• Title, Summary, Keyword: lifelong education

Search Result 456, Processing Time 0.045 seconds

The overview of lifelong education in France and implications for Korean society (프랑스 평생교육에 대한 소고 - 우리 사회의 시사점을 중심으로 -)

  • Lee, Kyeong-Soo
    • Cross-Cultural Studies
    • /
    • v.49
    • /
    • pp.201-228
    • /
    • 2017
  • In Korean society, universities represent institutions of higher education. Industrialization and economic development led to a small number of elite groups at the helm of these institutions. However, our society has encouraged a lifelong system of learning, and apparently, the present university system does not represent an ideal scenario. The Korean government recognized the need for appropriate changes. The events associated with the implementation of related policies occurred at the Ewha Womans University (Seoul) last year. This article is based on the notion of lifelong education to further our understanding of the role of university in the absence of a consensus among university and college members regarding lifelong learning in our society. As an alternative, we looked at the case of France, which is adopting a lifelong education system and implementing related policies ahead of us. Despite regulatory challenges and adaptation of the role of public education in lifelong learning, France has laid a solid foundation. In our case, we are recognizing the need to prepare for lifelong learning. In particular, it is necessary to increase public awareness of education by clearly recognizing our national responsibility and increasing the financial support to universities, accordingly. Above all, the role and attitude of universities must change, along with the perception of its members.

An Analysis on the Lifelong Education Program in Korean Public Libraries (공공도서관 평생교육 강좌에 대한 분석)

  • Lee, Ae-Ran
    • Journal of Korean Library and Information Science Society
    • /
    • v.41 no.1
    • /
    • pp.273-294
    • /
    • 2010
  • The study is on the types, contents, characteristics, and levels of lifelong education programs from 16 central and local public libraries in Korea. And also analyzes the situation and the results of learning purpose, educational content and teaching methods from 4 public libraries of Ulsan province. On the basis of the results, suggests for the improvement proposals of lifelong education programs in Korean public libraries as follows ; (1) proposes the differentiation and establishment of system for the programs. (2) presents the model development for the evaluation of the educational programs.

  • PDF

A Study on Perception and Task of Lifelong Education for Individuals with Disabilities (장애인 평생교육의 인식 및 과제에 관한 연구)

  • Choi, Yun-young;Lee, Se-Hee
    • Journal of Convergence for Information Technology
    • /
    • v.10 no.4
    • /
    • pp.133-139
    • /
    • 2020
  • The purpose of this study is to explore the perceptions and tasks of lifelong education for individuals with disabilities, including the necessity of lifelong education and the range and content of it for the disabled. The research method is a focus group interview with 4 managers of lifelong education institutions for the disabled, and the data were analyzed according to the process of thematic analysis method proposed by Braun and Clarke(2006), which is one of qualitative data analysis methods. The results of the analysis are as follows: First, the lifelong education for the disabled is needed, because, unlike the non-disabled, the disabled are less able to recognize and respond to social changes, which requires equipment or convenience facilities to improve it. Second, the range of lifelong education for the disabled was suggested as social life including daily life, vocational ability development education, culture·art·physical training, and those required by individuals with disabilities. Third, the lifelong education institutions for the disabled are lack of experts and have difficulty in communicating between practitioners and the disabled. In conclusion, it is required to provide lifelong education by self-determination of the disabled in the community by priority.

Exploring the Convergence of Lifelong Education for the Disabled: Academic System Boundaries at the Level of Imitation (장애인평생교육학(學) 융합 탐구: 모방 수준의 융합 학문체제 경계)

  • Kim, Young-Jun;Do, Myung-Ae
    • The Journal of the Convergence on Culture Technology
    • /
    • v.6 no.4
    • /
    • pp.79-84
    • /
    • 2020
  • This study aims to establish the lifelong education for the disabled by exploring the academic nature and identity of lifelong education for the disabled from the perspective of convergence, and to guard against a convergence academic system at the level of imitation based on the meaning and function of the established lifelong education for the disabled. The research method consisted of a procedure in parallel with expert meetings based on literature analysis. The content of this study primarily explored the universality and specificity of lifelong education for persons with disabilities in the dimension that it should have an academic essence and identity as a category in which lifelong education for persons with disabilities is fused with several adjacent fields such as special education, centering on the perspective tailored to disability. In addition, the result of exploring the structure system in which the meaning through the universality and specificity of lifelong education for the disabled can be combined not only at the academic level based on theory but also at the functional level based on practice is also presented as the content of the study. As a result of the study, it was analyzed that lifelong education for the disabled can build universality and specificity in the dimension of convergent inquiry, and can establish a support system at a comprehensive level of practice according to the fidelity of the above.

Structural Analysis of Relations among Adult learners' Participatory Motivation, Program Satisfaction, and Social Capital (성인학습자의 참여동기, 프로그램 만족도, 사회적 자본에 관한 구조적 분석)

  • Kang, Hun
    • Journal of the Korea Academia-Industrial cooperation Society
    • /
    • v.19 no.7
    • /
    • pp.354-361
    • /
    • 2018
  • The purpose of this study was to analyze the structural causal relationship between adult learners' participation in lifelong learning, education program satisfaction, and social capital. Also, the study reviews how education program satisfaction variables mediate the relationship between adult learners' participatory motivation and social capital. Subjects included 425 adult learners who participated in lifelong education, and the research hypothesis was verified through structure equation modeling analysis. Results are as follows: First, adult learners' participatory motivation had a positive (+) effect on social capital and education program satisfaction. Secondly, education program satisfaction had a positive (+) effect on social capital. Thirdly, education program satisfaction partially mediated the relationship between adult learners' participatory motivation and social capital and showed a significant indirect effect. This study suggests that it is necessary to develop various programs that can satisfy learners as well as improve social capital, participation motivation, and satisfaction of programs provided by lifelong educational institutions. Based on these results, this study suggests not only the role of lifelong education institutes, but also ways to improve social capital of adult learners within the lifelong education field.

Development of Competence-based Assessment System for Lifelong Vocational Competency Development (CBAS-LVCD) (평생직업능력개발을 위한 역량기반 평가 시스템 개발)

  • Heo, Sun-Young;Im, Tami;Kwon, Oh-Young
    • Journal of Practical Engineering Education
    • /
    • v.10 no.1
    • /
    • pp.57-62
    • /
    • 2018
  • The recognition of the importance of lifelong vocational competency development, the proliferation of MOOC, and interest in online education have increased. As a result, efforts are continuously being made to develop an education system for lifelong vocational competency development. However, research on design and development of competency-based evaluation tools and systems in the field of technology engineering is still insufficient. In this paper, we designed and implemented a Competency-based Assessment System for Lifelong Vocational Competency Development(CBAS-LVCD). CBAS-LVCD utilizes NCS-based rubric-based assessment tools to evaluate learners and provides simulation tools for use in technology engineering. This is expected to be of great help in assessing the competencies required for practical affairs in the field of technology engineering, where practical work and on-line testing are limited.

Proposal of lifelong education contents in future Home Economics Education field reflecting social needs: Focus on the contents proposal as family life education (사회적 요구를 반영하는 미래 가정과교육 분야의 평생교육 내용 제안: 가족생활교육으로서의 내용과 프로그램을 중심으로)

  • Kang, Namjoo
    • Family and Environment Research
    • /
    • v.56 no.3
    • /
    • pp.233-246
    • /
    • 2018
  • Korean society is experiencing an increase in multicultural families and single households. The incidence of the MERS, epidemic in 2015, and the subsequent cases of child abuse have been major shocks to Korean society. In addition, there has been a steady increase in household debt, that is in danger of causing a serious crisis in the stability of our society and the family. The current demand for increased accountability in the democratic process is becoming an important topic. There is also an increased awareness of natural disaster preparation due to local earthquakes that have caused concern. At this point, the lifelong education in the home economics education field in Korea is in line with the changes and crises of various societies. Problems related to family life that have happened in the real life of learners stand in the place of the study with preventive character. It should provide the best alternative for family, home, and society, and help to overcome the problems of life. In order for lifelong education to respond to these social changes $vis-{\grave{a}}-vis$ Home Economics Education, it is necessary to develop: 'formation and improvement education of family relationship', 'crisis prevention and management coping ability training', 'safety education', 'learning communication and consensus processes', 'consumer culture education', 'ethics education on environment and resources', 'sustainability education', 'local education of family relationship', 'crisis prevention and management coping ability training', 'safety education', 'learning communication and consensus processes', 'consumer culture education', 'ethics education on environment and resources', 'sustainability education', 'local economic activation education', and other topics of lifelong education topics related to the field of Home Economics Education are required. Consequently, various related programs should be further developed and disseminated.

Analysis of Education Needs for Instructional Competency of Lifelong Education Instructor (평생교육 교수자의 교수 역량에 대한 교육 요구 분석)

  • Kim, Mi-jeong;Ahn, Young-Sik
    • Journal of vocational education research
    • /
    • v.36 no.4
    • /
    • pp.41-56
    • /
    • 2017
  • The purpose of this study is to analyze the level of current difference of education needs for instructional competency of lifelong education instructor and the level of importance of lifelong education for drawing priority. Through the literature review, this is divided the lifelong education instructor's competencies such as planning, implementation, management and support and analyzed the current level and importance with 35 items through t-test analysis. The priority for education needs is applied to Borich and the Locus for Focus model simultaneously. According to result for study, the largest item of competency for lifelong education instructor is verified with the current level and importance for building of social networking and managing competency. The top priority item of education needs for instructional competency of lifelong education instructor is located in the first quadrant of model and the Locus for Focus model, according to priority in needs for Borich and was showed in program competency. The second items in priority were derived by learning resources, information gathering, competency for focus development, equitable evaluation for student, competency for building team work. Therefore, these competencies are considered as factors for priority of lifelong instructor and will be developed in personal and organizational development.

Exploration of Duty System and Needs Assessment in Lifelong Learning Counseling Practice (평생교육 담당자의 평생학습상담 직무 탐색 및 요구도 분석)

  • Jo, Eun-San;Yun, Myung-Hee;Ku, Kyung-Hee
    • Journal of vocational education research
    • /
    • v.35 no.6
    • /
    • pp.65-84
    • /
    • 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.

A Study on Lifelong Education From a Foundation Knowledge Economic Social (지식기반 경제사회에서의 평생학습을 위한 연구)

  • Kim Kap-Jong
    • Management & Information Systems Review
    • /
    • v.10
    • /
    • pp.67-93
    • /
    • 2002
  • The future social makes an multipule effort to secure native competition. It is very difficult to foresee the length and deepest on the future social coming soon than human beings has experienced until now. The future social will be adopt a positive attitude on lifelong education, also, because It will be rapidly change. Like this foundation knowledge economic will be secure which a knowledge is high value and build up a fortune. Now, new sight for education is necessary definitely to a person. In the future, labor viability is utterly dependent on what the lifelong educations ability is.

  • PDF