Paul Kawachi examines the emerging of lifelong education in four popular East Asian

countries. China, Japan, North and South Korea are studied on their individual countries

academic upbringing as well as the culture of a solid education its people value and supports in

their homeland. The author scans defining lifelong learning as distinct from lifelong education,

structure on early childhood education, open distance education as well as national open

universities as the best suited to develop lifelong learning through shared transnational e-learning

(Kawachi, 2010). In addition, he breaks down the psychological theory of social intrinsic

motivation and its role on individuals from each homeland in which drives them to obtain a

lifelong education. North Korea from birth has encouraged a deep intrinsic orientation to

education with lifelong learning whereas in South Korea it is unclear of their motivation, since

the education system was restored during the past 50 years .Although I am researching the

academic background of only 2/4 East Asian countries, I chose this article to get a great sense of

understanding of not only the distinction of lifelong education these two specific counties, but

the attributes East Asia as a continent adds value to education, particularly distant education.

Kawachi, P. (2010). Lifelong learning in China, Japan, North Korea and South Korea: A role for
national open universities. International Journal of Continuing Education & Lifelong
Learning, 3(1), 35.