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尽管两国的人口老龄化情况有所不同,但是在很多方面存在共同的特点。两国政府出台了一系列针对老年人再度参与社会的“终身教育”、“老年大学”等措施,但是对于老年人的“参与社会”和“终身教育”问题的意义与现状,大众未必有正确的认识。笔者通过研究考察两个国家在终身教育方面的现状和存在的问题,探索在老龄化社会里终身教育的未来潜力与其无限可能性。
In spite of differences in population aging between the two countries, there are in many ways common features. The two governments have promulgated a series of measures such as “lifelong education” and “geriatric universities” aimed at the re-participation of the elderly in the society. However, for the elderly, “participating in society” and “lifelong education” Significance and status quo, the public may not have the correct understanding. Through researching the status quo and existing problems of lifelong education in both countries, the author explores the future potential and endless possibilities of lifelong education in an aging society.