A Research On Localization Of Lifelong Education In China Since Its Reform And Opening-up

With the promotion of lifelong education by the international organization, such as UNSECO, OECD and EN, Lifelong education is becoming the principal and the trend of education reform. The thought of lifelong education have been introduced into China for several decades and was change a lot in China. Thus, it is necessary to comb the development of history and status in China’s development of lifelong education and describe the process of Its localization.By collecting mounts of literature published on CNKI.NET since 1978 to 2015, the research adapted the methods of bibliometrics and content analysis to try to compare the different journey of international lifelong education, aiming at discovering the features and trends of China’s lifelong education. There are conjectures about the stages of localization of lifelong education. That is, the development history of lifelong education has gone through three stages.(1) Stage of aiming at surviving for "economic purpose"(1978-1993). At this stage, lifelong education was introduced into China and gradually became the tool and access to eliminate illiteracy, acquire knowledge and skills to survive.(2) Stage of aiming at "personal higher development for self-fulfillment" (1993-2000). Due to the development of economic, people changed their physical lifestyle. Especially the increase in leisure time, People expressed strong demands of spiritual things to accelerate the development of a variety of off-campus education, such as community education and aging education;(3) Stage of protecting "the rights to study" and "the rights to receive education"(since2000). Due to the continual promotion of lifelong education polices, lifelong education turn from meeting the spiritual needs of the individual to guarantee citizen’s right to learn and be educated. The State tried to make the law to admit and guarantee the right to study and the rights to receive education for every citizen.The prominent features among the long journey were three. The fusion always played the roles of breakthrough; More attention was focused on the vulnerable groups and multi-force participation to promote the development of localization. While the process and features contained the trends of the localization of lifelong education. They are the deeper integration of all types of education, the innovation and diversity of the development, the stronger interdepartmental and international co-development. Some advices were put forward at the end of thesis and it also noted that the process of China lifelong education is exactly the process of resolving problems arose in the development of lifelong education since the reform and opening up and is the process to create.