미래 학습생활 만족도 향상을 위한 한국과 중국의 평생교육 정책 추진과정 탐색

다국어 초록 (Multilingual Abstract)

Purpose: The purpose of this study is to find out common points and differences in the process of promoting lifelong education policy in Korea and China for future social learning life satisfaction.
Design/methodology/data/approach: The research method was based on literature review.
Finding/Results: The results of the study are as follows; the following are common points. First, Korea and China developed college-centered civic education at the beginning to realize lifelong education policy. Second, the goal of lifelong education is to place in the lifelong learning city. Third, lifelong education focused on the development of self-sufficiency ability for citizen ’s economic activity. The next difference, First, Korea’s early lifelong education policy focused on the training of university-led professional manpower. However, the early lifelong education in China has focused on training technical personnel for economic activities centered on universities and private organizations. Second, in Korea, the realization of lifelong education policies such as municipalities(city, county, borough), universities, public institutions and private schools are variously realized. In China, however, it is made up of college-oriented diplomas and certificates. Third, Korea has begun to expand lifelong education through aggressive financial support from the government-led government, but China is in the direction of investing costs according to individual needs. Fourth, Korea has been designating lifelong learning cities, centering on educational programs such as civic learning opportunities, capacity building, and club training. However, China still has a training program of investment concept based on individual needs, centering on job acquisition. The implications of this study are as follows; First, Korea’s lifelong education policy is classified into a top-down structure, and China has a bottom-up structure. Second, the cultivation of technical manpower through lifelong learning is centered on commerce. Third, China’s civil-centered manpower system does not contribute to efficiency and quality of life. Fourth, China has high efficiency and effectiveness because lifelong learning is aimed at individual economic activities.
Value: This study can contribute to reduce failure by reviewing and revising problems of current lifelong education policy through the reflection of lifelong education in Korea by exploring the development process of lifelong education in China.

참고문헌 (Reference)

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