Beijing Institute for the Learning Society (BILS) was inaugurated in October 2011 through the joint efforts of Beijing Leading Group Office for Construction of Learning City and Beijing Normal University. The main focus of BILS lies within the education discipline.The Institute is building a platform that integrates intellectual resources of universities in Beijing to serve the learning city's construction, to explore the constructing mode for Beijing learning city, to enrich and develop the theory of building a learning society with Chinese characteristics, to assist the government in public policies, and to guide the practice of learning city's construction. At present, two years since it was established, together with Beijing City and related research institutions, the Institute has participated in numerous research studies, including An International Comparative Study on Modes of Learning City Construction in the World, Research and study on Beijing Lifelong Learning Competence, and Study on Legislation of Beijing Lifelong Learning. Oriented towards the practice of the construction of Beijing learning city, the Institute integrates universities in Beijing and related research organizations in China and abroad to keep pace with international developments, research practical problems, explore innovative approaches, promote exchanges and cooperation, train professionals, and lead the development of the practice. It is striving to build a high-end open research platform with international influence that integrates academic researches, policy advisories, talent training, and training services. This book summarizes the goals set by BILS, and what has been achieved thus far.
Author(s): Zheng Qinhua, Ma Dongming, Nian Zhiying
Series: River Publishers Series in Innovation and Change in Education - Cross-cultural Perspective
Publisher: River Publishers
Year: 2016
Language: English
Pages: 242
City: Gistrup
Cover
Half Title
Series
Title
Copyright
Contents
Preface
Acknowledgment
List of Figures
List of Tables
List of Abbreviations
1 Origin and Overview of the Adult “Lifelong Learning Competency” Research Program in Beijing
2 Orientation of Adult Lifelong Learning Competency
2.1 Characteristics of Lifelong Learners
2.2 Elements and Composition of Adult Lifelong Learning Competency
2.2.1 Composition of Lifelong Learning Competency according to UNESCO
2.2.2 Composition of the Lifelong Learning Competency of the OECD
2.2.3 Composition of the EU’s “Lifelong Learning Competencies”
2.3 Connotation and Extension of Adult “Lifelong Learning Competency”
3 Construction of Adult Lifelong Learning Competency Theoretical Model
3.1 The Theoretical Model Construction of Adult Lifelong Learning Competency
3.2 The Design of Evaluation Dimensions at Each Level of Adult Lifelong Learning Competency
4 Survey of Adult Lifelong Learning Competency in Beijing
4.1 Pre-Testing and Revision of Questionnaire
4.1.1 Selection of Pre-Testing Samples and Pre-Testing Process
4.1.2 Pre-Testing, Data Processing, and Analysis
4.1.3 Creation of Formal Questionnaire
4.2 Implementation of Extensive Sampling Investigation for Adult Lifelong Learning Competency in Beijing
4.2.1 Requirements for Object Group Characteristics, Sample Size, and Sampling Method
4.2.2 Variations in the Demographic Characteristics of the Respondents
4.3 Distribution of Group Characteristics of Effective Samples
5 Analysis of Status of Lifelong Learning Competency for Adults in Beijing
5.1 Status of Lifelong Learning Values of Citizens
5.1.1 Degree to Which a Respondent Identifies with a Value
5.1.2 Value Orientation and Cognitive Tendency
5.2 Status of Learning Motivation, Main Learning Needs, and Learning Habits of Citizens
5.2.1 Learning Motivation Tendency of Citizens
5.2.2 Main Areas of Learning Needs of Citizens
5.2.3 Learning Habits of Citizens
5.3 Overall and each Sub-Dimension’s Level of Citizens’ Lifelong Learning Competency
5.3.1 Overall Level of Citizens’ Lifelong Learning Competency
5.3.2 Citizens’ Lifelong Learning Competency Levels by Sub-Dimension
5.4 Interactions among Age Group, Urban–Rural Identification, and Gender
5.4.1 Overall Level
5.4.2 Readiness to Learn Dimension
5.4.3 Self-cognition and Planning Dimension
5.4.4 Learning Process Management Dimension
5.4.5 Learning Resource Management Dimension
5.4.6 Learning Method and Social Ability Dimension
5.5 Summary of DataAnalysis for Lifelong Learning Competency of Citizens in Beijing
5.5.1 The Value of Lifelong Learning Has Been Widely Recognized by Citizens in Beijing
5.5.2 Discrepancy in Time Investment in Lifelong Learning
5.5.3 Citizens Often Learn in Workplace Settings, but the Home Is the Best Learning Environment
5.5.4 Diversified Trends for Citizens’ Learning Needs
5.5.5 Obvious Polarization in Each Dimension of Lifelong Learning Competency, and a Disadvantaged Position for the Management Capacity of the Learning Process
5.5.6 Distinctive Discrepancies in Lifelong Learning Competency between Various Groups
5.5.7 Level of Education and Lifelong Learning Competency
5.5.8 The Point of Inflection for Lifelong Learning Competency Tends to Be at Young Age
6 Building a Service System of Lifelong Learning based on Lifelong Learning Competency
6.1 Monitoring Lifelong Learning Competency and Its Reflection on the Progress of Constructing a Learning City
6.2 Advocating for and Constructing a Cultural Environment for Lifelong Learning
6.2.1 Focus on Key Groups and Enhancing the Pertinence of Publicity
6.2.2 Advocating for the Value of Lifelong Learning and Enhancing the Connotation of Publicity
6.2.3 Building Open and Flexible Learning Environments; Leading and Influencing Citizens in Contextualization
6.3 Focusing on Disadvantaged Groups in Lifelong Learning Competency and Safeguarding the Right to Study
6.4 Optimizing the Resource Sharing System: Effectively Bring Together and Making Full Use of the Rich Educational Resources of Beijing
6.5 Establishing Certification System for Lifelong Learning Outcomes and Building a Bridge for Lifelong Learning
6.6 Cultivate and Develop the Lifelong Learning Competency of Citizens
6.7 Building a Support System for Learning based on the Current Situation of Lifelong Learning Competency
6.8 Conclusion
Appendix
Index
About the Authors
