The Development and Innovation of Vocational Education from the Perspective of Lifelong Education

With the continuous advancement of technological innovation,lifelong education has become a key factor in personal career development and social progress.As an important part of the lifelong education system,the development and innovation of vocational education are of great significance to meet the needs of the labor market and promote social equity and economic growth.This article analyzes the intrinsic relationship between the concept of lifelong education and vocational education,focusing on analyzing the development and innovation strategies of vocational education from the perspective of lifelong education.

Preliminary Investigation of the Interest Education of Retired College Teachers under Lifelong Education

China has a large base of aging population, and its speed entering the aging society and the growth rate are higher than the average level of the world;however, China's awareness and actions against the population aging are relatively backward. Aging education is an important part of lifelong education;more importantly, it is an important manifestation of education to deal with the aging society. The interest education of retired college teachers is an important component of the aging education and lifelong education;laying a solid foundation for the interest education of retired college teachers would make great contributions to China's aging education. Helping the retired college teachers to realize second advancement and promotion of their enterprises, as well as realizing self-values via the guiding method of interest education is an essential way under the scientific outlook on development. The realization of the interest education of retired college teachers lies in three steps;i.e. intensifying college teachers' acknowledgement of the interest education, building and perfecting the interest education institutions for the college teachers, as well as conducting the interest education of the retired college teachers.

Incorporating Lifelong Education Elements into Teacher Preparation

This paper is committed to advocating the integration of the concept of lifelong education into teacher preparation. It starts with the exploration of the nature of education and teacher preparation, which is followed by an elaboration on some abilities and competences that lifelong education demands of teachers and teacher trainers. Afterwards, following the discussion of some guiding principles regarding educational practices, a brief outline of teacher preparation components allied to methodological proposals to accommodate the principles is presented.

China’s Experiences in Developing Lifelong Education,1978-2017

Purpose:This study systematically reviews the China’s progress in lifelong education(LLE)policies,theories,and practices in the 40 years since its reform and opening-up and provides several guidelines for developing LLE going forward.Design/Approach/Methods:This study analyzes the characteristics of LLE in China through a review of its developmental process and prospects at the policy,theoretical,and practical levels.Findings:While following the goals of LLE set by the United Nations Educational,Scientific,and Cultural Organization,China has developed and implemented LLE with distinctly Chinese characteristics.The development of LLE in China has focused on protecting citizens’learning rights,improving civic literacy,and enhancing human resources.This study reveals four aspects of China’s experiences of LLE development.First,as the primary actor in promoting LLE,the government took responsibility for providing guidance and leadership in the development and implementation of LLE.Second,the people’s enthusiastic response to and expectation of the further enhancement of their spiritual cultivation and quality of life established LLE’s practical status.Third,the socioeconomic and political context consolidated the value foundation of LLE development.Fourth,the positive responses of the academic community and follow-up studies promoted policy-oriented processes and practice-based scientific development.Originality/Value:In addition to suggestions for the creation of an LLE system with Chinese characteristics,this study reveals several core theoretical topics of LLE development in China that warrant further research.

The Systematic,Fair and High-quality Development of the Right to Education in China

Since the release of the first human rights white paper in 1991,the development of the right to education has made remarkable achievements along with the economic miracle of China’s continuous growth and the promotion of education reform.At the regulation level,the right to education has been systematically guaranteed based on the type and phase of education.At the value level,rural areas,poverty-stricken areas,and vulnerable groups have been given preferential treatment to comprehensively improve the quality of their educational resources such as material and financial resources,teachers and curriculum,and digital education development and ensure fair and high-quality development of their right to education.In the future,equal emphasis on fairness and quality will be the value orientation for the development of the right to education,and the rule of law in education will be needed to further provide systematic and strong institutional guarantees for the right to fair and high-quality education.

Human Rights and Social Justice through Open Educational Resources and Lifelong Learning

A landmark in the realization of UNESCO’s Sustainability Goals,Education for All(SDG4),was passed when the organization’s Recommendation of Open Educational Resources(OER)was uniformly adopted in 2019.Now it is time to transfer from the consciousness of OER to their mainstream realization at all levels,micro,meso,and macro,including all stakeholders,such as governments,institutions,academics,teachers,administrators,librarians,students,learners,and the civil service.The OER Recommendation includes five areas:building capacity and utilizing OER;developing supportive policies;ensuring effectiveness;promoting the creation of sustainable OER models;promoting and facilitating international collaboration;monitoring and evaluation.OER are valued as a catalyst for innovation and the achievement of UNESCO’s SDG 4,education for all,lifelong learning,social justice,and human rights.The OER Recommendation will be a catalyst for the realization of several other SDGs.Because access to quality OER concerns human rights and social justice,this Recommendation is vital.In 2020,the effects of the worldwide COVID-19 pandemic clearly demonstrated the importance of opening up education and the access to internationally recognized,qualified learning resources.This article describes and discusses how the promise of resilient,sustainable quality open education can be fulfilled in the new normal and the next normal.

Research on the Concept of Fairness in the Practice of Higher Education

With the continuous development of society, the problems related to education have become the focus of people’s attention, especially the equity of higher education, which can affect not only the sustainable and steady development of higher education, but also the stability of society. This paper mainly discusses the present situation of higher education equity in China and the analysis of factors affecting higher education equity, and summarizes some trends of the development of higher education equity and then puts forward some measures to promote the development of higher education equity.

An Analysis of Polices in Terms of Lifelong Learning

Lifelong learning is a focused issue explored by many scholars.After having reviewed the practices in lifelong leaning policies adopted in many countries and organizations,this paper analyzes the current situation in lifelong learning policies in China,thus to satisfy people's need to live and develop,fulfill spiritual world and level up the quality of life.

Thoughts and Proposals on Equity of China's Rural Compulsory Education

Based on the requirement of improving rural compulsory education quality and balancing education development proposed in "the twelfth five-year" plan,difference in compulsory education between urban and rural areas in China is analyzed.Fairness of rural compulsory education is taken into consideration and the corresponding countermeasures are suggested.

Analysis on the Equity of Compulsory Education and Higher Education from the Angle of Charging

This article mainly discusses the fairness of compulsory education and the transformation of higher education between free and charged. Through the development of China’s compulsory education and higher education, we expound the deficiencies and the concept of perfection at current stage and then points out strategies of equity in compulsory education and higher education based on the current situation.

Analysis of the Governance Issue on the Migrant Children’s Education in Beijing

Establish migrant students’ educative governance committee to discuss the solution of the problems. From 4 aspects, showing how to organize a governing body, to make the floating learners get better education, which can benefit not only them but also the Beijing city.

Continuing Education for Teacher Intellectual Development

This paper starts with exploring how the philosophy of lifelong education may be applied to teacher continuing education programmes, which is followed by an analysis of some negative factors which have resulted in some teacher development programmes devalued. It then proposes a theoretical framework aiming at teacher intellectual development allied to lifelong education philosophy.

从全纳教育边界问题看美国加利福尼亚州FAIR教育法案

全纳教育的深入发展带来的却是全纳教育主体边界问题、内容边界问题以及实施边界问题的困惑,这些问题的实质就是教育公平与教育质量的取舍和偏向。美国加利福尼亚州FAIR教育法案的制定过程充分体现了这些边界问题的困惑,但也提供了一些启示。