• 제목, 요약, 키워드: lifelong education

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

  • 신명신
    • 한국컴퓨터정보학회논문지
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    • v.19 no.3
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    • pp.147-153
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    • 2014
  • 우리나라의 평생교육제도는 2007년 새롭게 개정 공포된 평생교육법에 의거하여 평생학습사회 구현을 위한 평생교육정책의 실시에 따라 평생교육의 안정적인 기틀이 마련되어 왔다. 그 후 우리나라의 평생교육은 그 체계를 갖추어 가면서 발전하고 있는 것이 사실이다. 따라서 이러한 시점에서 이 연구에서는 이론적인 측면에서 우리나라 평생교육과 관련하여 평생교육제도의 연혁, 평생교육법의 내용, 그리고 현재 우리나라 평생교육제도에 대한 개괄적인 논의를 전개하였다. 따라서 무엇보다도 이 연구는 우리나라 평생교육에 대하여 포괄적인 차원에서 논의가 이루어졌다는 데 그 의의가 있다 하겠다.

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

  • 김은주
    • 한국지역사회생활과학회지
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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.

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

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

  • 이정석;이충렬
    • 수산해양교육연구
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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.

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

  • 김남선
    • 농촌지도와개발
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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.

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

  • 김남선;안현숙
    • 농촌지도와개발
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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.

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

  • 류미현;원효헌;강버들
    • 수산해양교육연구
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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.

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

  • 정주영
    • 수산해양교육연구
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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.

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

  • 윤명희;이충렬;박종운;임현성
    • 수산해양교육연구
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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.

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

  • 김태연;강버들
    • 수산해양교육연구
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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'.