• Title, Summary, Keyword: lifelong education

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Qualitative Study on the Lifelong Education Institute in Korea (우리나라 평생교육제도에 관한 질적 연구)

  • Shin, Shin Myung
    • Journal of the Korea Society of Computer and Information
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    • v.19 no.3
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    • pp.147-153
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    • 2014
  • The lifelong education institute in Korea has given the stable groundwork of lifelong education, according to the enforcement of the lifelong education policy for the embodiment of the lifelong education society by Lifelong Education Act newly revised and promulgated in 2007. After that, the lifelong education in Korea has developed, getting the system. Therefore, in this point, this study theoretically provided the history of the lifelong education institute, the content of Lifelong Education Act, and the current lifelong education institute. Above all, this study has significance that it discussed the lifelong education institute in Korea in the comprehensive level.

A Study on Parenting Education in the View of Lifelong Education -Focused on the Lifelong Education Act- (평생교육관점에서의 부모교육에 대한 고찰 -평생교육법을 중심으로-)

  • Kim, Eun-Joo
    • The Korean Journal of Community Living Science
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    • v.22 no.3
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    • pp.471-484
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    • 2011
  • Recently, there has been an increase in the importance of parenting education within the society of life long learning. Parenting education should be dealt with in the view of lifelong education. This article focused on parenting education as outlined in the Lifelong Education Act. After analyzing the legal systems and the current limitations of the Lifelong Education Act in terms of parenting education, future directions were proposed. To do this, this article analyzed the Lifelong Education Act in relation to parenting education. Based on the relevant data, this article derived the following conclusions. First, it found that parenting education in terms of lifelong education that is available to anyone at anytime should be open for all parents. Second, parenting education should be clearly specified in the contents of the Lifelong Education Act. Third, the values of civic education such as dignity, consideration, and love should be included in the contents of parenting education programs. In addition, it is note worthy to comment that creative education has been important for future society. Forth, it is recommended to specify parenting education in the subject list of lifelong educator training programs in the lifelong education act. Finally, parenting education should be practiced in the various lifelong education institutions. Fundamentally, parenting education as Lifelong Education should be established not only for parent's benefits, but also for children's well-being.

Towards an Ideology of Agricultural Extension as a Philosophy of Lifelong Education (농촌지도 이념으로서의 평생교육론 고찰)

  • Lee, Jong-Man
    • Journal of Agricultural Extension & Community Development
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    • v.11 no.1
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    • pp.1-19
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    • 2004
  • The objective of this study was to find a linkage of ideological background between agricultural extension education and lifelong education. This study was conducted by analyzing the studies related to agricultural extension and lifelong education. Review of literature and documents was main methods of this study. The study reviewed and analyzed the concepts, characteristics and ideology of lifelong education, and presented some general characteristics of lifelong education in the context of educational ideology. As a result of the study, the following five characteristics of lifelong education in the context of educational ideology were presented; 1) lifelong education is the supreme concept of education and includes all kinds of education, 2) lifelong education is the future direction of educational ideology and philosophy rather than a kind of educational practice, 3) lifelong education means the security for a right of learning through the entire life-span of an individual, 4) lifelong education has the innovative function of the existing situation of education; viewpoint, contents, and methodology of learning, 5) Lifelong education runs ultimately towards a 'learning society'. Agricultural extension and lifelong education shared the similar ideological background in general, and have the similar basic philosophy. The ideology and philosophy of lifelong education should be reflected into the ideology of agricultural extension to broaden the perspectives of agricultural extension in the future.

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Establishing and Vitalizing Method of Lifelong Education Promotion System in Busan (부산시 평생교육 추진체계 정립 및 활성화 방안)

  • Lee, Jeong-Seok;Lee, Choong-Ryul
    • Journal of Fisheries and Marine Sciences Education
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    • v.26 no.2
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    • pp.368-381
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    • 2014
  • The purpose of this study is to diagnose the lifelong education promotion system in Busan and to establish a desirable promotion system. In the study, we search for the optimal alternative to manage lifelong education exclusive organization(Busan Institute for lifelong Education) and seek ways to vitalize the lifelong education promotion system in Busan. The focus is also placed on completing a network-type governance system by strengthening the connection and cooperation among the parties. In order to make the promotion system function efficiently, the vitalizing methods of lifelong education promotion system can be roughly categorized into some kind as follows : strengthening the network between the interested parties and establishing their roles, restructuring legal as well as administrative and financial support system; enhancing education and public relations; intensifying local infrastructure of lifelong education; and boosting accessibility and expanding exchange and cooperation.

A Study on Program Satisfaction of Participants in the Leader Course of Village Lifelong Learning (마을평생교육리더 양성과정 참여자의 프로그램 만족도)

  • Kim, Nam-Sun
    • Journal of Agricultural Extension & Community Development
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    • v.17 no.3
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    • pp.419-446
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    • 2010
  • This study is the purpose to analyze the satisfaction of training course for the village lifelong education leader who will act as the village lifelong education leaders in the future. The data were collected from 197 the participants who have learned the training course for village lifelong education leaders among 7 local governments. The collected questionnaires were statistically treated by using SPSS (Version 17.0) program and frequency, T-test, and ANOVA. The major findings of this study were as follow; 1) the satisfaction of women's learners to the training course of village lifelong education leaders is high. 2) the satisfaction of low ages to training course for village lifelong education leaders is high. 3) the satisfaction of high educational background learners to training course for village lifelong education leaders is high. 4) the satisfaction of high income background learners to training course for village lifelong education leaders is high. 5) the satisfaction of much learning experience learners to lifelong education is high. 6) the highest among the satisfaction level of the program participants for village lifelong education is the staff service of lifelong education organization.

Lifelong Education and Lifelong Education Leader's Characteristics in Vallage - Case of Gyeongsangbukdo Province - (마을평생교육지도자의 특성에 따른 마을 평생교육 실천에 관한 연구 - 경상북도를 중심으로 -)

  • Kim, Nam Sun;An, Hyun Sook
    • Journal of Agricultural Extension & Community Development
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    • v.23 no.1
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    • pp.89-99
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    • 2016
  • The purpose of this study is to examine the relative variables between lifelong education practice and lifelong education leader's characteristics in village that personal characteristics, educational participation, network characteristics and empowerment characteristics. The results of this are as follows: Firstly, the village lifelong education leaders of women, low ages, high educational background, longer living and much leadership experiences in village have been practicing the lifelong education in village. Secondly, the village lifelong education leaders who have participated much more the programs have been practicing the lifelong education in village. Thirdly, the empowerments for the village lifelong education leader are understand the residents in village, operation and management technology of program, positive attitude and voluntary thoughts.

A Study on the Realities and Vitalizing Plan of Ocean related Lifelong Education in Busan (부산의 해양관련 평생교육 실태 및 활성화 방안 탐색)

  • Lyu, Mi-Hyun;Won, Hyo-Heon;Kang, Beodeul
    • Journal of Fisheries and Marine Sciences Education
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    • v.26 no.6
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    • pp.1380-1391
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    • 2014
  • The purpose of this study was to investigate realities and find vitalizing plan of ocean-related lifelong education in Busan area. 190 staff members of lifelong education institutes in Busan were participated in questionnaires for investigating this topic. The results of research were as follows. Firstly, staff members of lifelong education institutes recognized that citizens were needed to expand ocean consciousness. Secondly, they recognized that ocean-related lifelong education had to be conducted for inspiration of ocean consciousness. Thirdly, 65.8% of them had practice will to manage ocean-related lifelong education program in the future. Based upon these results, our suggestions for strategies to revitalize ocean-related lifelong education in Busan were as follows. Firstly, a customized program of ocean-related lifelong education for citizens of Busan, ocean city, has to be developed and come into wide use. Secondly, the regional characteristics of Busan have to be taken into consideration in utilizing learning material. Thirdly, systematic support plan for ocean-related lifelong education has to be needed. Lastly, participants' network for ocean-related lifelong education has to be established.

A Study on the Development of Core Competencies to Reinforce the Lifelong Education Instructors' Instructive Competencies (평생교육교수자의 교수역량 강화를 위한 핵심역량개발 연구)

  • Jung, Ju-Young
    • Journal of Fisheries and Marine Sciences Education
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    • v.24 no.2
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    • pp.210-223
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    • 2012
  • The importance on the flow to the lifelong education system has been growing, as the eternal education is in a pivotal position according to the education system all over the world is changing rapidly. In particular, although consolidating instructor competencies for lifelong education have become the subject of conversation, there has not been any clear concept of lifelong education instructors nor of the competencies for those. So this research defined lifelong education instructors who work at various lifelong education facilities, especially those who focus on lectures, and the instructor competencies, and make analysis and deductions what types of competencies are necessary for effective and efficient teaching. For this, the researcher derived the concept of instructors and the instructor competencies for lifelong education through document analysis, and based on that, discovered the instructor competencies for lifelong education by experts review and survey. The result revealed that there were four types of instructor competencies for lifelong education, which were planning, managing, administrating, and supporting and encouraging students. There were searching needs of students, analyzing, and 13 other criteria for planning; managing human resources, materials management, and 7 other for managing; expertise in learning contents and 13 other for administrating; and giving feedback and 3 other for supporting and encouraging students.

A Study on the Method to Reinforce the Efficient Political Function for Lifelong Learning (평생학습 확대에 따른 지역평생교육 추진체제 활성화 방안)

  • Yoon, Myung-Hee;Lee, Chung-Ryol;Park, Jong-Un;Lim, Hyun-Sung
    • Journal of Fisheries and Marine Sciences Education
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    • v.22 no.4
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    • pp.576-588
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    • 2010
  • The goal of this research was to survey a method to reinforce the efficient political function for lifelong learning when Busan metropolitan city promotes lifelong policy. To achieve this goal, the survey to reinforce the political function for lifelong education was carried out on persons in charge of lifelong education in Busan metropolitan city. The results are as follows: First, they showed high degree of perception on lifelong policy and business. Second, on a question about how much the tasks to promote lifelong education presented by our nation are needed, they answered that concrete agenda for an aging society is needed and a necessary institute to invigorate it is lifelong learning institute. Third, they answered that the policy which is necessary to be implemented as soon as possible is the development education for vocational competency, and the ratio of the perception which requires to hire education experts for life long education was high.

Analysis of Research Trends of Lifelong Education through Social Network (사회연결망을 통한 평생교육 연구동향 분석)

  • KIM, Taeyeon;KANG, Beodeul
    • Journal of Fisheries and Marine Sciences Education
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    • v.29 no.1
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    • pp.224-233
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    • 2017
  • This study aims to analyze the research trend of lifelong education in Korea over the last 10 years based on social network analysis. To do this, a dataset has been collected from KCI (Korea Citation Index) database. According to the results of the study, firstly, the current status of lifelong education research by the year in the last 10 years showed a relatively high ratio between 2008 and 2009 and 2014 ~ 2015. Secondly, the most active networks between authors and journals constitute a key group in the order of 'Lifelong Education Study' and 'Lifelong Learning Society'. Thirdly, the research institutes with the largest number of lifelong education research papers are Soongsil University, Dong-Eui University, and Korea National Open University. In the network with the authors' network, the only authors were K8 working at Chonbuk National University, and the co-authors, H4, who works at Kyungpook National University, showed the most active network. Finally, the core keyword network based on the thesis topic was analyzed as having higher connection centrality in the order of 'lifelong education', 'lifelong educator', and 'university lifelong education'.