The Comparative Research On Lifelong Education Between China And The Developed Countries

Currently, the speed up of the social development, the change of the population structure and the advancement of science and technology, urge people to fully realize that it is never too old to learn. Living and learning is inevitable as a result of social development. After all, the scope and time of school education is limited, thus, the development of lifelong education becomes very important. In 1965 Lang Gelang firstly proposed Lifelong education concept on the Paris UNESCO adult education conference. The Lifelong education theory has received the international community's wide recognition and enthusiastic response, which also plays an important role on the international education reform and will become the guiding principle by which the education institutions make decisions.The United States, France, Britain and Japan and other developed countries have practically adopted various measures to deepen education reform and constructs the national lifelong education system and learning society. The development of community education, higher education and vocational education and the learning society have been in a early form which generally represent the development of China lifelong education. Compared the lifelong education development between China and the developed countries, Except for government support, organization, legal guarantee and competition mechanism, the most important of development our lifelong education is reforming the school education fundamentally. Also informatization is very necessary. In order to develop our Lifelong education, it is necessary to continuously explore new ways to keep up with the times to finally achieve our goal of lifelong learning.