• Title, Summary, Keyword: 평생교육

Search Result 745, Processing Time 0.045 seconds

A Study on the Present State and Activation Plan for the Home Economics Education from a Life-long Education Point of View (가정과 교육에서의 평생교육 현황과 활성화 방안)

  • 전세경;장명희
    • Journal of Korean Home Economics Education Association
    • /
    • v.15 no.4
    • /
    • pp.159-174
    • /
    • 2003
  • The purposes of this study were to determine the relationship between school education for life-long education and home economics education. to analyze the present state of the life-long education programs through the school in terms of the home economics education, and to understand the role and obtainable qualification of the home economics teachers as the life-long education leader. The results of this study was intended to provide as fundamental materials for direction and plans for life-long education programs in terms of home economics educations. This study was conducted through the analysis of the literature on life long education and the working reports for-16 model schools nationwide for life long education. The results are as follows : 1. The objectives and contents for programs should be developed systematically on the relationship with society. 2. The structure of programs should be developed by characters of organizations, school levels, and regions. 3. Programs should be classified by the purposes and constructed systematically. 4. The subject of programs should be all the members of a family, not only house wives or female adults. 5. The compensation system should be followed for the home economics teachers participating on the program of life long education. 6. Various opportunities for education should be provided to the home economics teachers who want to obtain the qualification as a family-life educator.

  • PDF

The Priority Analysis on the Lifelong Education Enhancing Plan using AHP (AHP기법을 이용한 평생교육진흥기본계획 수립을 위한 정책 중요도 분석)

  • Park, Myeung-Sin;Han, Sang-Hoon;Yoon, Jong-Chan
    • Journal of the Korea Academia-Industrial cooperation Society
    • /
    • v.17 no.3
    • /
    • pp.499-508
    • /
    • 2016
  • This paper reports the results of an in-depth study on sensitivity analysis based on promoting activities, the relative importance and priority setting in their sub-elements by AHP(Analytic Hierarchy Process) method. For this purpose, lifelong education experts, education administrators, lifelong educators from Daejeon lifelong education organizations participated in this Priority Analysis on the Lifelong Education Enhancing Plan using the AHP. The analysis resulted in the relative importance of promoting activities; 1) realizing of lifelong education system oriented by universities, 2) setting up the integrated online and offline lifelong education, 3) strengthening the lifelong education of local universities, 4) offering customized lifelong education by generation and target group, 5) strengthening the lifelong education of local governments, and 6) advancing the quality of lifelong education by focusing on the professionalism and transparency. This suggests that realization of a lifelong education system oriented by universities and the reorganization of an university system for adult learners have greater importance among other tasks and elements in carrying out the 3rd lifelong education enhancing plan.

Reorganization of the Baby-Boom Generation and the University Lifelong Education System (베이비붐 세대와 대학 평생교육 체제의 재구조화)

  • Hwang, Jae-Yeon;An, Kwan-Su
    • Journal of Digital Convergence
    • /
    • v.17 no.11
    • /
    • pp.509-515
    • /
    • 2019
  • The purpose of this study is to analyze the learning needs for lifelong education of the baby boom generation, the role of higher education and to reorganization plan the lifelong learning system at higher education levels to realize the lifelong learning system. In order to do this, this study analyzes the present condition of lifelong learning for each age group in South Korea, especially the participation and learning needs of the baby boom generation. Based on this, present lifelong learning reorganization plans in universities examine for the realization of a lifelong learning system.

Shared Value Expectation on Lifelong Education (평생교육에 대한 공유기대가치 연구)

  • Kim, Chul-Ho
    • Journal of Digital Convergence
    • /
    • v.13 no.12
    • /
    • pp.325-336
    • /
    • 2015
  • The purpose of this study is to confirm the components of users' shared value expectation(SVE) on lifelong education through convergent approaches. After reviewing primary data and collecting secondary data with quantitative and qualitative research methodologies, the components of users' SVE on lifelong education were categorized into 10 perspectives, 27 measured variables, and 81 questions. After conducting a confirmatory factor analysis, the latent measurement model was confirmed as reasonable. Internal reliability, construct convergent discriminant validity were also confirmed as reasonable. In a viewpoint that builds interdisciplinary theory, this research may help grasp users' SVE on lifelong education with interdisciplinary approaches. In a strategic viewpoint, this study may contribute to both understanding categorized users' value expectation and planning/executing suitable programs that can meet the expectations. In a managerial viewpoint, this result may help measure the effectiveness of SVE on lifelong education quantitatively.

A Study on Application of Information Literacy Education of Public Library Connected Lifelong Education (평생교육과 연계한 공공도서관의 정보활용 교육 적용 방안에 관한 연구)

  • Cho, Mi-Ah
    • Journal of Korean Library and Information Science Society
    • /
    • v.38 no.4
    • /
    • pp.187-213
    • /
    • 2007
  • The purpose of this study is to investigate application of information literacy education. Lifelong education program that accomplishes local information center lifelong education center assigned among public libraries is surveyed and analyzed by e-learning and off-line program. This study is surveyed and analyzed on information literacy lifelong education and examples and data of public library.

  • PDF

A Study on Perception and Task of Lifelong Education for Individuals with Disabilities (장애인 평생교육의 인식 및 과제에 관한 연구)

  • Choi, Yun-young;Lee, Se-Hee
    • Journal of Convergence for Information Technology
    • /
    • v.10 no.4
    • /
    • pp.133-139
    • /
    • 2020
  • The purpose of this study is to explore the perceptions and tasks of lifelong education for individuals with disabilities, including the necessity of lifelong education and the range and content of it for the disabled. The research method is a focus group interview with 4 managers of lifelong education institutions for the disabled, and the data were analyzed according to the process of thematic analysis method proposed by Braun and Clarke(2006), which is one of qualitative data analysis methods. The results of the analysis are as follows: First, the lifelong education for the disabled is needed, because, unlike the non-disabled, the disabled are less able to recognize and respond to social changes, which requires equipment or convenience facilities to improve it. Second, the range of lifelong education for the disabled was suggested as social life including daily life, vocational ability development education, culture·art·physical training, and those required by individuals with disabilities. Third, the lifelong education institutions for the disabled are lack of experts and have difficulty in communicating between practitioners and the disabled. In conclusion, it is required to provide lifelong education by self-determination of the disabled in the community by priority.

Analysis of Supply Patterns of Lifelong Education Programs of the Welfare Centers for People with Disabilities (장애인복지관 평생교육 프로그램 공급 패턴 분석)

  • Kim, Doo Young;Lee, Sang Jin;Kim, Ho Yeon
    • 재활복지
    • /
    • v.22 no.1
    • /
    • pp.1-26
    • /
    • 2018
  • The purpose of this study is to analyze the operation status and supply patterns of lifelong education programs for people with disabilities and to find ways to enhance lifelong education functions of the welfare centers for people with disabilities. For the study, 1,496 lifelong education programs supplied by 104 disability welfare centers nationwide in 2016 were analyzed. The results of this study were as follows: First, the lifelong education programs provided by the welfare center for people with disabilities were 1,496, which provided an average of 14.4 programs per institution. According to the education cycle, the most operating program was 3~4 times a month, and the most operating program was more than 7 months by education period. Furthermore adult target program by main target and self management program by operating type were the most. Second, the analysis of the supply patterns of the lifelong education programs for people with disabilities showed that 53.5% of the respondents said that culture and arts education was the most important, followed by the liberal arts education 22.3%, basic literacy education 10.1%, and vocational ability improvement education 9.2% appear. Third, as a result of analyzing the supply patterns of lifelong education programs for people with disabilities, it showed significant difference in the supply patterns of lifelong education programs by metropolitan area, non - metropolitan area, region and urbanization level.

A Study on the Activation Plan for the Participation in Citizen Participation Education by Types of Lifelong Education Participation : Focusing on Chungcheongnam-do (평생교육 참여유형별 시민참여교육 참여 활성화 방안에 관한 연구: 충청남도를 중심으로)

  • Jeong, Jae-Hun;Lim, Se-Young;Kang, Hyun-Jung
    • Journal of the Korea Convergence Society
    • /
    • v.9 no.1
    • /
    • pp.331-340
    • /
    • 2018
  • This study used data from '2016 Chungnam Citizens' Lifelong Education Needs Survey'. This analyzed the basic situation of Citizen Participation Education. It also typifies the interest and participation intention of lifelong education by region, and compared the interest and participation intention of Citizen Participation Education. Through this, we intend to provide concrete basic data for activating the Citizen Participation Education in Chungnam. We analyzed data of 4,108 people in 2016 lifelong education needs survey. This was named enjoy learning type, bias earning type, and elderly learning type. Second, the enjoy learning type group is a group that enjoys participating throughout lifelong education area. bias earning type group is a group that perceives that lifelong education is limited to vocational ability education, culture art education, and liberal arts education. These are groups that are interested and participating only in three areas. The elderly learning type group is a group that shows typical characteristics of the elderly learners and is a group that is concentrated on participation in culture arts education. Third, enjoy learning type group is the second most experienced participant. They are the group with the highest participation interest and participation intention. bias earning type group is the group with the highest participation experience. They are also the second highest group of participating interests and willingness to participate. elderly learning type group is the group with lowest participation experience, participation interest, and participation intention. Finally, we suggest the ways to revitalize Citizen Participation Education in lifelong education.

A Structural Analysis on University Students' Consciousness of Lifelong Education, Leadership and Life Core Competencies (대학생의 평생교육의식과 리더십 및 생애핵심능력 간의 구조적 분석)

  • Park, Myeung-sin;Han, Sang-hoon
    • Journal of the Korea Academia-Industrial cooperation Society
    • /
    • v.16 no.8
    • /
    • pp.5212-5222
    • /
    • 2015
  • The purpose of this study is to analyze the structural relation among consciousness of lifelong education, leadership and life core competencies. The subjects were 607 university students who participated in the courses of the lifelong educator in Daejeon, Chungnam and Chungbuk province. As the results of the study, first, university students' consciousness of lifelong education had positive effects on their life core competencies. Second, university students' consciousness of lifelong education had positive effects on their leadership. Third, university students' leadership had positive effects on their life core competencies. Forth, university students' leadership had mediating effect between consciousness of lifelong education and life core competencies. In other words, university students' consciousness of lifelong education influences their leadership, and then it influences their life core competencies positively. These results can be used to change university students' consciousness of lifelong education and to develop their leadership and life core competencies. In addition, the results present that their participation rate can be increased through continuous interest and participation after their graduation. The study has a realistic point to operate lifelong educator training courses and lifelong education of university, so it is meaningful to provide the theoretical and practical implications for developing lifelong education.

An Exploratory Research of Structural Relationship between Importance, Satisfaction and Recommendation Intention for University Lifelong Education Perceived by Adult Learners (성인학습자의 대학평생교육 운영요인 만족도와 대학평생교육 만족도, 추천의도 간 관계 연구)

  • Ahn, Hyun-Yong
    • The Journal of the Korea Contents Association
    • /
    • v.20 no.7
    • /
    • pp.438-450
    • /
    • 2020
  • This study examined the relationship between demographic characteristics, satisfaction of operating factors in college lifelong education, satisfaction of college lifelong education, and recommendation intention for 1,782 adult learners of college lifelong education (N=1782). As a result of Hypothesis 1, gender and age were found to have a significant effect in all areas of college lifelong education satisfaction (education content, pedagogy, instructor, educational environment, system, support), while education level did not. In addition, the learning time was verified to affect only the educational content, educational environment, and satisfaction with the system and support. As a result of Hypothesis 2, it was found that the satisfaction of the operating factors of the instructor, system, and support had a positive effect on the satisfaction of college lifelong education, and the environmental factors of education had a negative effect. As a result of verification of Hypothesis 3, it was found that the satisfaction of college lifelong education influenced the intention of recommendation. The purpose of this study is to determine the degree of satisfaction with the operational factors of college lifelong education, the satisfaction of college lifelong education, and the intention of recommendation for adult learners of a university that is operating a degree program dedicated to adult learners who are actually practicing the transition to a lifelong education system of university as an innovation in higher education. The relationship verification is expected to provide practical implications for constructing a new college lifelong education model in the future.