• Journal of Engineering Education Research
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• v.12 no.4
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• pp.63-74
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• 2009

The purpose of this study was to suggest to enable the development of lifelong learning skill through literature review on lifelong learning concept, educational method and objectives, factor of lifelong learning skill and case on foreign engineering colleges. Some strategies and implications were given to develop of lifelong learning skill of engineering college students. In the future, Applicable program is developed and needed for effective verification through demonstration research.

• 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.

• Journal of Korea Entertainment Industry Association
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• v.15 no.3
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• pp.183-192
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• 2021

This study was purposed to explore the learning culture through the related literature and research review in Jewish Havruta which has interaction, critical reflection, and the driving force creating a better world. The prior researches on Havruta mainly tend to as ways to increase learners' interest in learning and studies as curriculum or teaching methods such as creativity, understanding, and problem-solving skills. However, Havruta is not just method to study subjects, but rather a process of developing thinking through dialogue and discussion. Therefore, Havruta's essential meaning as a lifelong learning should be explored. Studies showed that Jews embody the thinking process from interpreting, analyzing, setting up logic, questioning, discussing, and debating Talmud with others anytime, anywhere, and anyone throughout their learning culture. It develops basic skills for life, forms an integrated personality in relationships with others, and continuously conducts lifelong learning to shape one's own beings. Therefore, lifelong learning culture would be sharing information that one has in the process of discussion through dialogue between two or more people, and supporting and encouraging the other's failure or fear rather than attacking them. The embodiment of thinking process in which people teach and learn eachother, accept the difference, and expand thought would be significant foundation to create lifelong learning culture.

• 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 the Korea Academia-Industrial cooperation Society
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• v.16 no.7
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• pp.4537-4548
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• 2015

The purpose of this study is to analyze the structural of adult learners' lifelong education consciousness, participation motivation, learning outcome. The subjects were 319 adult learners who participated in the courses of the lifelong learning in 5 districts of Daejeon. The research results are as follows. First, adult learners' consciousness of lifelong education had positive effects on their learning outcome. Second, adult learners' consciousness of lifelong education had positive effects on their participation motivation. Third, participation motivation had positive effects on their learning outcome. Forth, participation motivation had mediating effect between consciousness of lifelong education and learning outcome. Consciousness of lifelong education and participation motivation were verified as factors that affect learning outcome directly. These results can be used to change the consciousness of lifelong education, and to participation motivation potential learners to participate in lifelong learning. Finally this process will improve their learning outcome. The study is meaningful to provide possibility to enlarge participation opportunities for lifelong learning.

• Proceedings of the Korean Society for Information Management Conference
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• 2003.08a
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• pp.277-284
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• 2003

최근 평생교육기관으로서의 공공도서관의 기능이 확대되면서 몇몇 공공도서관이 평생학습관으로 바뀌었다. 이에 공공도서관과 평생학습관의 서비스기능 차이를 비교 분석하여 공공도서관의 정보제공기능 역할재정립, 공공도서관에서의 평생학습프로그램의 변화, 도서관행정체계의 단일화를 통한 지역사회에서의 공공도서관의 정체성을 확립하고자 하였다.

• The Journal of the Korea Contents Association
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• v.19 no.5
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• pp.389-403
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• 2019

This study has a purpose, that investigating influence of learning characteristic, lifelong learning participation motive, and wisdom that adult has at learning outcome and whether it has mediating effect of wisdom at influence that learning characteristic and lifelong learning participation motive have. For this, the subjects of the study was 425 adult learners from 20 to 69 years old who participated or are participating at Seoul, Incheon, and Gyeonggi-do. The results of this study are as in the following. At first, as a result of investigating relationship between learning characteristic, lifelong learning participation motive, wisdom, and learning outcome, the correlation coefficient of all variables appeared meaningfully. Second, as a result of investigating influence that learning characteristic, lifelong learning participation motive, and wisdom have in learning outcome, the most influential variable was learning value, the rest were cognitive capability, activity direction motive, learning direction motive and positive life attitude in this order. The third, as a result of investigating mediation effect of wisdom at influence that learning characteristic and lifelong learning participation motive have in learning outcome, Wisdom at the influence that learning characteristic have on learning outcome had completely mediated effect, and the wisdom at the influence that lifelong participation motive have on learning outcome had partially mediated effect. Thus, it was shown up that adult's learning characteristic and lifelong learning participation motive are able to increase effectively learning outcome by mediating wisdom. Therefore it is implying that it is essential to consider learning characteristic and lifelong learning participation motive in lifelong education field, and learning circumstance related with wisdom is important, as wisdom is important variable for increasing learning outcome.

• 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.

• Industry Promotion Research
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• v.8 no.4
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• pp.163-176
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• 2023

Through a literature review, this study examined the concept of slow learners and the lifelong learning characteristics of slow learners, and sought ways to achieve successful lifelong learning by utilizing grit and growth mindset among non-cognitive characteristics. Slow learners were experiencing difficulties in cognitive, academic, linguistic, social and emotional, and behavioral characteristics. For successful lifelong learning of slow learners, it was necessary to set long-term goals rather than short-term goals and to maintain effort and consistency of interest to achieve the goals. In addition, it was confirmed that in order to achieve long-term goals, it is necessary to believe that change can be achieved through effort and learning. In other words, the need for learning using grit and growth mindset was confirmed. Based on these previous research results, it was presented as a lifelong learning strategy for slow learners that applied grit and growth mindset, which are non-cognitive characteristics, rather than cognitive characteristics such as intelligence.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.4
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• pp.138-146
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• 2016

This study examined the mediating effects of the adult educator's characteristics on the relationship between the characteristics of the participants attending adult continuing education and the happiness index of lifelong learning, the motivation of participating in learning and the institution characteristics. The research results showed that there is no difference in the happiness index of lifelong learning according to the sex of the adult learners, education level, age, residence, participation experience of lifelong learning, occupation, and type of lifelong programming being participated. The characteristics of adult learners do not have a direct impact on the happiness index of lifelong learning. The characteristics of adult learners affect the characteristics of adult educators, motivation of participating in learning and institution characteristics. Although the characteristics of educators do not affect the happiness index of lifelong learning, the motivation of participating in learning and institution characteristics have a positive impact on the happiness index of lifelong learning. While the characteristics of adult educators do not have a mediating role for the characteristics of adult learners and happiness index of lifelong learning, the motivation of participating in learning and institution characteristics have shown a complete mediation for the characteristics of adult learners and the happiness index of lifelong learning. These findings suggest that the participating motivation of adult learners, adult educator's improved understanding on adult learners and education quality of education institution are very important for increasing the happiness index through a lifelong learning experience.