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LiFE has displayed several fundamental limitations in its actual design model despite its vision and philosophy. This study set out to review the design model of LiFE, which was currently implemented by the Ministry of Education, and analyze the project's basic contradictions and structural limitations with actual management cases at universities. The main findings of this study are as follows: ➀ The starting point of all problems is the admission of a student group that was not sufficiently prepared for study and varied widely in the level among its members; ➁ The members of universities have an inherent misunderstanding of LiFE as a new path to college entrance; ➂ LiFE offers a rigid set of indicators for recruitment rates; ➃ LiFE has a double-binding nature between the retention of service rate and the dropout rate; ➄ The students are eager to graduate in four years despite the fact that they study while working; ➅ There is ambiguity in the concept of adult learners; ➆ LiFE needs to attract adult learners across various age groups, including those in their forties; ➇ The curriculums constantly change according to level and reality; ➈ The issues of LiFE cannot be solved with only lecture rooms for the aggregate of contractions and the development and management of teaching and learning methods; and ➉ All of these burdens are placed on the shoulders of the teachers. The double-binding nature of the LiFE logic should be resolved institutionally so that the system can contribute to the reorganization of a higher lifelong education system. It also needs to be incorporated into the higher lifelong education Ecosystem at the root of universities beyond its position within the limited scope of financial aid projects for universities.

Erratum: 연구대상 기관과 면담 대상자의 개인정보가 유출될 소지가 있어 관련 정보를 익명 처리함

The purpose of this study was to analyze the cases of daily learning policies and programs in 16 basic local governments in Busan, and to suggest policy directions for daily learning. For this, a qualitative content analysis was conducted with the lifelong learning performance data of the governments. Research results indicated that the daily learning policy was triggered by the learner's right movement, the expansion of daily learning practices and digital learning technologies. The main ideology and goal of the policy were to focus on improving the quality of life of citizens and the development of local communities. The function of the local governments mainly focused on the planning of the program and establishment of a daily learning infrastructure. The policy process emphasized in-depth learning and practice of learning outcomes in everyday life. In terms of software, the focus was on accessibility and increasing citizen participation in the learning programs. Human-ware and ecological-ware were found to be insufficient to support daily learning. This finding suggests that the policy on daily lifelong needs to plan and develop citizen-led daily learning programs, to establish a customized hybrid learning infrastructure, and to provide daily learning information and coaching.

This study is an attempt to recast a learning space by interpreting the meaning of experiences from a learning point of view of which participants were enacted in off-line space of K-Book Centre. As a forum in this study of cases, the researcher selected K-Book Centre as it contributed to physical entities of lifelong education. This critical apparatus was collected to be modeled as 6 interviewers who used K-Book Centre among participants. They also engaged in reading discussion with the researcher for years including the participatory observation of 3 off-line users of K-Book Centre. The result of this research is as follows. First, participants practiced everyday learning through educational opportunities and reading in K-Book Centre and made self-development a part of life for realistic foundations of lifelong learning. Second, participants within the boundary of K-Book Centre got to obtain energy for life, connecting both culture and education harmoniously. Third, the researcher discerned learning is available everywhere through activities of participants in K-Book Centre. In conclusion, human activity itself helped broaden a certain domain of expansion of thought and keep continuity of learning. Likewise, it suggests an importance of learning society where people can achieve learning practicable in all areas of life to invigorate lifelong learning space.

It was difficult for the majors and the qualified persons in lifelong education to get a job with institutes for lifelong education. This study was performed for the purpose to investigate the career barriers for lifelong education perceived by the majors in lifelong education of graduate school. For the purpose, the qualitative data were collected from 14 enrolled students and graduates who majored in lifelong education of graduate school through the deep interviews. The results were as follows. First, lack of confidence, lack of information & education, curriculum without practical affairs, discrimination, limits of labor market and working characteristics were the career barriers. Second, the career barriers perceived by the majors contained sexual and age discriminations being similar with the previous studies. On the other hand, school ties and previous experiences were founded newly which were not reported in the previous studies. Third, the career barriers could be divided according to 3 categories (person, immediate & proximal context, Larger & societal context). And the career barriers had the interactive effects on the majors’ perception. Based on the results, the conclusions and implications were suggested.

This study aims to reduce the digital-divide of the developmental disabilities by analyzing the experiences of educational programs utilizing New Media and to seek ways to develop programs that become the mechanism of social integration. In order to realize these research objectives, Focus Group Interviews were held for 7 instructors and social workers who participated in the new media utilization education. As a result of the analysis, the developmental disabilities are connected to the identity of 'contents producer' through the results they have made or processed themselves. And there was a side that changed from a position of receiving cooperation and support to an independent position, but writing program is a intensive activity. So it was found to be slow. As a result of education, it became an opportunity for the developmental disabilities to see themselves objectively from the point of view of as an observer, and through this, it became an opportunity to correct their behavior and develop themselves. As a complementary point, it was found that technical efforts and support to reduce the information gap in society are needed and consideration of legal issues such as portrait rights and intellectual property rights is also necessary.

This study explored the factors that influence adult learners attending an institute of higher distance education, on their drop-out or academic persistence in the first semester. To do this, university administrative data, such as admission applications, academic activities(e.g., the numbers of assignments submitted, attendance to class etc), and academic results(e.g., GPA, scholarships), was analysed. First, the collected data of 43,669 students were analysed to confirm trends with frequency analysis followed by the difference analysis of each factor depending on whether to register for the second semester through the frequency analysis and descriptive statistics, and finally the logistic regressions analysis was conducted to determine the factors affecting the registration status of the second semester. As results, individual characteristics (e.g., gender, grade, major etc.), learning activities (e.g., the number of assignments submitted etc.) and learning results (e.g., GPA, scholarships) of adult learners were derived ad decisive factors in the academic persistence of adult learners. Based on these results, the implications were discussed.

The purpose of the study is to examine the trend of the evaluation studies on lifelong education in Korea over a recent 20 year period. For this purpose, employing both keyword network analysis and content analysis, we analyzed 551 articles published in Korean journals from 2000 to 2019. The major findings were as follows. First, the core keywords for the research topic were lifelong education, human resources development, e-learning, and adult learners. And there was a change in core keywords between the first and the latter period. Second, the number of lifelong education evaluation studies has steadily increased since 2003, and program evaluation studies have been carried out the most. Also, compared with the previous 10 years and the later 10 years, institutional evaluation studies decreased while individual-level evaluation studies increased. Third, in terms of research methods, quantitative research methods were used more than qualitative and mixed research methods. Finally, the limitations of this study and suggestions for future research were discussed.