Lifelong Learning in the People's Republic of China. PUB DATE 1997-00-00 NOTE 16P.; In: Lifelong Learning: Policies, Practices, and Programs; See JC 970 458

DOCUMENT RESUME

ED 411 898 JC 970 482

AUTHOR Wu, Huiping; Ye, Qilian TITLE Lifelong Learning in the People's Republic of China. PUB DATE 1997-00-00 NOTE 16p.; In: Lifelong Learning: Policies, Practices, and Programs; see JC 970 458. PUB TYPE Opinion Papers (120) Reports Descriptive (141) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Adult Education; Economic Change; *Educational Change; Educational Development; Foreign Countries; *Lifelong Learning; Private Sector; Program Implementation; Social Change; Vocational Education IDENTIFIERS *China

ABSTRACT Despite the relative novelty of lifelong learning in the People's Republic of China (PRC), significant achievements have been made, and China's potential for economic development and personal enrichment remains undisputed. Economic and social change, as well as technological advancements, have profoundly influenced educational development and increased the need for lifelong learning. The PRC's new market-oriented economic system has created a demand for skilled personnel. Additional demand comes from senior citizens, who desire self fulfillment and a higher quality of life. As a result, several facilities for the older population have become available. The most important reform has been that of educational administration. Whereas previously the government-funded public institutions were the most powerful, the private and semi-private institutions have achieved increasing influence and wider access to adult education programs. In addition, vocational education has been added to the junior, middle, and senior secondary schools, with a great increase in literacy and in-service training programs. Lack of financial resources, however, prevents widespread support and opportunities for innovation. Private and semi-private institutions, along with the media, must make further attempts to promote lifelong learning, with public institutions volunteering its facilities for the community. (YKH)

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.1- c) 44 Lifelong Learning in the People's Republic of China

Huiping Wu Qilian Ye

In: Lifelong Learning: Policies, Practices, and Programs

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PY AVM OLE 2 People'sLifelong Leal/tilingRepublic in the 347 Lifelongbyof Huiping Chinalearning Wu and is relativelyQi lian Ye new in the People's Republic of China. The notion dimensionsment,tanceThewas hasWorldfirst of been lifelongintroduced and of Educationobvious. large learning, withrural In Today the addition,areas,both translation andfor and economicTomorrow", the the ofsize the of UNESCO the current economicdevelopment transition from and a personal enrich-and since that time the impor- population, its geographic report, "Learning To Be: learning.planned1995oflong the learning.legislation current economyDuring systemInthe towas1993, 1990s, a market-orientedpassed of guidelines adult a host to education establish of for institutions, educational economyand improveinto has aaccented lifelong upon the alearning system value ofsystem, life-lifelong and in manyreform of them proposed private the or semi-evolution , byprivate,tion,rentthe demand full governmentand developed. implementation theand lack shaped focusInof spitefinancial by on the ofof public a progresspeople. lifelongsupport. school to learningRegardless, date, system reform, including higher educa- system.there areAmong many these challenges are the facingcur- the outlook is positive, driven ChinaTheWorldINTRODUCTION concept (PRC) Of Education ofin lifelongthe late Today 1970's,learning And following Tomorrow was first introduced to the People's Republic of the translation(Faure, of Learning et al., 1972), To Be: a report The issued by PRCcationtionInternationalthe United and for in practicethemore Nations PRC. Commission than of Although Educational,fortylifelong years on formal learning the and ScientificDevelopment adult has have been educationprovided programming a sound foundation has existed forand invarious the Cultural Organization (UNESCO)of Education.centred Since onthen, the the field atten- of adult edu- recentlytentative.comprehensive,types ofbeen programming made structural in appreciating and andRegardless learning, behavioural the ofthe the modeidea late of start with lifelong learning, concept and in implementing lifelong learn- lifelong learningremains as arelatively systematic, newsignificant and still achievements have 3 ft. societying. at large, rather than as a "top-down" In fact, lifelong learning is initiated and motivated more by thepolicy. It is believed by many educators 4 and348 officials, however, that LIFELONG LEARNING the implementation of lifelong learning practices will there continues to be some pressure to educate workers primarily for short term Lifelong Learning in the People's Republic of China 349 itbecome willtunities.ditions, play one and an of internationalimportant the key strategies cooperation role in the twenty-first century as in the PRC's ongoing combine to create unique educational educational reform technologyl , socia and oppeor- con-that equity.adaptabilityoverallgains, there increasedIt is isandstated increasing continuing quality in both recognitionof theflexibility. life.Lifelong constitution The thatlearning lifelong of isthe also learning People's important Republic for the of achievement China and of social emphasis, at all levels, therefore, is on broad perpetuates a long term, democracy and thetheopmenta applicationfew Chinese years policy. and context,of lifelonghas not through learningto date, a in there have been relatively few This paper presents readers been identified as a priority in discussion of the conceptual the PRC, since it has been practisedbroad-based, formal discussionswith an overviewregarding of lifelong learning the national education devel- understanding, initia- for only in plishLaw,regardlessEducation this1995). objective of The Lawtheir institutionalization thatrace, by Chineseproviding gender, citizens occupation, continuing of lifelongare entitled religion, education learning to or ineconomic the PRC will equal educational opportunities, opportunities for those who status (Education help accom- THEtrendsingtives what andCONCEPTUAL in lifelongpotential,has been learning policies DEVELOPMENT and provide done in the PRC, the paper and practices, as well as existing problems. recommendations for OF LIFELONG LEARNING also attempts to analyze possible its future evolution. By examin- cationwhosivedid not commitmenthave system complete previously which their to was lifelongbeen formal establishedOverall, excluded learningschooling lifelong infrom parallelcould for furtherlearning various with education in the the formal PRC is evolving, albeit encourage large numbers of people reasons. Indeed, a comprehen- slowly, from an adult edu- to participate. school system more wasLearningofPRC, introducedthe whenmodernizations: To Be: education Theat the World beginning was agriculture, of recognized as being of vital importanceEducation Today and Tomorrow (Faure, of a periddindustry, of broad national educational defense, and science and tech- for the realization reforms in the et al., 1972) , ers'televisiontion,athan variety universities, fortyjunior of yearsbroadcasting fieldsspecialized ago.agricultural and Programming delivery training, universities, systems. senior has included Included specializedand theoretical are programs at both the secondary and university levels, work- training,literacy classes, correspondence general educa- and and practical training in thetheoreticalnology. longeducational Consequently, term possibilities goals establishment. of Chinese of an innovative the concept of lifelongneed for learning individual was accomplishment, education.At a minimum, In the PRC, educators lifelong feltlearning a duty scheme that could dramatically widely accepted within economic and social to articulate the is understood stimulate trainingmethodologies.cationother managementprograms programming Beyondwhich personnel. arein the terms required widely Lifelong of foraccepted a productive adult liberal workforce, education the and purposes, age groups, learningcontent, is and expanding delivery the range of adult edu- programs for upgrading of cadres and lifelong learn- vocational development,to riencesshouldbe linked encompassthat with lastand foreducationalthe thea lifetime. wholeLifelong learning is a philosophical of society and engageequality. each Also, in its concept that explores ideal sense, lifelong learning member in learning expe- the importance of edu- DuringSOCIALtheing context.paradigm the INITIATIVES past is fifteenbringing years, personalAND the POTENTIAL PRC interest, has beenand recreational undergoing and leisure activities to necessaryimprovement,cationinformalformal as itschooling to learningrelates develop and tothe inthroughout specific expansionthe traditional life. By sense, adopting individual accomplishments, motivation educational models for lifelong learning,of conventional as leisure activities. ,but embraces all modes of these principles, educators in the for self and societal It will not be formal and it is not longthenomicone educationmarked learning system. by has system This a increasedshift process as from a whole. dramatically. hasa planned profoundly In concert economic affected with systemthis to change, a market-oriented the demand eco- foreducational life- development and a fundamental change, forPRCing all are labourcitizens, beginning market, from to thein extend youthThe lifelong implementationto the elderly. of lifelong learning, accordance with recent rapid understand that theirlearning early years in order to improve is thought to be a necessity in a chang- cultural, scientific, the quality of life of and techno- traditional individuals,sures,tainPRC to has particularly education adapted enterprises, well, andas they andlearning.applying relate evenIn response entiremoderntoIncreased economic communities to enthusiasm the change, has rapid resulted pressures arising from this economic and social change, the techniques to age-old problems as they per- for lifelong learning developments in science from these pres- among logicalchange.formaltraining progress. schooling Lifelong and Peopleindustrial learningare no generally longer competition; adequate has to date been strongly education initiatives in the public however, at the same time, the to cope with constant embraced as it relates to skills economic and socialand private, formal Chinese govern- ty.lenges,forand educational technology, these have expansion.increased been confronted emphasis Although withthe size a deep of the sense of on individual achievement, and the overall need population presents novel chal- urgency and responsibili- mentandrequirements is non-formal,personal attempting interest for academicto economicexpand development and 5 and social enhancement and a healthyvocational areas of both professional in order to meet the different society. Although skills updating levels and change,grown and which developed has in turnwithin broughtSince the PRC. 1978,about This whena vast has theneedbeen economic fora significant reforms and fundamental began, the market-oriented system has personnel who imdeiskand 6 ,f 350 LIFELONG LEARNING of perspectives. However, given the size Beijing and a few other cities, and it is estimated that Lifelong Learning in the People's Republic of China within the PRC there are Snow 351 meetofmarket-oriented lyfinance,the remain thisPRC, demand,engineering, existingunabated economics especially as from a variety formal schooland and legal adult services.Thiscontinuing changespressure provide in the areas of business education systems have been increased demand for personnel.for skilled personnel management, trade unable towill like- and andinstitutionslarmore include school than artistic5,000system sponsored "Senior's and nor leisure theby socialUniversities"adult education pursuitsorganizations.Their such as drawing, calligraphy, programs are flower quite diversified, (Xiang, 1996, p. 8). Neither partsystem, of the these are private or semi-private planti- regu- In longofan variouseffort learning. to types address In andparticular, levelsRapid developments this problem, ain number science and technology havethe been introduction established. of newer has acted as a catalyst to promote of education and training have also fuelled demand technologies and production much of the eco- institutions for life- adultlearning,turecuisine,ng, educationqi for gong learningforeign well (deep asdistanced languages, theywithin breathing are the from known music, PRC, exercises), the inand dancing,formal the tai school and ji (Chinese health it bmbodies the meaning and spirit of PRC. It is a system which is driven system and even the traditions of care.This is a brave new depar-traditional shadow boxing), lifelong nomicmethodsbroadPRC.production transformation Asexpertisein adeveloped result,systems, which it isin countriesmore now can apparent the PRC. As developedlow and intermediatebe applied to many jobs, that all workers require a variety leveleconomies production move moves to higher into rather than the single set of skills and level the of greatlylearningby self-motivation, to that Chinese is driven society and by theA andexternal furtherlearning cultural factorneeds. is for which Thisinternal will greatly support the development of development. type of programming contributessatisfaction as compared with lifelong learning solely skillsindustry),tional that industries has and been a large a(including,The PRC has recently trademarknumber in the of past. the workers in faced changes of unprecedented for example,careers textile or take production, early these so-called "sun-set" retirement. In order for magnitude in its tradi- mining, and heavy industries these 200improvementandconfrontingopportunities millionone of learnersthethe in lowest PRCrelateseducation. enroled include GNPsto the According(not itsnature in largethe of tothe educational including students in adult education) in its schoolworld, allpopulation, of which have a shortage seriously of naturalhinderedrecent data, the PRC has system itself. Limiting factors approximately resources, haveticularlyvive,industriesthat been their allow forcedwith toworkforces takethem new to advantage totechnology.change work beyond must be upgraded to of market opportunities, orMany must alsoone narrow focus. work at higher knowledge be cross-trained, developing Characteristics of the required in some cases merely sur- new and fast. "High" levels par- skills 30%Yuanal systems,expenditure of ($5US) primary accounting per is school 50student billion forgraduates 25% Yuan of the deworld's nine), student and 75% of senior per year (Xiang, 1996, p. 4). Given this fiscal (grade six), 60%($6.25US of junior billion). middle This school figure population.The total education- represents only 40 environment, graduates referslearningAlthoughlearning"new" to inrefersthe thisconcepts thehigher to environment economic the newand level of learning and the higherknowledgeskills content more andtransformation quickly skill acquisition; and and technologicalhave been described as high, with higher efficiency levels. qualification requirements; advances have been and "fast" refers to andPOLICIEStionaccommodated for and this application reason AND at alone PRACTICE the of next has level DURING of education lifelong learning could be the key to monumental implications for the PRC. high school graduates (grade twelve) (Xiang, 1996, p. 14).The implementa- solving this problem, cannot be thatmajorthe industrial developmentinfluencers needs affecting of alone a learningWhile economic development shouldthe need not andbe the desire only for or lifelongeven society. has had a great impactChinese in so citizens view learning thelearning, primary itrationale is recognized for far as satisfying mate- later in the lifes- wastantreformsA review strategiesnot inclearly and 1985 foranalysis defined educational ofin Decisions innovation On suggests that lifelong learning will become policies and legislation since the in the PRC.THE EducationalAnd REFORM although Reform DECADE And beginning of educationalone of the most impor- lifelong learning rialpeoplethepan needslife needas issues. a arewithin for paying new the working society,more many mechanism for meeting spiritual and more attention toskills their in personal the context of changing and cultural needs. In fact, regardless and higher technology, needs and quality of of opmenteral(1987), and the ofvocational lifelong emphasis learningeducation it placesThe in onthenotion PRC. of lifelong learning clearly provides a form and foundationsubsequentwas for firstreformthe devel-formally and the described evolution and of adult proposed by the Development gen- withpopulation a large of cohort senior of olderA noticeable push for lifelong citizens. More than ever citizens. According to a recent learning in the PRC is coming before, the PRCend ofis becomingthis century a societyhave study, the portion of from the growing reached 130 the !; Development.in-schoolforChinese recent educationgovernmentChinese This publication educational towards in the a is considered reforms.1993 Article Programs 10 addresses For Educational the to be the primary guiding document evolution of adult Reform and populationlife",lifemillion for including thisand 65 groupaccountyears lifelong improves, for learning10%Recently, special institutions of age or older will by the there7 willof thebe increasingpopulation (Xiang, opportunities.for senior learners have emerged demand for a higher "quality1996, of p. 29). As the material in Shanghai, rolelifelongwhichcation in seesimprovingshould learning. the beevolution Further, theused overall as ofthe the the basis for paperquality arguessystem of life that of for lifelong this Chinese new learningtraditional learning citizens, by should assertingschoolas well play education that a adult edu- developing a new type of education, one system into a system of 8 as promot- key Development,inglifelong352 economic learning 1993). LIFELONG LEARNING and social developmentand will be used as Thus, adult education the basis for the development (Programs for in the PRC is seen as Educational Reform and the foundation forof lifelong learn- 16broaderlong private run programming beor semi-privatemore effective as requiredAccordinguniversities in terms by to aand developingrecentof colleges meeting data had (Xiang, local been educational 1996,sanctioned pp. 8-9), needs by the and end of 1993 no less than Lifelong Learning in the People's Republic of China economy. 353 ingthattion, policies, year. specifically In programs Act 2 In 1995, lifelong in themarket PRC's ofeconomy the first andchapter,learning was definedand practices. Educational Law, which was passed the law states:"Inof meeting social progress, the stateand formally sanctioned the needs ofon devel- March 18th throughshall promotelegisla- a of (MostincludingcationEducation ofbureaus. the foreign registrantsCommission, These languages, latterin theseand institutions professional800 institutions private offer institutions aretraining, eitherhigher anduniversity werelevel general graduates interest orcourses. under- registered with local edu- continuing education, by the State coordinatedoping a socialist development and establish and improve of education of various types, a system of lifelong and levels, carry education" forward ° beengraduates.) opened. At the These secondary offer level,general 30,000 knowledge private and semi-private institutions had courses and skills training. state(Educationeducationalence,that shall citizens technology, encourage Law,reform may 1995).professionalreceive In Act appropriate 19 or the development of vocationalof knowledge the second and chapter, education in politics, adult education in a variety the Law declares that lifelongeconomics,schools education". culture, and other sci- edu- of forms so "the Act ersnumbersincludingtime.Interestingly, practising The suggest thosetotal andmore numberoffering that supporting than private of5,000 formal private lifelongand institutions primarysemi-private and learning semi-private and for programming.institutionssecondarysenior learnersinstitutions school Overall, emerged education. reached it isat clearthe 60,000, These same that are becoming major play- 41learningditionscational of Chapter for institutionsand citizens Five lifelong specifies to as applications. Andeducationreceive life-longis not,well at asthis social stage, organizations that "the state shall encourage althougheducation". this might (The distinction to take measuresmade within in the legislation, be bothersome in some between lifelong creating con- pol- establishtothe be shift involved ina firmpolicies in basis learning and for programminglifelong Theprograms. nine-year learning. has compulsory In made an it possible education for program has been strengthened in order to economy with a population of 1.2 many more people contexts,icyFormally discussionsan explicit the and overall practically,orand Given this legislation coordinated plan incorporating benefits even without and thethe directPRC is references clearly on educational expansionthis and distinction, cannotthe path to lifelong policies, programsto a lifelong system, learning.) and practicesbe is overstated.development.it is clear that 1,:" importanceCompulsoryicant"lifelongbillion, challenge; the ofEducationlearning universal education however, opportunities Law,provision itand is issued athe basic of State's in educational requirementfor1986, commitmentall" has is been opportunityto which be a keyrealized.to provide strategy. has alwaysIn basic Itthis confirms been skillsregard, a andthe the must be met if the goal of signif- necessaryTheseIn tionalthelight implementationinclude offor education, this, reformsgoals and greater what will be a time of major of compulsoryhave been education, establishedin the area of emphasis to be placed on educational administration, a for the application a need to strengthen adult education. of lifelong learning. secondarycommitment voca- to lionilliterate.knowledge individuals However, to the acquired population during the the Datatools as period a indicateofwhole. basic from that 1949 in 1949 approximately 80% of the literacy through various forms of full- and through 1982, more than 140 mil- population in the PRC was reformtutionsthe past pertaining continue has been to tofullyAt present, the most important be the majoreducational players, whileadministration.Thegovernment educational reformfunded, in the has evolved into one players.This has been necessary private and semi-private public school system, PRC is the system-wide where public insti- institutions which in in order toolsamoreliteracypart-time major eachthan classespriority. study year,halfway involvingsponsoredand On through enrolment average, day by the localschools, more in1990's, the governments than nine-year nightthe 4 eliminationmillion schools, (Zhou, Chinese correspondence of 1989, illiteracy develop continues basic to be compulsory education program has p. 27). At this time, courses, and literacy toare help developingpast meet been sponsored In parallel with the public the increasing demandtheir role as supplementary for the mostand part companies. by These school system, adult for basic education. local governments, institutions continue to education institutions have communities, and large be thought of `0 in the basicyearreached1996, compulsory literacy 98%p.125). of has Itthe educationispaid schoolexpected major age program thatdividends cohort the byPRC (Educational theand will end establishes achieve of the Statistics century. full the Yearbook This emphasis on participation in the nine potential for lifelong of China, industrialandopenedas a variouscomponent enterprisesprivate social organizations andof semi-private the public system, institutions separate and which require learners which withinare sponsoredand the quite adult different by education from to pay full tuition individualsthe newly- field, the fees. e, educationPRC.learning. In the has past, been primary added Vocational toeducation the junior, educationfocused middle, on is and a key senior component for a lifelong learning foundation in the general learning. Now, vocational secondary school levels 9 Regardless,ofseeds fieddiversifiedinstitutions of system lifelong private system.Although may learning appear characterizes the formation institutions are developing to beare unwieldy, beginning to the size of the PRC the restructuringtake broad as root andof a thenewly developed and the characteristics described will in the 1 resultant varietyand more fully of a diversi- seniortoin 1980middleorder secondary an to schools increaseaddress levelin of therural morewere balance areas. thanreceiving In between600% 1991, vocational (Guo, slightly theory 1996, moreandeducation than 50% of those enroled in p. 154). practice, especially important training, reflecting since 10 354 LIFELONG LEARNING Lifelong Learning in the People's Republic of China 355 directedassuming study responsibility and researchAt techniques the same time, in for one'sorder own to developlearning, a training readiness interests and individual has been added to the for lifelongin learning,problem solving, andtalents and is also encouragiAL curriculum at all lev- .; self - for ,. in cialsideredisthe not developmentresources, confined just as important.decreasing to ofeconomic-based Regardless of this, programs from region to region,support and the from absence certain of levels a domi- of government, an imbalance concerns, but rather the social aspects are con- problems, including a shortfall in finan- playingasels. change,are The leisure a exploration major 1987's Decisions of personalTo meet needs education activities. Inrole. associated with economic on Adult Education this context, adult education Reformdevelopment prescribed and programminglis/: technologicalthe need for abletechnologicaltemnant in tostrategic thefully PRC.At and planchange adequately thisto establishand time, Financialincreased particularly a systematic challenges social in lightdemands, structure are of thestrongly thefor central influencing and support the system. Ensuring funding for lifelong learn- disrupting the educationaleconomic sys- climate, the rate of lifelong learning, exist. government is not in-servicein 110theskill areamillion developmenttechnical of in-service persons training or participated technicaltraining training programs. programs, For and updating. Since then, great in in-service training. example, from 1987 through while the remainderOf these, received 89 million strides have been made enroled advan-1991, focus,ly insurmountable.ingrequired. isincluding crucial, Most seniors' yetinstitutions New the universities andpresent novel having circumstances approaches and lifelong various learning for make this supporting education are obvious- programming as their major challenge appear almost training60%tage1996, of of in in-service thep.management 156). total increase training has increased so and administration.of 10.3The million learners rapidly that they now number of persons takingbetween 1986 and 1991 (Guo, especially in the adult account for almost thesesometionsprivate and institutionsadditional or communities,semi-private. supportwill, Theybut from their have local fiscal strong businesses survival ideological relies and other consequently, be limited in terms of their ability to continuing education programs, are primarilysupport from on tuitionsocial organiza-fees with organizations. Most of grow, higherbecomequalified education an personnel important system. componentOverall program diversification trained to profesSional Therefore, and in order to of the higheris educationstrongly encouraged, system, Statisticslevels, adultYearbook higher of China, meet the growing particularly since education has demand for 1996, ingnotevolve ableto the and to reform establishadapt.They of regularstronger lackIt is theimportantdegree and potential long and toterni certificate fornote financialfurther that educationalin comparison with the many detailed policies relat- accomplishmentsupport. since they are programs, there is a this,tionp.1979. including125), institutions,there According are 46 1,172 broadcast an to increase there were more than 2.35 1994 datafull (Educational -time and part-timeuniversities, 703 workers' of nearly half a million in just million persons enroled in adult institutions of higher universities, 4 agricultural univer- one year. In support adult higher educa- learning of , beenbutmentsdecided the formalized in detailed lacklifelong of planconcrete inlearning the and 1995 measures policies, Education programsor and support is, for the most part, absent. Lifelong learning has strategies for mediumLaw, and to as long such term has improve-been accepted and, to practices.The momentum exists, 4sities, correspondencepublicthe State170 education management Education colleges.All system Commission. In addition, 836 institutes, 245 institutesoffer a variety of night or of these offer formal degrees or institutions newlyof education established anduniversities management, by and colleges from correspondence programs certificates issued by andthefor governmentlifelongdirection.Althoughbea degree, a personal learning institutionalized. should need is provide increasing therather number However, thanstrong, rapidly, of private effective lifelong they and lack learningand semi-private official increased is for the institutions a broad, economic and social trend for which the support and are faced by a most partpolicy thought support to and that deliver adultprivate higher and learning, semi-private as do approximatelysectors. Also, 400 State regulated self-study exam agencies are ti future that suggests diminishing financial investment. There is broad sense of the locatedtificate.lionmore participants inthan allGiven provinces.a their had flexibility completedThe thousand subjects, and, through to self-study exams areand numbers, these self-studythe entire agencies program andlearning grows and develops. the end of 1992,divided 120,000 into 110 specialities obtained a degree or cer- As of 1993, adult will become of 5 mil- with 1. advanced.theispotential a verycoastal complexvalue By areas contrast, associated systemand however, Underfundedin remainswiththe biglifelong in problematic.thecities though learning, where they but the allocation of funds may be, lifelong learning opportunities are available in larger rural and less developed territories, the economic development is more in what higherincreasinglyfromenrolmentof education theadult total importantofhigher regulargraduate education fullas populationlifelong -time enrolment exceeded reached 517,700, representingcolleges slightly and universities;(ll, 1994, p. 298). 1.4 million, equivalent to the number of graduates 65% of the totalmore than 80% oritiesremainsnismsognizedelimination are for recognized,unsolvedis example,the of illiteracyrole for lifelong the inlarge the isideal still areasattack learning of regarded oflifelong on the can PRC, play, and through until alternative illiteracy. Regardless,as the the main basic task. literacy What issue may not be fullylearning rec- will be difficult to realize on a attitudes change and new pri- delivery mecha- ONGOINGbecomeIn inlight place, of ingrained PROBLEMSthe but foregoing, programming within & it it is clear that thelifelong educational learningand practices system arein evidentPOTENTIAL ENTHUSIASM theand PRC. widespread.The Not only are policiesinfluencehas taken firm root and has uingsystemceptually education wide broaderbasis. has notion yetThe to of henational lifelong fully priorityendorsed. learning continues and The a non-traditionalneed to be public school system reform; thus, the con- to develop 'continuing system of contin- i2 Lifelong Learning in the People's Republic of China 357 educationsupportrather356 than programmingmore as a response LIFELONG LEARNING initiatives that arise for seniors.is attributedto worker to defined from and reflect the economic forces within ,goals.There is a trend, individual perspective, the jobnevertheless, market, to thedonehave central loston a their nation-wide government jobs to obtain jobshouldThough training new take employment.it basisisa morenecessary for active the However, andnext role. important few thereyears, tois and providemuch in thismore short-term regard tb be solutions in response learningincludingaswhat a result may environment programming bethe described asA related issue which teaching facilities are and teachingundermines methodologies. the potentiallifelong learning programming technologies, and this is sparse.There is no opportunity for lifelong learning Most institutions deliveringreinforcedhave limited by the funding,reliance to make use ofrelates to the and ployment,to decades,ing,future.job loss,and This but management theit isinvolvesalso need also for foressential those longer skillsdevelopment who term trainingto wishadapt strategies. toarewill to develop notthe be In economiconlyvaried fact, their for in-serviceand careers.those andsignificant, peoplesocial Duringtraining, realitieswho fuelled the skills face next of byupgrad- unem- few thetech- onadvancedponentsvationreceived teachers is teaching isstifledof traditional, since and learning the formalfrom the system. regular In the growthconservative is being and classroom school system. The training fact, many of the programs directed, albeit without based.Thenot recognizingopportunity for these teachers have intention, by pro-bear a thestriking distinctive- inno- moreformentnological this market.responsibility training development Given will thebefor immense.andnumberpromotingWithin job losses, of the workers and Chinese as implementing well in theascontext, thePRC, upgrading lifelong privatethe sheer learning.and size careersemi-private of the There develop- market are institutions should take nessresemblanceParallelFUTURE of a lifelong systems PERSPECTIVESto full-time, of formal learning philosophy formalgeneral school education programs, AND RECOMMENDATIONS and adult education practices. and adult education have existed in the cationprioritiessupporttwo reasonsprogram, are both focused for the as this. formalwell on First, asthe school reform basic it is notsystemschool in possiblehigher systemand education. non-formalfor and the thegovernment Itnine-year programming. is not practical tocompulsory control Government to andexpect edu- fully introduced.PRCming rentfor are theeconomic not Thoughpast financially four circumstances. encouraged, educational circles as to decades. Lifelong learning,supported by by the government As a result, it is not surprisinginstitutions delivering lifelong whether lifelong learning contrast, has only within the context of to see considerablelearning program- shouldbeen be recentlysep- the cur- vation.torsfromspeaking,stronger are the Thismore government. support, thesewill diversified serve institutions let Second,the alone and individual pronehave effective, the had newlyto needs having only directive established ofa fewgreater learners years' development potential private better, experience, andthough for for semi-privateeducational andlifelong comparatively this with learning inno- sec- very aratedebatesupporttices. from arising The foror integrated inincreasing In spite of the challenges, and the implementation number of local and communitywithin the formal considerable progress has of lifelong learning policies, programs educational system. based lifelong learningbeen made with regard to and prac- initia- strictergeneralresponsive,limited academicinterestnumbers. and programs,quicker and Further, professional to andrespond these tend institutions tostandards.to newstay programmingaway The are from problemmore formal needs.Theyflexible, of programming training more focus teachers customer more with onitsfor tivestheyhurdlesstrongly and are facingthe intimatelypredicate strong lifelong learning futureconnected success. with It isa challengingdemand from the population will be overcome in the unreasonable, however, to suggest economic environment at large are featuresshort term, in part because in lifelong learn- and a vari- that the which andtodevelopedtime,lifelong be semi-private issuedparticularly learning within in late sectors. programmingifthe 1997,these formal willinstitutions system. provide remains Itreduce support is unaddressed, expected their and reliance encouragementthat but a Private thison teacherscan Education be for overcome trainedthe private Law, and in etying ofdelivery programming are feasible Within the context of the uniquenational development priorities. coupled with strongand structurally possible. reform, adult professional characteristics of the PRCHowever, moderate growthquality improvements and vocational education and current stages ofin the design and and allthiser effortsexisting paper ofwill facilities private continue andand to semi-privateservices. exist,Although efforts This lifelongthe shouldis distinctionparticularly learningbe made between important institutionsto maximize the given formal as the describedthe benefits system funding ofin schooling and the broad- theeconomicmeropment relatedrate planned will forand in-service continuethe educational system training to next ten years.The riseto as a marketchanges system, sweep should be the main kicus PRC remains in a and during this phasethrough major industries, transitional period from the of lifelong learning Professional and voca- the unemployment some of which devel- for- voluntarilychallengestunities.institutionsinclude libraries,that make could face their computercommunity-basedplay facilities a major labs, androle gymnasia, servicesinlearning the development andavailableprograms. classrooms. to Publicof the lifelong Bycommunity. institutions doing learning this, shouldThese oppor-public willandtional belished most sponsoredradically training "Workers' urgent. changed for by Major personsthe Employment municipalwhile cities, affected by these changes overnments.Theseincluding othersBeijingCentres" will are and simplyand Shanghai, "Re-employment disappear. intended willto help be extremelypeople important have recentlyGuidance estab- Centres" who schools.castand all media types Compared with of lifelong the with assistance learningtheIncreasingly, features shouldof broadcastof formalthe be mediapromoted school universities needs andeducation, to delivered he anda mechanism programs correspondence through andfor broad- marketingpat- lifelong learning, 14 Lifelong Learning in the People's Republic of China 359 opportunitiestelevisionterns358 of lifelong and widely radio, LIFELONG LEARNING learning are much more has thethroughout capacityto to society,cover with particularly few available services. flexible and dynamic.be the stimulus for in the PRC where Publicdistributing media, such learning as there are DecisionsREFERENCES on adult education reform. (1987). Beijing: People's Education Press: largeisPRC.there profound, geographic Pressureis a strong, and forareas lifelong sincerechangeAbove and beyond the mechanics and andlearning opportunities,and overriding has emerged from drive rhetoric associated for educationalas a major development force,the society at the grass with lifelong learning, under difficult cir- well as individ- roots level, in the EducationFaure,Educational E., Law. Herrera, statistics (1995). E, Kaddoura,Beijing:yearbook(1972). People's ofA., China. Lopes, Learning Education (1996). H., Petrovosky, to Press.Beijing:be: The A., People'sworld Rahnema, of Education education M., Ward, Press. today E and tomorrow. Paris: ualcumstances,marylearning, fulfilment. tool nor supporting Although the development for facilitating economic rapid economicthere has not been a of a formalized structure, and social development and social development as systematic investigation becomingit is recognized an exciting as in the PRC. As an of lifelong the pri- life-old Guo, Q. (1996). Collection reports.UNESCO.on educational Beijing: Beijinglegislations, Institute policies, Of Broadcasting regulations Publishing and House. sayinglong goes,undertaking "never in the PRC. too old to learn". In fact, learning is Ji, ProgramsM. (1994). for Higher educational education Educationreform reform and and Press. development. development in (1993). China. Beijing: HigherPeople's Thou,Xiang, B. B. (1989). (1996). China's Studies educationzations onPress. educational in forChina. the institutionsShanghai:21st century. Shanghai sponsored Beijing: Academy Higherby social Educationof organi-Science. 15 16 U.S. Department of Education Office of Educational Research and Improvement (OERI) IC Educational Resources Information Center (ERIC) 011-0 41132 REPRODUCTION RELEASE (Specific Document)

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