Box: Lifelong Learning by the Elderly in China and the United States

In the United States lifelong learning, which includes career enhancement, distance learning, and job retraining, has become a profitable industry. Historically, China has made a commitment to lifelong learning, especially to its elderly population, not seen in many other countries, and has provided by far the greatest number of educational opportunities for its older learners, encompassing a million elderly at 15,000 campuses at government-funded universities. However, the Chinese government is now moving from a nationally-based to a community-based system, and from a wholly publicly financed system to a system encouraging mixed public and private financing.

The prevailing thinking in the United States on lifelong learning for older adults has been guided by a social welfare orientation that focuses on providing seniors with the knowledge and skills to cope successfully with the problematic aspects of growing older. Programs for older learners have addressed the crisis of adjusting to retirement and the need for outside assistance to overcome the trauma of role change. The intent of many U.S. programs has been to help seniors find self-worth and participate in public affairs and volunteerism. The federal role in older learner programs has remained relatively limited, with modest and declining support for older adult education at the state level. Rather than participating in government-funded courses, learners in the United States take advantage of programs provided by private organizations, such as travel organizations, hospitals, retirement groups, and college alumni organizations.

At China’s government-sponsored universities, mature students have access to programs on practical, aesthetic, and intellectual subjects, including how to care for the sick, follow a proper diet, practice good hygiene, exercise, and use herbal medicines. They also receive training in painting and calligraphy, flower growing, and other traditional Chinese art forms. Older students keep intellectually fit by studying world history, psychology, philosophy, and principles of economic science.

Both in China and the United States there is a trend toward using new technology, such as distance learning and the Internet, to make learning accessible to a greater number of elderly people. Mass media, especially television, as well as radio and newspapers, are being used as tools for delivering educational opportunities. In China, the government ensures access to educational materials, including hundreds of newspapers and periodicals. Its mass media resources are used as campaigns for healthy living, self-help, enrichment programs, and exercise classes. Several television channels are explicitly devoted to providing cultural and enrichment programs for older learners.

In the future, lifelong learning opportunities will become increasingly important in both China and the United States. Given today’s trend toward globalization, people must continue to learn and become more knowledgeable about social, cultural, and economic issues to ensure an educated citizenry worldwide.

Source: Florida Atlantic University web site on Continuing Education and Lifelong Learning, available on http://www.adulteducation.fau.edu/ade5185/eburr/comparison_of_lifelong_learning_.htm.