By Carl Dahlman, Douglas Zhihua Zeng, Shuilin Wang
ISBN-10: 0821369431
ISBN-13: 9780821369432
ISBN-10: 082136944X
ISBN-13: 9780821369449
This e-book discusses the problems and steps inquisitive about development a lifelong studying process in China, together with: a coherent coverage framework, a legitimate incentive and institutional framework, a legitimate regulatory setting, a coordinated governance strategy, a well timed and trustworthy administration info process, a dynamic hyperlink with the evolving worldwide method, and the optimum use of constrained assets.
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Additional resources for Enhancing China's Competitiveness Through Lifelong Learning (Wbi Development Studies)
Example text
This includes the traditional literacy and numeracy that are part of the core objective of all educational systems. But given the rapid development of new knowledge and the need for skills to carry out new jobs, additional skills have become critical. They include critical thinking skills, communications skills, ability to work effectively in groups, and learning how to learn. On the supply side, the system had traditionally been dominated by public formal educational institutions. Initially they were meant to socialize students and to prepare them to enter the industrial work force.
4. 0c Sources: China Educational Statistics Yearbook 2000, 2004; and MOE 2003. Note: — = not available. a. 1982 figure. b. 1999 figure. c. 2003 figure. 4. Average educational attainment still low, especially for the working-age population b. OECD: Percentage of the population that has attained upper secondary or tertiary education, 2001 100 120 80 100 Percent Percent a. China: Percentage of the population that has attained upper secondary or tertiary education, 2001 60 40 20 4 6 22 16 0 25–34 3 3 9 7 35–44 45–54 Age group 55–64 Upper secondary 27 24 21 80 60 74 15 69 60 49 40 20 0 25–34 35–44 45–54 Age group Tertiary Source: OECD 2003a.
B. The report notes that while progress has been made toward the goal agreed by the European Council that lifelong learning strategies should be implemented in all member states by 2006, there is still much to be done. See it at http://europa. pdf. • The pathways to learning—formal, nonformal, and informal • The reliance on multiple providers from the private and public sectors, as well as balancing foreign and domestic providers • The use of new technologies in learning, such as distance learning or elearning, with their reliance on radio, television, and the Internet or Webbased techniques • The new forms of financing, quality assurance, certification, and recognition of attainment.