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

Abstract

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.