• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.40-51
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• 2021

This study was conducted with the aim of constructing a unified model according to the structure of qualification types of lifelong education professionals for the disabled. The research method consisted of procedures in which literature analysis and expert meetings were constructed in connection with each other. The contents of the study were suggested from the classification of qualification types into professional teacher type and coordinator type by focusing on special education and rehabilitation, which are related convergence fields that affect the qualification training of lifelong education professionals for the disabled. The two convergence fields, such as special education and rehabilitation welfare, lead to a separate application base from the perspective of education and welfare for the qualification of lifelong education professionals for the disabled, and finally confusion and conflict in the nature and contents of the curriculum and related services. A dichotomy structure system in which this phenomenon results in a divided type of qualification training for lifelong education professionals with disabilities was composed of several samples. In this regard, the curriculum and related services that can build convergence fields related to lifelong education for the disabled were reflected in the context of priority through the criteria that should be emphasized from the standpoint of the disabled in the overall category of establishing lifelong education support system for the disabled. In addition, by forming four qualification criteria centering on this, the common convergence field was composed of special education, thereby enhancing the aspect of inclusion in the rehabilitation welfare field and specific convergence into lifelong education for the disabled. As a result, the two qualification types were unified.

• The Korean Journal of Community Living Science
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• v.19 no.2
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• pp.245-265
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• 2008

The Lifelong Learning City Project has made quantitative expansion as well as qualitative growth since 2001 but the project has been criticized by academic scholars and field practitioners. The Lifelong Learning City Project is a national policy project which has been promoted by the Ministry of Education and Human Resources Development and should be required to make production profits proportional to the amount of public finance. The Lifelong Learning City Project is a community development project intended to promote growth and progress by supporting the community in lifelong learning endeavors. Therefore, the community development theory could offer guidelines to the Lifelong Learning City Project. Based on this assumption, this study intends to investigate the Lifelong Learning City Project at the national, city, and county levels using the community development theory. The improvement methods of the Lifelong Learning City Project are role allotment between national and wide level projects supporting organizations, and the establishment of a system and a long term project policy. In addition, the project is to have a more systematic performance. It is to enhance opportunities for community members' participation, and practice in planning, performance of learning, and the proper performance in regard to the community conditions and specificity. The most important goal of the Lifelong Learning City Project is to support the empowerment of community members by making opportunity planning, practicing and sharing lifelong learning more accessible.

• International Journal of Computer Science & Network Security
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• v.21 no.4
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• pp.59-64
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• 2021

The article proposes the process of formation of the teacher's innovative competence in the space of lifelong education the foundations of the formation of the teacher's innovative competence in the space of continuous education. The concept of the formation of the teacher's innovative competence in the space of lifelong education is proposed; it includes initial ideas, goals, objectives, patterns, principles, stages, content and technologies implementation of this process.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.6
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• pp.407-416
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• 2018

The study aims to explore the possible link between lifelong education and local education·training projects to enhance vocational skills. To this end, we first looked at vocational training in lifelong educational institutions. We looked at the areas of lifelong education presented by the Lifelong Education Act and the status of job improvement in them, as well as the actual number of learners across the country. Next, we looked at local education training projects. In this case, We investigated the significance and type of education·training projects, and identified the number of programs and the number of learners. Looking at them, we looked for five possibilities the possible link of between vocational abilities and educational·training projects. The five were to strengthen employment related lifelong learning of the economically inactive population, to strengthen lifelong education related to the underprivileged people, to enhance vocational skills for lifelong education centered on the employed, to utilize lifelong education institutions and universities in the region, and to strengthen the role of local governments to guide local job demands and suppliers.

• The Journal of the Korea institute of electronic communication sciences
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• v.10 no.7
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• pp.807-812
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• 2015

Lifelong education is a periodic keyword. For a lifelong learner friendly education, university should provide the adult learners with the efficient academic administrative service. A university should support them in learning a series of graded lifelong study and come up with the convenience of continuous learning, maintaining the educational operation as a lifelong education university. A local government induces the regional economy reinvigoration from setting the lifelong learning conditions of the city. In this paper, I suggest a policy management scheme for opening training courses of 3D printing and CAD professionals training module as a non-degree reeducation programs for the lifelong learners that reflects the industrial milieu of the local community.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.1
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• pp.203-217
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• 2015

The purpose of the study is to explore leisure time use of older adults and find out relationships between active/passive leisure activities and socioeconomic backgrounds in order to prepare later life for homo hundred. The subjects were 336 adults aged 50 and over in Busan city, Korea. Results are as follows. First, the subjects spent more time in active leisure than passive. But ratio of passive leisure time is getting higher with age. Second, cognitive activities changed from reading, computing, internet to hobbies, card games with age. Third, participation of active leisure activities are related to age and socioeconomic backgrounds. From this study, lifelong education including leisure education should support older adults to redesign their later life for homo hundred. Second, leisure education should focus on increasing the ability of accepting and utilizing leisure opportunities for older adults. Third, the role of lifelong educator should be emphasized to involve education field more actively. Forth, lifelong education institutions should have the knowledge of the purposes and motivations of older adults who participate in order to provide proper programs continuously. The connection between lifelong education and leisure time use and activities would lead later life with the quality of life and active aging.

• The Journal of the Convergence on Culture Technology
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• v.10 no.2
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• pp.273-278
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• 2024

The purpose of this study is to examine the limitations of university operating system changes as a result of the policy changes and outcomes of the university lifelong education system support project by project period, and based on this, to propose a development plan to support the university's adult learning system. In this study, we sought to investigate changes in the higher education environment and changes in lifelong education in universities through analysis of literature and various data. The changing times of technological innovation and changes in knowledge require continuous learning even after school education, and the need for re-education and improved education is increasing. Therefore, the Ministry of Education and the National Institute for Lifelong Education have been actively carrying out support projects for lifelong learning-centered universities since 2008 to provide adult learners with opportunities to study. This project is centered around universities and the local community, and is promoting various types of changes in educational operation, such as reforming the university's academic system to be adult-friendly and operating night or weekend classes in order to provide educational opportunities for adult learners. Now, universities must play a role as a hub of regional lifelong education for the coexistence of the region and university, and as a key institution responsible for the contemporary tasks of sustainable development and coexistence between the university and the community.

• 재활복지
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• v.22 no.1
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• pp.1-26
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• 2018

The purpose of this study is to analyze the operation status and supply patterns of lifelong education programs for people with disabilities and to find ways to enhance lifelong education functions of the welfare centers for people with disabilities. For the study, 1,496 lifelong education programs supplied by 104 disability welfare centers nationwide in 2016 were analyzed. The results of this study were as follows: First, the lifelong education programs provided by the welfare center for people with disabilities were 1,496, which provided an average of 14.4 programs per institution. According to the education cycle, the most operating program was 3~4 times a month, and the most operating program was more than 7 months by education period. Furthermore adult target program by main target and self management program by operating type were the most. Second, the analysis of the supply patterns of the lifelong education programs for people with disabilities showed that 53.5% of the respondents said that culture and arts education was the most important, followed by the liberal arts education 22.3%, basic literacy education 10.1%, and vocational ability improvement education 9.2% appear. Third, as a result of analyzing the supply patterns of lifelong education programs for people with disabilities, it showed significant difference in the supply patterns of lifelong education programs by metropolitan area, non - metropolitan area, region and urbanization level.

• 한국노년학
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• v.39 no.4
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• pp.679-698
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• 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 Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.299-306
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• 2022

Today, the paradigm of lifelong education has changed, emphasizing the role of universities as a lifelong educational institution. Re-opening a new horizon as a lifelong education institution that is not only centered on leisure education in the hierarchy where lifelong education can be afforded as before, or simply in line with changes in the social environment and the lengthened life cycle of the aging era. Let's propose a structured figure. Universities now have to create a virtuous circle structure that coexists not only with the role of the university itself, but with constant interaction with the local community. Adult learners, in particular, play a strong role in the development of their communities, so they are educated at the university to grow further and create structures that can return talent to the communities that go out into society. I should go. In the future, the university will actively open its doors to adult learners, position the university at the center of lifelong education, and in order to contribute to the development of the community, it will have to interact and cooperate with the community.