'Journal of Lifelong Learning Society'(JLLS), published by the Institute of Distance Education at Korea National Open University, is an academic journal which explores the overall theories and practices including ideologies and philosophies, educational structures and policies, educational methods and strategies related to lifelong learning and learning society, in order to contribute to facilitating new developments and exchanges and further to realizing a lifelong learning society. JLLS not only incorporates fields including lifelong education, higher education for adults, distance education and educational technology, but also comprehensively deals with general pedagogy deliverables that suggest theoretical and practical arguments regarding the visions, ideologies, systems and policies of lifelong learning and learning society in the fields of vocational training for adults, education for the disabled and multi-cultures, educational psychology, human resource development and others.
The purpose of this study is to find the implications for the activation of learning circles through issues recognized by local government’s lifelong educators while supporting learning circles. Data were collected and analyzed through focus group interviews of lifelong educators in local governments. The results shows that there are five issues: conceptual identity confusion in learning circles, difficulty in systematic support considering the growth stage of learning circles, expectations and burdens for creating association of learning circles, dilemma of subsidy support for learning circles, and negative perception of administrative organizations. These issues suggested that we need to reflect on the existing methods of supporting learning circles and to search new approaches. First, it is necessary to flexibly deal with the possibility that the identity of the group can be transformed from the learning circle to another. Second, based on the needs inside the learning circles, a suitable way of supporting learning circles growth should be designed. Third, methods of supporting the growth of learning circles in various areas and types should be sought, based on the network formed between various local institutions and organizations.
The purpose of this study is to apply the Freire’s theory towards social welfare civic education in social welfare. First of all, this study has introduced overview of the Freire’s theory. Secondly, this paper has derived a new idea of social welfare civic education program Freire’s critical literacy education and circle of culture. Next, it has explored the pilot project for social welfare civic education of the Incheon Metropolitan City Social Service Agency according to the Freire’s theory. As a result, the pilot project has followed more or less the direction of the Freire’s theory which is included ‘Citizen as the subject of thought’, ‘Reading the world’, ‘We think’, ‘Naming the world’, ‘Praxis’. Finally this study is suggested that the education curriculum and study circle manuals based on Freire’s theory need to be expanded to a variety of education.
This study aims to arouse the interest of the lifelong education community for the second generation of multicultural youth who have entered adulthood. Employing a qualitative research method, voices of young adults were included and in-depth interview data were analyzed. Major finding shows that the learning life experiences of young people consist of vague learning activities and limited learning lives that are engulfed in career preparation. Second, their learning experience is process of resolving disjuncture within structural barriers. Third, their educational needs were focused on the desire for career planning for a better life. In the transition to a multicultural society, this study addresses re-constructing a comprehensive lifelong education system is significant that reflects the diverse needs of young adults with multicultural backgrounds.