• The Journal of Korean Association of Computer Education
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• v.10 no.4
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• pp.61-71
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• 2007

The Lifelong Learning City Project whose aim is to encourage regional innovation and development by the Ministry of Education & HRD. As of in 2006, there are 57 Lifelong Learning Cities which are providing its citizens with various lifelong learning programs since the project got started in 2001. The Lifelong Learning City Project has been increasing across the nation since it has been regarded as a key strategy for the sustainable reg ional development. Accordingly, there has been a lot of discussion on how to develop the project qualitatively as well as quantitatively. In this context, this study aims to draw policy implications of the Cyber Network System for the lifelong learning cities. With this context, this paper suggests to set up the Cyber Network System as the developmental strategy of learning cities and intends to search how to structure the Cyber network System. For this purpose, we survey the learners' needs and suggest the directions for the further Cyber network System of the Learning Cities.

• 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.

• 열린충남
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• s.36
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• pp.90-110
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• 2006

• Journal of the Korean association of regional geographers
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• v.16 no.5
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• pp.572-589
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• 2010

With the advent of lifelong learning society, most of the cities in Korea have been promoting the construction of lifelong learning city. At this point, the purpose of this study is to configure regional learning programs and apply them to the actual world. Important results of this study can be outlined as follows; First, the regional learning programs in the lifelong learning society are desirable to be configurated with the situated learning method focused on the characteristics of learners, instructors and the local contexts. In addition, the active training of regional human resources such as organizing learning circles and SERVICE-LEARNING through the participation of them is effective as a teaching method. Secondly, the consequence through the field excursion calling itself 'the geography exploration group', organized by the researcher and involved with participants together provoked the paradigm shift on their region and the regional identity. Thirdly, the active participation of local experts including geography teachers should be needed for the popularization of geography education. Hence, if we continue to develop the local learning programs tailored to regional traits and apply them to the actual world, geography education will play an important role to build the stable foundation in the lifelong learning society.

• The Journal of the Korea institute of electronic communication sciences
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• v.10 no.7
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• pp.807-812
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• 2015

Lifelong education is a periodic keyword. For a lifelong learner friendly education, university should provide the adult learners with the efficient academic administrative service. A university should support them in learning a series of graded lifelong study and come up with the convenience of continuous learning, maintaining the educational operation as a lifelong education university. A local government induces the regional economy reinvigoration from setting the lifelong learning conditions of the city. In this paper, I suggest a policy management scheme for opening training courses of 3D printing and CAD professionals training module as a non-degree reeducation programs for the lifelong learners that reflects the industrial milieu of the local community.

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

• KSCE Journal of Civil and Environmental Engineering Research
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• v.36 no.1
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• pp.151-156
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• 2016

Making a learning city which allows unlimited accessibility to a chance of learning plays an important role to accomplish individuals'self-realizaton and advance quality of life so that improve whole competition of the city. Although securing enough space is necessary to realize the learning city, our reality has an imbalanced city structure which could hamper it. The purpose of this study is to examine the way to resolve the spatial imbalance by utilizing unused facilities located in elementary schools. The resulting conclusions provide implications that current low effectiveness is originated from passive participation of schools and leading better participation is needed to improve it.

• Journal of Information Technology Services
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• v.9 no.4
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• pp.109-121
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• 2010

Most organizations adopt their own performance measurement systems. Those organizations select performance measures to meet their goals. Organizations can give only limited description of what performance measures are. Kaplan and Norton suggest that the Balanced Scorecard (BSC) to complement the conventional performance measures. The BSC can provide management system with a comprehensive strategic vision and integrates non-financial measures with financial measures. The BSC is widely used for measuring corporate performance. This paper investigates how the BSC-based performance measures can be applied to Learning City. The Learning City's performance measures and strategy map on the basis of the BSC are suggested in this research. This paper adopt the AR(assurance region)-DEA model which could limit the range of weight on performance measures to prevent each viewpoint of BSC from having unlimited elasticity. The proposed model is based on CCR model including a property of unit invariance to use the data without normalization process.

• The Korean Journal of Community Living Science
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• v.19 no.2
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• pp.245-265
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• 2008

The Lifelong Learning City Project has made quantitative expansion as well as qualitative growth since 2001 but the project has been criticized by academic scholars and field practitioners. The Lifelong Learning City Project is a national policy project which has been promoted by the Ministry of Education and Human Resources Development and should be required to make production profits proportional to the amount of public finance. The Lifelong Learning City Project is a community development project intended to promote growth and progress by supporting the community in lifelong learning endeavors. Therefore, the community development theory could offer guidelines to the Lifelong Learning City Project. Based on this assumption, this study intends to investigate the Lifelong Learning City Project at the national, city, and county levels using the community development theory. The improvement methods of the Lifelong Learning City Project are role allotment between national and wide level projects supporting organizations, and the establishment of a system and a long term project policy. In addition, the project is to have a more systematic performance. It is to enhance opportunities for community members' participation, and practice in planning, performance of learning, and the proper performance in regard to the community conditions and specificity. The most important goal of the Lifelong Learning City Project is to support the empowerment of community members by making opportunity planning, practicing and sharing lifelong learning more accessible.

• Journal of the Korean Institute of Rural Architecture
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• v.13 no.1
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• pp.21-28
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• 2011

The main purpose of this study is to analyze construction of space through the investigation of the cases of school community library through Gangneung-si's life-learning project and the findings from the analysis could be summarized as below. Firstly, most space used for school community library has the size of two classes in school on average and locals use generally space for reference and learning at school community library. Secondly, the construction of space of school community library is categorized into one for book-returning, references, reading, group learning and information, and an audio-visual space is also used for group learning and reading. A space for book-returning has features based on the location of its entrance and a space for reading features stand-up and sitting-on space considering size and usability. And a space for group learning has the feature of space planning that makes it possible for local people to get library programs and seminars and a space for information shows its feature of space planning that uses the wall.