Research On The Construction Of Indicator System Of Continuing Education In City

In ancient times, the statement that it’s never too old to learn among ourtraditional culture was talked about by generations. In1960s and1970s,lifelongeducation was pointed out clearly as the development step of Internationalindustrialization and urbanization. People were eager to increase knowledge andupdate vocational skills through Continuing Education,for school education far frommeeting the needs.The development of Continuing Education can enhance the quality of thepopulation, balance income disparities and promote class mobility. What’s more, theyare important means to maintain social harmony and stability. However, the problemis placed in front of decision maker that how to monitor and measure theachievements of Continuing Education development in a certain regional society,identify deficiencies as well as clarify direction and trend of development.Indicators and index system are used as a mathematical tool to evaluate thecurrent situation and forecast trends. We also introduce the ways to study theachievements and defects of Continuing Education development.Finally,the development index system of Continuing Education including fourfirst grade indices，seven second grade indices and twelve third grade indices. It canbe divided into four levels：context，investment，process and product. There arerespectively economic investment, social protection, development of HE, institutions,information technology infrastructure, continue to learning places and developmentresults as secondary indexes. Meanwhile,12third indicators are nodded, whichinvolving per capita GDP, urban per capita disposable income,rural per capita net income, registered urban unemployment rate, number of collegesin the region, number of universities to carry out specifically continuing educationservices, number of institutions with continuing education service,comprehensive TV coverage rate, number of public library, enrollment, students andgraduates of CE. Based on the practical needs of China’s social development and economicprogress, the research of Continuing Education is lack of theoretical foundation.Meanwhile,the study is mainly from theoretical exploration, policy analysis andapplicational meaning. However, there is ambiguous in the connotation andextension, latitude, theoretical support and other issues of Continuing Educationdevelopment in current studies. These studies are not enough because authors don’tobserve the issue from comprehensive, integrated perspective.In the paper, the author deeply analyzes and compares International anddomestic indicators of Continuing Education development, and pointed out theadvantages and disadvantages of indicators in detail, combined with the actualContinuing Education development in China. The author mainly studies ContinuingEducation development in city level. He displays the value oritention throughInclusive Education, Inclusive Growth and Sustainable Development.There arezero-defect management, PDCA, CIPP evaluation and learning society theory in thetheoretical basis of the indicators system.Meanwhile, the indicator system is organized by various principles. Based onexisting statistical data, by the Delphi method, and using Kunming City example toverify, we build the indicator system. Then from an empirical perspective, to furtherenhance the operability of the system, we expect provide suggestions to ContinuingEducation-related decision-making departments.Innovation of the research is to independently construct a educationaldevelopment index system of CE in city region, according to the Chinese reality ofContinuing Education development. Seven second-grade indices andtwelve three-level indexes are put forward for the first time.Compared to other index systems of educational development, it focuses onContinuing Education. To promote economic development and social progress incity region，combined with the development practiceof CE, the author constructs theindex system, taking Kunming city as a case, to verify thecientificalness and operability. At the same time, some suggestions are taked to thedevelopment of continuing education in Kunming city.The article can be divided into seven parts: there is the Introduction in the first Chapter. it introduces the background and significance of the study, clarifiesquestions, and points out research methods and structural arrangements.Then it analyzes the existing domestic and international Continuing Educationdevelopment indicators. There mentions value orientation and theoretical foundationin the third chapter. Meanwhile, the author specializes the basic principles of indicatorsystem, to consider the scientific and practical meaning, combine qualitativedescription and quantitative measurement, as well as comparability and uniquity infourth Chapter.In the end of the article, the writer details the Continuing Educationaldevelopment indicator system. Then taking an example as Kunming City, the paperexplains the current situation of the city, analyzes the basic factors to further enrichand improve the Continuing Education in city region. Finnally, it summarizes theindicator system in Continuing Education development, activating specific ideas,andmentions the limitations and shortcomings of this study.As the restriction of time and expertise，the study on Continuing Educationdevelopment is not enough. However, the writer still hope that it rationalizes thedevelopment ideas, provides suggestions for the regional continuing educationdevelopment through the research. It is a huge systematic engineering to research theContinuing Education development indicator system in City area, which has greatacademic value and practical significance. Finally, we still expect that there is greaterbreakthrough in this field.