• Journal of Korean Library and Information Science Society
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• v.38 no.3
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• pp.139-160
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• 2007

This research is aimed to reconstruct Korean public library as lifelong education organization system. This study investigates systems of lifelong education organizations and situations of their employees, and analyzes some problems suggested by managers of lifelong education organizations. Based on this analysis, this study suggests reforming methods of organization system.

• Journal of the Korea Convergence Society
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• v.10 no.3
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• pp.81-91
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• 2019

The purpose of this study was to specifically explore the dilemma posed by lifelong education for the disabled in Korea at the point of convergence. Research to achieve the research objectives consisted of areas that should be considered in developing and implementing support systems for lifelong education for the disabled. The outcome of the area consisted of five things: convergence dilemmas in fields, convergence dilemmas in institutions, convergence dilemmas in eligibility, convergence dilemmas in disability areas, and convergence dilemmas in national administration. And the five areas were considered by interlinked views and contexts. Based on the results of the study, the university's special education department (including vocational special education) was concluded and considered with emphasis on strengthening the role functions of the university's special education system for the support system for lifelong education for the disabled, including the preconditions for establishing the academic identity of lifelong education for the disabled. Through this ideal, it is worth suggesting that the academic identity of lifelong education for the disabled should be established as appropriate based on convergence between the categories of lifelong education and special education based on the practical nature and context of education for the Korean.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.6
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• pp.1628-1645
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• 2015

This study was designed to analyze the present condition of the lifelong education field training program and to implement the need assessment of field training program based on the job model application. In order to achieve these goals, surveys were conducted through questionnaires and in-depth interviews targeting staffs of lifelong education institution in Busan area. The 115 subjects were analyzed by frequency distribution, the paired samples t-test, and the Borich's need analysis. The result showed that the field training program was poorly executed during the year of 2013 due to deficiency of certified practitioners and systematic guidelines. Also, the most highly demanded tasks were promoting change, networking, planning, developing programs and conducting surveys among various roles of lifelong educators. On the other hand, the need for the assisting and supporting programs were relatively low. Finally, this study concluded the need for developing systematic guidelines and for accrediting as a lifelong education field training institution nationwide. The results of this study would ultimately contribute to enhance the quality of lifelong education field training program.

• 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.

• The Research Journal of the Costume Culture
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• v.20 no.6
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• pp.838-853
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• 2012

The purpose of this study is to identify adult learners' decision making variables, satisfaction, and evaluation toward fashion education as a university lifelong education program. As decision making variables, this study included participation purpose, information source, and selection criteria for lifelong education center and program. Regarding satisfaction toward fashion education, this study included satisfaction toward program and satisfaction toward education condition and administrative services. Data were gathered by both questionnaires and focus group interview(FGI) with 12 adults who completed the program. While questionnaires were used for decision making variables and satisfaction, FGI was used for evaluation. Frequency was used to analyze the questionnaires and content analysis was used to analyze the results of FGI. The findings showed that respondents participated mostly because of hobby or interest and got information mostly from acquaintances. They regarded program contents as the selection criteria for lifelong education center. They also regarded lecturers' professionality as the selection criteria for the program and showed high satisfaction toward lecturers' passion. Regarding education condition and administrative services, they showed high satisfaction. FGI also showed the importance of individual competence, career development, a work-study program, a on-site study program, and lecturer. The results suggest methods to make university lifelong education programs more appealing to adults who want to attend universities for non-degree university programs.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.8
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• pp.5212-5222
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• 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.

• Journal of Engineering Education Research
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• v.12 no.4
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• pp.63-74
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• 2009

The purpose of this study was to suggest to enable the development of lifelong learning skill through literature review on lifelong learning concept, educational method and objectives, factor of lifelong learning skill and case on foreign engineering colleges. Some strategies and implications were given to develop of lifelong learning skill of engineering college students. In the future, Applicable program is developed and needed for effective verification through demonstration research.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.1
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• pp.203-217
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• 2015

The purpose of the study is to explore leisure time use of older adults and find out relationships between active/passive leisure activities and socioeconomic backgrounds in order to prepare later life for homo hundred. The subjects were 336 adults aged 50 and over in Busan city, Korea. Results are as follows. First, the subjects spent more time in active leisure than passive. But ratio of passive leisure time is getting higher with age. Second, cognitive activities changed from reading, computing, internet to hobbies, card games with age. Third, participation of active leisure activities are related to age and socioeconomic backgrounds. From this study, lifelong education including leisure education should support older adults to redesign their later life for homo hundred. Second, leisure education should focus on increasing the ability of accepting and utilizing leisure opportunities for older adults. Third, the role of lifelong educator should be emphasized to involve education field more actively. Forth, lifelong education institutions should have the knowledge of the purposes and motivations of older adults who participate in order to provide proper programs continuously. The connection between lifelong education and leisure time use and activities would lead later life with the quality of life and active aging.

• 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.

• 재활복지
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• v.22 no.1
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• pp.1-26
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• 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.