首页
登录
职称英语
Promote Learning and Skills for Young People and AdultsA)This goal
Promote Learning and Skills for Young People and AdultsA)This goal
游客
2024-02-08
29
管理
问题
Promote Learning and Skills for Young People and Adults
A)This goal places the emphasis on the learning needs of young people and adults in the context of lifelong learning. It calls for fair access to learning programs that are appropriate, and mentions life skills particularly.
B)Education is about giving people the opportunity to develop their potential, their personality and their strengths. This does not merely mean learning new knowledge, but also developing abilities to make the most of life. These are called life skills — including the inner capacities and the practical skills we need.
C)Many of the inner capacities — often known as psycho-social skills — cannot be taught as subjects. They are not the same as academic or technical learning. They must rather be modeled and promoted as part of learning, and in particular by teachers. These skills have to do with the way we behave — towards other people, towards ourselves, towards the challenges and problems of life. They include skills in communicating, in making decisions and solving problems, in negotiating and expressing ourselves, in thinking critically and understanding our feelings.
D)More practical life skills are the kinds of manual skills we need for the physical tasks we face. Some would include vocational skills under the heading of life skills — the ability to lay bricks, sew clothes, catch fish or repair a motorbike. These are skills by which people may earn their livelihood and which are often available to young people leaving school. In fact, very often young people learn psycho-social skills as they learn more practical skills. Learning vocational skills can be a strategy for acquiring both practical and psycho-social skills.
E)We need to increase our life skills at every stage of life, so learning them may be part of early childhood education, of primary and secondary education and of adult learning groups. Life skills can be put into the categories that the Jacques Delors report suggested; it spoke of four pillars of education, which correspond to certain kinds of life skills —Learning to know: Thinking abilities: such as problem-solving, critical thinking, decision making, understanding consequences. Learning to be: Personal abilities: such as managing stress and feelings, self-awareness, self-confidence. Learning to live together: Social abilities: such as communication, negotiation, teamwork. Learning to do: Manual skills: practicing know-how required for work and tasks. F)In today’s world all these skills are necessary, in order to face rapid change in society. This means that it is important to know how to go on learning as we require new skills for life and work. In addition, we need to know how to cope with the flood of information and turn it in to useful knowledge. We also need to learn how to handle change in society and in our own lives.
G)Life skills are both concrete and abstract — practical skills can be learned directly, as a subject. For example, a learner can take a course in laying bricks and learn that skill. Other life skills, such as self-confidence, self-esteem, and skills for relating to others or thinking critically cannot be taught in such direct ways. They should be part of any learning process, where teachers or instructors are concerned that learners should not just learn about subjects, but learn how to cope with life and make the most of their potential.
H)So these life skills may be learnt when learning other things. For example: Learning literacy may have a big impact on self-esteem, on critical thinking or on communication skills; Learning practical skills such as driving, healthcare or tailoring may increase self-confidence, teach problem-solving processes or help in understanding consequences.
I)Whether this is true depends on the way of teaching — what kinds of thinking, relationship building and communication the teacher or facilitator models themselves and promotes among the learners. It would require measuring the individual and collective progress in making the most of learning and of life, or assessing how far human potential is being realized, or estimating how well people cope with change. It is easier to measure the development of practical skills, for instance by counting the number of students who register for vocational skills courses. However, this still may not tell us how effectively these skills are being used.
J)The psycho-social skills cannot easily be measured by tests and scores, but become visible in changed behavior. Progress in this area has often been noted by teachers on reports which they make to the parents of their pupils. The teacher’s experience of life, of teaching and of what can be expected from education in the broadest sense serve as a standard by which the growth and development of individuals can be assessed to some extent. This kind of assessment is individual and may never appear in international tables and charts.
K)The current challenges relate to these difficulties: We need to recognize the importance of life skills — both practical and psycho-social — as part of education which leads to the full development of human potential and to the development of society. The links between psycho-social skills and practical skills must be more clearly spelled out, so that educators can promote both together and find effective ways to do this. Since life skills are taught as part of a wide range of subjects, teachers need to have training in how to put them across and how to monitor learners’ growth in these areas. In designing curricula and syllabuses for academic subjects, there must be a balance between content teaching and attention to the accompanying life skills. A more conscious and deliberate effort to promote life skills will enable learners to become more active citizens in the life of society.
L)Governments should recognize and actively advocate for the transformational role of education in realizing human potential and in socio-economic development. Ensure that curricula and syllabuses address life skills and give learners the opportunity to make real-life applications of knowledge, skills and attitudes. Show how life skills of all kinds apply in the world of work, for example, negotiating and communication skills, as well practical skills. Through initial and in-service teacher training, increase the use of active and participatory learning/teaching approaches. Examine and adapt the processes and content of education so that there is a balance between academic input and life skills development. Make sure that education inspectors look not only for academic progress through teaching and learning, but also progress in the communication, modeling and application of life skills. Advocate for the links between primary and(early)secondary education because learning life skills needs eight or nine years and recognize that the prospect of effective secondary education is an incentive to children, and their parents, to complete primary education successfully.
M)Funding agencies should support research, exchange and debate, nationally and regionally, on ways of strengthening life skills education. Support innovative(创新的)teacher training in order to combine life skills promotion into subjects across the curriculum and as a fundamental part of what school and education are about. Recognize the links between primary and secondary education in ensuring that children develop strong life skills. Support, therefore, the early years of secondary education as part basic education.
N)As support to governments and in cooperation with other international agencies, UNESCO: Works to define life skills better and clarify what it means to teach and learn them. Assists educational policy makers and teachers to develop and use a life skills approach to education. Advocates for the links between a life skills approach to education and broader society and human development. [br] Governments should examine and adapt the processes and content of education so as to balance the academic input and life skills development.
选项
答案
L
解析
细节题。由句中关键词government和examine and adapt可定位至L)段。Examine and adapt the processes and content of education so that there is a balance between academic input and life skills development.(政府应该)检查和调整教育的过程和内容,以便平衡知识的输入和生活技能的发展。
转载请注明原文地址:https://tihaiku.com/zcyy/3434077.html
相关试题推荐
____________(没有可靠的证据说明)thatpeoplecancontroltheirdreams.Thereisnosolid
Humanbehaviorismostlyaproductoflearning,whereasthebehaviorofananima
Geographyisthestudyoftherelationshipbetweenpeopleandtheland.Geog
Geographyisthestudyoftherelationshipbetweenpeopleandtheland.Geog
Geographyisthestudyoftherelationshipbetweenpeopleandtheland.Geog
Geographyisthestudyoftherelationshipbetweenpeopleandtheland.Geog
Peopleindevelopingcountriesareeasilyaffectedbycigaretteadvertisementbe
Peopleindevelopingcountriesareeasilyaffectedbycigaretteadvertisementbe
Languageislearnedprimarilythroughcommunicationwithotherpeople.Resea
Languageislearnedprimarilythroughcommunicationwithotherpeople.Resea
随机试题
Lightning(tendsto)strikethenearest(goodconductor),andhenceoftenstrike
(l)WorldWarIIinitiatedtheconceptof"totalwar"—warthatinvolvedall,
A该电路为时序逻辑电路,具有移位、存储功能,两个脉冲过后的新状态为Q1Q0=00 答案:A
符合单纯性热性惊厥特点的发作类型是A.强直一阵挛发作 B.限局性运动性发作
信用证是指银行有条件的付款承诺,即开证银行依照客户(开证申请人)的要求和指示,承
当业主委托一个设计单位作为设计总负责单位时,设计总负责单位()再委托其他设计
电解质离子通过细胞膜的扩散量取决于A.膜两侧该离子的浓度梯度 B.膜对该离子的
不能由酪氨酸合成的化合物是 A.尿黑酸B.苯丙氨酸C.对羟苯丙酮酸D.黑
调查人员在某城市抽样调查1000名某品牌手机用户,对该品牌手机的售后服务满意度进
结核病患者治疗时使用糖皮质激素的指征应除外A.干酪性肺炎 B.结核性脑膜炎患者
最新回复
(
0
)