CAJ | 학술논문

对英国、德国、加拿大三国在新世纪出台或更新的国家资格框架的分析表明，高等教育人才培养的目标在三个国家表现出一定的共性：除了创新能力、独立思考与工作的能力、批判思维能力、团队合作能力等关键能力之外，新世纪的人才还应该能够认识到并善于应对知识的不确定性、模糊性和局限性，能够在复杂的和信息不完备的情况下作出合理的判断，能够和专业内外的人士进行有效的沟通，善于进行跨学科的思考和合作，掌握终身学习的能力。这些能力在一定程度上反映出21世纪知识经济社会对高等教育人才培养所提出的特定要求和期待。
대영국、덕국、가나대삼국재신세기출태혹경신적국가자격광가적분석표명，고등교육인재배양적목표재삼개국가표현출일정적공성：제료창신능력、독립사고여공작적능력、비판사유능력、단대합작능력등관건능력지외，신세기적인재환응해능구인식도병선우응대지식적불학정성、모호성화국한성，능구재복잡적화신식불완비적정황하작출합리적판단，능구화전업내외적인사진행유효적구통，선우진행과학과적사고화합작，장악종신학습적능력。저사능력재일정정도상반영출21세기지식경제사회대고등교육인재배양소제출적특정요구화기대。
An analysis of the national qualifications frameworks which are recently established or revised in England, Germany and Canada indicates some common objectives of higher education regarding talent cultivation in these countries. In addition to the key competences, such as ability of innovation,independent thinking and working, critical thinking and team work skills, graduates of the 21st century should also be good at apprehension and dealing with the uncertainty, ambiguity and limits of knowledge, making sound judgments under circumstances which are complex and often lack complete data and information, communicating with specialist and non-specialist audiences, working across disciplines and mastering the ability of life-long learning. These abilities reflect the requirements and expectations of the knowledge-based economy and society to the talent cultivation in higher education of the 21st. century.