Digital Education Action Plan 2021-2027 Resetting education and training for the digital age（Ⅰ）

Product by European Commission ?歐盟委員會(huì)

《數(shù)字教育行動(dòng)計(jì)劃2021—2027》是繼歐盟2018年1月發(fā)布《數(shù)字教育行動(dòng)計(jì)劃2018》之后的第二個(gè)歐盟數(shù)字教育行動(dòng)計(jì)劃。《數(shù)字教育行動(dòng)計(jì)劃2018》制定了歐盟數(shù)字教育框架，在2018至2020年推進(jìn)了11項(xiàng)教育行動(dòng)，幫助成員國(guó)應(yīng)對(duì)在教育和培訓(xùn)中使用數(shù)字技術(shù)的挑戰(zhàn)和機(jī)遇?！稊?shù)字教育行動(dòng)計(jì)劃2021—2027》則將重點(diǎn)放在了教育和培訓(xùn)的長(zhǎng)期數(shù)字化變革上，并提出了數(shù)字教育的長(zhǎng)期愿景。

Introduction

Digital technologies are changing the world at an incredible speed and are reshaping how people in Europe live， work and study. Ongoing digital transformation impacts many parts of our daily life， from the ever-increasing integration of digital technologies in all sectors of the economy to the societal impact of emerging technologies such as Artificial Intelligence （AI）. Connected devices and intelligent systems surround us and support activities in terms of access and exchange of information， communication and collaboration， modes of work， business operations and， finally yet critically， learning opportunities.

Like other sectors， education and training is undergoing a process of change. When properly planned and designed， the use of digital technologies for teaching and learning offers many opportunities， including the possibility to open up to a more diverse cohort of learners， increase flexibility， personalisation and inclusion， and offer more interactive and engaging forms of cooperation and communication. At the same time， it brings challenges： educators need to master the digital environment to design high quality and engaging learning experiences and learners also need to be technologically savvy. Education and training systems have an essential role to play in embracing digital technologies and enabling societies to reap the benefits of the digital transformation， while avoiding the risks that may come from digital exclusion or inappropriate use of technology.

In the context of the COVID-19 crisis， digital technologies are supporting individuals and organisations in their daily tasks， allowing for business continuity， including in the field of education and training. However， the sudden and large-scale use of digital technologies to ensure continuity of teaching and learning has shown major discrepancies between and within Member States and has brought to the fore the benefits and risks of digitalisation. Today more than ever， ensuring inclusive and quality education and training that responds to the lifelong learning need to develop the competences necessary for future life and employment requires that education and training institutions use digital technologies in a critical， purposeful and effective way.

Stronger support and guidance at EU level is needed to learn from the experiences so far， including more recently from the COVID-19 crisis， and to boost the level of preparedness for the future. Common efforts and a comprehensive approach are needed to harness digital technologies for effective and inclusive education and training and to enable Europeans of all ages and backgrounds to live and thrive in the digital age.

Impact of the 2018 Action Plan

The 2018 Action Plan focused on formal education （i.e.， primary and secondary schools， VET， and higher education） and covered three priority areas： making better use of digital technology for teaching and learning; developing digital competences and skills; improving education through better data analysis and foresight.

The first priority aimed to support the use of digital technology in education， fostering its full potential as a tool for teaching and learning. The second priority addressed the development of digital competence as a ‘life skill， crucial for playing an active role in society， engaging in further education and training， and accessing the labour market. The third priority focused on foresight， and how improving the use of data in education can support policymaking.

Welcomed by Member States， the European Parliament， the Committee of the Regions， and stakeholders at large， the 2018 Action Plan contributed to an emerging policy dialogue and confirmed the EUs added value in this field. The implementation of its actions is ongoing until the end of 2020. Its implementation boosted cooperation and dialogue on digital education. Several high-level events brought education stakeholders and policy makers together to discuss innovative teaching and learning practices， including the Bulgarian and Romanian Presidency events organised in 2018 and 2019. Additional activities were carried out in response to stakeholder requests and feedback， as for instance， the development of a new dimension on digital transformation and capability in the HEInnovate framework. The 2018 Action Plan also influenced national policies and initiatives on digital education in a number of Member States， including Belgium， Bulgaria and France.

譯文

簡(jiǎn)介

數(shù)字技術(shù)以驚人的速度改變著世界，并且正在改變歐洲人的生活、工作和學(xué)習(xí)方式。持續(xù)的數(shù)字化轉(zhuǎn)型影響著我們?nèi)粘Ｉ畹脑S多方面，從數(shù)字技術(shù)在各個(gè)經(jīng)濟(jì)領(lǐng)域的日益融合到人工智能等新興技術(shù)對(duì)社會(huì)的影響?；ミB的設(shè)備和智能系統(tǒng)圍繞著我們，并支持信息的獲取與交換、通信和協(xié)作、工作模式、業(yè)務(wù)運(yùn)營(yíng)以及至關(guān)重要的學(xué)習(xí)機(jī)會(huì)等活動(dòng)。

與其他領(lǐng)域一樣，教育和培訓(xùn)也在經(jīng)歷變革的過程。經(jīng)過適當(dāng)?shù)挠?jì)劃和設(shè)計(jì)，數(shù)字技術(shù)的使用將為教育和學(xué)習(xí)提供許多機(jī)會(huì)，包括提升面向更廣泛學(xué)習(xí)者開放的可能，增加靈活性、個(gè)性化和包容性，并提供更具互動(dòng)性和參與性的合作與交流形式。同時(shí)，它帶來了挑戰(zhàn)：教育者需要精通數(shù)字環(huán)境，從而設(shè)計(jì)高質(zhì)量和引人入勝的學(xué)習(xí)體驗(yàn)，而且學(xué)習(xí)者也需要精通技術(shù)。教育和培訓(xùn)系統(tǒng)在擁抱數(shù)字技術(shù)、促使社會(huì)從數(shù)字化轉(zhuǎn)型中受益兩方面發(fā)揮了至關(guān)重要的作用，同時(shí)避免了數(shù)字排斥或技術(shù)使用不當(dāng)帶來的風(fēng)險(xiǎn)。

新冠肺炎疫情危機(jī)背景下，數(shù)字技術(shù)為個(gè)人和組織的日常工作提供支持，從而實(shí)現(xiàn)了包括教育和培訓(xùn)領(lǐng)域在內(nèi)的業(yè)務(wù)連續(xù)性。然而，為確保教與學(xué)的連續(xù)性，突然被大量使用的數(shù)字技術(shù)顯示出成員國(guó)之間和內(nèi)部的重大差異，并突顯出數(shù)字化的利益和風(fēng)險(xiǎn)。今天比以往任何時(shí)候都更需要確保教育和培訓(xùn)的包容性和高質(zhì)量，以響應(yīng)終身學(xué)習(xí)的需求，發(fā)展未來生活和就業(yè)所必需的能力，這就要求教育和培訓(xùn)機(jī)構(gòu)以關(guān)鍵、有目的和有效的方式使用數(shù)字技術(shù)。

歐盟需要提供更強(qiáng)有力的支持和指導(dǎo)，吸取迄今為止的經(jīng)驗(yàn)，如最近的新冠肺炎疫情危機(jī)，并提前做好應(yīng)對(duì)未來危機(jī)的準(zhǔn)備。如何利用數(shù)字技術(shù)進(jìn)行有效和包容性的教育和培訓(xùn)，需要社會(huì)各界共同努力和采取綜合辦法，使所有年齡和背景的歐洲人都能在數(shù)字時(shí)代生活和發(fā)展。

《數(shù)字教育行動(dòng)計(jì)劃2018》的影響

《數(shù)字教育行動(dòng)計(jì)劃2018》聚焦正式教育（即中小學(xué)、職業(yè)教育培訓(xùn)和高等教育），涵蓋三個(gè)重點(diǎn)領(lǐng)域：更好地利用數(shù)字技術(shù)進(jìn)行教學(xué);發(fā)展數(shù)字能力和技能;通過更好的數(shù)據(jù)分析和技術(shù)預(yù)見改善教育。

首要任務(wù)是支持在教育中使用數(shù)字技術(shù)，并充分發(fā)揮其作為教學(xué)工具的潛力。其次是將數(shù)字能力發(fā)展為一種“生活技能”，這對(duì)人們?cè)谏鐣?huì)中發(fā)揮積極作用，參與進(jìn)一步的教育和培訓(xùn)以及進(jìn)入勞動(dòng)力市場(chǎng)至關(guān)重要。最后是技術(shù)預(yù)見，如何改善教育數(shù)據(jù)的應(yīng)用從而支持教育決策。

《數(shù)字教育行動(dòng)計(jì)劃2018》受到了歐盟成員國(guó)、各地區(qū)委員會(huì)以及廣大利益相關(guān)方的歡迎，為新興的政策對(duì)話做出了貢獻(xiàn)，并確保了歐盟在這一領(lǐng)域的附加值。其行動(dòng)實(shí)施一直持續(xù)到2020年底。它的實(shí)施促進(jìn)了數(shù)字教育方面的合作與對(duì)話。一些高級(jí)別活動(dòng)將教育利益相關(guān)者和政策制定者聚集在一起，討論創(chuàng)新的教學(xué)實(shí)踐，例如2018年和2019年組織的保加利亞和羅馬尼亞總統(tǒng)活動(dòng)。還根據(jù)利益相關(guān)者的要求和反饋，開展了其他活動(dòng)，例如，在HEInnovate框架中開發(fā)數(shù)字轉(zhuǎn)型和能力的新維度。《數(shù)字教育行動(dòng)計(jì)劃2018》還影響了比利時(shí)、保加利亞和法國(guó)等多個(gè)成員國(guó)的數(shù)字教育國(guó)家政策和舉措的制定。