• Journal of Fisheries and Marine Sciences Education
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• v.27 no.6
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• pp.1628-1645
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• 2015

This study was designed to analyze the present condition of the lifelong education field training program and to implement the need assessment of field training program based on the job model application. In order to achieve these goals, surveys were conducted through questionnaires and in-depth interviews targeting staffs of lifelong education institution in Busan area. The 115 subjects were analyzed by frequency distribution, the paired samples t-test, and the Borich's need analysis. The result showed that the field training program was poorly executed during the year of 2013 due to deficiency of certified practitioners and systematic guidelines. Also, the most highly demanded tasks were promoting change, networking, planning, developing programs and conducting surveys among various roles of lifelong educators. On the other hand, the need for the assisting and supporting programs were relatively low. Finally, this study concluded the need for developing systematic guidelines and for accrediting as a lifelong education field training institution nationwide. The results of this study would ultimately contribute to enhance the quality of lifelong education field training program.

• Journal of Practical Engineering Education
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• v.8 no.1
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• pp.57-62
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• 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 the Korea Academia-Industrial cooperation Society
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• v.16 no.2
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• pp.995-1005
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• 2015

This study is to analyze the AHP of the lifelong education program per each domain of six classifications. According to this study result, the relative importance of the lifelong education program per each domain is as following: Literacy education, Vocation and Workforce education, Citizen Participatory education in descending order of importance. As for the relative importance of the lifelong education program per each subcomponent is Expended literacy, Fundamental Life Skill, Workforce Continuing Education in descending order of importance. The results of this study can be used in lifelong educators of education and training and lifelong education, designed, theoretically realistic lifelong education programs development and management of educational practice field, provides many implications for the development of lifelong learning as practical implications.

• Journal of vocational education research
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• v.37 no.1
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• pp.55-75
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• 2018

The purpose of this study was to develop the evaluation scales that can access hierarchically the lifelong education field training program based on relevant stakeholders. To fulfill this purpose, both qualitative and quantitative research methods were applied. First of all, four groups of stakeholders were selected such as trainees, professors, field instructors, and program inspectors. The in-depth interviews with 13 experts in the field were conducted, and as a result, the scale with hierarchy of evaluation area, evaluation section, and evaluation item for each stakeholder was developed. In order to verify the content validity of the evaluation scales, delphi surveys for each stakeholder were conducted, using 35 expert panels. After delphi survey, the scale was applied to 90 trainees, 22 professors, and 31 field instructors. SPSS program was used to analyze the descriptive statistics, validity, and reliability. Finally, the evaluation scale of the trainer was identified as 8 evaluation areas, 14 evaluation sections and 51 evaluation items. And the professor's scale consisted of 6 areas, 10 sections and 40 items. The field instructor's scale was determined as 3 areas, 7 sections and 31 items, and the program inspector's evaluation scale was confirmed as 7 areas, 15 sections, and 32 items.

• Journal of Practical Engineering Education
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• v.12 no.2
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• pp.339-351
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• 2020

In response to changes in Fourth Industrial Revolution in recent years, the field of education has focused on development of the human resources in the areas of artificial intelligence (AI: Artificial Intelligence) and industrial robot. Due to particular interest in these areas, the importance of developing integrated human resources equipped with artificial intelligence technology is emphasized in higher education and vocational competence development. In regards to rapid changing environment, this study created a program "Fostering personalized AI integrated human resource" and established an operational model correspond to latest personalized education trend. The established operational model was conducted twice using Delphi survey with experts in AI and innovative education in order to verify the suitability of program's basic structure, training process, and the sub-components of the operational strategy. The final training model was applied to the online vocational training platform (STEP) and a plan was proposed to establish a personalized training model to foster an AI integrated competent individual.

• Cross-Cultural Studies
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• v.35
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• pp.315-338
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• 2014

The purpose of this study is to propose actual operation condition of Japanese lecture based on social welfare organizations located in Seoul to investigate the current status and problems of Japanese language education in terms of lifelong education. According to the result of this study, the remarkable point was that a majority of Japanese lecture courses are highly focused on the elderly and 86% of the welfare organizations are providing free education. Regarding the effect of specialized business for the aged run by social welfare community center, it says, as Korea changing to aging society at the beginning of 21st century, it has put focus on strengthening personal competences of seniors through opportunities for participation in lifelong education, recreational activity programs and culture classes. It means foreign language classes are operating as one of the lifelong education programs for reinforcement of individual capability. Considering this tendency, it is expected that the lifelong education participation rate of the elder in Seoul will be raised. So, systematic improvements will be needed for this. First, it is required to recognize the existence of Educational and Cultural Industry and work hard to make it public so it could be invigorated and utilized by people usefully at the same time. Second, Japanese language training that mostly 55-year-old or more than 60-year-old people receive at the welfare center needs to be systematized for preparations on proper studying environment which provides the older with appropriate education method and content as well. Third, stable and systematic operation should be available through the link with experts in the field of Japanese language education and elderly education. Fourth, education program development is needed, which is able to satisfy one's desires for learning. Hence, targeting Japanese learners at each welfare center, we need to know the estimation of satisfaction degree and consciousness on learning Japanese. Finally, it has not been studied sufficiently regarding the instructors on teaching Japanese language in this paper, but it has been reported that most of social welfare centers, where Japanese language lectures are provided, are run by volunteers who can teach Japanese. Thus, the study on actual condition for Japanese language instructors will be conducted as well later on.

• Journal of the Korean association of regional geographers
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• v.16 no.5
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• pp.572-589
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• 2010

With the advent of lifelong learning society, most of the cities in Korea have been promoting the construction of lifelong learning city. At this point, the purpose of this study is to configure regional learning programs and apply them to the actual world. Important results of this study can be outlined as follows; First, the regional learning programs in the lifelong learning society are desirable to be configurated with the situated learning method focused on the characteristics of learners, instructors and the local contexts. In addition, the active training of regional human resources such as organizing learning circles and SERVICE-LEARNING through the participation of them is effective as a teaching method. Secondly, the consequence through the field excursion calling itself 'the geography exploration group', organized by the researcher and involved with participants together provoked the paradigm shift on their region and the regional identity. Thirdly, the active participation of local experts including geography teachers should be needed for the popularization of geography education. Hence, if we continue to develop the local learning programs tailored to regional traits and apply them to the actual world, geography education will play an important role to build the stable foundation in the lifelong learning society.

• Journal of Digital Convergence
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• v.10 no.4
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• pp.159-165
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• 2012

In this paper, the qualification process to target trainees of 200 questionnaires collected 158 call was using the SPSS 18.0 statistical program was statistical results are as follows. First, the demographic characteristics of 158 people a total of 146 people men (92.4%) were 30 and 40 adults. Second, according to gender for women than men showed high satisfaction of sayibeogang. More than a college education group showed a high level of satisfaction. Depending on the marital satisfaction of married people was higher sayibeogang. In addition, cyber-lecture on satisfaction surveys women, highly educated, married, educated in the group were satisfied. 74.5% of total variance, variance, with 88.7 percent reliability was very high reliability. Thus, students' demographic variables, motivation, learning to fit in the field of instructional design and content to support the various efforts will be.