Korean | English

pISSN : 1738-0057 / eISSN : 2671-8332

2020 KCI Impact Factor : 3.33
Home > Explore Content > All Issues > Article List

2018, Vol.14, No.2

  • 1.

    A Study of the Developmental History of the Lifelong Education Policy in Korea: From the Government of the People to Park Geun-hye Government

    Yangyi Kwon | 2018, 14(2) | pp.1~27 | number of Cited : 14
    Abstract PDF
    The purpose of the study is to identify the developmental patterns of the lifelong education policies in Korea by analyzing the lifelong education policies since IMF crisis and provide meaningful implications for establishment of the lifelong education policy in the future. In order to accomplish the purpose of the study, we reviewed various models of lifelong education policies across the world and Green’s(2000) frameworks based on socioeconomic, lifelong learning managerial, and financial dimensions from which we developed our frameworks that are market led, market led partnership, state led, state led partnership, and social partnership model and analyzed main policies. Firstly, credit bank systems and cyber university are driven by market, Secondly, academic accreditation lifelong education institutions and lifelong vocational institutes are driven by market led partnership. Thirdly, lifelong learning cities are driven by state led partnership. Fourthly, literacy education for adult learners move toward to state led partnership model from state led model. Fifthly, lifelong education for disadvantaged people is driven by state. however, it ended up in 2011. Lifelong education in Korea was employed for the purpose of social cohesion under the rapidly changing social and economic situation. Meanwhile, despite the fact that it has been implemented as national strategy since IMF crisis to recover economic recession and meet the needs of industries, the burden of education costs is still passed on to individual learners. In particular, the lack of awareness of lifelong education and the inadequate lifelong education system remain to be solved in the future. Thus, this study is meaningful in that it provides important basic data that can provide implications for the development of the future lifelong education by exploring the socio-economic contexts affecting the expansion and implementation of lifelong education policies.
  • 2.

    Perceptions of Local Government Practitioners to Invigorate the Policy of Lifelong-learning Activists in the Community

    LEE YOON JIN | Ki Sung Lee | NAM SOOK KIM and 1other persons | 2018, 14(2) | pp.29~56 | number of Cited : 2
    Abstract PDF
    The purpose of this study was to explore how local government practitioners perceive lifelong-learning activists in the community and some plans for policy activation. To serve this purpose, the research problem was set as follows: “How do local government practitioners perceive their assigned lifelong-learning activists in the community?” In-depth interviews were conducted on government practitioners of Gyeonggi-do (Gyeonggi province). Using the constant comparison method on the collected data, 46 concepts were drawn and were then categorized into outset of community activists’ training, major duties, difficulties in continuing activities, outcome of activities, reasons for continuing activities and invigoration plan. Based on the results of the study such suggestions were proposed; getting supports for local government practitioners, making preliminary plans to facilitate community activists for lifelong-learning, getting proper supervision from the local government, establishing regulations on community activists’ role and scope of activities, securing sufficient budget and establishing a realistic supporting plan.
  • 3.

    A Study on Developing the Evaluation Index of Lifelong Education Facilities for People with Disabilities

    Cho Chang-Been | 2018, 14(2) | pp.57~82 | number of Cited : 1
    Abstract PDF
    This study is designed to develop the index of evaluating the lifelong education facility for the disabled in a way that the systematic and reasonable evaluation can be made on the lifelong education facility for the disabled. For the achievement of these research goals, the following research was conducted. First, the panel group made up of 20 experts was selected and the Delphi research technique was conducted on them to get the draft evaluation index for the lifelong educational facility for the disabled. Second, the second and third Delphi researches were conducted to the same group to verify the validity of the draft evaluation index. Third, using 3 Delphi researches, the final draft for the evaluation index was suggested for the lifelong educational facility for the disabled. The final draft of the evaluation index for the lifelong educational facility for the disabled is made up of 9 sections including the section of "facility's environment" while the evaluation references for each evaluation section were made up with 51 items. In addition, based on the following research results, the method of applying the evaluation index model to the actual lifelong educational facility for the disabled was suggested.
  • 4.

    Difference of Information Quality, Service Quality, System Quality and Satisfaction between University Students and the General Public in MOOC

    Kim Dongsim | Youngsun Lee | 2018, 14(2) | pp.83~103 | number of Cited : 5
    Abstract PDF
    The purpose of study was to compare information quality, service quality, system quality and satisfaction between university students and the general public in MOOC. In order to identify multiple group differences in MOOC outcomes, the approach of latent mean analysis (LMA) within the framework of structural equation modeling was conducted. For this study, MOOC 956 students completed surveys (685 students: university students, 271 students: the general public). Correlation analysis was performed through collected data. Configural invariance, metric invariance, structural invariance, and factor variance invariance were verified in the structural equation model. Information quality, service quality, system quality and satisfaction were the variables that made a significant difference between university students and the general public in MOOC. Information quality and system quality latent mean in the general public group was higher than that in university student group, and the effect size was large. Service quality and satisfaction latent mean in the general public group was higher than that in university student group, and the effect size was medium. This study proposed strategies for the successful MOOC.