Adult Competencies for Lifelong Learning: BILS Survey in Beijing 2012 (River Publishers Series in Innovation and Change in Education - Cross-cultural Perspective)

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 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. Cover 1 Half Title 2 Series 3 Title 4 Copyright 5 Contents 6 Preface 10 Acknowledgment 14 List of Figures 16 List of Tables 22 List of Abbreviations 30 1 Origin and Overview of the Adult “Lifelong Learning Competency” Research Program in Beijing 32 2 Orientation of Adult Lifelong Learning Competency 36 2.1 Characteristics of Lifelong Learners 36 2.2 Elements and Composition of Adult Lifelong Learning Competency 38 2.2.1 Composition of Lifelong Learning Competency according to UNESCO 38 2.2.2 Composition of the Lifelong Learning Competency of the OECD 39 2.2.3 Composition of the EU’s “Lifelong Learning Competencies” 42 2.3 Connotation and Extension of Adult “Lifelong Learning Competency” 50 3 Construction of Adult Lifelong Learning Competency Theoretical Model 54 3.1 The Theoretical Model Construction of Adult Lifelong Learning Competency 54 3.2 The Design of Evaluation Dimensions at Each Level of Adult Lifelong Learning Competency 59 4 Survey of Adult Lifelong Learning Competency in Beijing 68 4.1 Pre-Testing and Revision of Questionnaire 68 4.1.1 Selection of Pre-Testing Samples and Pre-Testing Process 68 4.1.2 Pre-Testing, Data Processing, and Analysis 69 4.1.3 Creation of Formal Questionnaire 71 4.2 Implementation of Extensive Sampling Investigation for Adult Lifelong Learning Competency in Beijing 72 4.2.1 Requirements for Object Group Characteristics, Sample Size, and Sampling Method 72 4.2.2 Variations in the Demographic Characteristics of the Respondents 77 4.3 Distribution of Group Characteristics of Effective Samples 77 5 Analysis of Status of Lifelong Learning Competency for Adults in Beijing 82 5.1 Status of Lifelong Learning Values of Citizens 84 5.1.1 Degree to Which a Respondent Identifies with a Value 84 5.1.2 Value Orientation and Cognitive Tendency 89 5.2 Status of Learning Motivation, Main Learning Needs, and Learning Habits of Citizens 90 5.2.1 Learning Motivation Tendency of Citizens 90 5.2.2 Main Areas of Learning Needs of Citizens 91 5.2.3 Learning Habits of Citizens 92 5.3 Overall and each Sub-Dimension’s Level of Citizens’ Lifelong Learning Competency 105 5.3.1 Overall Level of Citizens’ Lifelong Learning Competency 105 5.3.2 Citizens’ Lifelong Learning Competency Levels by Sub-Dimension 133 5.4 Interactions among Age Group, Urban–Rural Identification, and Gender 187 5.4.1 Overall Level 187 5.4.2 Readiness to Learn Dimension 190 5.4.3 Self-cognition and Planning Dimension 192 5.4.4 Learning Process Management Dimension 194 5.4.5 Learning Resource Management Dimension 196 5.4.6 Learning Method and Social Ability Dimension 199 5.5 Summary of DataAnalysis for Lifelong Learning Competency of Citizens in Beijing 200 5.5.1 The Value of Lifelong Learning Has Been Widely Recognized by Citizens in Beijing 200 5.5.2 Discrepancy in Time Investment in Lifelong Learning 201 5.5.3 Citizens Often Learn in Workplace Settings, but the Home Is the Best Learning Environment 202 5.5.4 Diversified Trends for Citizens’ Learning Needs 203 5.5.5 Obvious Polarization in Each Dimension of Lifelong Learning Competency, and a Disadvantaged Position for the Management Capacity of the Learning Process 203 5.5.6 Distinctive Discrepancies in Lifelong Learning Competency between Various Groups 204 5.5.7 Level of Education and Lifelong Learning Competency 205 5.5.8 The Point of Inflection for Lifelong Learning Competency Tends to Be at Young Age 205 6 Building a Service System of Lifelong Learning based on Lifelong Learning Competency 206 6.1 Monitoring Lifelong Learning Competency and Its Reflection on the Progress of Constructing a Learning City 206 6.2 Advocating for and Constructing a Cultural Environment for Lifelong Learning 207 6.2.1 Focus on Key Groups and Enhancing the Pertinence of Publicity 207 6.2.2 Advocating for the Value of Lifelong Learning and Enhancing the Connotation of Publicity 208 6.2.3 Building Open and Flexible Learning Environments; Leading and Influencing Citizens in Contextualization 209 6.3 Focusing on Disadvantaged Groups in Lifelong Learning Competency and Safeguarding the Right to Study 209 6.4 Optimizing the Resource Sharing System: Effectively Bring Together and Making Full Use of the Rich Educational Resources of Beijing 214 6.5 Establishing Certification System for Lifelong Learning Outcomes and Building a Bridge for Lifelong Learning 215 6.6 Cultivate and Develop the Lifelong Learning Competency of Citizens 216 6.7 Building a Support System for Learning based on the Current Situation of Lifelong Learning Competency 218 6.8 Conclusion 225 Appendix 228 Index 240 About the Authors 242 Origin,and,Overview;,Orientation,of,Adult;,Construction,of,Adult Origin and Overview,Orientation of Adult,Construction of Adult