Enacting Lifelong Learning in China

Abstract

In the last few decades, lifelong learning has gained favour as an educational paradigm. Inevitably, embedded in social, cultural, and economic contexts, the conceptualization and implementation of lifelong learning across the globe is far from homogenous. In China, although the notion of lifelong learning can be traced to Confucius, the term was introduced more formally in the late 1970s after the Cultural Revolution. In the present article, the authors engage in a critically reflective discussion of the lifelong learning in China. The authors offer historical and future perspectives on lifelong learning and how it is enacted in relation to labor distribution, skills, training, and future needs.

The Evolution, Development Potential and Future Path of Chinese-Style Lifelong Education Modernization

“…In many fields of education modernization, the modernization of lifelong education is the root of the topic; it is a key means by which improve human capital but also an effective way in which to achieve social equity and inclusive development. However, in the process of Chinese-style modernization, lifelong education has certain deficiencies related to system construction and resource allocation, which makes it difficult to meet diversified educational needs (Li & Gu, 2019). At the same time, challenges in social equity and inclusion need to be addressed, as disadvantaged and marginalized groups have limited opportunities to participate in lifelong education.…”