Page 426 - 2020新世代·新需求：臺灣教育發展的挑戰研討會

專題研究報告一

第三篇 厚植國際化趨勢下的國家競爭力

from: https://www.oecd.org/education/2030/E2030%20Position%20Paper%
20(05.04.2018).pdf
OECD. (2005). The definition and selection of key competencies.[Executive
summary]. Retrieved from:https://www.oecd.org/pisa/35070367.pdf

Palmer, P. J. (2015). 未來在等待的教育—從創造生命的空間開始（宋偉航，
譯）。校園出版社。（原著出版於 1983/1993）
Park, Y., & Glenn, J. (2020). 2030 世界未來報告書：區塊鏈、AI、生技與新
3 能源革命、產業重新洗牌，接下來 10 年的工作與商機在哪裡？（宋
佩芬，譯）。台北市：高寶國際。（原著出版於 2019）
Partnership for 21st century skills (2009). P21 framework definitions. Retrieved
from: https://files.eric.ed.gov/fulltext/ED519462.pdf
Peters, M. A. & Olssen, M. (2005). ‘Useful knowledge’: Redefining research
and teaching in the learning economy. In R. Barnett (Ed.), Reshaping the
university: New relationships between research, scholarship and teaching (pp.
37-47). Berhshire, UK: Open University Press.
Precision Consultancy (2006).Employability skills: from framework to practice.
Retrieved from: https://www.voced.edu.au/content/ngv%3A52958#
Precision Consultancy (2007).Graduate Employability Skills: Prepared for the
3Business, Industry and Higher Education Collaboration Council.Retrieved
from: http://www.dest.gov.au/highered/bihecc
UNESCO (2014). Learning to live together. Retrieved from: https://unesdoc.unesco.
org/ark:/48223/pf0000227208
UNESCO (2015). World education forum 2015 final report. Retrieved from:
http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/ED_new/pdf/
WEF_report_E.pdf
United Nations (2015). Transforming our world: The 2030 agenda for sustainable
development. Retrieved from: https://sustainabledevelopment.un.org/content/
documents/21252030%20Agenda%20for%20Sustainable%20Development%
20web.pdf
van de Oudeweetering, K., &Voogt, J. (2018). Teachers’ conceptualization and

425