Investigation report on adult education in Taiwan
Investigation report on adult education in Taiwan
At the invitation of the Taiwan Adult and Lifelong Education Association, Mr. Bai Liangkai, the president of the Adult Education Association of the Autonomous Region and the former deputy director of the Education Department, was headed by Zhang Zhikun, director of the Adult Education Division of the Ministry of Education of the People's Republic of China, as the deputy head of the Inner Mongolia Autonomous Region. Twenty-three members of the Adult Education Association’s delegation to Taiwan visited the adult and lifelong education in Taiwan for a 10-day study from November 20 to 30, 2005. In ten days, he visited the social education halls in Hsinchu, Tainan and Taitung, visited Zhongzheng University, Kaohsiung Normal University and Hualien Social Education Station, and held a cross-strait adult and lifelong education seminar in Kaohsiung, attended by more than 400 people. Two experts on both sides of the strait published nine papers on adult and lifelong education. One day's seminar, the meeting will be interactive, the discussion is warm, and the academic atmosphere is strong. As for the ten-day inspection of Taiwan, I would like to talk about the following feelings:
1. Lifelong education is the central topic of modern civilized society education and the fulcrum of a harmonious society.
The political report of the 16th National Congress of the Communist Party of China proposed for the first time a learning society that formed a nationwide study and lifelong learning, and promoted the all-round development of people. Since then, many institutions and units have established learning-type institutions and learning-type units. However, it is not enough to discuss the learning-oriented social theory of why the 16th National Congress of the Communist Party of China is learning and lifelong learning. Thus, the establishment criteria for learning institutions and learning units are basically based on the number of times of historically concentrated political learning. The study tour to Taiwan this time, especially the one-day theoretical study of lifelong education, is much clearer about the concept of a learning society and lifelong learning.
The so-called lifelong education refers to the activity of a person who continuously participates in or conducts learning throughout his life. It is consistent with the individual's life, allowing education to take place in the individual's life and work, leisure, retirement and other activities in a loop. Lifelong education is a level of education that integrates schools, families, communities, and workplaces, and vertically integrates the education of individuals from birth to death.
The reason why lifelong education is derived from the influence of globalization, knowledge and post-modernization after the entry of mankind into the 21st century, coupled with the accelerated shortening of the time span of social change and the extension of human life, individuals will face in their lifetime. Many times social changes require individuals to make corresponding changes in their concepts, ideas, and lifestyles. Only by continuous learning and constantly enriching new knowledge can we adapt to the needs of work and life. The goal of lifelong education is to promote individual development, social integration, and economic development.
From the above point of view, lifelong education is the product of economic and social development to a certain stage. China is in the process of modernization, but under the impact of globalization, knowledge and population aging, lifelong education must be proposed as a central topic of education. The learning society is based on the concept of lifelong education. Based on the need to improve self-competitiveness, countries do not regard the establishment of a lifelong learning society as the focus of education reform.
The establishment of a lifelong learning society is first and foremost the responsibility of the government. The government must guarantee the right of all people to study and fully provide opportunities for learning; develop lifelong educational resources and popularize lifelong education channels; strengthen the functions of lifelong learning institutions and stimulate people to participate in learning. The enthusiasm of the activity; we must improve the legal system of lifelong education and formulate laws and regulations for lifelong education; we must cultivate the concept and learning habits of lifelong education. The government must build a formal and informal lifelong education system with diverse learning patterns and diverse learning methods.
Judging from the situation in Taiwan, the 1980 Social Education Law clearly stipulated that “the purpose of implementing education for all and lifelong education” was established. In 1988, “the establishment of an adult education system to achieve the goal of education for all and lifelong education” was proposed. Specific recommendations; in 1995, the “planning career learning system was established to establish a lifelong learning society”; the 1996 Education Reform Review Committee’s General Report stated the specific recommendations and detailed practices for establishing a lifelong learning society; The "White" paper, the educational reform action plan and the "promoting lifelong education, building a learning society" medium-term plan; the "Lifelong Learning Law" was promulgated in 2002; the "Lifelong Learning Law Implementation Rules" was promulgated in 2003.
The popularization of the concept of lifelong learning, the wide availability of lifelong learning opportunities, the specific commitment of lifelong learning policies, and the public's expectation for continued learning are the basic conditions for the realization of a learning society. The Taiwan society has basically completed the work of constructing social law and policy at the level of learning for lifelong learning, and is forming a lifelong education system with diverse forms and diverse methods of formal education, non-formal education and informal education. From the situation of each university, due to the stimulation of the concept of lifelong education, more people return to the campus and invest in the ranks of learning. Many universities have more adult returning students than traditional students, and offer adult-oriented degree programs in curriculum design. In addition, Taiwan also promotes various types of return education, continuing education, promotion education, and non-formal education in universities. With the goal of establishing a learning society, a social education system for non-formal education has been formed, such as the Air University, the Air Training Institute, the Further Education College and the Specialist Education School. There is also a social education center station that radiates across the island. Taiwan's social education hall is engaged in community education. The six social education centers on the island are directly under the Ministry of Education. Each social education center radiates several counties. Each county's township administrative units have social education workstations. Each social education hall has only a dozen full-time staff members, and each workstation is a volunteer staff member who does not receive salary. The Ministry of Education allocates funds to the social education centers every year. The Social Education Center allocates funds for activities according to the development of each workstation activity. Take the Tainan Social Education Center as an example. The courses offered by the Art and Culture Workshop include physical stretching: rhythm, yoga, tai chi; leisure art: Chinese painting, calligraphy, drawing, watercolor, oil painting, photography, art design, national drama, country Music, Guzheng, Guqin, Go, Folk Guitar, Children's Painting, Children's Art, Pottery, Cotton Tear Art; Language Learning: Basic Japanese, Practical Intermediate Japanese, American Introduction; Life Skills: Flower Arrangement, Sign Language and Singing, Beauty, hair styling, Chinese and Western cooking, European cakes and snacks, basic bread, bartending and coffee pop drinks, fine workmanship, soil plastics; life training: eloquence training, herringbone numerology, easy divination, purple micro-counter, Face and interpersonal relationship, fascination communication, life five-line numerology research, meridian massage, Yijing Yangzhai, China Feng Shui geography, singing. The educational contents of the Taitung Social Education Center include the Social University for the Elderly, parent education, art appreciation education, women's education, community scouting education, environmental education, life and safety education, aboriginal education, sports and leisure education. From the key work items of the Wanrong Community Teaching Station in Hualien County of Taitung Social Education Center, almost all the educational contents set by the Taitung Social Education Center were included. There were more than 40 organized activities throughout the year.
From the inspection process, the vast majority of Taiwanese community educators are volunteers. Take the Tainan Social Education Center as an example. Officially, there are 13 people, and there are more than 1,000 volunteers working in each station. The enthusiasm of these “volunteers” is extremely high. The funds allocated by the government are limited. Social education activities also rely on the support of various enterprises. Many entrepreneurs are “volunteers” in the social education hall. Due to the wide range of radiation, many activities in the Social Education Center have utilized the venues of Chinese small schools.
At the invitation of the Taiwan Adult and Lifelong Education Association, Mr. Bai Liangkai, the president of the Adult Education Association of the Autonomous Region and the former deputy director of the Education Department, was headed by Zhang Zhikun, director of the Adult Education Division of the Ministry of Education of the People's Republic of China, as the deputy head of the Inner Mongolia Autonomous Region. Twenty-three members of the Adult Education Association’s delegation to Taiwan visited the adult and lifelong education in Taiwan for a 10-day study from November 20 to 30, 2005. In ten days, he visited the social education halls in Hsinchu, Tainan and Taitung, visited Zhongzheng University, Kaohsiung Normal University and Hualien Social Education Station, and held a cross-strait adult and lifelong education seminar in Kaohsiung, attended by more than 400 people. Two experts on both sides of the strait published nine papers on adult and lifelong education. One day's seminar, the meeting will be interactive, the discussion is warm, and the academic atmosphere is strong. As for the ten-day inspection of Taiwan, I would like to talk about the following feelings:
1. Lifelong education is the central topic of modern civilized society education and the fulcrum of a harmonious society.
The political report of the 16th National Congress of the Communist Party of China proposed for the first time a learning society that formed a nationwide study and lifelong learning, and promoted the all-round development of people. Since then, many institutions and units have established learning-type institutions and learning-type units. However, it is not enough to discuss the learning-oriented social theory of why the 16th National Congress of the Communist Party of China is learning and lifelong learning. Thus, the establishment criteria for learning institutions and learning units are basically based on the number of times of historically concentrated political learning. The study tour to Taiwan this time, especially the one-day theoretical study of lifelong education, is much clearer about the concept of a learning society and lifelong learning.
The so-called lifelong education refers to the activity of a person who continuously participates in or conducts learning throughout his life. It is consistent with the individual's life, allowing education to take place in the individual's life and work, leisure, retirement and other activities in a loop. Lifelong education is a level of education that integrates schools, families, communities, and workplaces, and vertically integrates the education of individuals from birth to death.
The reason why lifelong education is derived from the influence of globalization, knowledge and post-modernization after the entry of mankind into the 21st century, coupled with the accelerated shortening of the time span of social change and the extension of human life, individuals will face in their lifetime. Many times social changes require individuals to make corresponding changes in their concepts, ideas, and lifestyles. Only by continuous learning and constantly enriching new knowledge can we adapt to the needs of work and life. The goal of lifelong education is to promote individual development, social integration, and economic development.
From the above point of view, lifelong education is the product of economic and social development to a certain stage. China is in the process of modernization, but under the impact of globalization, knowledge and population aging, lifelong education must be proposed as a central topic of education. The learning society is based on the concept of lifelong education. Based on the need to improve self-competitiveness, countries do not regard the establishment of a lifelong learning society as the focus of education reform.
The establishment of a lifelong learning society is first and foremost the responsibility of the government. The government must guarantee the right of all people to study and fully provide opportunities for learning; develop lifelong educational resources and popularize lifelong education channels; strengthen the functions of lifelong learning institutions and stimulate people to participate in learning. The enthusiasm of the activity; we must improve the legal system of lifelong education and formulate laws and regulations for lifelong education; we must cultivate the concept and learning habits of lifelong education. The government must build a formal and informal lifelong education system with diverse learning patterns and diverse learning methods.
Judging from the situation in Taiwan, the 1980 Social Education Law clearly stipulated that “the purpose of implementing education for all and lifelong education” was established. In 1988, “the establishment of an adult education system to achieve the goal of education for all and lifelong education” was proposed. Specific recommendations; in 1995, the “planning career learning system was established to establish a lifelong learning society”; the 1996 Education Reform Review Committee’s General Report stated the specific recommendations and detailed practices for establishing a lifelong learning society; The "White" paper, the educational reform action plan and the "promoting lifelong education, building a learning society" medium-term plan; the "Lifelong Learning Law" was promulgated in 2002; the "Lifelong Learning Law Implementation Rules" was promulgated in 2003.
The popularization of the concept of lifelong learning, the wide availability of lifelong learning opportunities, the specific commitment of lifelong learning policies, and the public's expectation for continued learning are the basic conditions for the realization of a learning society. The Taiwan society has basically completed the work of constructing social law and policy at the level of learning for lifelong learning, and is forming a lifelong education system with diverse forms and diverse methods of formal education, non-formal education and informal education. From the situation of each university, due to the stimulation of the concept of lifelong education, more people return to the campus and invest in the ranks of learning. Many universities have more adult returning students than traditional students, and offer adult-oriented degree programs in curriculum design. In addition, Taiwan also promotes various types of return education, continuing education, promotion education, and non-formal education in universities. With the goal of establishing a learning society, a social education system for non-formal education has been formed, such as the Air University, the Air Training Institute, the Further Education College and the Specialist Education School. There is also a social education center station that radiates across the island. Taiwan's social education hall is engaged in community education. The six social education centers on the island are directly under the Ministry of Education. Each social education center radiates several counties. Each county's township administrative units have social education workstations. Each social education hall has only a dozen full-time staff members, and each workstation is a volunteer staff member who does not receive salary. The Ministry of Education allocates funds to the social education centers every year. The Social Education Center allocates funds for activities according to the development of each workstation activity. Take the Tainan Social Education Center as an example. The courses offered by the Art and Culture Workshop include physical stretching: rhythm, yoga, tai chi; leisure art: Chinese painting, calligraphy, drawing, watercolor, oil painting, photography, art design, national drama, country Music, Guzheng, Guqin, Go, Folk Guitar, Children's Painting, Children's Art, Pottery, Cotton Tear Art; Language Learning: Basic Japanese, Practical Intermediate Japanese, American Introduction; Life Skills: Flower Arrangement, Sign Language and Singing, Beauty, hair styling, Chinese and Western cooking, European cakes and snacks, basic bread, bartending and coffee pop drinks, fine workmanship, soil plastics; life training: eloquence training, herringbone numerology, easy divination, purple micro-counter, Face and interpersonal relationship, fascination communication, life five-line numerology research, meridian massage, Yijing Yangzhai, China Feng Shui geography, singing. The educational contents of the Taitung Social Education Center include the Social University for the Elderly, parent education, art appreciation education, women's education, community scouting education, environmental education, life and safety education, aboriginal education, sports and leisure education. From the key work items of the Wanrong Community Teaching Station in Hualien County of Taitung Social Education Center, almost all the educational contents set by the Taitung Social Education Center were included. There were more than 40 organized activities throughout the year.
From the inspection process, the vast majority of Taiwanese community educators are volunteers. Take the Tainan Social Education Center as an example. Officially, there are 13 people, and there are more than 1,000 volunteers working in each station. The enthusiasm of these “volunteers” is extremely high. The funds allocated by the government are limited. Social education activities also rely on the support of various enterprises. Many entrepreneurs are “volunteers” in the social education hall. Due to the wide range of radiation, many activities in the Social Education Center have utilized the venues of Chinese small schools.
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