• Journal of Digital Convergence
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• v.20 no.3
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• pp.415-422
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• 2022

This study requires a new paradigm for universities in line with the global pandemic and the 4th industrial revolution. Accordingly, we propose an educational plan for the H university online graduate school in Korea. As a research method, the implications of scholars and experts on future education were synthesized, and the cases of overseas universities using it were analyzed to propose an online graduate school education plan. As a result of the study, online graduate school needs diversity as a venue for providing new opportunities as lifelong education, and to realize this, they use a microcredit. Blockchain technology is introduced so that microcredit can be transparently verified. In addition, to correspond to various convergence major programs and further develop them, problem-solving-oriented teaching methods enhance students' convergent skills as well as active learning and interaction. More detailed curriculum research at online graduate schools is needed in the future, and we hope that you will contribute to the development of online graduate school education based on this study.

• 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.

• 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.

• Korean Journal of Comparative Education
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• v.26 no.4
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• pp.105-124
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• 2016

This research aims to analyse the features and meaning of students' participation in lifelong learning city project in Germany. Lifelong learning city project has been running for several years to develop a new learning culture in the grass root level. In Germany, many students in elementary, middle and high school have actively participated in diverse lifelong learning projects such as learning support, career development, community participation. This case study shows us to reshape a new model of lifelong learning and widen the range of target group for lifelong learning in Korea. Student participation can enrich the quality of lifelong learning city project, which could make a significant contribution to embodying the lifelong learning society by creating a new learning culture.

• Journal of Korean Home Economics Education Association
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• v.18 no.4 s.42
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• pp.127-141
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• 2006

The purpose of this study was to investigate the actual conditions of the use of them and the moves to strengthen home economics resources for school lifelong education for parents and local residents. This study conducted a systematic random sampling. Questionnaires were distributed to home economics teachers from 285 middle schools, 123 high schools, and 130 of them were sampled as the subjects of this study. The results of this study were as follows. First, home economics teachers were active participating school lifelong educational program. But according to the result of research on the actual condition, the proportion of taking part in it was low. More than half of home economics teachers who took part in program's lecturer were in charge of computer courses. So they didn't show their ability as expert. Also they were in charge of several works than roll of lecturers. It was mentioned too great a burden. There is little in-service training for meeting specialization for school lifelong education. They wanted to take part of lecturers of program and preferred hours of being over class. More than half of them had intended to obtain a lifelong educator's license. The part of elective courses for obtaining a lifelong educator's license is similar to home economics educational contents. So, they have an advantage of obtaining it. Second, one-fifth of school that gave school life education carried out program of related home economics. Mostly they had mothers of students-oriented programs on artistic and leisure. But this is that home economics teachers mentioned less important teaching at society in the future. They importantly mentioned program on children's education in now and the future. Parents of students and local residents also extremely wanted it. For differentiated school life education, quality of programs is important greatly. Third, the actual condition of practical room relating home economics is only practice to cook mostly. So they are reluctant to be open it because of being responsible for the results from using there. It is necessary to ameliorate there's facilities and to increase there's area. Fourth, home economics teachers want to improve their specialization through in-service training, to develop and diffuse programs of superior quality, and to get extra pay for overtime from the government.

• Journal of Korea Entertainment Industry Association
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• v.13 no.2
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• pp.145-154
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• 2019

The purpose of this study is to investigate the performance, learning motivation and satisfaction of the students who take the university 's Lifelong Education Program. The research method was interviewed. The results are as follows. In terms of operations; First, the awareness of the kindness of employees of the college lifelong education institute needs to be strengthened at the beginning of the school year. Second, in the operation of the College Lifelong Education Center, the support such as the parking fee should be extended to the students. Third, lifelong education facilities should be supplemented. In terms of participation motivation; First, it can be seen that there are the most learners who want to do complementary learning. Most of them are people who look back on their lives and prepare for their future directions. Second, as the life span of human beings became longer, the economic preparation for life became necessary. Thus, all learning tends to be perceived as a preparation for economic income. Third, most people who participate in lifelong education are very interested in health. Therefore, it is necessary to increase the motivation for participation by expanding health related programs. In terms of satisfaction; First, it depends on the purpose of the individual. Satisfaction was high for those who aimed at hobbies and relationships, and satisfaction for those who aimed for economic activities was low. Second, it is also necessary to consider the instructor 's instructional process. In other words, lifelong learners tend to be adults, so little complaints are not revealed. Therefore, I would like to ask the lecturers to advance the education for the class. The implications for the improvement direction of the lifelong education center are as follows; First, we need to drastically reduce the number of programs overlapping with other universities and conduct research to develop new programs. In order to do this, it is necessary to continuously carry out a survey of demanders' needs. Second, it is necessary to find the appropriate place for program operation considering the movement distance of learners. It should be avoided that the program should be operated with the existing university facilities. Third, universities' lifelong education should go to education that includes college students.

• Journal of Fashion Business
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• v.19 no.6
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• pp.74-81
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• 2015

The purpose of this study is to analyze the operation situation & academic research trends in Seoul and Gyeonggi area, based on theoretical consideration on academic credit bank system, focusing on academic credit bank system where a lifelong education institute affiliated with a university produces graduates with associate's degree. To find out about how academic credit bank institutes are operated in cosmetology field, the analysis of literature review was used, in reference to the literatures as well as administrative data from the Ministry of Education and institutes for lifelong education with respect to academic credit bank system. Further, dissertations and articles in journals were also reviewed for analysis, in order to see academic research trends with respect to academic credit bank system in cosmetology, and finally to provide the directions for a follow-up study in the future. It was found that about 120 junior colleges have cosmetology departments, while only about 20 4-year universities have them, where lifelong education systems such as lifelong education are essential for learners to have bachelor's degree to go to a graduate school in reality. Every year more people want to learn and acquire the degree through a lifelong education institute affiliated with a university. In this regard, it is thought that there should be first positive social awareness towards a degree recipient from such educations and more administrative promotion and active engagement of government, businesses and schools, in order to vitalize academic credit bank system. Meanwhile, there are only about 10 academic literatures including the dissertations on the operation of academic credit bank system with respect to cosmetology, which is not sufficient number in academic research, compared to the increasing number of people who want to acquire the degree. Most of the preceding studies have been limited to education services and learners' satisfaction level. Therefore, continuous follow-up study is required on how to improve social awareness as well as teachers and instructors' satisfaction level, as well as how to develop industry-customized curriculum, in order to ensure active academic credit bank system.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.95-104
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• 2021

This study was conducted for the purpose of convergence reconstruction of the transition education model for students with disabilities in Korea. Ultimately, this study was also conducted with the aim of enhancing the perspective of the development of a lifelong education support system for the disabled in connection with schools and communities. The research method consisted of a procedure with a meeting of experts based on the procedure of analyzing the previous research literature that tried to materialize the transition education model for students with disabilities from the viewpoint of connection between school age and adulthood. The contents of this study were reflected in the dimension of ensuring consistent connectivity validity based on the viewpoint of school-centered, community-centered, education, and welfare between special education and lifelong education for the disabled in order to reconstruct the conversion transition education model constructed in the current special education field. Accordingly, the transition education model for students with disabilities built in the field of special education centered on school age minimizes the tendency of a fragmented approach between school age and adulthood, and presents a standard basis and structure that can be linked to the entire adulthood. The transition education model was reconstructed convergence in terms of content.

• Journal of Korean Library and Information Science Society
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• v.45 no.2
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• pp.73-92
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• 2014

A school library manifesto means the policies and rules on school libraries and includes the direction which they should follow and the criteria which school libraries should keep. Compared the school library manifestos of IFLA/UNESCO, IASL with that of Japan, the school library manifestos of IFLA/UNESCO are constituted with mission of the school library, funding legislation and networks, goal of the school library, staff, operation and management, implementing manifesto etc. and underline funding legislation and networks. The IASL policy statement on school libraries includes functions, materials, facilities, personnel, lifelong education, skills, literacy development, government and public support etc. and emphasizes lifelong education, skills, literacy development. The school library manifesto of Japan includes philosophy, functions, staff, material, facilities and management etc. and highlights philosophy. As a result of comparison and analysis of the school library manifestos of IFLA/UNESCO, IASL and Japan with that of Korea, the school library manifesto of Korea needs to comprise mission, facilities, staff, lifelong education, skills, literacy development, funding legislation, operation and management, government responsibility for implementing the manifesto, etc. by accepting the components in the manifestos of advanced countries, stressing the educational roles of school libraries and by separating the educational area from others.

• Journal of Korean Society for Quality Management
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• v.51 no.1
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• pp.79-96
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• 2023

Purpose: The purpose of this study is to examine the effects of the educational service quality of lifelong education institutions on the job preparation behavior of adult learners, and to suggest important factors that enhance the job preparation behavior of adult learners and ways to contribute to the improvement of educational service quality. Methods: In this study, 260 adult learners using lifelong educational institutions located in Seoul and Gyeonggi-do were statistically analyzed with SPSS 22.0 as a study sample. Results: First, lecturer expertise, educational environment, educational programs, and administrative services of instructors, which are sub-factors of educational service quality, were all adopted as positive (+) influences on educational satisfaction. Second, the lecturer expertise and educational programs were adopted due to the positive (+) effect on job search efficacy, but the educational environment and administrative services were rejected. Third, educational satisfaction was adopted as a positive (+) effect on job search efficacy. Fourth, educational satisfaction was adopted as a positive (+) effect on job preparation behavior. Fifth, job search efficacy was adopted as a positive effect on job preparation behavior. Conclusion: Based on the research results, it suggests that educational satisfaction and job search efficacy are important variables for adult learners using lifelong education institutions, and provides basic data on variables necessary to increase their job effectiveness in a rapidly changing job environment.