Lifelong Learning System in Finland: Implications for Korean NHRD Policy
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The study analyzed roles of state, civil society and market in the Finnish lifelong learning system through literature, the Finnish government as well as international organization publications and statistical data. With the intention to seek implications for Korean NHRD policies, the study examined what and how state, civil society and market interacted and collaborated with each other to achieve the lifelong learning system. The implications for Korean NHRD are as follows. First, the lifelong learning policy needs to be established on the basis of integrating various educations. The Finnish lifelong learning emphasizes not only bridges between educations and flows of life span from the perspective that the previous education becomes a driving force for the next one. Second, collaboration and the cooperative system between central and local government is necessary. In particular, it is required that the collaborative system between NHRD and RHRD and between local and central government. Third, reinforcement of democratic social education is also suggested. The high participation rate in lifelong learning stems from active and voluntary social activities. NHRD policies must contain efforts to establish learning organizations which can improve democratic civil society and develop democratic communications and negotiations. Last, it is essential to carry out long-term and integrative educational reforms. NHRD plan needs to exceed a mere aggregate of educational polices. Rather, it must be collective based on social agreement and long term goal.
Abstract
The study analyzed roles of state, civil society and market in the Finnish lifelong learning system through literature, the Finnish government as well as international organization publications and statistical data. With the intention to seek implications for Korean NHRD policies, the study examined what and how state, civil society and market interacted and collaborated with each other to achieve the lifelong learning system. The implications for Korean NHRD are as follows. First, the lifelong learning policy needs to be established on the basis of integrating various educations. The Finnish lifelong learning emphasizes not only bridges between educations and flows of life span from the perspective that the previous education becomes a driving force for the next one. Second, collaboration and the cooperative system between central and local government is necessary. In particular, it is required that the collaborative system between NHRD and RHRD and between local and central government. Third, reinforcement of democratic social education is also suggested. The high participation rate in lifelong learning stems from active and voluntary social activities. NHRD policies must contain efforts to establish learning organizations which can improve democratic civil society and develop democratic communications and negotiations. Last, it is essential to carry out long-term and integrative educational reforms. NHRD plan needs to exceed a mere aggregate of educational polices. Rather, it must be collective based on social agreement and long term goal.
참고문헌 (36)
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