| In the late 20th century and the early 21st century, China has entered an aging society, and the speed of aging is faster than the world's average level. The emergence of the Elderly society and rapid speed of ageing make the education for the aged more and more significant. The education for the aged is not only has a very important role to improve the development of lifelong education system, but also has great significance to the aged themselves, such as helping the elderly to maintain a healthy lifestyle and enrich their life. With the care and support of the Party and the government, as well as community, China's aged education has achieved fruitful results in theory and in practice. However, the development of the education still exists some shortcomings. Currently, China's research on the aged education is primarily concentrated on the content of teaching in the schools for the aged, and so on. The introduction and research of old-age education abroad are very shallow, and have not conducted in depth and comprehension.Through documentary method and comparative method, this paper compared universities of aged people in China and England. Namely, the paper selected Harrow university of the third age and Changsha university of old age as the specific case analysis the two and identify the problems in our country's universities. In prospect to provide ideas and suggestion for the development of the aged education in China.This paper was divided into four parts. In the introduction I introduced the reason, signification, purposes and theories about the article. In the first part it mainly introduced the social background and the status quo of aged education in the world. The rise of aged education is not only the inevitable result of social development, but also the result of old people own development, mainly because of the change of elderly physiological conditions and the existence of spiritual needs. In the aspects of the current development model of aged education I introduced the international status quo of aged education and the country's aging of the education.The second part mainly studied the general situation of the Anglo-Chinese aged education. In this paper, in the part of introducing the aged education in United Kingdom, I introduced three aged education system in United Kingdom, namely, local education authorities, higher education system, as well as voluntary organizations system. The main model of service for the old people and death education in the United Kingdom, focusing on introducing the University of the Third Age. In the part of introducing the aged education of China, firstly I expounded China's aged education's history and current situation. Following by indicated the main form of aged school in China and indicated the relationship between The old people association of china and the aged education . The last of all introduced the situation of universities of old age in china.The third part is the case study of Anglo-Chinese universities of old age. This paper selected Harrow Third Age University of the Third Age in United Kingdom and Changsha university of old age as cases. The reasons were that the tow universities have a similar nature. The contents of this part mainly concluded school curriculum from primary settings, teachers sources, the structure of participants, and so on.The last part of the paper was the Comparison and Enlightenment from Anglo-Chinese universities of old age. On the basis of case-by-case analysis, I introduced the achievements and the problems that exist in the British and Chinese universities of old age. This paper mainly compared the two universities from the areas of curriculum, teaching sources, network-building and resource development of the aged ,with a view to identify some rules of launching aged school ,and draw some inspiration to the development of our country's aged education. |
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