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

譯題? 數字教育行動計劃2021—2027：重置數字時代的教育和培訓（三）

Product by European Commission? 歐盟

《數字教育行動計劃2021—2027》是繼歐盟2018年1月發布《數字教育行動計劃2018》之后的第二個歐盟數字教育行動計劃?！稊底纸逃袆佑媱?018》制定了歐盟數字教育框架，在2018至2020年推進了11項教育行動，幫助成員國應對在教育和培訓中使用數字技術的挑戰和機遇?！稊底纸逃袆佑媱?021—2027》則將重點放在了教育和培訓的長期數字化變革上，并提出了數字教育的長期愿景。

Education leaders play a key role in digital education. They need to understand how and where digital technologies can enhance education; provide appropriate resources and investment; empower educators; learn from best practice and support relevant organisational change and a culture that values and rewards innovation and experimentation. Education and training systems need to evolve and adapt and this requires all players， including institutional leadership and decision makers in policy， to lead this change.

Digital literacy is essential for life in a digitalised world. With computers and algorithms mediating many daily activities， it is important to educate people at all ages about the impact of digital technology on well-being and the way technology systems work. This is instrumental to developing an understanding of the risks and opportunities of digital technology and encouraging healthy， safe and meaningful uses of digital technology. Information overload and the lack of effective ways to verify information make it all the more necessary for individuals to be able to critically approach， assess and filter information and be more resilient against manipulation. Digital education and skills should also take into account environmental and climate impacts of the development and use of digital equipment and services.

Basic digital skills should become part of the core transferable skills that any citizen should have to be able to develop personally; engage in society as an active citizen; use public services; and exercise basic rights. A sound understanding of the digital world should be part of the formal and non-formal education provided in every education and training institution. Essential public services are increasingly delivered through e-government making basic digital skills indispensable for everyday life. Digital skills should also include a green dimension， taking into account environment and climate impacts in the use and development of digital equipment and services.

To support competitiveness， we need people to have the latest advanced digital skills to support the twin digital and green transitions of society， public services， and all parts of the economy. The deployment of technologies is affecting jobs and everyday life. This makes it even more important to invest in lifelong learning by promotion， provision and recognition of upskilling and re-skilling for the digital economy.

There is a need for high-quality education content to boost the relevance， quality and inclusiveness of European education and training at all levels. Education institutions have an increasingly important role as providers of lifelong learning. Digital technology should be harnessed to facilitate the provision of flexible， accessible learning opportunities， including for adult learners and professionals， helping them to re-skill， upskill or change careers. More ambitious efforts are needed in the areas of digital education content， tools and platforms. These efforts should encourage the uptake， quality assurance， validation， and recognition of courses and learning opportunities in all sectors of education and training. This can be supported through micro-credentials which capture the learning outcomes of short-term learning. In this regard， the Commission is developing a European approach for micro-credentials.

PRIORITY AREAS AND ACTIONS

The EU should ambitiously address the opportunities and challenges of digital transformation in education and training. The guiding principles above underpin two strategic priorities to be taken forward at the EU level， while fully upholding the principle of subsidiarity： fostering the development of a high-performing digital education ecosystem; enhancing digital skills and competences for the digital transformation.

譯文

教育領導者在數字教育中發揮著關鍵作用。他們需要了解數字技術如何以及在何處增強教育;提供適當的資源和投資;賦予教育者權力;從最佳實踐中學習并支持相關的組織變革，重視和獎勵創新與實驗的文化。教育和培訓系統需要發展和適應，這要求包括機構領導和政策決策者在內的所有參與者，都來領導這一變革。

數字素養對數字化世界中的生活至關重要。隨著計算機和算法介入人們的日?；顒?，各個年齡段的人們都應該知道數字技術對幸福感和技術系統工作方式的影響。這有助于建立對數字技術風險和機遇的理解，并鼓勵人們健康、安全和有意義地使用數字技術。信息超載和缺乏有效的信息驗證方法等問題更需要個體批判性地接近、評估和過濾信息，并要求個體更能抵御信息操縱。數字教育和技能還應考慮數字設備和服務的開發及使用對環境和氣候的影響。

基本的數字技能應成為核心可轉移技能的一部分，任何公民都能得到個性化的發展，以積極的公民身份參與社會，使用公共服務并行使基本權利。對數字世界的深刻理解應該成為每個教育和培訓機構提供的正式和非正式教育的一部分?；镜墓卜赵絹碓揭蕾囯娮诱?，從而使基本數字技能在日常生活中必不可少。數字技能還應包括綠色層面，并考慮到數字設備和服務在使用和開發中對環境和氣候的影響。

為了支持競爭力，需要人們擁有最新的高級數字技能，以支持社會、公共服務以及經濟各方面的數字和綠色的雙重轉型。技術的部署正在影響工作和日常生活。這使得通過推廣，提供和認可數字經濟的技能提升和再培訓，以及對終身學習進行投資變得更加重要。

需要高質量的教育內容，以提高歐洲各級教育和培訓的相關性、質量和包容性。教育機構作為終身學習提供者的作用越來越重要。應利用數字技術來促進成人學習者和專業人士獲得靈活便捷的學習機會，幫助他們重新掌握技能、提高技能或改變職業。在數字教育內容領域，工具和平臺需要做出更大的努力。這些措施鼓勵在教育和培訓的所有部門采用、批準并認可數字課程和學習機會，并做好其質量保證工作。這可以通過捕獲個人短期學習成果的微證書來支持。在這方面，委員會正在制訂一種歐洲的微型證書方法。

戰略重點和行動

歐盟正在雄心勃勃地應對教育和培訓中數字化轉型的機遇與挑戰。前文所述的指導原則支撐了在歐盟一級要推進的兩個戰略重點，同時充分堅持了輔助性原則：促進高性能數字教育生態系統的發展;增強數字技能和數字轉型能力。