• Title, Summary, Keyword: 평생교육

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The overview of lifelong education in France and implications for Korean society (프랑스 평생교육에 대한 소고 - 우리 사회의 시사점을 중심으로 -)

  • Lee, Kyeong-Soo
    • Cross-Cultural Studies
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    • v.49
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    • pp.201-228
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    • 2017
  • In Korean society, universities represent institutions of higher education. Industrialization and economic development led to a small number of elite groups at the helm of these institutions. However, our society has encouraged a lifelong system of learning, and apparently, the present university system does not represent an ideal scenario. The Korean government recognized the need for appropriate changes. The events associated with the implementation of related policies occurred at the Ewha Womans University (Seoul) last year. This article is based on the notion of lifelong education to further our understanding of the role of university in the absence of a consensus among university and college members regarding lifelong learning in our society. As an alternative, we looked at the case of France, which is adopting a lifelong education system and implementing related policies ahead of us. Despite regulatory challenges and adaptation of the role of public education in lifelong learning, France has laid a solid foundation. In our case, we are recognizing the need to prepare for lifelong learning. In particular, it is necessary to increase public awareness of education by clearly recognizing our national responsibility and increasing the financial support to universities, accordingly. Above all, the role and attitude of universities must change, along with the perception of its members.

Analysis on University Lifelong Education System Support Project From the Perspective of Adult Empowerment Enhancement (성인 임파워먼트 증진 관점에서 본 대학의 평생교육체제 지원 분석)

  • Hwang, Jae-Yeon
    • Journal of the Korea Convergence Society
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    • v.9 no.11
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    • pp.245-252
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    • 2018
  • With the emergence of lifelong learning society and the decrease in school-age population, structural changes of universities are lead to an adult-friendly university system reform. Since 2008, university-based lifelong education activation projects, such as the lifelong learning-centered university cultivation project and the lifelong learning college project have been accelerated as a university lifelong education system support project that integrated both projects in 2015. This study analyzed the present status of university lifelong education system support project management, according to four analysis frameworks; adult-friendly curriculum, adult learner support system, evaluation of diverse learning performances, and empowerment of adult learners, based on adults' learning desire for higher education in a lifelong learning society. University lifelong education system reform suggests to aim at promotion of empowered adult learners, who give themselves positions and roles, through cultural adaptation and integration between generations.

An Empirical Research about Lifelong Education Institute of YeoJoo Institute of Technology (대학 부설 평생 교육원에 대한 실증적 연구 - 여주대학을 중심으로 -)

  • Kim Jin-yong;Oh Byeong-wan;Yoo Jae-hwi;Park Gyong-bae
    • Journal of the Korea Society of Computer and Information
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    • v.9 no.4
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    • pp.191-201
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    • 2004
  • This study is an empirical research about lifelong education provided YIT(YeoJoo of Institute of Technology). This study aims at suggesting fundamental materials for the activation of the lifelong education provided by YIT by analyzing the participation of students and neghbouring district's residents in the programs and their requests. The lifelong education conditions should reflect the requests and levels of participants. and thereby encourage their positive participation and enhance their satisfaction with the programs.

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A Structural Analysis of Adult Learners' Lifelong Education Consciousness, Participation Motivation, Learning Outcome (성인학습자의 평생교육의식, 참여동기, 학습성과에 관한 구조적 분석)

  • Ku, Ju-hyeong;Han, Sang-hun;Kang, Hun
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.16 no.7
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    • pp.4537-4548
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    • 2015
  • The purpose of this study is to analyze the structural of adult learners' lifelong education consciousness, participation motivation, learning outcome. The subjects were 319 adult learners who participated in the courses of the lifelong learning in 5 districts of Daejeon. The research results are as follows. First, adult learners' consciousness of lifelong education had positive effects on their learning outcome. Second, adult learners' consciousness of lifelong education had positive effects on their participation motivation. Third, participation motivation had positive effects on their learning outcome. Forth, participation motivation had mediating effect between consciousness of lifelong education and learning outcome. Consciousness of lifelong education and participation motivation were verified as factors that affect learning outcome directly. These results can be used to change the consciousness of lifelong education, and to participation motivation potential learners to participate in lifelong learning. Finally this process will improve their learning outcome. The study is meaningful to provide possibility to enlarge participation opportunities for lifelong learning.

A Case Study on the Disabled Person Permanency Education of Program (장애우의 평생교육프로그램에 관한 연구)

  • Rho Jong-Chai;Chang Woo-Kwon
    • Proceedings of the Korean Society for Information Management Conference
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    • pp.269-276
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    • 2006
  • 지식기반사회에서 장애우의 삶의 질 향상을 위한 인적자원 개발과 평생교육프로그램 개발이 필요하다. 이를 위해 장애우들에게 적합한 효과적인 인적 자원을 개발하고, 사회복지기관과 평생교육기관에서 이들의 삶의 질을 높여 원만한 사회일원으로서 생활하는데 도움이 될 수 있는 교육과정과 프로그램에 대한 실태조사를 하였다. 여기에서 나타난 문제점을 개선하여 평생교육의 방향을 제안하는 데 있다.

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Comparative study on the national development between Korea and India : in the aspect of lifelong social education (한국과 인도의 국가 발전 비교 연구 : 평생 사회 교육의 측면에서 영향)

  • Chandrakant, Mehta Jaydip
    • Industry Promotion Research
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    • v.3 no.2
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    • pp.87-94
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    • 2018
  • This study suggests that lifelong education is regarded as a support system for lifelong learning, which includes all activities of educational characteristics, which ultimately has the goal of universalization of self - education. The goal is to successfully adapt to life. Statements supporting the need for lifelong learning have been found to be based primarily on the impossibility of this system to provide sufficient education to accelerate social change and to last a lifetime. The obstacles to implementation included inertia, resistance to change, motivation and cost. Opponents are likely to regard lifelong education as an attempt to expand compulsory education for exploitation and control purposes. This study found that there is an important consensus among supporters, but many questions remain. The full feasibility of lifelong education is considered to be far removed, and lifelong education should be interpreted as a source of direction and purpose, and ideals that society should aim for.

An Analysis on the Perception of Public Librarians about Lifelong Education Tasks: Focus on Incheon Metropolitan City (공공도서관 사서의 평생교육업무에 대한 인식 연구 - 인천지역을 중심으로 -)

  • Kim, NamJi;Cho, Jane
    • Journal of the Korean BIBLIA Society for library and Information Science
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    • v.27 no.3
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    • pp.51-73
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    • 2016
  • This study analyzes on the perception of public librarians about lifelong education tasks in public library using Mann Whitney U-test, Spearman rank-order correlation coefficient, Multiple regression analysis. At the same time, analysis about re-education needs using Analytic Hierarchy Process is conducted. As result, at first, 87% of respondents feel moderate or difficult about lifelong education tasks, especially on planning task. At second, librarians who have qualification about lifelong educator feel easier (P=0.04) than others, in detail, task about lecturer liaison (P=0.04) and planning (P=0.05). Adding that, the career experience and the job difficulty of librarians has negative relationship (R=-0.217). Especially scheduling (R=-0.33) and progressing (R=-0.22) tasks show statistically meaningful. At third, as the result of Multiple regression analysis, tasks about planning (P=0.04) and library marketing (P=0.05) are selected as meaningful elements which effect overall difficulty of life long education job. As final, 91% of librarian need retraining for life long education function, as result of spearman (R=-0.210), the more librarians feels difficult about life long education jobs, the more they need retraining. Anyway, as the result of priority of retraining subjects through AHP technique, user communication (CU P=0.310), planning (PL P=0.246), library marketing (LM P=0.173) are in weight order. CR ratio shows 0.146 with permissible degree.

A Study on Needs of Women Immigrants on Life-Long Education (여성결혼이민자의 평생교육 요구에 관한 연구)

  • Kim, So-Jung;Lee, Chang-Seek
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.13 no.3
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    • pp.1084-1090
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    • 2012
  • The objectives of this study were to investigate needs and determine the priority of needs of women immigrants on life-long education. The subjects of the study were 121 women immigrants who participated in life-long education programs before. Borich priority determination formula and Locus for Focus Model were used for the determination of the priority of needs. The result indicated that the priority of needs were in order of education for employment, education for child rearing, and education for pregnancy, delivery and health life. The suggestions for program development of women immigrants are discussed.

The Effect of Participation Motivation and Satisfaction on the Participation Persistence among Adult Learners at College Continuing Cducation Center (전문대학 평생교육 학습자의 평생교육프로그램 참여 동기와 만족도가 참여 지속의도에 미치는 효과)

  • Yoo, Mi-soo;Kwak, Keun-Hey;Park, Sun-Jung
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.18 no.12
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    • pp.414-422
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    • 2017
  • This study was conducted to analyze the effects of motivation and satisfaction with continuing education on the intention to participate in college continuing education programs among adult learners. and participation of continuing education to improve the quality of Continuing education programs operated by College and to develop diverse educational programs that reflect the needs of adult learners and increase their participation rate. This study analyzed data collected from 412 adult males and females taking courses at the Lifelong Education Center in four professional universities in Gyeonggi-do from May 1 to June 20, 2017. Data analysis was performed using SPSS Version 21.0 program, and general characteristics of the subjects were used. Descriptive statistics, t-tests and ANOVA were used to identify differences in participants' motivation, satisfaction with education, and intention to participate. Participants' motivation, satisfaction with education, and intention to participate were analyzed by Pearson's correlation. Participants were analyzed by stepwise multiple regression analysis. There was a significant positive correlation between motivation for participation in college continuing education programs, intention to participate in education programs, and intention to participate. The factors influencing participants' motivation for participation were participation motivation and education satisfaction 41.2%.The results of this study suggest that it is necessary to develop and operate a program considering the factors that can improve motivation for participation and educational satisfaction to increase learner motivation.