• Journal of Korea Entertainment Industry Association
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• v.14 no.3
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• pp.117-132
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• 2020

The purpose of this study is to examine the lifelong education policy in Korea and Germany, focusing on the historical transition process, and to explore desirable ways to develop the lifelong education policy in Korea. To this end, We compared and analyzed Korea and Germany's lifelong education policy using research papers on lifelong education and practical data published by BMBF, DIE, DVV, EAEA, UIL, and NILE. As a result of the study, German lifelong education policy has improved social and vocational professionalism running programs suitable for the characteristic of region, Korean lifelong education policy lacks civic education in terms of local lifelong education due to political sensitivity. In addition, Germany is expanding the participation rate of lifelong education by constructing an environment where it is easy to participate in lifelong education, while Korea's participation rate in lifelong education is lower than that of advanced OECD countries. At last, the German lifelong education policy pursues a natural change in the needs of the society, the ideological principle of which require education be independent. On the other hand, the study confirms that Korean lifelong education policy tends to be controlled by the central government. As a result of this study, Germany's lifelong education policy provide the following implications for Korea's lifelong education policy. First, This dissertation emphasizes the need for the learner-centered operation as the needs of educational consumers become more diverse. Secondly, It highlights the need for activation of lifelong education in career education. Third, The expansion of the lifelong education budget to support good quality lifelong learning. Fourth, Holistic and long-term system for sustainable lifelong learning society needs to be structured.

• Journal of Korean Library and Information Science Society
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• v.35 no.2
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• pp.393-414
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• 2004

Traditional role of library is focused on the book collection and its reference service. However, library should be stressed the need of educational activity in the future. This study described to classify the roles of public library, which are book collecting and its reference services, educational activities, event place service for region community. Observation survey on the public libraries in Boston and its Vicinity shows that public libraries have various children's programs and they are getting more important roles. Public libraries of case study have done not only the roles for reference service space but also the informal lifelong education institute for region community. Library as the informal lifelong education institute deserve special emphasis on the development of education program.

• Journal of Family Resource Management and Policy Review
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• v.24 no.1
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• pp.41-53
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• 2020

The purpose of this study was to identify the factors that affect middle-old aged housewives' participation in lifelong learning as a part of human resource development. Through purposive sampling, the study recruited 163 full-time housewives over age 40 years who live in C City. As a result, first, 87.1 percent of all respondents, or 142, said they were willing to participate in lifelong learning in the future. There was no statistically significant difference in the results of cross-checking by age, educational background and monthly household income variables. Additionally, we used cluster analysis to measure differences in participation intentions according to the perception of human resource development of middle-old aged full-time housewives. The perception variable of lifelong learning is: First, Cognitive degree, second, importance, third, activation awareness. Cluster 1(n=16) was divided into generally low-perception types, such as cognitive degree, importance, and life-long learning activation of the C city, while Cluster 2(n=61) was classified as a type of person who thinks that lifelong learning is important to life and Cluster 3(n=86) was generally classified as a type with a higher lifelong learning perception. and we found that there was no difference in the intention to participate in lifelong learning by all cluster Lastly, we found that participants who valued human resource development scored significantly higher on measures of cognition than those who did not value it. Based on these results, we advocates social change that encourages the cultivation of talent through lifelong learning programs that can positively affect one's unique identity, not just wife and mother, and provide opportunities for self-development.

• Korean Medical Education Review
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• v.23 no.1
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• pp.23-36
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• 2021

Residents serve as educators who teach patients, medical students, fellow residents, and other medical personnel while being trained as learners. The purpose of this study was to review the literature on the competencies, perceptions, and educational status of residents as teachers, and to suggest appropriate competencies and curricular components. A literature review was conducted and resident-related institutional homepages were searched. Many countries are developing the educational competencies of residents as teachers and implementing educational programs. Residents most often taught clinical knowledge and clinical skills to patients, medical students, fellow residents, and other medical professionals, and recognized the importance of education, the joy of teaching, and the role of teachers; however, the task of teaching was burdensome. Based on these findings, competencies and educational programs for the resident as teacher are proposed. The competencies consist of the five stages of ACCESS (active learner, clinical teacher, curriculum developer, educational scholar, social communicator, supervisor/leader), and specific teaching content, methods, and assessment methods are suggested to develop these competencies. Educating residents to develop their competencies as teachers is very important as a way to foster lifelong learning skills, help others, and assist in leadership roles.

• International Journal of Contents
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• v.9 no.4
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• pp.60-66
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• 2013

Purpose: This study was intended to develop and evaluate the cancer prevention education for general population with different educational media such as booklets, cartoons, web frame comic strips, web flash animation and flash animations on personal digital assistants (PDA). Methods: A total of 125 subjects were divided into 5 groups, each group having 25 members and assigned a different educational media. An educational media was assigned to each group to evaluate the effect of education in the first intervention. In the second intervention, 4 other media, excluding the previously used one, were used to educate the subjects and find out the preferences of educational media. Results: Knowledge about cancer increased significantly after cancer prevention education. They preferred animations on the internet to other media, the highest. Conclusion: Educational programs with various media should be developed for subjects to choose based on their preferences.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.10
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• pp.361-367
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• 2018

This study was conducted to survey 1,067 adult learners who are attending lifelong education center in universities in Seoul, Gyeonggi-do, and Chungcheongnam-do in order to understand educational satisfaction and its effects factors. Educational satisfaction is composed the following factors: overall satisfaction, instructor, education contents, education methods, educational facilities and environment, and staff service. Also, we had a conditional factor in educational satisfaction for this survey; for example, the analysis of correlation at the education satisfaction variables between age, region, and gender. The key study results are as follows. First, the overall educational satisfaction was higher than the level of averages in the lifelong institute of the universities. Second, the highest factor was the satisfaction at the adult learners which is instructors in their curriculums among various factors; however, the staff service was the lowest. The third, the main variables influencing educational satisfaction were instructors, education contents, and facilities and environments of the institutes. To be specific, the explanatory power of these three variables was about 36 percent of the total effects on the satisfaction of education. Therefore, the implication for managing the lifelong education institutes for the adult learners are that the institutes and universities should have a priority in these areas: instructors, education contents, and facilities and environments.

• The Journal of the Korea Contents Association
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• v.17 no.12
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• pp.319-329
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• 2017

This study is on the effects of lifelong education participative motivation, self-efficacy, and self-directed learning on subjective happiness of middle age adults. Middle age adults 40-64 years old are questionnaire survey target in Incheon and Gyeonggido and total 289 copies among 300 were analyzed through SPSS 21.0. The major findings of this study con be seen as follows: The variables more affected on educational satisfaction of middle age adults are goal-oriented motivation and activity-oriented motivation in lifelong education participative motivation, self-regulated efficacy in self-efficacy, and each personality, recognition and environment in self-directed learning. In conclusion, new paradigm is needed for middle age adults in lifelong learning society. This program should provide them with knowledge and information for adapting the future society, Furthermore, middle age adults can achieve their own self exploration, self-development and self-realization through the lifelong education program. Given a chance of lifelong education, middle age adults should be provided with the specific programs.

• The Journal of Sustainable Design and Educational Environment Research
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• v.23 no.1
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• pp.1-11
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• 2024

Complex school facilities are being considered to meet increased public demands for culture and welfare in Korea, given the decreasing population. In this context, Gyeongi-do Hwaseong City's E-umteo is recognized as a relatively well-operated school complex. Therefore, this study considered seven E-umteo branches as case studies to examine the operations of educational programs and understand the techniques employed in the spatial configuration of E-umteo. To this end, field observations and interviews with facility operators were conducted. The case analysis results revealed that educational programs could be classified into three types: learning sharing , community communication, and lifelong learning. Furthermore, the learning sharing type was classified into education and physical education while the community communication type was classified into the community and convenience types. Meanwhile, lifelong learning was identified as the most actively used type by differentiating specialized programs. With regard to the spatial composition between the school and the "pitcher," only the connection and independent types were observed, and no integral type was discovered. Therefore, integrated future studies are mandated.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.2
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• pp.34-39
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• 2011

Continuing Education institutions of the university will be activated to increase opportunities for adult education and to give educational functions of the university back to society, but professional development programs conducted by institutions does not recognize as a formal education because those programs do not share the quality of education using the university's infrastructure. In this paper, by breaking away from the issues of Continuing Education, we develop the incumbent professional development programs through the sharing of high-quality education programs of university, and analysis the effectiveness of those programs in which university students participate during their school vacation. The proposed programs was to verify the educational effect through survey of students who participated in the proposed training. Grafting professional development programs onto future engineering education of university would like to be introduced.

• Journal of Korean society of Dental Hygiene
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• v.9 no.2
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• pp.179-191
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• 2009

The purpose of this study was to examine the needs of dental hygiene students at a lifelong education center of a three-year-course college for a credit bank system. The subjects in this study were 200 dental hygiene students at a college located in J, which offered courses of a credit bank system. A survey was conducted from May 19 to 23, 2008, to gather data on the acquisition of a bachelor's degree and the credit bank system, and the answer sheets from 184 respondents(92%) were collected. After the collected data were analyzed with SPSS/WIN 12.0 program, the following findings were given: 1. In regard to an intention of taking a bachelor's degree, the largest number of the students investigated(74.5%) intended to do that if they had any chance. As for the reason, 55.6% wanted to get the degree in pursuit of their own personal development. 2. Concerning how to win a bachelor's degree, the largest group that accounted for 63.0% preferred the credit bank systems of college lifelong education centers. 41.8% got interested in the credit bank system mainly because their acquaintances informed them of it. It shows that colleges should reinforce publicity activities if they want to offer the credit bank system. 3. The quality of educational programs and cost had an impact on the choice of an educational institution when they planned to get a bachelor's degree from the credit bank system. Therefore excellent educational programs should be provided, and the government should provide learners with economic help and fund educational institutions. 4. As to comparison of a regular college and the credit bank system as a way to get a bachelor's degree, that was considered to be helpful for finding a job(a mean of 3.39) and for the development of sociability(3.22). That was also deemed to be of use for the improvement of practical job performance, to win public recognition and to be helpful for being well-cultivated, though not many students had those opinions. They took a different view according to academic year(p<.05). 5. Regarding the expected effects of getting a degree from the credit bank system, the greatest group expected it to step up their personal development(3.85). The second largest group expected it to boost job efficacy(3.30), and the students whose academic year was higher had a better opinion. 6. As for future directions for the credit bank system, the largest group put emphasis on the improvement of social perception through intensive P.R. and the enhancement of the qualifications of professors and lecturers(4.02). These opinions were more stressed by the juniors than by the sophomores and seniors, and academic year made a significant difference to their views(p<.05).