【摘要】 本文回顾并重新审视了全球移民时代背景下的世界全民教育,旨在构建一个有利于实现社会公正和教育平等的更为包容的世界全民教育途径。通过使用来自中国和加拿大的国内和国际移民个案,对移民及其子女教育的政策和实践进行比较,发现在两国背景下存在的共同问题和挑战。尽管中国的九年义务教育法面向所有的学龄儿童,但流动人口子女并没有享有平等的学习机会,从而导致他们成为中国教育最边缘化的群体。加拿大个案则表明一些移民先前学习和工作经历在获得认可方面遇到挑战。应制定一个全面的、包容性的终身教育框架,来确保通过提供平等的学习机会以及认可先前的学习和经验来满足青年和成人学习者的学习需要。通过该比较分析所获得的经验教训对2015年后世界全民教育的修订具有重要意义。更多还原

【Abstract】 This paper revisits and revisions Education for All(EFA)in the age of global migration with the aim of developing more inclusive approaches towards social justice and equity in education. Drawing on cases of internal and international migration in China and Canada,this paper compares and contrasts policies and practices in the education of migrants and their children to discern common issues and challenges in both country contexts.The findings reveal that despite China’s nine- year compulsory education law for all school- aged children,migrant children are often deprived of equitable learning opportunities,resulting in their being the most educationally marginalized in China. The case of Canada demonstrates some of the challenges facing immigrants in the recognition of their prior learning and work experience. Lessons learned from this comparative analysis have important implications for the post- 2015 EFA revisioning process in terms of developing a holistic,inclusive lifelong learning framework which ensures that the learning needs of both young and adult learners are met through access to equitable learning opportunities as well as recognition of their prior learning and experience.更多还原