• Journal of the Korea Society of Computer and Information
• /
• v.19 no.3
• /
• pp.147-153
• /
• 2014

The lifelong education institute in Korea has given the stable groundwork of lifelong education, according to the enforcement of the lifelong education policy for the embodiment of the lifelong education society by Lifelong Education Act newly revised and promulgated in 2007. After that, the lifelong education in Korea has developed, getting the system. Therefore, in this point, this study theoretically provided the history of the lifelong education institute, the content of Lifelong Education Act, and the current lifelong education institute. Above all, this study has significance that it discussed the lifelong education institute in Korea in the comprehensive level.

• The Journal of the Korea Contents Association
• /
• v.20 no.7
• /
• pp.438-450
• /
• 2020

This study examined the relationship between demographic characteristics, satisfaction of operating factors in college lifelong education, satisfaction of college lifelong education, and recommendation intention for 1,782 adult learners of college lifelong education (N=1782). As a result of Hypothesis 1, gender and age were found to have a significant effect in all areas of college lifelong education satisfaction (education content, pedagogy, instructor, educational environment, system, support), while education level did not. In addition, the learning time was verified to affect only the educational content, educational environment, and satisfaction with the system and support. As a result of Hypothesis 2, it was found that the satisfaction of the operating factors of the instructor, system, and support had a positive effect on the satisfaction of college lifelong education, and the environmental factors of education had a negative effect. As a result of verification of Hypothesis 3, it was found that the satisfaction of college lifelong education influenced the intention of recommendation. The purpose of this study is to determine the degree of satisfaction with the operational factors of college lifelong education, the satisfaction of college lifelong education, and the intention of recommendation for adult learners of a university that is operating a degree program dedicated to adult learners who are actually practicing the transition to a lifelong education system of university as an innovation in higher education. The relationship verification is expected to provide practical implications for constructing a new college lifelong education model in the future.

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

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

• 한국정보교육학회:학술대회논문집
• /
• 2021.08a
• /
• pp.247-252
• /
• 2021

The quality growth of online education triggered by remote education platforms such as Coursera and edX has increased the demand for lifelong education through online platforms. In response, South Korea has also created various lifelong education support systems and sites in government agencies and local governments. Each support system and web sites created its own member information collection system. The systematic collection and utilization of learners' information requires an integrated member management system of each system. Therefore, the current status of member information collection of state-level lifelong education support systems was analyzed. Based on this, it distinguishes between member information that systems collect in common and information that they collect separately. It will help to bridge the items underlying the integrated membership framework.

• 대학교육
• /
• s.101
• /
• pp.17-26
• /
• 1999

• (The)Korea Educational Review
• /
• v.23 no.1
• /
• pp.379-404
• /
• 2017

The purpose of this study is to seek practical implementation of adult learner-targeted college. For this, it first of all pointed out expanding opportunities of adult learners to learn and limitation of current lifelong education system at higher education level as well as lifelong learning centered university project. Then it selected and examined 3 university cases abroad, such as Harvard university, the university of Chicago in US and Warwick university in UK in terms of their curriculum and operating method for adult learners. In addition to the literature and case studies, this study did interviews on 5 professors with major of lifelong education and 5 managerial experts of university to suggest practical operating approach of adult learner-targeted college, which is as following. University's philosophy should be geared to meet public responsibility, specialization and persistency of the system and proper measurement be followed such as various range of admission track, prior education courses, recognition of prior learning experience, major, teaching method, curriculum and extra adult learner tailored service including financial support. Based on the study result, practical implications were suggested.

• The Journal of the Convergence on Culture Technology
• /
• v.10 no.2
• /
• pp.273-278
• /
• 2024

The purpose of this study is to examine the limitations of university operating system changes as a result of the policy changes and outcomes of the university lifelong education system support project by project period, and based on this, to propose a development plan to support the university's adult learning system. In this study, we sought to investigate changes in the higher education environment and changes in lifelong education in universities through analysis of literature and various data. The changing times of technological innovation and changes in knowledge require continuous learning even after school education, and the need for re-education and improved education is increasing. Therefore, the Ministry of Education and the National Institute for Lifelong Education have been actively carrying out support projects for lifelong learning-centered universities since 2008 to provide adult learners with opportunities to study. This project is centered around universities and the local community, and is promoting various types of changes in educational operation, such as reforming the university's academic system to be adult-friendly and operating night or weekend classes in order to provide educational opportunities for adult learners. Now, universities must play a role as a hub of regional lifelong education for the coexistence of the region and university, and as a key institution responsible for the contemporary tasks of sustainable development and coexistence between the university and the community.

• 전기의세계
• /
• v.33 no.12
• /
• pp.721-725
• /
• 1984

개방교육의 체제는 학습사회화의 추세에 따라 평생교육의 이념과 그의 실천이 구체적으로 전개되는 상황에서 원하는 수준의 교육을 받지 못한 사람들에게 다시금 교육을 받을 수 있게 하는 제2의 기회를 마련해 주는 것으로 이는 개인 성장과 사회적 개발과 국가의 발전에 직접적인 기여를 크게 할 것이 확실히 예견되는 교육제도이다.

• 대학교육
• /
• s.90
• /
• pp.61-70
• /
• 1997

우리나라의 교수 자격제도는 교수 임용제도와 분리되어 발달하지 못하였다. 이로 인해 대학 등에 '채용된 교수'만이 교수로 인식되고, 채용되지 않았지만 교수 자격이 있는 인적 자원에 대해서는 자격 공인장치가 부재함으로써 이들 자원이 효과적으로 활용되지 못하고 있다. 따라서 예컨대 학점은행제를 비롯하여 평생교육 차원에서 확산될 것으로 전망되는 다양한 고등교육체제에 대한 국민적 요구를 충족시키는데 필요한 교수요원의 적절한 운영이 어렵게 될 것이다. 정보화.세계화 추세는 기존 대학 형태를 초월하는 다양한 고등교육 프로그램을 확산시킬 것이기 때문에 교수 자격 문제가 우선 검토되어야 한다. 이를 위해 향후 '교수 자격공인제도'를 정립하여 교수 자격이 있는 사람들에게 의사나 변호사처럼 자격을 공인함으로써 이들이 자부심을 갖고 대학뿐만 아니라 각종 고등교육 프로그램과 연구 개발에 종사하도록 하고, 나아가 국가 고등교육체제를 발전시키는 데 기여할 수 있도록 해야 할 것이다.