Study On Implementation Models Of Lifelong Learning Policy In Foreign Countries

In 1972, the UNESCO published the famous report Learning To Be, from then on, the thought of lifelong education and lifelong learning have produced worldwide and profound influence which promoted directly the development of lifelong learning as a policy:important start in 1970s; stable development in 1980s; deepening and further progress from 1990s to now. There exist many different implementation models of lifelong learning policy in the world because of discrepancy in the present situation and future needs in society, economy, politics, culture, education and so on. This doctoral paper adopts three methods of theoretical research, comparative research and documents research, implores intensively the implementation models of lifelong learning policy which including the meaning and nature of implementation model of lifelong learning policy, dimensions of theoretical division, comparing in reality, general affect and problems.The goal is to provide a comprehensive theoretical analysis framework for the international development of lifelong learning policy and to deepen the related theory basis, at the same time,it hopes to provide a reflective and immediate reference for china.Chapter 1 analyses key conceptions of lifelong learning, lifelong learning policy and implementation models for laying the groundwork.Chapter 2 examines the progress of lifelong learning policy in some countries and several important international organizations. Then it outlines the overall features of three developmental stages on the basis of historical comparison.Chapter 3 mainly researches six foreign accomplishments on implementation models of lifelong learning policy which had got in this research field, then provides five key theoretical dimensions which differentiates implementation models by using of the methods of comparison, integration and refinery. These five dimensions are:main inclination in value, responsible subjectivity of policy, the way of promoting social or educational transformation, the action scope and the degree of policy objective's consistency of policy. Then the paper divides and describes different concrete categories in each dimension.Chapter 4 explores the practical development of lifelong learning policy in four countries of England, Sweden, Australia and Japan according the theoretical analysis framework what has been got in previous chapter.Chapter 5 makes a theoretical analysis comprehensively which mainly discusses three questions of general experience, affects and problems on implementation models of lifelong learning policy, basing on these, the paper deepens the recognition of its nature:the implementation models of lifelong learning policy is an outcome what all kinds of interest groups negotiate in society, and can not be controlled fully by people. Many kinds of elements and their relations can bring it influence.Chapter 6 analyses the present situation on lifelong learning policy in China, then give a suggestive plan which improve possibly the implementation models of lifelong learning policy according the enlightenment from foreign countries and the knowing of China.