摘要
我国老年教育政策发展经历管理机构建立的萌芽期、管理主体更替变化的初创期、纳入老龄事业范畴的发展期和独立政策文本出台的完善期四个阶段。据此,形成对我国老年教育发展的基本认识:属性认识经由社会问题、精神文化和教育事业的发展过程,管理主体由老龄部门、文化部门到教育部门,服务对象从老干部转向普通老年人。展望未来,老年教育可关注教育与老龄、公益与市场、系统与法制、普及与均衡等关系。
The development of educational policy for the aged in China has experienced four stages including the embryonic stage of the establishment of the management institution,the initial stage of the change of the management subject replacement,the developing period of incorporating the category of the ageing undertakings,and the perfect period of the promulgation of independent policy text.According to this,the basic cognition of the development of the aged education in our country is formed.Attribute cognition is changed from the development process of social problems,spiritual culture to education.The management subject is changed from the aged department,the cultural department to the educational department.The service object turns from the old cadre to the ordinary old people.Looking forward to the future,we can pay attention to the relationship between education and old age,public welfare and market,system and legal system,popularization and balance and so on.
作者
吴思孝
WU Si-xiao(Zhejiang Open University,Hangzhou 310012,China)
出处
《成人教育》
北大核心
2019年第6期42-48,共7页
Adult Education
基金
全国教育科学“十二五”规划教育部重点课题“老龄化背景下老年教育供需矛盾及对策研究”,项目编号为DKA150213
杭州市哲学社会科学规划常规性立项课题“老年教育课程资源整合研究——以浙江老年开放大学为例”,项目编号为Z19JC063
关键词
老年教育
老龄事业
历史追溯
发展阶段
aged education
aging undertaking
historical retrospect
development stage