• The Journal of the Korea Contents Association
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• v.22 no.5
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• pp.633-642
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• 2022

This is conducted with the aim of critical discussions on existing arguments, focusing on the establishment of a higher lifelong learning ecosystem. First, this study discusses the characteristics of university education in Korea and the discourse on the crisis of local universities. Second, the arguments on the establishment of lifelong learning society and a lifelong learning system. Third, the arguments for the establishment of a higher lifelong learning ecosystem are reviewed and practical measures for this are critically discussed. The conclusion is as follows. Measures for the establishment of a higher lifelong learning ecosystem have been discussed in considerable detail, and through this, the possibility of overcoming the crisis of local universities and balanced regional development is sufficient. However, first, the university should play a central role, but this study questions whether university reform could be achieved to suit it. Second, in order to overcome the crisis, national responsibility, responsibility, and continuous support are required. On the other hand, it raised questions about whether cooperation from the current Korean government authorities is possible. Third, local communities should also achieve governance and participate in democratic ways, raising questions about whether a foundation-forming strategy for stakeholder consensus is established.

• 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.

• International Journal of Computer Science & Network Security
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• v.21 no.6
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• pp.304-311
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• 2021

The relevance of the research involves outlining the need for modern professionals to acquire new competencies. In the conditions of rapid civilizational progress, in order to meet the requirements of the labor market in the knowledge society, there is a readiness for continuous training as an indicator of professional success. The purpose of the research is to identify the impact of various forms of application of information technologies for lifelong learning in order to provide the continuous self-development of each person without cultural or age restrictions and on the basis of rapid digital progress. A high level (96%) of need of the adult population in continuing education with the use of digital technologies has been established. The most effective ways to implement the concept of "lifelong learning" have been identified (educational camps, lifelong learning, mass open online courses, Makerspace activities, portfolio use, use of emoji, casual game, scientific research with iVR game, implementation of digital games, work in scientific cafes). 2 basic objectives of continuing professional education for adults have been outlined (continuous improvement of qualifications and obtaining new qualifications). The features of ICT application in adult education have been investigated by using the following methods, namely: flexibility in terms of easy access to ideas, solving various problems, orientation approach, functional learning, group or individual learning, integration of leisure, personal and professional activities, gamification. The advantages of application of information technologies for continuous education (economic, time, and adaptive) have been revealed. The concept of continuous adult learning in the context of digitalization has been concluded. The research provides a description of the structural principles of the concept of additional education; a system of information requests of the applicant, as well as basic technologies for lifelong learning. The research indicates the lack of comprehensive research in the relevant field. The practical significance of the research results lies in the possibility of using the obtained results for a wider acquaintance of the adult population with the importance of the application of lifelong learning for professional activities and the introduction of methods for its implementation in the educational policy of the state.

• 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.

• Journal of the Korean Society of Industry Convergence
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• v.26 no.1
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• pp.143-152
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• 2023

In the rapidly changing information age, as the need for Informatization education increases, it is necessary to further activate Informatization education for adults. First, in terms of lifelong learning, this researcher suggested learner analysis, class subject materialization, and lecture environment confirmation as three things to be considered first before the course is opened. And as a matter to be continuously considered in terms of lifelong learning, this researcher considered that the connection with the next quarter class and the continuity of learning opportunities should be considered. This study attempted to reveal the differentiated characteristics of informatization education in terms of lifelong education by presenting and analyzing three actual class cases taught by this researcher at lifelong education institutions. Its characteristics included customized education in the information age, continuous upgrades of equipment, instructor education in response to the information age, and expansion of employment opportunities. Based on the case of information education classes, this study, which analyzed the differentiated characteristics of information education at the lifelong education level, can help improve the quality of instructors and self-development of learners in the actual educational environment. For this, continuous follow-up research will also be needed.

• Journal of Agricultural Extension & Community Development
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• v.17 no.3
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• pp.419-446
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• 2010

This study is the purpose to analyze the satisfaction of training course for the village lifelong education leader who will act as the village lifelong education leaders in the future. The data were collected from 197 the participants who have learned the training course for village lifelong education leaders among 7 local governments. The collected questionnaires were statistically treated by using SPSS (Version 17.0) program and frequency, T-test, and ANOVA. The major findings of this study were as follow; 1) the satisfaction of women's learners to the training course of village lifelong education leaders is high. 2) the satisfaction of low ages to training course for village lifelong education leaders is high. 3) the satisfaction of high educational background learners to training course for village lifelong education leaders is high. 4) the satisfaction of high income background learners to training course for village lifelong education leaders is high. 5) the satisfaction of much learning experience learners to lifelong education is high. 6) the highest among the satisfaction level of the program participants for village lifelong education is the staff service of lifelong education organization.

• The Korean Journal of Community Living Science
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• v.22 no.3
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• pp.471-484
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• 2011

Recently, there has been an increase in the importance of parenting education within the society of life long learning. Parenting education should be dealt with in the view of lifelong education. This article focused on parenting education as outlined in the Lifelong Education Act. After analyzing the legal systems and the current limitations of the Lifelong Education Act in terms of parenting education, future directions were proposed. To do this, this article analyzed the Lifelong Education Act in relation to parenting education. Based on the relevant data, this article derived the following conclusions. First, it found that parenting education in terms of lifelong education that is available to anyone at anytime should be open for all parents. Second, parenting education should be clearly specified in the contents of the Lifelong Education Act. Third, the values of civic education such as dignity, consideration, and love should be included in the contents of parenting education programs. In addition, it is note worthy to comment that creative education has been important for future society. Forth, it is recommended to specify parenting education in the subject list of lifelong educator training programs in the lifelong education act. Finally, parenting education should be practiced in the various lifelong education institutions. Fundamentally, parenting education as Lifelong Education should be established not only for parent's benefits, but also for children's well-being.

• The Korean Journal of Community Living Science
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• v.17 no.2
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• pp.113-124
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• 2006

This study examines the factors influencing social capital within a lifelong learning city as discussed in the Youngcheon and Andong City case study. Data was collected from 205 leaners in Andong City and 194 learners in Youngchun City. The data was then analyzed by the SPSS WIN 12.0 program. The statistical techniques used for this study were frequency, percentile, 1-test, and regression. The major findings of this study were as follows: To begin with, the learners in LLC were more likely to have positive attitudes toward the construction of a lifelong learning city. Second, the leaners in LLC were more likely to have social capital including norm and network. Furthermore, the learning opportunity had a positive effect in increasing the trust between learners. Learning support and support systems also had influence in increasing the social network between learners. Finally, support systems had a positive effect in improving the norm between learners.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.3
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• pp.198-209
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• 2018

The purpose of this study is to empirically verify the effects of positive psychological capital on participation in lifelong learning as well as the mediating effect of self-directedness of adult learners in Korea. The research model was constructed using positive psychological capital as an independent variable, lifelong learning participation performance as a dependent variable, and self-directedness as a mediating variable. The results of the study are as follows: First, positive psychological capital of adult learners has a significant effect on self-directedness and participation in lifelong learning. Second, self-directedness has a significant effect on participation in lifelong learning. Third, self-directedness plays a mediating role between positive psychological capital and participation in lifelong learning. The results of this study indicate that positive learning psychology and self-directedness are important factors for participation in lifelong learning. The results of this study are expected to contribute to the development of lifelong learning systems and the development and operation of programs that can enhance positive psychological capital and self-directedness of adult learners.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.2
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• pp.579-589
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• 2016

This study examined the effects of adults' participation motives for lifelong learning, and satisfaction and learning outcomes on social capital formation. The subjects were 354 adult learners, who were over 20 years of age. They had a lifelong learning experience in various lifelong education institutes and facilities located in the D provincial areas. The statistical methods of this study were correlation analysis, multiple regression analysis and path analysis. The results showed that the adults' participation motives for lifelong learning had positive effects on the social capital formation, and it had effects on the satisfaction and learning outcomes. Adult learners' satisfaction and learning outcomes had positive effects on the social capital formation. In addition, there were mediating effects between adult learners' participation motives and social capital formation. This study is meaningful for the development of lifelong learning by providing theoretical and practical implications.