= = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = iv = = = = = = = = = = = ; ; ; ; ; ; ; ; = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = these distinctive features can inform our continuing education. Keywords: france; continuing education; characteristics; analytical chart classification number: g 7 20 documentation identifier: article number a: 10 8-6 4 7 1 (20 12) 0 3-0 10-0 4 date of receipt: 20 12 01 3-23 introduction by author: tamei (19 8 7 i), women, henan zhou v 1, master's degree in adult education at zhejiang teacher's college of education, 20 10 years of postgraduate studies in basic theoretical studies of adult education. 1. France is the first country in the world to adopt a law on continuing education, encouraging workers to participate in social training in order to enhance their capacity to adapt to the changes in modern production technologies and the working environment. Since the beginning of the twenty-first century, the french government has been active in building a national framework for lifelong education and has made significant progress in implementing continuing education programmes. Our country, as a large country with a population, has to take the path of a strong nation with strong talent, which is not enough for one-time schooling, but also for the development of continuing education, so we need to look into the characteristics of continuing education in france and learn from its experience, which is conducive to the success of continuing education in our country. The french government has enacted a series of laws and regulations to ensure that continuing education is firmly established in the country. For example, the lifelong education act of 1971, the vocational training act, the technical education act and the entrepreneurs' financing of vocational and technical education at the primary level act,[11] these four laws were subsequently collectively referred to as the “continued vocational education act of 1971”. In order to increase the motivation of all sectors of society to participate in continuing education, and to make the best use of the educational resources available to higher and secondary schools, two years after continuing education, the french government enacted legislation in 1973 requiring secondary schools and higher education institutions to join the ranks of continuing education. Following the signing of agreements with the relevant institutions of higher education, the government has made special provision for the establishment of a full-time post of teacher to support continuing education training in the institutions of higher education. In order to increase the motivation of enterprises to participate in continuing education, the french government enacted in 1978 the supplementary act on training leave, which provides that an enterprise shall provide 0. 1 per cent of its total wage for the training of employees. The vocational continuing education reform act, enacted in 1998, establishes the state system of supervision and inspection of continuing education, and reiterates that, in addition to the right to educational leave, the funding for participation in training may be financed by a state-accredited institution, which shall be paid on the basis of the number, duration, content, level of training, etc., and that employers shall be required to provide time guarantees and financial support for the continuing education of employees. In order to strengthen the evaluation of education, the french government enacted the education guidelines act in 1989, which establishes a system of educational evaluation and establishes a national evaluation committee, which provides for the annual publication of the evaluation report to society, including an assessment of continuing education and training. The french government enacted the lifelong vocational training and social dialogue act in 2000, requiring the replacement of the three different contractual texts of the previous vocational qualification contract, the vocational adaptation contract and the occupational orientation contract with a new single contract, “occupational contract”. New vocational contracts facilitate job-seekers ' choice of uniform recognized vocational qualifications through general or technical education, vocational education, etc. [31] effectively motivate learners and facilitate their transition from school to work. The labour code, promulgated in 2008, further regulates the form of organization of continuing education and the object of continuing education. L 4 0 (ii) focuses on sound management functions, and the promotion of continuing education at the governmental level in france is a centralized state, divided into three levels of education administration: the central, school district and provincial levels, and the top-down management of education, which has contributed significantly to the development of education. In recent years, the government has been making data available
