significant changes in the population and society in China over recent decades. The birth rate has declined, and the population has aged. The average family size shrank from 3.1 people in 2010 to 2.8 in 2022[i], and the one-child policy has been reversed. Urbanization, rural-urban migration and the growth of the informal sector have changed how people live and work. Gender inequality persists, with women frequently facing discrimination and barriers to employment. All these changes have implications for family policy – statutory policies and government-led programmes that aim to improve conditions for adult family members, particularly those caring for children up to the age of 18.A new report, ‘Reimaging Social Policies to Support Families in China’ by UNICEF synthesizes the context and challenges of family policies in China and reviews over 180 evaluations of family policies worldwide. The report highlights case studies of policies that could be adapted and incorporated into family policy in China, and it identifies implications for designing and implementing innovative policy. Asia and the Pacific 教育惩戒权的实施进展与完善策略 2022 王凤娥 曹辉 中国于 2021年 3月 1日正式实施了《中小学教育惩戒规则(试行)》,这是中国教育现代化发展的重要成就,也是新时代教育依法治校的重要措施。该项政策一年来的实施状况备受社会各方面的关心,课题组选取江苏省的基础教育为样本进行调研分析,发现了"不平衡"与"不充分"的问题。分析其中原因,这既有制度设计方面的内容不完善问题,也有学校、教师及社会各方面的观念认识问题。教育政策的制定、实施与推广,是一项复杂的系统工程,学校的学生管理从过去的严禁体罚到现今的准予惩戒,这是教育制度的重大变革,也是教育理念的鲜明转变,更需要积极改革与稳步推进。  Asia and the Pacific 疫情期间高校在线教学运行状况与学习满意度调查分析 2022 王永固 金剑亚 疫情期间在线教学成为高校课程教学的主要方式。为探究高校在线教学运行特征及其对学生学习满意度的影响，本研究采用问卷调查和数据分析方法，选取377名高校学生为调查对象，调查疫情期间高校在线教学运行状况，分析高校学生在线学习满意程度及其影响因素。研究结果显示，疫情期间高校在线教学具有师生全参与、课程全覆盖和进程全日制三个新特征，学生在线学习满意度处于中等偏上水平，在高校所在地域、在线学习经验和居家网络环境三个变量上存在显著差异，受到高校所在地域、在线学习经验、居家网络环境、日均网课时长和单节网课时长五个因素的显著影响。 Asia and the Pacific Global 全球化背景下跨境教育空间生产的时代特征 2023 杨心 经济、政治与文化的全球化催生了跨境教育空间的生产。在列斐伏尔的空间生产理论框架下，跨境教育空间生产包括物理空间、社会空间与精神空间三重结构。跨境教育空间生产经历了三个时代的发展变化：学生流动时代的跨境教育精神空间生产异质化与社会空间生产趋同化；项目流动时代的跨境教育空间生产资本化，并通过空间修复手段实现教育空间的再生产；教育枢纽时代的跨境教育试图对全球教育空间进行重构。学生流动时代和项目流动时代的跨境教育在一定程度上体现了空间生产的非正义性。只有重构全球跨境教育空间秩序，才能使跨境教育空间的生产回归公共性与公益性，才能防止资本主义空间生产非正义性带来的危害。