A Comparative Study of Lifelong Education at Present between Countries Iran , England and Japan
Journal Title: International Research Journal of Applied and Basic Sciences - Year 2013, Vol 5, Issue 11
Abstract
The objective of this research is to investigate the role of lifelong education in Iran, Japan and England. The study population includes different aspects of adults and lifelong education role in Iran, England and Japan. Using purposeful sampling methods, England and Japan were selected among successful industrial developed countries and Iran was selected from developing countries. Considering broadness of the subject, the role of lifelong education, the programs performed in this direction investigated differences and similarities of lifelong education in the sample countries. Research method is a descriptive – comparative method and a library method is used to collect information and then the data was analyzed by Jeorge Berdi’s method. The research finding suggests that lifelong education in Japan and England, especially from the late nineteenth century to the early twentieth, has become more widespread. Japan, in direction of performing the lows of extension and promotion of lifelong learning, has provided public and lifelong education outside the formal education system and England has also taken effective steps in this area by establishing international adult schools and consulting the other European countries about improving lifelong and adult education, whereas in Iran, basic learning is still the most important challenge in lifelong education. I in investigating lifelong education in these countries, differences and similarities are observed among which we can refer to these three countries’ efforts in the area of illiteracy eradication, promotion of technical and vocational training, creation of broad changes in the field of high education in the course of generating a lifelong education and learning – based community as the most important similarities. However, what differentiates the lifelong and adults education in Japan and England from that of Iran is that Japan and England have been able to obtain great achievement as a result of the nation and government’s widespread support from lifelong and adult education and they are determined to perform adults programs, whereas Iran has not been successful in this regard yet and it seems that, despite widespread supports of the constitutional law and Islamic consultative assembly for lifelong and adult education, there is no seriousness and continuity in this area.
Authors and Affiliations
Omaymeh Gholami *| M.A of Comparative Education, Allame Tabatabaei University of Tehran,Tehran, Iran, email: Omaymeh_gholami@yahoo.com, Mohammad Armand PHD | Assistant Professor in Curriculum Studies the Organization Researching and Comosing university textbooks in the humanities(samt), Tehran, Iran, mohammadarmand@yahoo.com, Ahmad Aghazadeh PHD| Department of Comparative Education, Faculty of Psychology and Education, Allame Tabatabaei University of Tehran,Tehran, Iran
Keywords
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