CHINA ADULT EDUCATION ASSOCIATION IN THE SYSTEM OF NON-FORMAL EDUCATION OF THE PR CHINA

Abstract

The article provides a comprehensive analysis of the activities of the China Adult Education Association (CAEA) as a leading institution within the system of non-formal and continuing education in the People’s Republic of China. China’s strategic course determines the relevance of the study to build a «learning society» by 2035 and modernize education as a tool of national development. In state policy documents, non-formal adult education is defined as an infrastructure for continuous competence renewal, social integration, and cultural cohesion, which actualizes the role of professional associations in coordinating providers, standardizing approaches, and ensuring the quality of lifelong learning. The study is also significant for Ukraine, where legislative and organizational frameworks for adult education are currently being developed amid social transformations and European integration processes.
The purpose of the article is to identify the organizational and structural foundations, statutory provisions, and central areas of activity of CAEA, as well as to substantiate its role in implementing the state strategy for the development of continuing education. The methodological framework includes the analysis and synthesis of regulatory documents and statutory materials, a systemic-structural approach to interpreting the association's organizational model, and a comparative analysis of scientific sources on adult education.
It has been established that CAEA operates as a nationwide scientific non-profit organization with an extensive regional and sectoral structure, combining centralized strategic management with decentralized implementation of educational initiatives. The association performs analytical, advisory, standard-setting, and academic functions; participates in the development of standards; monitors program quality; supports digital educational platforms; and organizes professional exchanges. It is demonstrated that CAEA acts as an institutional mechanism for aligning state policy with the practice of non-formal adult education, ensuring the managed development of lifelong learning in the context of societal modernization.
The findings expand understanding of the role of professional associations within the structure of non-formal education. They may be applied in comparative pedagogical research and in the development of national models for advancing adult education.