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It reviews distinctive Chinese characteristics, recent developments, and key limitations affecting the field. Continuing education serves mainly training for specialist technicians, while expanding to programs for officials, public service leaders, teachers, and the general population. Development is constrained by barriers such as limited accessibility, outdated curricula and teaching methods, and restricted 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did continuing education become available in China?","Question",{"text":112,"@type":113},"It became available in China in the 1980s following changes in government policy and economic reform.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who does continuing education in China mainly serve?",{"text":117,"@type":113},"It mainly caters for training specialist technicians, and it has recently diversified to include government officials, public service leaders, teachers, and the general public.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges limit the development of continuing education in China?",{"text":121,"@type":113},"Key limitations include inaccessibility (especially for the general public), outdated curricula and teaching methods, and limited legislation.","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},594344,1792919681,{"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":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","~~ 144 Patricia Richards~~  \n~~Hawke, G~~.~~ (2000)~~.~~‘Implications for vocational education and training of changing work arrangements~~’,~~ Working paper, Research Centre for Vocational Education and Training, University of Technology, Sydney~~.  \n~~Hodge, S~~.~~ (2007)‘The origins of competency-based training’, Australian Journal of Adult Learning~~,~~ 47(2): 179–209~~.  \n~~Hollenbeck, G~~.,~~ McCall, M~~.~~ Jnr, Silzer, R~~.~~ (2001)~~.~~‘Leadership competency models’, The Leadership Quarterly, 17: 398–413~~  \n~~Kellerman, B~~.~~ (2004)~~.~~‘Leadership – warts and all, Harvard Business Review~~, ~~82(1): 40–5~~.  \n~~Kelner, S~~.~~ (1991)~~.~~ Interpersonal motivation: cynical, positive, anxious~~, ~~Boston, MA: Boston University Press~~.  \n~~Lombardo, M~~.~~ & Eichner, R~~.~~ (2000)~~.~~‘High potential as high learners’, Human Resources Management~~,~~ 39(4): 321–330~~.  \n~~McCall, M~~.,~~ Lombardo, M~~.~~ & Morrison, A~~.~~ (1988)~~.~~ The lessons of experience~~, ~~Lexington, MA: Lexington Books~~.  \n~~McClelland, D~~.~~ (1985) ~~.~~ Human motivation~~,~~ Cambridge: Cambridge University Press~~.  \n~~Morse, G~~.~~ (2004)~~.~~‘Executive psychopaths’, Harvard Business Review~~, ~~82(10): 20–2~~.  \n~~Richards, P~~.~~ (2008, in press) ~~.~~‘Organisational leadership: a case study of the identification and advancement of managers in an Australian corporation’, Research and practice in human resources management~~, ~~Singapore Human Resources Institute and Curtin University, Singapore~~.  \n~~About the author~~  \n~~Patricia Richards is the Human Resources Director (Asia Pacific) for FremantleMedia~~.~~ She is currently enrolled in a Doctor of Education program at Southern Cross University~~.~~ Her research interests are leadership appointment and talent management, with a particular interest in the preparation and grooming of leaders~~.  \n~~Contact details~~  \n~~FremantleMedia Asia-Pacific, Locked Bag 2222, St Leonards, NSW 2065~~  \n~~Tel: +61 2 9434 0644~~ ~~Fax: +61 2 9434 0705~~  \n~~Email: [trish](trish.richards@fremantlemedia.com)~~[.](trish.richards@fremantlemedia.com)~~[richards@fremantlemedia](trish.richards@fremantlemedia.com)~~[.](trish.richards@fremantlemedia.com)~~[com](trish.richards@fremantlemedia.com)~~  \nAustralian Journal of Adult Learning Volume 48, Number 1, April 2008  \nThe emergence of continuing education in China  \nXiao Chen  \nBeijing Normal University, China and  \nGareth Davey University of Chester, UK  \nThis article reports on continuing education in China. It discusses the emergence of the field in the 1980s, the Chinese characteristics of continuing education, recent developments, and limitations. Continuing education became available in China in the 1980s following a change in government policy and economic reform. It caters mainly for training specialist technicians, although the field has recently diversified to include programs for government officials, leaders of public services, teachers and the general public. Continuing education is increasing in popularity due to the developing economy that demands a skilled workforce. However, several problems and challenges limit the field’s development, including inaccessibility (particularly for the general public), out-dated curricula and teaching methods, and limited legislation.  \n14􀀶 Xiao Chen and Gareth Davey The emergence of continuing education in China 14􀀷  \nThese issues need to be addressed if continuing education in China is to develop further, be of high quality and meet the needs of society.  \nIntroduction  \nContinuing education as a field emerged relatively recently in China. However, the country has had a long tradition of adult education, grounded in the teachings of ancient Chinese philosophers. Confucianism (traditional Chinese philosophy) emphasises education beyond other values, and the early Chinese state established a feudal imperial exam system to teach and select government officials (Zhang 1995). Education has been highly valued in","cbCaitu5V2b8xPwp","https://ap.wps.com/l/cbCaitu5V2b8xPwp","pdf",195116,"English","# Introduction\n## Continuing education’s emergence and policy drivers\n## Chinese characteristics and adult education tradition\n## Current role, demand, and challenges","[{\"question\":\"When did continuing education become available in China?\",\"answer\":\"It became available in China in the 1980s following changes in government policy and economic reform.\"},{\"question\":\"Who does continuing education in China mainly serve?\",\"answer\":\"It mainly caters for training specialist technicians, and it has recently diversified to include government officials, public service leaders, teachers, and the general public.\"},{\"question\":\"What challenges limit the development of continuing education in China?\",\"answer\":\"Key limitations include inaccessibility (especially for the general public), outdated curricula and teaching methods, and limited legislation.\"}]","The emergence of continuing education in China - read online free | PDF",1792078982,23]