• Title/Summary/Keyword: Adult education

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Analysis on University Lifelong Education System Support Project From the Perspective of Adult Empowerment Enhancement (성인 임파워먼트 증진 관점에서 본 대학의 평생교육체제 지원 분석)

  • Hwang, Jae-Yeon
    • Journal of the Korea Convergence Society
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    • v.9 no.11
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    • pp.245-252
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    • 2018
  • With the emergence of lifelong learning society and the decrease in school-age population, structural changes of universities are lead to an adult-friendly university system reform. Since 2008, university-based lifelong education activation projects, such as the lifelong learning-centered university cultivation project and the lifelong learning college project have been accelerated as a university lifelong education system support project that integrated both projects in 2015. This study analyzed the present status of university lifelong education system support project management, according to four analysis frameworks; adult-friendly curriculum, adult learner support system, evaluation of diverse learning performances, and empowerment of adult learners, based on adults' learning desire for higher education in a lifelong learning society. University lifelong education system reform suggests to aim at promotion of empowered adult learners, who give themselves positions and roles, through cultural adaptation and integration between generations.

The Effect of Community-Based Parent Education Program on Parenting Stress According to Adult Attachment Styles

  • Kang, Na Ri;Kim, Do Hoon;Kwack, Young Sook
    • Journal of the Korean Academy of Child and Adolescent Psychiatry
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    • v.30 no.4
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    • pp.178-184
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    • 2019
  • Objectives: The aim of this study was to measure the effect of a group-based parent education program on parenting stress and attitude and comparing the same according to adult attachment styles. Methods: Twenty-two mothers who enrolled in the parent education program participated in our study. The participants filled in the Korean version of the Experience in Close Relationship Revised (ECR-R), Korean-Parenting Stress Index-Short Form (K-PSI-SF), Maternal Behavior Research Instrument (MBRI), and Symptom Checklist-90-Revised (SCL-90-R) before and after the program. We compared the pre - and post-scores of the groups and compared the differences in effect according to adult attachment styles. Results: For all study participants, the Parent Distress (p=0.023) and Total Parenting Stress (p=0.018) significantly declined after the parent education program. There were no differences in other variables. Within the secure attachment group, the Total Parenting Stress (p=0.008), Parent Distress (p=0.015), and Difficult Child (p=0.011) scores in the K-PSI-SF significantly decreased after participating in the program. The Difficult Child scores (p=0.040) significantly dropped in the K-PSI-SF post program within the secure attachment group, compared to the insecure attachment group. Conclusion: The group-based parent education program impacted parenting stress. Depending on the adult attachment styles, the effect of the program varied.

The Study on Education and Skill of Basic Life Support Training in Meddle and High School Students (중.고등학교 학생을 대상으로 시행한 기본인명구조술(BLS) 이론과 술기 교육에 대한 연구)

  • Cho, Byung-Jun
    • Journal of the Korean Society of School Health
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    • v.20 no.1
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    • pp.53-61
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    • 2007
  • Purpose: The purpose of this study on education and skill of Basic life Support Training in Middle and High School Students. Methods: The Basic life support training courses are taught mostly by Emergency Medical Technician and Paramedic. Sixty five middle school students, Seventy eight High school students and forty six adult received tuition in Basic life support training and subsequently completed questionnaires, test and interviews to assess their theoretical knowledge regarding their likelihood of performing Basic life support training. Under the supervisor, The subjects were evaluated by comparing basic life support education and skill data collected and the education sessions consisted of a 30min video tape. The Basic life support skill sessions used Laerdal manikin, and the data stored from the HeartSim were collected for further analysis. The students were asked to practice what they had been. A statistical analysis was done using the SPSS version 13. Results: Their average age of middle school students were 15.3±1.2 years, high school students (17.3±1.8), and adults(38.3±2.3). The total of 189 subjects were evaluated. The criteria used in the study had the following results First, We found that middle and high school students scored higher than adult. The scores were statistically significant to teach and evaluate the education evaluation showed that the adults scored lower than the middle and high school students. Second, We found that high school students and adult scored higher than middle school students. The scores were statistically significant to teach and evaluate the skills evaluation showed that the middle school students scored lower than the high school students and adult. Conclusion: We found that middle and high school students were superior to adult counterparts in understanding the basic life support education. We found that high school students and adult scored higher than middle school students in the BLS skill training. An expansion of basic life support training to middle and high school students is demanded. The Basic life support skills training seems to be retained between 6 and 12 months. The basic life support training should included in the school education curriculum in school.

A study on implementation of adult learner-targed college based on case study of foreign universities: Focused on cases of US and UK (해외 사례분석을 통한 성인전담 단과대학 운영방안: 미국과 영국 대학을 중심으로)

  • CHO, DAEYEON;Kim, Jeong-Ju
    • (The)Korea Educational Review
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    • v.23 no.1
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    • pp.379-404
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    • 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 Effects of Alexithymia, Burnout-, and Adult Attachment on Child Disciplinary Style of Childcare Teachers (보육교사의 감정표현불능증, 소진, 성인애착이 유아훈육방식에 미치는 영향)

  • Cha, Ji-Yeon;Moon, Hyuk-Jun
    • Journal of Families and Better Life
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    • v.31 no.5
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    • pp.33-45
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    • 2013
  • Thise study is designed to demonstrate the influence of socio-demographic variables(age, education, career history and marital Status), alexithymia, burnout, and adult attachment on child disciplinary styles; childcare teachers in charge of young children were studied. The purpose of the study is to provide information about the desirable disciplinary styles of a childcare teacher in order to strengthen the quality of childcare education. The data collected in this study showed the following results: First, the age, education, career history and marital status of a teacher produced good results statistically irrelevant to the their child disciplinary style. Second, a high level of negative correlation was found among alexithymia, burnout, adult attachment and the child disciplinary style of a childcare teacher. In other words, if a teacher shows a high level of alexithymia, burnout, and adult attachment, it is likely that the teacher's child disciplinary style is coercive and neglect, and the teacher tends to give an illogical explanation. Third, in contrast to the other variables, burnout and adult attachment have a greater effect on child disciplinary style than alexithymia.

Adult Political Education in former East Germany after German Unification - Lessons for North and South Korean Case - (독일통일 후 구동독지역 성인정치교육의 성과와 한계)

  • Kang, Gu-Sup
    • Korean Journal of Comparative Education
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    • v.26 no.3
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    • pp.51-73
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    • 2016
  • The study aims to examine the achievements and shortcomings of adult political education that had been conducted in former Eastern Germany following German unification. More specifically, the study focuses on drawing some policy suggestions and implications for carrying out adult political education for North Koreans in a unified Korea. In fact, former East Germans after German unification needed to receive political education to adjust to a new social system and get related various informations that they had never experienced before. In this context, former East Germans were provided with political education on democratic political system, capitalism, and various laws and regulations that they need to know to get used to a new social system. However, the results of the study indicate that adult political educational system in the former Eastern Germany shows some shortcomings regarding former East Germans' indifference about political education, educational contents which was not cut out for East Germans, and absence of proper methodological approaches. Furthermore, the study points out that North Koreans' educational background and their experiences in North Korea should be considered when selecting subjects and contents of political education for North Koreans in a unified Korea.

Exploring the Lifelong Education Field Experience of Adult College Students (성인대학생의 평생교육 현장실습 경험 탐구)

  • Song, Seong-Suk
    • Journal of Industrial Convergence
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    • v.19 no.5
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    • pp.47-59
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    • 2021
  • This study explored the lifelong education field experience of adult college students. For this purpose, a qualitative case study was conducted with 5 adult college students from November 17, 2020 to May 14, 2021 through practical diaries, assignment analysis and in-depth interviews. As a result of the study, we discovered two things. First, the lifelong education field practice experience is a 'mountain to overcome! Lifelong education field practice', 'expansion of awareness of lifelong education', 'confidence field practice', and 'A picture is worth a thousand words'were revealed. Second, the meaning of the lifelong education field experience is 'formation of a learning community through teamwork with colleagues', 'realization that people are the core of the lifelong education', 'changes in the professional identity of the lifelong education history', and 'The life of a lifelong learning practitioner who wants to challenge' life' was revealed. These results will lead field training participants to grow qualitatively, and can be used as basic data for securing professional expertise and providing quality field training. A follow-up study was proposed for adult college students who belong to other colleges.

Agricultural Extension, Rural Adult Education and Community Development (농촌지도, 농촌사회교육과 지역사회개발)

  • Cheong, Ji-Woong
    • Journal of Agricultural Extension & Community Development
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    • v.4 no.2
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    • pp.385-392
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    • 1997
  • This paper attempted to describe the relationships among agricultural extension, rural adult education and community development, which has developed as a disciplinary major (ag. extension in 1971, rural adult education in 1990 and community development in 1997) at the College of Agriculture and Life Science, Seoul National University. Reviewing the related literatures and observing the practical rural development in the Republic of Korea, conclusion was made in such a way that agricultural extension - rural adult education - community development be natural series of disciplinary development process as well as practical development in industrializing and urbanizing country like the Republic of Korea.

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Middle-aged Female Volunteers' Evaluations on Their Volunteering and Implications for the Adult Life-long Education (중년여성 자원봉사자의 자원봉사에 대한 평가와 성인 평생교육적 함의)

  • Kim, Seung Hee;Kim, Hyang Eun
    • Journal of Fisheries and Marine Sciences Education
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    • v.24 no.6
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    • pp.1027-1041
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    • 2012
  • This study analyzed middle-aged woman volunteers' evaluations on their volunteering and its implications for the adult life-long education. The subjects were 126 women aged from 35 to 59 who enrolled in the volunteer centers in Busan, Korea. They participated in the survey of the volunteer effects and the factors that made them continue to volunteer. Survey said, middle-aged women volunteers perceived that they got positive feedback from others and themselves and it made them keep doing on volunteering. Based on their volunteering experiences, they reported the personal effects such as positivism, caring, volunteering capacity, industry, maturity and the family member's effects such as positivism and participating in their volunteering. They also mentioned that they had positive and negative effects on family relationship such as family relation reinforcement and being indifferent to their own family. Based on the research findings, it was the emphasized that supports for volunteering of the middle-aged women that helps them to accomplish the developmental tasks in the middle age are necessary. A scheme of linkage between volunteering and the adult life-long education was also dealt with. Finally, the implications on the further studies in the field were discussed.

A Study for Numeracy program Development of the elderly generation (후기성인학습자를 위한 수리문해 프로그램 개발)

  • Lee, Hyeung Ju;Ko, Ho Kyoung
    • Communications of Mathematical Education
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    • v.32 no.4
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    • pp.519-536
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    • 2018
  • This study is intended to develop a numeracy program for late-adult learners. For this study, firstly, characteristics of numeracy were analyzed and based on those characteristics, numeracy learning contents for late-adult learners were selected. Also, teaching and learning materials were developed by linking the mathematics contents selected to experience-based real lives of late-adult learners. When this numeracy program was applied to late-adult learners, it was observed that there was a change in the affective domain like interest at the early stage of learning and that as learning continued, mathematical elaboration occurred by way of mathematical formalization. In conclusion, this study has significance by re-defining arithmetic for late-adults from a perspective of numeracy, based on experience of late-adults, and making a contribution to mathematical elaboration of late-adult learners so non-formal problem-solving processes of lat-adult learners can be justified as elaborate mathematical problem-solving.