Policy Implication of Lifelong Learning Program of EU for Korea

Hwang, Hae-Du; Seo, Daesung

doi:10.1016/j.sbspro.2012.06.342

Cited by 2 publications

(1 citation statement)

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“…The policy direction of lifelong education in both countries is similar in that it promotes the "lifelong, voluntary, and self-motivated" pursuit of knowledge for personal or professional reasons by promoting learners to accumulate skills and knowledge throughout their lives. It enhances not only social inclusion, active citizenship and personal development, but also competitiveness and employability [2]. Although the two countries have different social systems and administrative systems and differences in lifelong education policies, they can learn and learn from each other.…”

Section: Introductionmentioning

confidence: 99%

Comparison of Lifelong Education Policies Between China and Korea and Its Implications

Hu¹,

Yin²

2023

Proceedings of the 7th International Conference on Contemporary Education, Social Sciences and Humanities (Philosophy of Being

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Policy is a kind of guidance and a kind of regulation, which can create a good environment for the development of lifelong education. The formulation and implementation of reasonable policies are necessary for the development of lifelong education and play an important role in promoting the development of lifelong education. The goal of lifelong education policy development in China is the same as that in Korea, i.e., to continuously improve residents' survival skills and quality of life by eliminating the inequality of educational opportunities. The purpose of this paper is to grasp the process of change and characteristics of lifelong education policy in Korea by comparing the lifelong education policies of China and Korea, and on this basis, to find insights into the cause of lifelong education development in China. First, China's lifelong education system is equipped with the environment and conditions to take advantage of local characteristics and facilitate the development of lifelong education programs that meet local realities. Second, it is necessary for local governments in China to study the implementation of a system for the integrated management of citizens' personal learning experiences the lifelong learning account system. The local governments invest in building and operating an integrated network of lifelong learning so that the funding support and learning history management can be systematically linked together. Third, it is necessary to expand the leading role of local governments in the process of lifelong education policy and program development by clearly sharing responsibilities according to the operating entities. Fourth, China is committed to building a lifelong learning society, which requires the training of a large number of professionals for lifelong education programs lifelong educators. The development trend of lifelong education in China has taken shape, and lifelong education career should become the new education development strategy of China.

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Section: Introductionmentioning

confidence: 99%