• 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.

• Journal of Engineering Education Research
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• v.12 no.4
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• pp.63-74
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• 2009

The purpose of this study was to suggest to enable the development of lifelong learning skill through literature review on lifelong learning concept, educational method and objectives, factor of lifelong learning skill and case on foreign engineering colleges. Some strategies and implications were given to develop of lifelong learning skill of engineering college students. In the future, Applicable program is developed and needed for effective verification through demonstration research.

• Korean Journal of Comparative Education
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• v.26 no.4
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• pp.105-124
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• 2016

This research aims to analyse the features and meaning of students' participation in lifelong learning city project in Germany. Lifelong learning city project has been running for several years to develop a new learning culture in the grass root level. In Germany, many students in elementary, middle and high school have actively participated in diverse lifelong learning projects such as learning support, career development, community participation. This case study shows us to reshape a new model of lifelong learning and widen the range of target group for lifelong learning in Korea. Student participation can enrich the quality of lifelong learning city project, which could make a significant contribution to embodying the lifelong learning society by creating a new learning culture.

• The Korean Journal of Community Living Science
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• v.17 no.1
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• pp.109-122
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• 2006

As we encounter the global and localized era, the development operations on a regional level are in active promotion. This manuscript has been completed with the purpose of probing for course of action in lifelong learning movement in terms of activating and developing of local communities. For this, the comparative analysis of practiced cases in America's community school movement, Japan's movement for establishing lifelong learning village and Sweden's study circle movement have been made. For the analytical frame of the comparison, the actual results on background of promotion, themes for practice, details of practice, methods for practice of local community centered lifelong learning movement have been applied. As a result of analysis, the local community centered lifelong learning movement has been promoted to break each country's social and economic crisis and to activate the local community. The promotion of each operation has been accomplished with the support of specific organization and the participants were the citizens of the local community. Also, the details of practice are composed of operating the people-centered lifelong learning program, cooperative learning by local citizens and local community realization activity. The details of education is closely related with the life of learners. Therefore, the lifelong movement for the activation of local community hereafter should be promoted based on the coherence of local community, should be able to contain the actual life of the citizens and should be practiced as a process of forming the lifelong learning group at concerned local community through a democratic learning process.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.10
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• pp.909-918
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• 2020

This study, not only investigates the important role of lifelong learning in shaping young people's knowledge and in maximizing their potential, but also aims to shed light on the influencing factors of lifelong learning of young people in Vietnam. The author applied STATA and SPSS to analyze quantitative data collected from questionnaires with 332 respondents aged between 19 years old and 24 years old. Based on a holistic review of literature, this study concludes that four driver factors affect young people's lifelong learning ability, comprising: organizational culture, motivation, human resource development, and domestic private type of enterprise. The results emphasize the positivity of organizational culture, human resource development, and the nature of work, especially organizational culture and human resource development, which are dominant reasons for young people to maintain lifelong learning. The relationship between demographics and lifelong learning was tested and it indicated that male has a stronger interest in learning than female. The result of the study also shows the impact of different types of business sectors on employees' learning intentions. It points out that the domestic private type of enterprise is the most effective factor that has a positive relationship with the lifelong learning of the individual.

• 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.

• 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.

• 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.

• 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.

• 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.