• Journal of Nuclear Fuel Cycle and Waste Technology(JNFCWT)
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• v.16 no.4
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• pp.507-514
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• 2018

Technology-intensive industries can be used as a major growth engine for resource poor country in the territories. For example, in the case of Korea, nuclear power and radiation technology industry was highly developed, and it was possible to obtain national interests such as solving energy problems within the country and exporting nuclear power plants. On the other hand, there are cases where national damage is caused by erroneous governmental policy-making on technology-intensive sectors. In this study, we analyzed cases of misguided governmental policy-making for technology-intensive industry and three factors were identified. And we tried to develop a rational policy-making model using three types of allison's model in combination. The results of this study are expected to be useful for rational governmental policy-making processes for technology-intensive industries.

• Korean Journal of Comparative Education
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• v.28 no.5
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• pp.47-69
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• 2018

The purpose of this study is to classify the lifelong learning policy implementation process of lifelong learning in Korea according to the policy making decision models and to suggest developmental tasks. Korea's lifelong learning policy came to a full-fledged start with the enactment of the Lifelong Education Act in 2000. The Lifelong Education Act proposed the establishment of an open educational system as a strategy to realize the lifelong learning society. According to the Lifelong Education Act, the Korean government has developed several lifelong education policies such as providing learning opportunity for the underprivileged, facilitating lifelong learning city project, building lifelong learning culture, recognizing of experiential learning result, funding lifelong learning hub university, launching lifelong learning supporting administrative etc. The Korean lifelong system is characterized as Allison's (1971) governmental/bureaucratic, Ziegler and Johnson's (1972) legislative, Griffin's(1987) social control and Green's (2000) state-led models which make policy through the coordination between the government and the parliament and control bureaucratic power and educational qualifications. Lifelong learning policies should be managed in terms of supply and demand at the learning market. In addition, the state has to strengthen lifelong learning through supporting NGOs' activities and adult learners' tuition fee for the disadvantaged group of people.