This study examined the limits of civic education model on some negative results of institution-based civic education, and constructed an alternative model of ‘dailiness of citizenship learning’ on some positive results of community-based citizenship learning in Korea. The alternative model implied paradigm shifts in four points: educated person from the mainstream to the peripheral minorities, educational initiative from state or market led institutions to popular learners, citizenship learning contents from civility to agency, and educational method from enlightenment to social engagements. And this study positioned ‘the right to learn’ as external condition of dailiness of citizenship learning, while it positioned ‘universality and interaction of learners’, ‘autonomy and continuation in learning process’, and ‘existential citizenships’ as internal conditions of dailiness of citizenship learning. Lastly, this study suggested four practical tasks for actualization of dailiness of citizenship learning: 1) finding citizenships relevant to community contexts; 2) developing the democratic consciousness, competencies, and spiritualities of staff; 3) practicing citizenship learning through integrated leaning and civic engagements; and 4) advancing ‘dailiness of citizenship learning’ not by enlarging its spaces but making its concrete realities in life-world ceaselessly.
This study aims to explore the factors which have an effect on participating in lifelong learning activities and analyzes how those factors affect the participation. In particular, the recognition of education and skills mismatch respectively are heeded to as a controlling mechanism for participation. At first, this study reviews factors which are revealed as statistically significant in preceding researches, using the data of PIAAC 2013. Second, the recognition of the levels of education and skills are examined as new determinants regarding lifelong learning participation. Third, we analyzed by separating the types of educational purpose(vocational or non-vocational) and also the education form(formal or nonformal), since the type and characters of learning could influence the determinants of participation.
The results indicate that levels of education and key competencies are statistically significant in lifelong learning participation regardless of the education types. However, age, gender, income, type of occupation and employment status showed different results according to education types such as educational purpose or education form. This shows that it is necessary for determinants of learning to be analyzed by dividing the factors according to each type.
Also, the results show that the recognition between the levels of education and skills mismatch are significant in vocational than non-vocational, and nonformal education rather than formal. Yet, the recognition of mismatch regarding levels of education and skills respectively operate in different mechanisms. The result shows that each of the recognition of mismatch are signifiant as new determinants. Not only should the new determinants be analyzed to better understand lifelong learning, but they should be also considered in the practices of lifelong education.
The purpose of this study is critically to review the legal aspects of career education practice in terms of Career Education Act in Korea. Career Education Act enacted at June 22nd in 2015 and based on the students support at school.
However this Act has the limit and the problem of legislation, there are many controversies on the Career Education Act.
The declaratory legislation of career education areas, the bill contents of nominal meaning, the vagueness of the objects for career education act and the selection of main agent in the propel progress to legislate the bill have been argued.
Consequently, this study tried to propose the objects of career education act, the disambiguation of career education principal, the expansion of the subject and scope for career education as lifelong education, the stipulation of main agent in the level of governmental department, the support system of higher educational and lifelong educational institutions.
The discussion for revision has to focus on the main goals of act, the definition of career education terms, the principle of career education, the duty of nation, the main agent, the revitalization of career education support, and local career education.
The purpose of this study is to analyze research trends of innovative schools in Korea, and to provide directions and implications for further research. In order to achieve this, the study analyzed a total of 80 doctorial dissertations and articles published in the major journals.
The results of the research trends could be summed up as follows. First, the number of research on innovative schools increased continuously and the research subjects became more diverse. However, it is still necessary to consider more various research subjects. Second, most of the research on innovative schools mainly conducted qualitative research, which signals researchers the need to use more various research methods. Third, it was mainly studied about elementary school, so it is necessary to study about respective school levels. Forth, researchers need to use various theories to understand and analyze innovative schools.
The Korean society, currently, have been quickly transforming into a multicultural society, and its concern about the role of lifelong education has deepened. The purpose of this study was to investigate the aspects and the main discourse of multicultural education in the view of lifelong education and to discuss the limit and direction through the analysis of adult muticultural education programs. The adult multicultural education aimed to cultivate ‘multicultural citizenship’ such as knowledge, attitude and skills that both immigrants and permanent residents should have in a multicultural society.
Through the review of preceeding studies, this study examined the multicultureal education in the perspective of lifelong education, analyzing a couple of adult multicultural programs according to its objective, subjects and practitioners, and contents and methods. We also discussed the limits and direction of adult multicultural education.
The results of this study were as follows. First, the objective of the adult multicultural education has been emphasized on mutual recognition of diversity and building multicultural community, but multicultural citizenship with civic participation was neglected. Second, it has been expanding to both immigrant and permanent residents. Third, its contents and methods consisted mainly of recognition and understanding of cultural diversity. However, the emphasis on critical and participatory citizenship and global citizenship have been insufficient. Lastly, there is a demand for expansion of adult multicultural education programs in grass-root level engaging with local community.