• 한국노년학
• /
• v.39 no.4
• /
• pp.679-698
• /
• 2019

The purpose of this study was to investigate the effect of the elderly 's motivation for participation in lifelong education on career barriers and to analyze empirically the effect of income adjustment on this effect. For this purpose, 187 elderly people aged 65 or older participating in lifelong education programs in D city were studied. The correlation of major variables was confirmed and multiple regression analysis was conducted to analyze the moderating effect. To that end, the city conducted a study on 187 senior citizens aged 65 or older who were participating in a lifelong education program. The correlation of the main variables was checked and the middle and multiple return analysis was performed to analyze the adjustment effects. The purpose of this study was to investigate the effect of the elderly 's motivation to participate in lifelong education on career barriers and empirically analyze the effect of income adjustment on this effect. For this purpose, 187 elderly people aged 65 or older participating in lifelong education programs in D city were studied. The results of the analysis are as follows. First, it was confirmed that elderly 's motivation to participate in lifelong education had negative effects on career barriers. The elderly who participated or participated in lifelong education developed their abilities and recognized that their career barriers were reduced by their recognition. Second, income of the elderly was negatively influenced on career barriers. The higher the income, the more the negative relation of the career barrier is strengthened. Third, income has a moderating effect on the relationship between elderly motivation to participate in lifelong education and career barriers. Based on the results of this study, the discussion and implications are presented.

• The Research Journal of the Costume Culture
• /
• v.28 no.3
• /
• pp.376-388
• /
• 2020

The purpose of this study was to analyze the current status and contents of color-related education programs as lifelong education and to determine the necessity of color education and directions for future development. The findings of this study, first show that the general welfare center, which is striving to develop abilities and promote welfare, was opened mainly for professional education, rather than hobby-oriented education. Accordingly, pricing was set at a lower level than the three institutions and centers, but without a variety of programs or hobby-oriented courses. Second, as the purpose of the set-up is to be established, the general welfare center should be considered an area for hobbies along with expertise, and various courses should be opened. Although the department store's cultural center focused on programs for cultural and leisure use and promotion, it is necessary to extend the program to attempt to approach it in a short-term process rather than a one-time class. The lifelong education center established as a subsidiary of the university' was opened as an area for of painting such as oil painting and watercolor and drawing which have much in common school should learn and start basic theory and practice, so there was much difference. Third, if it is changed to a developed form of color-oriented education according to the purpose of each center and institution presented in the results of this research, a good response will be possible to further improve the quality of life and develop professionalism and creativity.

• The Journal of the Convergence on Culture Technology
• /
• v.7 no.2
• /
• pp.177-184
• /
• 2021

This study aims to develop the model of needs analysis for lifelong education program in order to verify social needs as well as personal needs. The overall process of this study is as follows. Firstly, a questionaire based on six mode classification of lifelong education program was invented in order to apply to program development. Secondly, a questionaire was designed to evaluate personal needs and social needs simultaneously. Thirdly, t-test, needs analysis of Borich model, and the Locus for Focus model were conducted with a view to analyze the difference between personal needs and social needs. As a result, there showed the categories of education which are high in both personal and social needs, whereas a category like certification program is higher in social needs rather than in personal needs. The results represent the necessities of promoting programs which are high in social needs even if there is no personal needs. Therefore the needs survey and the needs analysis need to be conducted to find out not only personal needs but also social needs.

• Journal of Christian Education in Korea
• /
• v.77
• /
• pp.29-46
• /
• 2024

Research Purpose : This study originated from a request for education and counseling to reassess the role of middle-aged lay women in the church. The research purpose is to analyze the significance, transformation, and impact of learning participation by investigating how individuals' needs are addressed through a lifelong education program designed as a pilot course. The study aims to examine how middle-aged women who have actively participated in church activities, reflect on their faith, ministry, and life through the church's lifelong education program. Research content and method : The study examines the process in which middle-aged women who have actively collaborated in church activities reflect on their faith, ministry, and lives through church lifelong education programs. The research method involves qualitative research focused on observation journals and interviews. Participants are selected through preliminary interviews based on having over 13 years of church ministry experience and an interest in lifelong education. Data is collected primarily through stories experienced in ministry. The research results are categorized into motivation for participation, learning experiences, and the meaning of participation. Firstly, the motivation for participation was seeking better self through identity restoration and challenges. Secondly, learning experiences were moments of healing and restoration in redesigning oneself. Thirdly, the meaning of participation was relational restoration and expansion. Ultimately, it was found that coaching through church lifelong education facilitated the recovery and transformation of participants' faith and ministry. Conclusion and Recommendation : Church lifelong education through coaching restored and brought about change in the faith and ministry of the research participants. To summarize the meaning of the experience of participating in lifelong learning, it involves: first, 'recognizing the meaning and possibility of one's own development,' second, 'healing and restoration of self-esteem,' third, 'restoration and expansion of relationships,' and finally, 'the discovery of one's true self.' Middle-aged women who have lived a role-centered life rather than focusing on individual faith have a strong desire to live as their complete selves. Therefore, a program should be developed that provides time for individuals to reflect on and diagnose their lives, while also seeking new visions. Therefore, we propose follow-up research with the hope that a variety of coaching-related church lifelong education will be developed and provide practical assistance to numerous lay ministers.

• Journal of Practical Engineering Education
• /
• v.8 no.1
• /
• pp.57-62
• /
• 2016

The purpose of this study is to provide the basic data and to construct education system by analizing the case of Japan on the lifelong vocational competency development utilizing the university. Japan has grown by the world leading technology and talented people. In a globalized world, In order to achieve economic growth, It is necessary to connect the Human resource development to the overall growth of the economy. After the law on policy implementation system for the Lifelong Learning Promotion is enacted. University of japan, the newly defined the philosophy of lifelong learning in the Fundamental Law of Education. Then, University of japan has induced people to actively participate in the lifelong vocational competency development. In this paper, we refer to the Shizuoka University in Japan and learning support program and we studied the method for the activation of improvement and field placement of the training capacity of field training using the case of Japan on the lifelong vocational competency development utilizing the university.

• Journal of vocational education research
• /
• v.36 no.4
• /
• pp.41-56
• /
• 2017

The purpose of this study is to analyze the level of current difference of education needs for instructional competency of lifelong education instructor and the level of importance of lifelong education for drawing priority. Through the literature review, this is divided the lifelong education instructor's competencies such as planning, implementation, management and support and analyzed the current level and importance with 35 items through t-test analysis. The priority for education needs is applied to Borich and the Locus for Focus model simultaneously. According to result for study, the largest item of competency for lifelong education instructor is verified with the current level and importance for building of social networking and managing competency. The top priority item of education needs for instructional competency of lifelong education instructor is located in the first quadrant of model and the Locus for Focus model, according to priority in needs for Borich and was showed in program competency. The second items in priority were derived by learning resources, information gathering, competency for focus development, equitable evaluation for student, competency for building team work. Therefore, these competencies are considered as factors for priority of lifelong instructor and will be developed in personal and organizational development.

• Journal of the Korea Fashion and Costume Design Association
• /
• v.17 no.4
• /
• pp.191-200
• /
• 2015

The purpose of this study is to analyze the difference of educational institutions and majors on Learning Participatory Motivation of Lifelong Education Organizations of Universities and Job Technical Colleges that are operating academic degrees on bachelor of fashion and associate of industrial arts in Academic Credit Bank System. The significance of this study is to provide basic information for educational institutions to promote efficient operation and devise a strategy for reinforcing educational competitiveness according to individual Learning Participatory Motivation and purpose of learners. In this study, educational institutions were classified into Lifelong Education Organizations of Universities and Job Technical Colleges operating academic degrees in Academic Credit Bank System. Degrees were divided into bachelor of fashion and associate of industrial arts, and majors were divided into fashion design and fashion business for bachelor of fashion and fashion design and fashion business for associate of industrial arts. Looking at Learning Participatory Motivation of learners, factors selected by learners as considerations for registration and selection of currently affiliated educational institution were found to be 'acquisition of degree at a university' and 'acquisition of degree' for Lifelong Education Organizations of Universities and fashion design major, and 'for employment' and 'acquisition of new knowledge and skill' for Job Technical Colleges and fashion business major.

• The Korean Journal of Community Living Science
• /
• v.17 no.1
• /
• pp.109-122
• /
• 2006

As we encounter the global and localized era, the development operations on a regional level are in active promotion. This manuscript has been completed with the purpose of probing for course of action in lifelong learning movement in terms of activating and developing of local communities. For this, the comparative analysis of practiced cases in America's community school movement, Japan's movement for establishing lifelong learning village and Sweden's study circle movement have been made. For the analytical frame of the comparison, the actual results on background of promotion, themes for practice, details of practice, methods for practice of local community centered lifelong learning movement have been applied. As a result of analysis, the local community centered lifelong learning movement has been promoted to break each country's social and economic crisis and to activate the local community. The promotion of each operation has been accomplished with the support of specific organization and the participants were the citizens of the local community. Also, the details of practice are composed of operating the people-centered lifelong learning program, cooperative learning by local citizens and local community realization activity. The details of education is closely related with the life of learners. Therefore, the lifelong movement for the activation of local community hereafter should be promoted based on the coherence of local community, should be able to contain the actual life of the citizens and should be practiced as a process of forming the lifelong learning group at concerned local community through a democratic learning process.

• Journal of Korean Home Economics Education Association
• /
• v.18 no.4 s.42
• /
• pp.127-141
• /
• 2006

The purpose of this study was to investigate the actual conditions of the use of them and the moves to strengthen home economics resources for school lifelong education for parents and local residents. This study conducted a systematic random sampling. Questionnaires were distributed to home economics teachers from 285 middle schools, 123 high schools, and 130 of them were sampled as the subjects of this study. The results of this study were as follows. First, home economics teachers were active participating school lifelong educational program. But according to the result of research on the actual condition, the proportion of taking part in it was low. More than half of home economics teachers who took part in program's lecturer were in charge of computer courses. So they didn't show their ability as expert. Also they were in charge of several works than roll of lecturers. It was mentioned too great a burden. There is little in-service training for meeting specialization for school lifelong education. They wanted to take part of lecturers of program and preferred hours of being over class. More than half of them had intended to obtain a lifelong educator's license. The part of elective courses for obtaining a lifelong educator's license is similar to home economics educational contents. So, they have an advantage of obtaining it. Second, one-fifth of school that gave school life education carried out program of related home economics. Mostly they had mothers of students-oriented programs on artistic and leisure. But this is that home economics teachers mentioned less important teaching at society in the future. They importantly mentioned program on children's education in now and the future. Parents of students and local residents also extremely wanted it. For differentiated school life education, quality of programs is important greatly. Third, the actual condition of practical room relating home economics is only practice to cook mostly. So they are reluctant to be open it because of being responsible for the results from using there. It is necessary to ameliorate there's facilities and to increase there's area. Fourth, home economics teachers want to improve their specialization through in-service training, to develop and diffuse programs of superior quality, and to get extra pay for overtime from the government.

• The Journal of the Korea institute of electronic communication sciences
• /
• v.8 no.6
• /
• pp.933-940
• /
• 2013

Our country is defenseless against the aging population in society that is suddenly and rapidly increasing. This is expressed as the aging shock and aged society earthquake, warning us of the crisis in the future society. Senior citizens of Korea are a group that does not receive proper education due to various social factors, and it is a group that requires lifelong education more than any other group, and therefore, senior citizens have become a priority target for lifelong education. Thus, the need for lifelong education for seniors can be said to be in establishing a new senior citizen image so that they may live a fuller retirement by improving their abilities to appropriately adapt to the rapidly changing modern society due to the digital times. Furthermore, with the enhanced cultural level and personal desire for a fuller life in the modern society, the necessity for leisure activities has been emphasized. Instead of simply relieving stress through leisure activities, it aims at being provided with educational opportunities through leisure activities. Therefore, senior leisure activity education should be an important method for establishing the senior citizen identity of a self-oriented senior, productive senior, volunteering senior, informed senior, and a well-rounded senior, which are all the image of senior citizens in the 21st century. In addition, a specialized leisure activity program that systematically provides education for leisure activities should be performed from the perspective of lifelong education. Hence, the significance of senior citizen leisure activities as lifelong education is in improving health, enhancing sociability and realizing one's self, while improving the quality of life for senior citizens. It will be greatly meaningful for establishing the new senior citizen image in which they independently live their own lives, while not being dependent on others, as required in the 21st century.