Lifelong Education System Research Articles

Study On the Value Connotation, Dilemma and Path of the Integration of Industry and Education in the Open University in the Intelligent Era

The intelligent age puts forward new requirements to the education industry. As an important part of the lifelong education system, the Open University faces challenges in the adaptability and effectiveness of its production-education integration model in the intelligent age. This paper analyzes the value connotation of the integration of industry and education in the Open University under the background of the intelligent era and deeply discusses the core dilemma encountered in the integration of industry and education, including poor policy response, incomplete feedback mechanism, unclear school-running positioning, lack of characteristics of the integration of industry and education, increasing demand for cooperation between enterprises, lack of cooperation ability of schools, lack of learning motivation, and lack of effective external incentives. On this basis, this paper puts forward targeted path optimization strategies, aiming to realize the effective promotion of the integration of industry and education in the Open University through integrated and coordinated development, improving feedback mechanism, clarifying school-running positioning, co-building cooperation platforms, clarifying enterprise needs, increasing on-campus investment, taking students as the center, strengthening external incentives and other solutions. The research in this paper not only guides for the Open University to carry out the integration of industry and education in the intelligent era but also provides decision-making reference for relevant policymakers.

Сетевая организация непрерывной профессионализации педагогов на основе системы межрегионального дополнительного образования

The goal of the paper is to study the methodology of network interregional interaction in the system of lifelong professional education with the tasks of social and ecological education of students. This problem is significant for the interregional system of lifelong professional education and pedagogical education as a source of human resources for a wide range of activities. The objectives of the study include the analysis of the concept of "lifelong professional education", generalization of the features of pedagogical activity of various regions, regional and interregional professional portraits of a teacher from the standpoint of professional deficiencies, identification of the methodology of network interaction based on the expert opinion of university teachers with a description of the model of the interregional network lifelong professional education system. It is concluded that distributed project activities in poly-professional teams with the participation of teachers can become a methodological basis for network interregional interaction in the system of continuous professionalization based on interregional supplementary education programs. The network organization of the model allows for effective dissemination to pedagogical universities and universities of non-pedagogical profiles through interuniversity partnership. The novelty lies in the socio-ecological aspects of distance interregional interaction in the context of heterogeneity of socio-cultural norms in the implementation of poly-professional projects by teachers.

Lifelong vocational education system as the fundamental condition for training the specialists for Russian Arctic zone development

Lifelong vocational education system as the fundamental condition for training the specialists for Russian Arctic zone development

지속가능한 평생교육 공간으로서 에코뮤지엄에 대한 연구

Objectives The purpose of this study is to study the potential of the ecomuseum as a sustainable lifelong education space. In this study, the potential of the ecomuseum as a sustainable lifelong education space was derived through analysis of the meaning and structure of the ecomuseum from a lifelong education perspective. Methods This study was a literature study and collected domestic and international literature focusing on the topics of sustainability, lifelong education, educational space, and ecomuseum. This study analyzed domestic and international literature collected using educational elements and educational system of lifelong education as an analysis framework. Results First, from a lifelong education perspective, the meaning of the ecomuseum appeared as a region-based expansion space, a connection and integration space of the local environment, and a learning space centered on local residents. Second, from a lifelong education perspective, the structure of the ecomuseum appeared as a cultural heritage learning space of various types in the horizontal dimension and as a learning space of various generations in the vertical dimension. Third, the potential of the ecomuseum as a lifelong education space were as a self-directed learning space for knowledge, a reflective learning space for action, and a community learning space for living together. Conclusions As a sustainable lifelong education space, the ecomuseum needs to build an integrated learning space to improve learners’ potential, a systematic learning space for learners’ continuous growth, and a local community-based learning space for learners’ community learning.

Construction of a new lifelong education system based on vector analysis algorithms for information age services

AbstractIn today's rapidly evolving society, the establishment of a learning society is paramount. The lifelong education system (LLES) plays a crucial role in enriching individuals' intellectual and emotional landscapes, fostering continuous growth, and instilling the habit of lifelong learning. However, traditional lifelong education systems often have limitations regarding accessibility, openness, and resource‐sharing, limiting opportunities for lifelong learning and dampening enthusiasm for it. To address these limitations, it is hypothesized that integrating information technology, specifically vector analysis algorithms, into lifelong education systems can revolutionize the learning experience (LE). By leveraging the power of the internet and advanced algorithms, it is expected that a new LLES can offer a superior online learning environment, enriched resources, and intelligent data analysis capabilities, thereby facilitating more effective lifelong learning. The methodology involves the development and implementation of an information age service based on vector analysis algorithms within the lifelong education framework. This study aims to provide learners with enhanced access to high‐quality online learning resources while offering intelligent data analysis to optimize learning pathways. With the continuous development of Internet technology, information technology has been applied to various fields. Information age services (IAS) based on vector analysis algorithms (VAAs) will be combined with LLES. Technology will be utilized to the maximum to provide lifelong learners with a high‐quality online learning environment, online learning resources, and intelligent data analysis to help learners better conduct lifelong learning. Experimental results comparing the new LLES with traditional approaches demonstrated significant improvements. The new system enhanced the matching of teaching materials by 31.8%, offered a wider and more convenient learning path, and provided access to a greater variety of teaching resources. Moreover, learners using the new system exhibited an average learning increase of 7%. The integration of IAS based on VAAs into lifelong education represents a substantial advancement. This innovative approach offers superior teaching resources, educational methods, and learning opportunities, empowering individuals to embrace and sustain lifelong learning journeys more effectively in the digital age.

대학의 평생교육사업의 성과지표 분석을 통한 국내 평생교육체제의 발전방안

대학의 평생교육사업의 성과지표 분석을 통한 국내 평생교육체제의 발전방안

The Development and Innovation of Vocational Education from the Perspective of Lifelong Education

With the continuous advancement of technological innovation, lifelong education has become a key factor in personal career development and social progress. As an important part of the lifelong education system, the development and innovation of vocational education are of great significance to meet the needs of the labor market and promote social equity and economic growth. This article analyzes the intrinsic relationship between the concept of lifelong education and vocational education, focusing on analyzing the development and innovation strategies of vocational education from the perspective of lifelong education.

Cultural sustainability and Estonian community houses

This article explores the role of Estonian community houses in supporting sustainable cultural development and the vitality of communities in a turbulent era of global change. It poses the following questions: (1) How do the representatives of community houses perceive their roles and challenges? (2) How does organizational agency and cultural policy (at national and sub-national level) contribute to cultural sustainability in the context of such disruptions? To answer the first question, in 2022 an online questionnaire survey targeting representatives of Estonian community houses was conducted. The article is based on quantitative and qualitative analysis of 126 responses. The second question provides historical, political, and cultural context to address the first. Estonian community houses, numbering 376 in operation today, are a unique network to study. In the nineteenth century, these cultural hubs became the basis for the system of non-formal life-long education, arts and culture, and later regulated and developed within the subnational politics of culture and education in the Estonian nation-state (1918–40), in the Soviet Union (1940–91), and in today's Estonia (1991–2023) as part of the European Union. The COVID-19 pandemic added a new set of disruptions. In this light, the continuity of the functioning of community houses, alongside their ability to adapt, becomes particularly important for both local communities and sustainable cultural development.

Research on the Vocational College Education Serving Community Education Based on the Double Triple Helix Theory

There is a high degree of compatibility between vocational education and community education in terms of the connotation and function of lifelong education and universal learning. Promoting the improvement of the lifelong education system and the implementation of universal learning are the common demands of vocational education and community education. Exploring the transfer of the relationship between universities, enterprises, and governments in the “double triple helix model” to the relationship between vocational colleges, enterprises, governments, and communities, and exploring its unique operating rules, enriching and developing innovative models of community education in vocational colleges, in order to find a path suitable for the coordinated development of the two.

A Study on Cross-Department Collaboration Mechanisms in Teacher Training for Higher Vocational Colleges under the Lifelong Education System

A Study on Cross-Department Collaboration Mechanisms in Teacher Training for Higher Vocational Colleges under the Lifelong Education System

A Probe into the Practical Teaching Mode of Adult Higher Education Continuing Education Curriculum under the Background of Lifelong Education

Higher diploma continuing education is an important part of higher education, is an important content of building a lifelong learning education system to serve the whole people, and is an important way for the people to create a better life and achieve common prosperity. At present, the research on the interaction between deep learning and knowledge transfer is still quite limited in view of the characteristics and needs of continuing education learners for higher education. In addition, the methods of cooperation, communication and partnership, as well as various forms of classes, are used to promote their learning and improve their comprehensive quality, so as to achieve better training results. This paper takes the pre-school education of continuing education for higher education as an example, based on students' cognitive law, career development needs and the characteristics of disciplines, and takes the mixed teaching reform as an opportunity to explore the practical teaching mode suitable for continuing education for higher education. Through the teaching practice and exploration of deep learning for students of continuing education for higher education, it is expected that students can obtain a brand new and dynamic learning environment to meet their unique and challenging learning purposes. The promotion of higher diploma continuing education can better meet the requirements of today's society for the cultivation of high-quality talents.

The Value and Path of Realizing Lifelong Learning Education System under the "University + Community" Model in the New Era

The Value and Path of Realizing Lifelong Learning Education System under the "University + Community" Model in the New Era

성인학습자의 대학진학동기가 융합전공 인식에 미치는 영향

This study aimed to analyze the influence of adult learners' motivation for attending college and their satisfaction with education on the recognition of convergence majors, as well as how the motivation for college attendance impacts the recognition of convergence majors through educational satisfaction. The study focused on adult learners enrolled in a regular degree program at K University, which is implementing the LiFE (University Lifelong Education System Support Project) initiative. Empirical analysis was conducted based on responses from a total of 205 surveys.
 The analysis yielded several key findings. First, the study revealed that only the learning-oriented motivation, which pertains to the desire for higher education, significantly affected educational satisfaction. Second, it was observed that goal-oriented motivation, activity-oriented motivation, and learning-oriented motivation, all of which contribute to one's decision to enter university, had a substantial impact on the recognition of convergence majors. Third, the study established a significant correlation between educational satisfaction and recognition of convergence majors. Lastly, the fourth finding highlighted that educational satisfaction partially mediates the relationship between adult learners' motivation for attending college and the recognition of convergence majors.
 These findings carry important implications. The study results offer fundamental insights for shaping a lifelong education system in response to the evolving landscape of creative convergence. Furthermore, they provide guidance for defining educational directions regarding convergence majors for adult learners and structuring a relevant curriculum.

선취업·후진학 성인학습자의 교육서비스 품질연구 : Kano model과 Timko 고객만족계수를 이용하여

The purpose of this study was to identify the degree of educational service quality perceived by adult learners in ‘Work First-then on College System’ who are college students only for adult learners in the lifelong education system of the LiFE project, and to secure data to build and operate better education services in the future. To this end, the educational service quality was classified using the Kano model, and the satisfaction and dissatisfaction indexes were measured by calculating the quality factor index through Timko's customer satisfaction coefficient. The results of the education service quality research are as follows. Among the 26 questions in the 5 factors of tangibility, reliability, empathy, certainty, and reactivity, 14 questions were classified as Attractive quality and 10 questions were classified as O-dimensional quality. And two questions showed the same measurement value for Attractive quality and O-dimensional quality. In addition, all Customer Satisfaction Coefficients were classified as Attractive quality with Better index higher than Worse index. Attractive quality is a positive factor that can be amplified to the level of customer satisfaction when the service is satisfied. All 5 questions regarding confidence in teaching expertise, preparedness, technique, friendliness, and fairness were found to be attractive qualities. In addition, O-dimensional quality is a factor that leads to satisfaction when satisfied and dissatisfaction when not satisfied, and is frequently found in tangible factors. This confirmed that the external parts such as university facilities and equipment are elements that must be satisfied first. The results of this study are expected to be used as data to secure and improve the quality of educational services for adult learners, to secure admission resources for adult learners, and to create a competitive advantage.

Factors associated with regional retention of physicians: a cross-sectional online survey of medical students and graduates in Japan

BackgroundPhysician shortage and maldistribution is an urgent health policy issue requiring resolution. Determination of factors associated with regional retention and development of effective policy interventions will help to solve this issue. The purpose of the present study was to identify factors associated with regional retention and discuss their policy implications.MethodsWe conducted a cross-sectional online survey from February to March of 2022 for graduates from regional quotas (special quotas for medical schools to select students engaged in community medicine) and Jichi Medical University (JMU) and students at 10 medical schools including JMU. Completed surveys were obtained from 375 graduates and 1153 students. Questions included intention to continue to work in their home prefecture in the future, as well as background information and potential factors associated with regional retention. In the analyses, regional quotas and JMU were referred to as community medicine-oriented programs and schools (CMPS). We performed logistic regression analyses to identify factors associated with regional retention.ResultsAmong the students, scholarship-bonded obligatory service, satisfaction with current life, intention to belong to ikyoku (a traditional physician allocation/training system in Japanese medical schools), and interest in general practice/family medicine were significantly positively associated with regional retention. Among the graduates, satisfaction with training environment, intention to belong to ikyoku, and recommending their program to high school students were significantly positively associated with regional retention. For students of CMPS, satisfaction with the career development program was positively associated with future regional retention. For graduates, this association was observed only in the crude analysis.ConclusionsIn addition to known factors such as interest in general practice/family medicine, intention to belong to ikyoku had a substantial impact on regional retention. The present results suggest that the career support system represented by ikyoku as well as a career development program are of potential importance for increasing regional retention through the mechanisms of a sense of belonging and a life-long education system. These findings provide useful information for the development of further policy interventions that interweave traditional and new systems to maximize their effectiveness.

The significance of senior education in the Internet era for the construction of lifelong education system

Abstract This paper uses Bayesian networks for the state combination of random variables to describe the relationship between prior probability and posterior probability by likelihood. Meanwhile, the elimination of complex variables is achieved by combining the operation results of multivariate non-independent joint conditional probability decomposition. Based on this, Bayes’ theorem is used to calculate the learning efficiency, the comprehensive pass rate of any interactive courseware, and the growing value of the visualized learning process to improve the sharing of resources for senior education. To verify the feasibility of the model, a teaching effectiveness test was conducted, and the results showed that 66.6% of older adults believed that participation in senior education could strengthen their bodies and minds. The percentage of medical and health care knowledge courses was 63.20%. The direct effect of the learning environment on the participation behavior of senior education was 0.143, while the indirect effect of educational resources on the participation behavior of senior education was 0.083. In addition, 61.78% of seniors thought that attitude towards senior education was very important. Therefore, it can be concluded that the model of the elderly education system fills the gap in the structure of the lifelong education system, enriches the uppermost structure of the lifelong education system, and promotes the improvement and development of the lifelong education system.

The Experiences of Nursing Students Participating in Lifelong Education During the COVID-19 (Coronavirus Disease 19) Pandemic

Purpose: This study aimed to understand the experiences of nursing students participating in lifelong education during the coronavirus disease 19 (COVID-19) pandemic. Methods: This qualitative study adopted the phenomenological research method. Eight nursing students, who had experienced more than two lifelong education experiences, participated in this study. Data was collected through individual in-depth interviews between November 2021 and December 2021 and analyzed using Colaizzi(1978)’s method. Results: Four categories, including nine theme clusters, emerged from the data: ‘Determinant factors of participation in lifelong education,’ ‘Performance factors of participation in lifelong education,’ ‘Barriers to participation in lifelong education,’ and ‘Successful conditions of participation in lifelong education.’ Conclusion: The results of this study provide primary data for the development of lifelong education of nursing students during the COVID-19 situation. The findings indicate a necessity to improve the lifelong education system at universities in the COVID-19 and post-COVID-19 era.

공시적·통시적 관점에서 본 대학의 평생교육체제지원사업 고찰

As a university-centered lifelong education vitalization policy, the 2nd cycle basic plan for the representative LiFE project was announced, and the government recently announced the areas to participate in the RISE pilot project. The LiFE project is evaluated as a project to build a future social power through the convergence of higher education and lifelong education by restructuring the higher education system centered on school-aged students into a higher lifelong education system that is 'adult learner-friendly'. After the pilot project, the basic framework of 「RIS + LINC3.0 + LiFE + HiVE + Regional Area Revitalization」is being planned. This change is because it can be said that it is the time to seek practical strategies to settle government financial support projects of universities from the so-called top-down system led by the government to an endogenous, bottom-up system centered on the local community. Therefore, it was reviewed in connection with RISE along with historical consideration of the LiFE project as a single project. In detail, first, the legal and institutional aspect of lifelong education policy and the progress of the LiFE project through changes in university-centered lifelong education vitalization policy were reviewed. And LiFE 1.0 and LiFE 2.0 were compared. Second, let's provide points of discussion for designing the strategic direction of the project and changing the perceptions of the participants through discussions related to LiFE 2.0 based on the above review.

Exploring the landscape of e-learning for lifelong education of public servants: trends, challenges, and implications

This article provides a comprehensive overview of the various components comprising the lifelong education system for public servants. With the advancement of e-government being a pivotal aspect of public administration, the significance of e-learning as a crucial tool for equipping public servants to fulfill this objective is examined. The study analyzes both domestic and international experiences of e-learning for public servants, encompassing distance education, blended learning, and its integration within traditional classroom settings. The article sheds light on the potential threats and benefits of Information and Communication Technology (ICT) training, drawing insights from a survey conducted among civil servants who received ICT training in Ukrainian higher educational institutions. By drawing upon scientific and empirical evidence, the trends in e-learning development are identified, with certain countries serving as exemplars in addressing the current challenges in this field. This article serves as a valuable resource for understanding the current landscape of e-learning in the context of lifelong education for public servants, highlighting emerging trends, inherent challenges, and the wider implications for effective governance.

Literature Review of Preschool Education Governance System in the Past Decade

Preschool education is an important social public welfare cause, the beginning of building a lifelong learning education system serving the whole people, and the important connotation of improving modern governance in China. It is an important decision made at the 19th National Congress of the Communist Party of China to do a good job in early childhood education and realize “early childhood education” through a multi-pronged approach. This chapter uses the literature method and standard analysis method to summarize and analyze the papers on preschool education management published by CNKI in the past ten years, and draws the conclusion that researchers focus on the research of government management responsibility, the research of primary school tendency, and the research of private kindergarten management. It is expected that the study of preschool education management will be deeply explored in the policy level, the construction of teachers and the safety of kindergartens, so as to improve the preschool education management.