A Comparative Study on Third-Age Education in China and Japan and Policy Suggestions on Collaborative Governance

While there is an increasingly severe challenge of “population aging” in China, the development of third-age education plays an essential role in improving the quality of life of the elderly. As a developed country that has entered an aging society, Japan has already recognized the importance of education for the elderly and made detailed plans for its development. To understand the development of third-age education, this article takes China and Japan as representatives based on stakeholder theory and collaborative theory. Firstly, it conducts a comparative analysis of the current situation of aging and the historical development and policy evolution of third-age education in China and Japan. Secondly, to have a clearer insight of the current situation and problems of the third-age education in both countries, then to put forward specific suggestions and countermeasures, this article also conducts a detailed comparative study on the four selected third-age universities, including their fee management, admission qualification, faculty resources, and courses construction. Results have shown that: (a) China and Japan have different degrees of aging, but both face severe population aging problems and massive demand for third-age education. (b) Compared with China, Japan’s development and policy system is more mature and complete, creating favorable conditions for lifelong learning, senior vocational education, and re-employment. (c) The course construction of third-age education in Chinese and Japanese universities has its pros and cons. The course construction in China can meet primary learning needs, while Japan emphasizes spiritual education. Finally, policy suggestions have been made on the collaborative governance of third-age education in China and Japan. Chinese government and universities could draw certain references from Japan’s experience, focus on improving laws and policies for third-age education, designing a comprehensive curriculum system, and promoting the development of human resources for the older people. For the two countries, the government, society, schools, and other stakeholders should strengthen cooperation and co-governance management to promote the rapid development of third-age education.