The purpose of this study is to analyze how the lifelong education program based on locality is shaped at each level from planning to evaluation in the community. In modern society, it is enhancing the role of lifelong education as a means of community development. Especially, the lifelong education...
The purpose of this study is to analyze how the lifelong education program based on locality is shaped at each level from planning to evaluation in the community. In modern society, it is enhancing the role of lifelong education as a means of community development. Especially, the lifelong education program takes up the large part in so much that it is considered as lifelong education itself. In this study, the concept of locality has more significance than the analysis of the community environment which is done in the planning of the lifelong education program. Because of the value that education itself has, locality is likely to be treated merely as a component of geographic, economic, social, cultural, administrational and educational environment and interpreted as a past-ward tendency which is made among the people in the community with the other environmental components within a certain period of time. However, the lifelong education program includes not only past but also present and future. Therefore, the locality in this study is not only a regional component but also the concept that includes all the regional traits resulted from the interaction of all the environmental components and the governance values. The case of the lifelong education program of this study aimed to train the community leaders to develop the community. The program was operated in the rural small city where the main industries were agriculture and tourism. Developing competitive local contents to make the brands directly connected to the community development and the livelihoods of the community members who strongly influence the community development. Though it was a small city, the administrative agency of the city recognized the importance of the community lifelong education and tried to provide the opportunity to the citizens as 'the lifelong learning city'. It attempted to find developmental change that the community required in lifelong education and to train the community members into the active leaders. The case program of this study had been operated for 4 years by the administrative agency with the best use of the local traits. Compared to the common lifelong education programs that usually end in a year, it was a large-scale and important one with the administrative and financial support of the administrative agency. It was the program based on the community and the community members were the main agents and targets of the education. The purpose of the education was the development of the community regeneration. The contents of the education were the current issues of the community and they were delivered to the learners strategically by analyzing the local traits. The hallmark of this program was that, through the application of locality, the educational courses corresponded with the local problem solving process. Taking this lifelong education program, the community members could face the problems of their community and search for the solutions for themselves. The partnership of the administrative agency that designed the program, the learners (the community members) and the instructors (the experts) was established systematically. During the education courses, consistent networking was constructed between the community members and the administrative agency to resolve conflicts. The lifelong education program practiced by the community has both diversity and universality in its type and management. And developing it follows a certain procedure. However applying locality to the program can make a difference. There are many programs that are not influenced by locality. But the lifelong education that was approached from the view of community regeneration has an organic relationship with the community. And locality is stronger in small city than big city. Appling locality to the lifelong education program can improve the educational resources. Locality isn't limited to the analysis of the local environment but interacts consistently with all the courses until the program ends. After the program ends, the evaluation needs the interpretation from the various views as well as the relationship of input and output. A multi-dimensional evaluation of the education based on locality can make us find the inner change of the community members, way of thinking, values, potential of the community that can be overlooked easily with the quantitative evaluation method. Locality makes the lifelong education program perceived as the social phenomenon of community, not as a simple education course. It is important to spread the lifelong education program quantitatively. But it is also very important to connect its best effects to the community development by taking a qualitative approach involved the use of locality. Therefore, it is very meaningful to find various cases that the lifelong education program and locality interact and produce the dynamic values. For this, it should be examined how the lifelong education program is shaped in the context of the community and various aspects in the process. Locality is an educational resource and an important element to consider in the field of lifelong education for the community development. The local elements interact and influence each other to have their specific traits and the potential to use them for the lifelong education program development is limitless and the results are various. This study offers indirectly the empirical result of the community lifelong education program that can be operated variously in the future and, thus, has a signification to suggest the direction toward the local competence in the lifelong education program development with special purpose by analyzing the case on the use of locality.
The purpose of this study is to analyze how the lifelong education program based on locality is shaped at each level from planning to evaluation in the community. In modern society, it is enhancing the role of lifelong education as a means of community development. Especially, the lifelong education program takes up the large part in so much that it is considered as lifelong education itself. In this study, the concept of locality has more significance than the analysis of the community environment which is done in the planning of the lifelong education program. Because of the value that education itself has, locality is likely to be treated merely as a component of geographic, economic, social, cultural, administrational and educational environment and interpreted as a past-ward tendency which is made among the people in the community with the other environmental components within a certain period of time. However, the lifelong education program includes not only past but also present and future. Therefore, the locality in this study is not only a regional component but also the concept that includes all the regional traits resulted from the interaction of all the environmental components and the governance values. The case of the lifelong education program of this study aimed to train the community leaders to develop the community. The program was operated in the rural small city where the main industries were agriculture and tourism. Developing competitive local contents to make the brands directly connected to the community development and the livelihoods of the community members who strongly influence the community development. Though it was a small city, the administrative agency of the city recognized the importance of the community lifelong education and tried to provide the opportunity to the citizens as 'the lifelong learning city'. It attempted to find developmental change that the community required in lifelong education and to train the community members into the active leaders. The case program of this study had been operated for 4 years by the administrative agency with the best use of the local traits. Compared to the common lifelong education programs that usually end in a year, it was a large-scale and important one with the administrative and financial support of the administrative agency. It was the program based on the community and the community members were the main agents and targets of the education. The purpose of the education was the development of the community regeneration. The contents of the education were the current issues of the community and they were delivered to the learners strategically by analyzing the local traits. The hallmark of this program was that, through the application of locality, the educational courses corresponded with the local problem solving process. Taking this lifelong education program, the community members could face the problems of their community and search for the solutions for themselves. The partnership of the administrative agency that designed the program, the learners (the community members) and the instructors (the experts) was established systematically. During the education courses, consistent networking was constructed between the community members and the administrative agency to resolve conflicts. The lifelong education program practiced by the community has both diversity and universality in its type and management. And developing it follows a certain procedure. However applying locality to the program can make a difference. There are many programs that are not influenced by locality. But the lifelong education that was approached from the view of community regeneration has an organic relationship with the community. And locality is stronger in small city than big city. Appling locality to the lifelong education program can improve the educational resources. Locality isn't limited to the analysis of the local environment but interacts consistently with all the courses until the program ends. After the program ends, the evaluation needs the interpretation from the various views as well as the relationship of input and output. A multi-dimensional evaluation of the education based on locality can make us find the inner change of the community members, way of thinking, values, potential of the community that can be overlooked easily with the quantitative evaluation method. Locality makes the lifelong education program perceived as the social phenomenon of community, not as a simple education course. It is important to spread the lifelong education program quantitatively. But it is also very important to connect its best effects to the community development by taking a qualitative approach involved the use of locality. Therefore, it is very meaningful to find various cases that the lifelong education program and locality interact and produce the dynamic values. For this, it should be examined how the lifelong education program is shaped in the context of the community and various aspects in the process. Locality is an educational resource and an important element to consider in the field of lifelong education for the community development. The local elements interact and influence each other to have their specific traits and the potential to use them for the lifelong education program development is limitless and the results are various. This study offers indirectly the empirical result of the community lifelong education program that can be operated variously in the future and, thus, has a signification to suggest the direction toward the local competence in the lifelong education program development with special purpose by analyzing the case on the use of locality.
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