About the (non) existence of a lifelong education system in Chile

The article reveals the essence of the definitions «lifelong education», «lifelong professional education», «system of lifelong education». An urgent problem today is to search ways to modernize and improve the system of lifelong professional education in order to make education meet the needs of society as a whole and each individual in particular at each level. The variability of surrounding reality is the basis for change in society and social institutions. Lifelong professional education cannot exist in isolation from other social systems. Education is the engine for the development of society (economic, political, social, etc.). The interpretation of the concept of «lifelong education» by different authors is analyzed, various contexts are considered (as a concept, as an aspect of educational practice, as a principle of educational organization, as a principle of state policy implementation, as modern trend, as a paradigm of scientific and pedagogical thinking). The roles of lifelong education (for an individual, for society, for the state, for the world community) are considered. Developmental stages of lifelong education (V. Onushkina, O. Tonkonoga, T. Desyatova, N. Nychkalo) are investigated. The problems of modern professional education are considered (subject education, elemental approach, separation of the subjects of the educational process from its results, the absence of quality requirements at each stage, etc.) and suggested ways to eliminate them. The characteristics of lifelong learning (duration, motivation, goals and objectives, network of educational services) are analyzed. The functions of lifelong professional education are considered: socio-cultural (developmental), general education (compensatory), adaptive and economic. The priority directions of lifelong professional education development are analyzed: intellectualization of education; personality-oriented approach; educational services market; modernization of all types of support; social partnership; international cooperation. The requirements for lifelong professional education at present stage of society development are formulated and characterized. The system of lifelong professional education is considered as a dynamic system that is in constant development.

The 38th general council of UNESCO presented the idea of ensuring inclusive and equal quality education and promoting lifelong learning for all. Since 1965, when Mr. Paul Lengrand introduced the concept of lifelong education, countries all over the world have unceasingly carried on some practices. Since 1990s, the construction of lifelong education system has been regarded as an important subject of education reform and development in China. However, on the whole, only the important measures to construct the lifelong education system has been heard so far, and few concrete practices has been seen. And the lifelong special education service system is even more a kind of that can not be reached.Special Education Promotion Plan (2014-2016) issued by the General Office of the State Council of the people’s Republic of China proposes to actively develop special education in non-compulsory education stages. From the perspective of lifelong learning for all, based on lifelong learning for disabled people and diversified needs of special students, lifelong special education practices, which lasted 15 years with three phases of action research has been carried out in Changning District of Shanghai. The government of Changning District has set up a substantive regional special education guidance center, established a multi-disciplinary resource platform for regional medical education, developed a regional off-campus lifelong special education curriculum, built a regional transition service mechanism for special students and constructed a life-long special education service system for disabled people from 0 to 3 years old and even the elderly. Three research conclusions have been drawn: based on a multi-disciplinary comprehensive service system, the construction of a life-long special education service system is a process of continuous progress towards an ideal state to remove obstacles in administrative system and mechanism.

Abstracts English The aim of the paper is to argue for a curriculum model approach to problems of development in adult and lifelong (or continuing) education contexts. The advantages of such an approach are outlined : relating theory to practice and social policies to educational processes; exploring professional role‐structures and their effect upon received curriculum assumptions in the adult sector, particularly the traditional needs‐meeting, remedial and compensatory elements of such assumptions. The significance of recent theoretical and policy developments in adult and continuing education is reviewed in these terms and some distinctions made between alternative implicit models of the lifelong curriculum. It is suggested that adult education, as presently constituted, might, itself, be an obstacle to the development of an integrated lifelong education curriculum. In order to elucidate this a number of curriculum concepts, familiar enough in the general theory of education, are considered in the less familiar context of adult and lifelong education: typologies of curriculum models are used to explore some issues of development in this context (e.g. objectives, provision, process, action, research models etc.) Ideas of a ‘core’ curriculum, and of the ‘hidden’ or ‘latent’ curriculum, together with curriculum development and evaluation are also considered. The existing state of the adult and continuing education curriculum is then analyzed within such a conceptual framework. The disposition of professional roles is described, together with the curricular implications of the structure of provision (the University Extra‐Mural Departments, the WEA and the LEA sector). The ideas of ‘flexibility’ and ‘access’ are critically reviewed as a function of professional (rather than political) ideologies, and the adult‐lifelong curriculum is analyzed in terms of administrative criteria on the one hand and educational process and social action on the other. A prevailing orthodoxy of continuing education is elucidated in curriculum terms, and contrasted with the curriculum implications of lifelong models. For example, such models stress the functional interdependence of learning stages in an ‘intrinsic’ rather than a ‘remedial’ way, whereas much thinking about adult and continuing education in Britain is concerned with compensatory responses to failures of early educational experience. In conclusion, it is argued that, in curriculum terms, the development of a continuing or a lifelong education system is by no means as straightforward as is sometimes supposed, and that the obstacles lie primarily within the nature of present curriculum assumptions as much as the more obvious material obstacles to development. Adult education, as it is presently organized, articulates the same kind of curriculum assumptions as initial education. The curriculum assumptions of lifelong education, however, are much more concerned with education in terms of social control and knowledge‐content than with access to professional provision which reproduces curriculum models of initial education sectors.

In today's rapidly evolving society, the establishment of a learning society is paramount. The lifelong education system (LLES) plays a crucial role in enriching individuals' intellectual and emotional landscapes, fostering continuous growth, and instilling the habit of lifelong learning. However, traditional lifelong education systems often have limitations regarding accessibility, openness, and resource‐sharing, limiting opportunities for lifelong learning and dampening enthusiasm for it. To address these limitations, it is hypothesized that integrating information technology, specifically vector analysis algorithms, into lifelong education systems can revolutionize the learning experience (LE). By leveraging the power of the internet and advanced algorithms, it is expected that a new LLES can offer a superior online learning environment, enriched resources, and intelligent data analysis capabilities, thereby facilitating more effective lifelong learning. The methodology involves the development and implementation of an information age service based on vector analysis algorithms within the lifelong education framework. This study aims to provide learners with enhanced access to high‐quality online learning resources while offering intelligent data analysis to optimize learning pathways. With the continuous development of Internet technology, information technology has been applied to various fields. Information age services (IAS) based on vector analysis algorithms (VAAs) will be combined with LLES. Technology will be utilized to the maximum to provide lifelong learners with a high‐quality online learning environment, online learning resources, and intelligent data analysis to help learners better conduct lifelong learning. Experimental results comparing the new LLES with traditional approaches demonstrated significant improvements. The new system enhanced the matching of teaching materials by 31.8%, offered a wider and more convenient learning path, and provided access to a greater variety of teaching resources. Moreover, learners using the new system exhibited an average learning increase of 7%. The integration of IAS based on VAAs into lifelong education represents a substantial advancement. This innovative approach offers superior teaching resources, educational methods, and learning opportunities, empowering individuals to embrace and sustain lifelong learning journeys more effectively in the digital age.

Summary Lifelong education policy in Taiwan has undergone a policy of lifelong education. , Policy on lifelong education , Lifelong education three-step Deep paragraph . under the impetus of these policies , Taiwan to give full play to family education , Community Education , old age education and educational institutions ,end of civil non-profit organization Body Education . Constructs a lifelong education system from preschool children _until senior citizens , includes regular , Non-formal and informal educational activities , covers Home Court education , School education , Social Education three aspects .

Summary : compared to the status quo of the legalization of lifelong education in developed countries , Our country is still in the post-state . Even if there are individual local regulations , also Limitations of legal effects . so , lack of substantive measures in our lifelong education . Research and carding experience of foreign lifelong education legislation , to our country Home Level lifelong education legislation is important . United States Lifelong Learning Law did not deliberately construct a large and complete lifelong education system , instead of Lifelong Education The push of the is placed in a certain close category , to avoid regulationsEmpty Disadvantages of the , But the move undermines lifelong education in the national educational status in the system . Japan Lifelong Learning Promotion Lawis placed at the level of industry revitalization , But the state and government provide public education opportunities for the people, etc. about the essence of lifelong education , is still not getting what it should be .. Korea Lifetime Education Act is currently the world's most complete statute , However, the importance of the main body status of the people in lifelong education is not enough. The main problem to be solved in the legislation of lifelong education in China is :protecting lifelong learning for citizens rights , insisting on government-led , establishing lifelong education system , Architecture Lifelong education overpass ,Construction Credits Bank , Setting lifelong education institutions and professionals Vocational education Administrators , to include lifelong education funding in the national education budget .

Summary Since entering the information age , Internet platforms are becoming more and more widely used in all walks of life . and at the same time , Building lifelong education system also is a social consensus . in this context , articles will be based on internet platform , Explore the building strategy of a lifelong education system , attempting to teach our country for life The build of a fertility system provides some help , to promote lifelong education in China _ Step development . article view , make full use of various information network Technologies , Add Lifelong education organizations and institutions , Promoting the pluralistic development of lifelong education system , is useful for building a lifelong education system .

The concept of lifelong learning and its educational practices have been widely disseminated and accepted in the international community. China has also established the goal of building a lifelong learning education system for all citizens, but its institutional pathways still need to be clarified, and its practical implementation requires further expansion and improvement. Based on the analytical framework of neo-institutional sociology, a comparative analysis of the construction of lifelong education systems in major countries around the world can provide certain insights. Research findings indicate that the construction of lifelong learning education systems in various countries is rooted in their national value traditions and emerges from different institutional domains. Therefore, in building a lifelong learning education system that serves all citizens in China, it is possible to start from China's value traditions and carry out institutional design in terms of institutional pathways and operational mechanisms. The constraints on the formation of China's current vocational skills training system have been analyzed from aspects such as limitations of the education system, insufficient training resources, mismatch between market demand and supply, influence of social concepts, imperfect laws and regulations, low corporate participation, regional disparities, and lack of incentive mechanisms. Finally, the paper looks forward to the mechanism of vocational education lifelong learning system in China, suggesting that to further accelerate the construction of a lifelong learning system for all citizens, the positive role of vocational education should be fully played, the current problems in the construction of the system should be deeply analyzed, and efforts should be made from aspects such as optimization of enrollment, construction of teacher teams, optimization of the education system, and the use of information technology to accelerate the construction of a vocational education service system for lifelong learning for all citizens.

CHAPTER 8 - ISSUES, PROBLEMS AND PROSPECTS IN A LIFELONG EDUCATION SYSTEM

Summary : Building a lifelong education system is an important strategy for China's medium and longterm education reform and development plan . lifetimeConstruction of education system one Direct policyattention , But the important steps to build the system have not yet been seen in detail . Even so , lifetime The ideaof education is gaining ground. , in our country constructs the lifelong education system to have its massfoundation and the time significance . This article is based on the basic consensus of the Lifetime education system in the world , to what kind of lifelong education system should China make outlook , Building legally guaranteed , Integrated , All people are serviced by the , Learner-centred lifelong education Department , trying to make a lifelong education system an image ,Suggestions for the development of lifelong education system in China .

With the deepening of the new curriculum reform, various disciplines in colleges and universities are deepening the reform, from the teaching content, teaching methods, teaching staff and other aspects of reform. Lifelong education system has the characteristics of systematization, learning, development and comprehensiveness. It is the unity of all kinds of education. As an important part of lifelong education system, higher education has prominent advantages and importance. Therefore, it is the general trend of the development of higher education in the world to bring higher education into the lifelong education system, apply the concept of lifelong education to promote the reform of talent training mode of higher education, and make higher education more autonomous, flexible and integrated in terms of specialty selection, educational system and teaching plan.

The study is devoted to the analysis of the implementation of the "lifelong learning" concept in Russia. To study the problem, we used both secondary data from surveys conducted by the VTsIOM and HSE University, as well as information obtained by the authors during expert interviews with teachers of higher education, tutors of business education and scholars involved in educational issues. The logic of the study involved a consistent acquaintance with the concept of lifelong education, the presentation of the structure of modern Russian education, and the inclusion of various groups of the population in the lifelong education system. A key part of the study was an analysis of the barriers and opportunities for the population to pursue lifelong learning. The results of the polls and the data of expert interviews allowed us to identify systemic problems in implementing this concept, such as: the transitional state of the educational system, insufficient budget funding for education, low financial power of population, insufficient demand from employers, an unformed system of additional professional education, underdevelopment of support for informal education and its pairing with formal education. The role of the National project “Education” in solving the problems of implementing the concept of lifelong education is noted.

The history of teacher training in Benin, which provides evidence of social and cultural change, suggests that a system of lifelong education should be introduced which unites formal, non-formal and informal education, all of which already exist in embryo. The education originally given to every member of society was a continuing progression from initiate to initiator, a lifelong education that involved, among other things, knowledge of agricultural production. This traditional system was disrupted by the reorganization of teacher training after 1945. Recurrent training of teachers remained inadequate because of limited external funding for in-service training, the lack of teachers, the suspension of recruitment and the closure of teacher training colleges. The 1975 reform, through the initiative known as Operation Education and Development, envisaged links between school and social environment, allying intellectual work with production. This meant a radical change in the role of the teacher, who was confronted with technical advance and was obliged to enter a difficult continuing process of self-training. Furthermore, population growth and the restrictions imposed by the World Bank have brought about developments in both lifelong learning and apprenticeship. These two elements are brought together under an initiative known as Production Scolaire Artisanale, designed for out-of-school learners and artisans. The author concludes that the creation of a coherent system of voluntary education would be possible in a society that was itself favourably disposed to education.

유럽의 통합은 1991년 12월 마스트리히트에서 유럽연합조약을 처음 체결하면서 시작되었다. 근대 민족 국가의 요람이라고 할 수 있는 유럽은 현재 각국들의 사회경제적 통합은 물론 정치적 분야에서도 단일 유럽을 실현해 왔다. 이러한 가운데 유럽연합의 새로운 통합성장동력을 개발하기 위한 평생교육정책은 무엇보다도 사회경제적 환경 변화에 대비 할 수 있는 교육적 대응이 필요하다고 보고 있다. 특히 평생교육분야의 협력과 통합발전에 있어서는 다양성과 상호 조절을 통한 효율성의 조화를 이루어야 하는 중요한 과제를 안고 있다고 본다. 그러나 그들의 노력에도 불구하고 2008년 이후 유럽연합의 몇몇 국가들은 경제 침체로 인하여 국가재정의 위기를 맞이하였으며, 급기야 유럽전체의 재정위기로 까지 영향을 미치고 있다. 이와 같은 위기는 현재 유럽연합의 사회경제적 통합을 흔들고 있다. 본 연구에서는 유럽연합의 사회경제적 통합을 위한 평생교육 체제구축 및 정책 추진 현황을 살펴보고, 유럽연합에 속한 국가들 간의 성인평생교육 참여율이 1인당 국민소득과 어떠한 관련성이 있는지 분석하고자 하였다. 그리고 유럽연합의 경제위기 속에서 회원국 간의 사회경제적 통합이 지속 가능할 수 있을지를 통합적 평생교육체제의 문제점을 중심으로 알아보았다. 또한 이를 통하여 우리나라 평생교육의 새로운 패러다임 전환과 정책 수립 및 발전 방향 제시에 시사점을 도출하고자 하였다. Integration of Europe was started when European Union Treaty was concluded at Maastricht for the first time on December, 1991. Europe which may be called as a cradle of modern national state has realized a single Europe not only in the socio-economic integration field but also in the political field. Under this background, it is considered that life-long education policy for developing a new integrated growth engine of EU requires educational response that may get ready for socio-economic environmental transformation more than anything else. In particular, this policy is faced with an important task of having to achieve harmony of efficiency through diversity and mutual coordination in pursuing cooperation and integrated development of life-long education field. However, notwithstanding their efforts, since 2008, some countries of EU were faced with economic crisis due to economic recession and this situation starts to drive the whole Europe even to the point of their financial crisis at last. This crisis is currently shaking socio-economic integration of EU. This study intends to observe a status of establishing life-long education system and promoting a policy for socio-economic integration of EU and to analyze as to what kind of relevance adult participation rate of life-long learning among the countries belonged to EU has with per capita income and to explore as whether socio-economic integration among member countries could be sustained based on problems of integrative life-long education system under the economic crisis of EU. In addition, through this study, an implication required for presenting a new paradigm conversion, policy establishment and development direction for the life-long education of our country is intended to be deduced.

Developed from lifelong education, lifelong learning is also its ultimate aim. Lifelong has become the most basic feature of modern education and the traditional normal education mode can no longer satisfy the demand of lifelong education, therefore, under the magnificent background of lifelong education, as an important component of lifelong education system, education in normal colleges and universities should change the traditional educational ideas and make full advantage of the active role of these colleges and universities. Teachers in normal colleges and universities should also set examples for lifelong education, on the basis of which requirements in lifelong education are put forward for teachers in normal colleges and universities.