Business Development

Download Enhancing China's Competitiveness Through Lifelong Learning by Carl Dahlman, Douglas Zhihua Zeng, Shuilin Wang PDF

By Carl Dahlman, Douglas Zhihua Zeng, Shuilin Wang

This e-book discusses the problems and steps excited by construction a lifelong studying procedure in China, together with: a coherent coverage framework, a valid incentive and institutional framework, a legitimate regulatory atmosphere, a coordinated governance procedure, a well timed and trustworthy administration info process, a dynamic hyperlink with the evolving international procedure, and the optimum use of constrained assets.

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Extra resources for Enhancing China's Competitiveness Through Lifelong Learning (Wbi Development Studies)

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Growing need for training in ICT skills. ICT skills are becoming a new core skill, just like reading, writing, and arithmetic. The use of computers at an early age helps students to learn ICT skills, which can then be used in the education process. For example, 77 percent of Swiss students reported using a computer several times a week to prepare for their courses (OECD 2002b). Significant “learning effects” occur with experience using ICTs, and productivity gains increase with training (World Bank HDNED 2002).

The coastal regions are richer in educational levels and resources, from both the public and private sectors. The differences in illiteracy among the provinces are huge, with the illiteracy rate of western provinces as high as 21–40 percent and most coastal regions below 10 percent. 5). 5). In 2000 Shanghai and Beijing had enrollment rates close to 90 percent; Tibet, Guizhou, Guangxi, and Hainan a third lower. 72 in 1985 (World Bank 2005c). In 2000, in terms of educated population per 100,000 people at tertiary level, the urban rate is 18 times more than the rural rate; at senior secondary level 4 times more.

The report notes that while progress has been made toward the goal agreed by the European Council that lifelong learning strategies should be implemented in all member states by 2006, there is still much to be done. See it at http://europa. pdf. • The pathways to learning—formal, nonformal, and informal • The reliance on multiple providers from the private and public sectors, as well as balancing foreign and domestic providers • The use of new technologies in learning, such as distance learning or elearning, with their reliance on radio, television, and the Internet or Webbased techniques • The new forms of financing, quality assurance, certification, and recognition of attainment.

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