1. I don't know this place. China's concept of continuing education is first influenced by the concept of academic diploma. Some people still equate continuing education with adult education, and then equate adult education with academic education. Misguided by this concept, university continuing education has evolved into another form of "diploma education", which simply becomes the income-generating industry of the school; Enterprises regard the organization of non-academic continuing education as a matter of losing money, and just after leaving, the training expenses are reduced and then reduced; Students' enthusiasm for continuing education is not high.
2. Single model. At present, continuing education in colleges and universities is still dominated by academic education, which is outdated, lacking in innovation and less attractive. University continuing education is still dominated by full-time formal, evening university, correspondence, self-taught examination and other academic education, and low-level academic education accounts for a large proportion in China's university continuing education.
3. The legal system is not perfect. At present, there is no special Continuing Education Law in China, and there is no clear and stable legal basis for the implementation and management of continuing education.
4. Contact the market. At present, there is still a gap between China and the demand of continuing education market, and it is slow to respond to the market.
5. uneven development. On the one hand, the development of continuing education is gradually from strong to weak in the east, middle and west according to the level of economic and cultural development in China. On the other hand, China continues to develop education according to administrative divisions, and the continuing education of colleges and universities in North China, East China and South China has begun to diversify. Some colleges and universities have found their own positions and started the transformation of real non-academic education, high-level education and training-oriented education paradigm. The continuing education of universities in remote areas such as Northeast China is mainly academic education.
6. Scientific evaluation criteria. In the long-term practice, it always controls the quality of education, whether it is practical or academic. First, emphasize quality, follow the general line of full-time higher education, and make continuing education lack characteristics from the aspects of teaching objects, teaching methods and necessity; On the other hand, the emphasis on adapting to the needs, one-sided emphasis on adult characteristics, and the way to develop the teaching plan are lacking, which leads to the adult education not having the necessary normative level and not being accepted by the society.
Of course, in addition to the above aspects, there are still many problems in China's current continuing education, such as the lack of popularization of modern distance education technology, insufficient investment in continuing education by schools, and problems in the management of teachers' quality and students' learning motivation. These problems restrict the development of continuing education to varying degrees.
So, what are the factors that affect the healthy development of continuing education in universities?
Read aloud and display the pinyin of the corresponding Latin characters.