CNR, Shanghai, January 30 (Reporter Feng Yi) On January 30, the parallel conference of the 2024 World Digital Education Conference "Education Digitalization and the Construction of a Learning Society" was held in Shanghai, China. More than 240 representatives from education departments, universities and research institutions from 35 countries and regions attended the meeting.
At the meeting, Wu Yan, Vice Minister of Education of the People's Republic of China, introduced China's journey of promoting a learning society as a national strategy to the guests, and shared China's plans, experiences and actions to build a learning society.
Wu Yan pointed out that China is building a digital foundation for the construction of a learning society, implementing the strategic action of education digitalization, building a national smart education platform, and building the world's largest educational resource library, with more than 37.3 billion platform views and a total of more than 25 visitors600 million person-times, covering 215 countries and regions, and providing free services. The national public service platform for elderly education was launched 4360,000 courses, serving 56.4 million people.
China is building a network of learning cities, and 10 Chinese cities have joined the Global Learning Cities Network, and four cities, Beijing, Shanghai, Chengdu and Hangzhou, have been awarded the Global Learning Cities Award. With the concept of "3L" (Life-Long, Life-Wide, Life-Deep), Hangzhou combines the construction of learning spaces with the construction of future communities and the construction of embedded community service facilities, providing residents with "one-stop" learning services and creating a "15-minute learning circle" in the urban area. Shanghai has built a lifelong education credit bank and established about 4.93 million citizen learning files, accounting for about 1.5 percent of Shanghai's permanent populationEvery year, the Shanghai Learning Map, the Shanghai Elderly Education Three Types of Learning Point Map, and the Shanghai Citizen Humanities Walking Map are released to clearly mark the distribution of various educational resources, so that citizens can enjoy lifelong education services nearby. Chengdu has preliminarily built the "Chengdu Lifelong Learning Education Resource Library" and the "Chengdu Citizen Lifelong Learning Public Service Platform", covering 25 categories such as vocational training, basic education, and academic education, serving more than 3 million citizens annually.
China vigorously develops learning communities and sets up 1More than 680,000 sub-district (township) community schools, 3640,000 community (village) learning points, combining online and offline, have set up community education micro-courses, "capable people as teachers" characteristic courses, and online social lecture halls, so as to run a "university at the doorstep". More than 100,000 resources have been launched and more than 36 million learners have been served. Relying on community education resources, Nanjing City organizes the lecturer group to give mobile teaching, and the lecturer group carries out free science and education to the countryside and tracking service activities, with a total journey of more than 50 million kilometers, covering all agriculture-related streets (towns) in the city, and has carried out more than 80 trainings in eight categories, and has organized more than 1,600 farmer trainings, carried out more than 600 technical services, and compiled and distributed more than 1 training materials70,000 books, training more than 140,000 farmers.
Wu Yan proposed that building a learning society is a national strategy determined by China. China is serving the world's largest learner population with the world's largest digital education, providing the world with Chinese wisdom and Chinese solutions for the construction of a learning society.
The conference also released the "Report on the Construction and Development of China's Learning Society in the Process of Digitalization", which introduced China's cases and experiences in promoting the construction of a digitally empowered learning society in recent years, paid attention to the common problems faced by the acceleration of digital technology iteration, the persistence of the digital divide, insufficient resource sharing, network security and privacy protection, and put forward suggestions on the hope that all countries will work together to create a lifelong learning environment, jointly build a resource sharing mechanism, strive to prevent digital ethical risks, and work together to promote international exchanges and cooperation.
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