Lifelong Education Program Research Articles

GOVERNMENTAL SUPPORT OF LIFELONG LEARNING AT UNIVERSITIES UNDER THE FEDERAL PROJECT «NEW OPPORTUNITIES FOR EVERYONE»

The article discusses state support for universities implementing lifelong education programs for adults in 2019 under the federal project «New Opportunities for Everyone». The aim of research was to identify the pattern of synergies between the outcomes of universities’ participation in the project and conditions for the development of the lifelong education system in regions. We compared the data on the scale of lifelong education and of the project’s funding with the socio-economic indicators of the Russian regions. The study showed that state subsidies for higher education institutions encourage them to further increase the scale of adult education by raising co-funding from the real sector of the economy. To develop lifelong education and raise non-public funds, universities are actively using their previously acquired experience of interacting with employers. Universities that develop programs of additional vocational training most actively are those that are least focused on research activities. At the same time, universities’ willingness to participate in the federal project shows their interest in attracting new student audience. Our correlation analysis has revealed a relationship between the results of the federal project and socio-economic indicators of Russian regions. The article offers recommendations for enhancing the efficiency of the federal project and for stimulating the development of lifelong learning system at universities with a focus on the needs of regional economies.

Analysis of Research Trends in University Lifelong Education-Based on the Articles Published in Korean Journals from 1999 to 2019

이 연구는 국내 학술지에 게재된 대학평생교육 관련 논문을 분석하여 대학평생교육 연구 동향 및 향후 연구 방향을 파악하는 데 목적이 있다. 연구목적을 달성하고자 1999년부터 2019년 6월 까지 등재된 165편의 논문을 수집하여 연구물 특성, 연구내용 및 연구방법, 주제어에 대해 빈도를 분석하고, 주요 주제어에 대한 키워드 네트워크 분석을 실시하였다. 이 연구의 결과는 다음과 같다. 첫째, 대학평생교육 관련 연구는 2010년부터 2019년까지 논문의 수가 지속적으로 증가하면서 1999년부터 2009년까지 이루어진 연구물의 약 2배 이상의 논문이 발표되었다. 이와 함께 연구내용 중 성인학습자를 대상으로 연구되어진 논문이 가장 많은 것으로 나타났고, 다음으로 대학평생교육의 역할 및 발전과제, 대학평생교육 사례 및 국가비교연구, 대학평생교육 프로그램 순으로 관련 주제가 다루어졌다. 연구방법은 문헌연구가 가장 많았고, 다음으로 양적연구, 혼합연구 순으로 이루어졌다. 둘째, 대학평생교육 관련 주요 주제어는 대학부설평생교육원, 성인학습자, 평생학습, 참여동기, 평생학습사회가 높은 빈도수를 보였다. 또한 키워드 네트워크 분석결과, 내향연결정도 중심성이 높은 5위 키워드는 성인학습자, 평생학습, 대학부설평생교육원, 참여동기, 고등교육, 평생학습중심대학, 대학교육, 성인대학생 순으로 나타났으며, 매개 중심성이 높은 5위 키워드는 성인학습자, 대학부설평생교육원, 시민대학, 평생학습, 성인교육인 것으로 나타났다. 해당 주제어들은 네트워크상에서 주제어 간의 관계를 맺으며 연결 역할을 하거나 매개 역할을 하는 주제어로써 중요성이 높다고 할 수 있었다. 이상의 분석결과를 바탕으로 대학평생교육 분야에 대한 논의 및 시사점을 제시하였다.The purpose of this study was to analyze trends and future direction of research on University Lifelong Education by analyzing articles related to University Lifelong Education published in journals in Korea. In order to achieve the purpose, 165 research papers were collected from 1999 to June 2019 using the Research Information Sharing Service(RISS) of the Korea Educational and Scientific Information Service. For the 165 papers, the characteristics(publication year, academic journals), research contents, and research methods were analyzed and frequency analysis and keyword network analysis was conducted using keywords of the research works. The study results are as follows. First, the number of papers related to University Lifelong Education has steadily increased from 2010 to 2019, resulting in more than twice as many papers being published from 1999 to 2009. In addition, the highest number of research studied adult lifelong education related to University Lifelong Education, followed by the role and development task of University Lifelong Education, University Lifelong Education cases and national comparison study, and University Lifelong Education programs. In terms of the research methodology, literature research on University Lifelong Education was the most common, followed by quantitative research and mixed research. Secondly, as keywords related to University Lifelong Education, university-affiliated lifelong education center, adult learner, lifelong learning, participation motivation, and lifelong learning society. The results of the keyword network analysis confirmed that, based on the top 5 keywords with high degree centrality, the order was from adult learners, lifelong learning, lifelong education institute attached to university, participation motivation, higher education, lifelong learning center, university education, and adult college students showing that University Lifelong Education related keywords have been actively used in the research as they have become the core of the research as keywords that act as a link in the network and have established the relationship between them. The top 5 keywords with high betweenness centrality were adult learners, university-affiliated lifelong education centers, civic universities, lifelong learning, and adult education. The main words are important as the main words that play a role as a connection or a medium by forming a relationship between performance control on the network. Based on the above analysis results, the discussion and implications for the lifelong education field of universities were suggested.

Export of Continuing Education Programs: Skills and Technology (Case Study of Agricultural Universities)

Introduction. Development of the economy via the introduction of new technologies stimulates the transfer of competencies through the expansion of exports of educational services in various professional sectors. The study of current skills and competences in the agricultural complex was carried out to identify the most competitive educational programs for adults’/continuing education on regional labor markets, which could be successfully exported by Russia to other countries. We also identified innovative educational products required by the agricultural sector in Russia. The purpose of this article is to study the process of implementation of adult/continuing education and training in Russian agricultural universities in international educational markets. Materials and Methods. Results of a questionnaire survey of higher education institutions under the Ministry of Agriculture of the Russian Federation concerning the implementation of short-term continuing educational programs exported to other countries were used here. Content analysis of popular skills was carried out to determine the most competitive strategies of exports to international educational markets (the case of Kazakhstan, Russia, and USA). The study was conducted on regional job search databases. The sampling scope involved above 3,000 current vacancies. Results. Theoretical and empirical results showed that countries purchase more complex skills if there is a demand for them in the country, and their own continuing education programs are not available. The acquisition of such skills is in demand in countries using a similar model of development of this industry. The increase in exports of Russian life-long education programs to international markets can be achieved by the transfer of high technologies in the agro-industrial sector. Potential countries for the export of continuing/ life-long education include those building cultural, political and socio-economical relationships with the Russian Federation. Discussion and Conclusion. This article is useful for heads of adult education departments of universities to determine the most perspective strategies for exporting continuing education services to international markets.

The Moderating Effect of Income on the Relationship between the Participation Motives of the Elderly in Lifelong Education and the Career Barriers

본 연구는 노인의 평생교육 참여동기가 진로장벽에 미치는 영향을 파악하고, 이 영향에 대한 소득의 조절효과를 실증적으로 분석하는 것을 목적으로 수행되었다. 이러한 목적을 달성하기 위해 본 연구에서 확인한 구체적인 연구문제는 다음과 같다. 첫째, 노인의 평생교육 참여동기 가 진로장벽에 미치는 효과는 어떠한가? 둘째, 노인의 소득이 진로장벽에 미치는 영향은 어떠한가? 셋째, 노인의 평생교육 참여동기와 진로장벽 의 관계에서 소득의 조절효과는 어떠한가? 이를 위해 D시에서 평생교육프로그램에 참여하고 있는 65세 이상의 노인 187명을 대상으로 연구를 진행하였다. 연구의 결과를 위해 주요변수의 상관관계를 확인하였으며, 조절효과를 분석하기 위해 중다회귀분석을 실시하였다. 자료를 분석한 결과는 다음과 같다. 첫째, 노인의 평생교육 참여동기는 진로장벽에 부적인 영향이 있음을 확인했다. 평생교육에 참여하거나 참여한 노인은 능력을 발전시키고, 인정받음으로써 진로장벽이 감소됨을 알 수 있었다. 둘째, 노인의 소득은 진로장벽에 유의한 부적인 영향을 미치는 것으로 분석되었다. 소득이 많을수록 진로장벽의 부적 관계가 강화됨을 확인했다. 셋째, 노인의 평생교육 참여동기와 진로장벽의 관계에서 소득은 조절효과를 갖는 것으로 나타났다. 이와 같은 연구결과를 토대로 논의와 시사점을 제시하였다.The purpose of this study was to investigate the effect of the elderly s motivation for participation in lifelong education on career barriers and to analyze empirically the effect of income adjustment on this effect. For this purpose, 187 elderly people aged 65 or older participating in lifelong education programs in D city were studied. The correlation of major variables was confirmed and multiple regression analysis was conducted to analyze the moderating effect. To that end, the city conducted a study on 187 senior citizens aged 65 or older who were participating in a lifelong education program. The correlation of the main variables was checked and the middle and multiple return analysis was performed to analyze the adjustment effects. The purpose of this study was to investigate the effect of the elderly s motivation to participate in lifelong education on career barriers and empirically analyze the effect of income adjustment on this effect. For this purpose, 187 elderly people aged 65 or older participating in lifelong education programs in D city were studied. The results of the analysis are as follows. First, it was confirmed that elderly s motivation to participate in lifelong education had negative effects on career barriers. The elderly who participated or participated in lifelong education developed their abilities and recognized that their career barriers were reduced by their recognition. Second, income of the elderly was negatively influenced on career barriers. The higher the income, the more the negative relation of the career barrier is strengthened. Third, income has a moderating effect on the relationship between elderly motivation to participate in lifelong education and career barriers. Based on the results of this study, the discussion and implications are presented.

The Effects of Leisure Satisfaction on Successful aging through participation in the Lifelong Education Program for the Elderly: Mediating Effect of Depression

The Effects of Leisure Satisfaction on Successful aging through participation in the Lifelong Education Program for the Elderly: Mediating Effect of Depression

Socio-demographic Factors Related to Older Adults’ Lifelong Education Participation Patterns

본 연구는 노인의 인구사회학적 특성에 따라 노인의 평생교육 참여양상에 차이가 있는지를 밝히는 것이 목적이다. 이를 위해 한국보건사회연구원이 실시한「 2017년 노인실태조사」의 원자료를 바탕으로 65세 이상 노인 10,073명의 성별, 연령, 학력, 연가구소득, 최장기 일자리 지위, 건강상태에 따라 평생교육 참여여부, 참여영역, 참여기관, 참여빈도에 차이가 있는지를 분석하였다. 연구결과 여성(성별), 70-74세, 75-79세(연령), 중학교 재학/졸업, 고등학교 재학/졸업, 전문대학 휴학 이상(학력), 상용근로자, 무급가족종사자(최장 기 일자리 지위), 그리고 건강상태의 노인집단이 평생교육에 보다 많이 참여하였다. 중학교 졸업 이하의 학력집단과 고등학교 졸업이상 집단, 그리고 제1, 2분위 소득집단과 제3, 4, 5분위 소득집단 간에 유의미한 평생교육 참여영역에 차이가 발견되었다. 평생교육 참여기관과 관련해서는 노인복지관, 경로당, 노인교실은 70세 이상, 중학교 학력 이하, 3분위 소득 이하, 건강이 나쁜 집단이 참여하는 경향이 나타났다. 그리고 평생교육 참여빈도와 관련해서는 무학에 비해 고등학교 재학/졸업 및 전문대학 휴학 이상 집단이, 무급가족종사자에 비해 상용근로자 집단이 자주 평생교육에 참여하는 것으로 나타났다. 본 연구를 통해 우려되고 있는 인구사회학적 특성에 따른 평생교육 참여 불평등 현상이 노인 집단 안에서도 있다는 것을 밝힐 수 있다.The purpose of this study was to understand socio-demographic factors related to older adults participation patterns in lifelong education. For the purpose, this study used the raw data of 2017 Survey of the Living Conditions of the Elderly (SLCE) conducted by The Korea Institute for Health and Social Affairs. From the data of 10,073 older adults, their lifelong education participation, participating program types, participating organizations, and participating frequency were analyzed by their sex, age, educational level, household income, the longest job status, and health status. This study found that female, age of 70-74 and 75-79, educational levels of high school and higher, the longest job status of regular employees and unpaid family workers, and decent health status of older adults more participated in lifelong education. According to lifelong education program types, significant differences were found between education groups of middle school/lower and groups of high school/higher and between 1, 2 quintile income groups and 3, 4, 5 quintile income groups. In relation to the participating organizations, groups of 70 years and older, middle school and higher education level, under 3 quintile income, and poor health tended to participate in lifelong education at the elderly welfare center, senior citizens, and elderly classrooms. In terms of participation frequency, high school and college/higher than 0 year of school education, and regular workers than unpaid family workers were more frequently participated in lifelong education. This study showed the inequality in lifelong education participation according to older adults’ demographic characteristics; finally, this study suggested necessary policies and academic discussions for future older adults’ lifelong education.

잠재계층분석을 활용한 성인 학습자의 비형식 평생교육 프로그램 참여유형 및 영향요인 분석

본 연구는 2016년에 조사된 KEDI 평생학습 개인실태조사 자료를 활용하여 우리나라 만 25세부터 64세까지 성인의 비형식 평생교육 프로그램 참여 양상을 이해하는 데 주된 목적이 있다. 이를 위해 3,553명의 성인을 대상으로 4가지 비형식교육 영역, 즉, 직업능력향상교육, 인문교양교육, 문화예술스포츠교육, 시민참여교육 프로그램 참여에 대한 응답을 활용하여 잠재계층분석을 실시하였고, 참여유형을 분류한 후에는 유형 분류에 영향을 미치는 요인을 살펴보았다. 주요 분석 결과는 다음과 같다. 첫째, 기술통계를 분석한 결과, 비형식 평생교육 프로그램을 수강한 성인 2명 중 1명의 비율로 직업능력향상교육에 참여하였고, 문화예술스포츠교육, 인문교양교육, 시민참여교육의 순으로 높게 나타났다. 둘째, 잠재계층분석을 실시한 결과, 비형식 평생교육 프로그램에 참여한 성인은 크게 4가지 유형으로 분류되었으며 ‘직업능력추구형(44.0%)’, ‘여가문화향유형(31.7%)’, ‘자기계발형(21.2%)’, ‘사회기여추구형(3.0%)의 순으로 나타났다. 셋째, 직업능력추구형을 참조집단으로 하여 나머지 3개 유형 분류에 영향을 미치는 요인을 R3STEP으로 분석한 결과, 성별, 연령, 거주지, 취업상태가 유의한 영향요인으로 나타났다. 넷째, 4가지 참여유형 간 삶의 질 만족에 차이가 있는지 다변량 분산분석을 실시한 결과, 유형 간 유의한 차이가 있는 가운데 직업능력추구형의 만족도가 전반적으로 낮게 나타났다. 이상의 분석 결과는 우리나라 성인의 비형식 평생교육 프로그램 참여 양상을 이해하고 각 유형의 특성을 반영한 차별적인 프로그램 개발 및 운영을 위한 기초자료로 활용될 수 있을 것이다.

Příprava velitelů pro strategickou úroveň řízení obrany

The article offers for expert discussion research outcomes assessing commanders´ development in the area of leadership for assignments in defense organization. It also evaluates the level of utilization of gained competencies while managing these organizations. Research was conducted from 2017 to 2019 and embraced predominantly surveys among participants of career courses provided by the Centre for Security and Military Strategic Studies of Defense University in the life-long education program. Research outcomes proved limited level of understanding and implementation of leadership theoretical framework in daily business. Additionally, it shows that the implementation of verified leadership processes and principles by middle- and higher-military management fluctuates about the average level. Furthermore, it figured out an insufficient application of all available instruments for people motivation and support including the approach "leading by example". Finally, it outlined several recommendations for the reinforcement of military personal preparation in the area of leadership for the successful conduct of middle- and higher-managerial position in military organizations. The first and at the same time the most significant step is the recommendation for implementing leadership areas into the Ministry of Defense conceptual documents in the form of vision, strategy and systemic measures.

Structure of personal maturity of older people participating in lifelong educational programs

Structure of personal maturity of older people participating in lifelong educational programs

CIT(Critical Incident Technique)를 활용한 평생교육 프로그램 불만족 요인과 상대적 심각성에 대한 고찰

CIT(Critical Incident Technique)를 활용한 평생교육 프로그램 불만족 요인과 상대적 심각성에 대한 고찰

The Effect of Quality of Life and Hope on the Suicide Ideation of the Elderly: The Moderated Mediation Effect of Participation in Lifelong Education

Background/Objectives: The purpose of this study was to investigate the moderating mediation effect of lifelong education on the mediation effect of hope on suicide ideation in the elderly. The subjects of this study were 280 elderly people living in S city of Chungnam-do, Korea.Method/Statistical analysis: The collected data are analyzed using correlation analysis, frequency analysis, and moderating mediation effect.Findings: First, the correlation analysis showed a positive correlation between quality of life and hope, but there was a positive correlation between quality of life and suicide ideation, hope and suicide ideation. Second, the hope of the elderly mediated the relationship between the quality of life and suicide ideation. Third, participation in lifelong education of the elderly moderated the relationship between quality of life and hope. Fourth, participation in lifelong education of elderly people moderated the mediating relationship of hope between quality of life and suicide ideation.Improvements/Applications: Finally, based on the results of this study, it was suggested that a lifelong education program should be developed to lower the suicide intention of the elderly. In addition, we discussed regional comparisons through nationwide sampling, research on various age groups, and directions for research targeting only vulnerable groups.

Lifelong Education Programs in Human Resource Capacity Development for the Needs of Management in Events Crises

Lifelong Education Programs in Human Resource Capacity Development for the Needs of Management in Events Crises

지역인적자원개발을 위한 학점은행제 성인학습자의 학습경험에 관한 질적연구

Academic credit bank system has been started fairly evaluate and recognize the learning outcomes of various lifelong education programs, effectively providing individual learning results. While the Academic credit bank system has an institutional basis for building a lifelong learning society, it is pointed out that quality management of Academic credit bank system institutions and learning abilities of learners are lower than those of general universities. Therefore, this study conducted a qualitative study on the formation process of learning identity, because learning identity is closely related to learners

숲 체험 평생교육프로그램이 참여자들의 신체적 · 정신적 건강에 대한 인식 조사

이 연구는 산림치유를 위한 숲 체험 평생교육교육 프로그램이 개인의 심리정서와 신체 건강에 대한 효과와 만족도를 알아보고자 한 것이다. 프로그램 진행과정은 3일 동안 18시간의 숲 체험을 통해 참가자들의 사전-사후 인식을 알아보는 체험연구로 이루어졌다. 이 연구의 결과를 토대로 다음과 같은 결론을 얻었다.BR 첫째, 숲 체험 프로그램에 대한 참가자들의 심리정서 측면의 인식은 체험전과 체험후의 차이가 없는 것으로 나타났다. 둘째, 참가자들의 시술병력 유무에 따른 프로그램의 인식의 차이는 심리정서에서 전-후 모두 유의한 차이가 나타났으며, 신체에서는 사후에서 유의한 차이가 나타났다. 고혈압 유무에서는 심리정서영역에서는 사전에서 유의한 차이가 나타났으며, 신체영역에서는 사전-사후에서 유의한 차이가 나타났다. 당뇨 유무에서는 심리정서영역 사후에서 유의한 차이가 나타났다. 셋째, 숲 체험 프로그램을 통한 신체영역에서는 체험 전보다 체험 후의 인식이 매우 높게 나타났다. 넷째, 참가자들의 병력에 따른 인식의 변화에서도 심리정서영역에서는 큰 차이를 보이지 않았으나 신체영역에서는 병력의 유무를 떠나서 모두 커다란 효과를 보인 것으로 인식하고 있는 것으로 나타났다. 다섯째, 건강장수를 위한 숲 체험 프로그램은 참가자들의 배경에 관계없이 높은 만족도를 제공하는 것으로 나타났다. 그 중에서도 남자가 여자보다 더 높고, 젊은 40-50대에서 만족도가 더 높은 것으로 나타났다.

Exploring the Role and Possibility of Lifelong Education for the Revitalization of Citizenship Education

시민교육은 평생교육에서 매우 중요한 한 축을 담당해 왔다. 실질적 민주주의로 발전하기 위해서 시민교육이 강조되고 있는 지금 상황에서 평생교육은 시민교육 활성화에 기여할 수 있는 가능성이 크다. 따라서 본 연구는 평생교육의 관점에서 시민교육의 방향을 분석하고, 시민교육 활성화를 위한 평생교육의 역할을 탐색하고자 하였다. 평생교육은 교육자 중심에서 학습자 중심으로의 교육주체의 변화, 즉 교육의 민주화를 추구한다. 평생교육이 실현하고자 하는 학습사회는 시민이 주체가 되어 자유롭게 의견을 표현하고 민주적 의사결정 참여를 통해서 만들어진다. 시민교육은 평생교육이 추구하는 새로운 관점 실현에 있어서 필수적이라고 할 수 있다. 이렇듯 평생교육에서 핵심적인 시민교육은 앞으로 지식교육의 틀을 벗어나 일상적 실천을 통해서 지식뿐만 아니라 시민적 가치와 태도, 참여기술 학습을 강조할 필요가 있다. 또한 시민을 계몽의 대상하기보다 인식의 주체, 실천의 주체로 보는 시민교육으로 발전하고, 시대가 요구하는 시민성을 기르는 시민교육이 되어야할 것이다. 이러한 시민교육 실천을 위해서 본 연구에서는 평생교육에서 새로운 교육 실천보다는 기존의 평생교육 실천을 재구조하는 방식을 제안하였다. 평생교육 영역에서 활발하게 실천되고 있는 학습동아리나 지역학 교육, 또는 평생교육 프로그램에 시민교육의 ‘옷’을 입히는 것이다. 학습동아리나 지역학교육에 참여하면서 학습자들이 지역의 문제를 인식하고 문제해결에 참여하도록 교육을 설계하면 시민으로서 필요한 태도와 역량을 기를 수 있을 것이다. 이 과정에서 평생교육사들은 시민교육 실천가로서 전문성이 요구받게 될 것이고 전문성 향상을 위해 노력해야할 것이다.Citizenship education has been one of the most important pillars of lifelong education. With citizenship education being emphasized to develop into a practical democracy, lifelong education is likely to contribute to the revitalization of citizenship education. Therefore, this study was intended to analyze the direction of citizenship education from the perspectives of lifelong education and explore the role of lifelong education in promoting citizenship education. Lifelong education seeks the democratization of education, a shift of educational main agents from educators to learners. A learning society that lifelong education seeks to realize is created through participation of democratic decision making and free expression of opinions by citizens. Citizenship education is essential in realizing the new perspective that lifelong education pursues. As such, the citizenship education, which is key to lifelong education, needs to move beyond the framework of knowledge education and emphasize not only knowledge but also civic values, attitudes and learning of participating skills through daily practice. In addition, it should develop into a citizenship education that sees citizens as the subject of awareness and practice, rather than the object of enlightenment, and develop the citizenship required by the times. In order to implement this citizenship education, this study suggested a way to restructure existing life education practice rather than implement new educational programs in lifelong education. The clothes of citizenship education is worn on the existing lifelong educational practices such as learning circles(study circles), regional studies, and lifelong education programs that have actively been practiced in the area of lifelong education. Designing education so that learners can recognize local problems and participate in problem solving while participating in learning circles or regional studies can foster the attitudes and capabilities required as citizens. In this process, lifelong educators will be required to have expertise as practitioners of civil education and should try to improve their professionalism.

청각장애인 평생교육 프로그램의 방향성-보편적 학습설계(UDL) 원리 중심의 논의

청각장애인 평생교육 프로그램의 방향성-보편적 학습설계(UDL) 원리 중심의 논의

장애인 평생교육 프로그램의 참여현황과 욕구 -장애인복지관을 중심으로-

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고등교육기관에 재학 중인 발달장애인의 평생교육 프로그램의 참여 실태 및 지원요구- 문화예술영역을 중심으로 -

고등교육기관에 재학 중인 발달장애인의 평생교육 프로그램의 참여 실태 및 지원요구- 문화예술영역을 중심으로 -

Research Trends in Lifelong Education Programs for Developmental Disabilities

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The Effects of Lifelong Education Program based on University Personality Education Extra-curricular on the Residential Cooking Skills of Adults with Disabilities in Community

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