Current Performance and Tasks of Lifelong Higher Education in Korea and Its Perspectives Based on the Comparative Study of Other Major Advanced Countries' Systems
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Our society has been transformed into ‘knowledge society’ since the creation of a new civilization. With the coming of age of the society the paradigm of education has been shifted-‘Andragogy’ has replaced pedagogy. In response to challenges of knowledge society, globalization, low birth rate, and ‘aged society’, etc., Korean Government has implemented various educational reforms, particularly in lifelong higher education since 1996. In this paper Korean lifelong higher education system is analyzed with respect to performance and tasks/problems, and perspectives are suggested. The Credit Bank System, Lifelong Education Centers affiliated with higher education institutions, and distance education system-only Cyber University-are presented. Lifelong higher education systems of major advanced countries are examined in comparative perspective for drawing implications for Korea, and specific future directions are suggested based on this study. The performance of Korean lifelong higher education has been quite successful in opening higher education for the people who did not have access before. The major contributions are as follows: restructuring the higher education system, realization of lifelong education ideology, increased access of higher education, the provision of opportunities for plausible social mobility, university's fulfilling accountability of providing service for the public, etc. This paper concludes with the following future directions and guidelines: 1) For enhancing adult learners' capabilities colleges and universities have to be further opened, become more flexible, and democratic. 2) The educational system, the university selection system in particular has to be reformed as seen in Sweden. 3) Higher education institutions have to enhance accountability of providing more various continuing education. 4) Professional Graduate Schools have to offer a variety of professional continuing education more for professional practitioners in response to the demands of changing labor market. 5) A variety of more practice oriented curriculum and instruction have to be provided in tertiary continuing education. 6) Higher education institution and industry cooperation has to be strengthened. 7) Accreditation system of lifelong higher education has to be established and the institutions have to be assessed regularly. 8) The government-funded vocational programs for the disadvantaged have to be expanded. 9)Various programs on demand and information for the elderly have to be provided.
Abstract
Our society has been transformed into ‘knowledge society’ since the creation of a new civilization. With the coming of age of the society the paradigm of education has been shifted-‘Andragogy’ has replaced pedagogy. In response to challenges of knowledge society, globalization, low birth rate, and ‘aged society’, etc., Korean Government has implemented various educational reforms, particularly in lifelong higher education since 1996. In this paper Korean lifelong higher education system is analyzed with respect to performance and tasks/problems, and perspectives are suggested. The Credit Bank System, Lifelong Education Centers affiliated with higher education institutions, and distance education system-only Cyber University-are presented. Lifelong higher education systems of major advanced countries are examined in comparative perspective for drawing implications for Korea, and specific future directions are suggested based on this study. The performance of Korean lifelong higher education has been quite successful in opening higher education for the people who did not have access before. The major contributions are as follows: restructuring the higher education system, realization of lifelong education ideology, increased access of higher education, the provision of opportunities for plausible social mobility, university's fulfilling accountability of providing service for the public, etc. This paper concludes with the following future directions and guidelines: 1) For enhancing adult learners' capabilities colleges and universities have to be further opened, become more flexible, and democratic. 2) The educational system, the university selection system in particular has to be reformed as seen in Sweden. 3) Higher education institutions have to enhance accountability of providing more various continuing education. 4) Professional Graduate Schools have to offer a variety of professional continuing education more for professional practitioners in response to the demands of changing labor market. 5) A variety of more practice oriented curriculum and instruction have to be provided in tertiary continuing education. 6) Higher education institution and industry cooperation has to be strengthened. 7) Accreditation system of lifelong higher education has to be established and the institutions have to be assessed regularly. 8) The government-funded vocational programs for the disadvantaged have to be expanded. 9)Various programs on demand and information for the elderly have to be provided.
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