Lifelong Education Institutions Research Articles

성인 발달장애인의 평생교육 참여에 영향을 미치는 요인에 관한 분석

Purpose: This study utilized the raw data from the 2020 Disability Status Survey conducted by the Korea Institute for Health and Social Affairs to analyze the factors affecting the participation of adults with developmental disabilities in lifelong education. Methods: These factors were categorized into demographic, health, psychological, and social activity aspects. A logistic regression analysis was conducted with lifelong education participation as a dependent variable and the influencing factors as independent variables. Results: The findings are as follows. First, in the health aspect, higher subjective health status and lower need for assistance in daily life were associated with increased participation in lifelong education. Second, in the social activity aspect, previous experience in lifelong education, leisure activities, and use of welfare centers were found to enhance participation. Third, psychological factors did not significantly influence the participation of adults with developmental disabilities in lifelong education. Conclusions: Based on these results this study proposes practical and policy measures to enhance lifelong education participation among adults with developmental disabilities. These include developing health-related programs, promoting autonomous living in daily life, encouraging participation in leisure activities rather than formal education, expanding lifelong education institutions beyond welfare centers, and creating more opportunities for participation in lifelong education.

Learning Immersion According to the Learning Orientation of Adult Learners and Research on Impact on Learning Outcomes

This study confirmed how adult learners' learning orientation affects learning outcomes and empirically analyzed the mediating effect of learning flow. Based on previous research at home and abroad, theories of learning orientation, learning flow, and learning outcomes were reviewed, and a research model and hypothesis were derived based on the theories. Of the 200 returned survey responses, 186 were selected, excluding 14 inappropriate ones, and were subjected to final analysis. The results of this study are as follows. The activity-oriented, learning-oriented, and goal-oriented types of adult learners' learning orientation were found to have a significant effect on learning flow, and learning flow had a significant effect on learning performance. The learning-oriented and goal-oriented types of learning orientation influenced learning outcomes, and learning flow was found to mediate the relationship between the activityoriented, learning-oriented, and goal-oriented types of learning orientation and learning outcomes. What can be seen from these results is that in order for adult learners to participate in learning activities and increase awareness of learning outcomes according to learner orientation, it is necessary to provide various opportunities and incentive systems at lifelong education institutions to increase learning immersion. I'm doing it. Therefore, differentiated lifelong education programs are needed by distinguishing the learning orientation of adult learners.

평생교육재정 지원 확대를 위한 논의

The study aims to suggest improved strategies on how to secure lifelong education finance on central and local government levels in terms of financial security, distribution, and operation in South Korea. It examines trends and statues in lifelong education finance using statistical financial data, and conducts two Delphi surveys with 20 experts in the field.
 The Delphi survey comprises of three parts as follows; first, in relation to “securing lifelong education finance”, it contains the logic for expanding official financial supports, the division of adequate spending between social and private burdens by types of lifelong education, and the establishing an agenda for securing finances. Second, in relation to “budget allocation and support”, it contains strategies for stimulating its participation in lifelong education, expanding lifelong education vouchers, supporting lifelong education institutions, and an allocation approach to project budgets. Third, in relation to “operation of lifelong education finance”, it contains supporting strategies by funding sources, and implementing strategies for governance between central and local governments.
 According to the implications of the result, central and local governments should provide financial support for lifelong education from a way of ensuring citizens' basic rights, not as an alternative. Therefore, it is suggested that laws, budgets, human resources, and one-stop service delivery systems should be put in place to expand financial support for lifelong education, along with governance reforms and cooperation between central and local governments.

중국성인 학습자의 평생학습 참여동기 프로파일에 따른 평생학습 역량 연구

Objectives This study aims to investigate and understand human behavior by applying a representative analysis method of person-centered approach research to understand the relationship between the motivation and influ-encing factors of Chinese adult lifelong learners to participate in lifelong learning.
 Methods The method of this study was a potential profile analysis using Mplus 8.8 for 803 Chinese adult lifelong learners who participated in school-affiliated lifelong education, public institution-type lifelong education, private institution-type lifelong education, vocational training and training-type lifelong education institutions (LPA) was performed.
 Results First, according to the motivation of Chinese adult lifelong learners to participate, the latent profile was divided into ‘nonsense type (6.97%)’, ‘deliberation type (15.94%)’, ‘hesitation type (62.02%)’, and ‘leading type (15.07%)’. has been classified As a result of analyzing whether there is a difference in lifelong learning com-petency by latent profile, it was found that the ‘Hesitant Type’, who had a medium level of motivation to participate in lifelong learning, had high lifelong learning competencies.
 Conclusions In constructing social policies for lifelong education, it is continuously necessary to carry out re-search based on a person-centered approach that can be subdivided by lifelong learner type in order to design and implement education policies that consider the various needs, capacities, and interests of individuals. This should provide a flexible curriculum that meets the diverse backgrounds and needs of each person, thereby ensuring that all individuals receive appropriate educational opportunities according to their capabilities and interests.

평생교육기관 수강생의 그릿(Grit)이 교육만족도에 미치는 영향

This study aimed to investigate the role of positive psychological capital as a mediator in the relationship between learners’ grit, and their satisfaction with lifelong education. In this study, we included 220 lifelong education learners over the age of 20 enrolled in lifelong education courses in Seoul and Gyeonggi Province. Data analysis was conducted using the SPSS 26.0, AMOS 21.0 program. We found the following results. First, regarding the relationships between grit, positive psychological capital, and the educational satisfaction of students at lifelong education institutions, there was a statistically significant relationship between the variables. Second, positive psychological capital was found to have a mediating role in the relationship between the students’ grit levels in lifelong education institutions and their overall educational satisfaction. Based on these results, we provided practical and theoretical implications for lifelong learning and education.

A study on the development direction of lifelong education through a fact-finding survey of lifelong education institutions for the disabled : Focusing on G Metropolitan City

A study on the development direction of lifelong education through a fact-finding survey of lifelong education institutions for the disabled : Focusing on G Metropolitan City

평생학습기관의 ESG 경영에 대한 학습자의 평가가 교육참여 의도에 미치는 영향

This study attempted to present the direction and implications of ESG activities of lifelong education institutions through empirical analysis on the impact of ESG activities, psychological distance, and authenticity on educational participation intention. The main results of this study were, first, found that ESG's environment, society, and governance structure had a significant effect on psychological distance. Second, it was found that the environment and society had a significant effect on authenticity. However, it was found that the governance structure had no significant effect. Finally, it was found that psychological distance and authenticity had a significant effect on the intention to participate in education. The theoretical implications of this study first contributed to academic expansion through research on the environment, society, governance structure, psychological distance, and authenticity of lifelong learning institutions on learning participation intention. Second, a measurement question for ESG activities of lifelong learning institutions was presented. Third, it will be of academic significance in that it has expanded to separate ESG areas at each level at the governance level that have not been actively expressed in social responsibility or shared value creation activities that have been actively studied. Fourth, signal theory was applied to ESG management of lifelong learning institutions to contribute to the expansion of theory. As a practical implication of this study, practitioners should continue to inform them that they are sincerely working through advertisements and publicity so that learners can feel psychologically close in environmental and social activities. In addition, in order to secure authenticity at the level of governance, external audit institutions should be used and authenticity should be secured through a citizen participation audit system.

Analysis of Education Needs for Instructional Competency of Lifelong Education Instructor in China

The purpose of this study is to improve and strengthen the teaching capabilities of Chinese lifelong education instructors by identifying the importance and current level of teaching capabilities recognized by lifelong education instructors and ranking educational needs. To this end, a survey of 259 Chinese lifelong education instructors was conducted for four weeks from October 1, 2022. As a result of this study, a difference test between the important level of teaching competency and the current level was conducted to determine the priority according to the teaching competency education needs of lifelong education instructors. As a result of the analysis, there was a statistically significant difference in the difference between the important level and the current level in teaching competency. Program development capabilities, self-management capabilities, learner progress management capabilities, teaching method development capabilities, learning resource and information collection capabilities, course planning capabilities, learning counseling and consulting capabilities, integration of learning content, concentration development capabilities, and motivation capabilities. In the Focus model, a total of 10 items were derived from teaching method development, curriculum preparation, motivation, teaching media utilization, communication, ice breaking, self-management, learner progress management, concentration, learning counseling, and consulting. Borich"s demand priority detailed competencies and The Focus for Focus model HH were seven top priority detailed competencies: teaching method development, course preparation, motivation, self-management, learner progress management, concentration development, learning counseling, and consulting. It is important to prepare a plan based on the analysis of instructors" educational needs because the teaching competency for lifelong education instructors to play a successful role as instructors plays an important role in learners" learning outcomes and learners" learning satisfaction. Therefore, when conducting a curriculum to strengthen instructor capabilities in lifelong education institutions, it is necessary to strengthen the curriculum design according to the needs of instructors. This study is meaningful in that it confirmed the educational needs of lifelong education instructors for teaching competency through a multi-layered method and derived what the priority of teaching competency is. 本研究旨在掌握终身教育教学者所认知的教学能力的重要水平和现在水准,并阐明教学要求排名,从而改善和加强中国终身教育教学者的教学能力。为此，从2022年10月1日起，对259名中国终身教育教学人员进行了为期4周的调查。本研究结果显示,为了决定终身教育教授者的教授能力教育要求的优先顺序,对教授能力进行了重要水平和现在水准的差异鉴定。 分析结果显示,在教学能力方面,重要水平和现在水准的差异在统计上存在有意义的差异。 Borich要求优先顺序的详细能力是程序开发能力、自我管理能力、学习者进度管理能力、教学法开发能力、学习资源及信息收集能力、授课过程案制定能力、学习商谈及咨询能力、学习内容的整合能力、集中力开发能力、动机诱发能力。在The Locus for Focus model中,位于HH象限的项目共有10个,分别是教学法开发能力、授课过程案制定能力、动机诱发能力、教学媒体应用能力、沟通能力、破冰能力、自我管理能力、学习者进度管理能力、集中力开发能力、学习商谈及咨询能力。Borich要求度优先顺序详细能力和同时位于The Locus for Focus model HH象限的优先顺序详细能力是教学法开发能力、授课过程案制定能力、动机诱发能力、自我管理能力、学习者进度管理能力、集中力开发能力、学习商谈及咨询能力7个项目。 终身教育教授者为了成功履行教授者的作用,教授力量对学习者的学习成果和学习者的学习满意度起着重要作用, 因此制定以教授者的教育要求分析为基础的方案非常重要。因此,在终身教育机构进行强化教授力量的教育课程时, 有必要根据教授的要求,通过设计教育课程来强化方案。本研究通过多层方法确认了终身教育教授对教授能力的教育要求,并得出了教授能力的优先顺序,具有重要意义。

비대면 평생교육 프로그램에 참여한 성인학습자의 학습실재감이 학습만족도에 미치는 영향

Objectives The purpose of this study was to examine the moderated mediating effect of Learning Flow and Interaction in the effects of adult learners Learning Presence(cognitive presence, social presence and, emotional presence) on Learning Satisfaction.
 Methods For this purpose, an online questionnaire was conducted on adult learners at lifelong education institutions in Seoul Metropolitan Area. Data from total of 273 surveys were used for the analysis. For data analysis, SPSS 26.0 and SPSS PROCESS Macro 3.5 were used. The mediating effect, the moderating effect and the moderated mediation effect were verified. Bootstrapping was performed to verify the significance of the indirect effect.
 Results First, the mediating effect of Learning Flow in the relationship between Learning Presence(cognitive presence, social presence and, emotional presence) and Learning Satisfaction was verified. Second, the moderating effect of the Interaction between Learning Presence(cognitive presence, social presence and, emotional presence) and Learning Flow was verified. Third, the moderated mediating effect of Learning Flow and Interaction was verified in the effect of Learning Presence(cognitive presence, social presence and, emotional presence) on Learning Satisfaction.
 Conclusions The results of this study suggest that in order to increase the learning satisfaction in the online learning environment of adult learners, it is necessary to create and operate an educational environment in which not only tor the learning presence to be perceived by the learner but also for the interaction to take place.

장애인 평생교육기관의 프로그램 평가 현황 및 개선 요구 분석

In order to find out the evaluation status and improvement needs of lifelong education programs for persons with disabilities in lifelong education institutions for persons with disabilities in Korea, this study conducted a survey targeting officials of lifelong education institutions for persons with disabilities in Korea, who operated lifelong education programs for them in the institutions and analyzed the experiences and needs of the officials regarding the program evaluation. A total of 142 people, involved in lifelong educational institutions for persons with disabilities, participated in this study, and it consisted of 53 people working in lifelong education institutions and 89 people working in welfare institutions for persons with disabilities. The main findings of the survey conducted on them are as follows. First, the officials of lifelong education institutions for persons with disabilities conducted program evaluation mainly for the purpose of finding out the satisfaction level of learners. Accordingly, the program satisfaction evaluation method was used the most, and the respondents responded that the program evaluation was performed using an in-house developed evaluation tool at the affiliated institution and used as data for internal reporting of the institution. Secondly, the officials of lifelong education institutions for persons with disabilities recognized that the lack of evaluation-related capacity of the institutions was the most urgent need for improvement, and demanded the development of standardized evaluation tools. In addition, based on the above research results, the development of standardized evaluation tools on lifelong education program for persons with disabilities, the operation of training for education officials to strengthen their professionalism, and the establishment of a system for sharing program evaluation results were discussed regarding the development of lifelong education program evaluation for persons with disabilities.

공공 평생교육기관 성인학습자의 학습성과 관련 변인 간 구조관계

The purpose of this study is to confirm the learning participation motivation(purpose-oriented, learning-oriented, activity-oriented), self-efficacy directly affects learning performance, and self-efficacy mediating effects of adult learners in lifelong education. To achieve this goal, the structural equation model was analyzed using the SPSS 23.0 statistical program and the AMOS 23.0 statistical program for a sample of 585 people who participated in public lifelong education institutions in U and Y cities in Gyeonggi-do. The results of the empirical analysis of this study are as follow. First, among the sub-factors of learning participation motivation, learning orientation and activity orientation each had a positive(+) effect on learning performance, and second, a positive(+) effect on self-efficacy. Third, self-efficacy confirmed the positive(+) effect on learning performance, and fourth, the partial mediating effect of learning orientation, activity orientation, and self-efficacy between learning performance was confirmed. Based on the results of this study, implications for vitalizing lifelong education were presented at the policy and practical level.

메타버스 플랫폼을 활용한 평생교육의 학습 실재감이 몰입감, 흥미, 학습만족에 미치는 영향

Objectives This study aims to suggest strategies and implications for metabus education in lifelong education institutions.
 Methods For this purpose, 114 lifelong learners who use the metabus platform in Chungcheongbuk-do were tested to measure learning presence, immersion, interest, and learning satisfaction. In the structural equation model, learning presence as exogenous variable, immersion, interest, and learning satisfaction as endogenous variable were selected, and SPSS 21 and Smart PLS 3.0 statistical program were used.
 Results The results of this study are as follows: First, the design, background, and surrounding environment should be continuously provided to learners to choose a new environment of the metabus platform. Second, the interest of the class should be provided through the provision of credits to decorate the avatar through simple quizzes related to the class. Finally, it is necessary to increase the satisfaction of education by providing various benefits when developing metabus education programs and participating in education.
 Conclusions The results of this study provide strategies and implications for education to metabus lifelong education officials.

A대학 평생교육체제 단과대학 성인학습자의 교수방법에 대한 요구분석

The purpose of this study was to explore ways to support customized instructional methods for adult learners by variable through the analysis of the needs of instructional methods in adult learners in lifelong education institutions. To this end, a survey was conducted for demand analysis, and the results of analyzing the collected data through the t-test and The Locus for Focus model are as follows. Among the instructional method items, statistically significant differences were found in experiment and practice, discussion and discussion, flipped learning, problem-based learning, and blended learning. Second, by age of adult learners, experimentation and practice were the top priorities for those in their 20s, 30s, and 40s, while flipped learning was the top priority for those in their 50s and project learning methods for those in their 60s. Third, experiment and practice in the construction environment convergence engineering department, flipped learning in the welfare and management department, lecture method in the sports welfare department, and action learning in the smart electric energy engineering department were the top priorities. The results of this study are expected to be used as evidence for supporting adult learners' customized instructional methods at lifelong education system of university.

중국 학위과정 성인대학생의 학업적 행복감에 영향을 미치는 변인에 대한 구조적 관계 분석

The purpose of this study was to explore the structural relationship between educational service satisfaction, self-directed learning, learning flow, and academic happiness of adult university students in China. In order to achieve this aim, the following problems were addressed: First, what is the structural relationship between educational service satisfaction, self-directed learning, learning flow, and academic happiness of adult students? Second, how do self-directed learning and learning flow mediated in the relationship between educational service satisfaction and academic happiness of adult students? The data from 800 adult college students in China were tested using the SPSS 25.0 and AMOS 24.0 statistical packages to analyze the structural relationships among variables. The specific results are as follows: First, the research results on this showed that the satisfaction of educational services recognized by adult university students in China had a significant effect on both self-directed learning, learning flow, and academic happiness. Second, it was found that self-directed learning and learning flow recognized by adult university students in China significantly mediated the relationship between educational service satisfaction and academic happiness. According to the above results, it can be seen that adult students with high satisfaction with educational services in the degree course of lifelong education institutions in Chinese universities increase their academic happiness through self-directed learning and learning flow. In this regard, Chinese university lifelong education institutions suggest that efforts and measures to encourage adult learners' self-directed learning and learning flow as well as educational services are important to improve adult learners' academic happiness.

A Qualitative Study on the Activation of Lifelong Education Participation of Adult Workers with Developmental Disabilities

이 연구에서는 성인 발달장애 직장인의 장애인 평생교육 참여 활성화 방안을 탐색하는 것을 연구 목적으로 하였다. 연구참여자는 성인 발달장애 직장인 5인과 발달장애 학생 취업지도 경험이 있는 중등특수교사 5인을 선정하였다. 자료 수집은 2022년 2월부터 2022년 4월까지 대면 또는 비대면(ZOOM)의 반구조화된 방식으로 1:1 개별 면담을 진행하였다. 자료의 분석은 개념화, 부호화, 하위범주, 상위 범주 생성의 과정을 통해 결과를 도출하였으며 그 내용은 다음과 같다. 첫째, 취업한 성인 발달장애인의 삶에서 장애인 평생교육이 갖는 의미는, 배움이 느린 발달장애인의 특성이해와 사회적응, 독립적이고 행복한 삶을 위해 필요한 교육이었으며, 성인 발달장애인 당사자는 장애인 평생교육 프로그램을 통해 행복감과 자신의 성장을 경험할 수 있었다고 하였다. 둘째, 취업한 성인 발달장애인이 장애인 평생교육에 참여하는 데 겪는 어려움으로는 홍보 부재로 인한 인식 및 프로그램 정보 부족, 학령기 교육과의 연계 부족, 지역사회 내 장애인 평생교육기관 부족 등으로 나타났다. 셋째, 졸업 후 취업한 성인 발달장애인들이 집과 직장만 오가는 단조로운 일상에서 장애인 평생교육이 활성화되기 위해서는 직장인의 요구를 고려한 지역사회 내 다양한 평생교육기관과 프로그램의 제공, 학교 교육과의 연계, 참여 확대를 위한 지원인력에 대한 요구 및 졸업한 발달장애인을 관리하고 지원하는 시스템의 요구가활성화 방안으로 나타났다.The purpose of this study was to explore ways to revitalize the participation of adult workers with developmental disabilities in lifelong education for people with disabilities. The study participants were selected from five workers with developmental disabilities and five secondary special education teachers. Data were conducted through deep-interview in face-to-face or non-face-to-face (ZOOM). The study results through coding were as follows. First, the meaning of lifelong education for the disabled in the lives of adults with developmental disabilities in employment was education as necessary for understanding the characteristics of people with developmental disabilities who are slow to learn, adapting to society, and living an independent and happy life. He said that he was able to experience happiness and his own growth through the program. Second, the difficulties experienced by employed adults with developmental disabilities in participating in lifelong education for the disabled were lack of awareness and program information due to lack of publicity, lack of connection with school-age education, and lack of lifelong education institutions for the disabled in the local community. Third, in order to vitalize lifelong education for the disabled in the monotonous daily life of adults with developmental disabilities who are employed after graduation, only going back and forth between home and work. The demand for support manpower for education and the need for a system to manage and support graduates with developmental disabilities appeared as activation measures.

지역평생교육기관의 사회적 네트워크 분석 : 울산광역시 평생교육기관을 중심으로

본 연구는 지역 평생교육을 담당하고 있는 평생교육기관들의 영역별 네트워크 양상과 광역평생교육진흥원의 지역평생교육기관과의 네트워크의 모습을 드러내어 평생교육법 전부개정 이후 추진된 광역평생교육의 문제점과 시사점을 제시하고자 하였다. 이를 위하여 울산광역시에 소재하고 있는 평생교육기관들의 1년 간 공식, 비공식 형태의 접촉을 설문조사하였으며 이를 기반으로 각 기관들의 사회연결망 분석을 실시하였다. 유형별 평생교육 수행기관과 지원기관 간 사회적 네트워크 분석 결과를 정리하면 다음과 같다.BR 첫째, 네트워크 상태를 연결중심성 분석을 이용하여 분석한 결과 외향중심성은 3유형(문화시설기관)이 가장 높았고 내향중심성은 자치구군이 가장 높았다. 수행기관들은 9개 지원기관 중 ‘자치구군’과의 접촉빈도가 가장 높았으며, 평생교육진흥원과는 상대적으로 느슨하게 네트워킹을 하는 것으로 나타났다. 둘째, 울산지역 평생교육기관들은 주요 해당업무와 관련된 기관을 중심으로 하는 권역형 네트워크를 구축하고 있었다. 셋째, 광역평생교육진흥원은 1유형(평생학습관), 2유형(문해교육기관), 6유형(평생교육 시설)과 같은 평생교육 고유사업 기관과 가장 직접적이고 밀접한 네트워크를 맺고 있었으나 그 외의 유형들과는 간접적이거나 매개적 네트워크의 특성을 보여주고 있는 것으로 나타났다. 이상의 연구결과를 바탕으로 하여 지역평생교육기관의 네트워크 구축 및 활성화에 기여할 수 있는 논의와 시사점을 제언하였다.

마을교육공동체가 청소년의 학습과 성장에 주는 의미 분석

Objectives This study is to present and explore the impact and meaning of the village education community's activities, which are being carried out beyond schools to villages in the context of educational innovation, on the learning and growth of adolescents, and then attempts to provide implications for the direction of educational innovation. Methods By reviewing preceding researches, this study explores the meaning of the village education community in the context of educational innovation and conducts purposive sampling on Mongsil School, which was judged to be suitable for the purpose of the study, the adolescent self-governing learning place located in Uijeongbu, Gyeonggi-do through study in advance. For about 2 years, participatory observation, ethnographic approach, semi-structured depth interview(39 people including adolescents, young adults and adult activists etc.) and surveys for basic research were conducted simultaneously and the data collected thereby were analyzed with various documents related to the subject of study. Results First, the village education community has become an emotional space where adolescents can rest and be cared for after school. Second, adolescents have formed relationships with the world around them by working with various members other than the school, and through this, they were newly aware of the world and community in which they live, and formed a sense of ownership of the village. Third, the adolescents have been discovering their talents anew and their motivation for learning has been growing, experiencing ‘real learning’ through various challenges and experimental activities in the village education community. And a positive transfer has been taking place in their school life. Conclusions Adolescents have been growing up as subjects of their own lives by experiencing various independent and challenging experiences at the village school, a village education community. This means that the village education community should cooperate and support the whole development of adolescents along with school education, as the saying goes, ‘It takes a village to raise a child’. Schools also need to play the role of lifelong education institutions in the local community through spatial restructuring. The results of this study imply a lot to the direction of education innovation after.

Analysis of Requirements for Convergence of Qualifications for Lifelong Education Professionals in the Field of Vocational Rehabilitation (Rehabilitation Counseling) for the Restructuring of Majoring Courses for Developmental Disabilities into Lifelong Educational Institutions

The purpose of this study is to qualitatively analyze the needs for the convergence of qualifications of lifelong education professionals in the field of vocational rehabilitation (rehabilitation counseling), which is one of the measures to be considered in order to restructure the majoring courses for students with developmental disabilities as lifelong education institutions in an organizational level. FGI was used for the research method, targeting experts in the field of vocational rehabilitation (rehabilitation counseling). The study contents and results were presented in three main aspects. First, based on the consistency of the curriculum composed by the current majoring courses for developmental disabilities with the field of vocational rehabilitation (rehabilitation counseling), the consistency between the field of vocational rehabilitation (rehabilitation counseling) and the lifelong education curriculum for IDD, the study examined whether it is reasonable for the current majoring courses for developmental disabilities to be restructured as a lifelong education institution through convergence with the qualification of lifelong education professionals in the field of vocational rehabilitation (rehabilitation counseling). Second, the plan required to train lifelong education professionals in the field of vocational rehabilitation (rehabilitation counseling) was suggested for the restructure of majoring courses for developmental disabilities into lifelong education institutions. Third, the plan required for the placement of lifelong education professionals in the field of vocational rehabilitation (rehabilitation counseling) was suggested for the restructure of majoring courses for developmental disabilities into lifelong education institutions. As a result of the study, if the majoring courses for the current developmental disability are converged with the training and placement of lifelong education professionals in the field of vocational rehabilitation (rehabilitation counseling) in order to be restructured into lifelong education institutions, the linkage and advancement of the current majoring courses curriculum into lifelong education curriculum, the qualification of coordinator type professionals through counseling-based curriculum planning, the qualification of professionals centered on curriculum operation, and the realization of standards for training lifelong education professionals through cooperation between university and major courses possible could be analyzed. In addition, it was analyzed that the lifelong education professionals manpower exchange project through linkage between majoring courses-led regional institutions can be promoted.

대학태권도 공연팀의 사회적 교환관계와 팀기반자긍심 및 공연지속의도 간의 구조적 관계

The purpose of this study is to activate the Taekwondo major department of university lifelong education institutions based on the mediating effect of team-based pride in the process of influencing the performance intention of university Taekwondo major performers and provide theoretical and practical implications for effective adaptation. The subject of this study used a final questionnaire of 287 college students as a target group for male and female college students who were active as performance teams and demonstration teams at the University Taekwondo Department and the Lifelong Education Institute

Between ‘shopper’ and ‘owner’: emerging agency of lifelong learner in South Korea’s marketing-driven expansion of lifelong education

ABSTRACT This study explores the expansion of Korean lifelong education over the last two decades in terms of conceptualising the lifelong learner as identity and agency. Based on qualitative interviews with lifelong educators and learners at lifelong education institutions, the authors describe the lifelong educators’ use of marketing strategies to turn learners into core members who continuously consume their programmes, which greatly resembles loyal customers. However, these loyal customers did not remain ‘shoppers.’ They came to exercise owner-agency since they felt like they were a part of the institution, which led them into conflict with the lifelong educators over the institutions’ management. This study reveals that in Korea, marketing contributed to the expansion of lifelong education and cultivated the identity and agency of lifelong learners as both shoppers and owners.