建構永續發展的終身學習社會之探討

Study of Constructing a Lifelong Learning Society for Sustainable Development

自1970年代起，臺灣便積極推動終身教育，將其納入教育發展的重要方向。2015年，聯合國啟動了「2030永續發展目標」，旨在引導政府、企業和民眾透過每一次的行動和決策，共同實現永續發展的目標。終身教育概念涵蓋了從學前兒童到高齡長者的教育過程，包括家庭、學校和社會等三個領域，跨足正規、非正規和非正式的教育活動領域。2021年，臺灣教育部以建構公平正義、民主參與、公共關懷的學習社會為願景。在永續發展的終身學習社會中，個人必須不斷學習、適應和行動，以因應日益複雜的環境挑戰。然而，臺灣目前的終身教育領域面臨公平性、整合性、市場化和學習品質等問題，亟待建構有效的系統性解決方案。因此，本研究旨在探討日本、韓國和臺灣在終身教育及永續發展教育方面的發展現況，以供臺灣在全面推動永續發展的終身學習社會之際，規劃全民教育內涵作為參考。

Since the 1970s, Taiwan has actively promoted lifelong education, integrating it into the important direction of educational development. In 2015, the United Nations launched the “2030 Sustainable Development Goals (SDGs)” to guide governments, businesses, and the public to collectively achieve sustainable development goals through every action and decision. The concept of lifelong education encompasses the educational process from preschool children to the elderly, spanning three areas: family, school, and society, covering formal, non-formal, and informal educational activities. In 2021, the Taiwan Ministry of Education envisioned constructing a learning society based on fairness and justice, democratic participation, and public care. In a sustainable development society of lifelong learning, individuals must continuously learn, adapt, and take action to cope with increasingly complex environmental challenges. However, Taiwan’s current lifelong education sector faces issues such as fairness, integration, marketization, and learning quality, urgently requiring effective systematic solutions. Therefore, this article aims to assess the status of lifelong and sustainable development education in Japan, South Korea, and Taiwan. The findings will inform Taiwan’s efforts in advancing a lifelong learning society for sustainable development, aiding in the creation of inclusive educational content accessible to all citizens.