• Journal of Agricultural Extension & Community Development
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• v.7 no.2
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• pp.347-358
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• 2000

The objectives of this study were to identify the roles of local government for developing community lifelong education, and to suggest desirable directions for upbringing human resource for the future in local community. The roles of local governments have become a more difficult challenge in the context of the ever increasing trends of rural population's moving toward urban areas mainly for the better education for their children. Even though there are regional differences in income level, educational environment, and budgetary constraints. local governments can play an important role in helping community people to build strong community in terms of economic development and enhancing the level of quality of life, and upbringing community leaders. Local governments' priority should be given to provide the better educational opportunities for students as well as community people through community lifelong educational programs.

• Journal of vocational education research
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• v.35 no.6
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• pp.65-84
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• 2016

This study aims to explore the duty system of the lifelong learning counseling, and to analyze the needs of counseling practice which are conceived by lifelong education practitioners. Based on the related prior studies, the duty system of lifelong learning counseling was investigated and classified. Also, differences of how to recognize the importance of counseling job and how to practice counseling are assessed by Borich method. After data were collected by practitioners from lifelong education field, the dependent t-test and the Borich needs assessment formula were used for analysis of the collected data. The results are as follows: the 4 subdivided duties of lifelong learning counseling are formation of relationship, learner's analysis, learning promotion, and follow-up management. The 11 tasks are learner's interview, providing learning information, analysis of learner's characteristics and needs, learning level diagnosis, diagnosis of learning inhibiting factors, promotion of learning motivation, advice of learning course and learning method, support of study circle activity, career planning counseling, follow-up counseling, and counseling evaluation. According to the needs assessment, learner's analysis is conceived as the most important duty among the 4 sub-duties, and learner's analysis is regarded as second important duty by the counseling practitioners. Among the 11 tasks, providing learning information is the most important tasks among counseling practitioners, and analysis of learner's characteristics and needs is followed as second task. The duty system of the lifelong learning counseling and needs assessment data can be used as the basic data for lifelong education practitioners to conduct the duty of lifelong learning counseling efficiently and to support the lifelong learning plan according to learner's characteristics.

• Industry Promotion Research
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• v.8 no.4
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• pp.163-176
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• 2023

Through a literature review, this study examined the concept of slow learners and the lifelong learning characteristics of slow learners, and sought ways to achieve successful lifelong learning by utilizing grit and growth mindset among non-cognitive characteristics. Slow learners were experiencing difficulties in cognitive, academic, linguistic, social and emotional, and behavioral characteristics. For successful lifelong learning of slow learners, it was necessary to set long-term goals rather than short-term goals and to maintain effort and consistency of interest to achieve the goals. In addition, it was confirmed that in order to achieve long-term goals, it is necessary to believe that change can be achieved through effort and learning. In other words, the need for learning using grit and growth mindset was confirmed. Based on these previous research results, it was presented as a lifelong learning strategy for slow learners that applied grit and growth mindset, which are non-cognitive characteristics, rather than cognitive characteristics such as intelligence.

• The Journal of Korean Institute for Practical Engineering Education
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• v.1 no.1
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• pp.85-90
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• 2009

In this paper, we looked around a history and trends of domestic & overseas of the system for lifelong vocational competency development, and the vocational education & training system to be operating in Korea Polytechnic Colleges. And we looked around and analyzed the case characteristics their own to be operating in Korea Polytechnic Colleges for lifelong vocational competency development which is based on. It is expected an ability-centered society to build through a reviewing and complement of various related to the lifelong vocational competency development by the complement and introducing the advanced international system which is based on these cases.

• Journal of Digital Convergence
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• v.13 no.12
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• pp.325-336
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• 2015

The purpose of this study is to confirm the components of users' shared value expectation(SVE) on lifelong education through convergent approaches. After reviewing primary data and collecting secondary data with quantitative and qualitative research methodologies, the components of users' SVE on lifelong education were categorized into 10 perspectives, 27 measured variables, and 81 questions. After conducting a confirmatory factor analysis, the latent measurement model was confirmed as reasonable. Internal reliability, construct convergent discriminant validity were also confirmed as reasonable. In a viewpoint that builds interdisciplinary theory, this research may help grasp users' SVE on lifelong education with interdisciplinary approaches. In a strategic viewpoint, this study may contribute to both understanding categorized users' value expectation and planning/executing suitable programs that can meet the expectations. In a managerial viewpoint, this result may help measure the effectiveness of SVE on lifelong education quantitatively.

• Journal of Practical Engineering Education
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• v.8 no.1
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• pp.57-62
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• 2016

The purpose of this study is to provide the basic data and to construct education system by analizing the case of Japan on the lifelong vocational competency development utilizing the university. Japan has grown by the world leading technology and talented people. In a globalized world, In order to achieve economic growth, It is necessary to connect the Human resource development to the overall growth of the economy. After the law on policy implementation system for the Lifelong Learning Promotion is enacted. University of japan, the newly defined the philosophy of lifelong learning in the Fundamental Law of Education. Then, University of japan has induced people to actively participate in the lifelong vocational competency development. In this paper, we refer to the Shizuoka University in Japan and learning support program and we studied the method for the activation of improvement and field placement of the training capacity of field training using the case of Japan on the lifelong vocational competency development utilizing the university.

• 한국노년학
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• v.32 no.3
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• pp.801-817
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• 2012

This study focused on the relationship between elderly's participation in lifelong education(participation availability, participating fields) and ego integrity. To verify the correlation of two variables, mediating model structured by life satisfaction was used. The data was Seoul Welfare Panel Data made by Seoul Welfare Foundation in 2010 and the total subject was 1,862 elderly aged over 60. When it comes to research methods, structured equation analysis for verifying the mediating effect was practiced. The findings are as follows: First, life satisfaction did function as partial mediator on relationship between elderly's participation in lifelong education and ego integrity. Second, elderly's life satisfaction increased as participating in field of language, not in field of culture and art. Ego integrity of elderly was increased as participating in field of culture and art, not in field of self-improvement and hobby. This study indicates theoretical and practical interventions to promote elderly's lifelong education based on the conclusion elderly's lifelong education participation in the aging society has positive effects on life satisfaction and ego integrity are meaningful for successful aging.

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.397-404
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• 2024

This study aims to investigate the mediating effects of commitment to learning on the relationship between instructor communication and reselection of the same instructor among college students in lifelong education. For this purpose, the investigator conducted a survey with college students in lifelong education attending a two or three year college or a university in Daegu Metropolitan City and Gyeongsangbuk Province and analyzed a final total of 498 questionnaires with the SPSS 22.0 and AMOS 22.0 statistical programs. The findings were as follows: instructors' verbal and non-verbal communication had total significant effects on the path of reselection of the same instructor by college students in lifelong education, but it had no direct significant effects on reselection of the same instructor. Instructors' verbal and non-verbal communication had indirect effects on reselection of the same instructor by college students in lifelong education via commitment to learning. These findings imply that if instructors make use of their verbal and non-verbal communication in lessons for college students in lifelong education according to their characteristics, it will be able to increase their commitment to learning as well as satisfaction with lessons.

• The Korean Journal of Community Living Science
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• v.17 no.1
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• pp.109-122
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• 2006

As we encounter the global and localized era, the development operations on a regional level are in active promotion. This manuscript has been completed with the purpose of probing for course of action in lifelong learning movement in terms of activating and developing of local communities. For this, the comparative analysis of practiced cases in America's community school movement, Japan's movement for establishing lifelong learning village and Sweden's study circle movement have been made. For the analytical frame of the comparison, the actual results on background of promotion, themes for practice, details of practice, methods for practice of local community centered lifelong learning movement have been applied. As a result of analysis, the local community centered lifelong learning movement has been promoted to break each country's social and economic crisis and to activate the local community. The promotion of each operation has been accomplished with the support of specific organization and the participants were the citizens of the local community. Also, the details of practice are composed of operating the people-centered lifelong learning program, cooperative learning by local citizens and local community realization activity. The details of education is closely related with the life of learners. Therefore, the lifelong movement for the activation of local community hereafter should be promoted based on the coherence of local community, should be able to contain the actual life of the citizens and should be practiced as a process of forming the lifelong learning group at concerned local community through a democratic learning process.

• The Journal of the Korea Contents Association
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• v.21 no.11
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• pp.414-425
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• 2021

The aim of this study is to measure and evaluate competitiveness of lifelong learning systems of BRICS countries in the respect of National Lifelong Learning System (NLLS). To analyze the data, this study used the mechanism model and 32 indicators and 12 sub-factors developed to measure the NLLS of developing countries. As a result of the Global Lifelong Learning Index (GLLI) measurement, China and Russia were relatively strong, while Brazil and South Africa formed the middle group. India scored relatively low. However, there are areas of lifelong education that each country should focus on, and this study compared and analyzed the strengths and weaknesses of the lifelong learning systems of each BRICS country. It is expected that the findings of this study will be used as standards to evaluate lifelong learning-related policies and make decisions to raise NLLS competitiveness, and as basic materials to know current NLLS situations of BRICS countries.