• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.52-60
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• 2021

This study is conducted with the aim of redefining the university-based lifelong education support system for developmental disabled. The research method consisted of procedures in parallel with literature analysis and expert meetings. As for the contents of the study, a composition system that recognized the problems and solutions of lifelong education for the developmental disabled based on universities was primarily presented. Through this, it was suggested that universities can form an academic foundation for the establishment of a lifelong education support system for the developmental disabled along with the convergence field. In addition, a structural model related to this was presented along with the aspect that universities could develop a curriculum for lifelong education for the developmental disabled according to the school foundation. Also, a composition system was suggested that universities can develop lifelong education curriculum for people with developmental disabilities to lead the cooperation of local related organizations such as welfare centers for the disabled and lifelong education centers for the developmentally disabled. As a result of the study, it was analyzed that leadership in the university-based lifelong education support system for developmental disabled can contribute to fostering professional manpower qualifications and establishing cooperation with local related organizations in an integrated composition system.

• The Journal of Sustainable Design and Educational Environment Research
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• v.5 no.1
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• pp.1-10
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• 2006

The purpose of this study is to clarify the actual conditions of the use and the plan of lifelong education facilities in national university of industry. This article discuses about the basic characteristics of the plan composition and the education programs of 8 lifelong education facilities in national university of industry. The results of this study are summarized as follows; 1) Needed spaces should functionally designed considering that basic and culture lecture, occupation skill and expert education, hobby/amusement/leisure, health/sanitation/sports, tradition culture understanding education among education programs of lifelong education facilities in universities are mainly constituted and occupation skill and expert education among theses are occupied with the most ratio. 2) Expansion of facilities is agent considering the number of students and lectures to be 3.0% from 1.7% of average ratio of continuous dimensions lifelong education facilities of each universities and composition following scale of the lecture room is set by organizing the number of students per lecture to small groups.

• Journal of the Korean Institute of Rural Architecture
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• v.7 no.2
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• pp.64-73
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• 2005

The purpose of this study is to clarify the actual condition of the use and the plan of lifelong education facilities in national university of industry. This article discuses about the basic characteristics of the plan composition and the education programs of 8 lifelong education facilities in national university of industry. The results of this study are summarized as follows; 1) Needed spaces should functionally designed considering that basic and culture lecture, occupation skill and expert education, hobby/amusement/leisure, health/sanitation/sports, tradition culture understanding education among education programs of lifelong education facilities in universities are mainly constituted and occupation skill and expert education among theses are occupied with the most ratio. 2) Expansion of facilities is agent considering the number of students and lectures to be 3.6% from 1.7% of average ratio of continuous dimensions lifelong education facilities of each universities and composition following scale of the lecture room is set by organizing the number of students per lecture to small groups.

• Journal of the Korea Convergence Society
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• v.9 no.10
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• pp.167-182
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• 2018

This study was conducted to seek the innovation challenges of "University Department of Special Education" with convergence on lifelong education of the disabled which is constantly stressed due to the educational needs of the disabled. For this purpose, the study first examined the compatibility between special education and lifelong education of the disabled based on the universal basis and then suggested faculty competence development for the foundation of organization and an integrated cooperation system of "University Department of Special Education" with support of National Institute for Lifelong Education of Disabled, lifelong education centers, related local organizations, and local colleges. In regards to the curriculum, the study also suggested lifelong education curriculum of disabled within the university lifelong education centers and a foundation for gradual restructuring of the curriculum of the "Department of Special Education". A program for 'lifelong education instructors for disabled (temporary name)' was introduced based on interdisciplinary course with "University Department of Special Education" for qualification of instructions.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.2
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• pp.210-223
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• 2012

The importance on the flow to the lifelong education system has been growing, as the eternal education is in a pivotal position according to the education system all over the world is changing rapidly. In particular, although consolidating instructor competencies for lifelong education have become the subject of conversation, there has not been any clear concept of lifelong education instructors nor of the competencies for those. So this research defined lifelong education instructors who work at various lifelong education facilities, especially those who focus on lectures, and the instructor competencies, and make analysis and deductions what types of competencies are necessary for effective and efficient teaching. For this, the researcher derived the concept of instructors and the instructor competencies for lifelong education through document analysis, and based on that, discovered the instructor competencies for lifelong education by experts review and survey. The result revealed that there were four types of instructor competencies for lifelong education, which were planning, managing, administrating, and supporting and encouraging students. There were searching needs of students, analyzing, and 13 other criteria for planning; managing human resources, materials management, and 7 other for managing; expertise in learning contents and 13 other for administrating; and giving feedback and 3 other for supporting and encouraging students.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.6
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• pp.1801-1811
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• 2016

The purpose of this research is to grasp the present state of marine lifelong education and to provide direction for maritime industry. In this research, we first saw our country present ocean industry and the ocean lifelong education concept and definition besides formal school education to secure ocean human capital. Second, we researched about the ocean lifelong education that has been progressing by the organization, and by this, we inferred what to improve from our country ocean lifelong education. As a result, the improvement point for present ocean lifelong education of our country was first, the reflect of variety of marine related information in our country lifelong education is low, second, the learners were mostly children and teenagers, third, most of the were event education. Forth, it is good that there are a lot of experimenting programs, but most of them were experiment of ocean leisure sports and visiting the facilities, and because these are one-time thing so it was hard to secure marine citizenship or help them set their career in marine. Fifth, all facilities had similar contents for the experimenting program, and sixth, education period was concentrated on May and November.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.7
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• pp.4537-4548
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• 2015

The purpose of this study is to analyze the structural of adult learners' lifelong education consciousness, participation motivation, learning outcome. The subjects were 319 adult learners who participated in the courses of the lifelong learning in 5 districts of Daejeon. The research results are as follows. First, adult learners' consciousness of lifelong education had positive effects on their learning outcome. Second, adult learners' consciousness of lifelong education had positive effects on their participation motivation. Third, participation motivation had positive effects on their learning outcome. Forth, participation motivation had mediating effect between consciousness of lifelong education and learning outcome. Consciousness of lifelong education and participation motivation were verified as factors that affect learning outcome directly. These results can be used to change the consciousness of lifelong education, and to participation motivation potential learners to participate in lifelong learning. Finally this process will improve their learning outcome. The study is meaningful to provide possibility to enlarge participation opportunities for lifelong learning.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.3
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• pp.499-508
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• 2016

This paper reports the results of an in-depth study on sensitivity analysis based on promoting activities, the relative importance and priority setting in their sub-elements by AHP(Analytic Hierarchy Process) method. For this purpose, lifelong education experts, education administrators, lifelong educators from Daejeon lifelong education organizations participated in this Priority Analysis on the Lifelong Education Enhancing Plan using the AHP. The analysis resulted in the relative importance of promoting activities; 1) realizing of lifelong education system oriented by universities, 2) setting up the integrated online and offline lifelong education, 3) strengthening the lifelong education of local universities, 4) offering customized lifelong education by generation and target group, 5) strengthening the lifelong education of local governments, and 6) advancing the quality of lifelong education by focusing on the professionalism and transparency. This suggests that realization of a lifelong education system oriented by universities and the reorganization of an university system for adult learners have greater importance among other tasks and elements in carrying out the 3rd lifelong education enhancing plan.

• International Journal of Advanced Culture Technology
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• v.11 no.4
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• pp.16-23
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• 2023

This study examines the meaning of the national education plan promotion background, focusing on the 5th Lifelong Education Promotion Basic Plan (2023-2027) and the 3rd 2023 Career Education Internalization Support Plan (2023-2027). The purpose of this study is to present future directions for lifelong education and career education. The research results indicate that The 5th Lifelong Education Promotion Basic Plan (2023-2027) and the 3rd 2023 Career Education Internalization Support Plan (2023-2027) have both been established to cope with the future social and educational environment; thus, it is necessary to realize them. For this purpose, concrete policy alternatives have been prepared. In modern society, it is vital for the state to promote basic plans related to education, particularly for developing and improving the education system. In this respect, when suggesting the direction of lifelong and career education, first, policies for social development and strengthening competitiveness are important. Second, policies are needed that respond to changes in jobs and occupations. Third, lifelong and career education are essential to ensure social inclusion and fairness. Fourth, lifelong and career education are vital in nurturing human resources for sustainable development.

• Journal of Christian Education in Korea
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• v.69
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• pp.221-251
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• 2022

This study analyzed research trends related to lifelong church education through the analysis of academic papers recently published in Korea since 2000 and derived implications for lifelong church education. For the study, a total of 95 studies related to lifelong church education were analyzed among academic papers in domestic journals from 2000 to 2021. Academic papers were classified into research years, published journals, research subjects, research topics, and research methods, and then research trends were analyzed. As a result of the analysis, first, research related to lifelong church education has been activated since 2000 and has shown an increasing trend since 2010. Second, it was found that lifelong church education research has been conducted in various academic journals other than Christian education-related journals. Third, learner-centered research was the most common research subject, and among them, many studies targeting the elderly. Fourth, in relation to the research topic, studies on the role and necessity of lifelong church education were the most dominant, and many studies on the direction of promotion of lifelong church education were also conducted. Fifth, research related to lifelong church education is a theoretical study, and literature research is mainly conducted, and the use of other research methods was insignificant. According to these research results, it was found that practical approaches such as analysis of demands for life long education and verification of program effectiveness were insufficient. Therefore, an integrated search for lifelong church education is needed. In addition, it is necessary to continuously develop regional customized programs to support detailed areas of lifelong church education and local missionary work. It is suggested that policy sponsorship at the church, seminary, and state level is needed to promote lifelong education in churches.