2021 年 18 巻 p. 163-176
This article presents an overview of the process by which adult education and lifelong learning developed in Macau, beginning with a brief historical outline followed by a focus on institutionalization after 1990. The purpose is to clarify the continuity and changes in the characteristics of adult and continuing education before and after the handover of the colony.
In Macau, with its long colonial history under the colonial government's laissez-faire policy, adult education was developed by the people themselves、 from literary education in the 1950s to vocational training in the 1970s. After the 1980s, however, the colonial government started to take a more active role in the development of education, resulting in the institutionalization of vocational training and recurrent education. Since the handover in 1999, in addition to recurrent education and vocational training, the content has been expanded to include community-based liberal arts and cultural education, and a multi-level adult education system has been formed with the goal of building a lifelong-learning society. Due to the fact that it is closely connected to the livelihoods of the people, which was the original purpose of adult education, it can be said that it has continued in a consistent manner since before the handover through to the present.
Public participation is another typical characteristic of adult education in Macau. Starting from its voluntary organizational basis in the early days, it has expanded and diversified since the government has begun to offer active support. Even though the Macau government has started to play an active role, especially from the early 2000s, a continuing education model of private initiative and government collaboration has been established, based on market principles and individual freedom of choice.