• 대한공업교육학회지
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• v.34 no.1
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• pp.19-43
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• 2009

An ideology what a modern society seeks is lifelong employment through lifelong learning. The single word which draws the attainment is lifelong vocational competency development. This study is designed for exploring its possibility and limit of a redesign of it, and tries to propose efficiently a redesign idea of a vocational educational path. To this end, it was analyzed by a subject for a national human resource foundation plan and a lifelong bocational competency development foundation plan. In addition to that, it was covered a structure and content analysis of main laws and regulations which are a base of policy making. An educational path could be divided into an area of formal education system, an area of workplace for labors, and an area of lifelong vocational competency development. And the insights were drawn by pulling apart an operational situation of main organizations and a recurrent process of the educational path. The redesign plan of a vocational education path we did analyze to activate lifelong vocational competency development system is deduced as following. Firstly, it should be re-organized with a direction towards an effective manpower training to be linked with skills and demands required by an industry. Secondly, it should be generalized for a model of recurrence between work and learning and its alternation for lifelong vocational competency development. Thirdly, it should create a cluster in the region for lifelong vocational competency development so that it is to form an efficient network to have a division of labor and its liaison with cooperative relationship.

• Journal of vocational education research
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• v.36 no.4
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• pp.57-78
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• 2017

This study aimed to make proposals to develop an apprenticeship program and organize the apprenticeship curriculum by conducting an overall analysis of how vocational education and training high schools participating in the apprenticeship system(apprenticeship schools) organized the apprenticeship program in the school curriculum. To that end, the study analyzed the current state of the apprenticeship curriculum of 33 apprenticeship schools and came up with the following results: First, the apprenticeship class and the general class had a similar relevance between 'departments' and 'areas and goals of student training' and between 'departments' and 'qualifications,' while the apprenticeship class had a higher relevance between 'areas and goals of student training' and 'qualifications' than the general class. Second, both the required and optional competency units of the apprenticeship program were relatively evenly included in the Off-JT and OJT. Third, the competency units of the apprentice program were included in the technical subjects of the 2009 revised curriculum as well as the NCS practical subjects of the 2015 revised curriculum. Fourth, although most of the competency units of the apprenticeship program have a high correlation with the technical subjects of the school curriculum, there were also many schools showing a low correlation. Fifth, although the hierarchy of organizing the competency units of the apprenticeship program by semester was mostly high, there were a considerable number of schools with a low hierarchy. As a result, this study made the following policy proposals: granting a grace period for approval of the changes in the curriculum of the apprenticeship, distributing the matching table before and after the revision of the NCS competency units, organizing subjects not included in the national curriculum, creating subjects specialized for companies, and monitoring and consulting the curriculum of the apprenticeship schools.

• Journal of Practical Engineering Education
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• v.11 no.1
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• pp.75-86
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• 2019

Globally, the change in higher education is gradually moving toward a trend that seeks a change in innovative higher education through the revitalization of digital-based education. Accordingly, this study designed a customized education model based on e-learning that can be used in undergraduate education and development of lifelong vocational skills. The use of online learning platforms and the expansion of education are major factors that change the overall higher education system as the form and content of curriculum changes around the world. In order to establish a customized education model using online learning platform, this study analyzed major overseas advanced education cases and selected the basic direction of customized learning as personalized learning, competency based learning, and training for talents leading the 4th Industrial Revolution. Then, FGI was conducted for undergraduate and lifelong vocational ability development experts. As a result, a customized education model using an online learning platform was derived from a degree-type model available in undergraduate education and a non-degree-type model available in the field of lifelong vocational ability development, and each operation strategy was suggested.

• Journal of Fisheries and Marine Sciences Education
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• v.22 no.4
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• pp.576-588
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• 2010

The goal of this research was to survey a method to reinforce the efficient political function for lifelong learning when Busan metropolitan city promotes lifelong policy. To achieve this goal, the survey to reinforce the political function for lifelong education was carried out on persons in charge of lifelong education in Busan metropolitan city. The results are as follows: First, they showed high degree of perception on lifelong policy and business. Second, on a question about how much the tasks to promote lifelong education presented by our nation are needed, they answered that concrete agenda for an aging society is needed and a necessary institute to invigorate it is lifelong learning institute. Third, they answered that the policy which is necessary to be implemented as soon as possible is the development education for vocational competency, and the ratio of the perception which requires to hire education experts for life long education was high.

• Journal of Korea Multimedia Society
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• v.25 no.8
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• pp.1141-1155
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• 2022

Multicultural education is not about learning about a specific ethnic group, but rather developing the ability to cross the border of one's own culture and have conversations with people of other cultures. I think the purpose is to promote empathy and consideration. This study emphasizes the importance of developing multi-dimensional educational programs for all members of society for multicultural social integration, and it is necessary to lead personal, social and civic action movements to create a fair society through media-based multicultural literacy education. said that In order to achieve harmony and integration in a multicultural society, it is the most important to acknowledge cultural diversity and to discard cultural prejudices and inequalities for symbiosis between the mainstream culture and the minority culture. In particular, the United States and Germany, which have successfully led multicultural social integration, are comprehensive in all areas, including interculturalism based on peaceful coexistence and respect, labor market issues, vocational education issues, housing and health issues, and communication issues through media literacy. He led a multicultural national integration system with approaches and methods. Therefore, our multicultural education policy should also pursue a new paradigm that presupposes a change in the public's awareness of a multicultural society.

• Asian Journal of Innovation and Policy
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• v.8 no.2
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• pp.288-301
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• 2019

This paper aims to link the basic structure of the revolution to skill needs and further to education, although there are risks of thin discussion in each domain. Many writings describe or analyze the job characteristics related to the $4^{th}$ Industrial Revolution without discussing the interlinkage of the revolution. It attempts to give better understanding the whole features of the revolution and further discuss about challenge for innovative HRD. It overviews the technological competition in the $4^{th}$ IR, the change of work with skills need and the new labor and the change of education focusing on new competence. After that, it brings the challenges for innovative HRD.

• The Journal of Economics, Marketing and Management
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• v.11 no.3
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• pp.25-35
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• 2023

Purpose: This paper examines whether foreign aid influences public sector efficiency in policy areas of administration, education, and stability. Research design, data and methodology: The study uses panel data of 77 aid recipient developing countries over the period 2000-2020 and employs various panel data techniques to estimate. Results: We found that a percentage change in foreign aid increases administrative efficiency by 0.02 to 0.04 on average ceteris paribus in the short run. On the other hand, a percentage increase in foreign aid decreases education efficiency by 0.005 to 0.006 on average. While the impact of foreign aid on the policy area of stability is insignificant. Conclusions: The empirical results of this study have important implications for both donors and aid recipient countries. It suggests that to get positive influence from foreign aid, in the area of education and stability, the recipient countries need to increase accessibility of secondary schools with quality education especially; technical and vocational. Also, the donor should provide a minimum threshold amount of foreign aid to developing countries for reforming the institutions' capacity building.

• 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 Engineering Education Research
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• v.4 no.1
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• pp.57-78
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• 2001

Due to developments in information technology and ensuing changes in the concept of time and space, the significance of national boundaries has been weakened, bringing to attention the heightened competition among nations. In order to respond to these transformations, the Korean government is increasing its efforts to raise the authenticity of the National Technology Qualification System(NTQS) by closely linking NTQS testing method and procedure to practical knowledge and skills in the industry field. This initiative is based on the recognition that the human resources development is a crucial factor in determining a nation's competitiveness. This study aimed, first of all, to diagnose the problems directly and indirectly affecting the testing method in the current NTQS. And then, differentiated solutions according to grade and improvements in the testing infrastructure were suggested. The ultimate purpose was to provide a blueprint for enhancing national competitiveness through increased authenticity and efficiency of the NTQS. Research methods applied during this study include: the collection and review of qualification-related literature; a series of conferences with leading experts; interviews with vocational educators and researchers from qualification-related institutes; a survey of national qualification holders from a variety of professions and industries; and participatory observation at qualification exam centers. This research suggested policy recommendations as follows; First, measures to improve for testing method of professional engineer Second, measures to improve for testing method of Master craftsman Third, measures to improve for testing method of Engineer, Industrial Engineer, Craftsman Fourth, plans for the establishment of operation system for a computerized testing Fifth, institutional perspective on establishing qualification infrastructure Sixth, operational perspective on establishing qualification infrastructure

• 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.