The term “Recurrent Education” first showed up in 1995 and the goverment has been promoting the policy since then. Ten years have passed, and it is about time to review the policy and the practice. As for the establishment of policy, it combined both the hidden period and the period of formation. In the first period, the practice was only for some particular groups. The implementation was put together with the related law for the the education and lifelong education. While in the second period, it was put into pratice in a concrete policy that is legally authorized. As for the establishment of policy, it combines
major affairs of four departments: Department of Social Education, Department of Technoloy and Vocational Education, Department of High Education and Department of Secondary Education. The Ministry of Education diversified the policy by combing all the practices. However, the Recurrent Education faces the dilemma of fairness , integration,
market demand, poor quality and low participation of learning. In this article, the author offers these concrete suggestions: emphsizing evaluation, policy integration and concept transit, department integration, quality control, positive integration and
overall participation. The goal of Recurrent Education is not only to enhance the intelegence and the technology skill of people, but also to promote the ability of competition.
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