[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601254-105":59,"doc-detail-601254-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","chinas-experiences-in-developing-lifelong-education-1978-2017","China’s Experiences in Developing Lifelong Education, 1978-2017","","Systematic review of China’s lifelong education (LLE) progress across 40 years since reform and opening-up, focusing on policies, theories, and practices. The study analyzes development characteristics at policy, theoretical, and practical levels and identifies four experiences supporting LLE with distinct Chinese characteristics: government leadership, citizens’ learning aspirations, socioeconomic and political foundations, and academic follow-up research. The work provides guidelines for future LLE development, emphasizing learning rights, civic literacy, and human resources.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/chinas-experiences-in-developing-lifelong-education-1978-2017/601254/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/chinas-experiences-in-developing-lifelong-education-1978-2017/601254.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study aim to do about China’s lifelong education (LLE)?","Question",{"text":112,"@type":113},"It systematically reviews China’s progress in LLE policies, theories, and practices over 1978–2017 and provides guidelines for further development.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which four aspects of China’s LLE development does the study identify?",{"text":117,"@type":113},"The study highlights government leadership, citizens’ strong learning and quality-of-life expectations, consolidation from socioeconomic and political context, and positive academic responses and follow-up studies.",{"name":119,"@type":110,"acceptedAnswer":120},"How is China’s LLE development organized across time periods?",{"text":121,"@type":113},"It is divided into four periods, starting with 1978–1987 introduction, then 1988–1997 start-up, followed by 1998–2007 trial-and-error, and a subsequent fourth period described after these.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601254,1792192421,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","China’s Experiences in Developing Lifelong Education, 1978–2017  \nZunmin Wu (吴遵民)  \nEast China Normal University  \nECNU Review of Education 2021, Vol. 4(4) 857–872 ª The Author(s) 2020 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120953959](DOI: 10.1177/2096531120953959)[ ](DOI: 10.1177/2096531120953959)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: 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.  \nDesign/Approach/Methods: This study analyzes the characteristics of LLE in China through areview 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.  \nCorresponding author:  \nZunmin Wu, Faculty of Education, Institute of Schooling Reform and Development, East China Normal University, 3663 North Zhongshan Road, Shanghai 200062, China.  \n[Email: wzmwzm5263@163.com](Email: wzmwzm5263@163.com)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nOriginality/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.  \nKeywords  \nChina, educational reform, lifelong education, reform and opening-up Date received: 21 April 2020; accepted: 28 June 2020  \nThe history of the People’s Republic of China (PRC) since its reform and opening-up is not only one of entrepreneurship by which the country became prosperous and achieved economic growth but also the modernization of its education system and development of lifelong education (LLE) . After four decades of promotion and implementation, LLE has carved a developmental path with unique Chinese characteristics. Achieving remarkable results that have attracted worldwide attention, China’s LLE has also served as an important practical foundation and provided valuable experiences for global LLE development.  \nHowever, despite the impressive results it has achieved, China is facing practical dilemmas anda theoretical bottleneck in further LLE development. For example, there is an ambiguous relationship between the LLE and traditional national education systems, the direction of the transformation ","cbCaisuDdbJocgMI","https://ap.wps.com/l/cbCaisuDdbJocgMI","pdf",368280,16,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n# Corresponding author and licensing\n# Background and challenges\n# Four developmental periods of LLE in China\n## Introduction period, 1978-1987\n## Start-up period, 1988-1997\n## Trial-and-error period, 1998-2007","[{\"question\":\"What does the study aim to do about China’s lifelong education (LLE)?\",\"answer\":\"It systematically reviews China’s progress in LLE policies, theories, and practices over 1978–2017 and provides guidelines for further development.\"},{\"question\":\"Which four aspects of China’s LLE development does the study identify?\",\"answer\":\"The study highlights government leadership, citizens’ strong learning and quality-of-life expectations, consolidation from socioeconomic and political context, and positive academic responses and follow-up studies.\"},{\"question\":\"How is China’s LLE development organized across time periods?\",\"answer\":\"It is divided into four periods, starting with 1978–1987 introduction, then 1988–1997 start-up, followed by 1998–2007 trial-and-error, and a subsequent fourth period described after these.\"}]","China’s Experiences in Developing Lifelong Education, 1978-2017 | PDF",1792092271]