• The Journal of the Korea Contents Association
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• v.13 no.5
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• pp.517-526
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• 2013

Lifelong education promotion business to be the first to promote lifelong education promotion accountable to the governor of the city, the Lifelong Education Act Amendment (2007.12) emphasis on the research area 6 Lifelong Education and Lifelong Education Institute is established if analyzes what Gyeongsangnam-do lifetime policy implications for the promotion of education and implications are derived(through AHP). The results were as follows: occupational skill enhancement education (0.335) as the priority section. The development of life education policy (0.238) is the primary work process that must be initiated for the Gyeongnam life education promotion policy appropriate for the region's situation. This was followed by the development and distribution of life education program (0.148), construction of a connective system between life education organizations within the province (0.139) Raised the need to promote lifelong Education strategies, five core strategic industry linkages through regional industrial policy to keep pace with the flow of business for the Advancement of Education for the development and activation of Gyeongsangnam-do in a lifetime.

• Journal of the Korea Society of Computer and Information
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• v.9 no.4 s.32
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• pp.191-201
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• 2004

This study is an empirical research about lifelong education provided YIT(YeoJoo of Institute of Technology). This study aims at suggesting fundamental materials for the activation of the lifelong education provided by YIT by analyzing the participation of students and neghbouring district's residents in the programs and their requests. The lifelong education conditions should reflect the requests and levels of participants. and thereby encourage their positive participation and enhance their satisfaction with the programs.

• 한국정보교육학회:학술대회논문집
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• 2005.08a
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• pp.3-12
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• 2005

평생교육 종합정보시스템은 국민들 누구나 자신이 원하는 정보에 접근할 수 있도록 평생교육에 대한 Guide 역할을 수행하는 평생교육 포탈사이트 구축을 목표로 하고 있으며, 나아가 평생교육의 'Information', 'Learning', 'Communication', 'Business' 창구로서의 역할을 하고 있다. 그러나 현재 이러한 비전을 수행할만한 시스템 설계 원리나 구체적인 기능들에 대해서는 논란이 되고 있는 것 같다. 이에 한국교육개발원 평생교육센터에서는 평생교육 체제에 관한 국민들의 요구를 반영할 새로운 시스템을 설계 중에 있다. 이 글은 이런 목표를 담당할 시스템의 설계에 관한 이론적인 접근이다.

• Journal of Convergence for Information Technology
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• v.11 no.8
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• pp.137-150
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• 2021

This study The purpose of this study was to investigate the effects of online lifelong education in a home using contents of university-affiliated lifelong education center on the acquisition and generalization of cooking task skills for persons with developmental disabilities. The subjects of this study were three persons with developmental disabilities who lived with their parents in the home without employment after graduation from school. The research design and method used the technique of multiple probe design across subjects during the single subject research. As a result of the study, the three persons with developmental disabilities who participated in the study effectively acquired cooking task skills through online lifelong education in the home using contents of university-affiliated lifelong education center, and generalized the performance of cooking task skills in the actual restaurant environment, not at home.

• The Journal of the Convergence on Culture Technology
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• v.10 no.4
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• pp.527-536
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• 2024

This study seeks to develop efficient strategies for the implementation of lifelong education programs designed for individuals with disabilities in Gongju City. The primary focus is on creating a community-based lifelong learning environment. A comprehensive survey was conducted targeting 61 guardians with experience in lifelong education for individuals with disabilities in Gongju City. The findings of the study suggest a holistic strategy for the establishment of lifelong education programs for individuals with disabilities. This plan emphasizes the significance of tailored lifelong education programs that cater to the varying levels of disability, characteristics, and needs present within this demographic. Furthermore, it argues for the development of a functional system that considers the needs of both individuals with disabilities and their caregivers throughout the design and implementation stages of lifelong education initiatives.

• Journal of the Korea Convergence Society
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• v.9 no.10
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• pp.167-182
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• 2018

This study was conducted to seek the innovation challenges of "University Department of Special Education" with convergence on lifelong education of the disabled which is constantly stressed due to the educational needs of the disabled. For this purpose, the study first examined the compatibility between special education and lifelong education of the disabled based on the universal basis and then suggested faculty competence development for the foundation of organization and an integrated cooperation system of "University Department of Special Education" with support of National Institute for Lifelong Education of Disabled, lifelong education centers, related local organizations, and local colleges. In regards to the curriculum, the study also suggested lifelong education curriculum of disabled within the university lifelong education centers and a foundation for gradual restructuring of the curriculum of the "Department of Special Education". A program for 'lifelong education instructors for disabled (temporary name)' was introduced based on interdisciplinary course with "University Department of Special Education" for qualification of instructions.

• The Journal of the Convergence on Culture Technology
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• v.10 no.2
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• pp.17-26
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• 2024

The purpose of this study is to explore the direction of the role of lifelong vocational education as a field of lifelong education based on the content analysis of the innovation plan for lifelong vocational education and training in 2018. The conclusion is as follows. First, in terms of policy orientation, the direction of lifelong vocational education is possible to carry out life-integrated lifelong vocational education in terms of lifelong education. Second, in the education and training process, lifelong education can be carried out in specific practical competency areas in terms of lifelong vocational education. Third, in the case of the education and training system, in terms of lifelong vocational education, the philosophy of lifelong education is to establish an education system that spans the entire life. Fourth, in the case of education and training programs, various programs can be operated by type of lifelong education institution in terms of lifelong vocational education. Fifth, in the case of education and training, lifelong education can be distributed evenly across life stages from the perspective of lifelong vocational education. Sixth, in terms of the relationship with the industrial sector, lifelong education can strengthen the connection with industrial demand in terms of lifelong vocational education, and it can also strengthen the connection with government agencies. Seventh, in the case of support for the underprivileged, lifelong education is viewed from the perspective of lifelong vocational education. Free education and customized support for the underprivileged are possible at provincial and provincial lifelong education institutions and city, county, and district lifelong learning centers.

• The Journal of the Convergence on Culture Technology
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• v.9 no.5
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• pp.65-73
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• 2023

With the introduction of lifelong education as a component of national educational policies, public support for it has been expanding more than ever before. The purpose of this study is to explore the direction of lifelong education in the era of science and technology. While various factors need to be considered in determining the orientation of lifelong education in the science and technology era, this study primarily focuses on presenting the directions that are aligned with this era. Firstly, lifelong education is necessary as vocational education. Secondly, lifelong education is needed for digital literacy enhancement. Thirdly, lifelong education is crucial from an ecological transition perspective. It is hoped that these three perspectives will be considered significant in shaping the direction of lifelong education in the era of science and technology, and subsequent discussions will delve into how lifelong education can contribute concretely to these aspects.

• Proceedings of the Korean Society for Information Management Conference
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• 2006.08a
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• pp.269-276
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• 2006

지식기반사회에서 장애우의 삶의 질 향상을 위한 인적자원 개발과 평생교육프로그램 개발이 필요하다. 이를 위해 장애우들에게 적합한 효과적인 인적 자원을 개발하고, 사회복지기관과 평생교육기관에서 이들의 삶의 질을 높여 원만한 사회일원으로서 생활하는데 도움이 될 수 있는 교육과정과 프로그램에 대한 실태조사를 하였다. 여기에서 나타난 문제점을 개선하여 평생교육의 방향을 제안하는 데 있다.

• Journal of Korea Entertainment Industry Association
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• v.14 no.3
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• pp.117-132
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• 2020

The purpose of this study is to examine the lifelong education policy in Korea and Germany, focusing on the historical transition process, and to explore desirable ways to develop the lifelong education policy in Korea. To this end, We compared and analyzed Korea and Germany's lifelong education policy using research papers on lifelong education and practical data published by BMBF, DIE, DVV, EAEA, UIL, and NILE. As a result of the study, German lifelong education policy has improved social and vocational professionalism running programs suitable for the characteristic of region, Korean lifelong education policy lacks civic education in terms of local lifelong education due to political sensitivity. In addition, Germany is expanding the participation rate of lifelong education by constructing an environment where it is easy to participate in lifelong education, while Korea's participation rate in lifelong education is lower than that of advanced OECD countries. At last, the German lifelong education policy pursues a natural change in the needs of the society, the ideological principle of which require education be independent. On the other hand, the study confirms that Korean lifelong education policy tends to be controlled by the central government. As a result of this study, Germany's lifelong education policy provide the following implications for Korea's lifelong education policy. First, This dissertation emphasizes the need for the learner-centered operation as the needs of educational consumers become more diverse. Secondly, It highlights the need for activation of lifelong education in career education. Third, The expansion of the lifelong education budget to support good quality lifelong learning. Fourth, Holistic and long-term system for sustainable lifelong learning society needs to be structured.