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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술대회자료
- 저자정보
- 발행연도
- 2021.10
- 수록면
- 185 - 188 (4page)
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초록· 키워드
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The lifelong education system has different aspects and systems depending on the various social and cultural backgrounds and educational ideologies of each country. Since many variables affect lifelong education, the diversity of institutions is even greater. Nevertheless, comparing and analyzing each country"s lifelong education support system can provide useful implications for developing Korea"s lifelong education system.
Therefore, this study attempted to present implications for revitalizing lifelong education in Korea in the future by comparing and analyzing the lifelong education system in Korea and the lifelong education system in Japan. The implications derived from the results of this study are as follows. First, it is a clear direction for the lifelong education promotion system. Lifelong learning should proceed in the direction of pursuing social equity and integration. Low social groups such as the disabled, the poor, and low-wage workers, women, middle-aged, and non-advancing.It is necessary to ensure that as many people as possible receive educational opportunities and benefits, including unemployed youth and those with basic skills. Second, it is an active connection between the Lifelong Education Promotion Agency and the Regional Office of Education. Proximity to lifelong education is an important factor in providing educational opportunities, and the needs of local residents should be actively reflected in setting educational content. Therefore, it is necessary to prepare a plan to use local elementary, middle, and high school facilities as lifelong education facilities. Third, it is the establishment of an evaluation recognition system that can socially recognize lifelong learning. In the case of Korea, bachelor"s degrees are currently awarded under the credit bank system, but in Japan, courses up to graduate schools are also possible. At the same time as expanding this, it is necessary to actively consider introducing a system that can link the qualifications or completion contents acquired by high school dropouts and non-entering scholars with their educational background.
Therefore, this study attempted to present implications for revitalizing lifelong education in Korea in the future by comparing and analyzing the lifelong education system in Korea and the lifelong education system in Japan. The implications derived from the results of this study are as follows. First, it is a clear direction for the lifelong education promotion system. Lifelong learning should proceed in the direction of pursuing social equity and integration. Low social groups such as the disabled, the poor, and low-wage workers, women, middle-aged, and non-advancing.It is necessary to ensure that as many people as possible receive educational opportunities and benefits, including unemployed youth and those with basic skills. Second, it is an active connection between the Lifelong Education Promotion Agency and the Regional Office of Education. Proximity to lifelong education is an important factor in providing educational opportunities, and the needs of local residents should be actively reflected in setting educational content. Therefore, it is necessary to prepare a plan to use local elementary, middle, and high school facilities as lifelong education facilities. Third, it is the establishment of an evaluation recognition system that can socially recognize lifelong learning. In the case of Korea, bachelor"s degrees are currently awarded under the credit bank system, but in Japan, courses up to graduate schools are also possible. At the same time as expanding this, it is necessary to actively consider introducing a system that can link the qualifications or completion contents acquired by high school dropouts and non-entering scholars with their educational background.
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1. 서론
2. 본론
3. 결론 및 시사점
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